Learning Portfolio

Statement of Intention

As I undertake my journey as a preservice teacher and aim to become a proficient secondary Arts educator, I have developed this Teaching and learning portfolio that includes my professional engagement plan, a unit 3/4 planner, and supporting resources. Each part of this portfolio connects to form a collection that aims to enhance both teaching and learning in Units 3 and 4 of the VCE Art Creative Practice 2023 to 2027 study design. Effective planning, as emphasized by Churchill (2021, Chapter 7), is a crucial element of successful teaching, as it ensures that all learning objectives are achieved, and students' needs are met. The development of this portfolio has allowed me to practise thoughtful and strategic planning of both my learning and the facilitation of other’s learning, thus assisting me in my endeavour to create a structured yet adaptable learning environment that helps every student reach their full potential, a fundamental responsibility for teachers, as outlined in both The Alice Springs (Mparntwe) Education Declaration and The Australian Institute for Teaching and School Leadership [AITSL], Professional Standards for Teachers. Art Education “offers opportunities to learn how to be with others and ourselves; it offers opportunities to practice expression and understanding; it offers opportunities to experience and recognise beauty, pain, love, and despair; and has potential in helping students engage with learning in other areas” (Crooke, 2016, p.9, as cited in Dinham, 2022). This portfolio shows my commitment to learning how I can best provide an enriching educational experience for all my future students in order to give them the skills they need to become happy, healthy, compassionate, and informed people.

Professional engagement plan

As I prepare to teach Units 3 and 4, it’s essential to recognise and address the professional learning needs that I have and need to fill in order to enable me to facilitate effective learning. By engaging in an audit of my skills and knowledge as they relate to Arts education and specifically VCE Art Creative Practise, I will be participating in vital self-reflection and beginning the process of professional development. Ensuring I have sound knowledge and skills across areas such as knowledge of diverse contemporary, historical, and cultural artists and artworks; knowledge and skills across a broad range of materials, techniques, and processes and knowledge of VCE rules and procedures, assessment processes, and examinations will enhance my capacity to teach broadly and specifically Units 3 and 4 in Art Creative Practise VCE Study Guide. One of the ways I will bridge gaps in my knowledge and skills is through discussions with lecturers, tutors, other teachers, and peers, as conversation allows for learning and skill and knowledge transfer. This will mean I am working towards AITSL Standard 7, ‘engage professionally with colleagues, parents/carers, and the community’. Churchill (2021, p.75) illustrates the importance of partaking in ‘personal growth and development’ when striving to be teachers who make ‘a difference in the lives of their students’. I aim to be a teacher who makes a difference in the lives of their students and by developing a professional engagement plan I am making an active and structured step in my own professional development.

Unit planner

Each term and week within the planner will be carefully structured to align with the VCE Art Creative Practice Study Design unit 3 and 4 areas of study [AOS] and Outcomes. The planner will also be organized around potential key dates, state and national holidays, school events and other possible interruptions. Both of these are to ensure that all mandated content and assessment requirements are met in a timely manner, and demonstrate an understanding of the reality of time restraints. Throughout the planner, I will integrate a range of teaching strategies and resources designed to engage students and facilitate deep learning. For example, I plan to use explicit teaching and worked examples to clarify complex concepts, reducing cognitive load and enabling students to develop their skills more effectively, thus incorporating the pedagogical strategies known as HITS, which are backed by extensive academic research (DET, 2020). Research by Hattie and Timperley illustrates that positive and timely feedback is one of the most powerful influences on successful learning (2007) and AITSL Standard 5.2 mandates teachers ‘provide feedback to students on their learning’(n.d.). Thus, my Planner will incorporate formative assessment techniques to monitor student progress and provide timely feedback, allowing for adjustments to be made as needed to ensure that all students are on track to achieve their learning goals. Both students and teachers would be able to view this unit planner. This means they would be able to see the tasks ahead of them, the outcomes they are required to meet, and when these are scheduled. Thus, the planner acts as a tool students and teachers can use to engage in backward design (Wiggins & McTighe, 2005). A well-supported teaching and learning method that involves starting with learning objectives and planning with these in mind.

Supporting resources

This section of the portfolio will serve as a practical toolkit for educators, providing them with targeted resources that will support them in teaching the content in the study design and planner. Each resource can be utilised to deepen students’ understanding and engagement with the course content. For example, by incorporating a link to Curriculum Authority content such as the VCAA Study Design Support Materials, it ensures that busy teachers can assess resources that will help guide them to teach content that aligns with the mandated curriculum and assessment requirements. By including these annotated resources in this portfolio, I aim to provide the beginning stages of a digital support system that teachers can draw upon to be the best teachers they can be.