The Reflective Teacher Podcast with Selena Woodward

In this episode, we speak with Stevie, a passionate educator who recently discovered that she has ADHD. Stevie shares her personal journey of coming to terms with her neurodiversity and how it has helped her become a better teacher. She also talks about the challenges she has faced and how she has created a community of support for other neurodiverse educators. Stevie's story is both inspiring and empowering, reminding us that it's okay to embrace our differences and that we can use them to excel in our careers. This episode is a must-listen for anyone who wants to learn more about neurodiversity in education and how we can better support neurodiverse educators. Join us as we dive deep into Stevie's experiences and learn valuable lessons about inclusion, acceptance, and empathy. Show notes at: edufolios.org/162 #neurodiversitycelebrationweek #NeurodiversityWeek #ThisIsND

In this episode, we celebrate Neurodiversity Week by exploring the importance of early detection of neurodivergent children. We delve into the common misconceptions held by educators about neurodiversity in early childhood, and why they may feel that way. We discuss a different approach to understanding neurodiversity and the value of inclusion in the classroom. By aligning with Standards 1.1, 1.2, 1.5, and 1.6 of the Australian Professional Standards for Teachers, we can create a supportive learning environment for all students. Join us for this thought-provoking discussion and learn how you can make a difference in the lives of neurodivergent children. #NeurodiversityCelebrationWeek #NeurodiversityWeek #ThisIsND

As we enter Neurodiversity CeIebration Week, in this episode we're focusing on neurodiversity and how to create a neurodivergent-affirming culture in schools. Perfect for educators looking to understand and embrace neurodiversity, support all students, and promote a more inclusive understanding of neurodiversity in our society. We explore how essential it is to build strong relationships with neurodivergent students and create a supportive learning environment that acknowledges and respects neurological differences. Our guest, Kate Donohue, has been working in the disability sector for more than 20 years. She shares her experience of supporting hundreds of neurodivergent people and their families, educators, therapists, and employers. Kate provides practical tips for working with neurodivergent students and colleagues and encourages listeners to be open-minded and willing to learn new strategies to support them.

At Edufolios, we love to help you see the impact you're having so you can celebrate it and grow! So, when Chat GPT came along, we got curious about how this AI tool could help you to plan, assess, communicate with parents AND learn more about your practice as a teacher. In this episode of The Reflective Teacher Podcast with Selena Woodward, we're breaking it down. Just what is Chat GPT, is it REALLY anything new? What kinds of things can you do with it as a teacher? Is it any good at them? and... how can exploring Chat GPT's tools and systems help you to see, celebrate and grow your teaching practice Tune in to find out Check out the show notes at: Edufolios.org/159 Watch our mini series of Chat GPT how-to vids and see these examples in action: https://www.youtube.com/playlist?list=PLu0RzwJcDfuilwVObcYEBnjQ-2VHMhIU6

This week, we are continuing our conversation about effective reflective practice. However, we're zooming right in on the tricky subject of getting feedback. You know, the lesson observations? Learning walks? Evaluations?.. feels awful doesn't it? Well, tune in to hear what the research suggests about feedback methods you could use, right now, to get curious, gain perspective, and receive the feedback you need to grow! and without all that scar, icky stuff!

Reflective Practice becomes ineffective if we don't avoid these 4 common mistakes "It is quite true what philopsy says, that life must be understood backwards. But, then one forgets the other principle, that it must be lived forward. Tweet Reflective practice is actually “the ability to reflect on an action so as to engage in a process of continuous learning”. (Thanks Reflective Practices: A means to Teacher Development 2017) It’s NOT a snapshot in time that we record in some kind of time capsule and walk away from and it’s something very different to a lesson rationale, where you might focus on just the WHY of the choices you make. The truth is, reflective practice is an incredibly powerful tool… If you understand that it is a practice and a process. In this week’s episode of The Reflective Teacher Podcast with Selena Woodward, I’m going back to basics. What exactly IS reflective practice and how do you make sure the time you spend on it is worth it?

