EDET400: Professional Learning Plan and Development Assessment Task 2

Assessment Task 2

This assignment consists of:

• A reflective statement of your rationale for personal and professional ethics and practice in teaching,
• A self-audit of your progress towards the Australian Professional Standards for Teachers, and 
• Plans for your ongoing professional learning and development as you embark on your teaching career. Your professional learning plan should take account of data and evidence that you have collected of your teaching practice to date. You must engage in at least one professional conversation with an experienced member of the teaching profession.

a) Introduction

As this is assignment about you and your professional learning journey, you will need to introduce yourself to the reader. You should provide information that is relevant to your journey of becoming a teacher. This might reflect how you came to choose teaching as a career, why you chose your teaching areas or school sector, and what experiences you’ve had that have contributed to your learning so far. This should include brief details of your placement experiences in your course so far. (Suggested approx. 300-400 words)

b) Code of Conduct Infographic

Provide a jpg image of the infographic that you have prepared for use in your classroom. You do not need to include in-text citations in your infographic as these might detract from your visual presentation. However, you should include a list of all sources used in the development of your infographic, and these should also be included on your Reference List. (Does not contribute to word count.)

c) Rationale and Reflection

Prepare a critically reflective statement that includes (1) rationale for your professional code of conduct, and (2) reflection on your professional strengths and needs in becoming the teacher. You should use a range of professional and academic literature to discuss professional standards, ethics and codes. You should also refer to your ‘code of conduct’ and your ‘self-audit’ to critically reflect on professional learning needs for your final placement and into your future teaching career.

Summary of the Assessment Requirements

This assessment requires students to produce three interconnected components that showcase their professional identity, ethical reasoning, and progress towards becoming a qualified teacher. The assessment consists of:

Key Requirements

1. Reflective Statement on Personal and Professional Ethics

   • Students must articulate their own ethical rationale and professional values in teaching.
   • This requires linking personal beliefs with recognised professional standards and codes of conduct.

2. Self-Audit Against the Australian Professional Standards for Teachers (APST)

   • Students must critically evaluate their current progress against the APST.
   • The self-audit should highlight strengths, areas for improvement, and evidence from teaching placements.

3. Professional Learning and Development Plan

   • Students must outline their ongoing professional learning goals as they transition into the teaching profession.
   • The plan should draw on evidence collected from practice and include insights from at least one professional conversation with an experienced teacher.

Structural Components Required

a) Introduction 

• Introduce yourself, your motivation for choosing teaching, your subject areas or school sector, and relevant experiences.
• Include brief insights from prior placements.

b) Code of Conduct Infographic (JPG)

• Provide a classroom-ready infographic outlining your professional code of conduct.
• No in-text citations are needed on the infographic, but all sources must be listed in the reference list.

c) Rationale and Reflection

• Critically explain the rationale behind your code of conduct.
• Reflect on your strengths, needs, and professional identity by drawing on the code, self-audit, APST, and professional literature.
• Identify learning needs for your final placement and future career.

How the Academic Mentor Guided the Student Step-by-Step Approach

The academic mentor provided structured, scaffolded guidance to ensure the student understood each component and approached the assessment coherently.

Step 1: Understanding the Assessment Brief

The mentor first helped the student unpack the requirements by:

• Breaking down the three tasks and explaining how they connect.
• Highlighting the role of evidence, reflection, and professional standards.
• Clarifying expectations around academic tone and reflective writing.

This ensured the student had a clear roadmap before beginning.

Step 2: Developing the Introduction

The mentor guided the student to:

• Begin with a personal-professional narrative explaining their journey into teaching.
• Reflect on motivations, teaching areas, and placement experiences.
• Link experiences to developing professional identity.

The mentor emphasised authenticity while maintaining academic clarity.

Step 3: Creating the Code of Conduct Infographic

The mentor supported the student in:

• Identifying essential ethical principles for classroom practice such as respect, inclusivity, professionalism, and safety.
• Translating these into concise, visually appealing statements for an infographic.
• Ensuring the infographic was practical for classroom use and aligned with APST and relevant codes.
• Compiling a full reference list for sources used.

Step 4: Constructing the Rationale for the Code of Conduct

The mentor explained how to:

• Justify each principle in the code using academic literature and professional standards.
• Show the link between theory, policy, and classroom application.
• Write a rationale that is both evidence-based and personally meaningful.

This section allowed the student to demonstrate professional understanding of ethics.

Step 5: Writing the Critical Reflection

The mentor encouraged deep reflection by guiding the student to:

• Analyse strengths demonstrated in placement experiences.
• Identify skill gaps or areas requiring further development.
• Draw on the self-audit and APST to support claims.
• Integrate insights from the professional conversation with a mentor teacher.

The mentor highlighted the need for critical not descriptive reflection.

Step 6: Developing the Professional Learning Plan

The mentor helped the student:

• Set realistic, measurable learning goals for the upcoming placement and early career.
• Align goals with APST domains and identified needs.
• Use evidence from teaching practice and feedback to justify the plan.

This step linked reflection with actionable growth.

Step 7: Reviewing and Final Integration

Finally, the mentor supported the student in:

• Ensuring coherence between the introduction, code, rationale, reflection, and learning plan.
• Strengthening transitions and academic flow.
• Checking APA referencing and ensuring academic integrity.

Final Outcome and Learning Objectives Covered

Through the structured mentoring process, the student produced a well-aligned assessment that demonstrated:

Outcome Achieved

• A clear professional identity narrative grounded in personal experience.
• An effective, evidence-informed classroom Code of Conduct infographic.
• A strong rationale connecting ethics, standards, and teaching practice.
• A reflective analysis identifying professional strengths and areas of improvement.
• A practical and standards-aligned professional learning plan.

Learning Objectives Covered

• Understanding of professional ethics and codes in teaching.
• Application of the Australian Professional Standards for Teachers for self-evaluation.
• Development of reflective and analytical writing skills.
• Ability to link personal experience with professional expectations.
• Planning for professional learning using evidence-based insights.
• Engaging in professional dialogue with experienced educators.

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