CONTEMPORARY

TEACHER LEADERSHIP
Critical Reflection

Link for CTL Group Task:

https://youtu.be/ocMeP5FfzBE

Bronte Ledingham
17787459
 Contemporary Teacher Leadership - Individual Critical Reflection

During my experience in Contemporary Teacher Leadership, I have developed my

professional identity through focusing on what my roles are as an educator, what

responsibilities I will uphold in my profession, and the personal attributes I utilise

through being a change agent within my school community.

I was challenged in this unit to identify my beliefs about teaching and

evaluate educational programs accordingly. My beliefs about teaching have

developed to be quite open to new research and feedback, and I assured myself

that I would look into multiple approaches when evaluating programs because one

size does not fit all. This belief was confronted when I moved from my first

professional experience at Macarthur Anglican School, to my second professional

experience at Ambarvale High School. My role at Ambarvale was to be a leader,

supporter and educator for these students. The interactions that these students

needed was different to Macarthur Anglican School due to some of the literacy,

social and cultural limitations they have. My responsibilities as a teacher to these

students was to ensure I scaffolded lessons in an equitable way, to ensure all

students had an opportunity to access the information and syllabus requirements

every lesson. My responsibilities extended to being professional, dressing

appropriately, treating the students and other staff members with respect, and not

allowing my emotions to cloud any of these responsibilities. Adhering to these

responsibilities was vital for the success of me as a teacher, and the success of my

students, as we formed appropriate relationships and learned from each other.

It is important to establish yourself as an agent of change within the school,

to ensure student wellbeing and academic achievement is a priority. Reeves (2006)

comments on planning meetings for change: “when planning meetings focus not on

the issues of student achievement, teaching practices, and leadership decisions,

sense has conceded ground to consulting babble” (Reeves, 2006, p. ix). Through

my professional experience, I form an agreement with Reeves in regard to

challenging our own perceptions and definitions on leadership. As an agent of

change, it is important to discuss goals and objectives, re-establish our roles and

responsibilities as teachers, and focus on areas of opportunity in a positive,

progressive way. To extend on Reeves’ comment, I would further these

conversations, as an agent of change, through surveys and discussion boards

within the school, so teachers and staff members can contribute in their own time,

or as ideas arise. This also allows for continuous improvement of opportunities

within the School. Reeves’ comment warns teachers to stay focused on continuous

improvement, and avoid emotions and aggravations to tarnish developmental

meetings and organisations.

Through creating a project-based learning proposal in CTL that we may

implement in our future schools; I could focus on how I could be an agent of change

within my faculty. My group’s proposal focused on implementing strategies for

positive behaviour to increase academic achievement and wellbeing in Stage 4.

Reflecting on my key learning area of English, I have identified some resources that

I may keep in my teacher toolkit for the future. I will expose future students to

different histories, societies and cultures that will ultimately give them more

information and context about their macro world and guide them toward being

socially capable citizens. These are focused through curriculum priorities such as

ethical understanding, intercultural understanding, Aboriginal and Torres Strait

Islander histories and cultures, Asia and Australia’s engagement with Asia, and

sustainability.
 Texts may be taught using the English textual concepts to affirm and extend

student’s understanding of these curriculum priorities. These texts may include

‘Birthday Boy’, a Korean short film, exposing Asian culture. ‘Sister Heart’, a verse

novel written by Sally Morgan, portraying Aboriginal histories and cultures, or

Australian political cartoons, showing ethical and intercultural understanding.

Through a contemporary and sophisticated understanding of nexus, I was able to

develop my praxis while undertaking professional experience at Ambarvale High

School during the study of contemporary teacher leadership (CTL). The application

of theory studied in CTL enabled me to form sophisticated and professional

relationships with students and teachers, and allow me to practice implementing

change and my teacher development. During my experience at Ambarvale High

School, I volunteered my time to their project based learning activities and

developed my skills in practicing school change.

My CTL project group focused on positive behaviour for learning with the

goals and objectives targeted at increasing student wellbeing and academic

achievement. The research involved in creating this proposal helped guide my

through my professional experience practicum, particularly as positive behaviour

was a large opportunity at Ambarvale High School.

Positive behaviour for learning aims to create a safe and positive learning

environment through connecting the school community in an environment of

wellbeing (New South Wales Department of Education, 2010). This research from

the Department of Education informed my teaching practice as I placed a strong

focus on positive communication in my classrooms. Swearing, name calling, and

racist remarks were not tolerated. Throughout my experience, one year 9 class
minimised their swearing and name calling notably, and their academic

achievement was significantly increased, as I measured this through repeating an

activity I did at the beginning of the practicum. Upon reflection, I am aware that

student’s knowledge was built upon to guide them towards academic achievement,

but this achievement was made possible through the minimising of disruption and

distress within the classroom. Students that “have a sense of self-worth, self-

awareness and personal identity that enables them to manage their emotional,

mental, spiritual and physical wellbeing” (Barr et al., 2008, p. 10) are more likely to

be engaged in the classroom. I utilised this research within my classrooms to

ensure that students’ identity was celebrated, particularly because a large

percentage of students were Indigenous, or had a background other than English. I

saw a positive result in the willingness to participate from one particular student with

Aboriginal heritage. I focused on celebrating her identity and promoting her self-

worth throughout the professional experience to achieve this result.

Recognising and regulating emotions, developing empathy for others and

understanding relationships (Australian Curriculum, Assessment and Reporting

Authority, 2014) was a particularly important implementation of research as it

guided my own wellbeing in the school. Ambarvale High School was confronting for

me, especially because my experiences have been about 90% in independent

education. Regulating my emotions, reflecting on my lessons, interactions and

feelings, was vital for me to create an atmosphere of positive behaviour and

wellbeing within my classrooms. I believe this was vital for the trust, respect, and

success of the students under my care during my professional experience.

Australian Curriculum and Assessment Reporting Authority. (2014). General

Capabilities – Personal and Social Capability. Retrieved from

https://www.australiancurriculum.edu.au/f-10-curriculum/general-

capabilities/personal-and-social-capability/

Barr, A., Gillard, J., Firth, V., Scrymgour, M., Welford, R., Lomax-Smith, J., &

Constable, E. (2008). Melbourne Declaration on Educational Goals for

Young Australians. Ministerial Council on Education, Employment, Training

and Youth Affairs. PO Box 202 Carlton South Victoria, 3053, Australia.

NSW Department of Education and Training. (2010). Ethnic affairs priority

statement. Retrieved from https://education.nsw.gov.au/about-us/strategies-

and-reports/media/documents/MPSP-report-2010.pdf

Reeves, D. (2006). The learning leader: How to focus school improvement for better

results. Retrieved from http://site.ebrary.com Available Online