Engaging in professional communication with colleagues, parents/careers and the community
"Nikki has attended many school meetings and has a friendly nature when speaking with other teachers, parents and community members" (Stacey micallef, Knox Park Primary School, 2014)
“Nikki has worked well with a number of different teachers during this placement including during camp, PE and other specialist lessons as well as with CRT’s” (Stacey Micallef, Knox Park Primary School, 2014
"Your collaboration with other members of the organizing team showed you possess great communication and people skills" (Alan Marshall, Tutor, Deakin University)
I plan, organise, communicate, collaborate, problem solve and share ideas in a team environment
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Being apart of the DUECon commitee enabled me to communicate with tutors, experts and colleagues.
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Networking with community leaders
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Apply my ability to organise events into practice.
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I was able to share ideas, collaborate and problem solve in a team environment.
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Being apart of the graduation ball committee enabled me to develop my communication skills in a group environment.
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Organisation of an event
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Networking with a venue, entertainment and colleagues
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Team meetings, problem solving and chosing apporpriate venues were some of my roles as a leader.
 DUECon Team |  DUECon Team |
|---|---|
 Group Involvement |  Organisation of reinforcement |
 Group collaboration |  Registrations Team |
 DUECon |  Expo Involvement |
 Chairperson of the Final Year Ball |
Rational for professional learning in effective schools:
“Teaching is a dynamic profession and, as new knowledge about teaching and learning emerges, new types of expertise are required by educators. Teachers must keep abreast of this knowledge base and use it to continually refine their conceptual and pedagogical skills.” (DET, 2005)
Engaging in professional learning
AITSL:
“As professionals, teachers need to engage in reflective practice to critically think about their skills and knowledge, access professional development for improvement and become an active member of learning communities to meet their professional needs.”
“She willingly takes on advice and seeks feedback, as she reflects on the success and areas of improvement needed after each lesson” (Knox Park Primary School, 2014, Stacey Micallef)
“Nikki’s willingness to research and develop content is a strength. She was well prepared and planned” (Gladesville Primary School, 2013, Peter Humphreys)
My Experience: Reflections
"They [teachers] make explicit the elements of high-quality, effective teaching in the 21st century schools that will improve educational outcomes for students” (AITSL, 2011)
Here is an example of one lessons from a Science sequence I completed. Where I implemented feedback from my mentor into my teaching. I further related the lesson to students interests and needs catering for visual learners and kinaesthetic learners.