The kids are through the roof, their behaviour is exhausting I'm not sure I can keep this up! In this episode I am joined by Behaviour Mangement consultant Tarun Stevenson as we explore what "behaviour" is, how relationships with parents are key and what you can do to create a clamer classroom. Tune in to hear some great stories of practice, learn how behaviour management connects in the Australian Professional Standards for Teachers AND grab a FREE download with some practical tips that you can use RIGHT NOW to help get those kids back down from the roof. Show notes and links to the freebie at: Edufolios.org/155 Looking for tools to connect what you do already to the teaching standards so you can nail accreditation quickly, easily and with purpose? Head to Edufolios.org today and grab a free 14 day trial.

The story, culture and voice of Australia's First Nation People is important and needs to be heard... and yet, so many of us feel completely underqualified, ill-equipped to do a great job at “providing opportunities for students to develop their understanding of (and respect for) Aboriginal and Torres Strait Islander histories, cultures and languages. At the start of 2022, when we ran the numbers in Edufolios, standard 2.4 was one of the most neglected focus areas across the board. The reality is that some of us feel really nervous about moving into this space. We fear that we will say or do the wrong thing and we may even tell ourselves that we don’t have ATSI students at our site so we don’t have to do this.. I get it, my own portfolio is woefully low on evidence of how I support reconciliation by learning and sharing ATSI history, culture and language. Why? Because it feels like I’m likely to tread on something very sacred and I am terrified that I will say the wrong thing. There is most definitely a sense of a deep, painful wound that needs to be healed. I’ve recently come to realise how important our role as teacher is on that pathway to healing. If we can share the history and the stories of the first nations people of Australia we can work towards shared knowledge and healing through understanding. In fact, I’d go as far as saying it’s vital for our future. That’s why there are two specific Teaching standards that address ATSI priorities and a cross Curricular priorities for us to address. but it’s not easy. I’m a white woman, with an English background. There’s a strong sense of imposter syndrome there (Hello blame…Hello shame…) … for a number of reasons and so I would often feel like I have no place talking about ATSI perspectives. My solution might be to go and find an aboriginal person to share their stories… but then I realise that this chick from Birmingham has absolutely no connections to anyone who would fit that bill. Then it all goes in the too hard basket and the cycle continues….. unless…. we can find a way forward. A way forward in understanding and compassion. Just one small step at a time…. Let's take a small step towards a deeper understanding of Australia's first nation's people and what we can do as educators using the Australian Curriculum and the AISTL standards. This week I am joined by Stewart Bogle and Emily Haegi from Australians Together and I’m sharing my learning journey with you live on the podcast! Both Stewart and Emily have been on their own journey as educators developing an understanding of ATSI perspectives. So much so that their passions have led them to work with educators to help heal a wound in our nation created by our history and.. honestly, our apathy. I can totally relate to the feeling they share of the moment you begin to understand that actual truth of what happened here in this beautiful land. Can you? Is there a sense of social injustice that you can connect with? I can remember the moment this hit for me. I was teaching “Australia Studies” in a school in Adelaide. A Pom, who’d just moved to Adelaide and was learning (through the textbook) about some of the things that my British ancestors chose to do when they landed here. I was horrified. Shocked and, honestly. really angry. I can tell you now, that in the UK we do not hear these stories either. Not even a little bit. We have no idea. Interestingly, it seems, there’s a generation of Aussies who are in the same boat. There are many of us who were also never given the opportunity to understand, to connect and help heal this wound. There's a story that needs to be told because a new chapter needs to be written Steward Bogle - Australians Together The reality is we are all a part of that chapter. We are all Australian Citizens and so, like it or not, we are a a part of the story. So are our students. You are part of writing that new chapter. We can either choose to add to...

Looking for a way to validate your teaching practice and get some challenges? You've been teaching for a while now, and you have this feeling (let's call it a gut feeling) that you might be ready for Highly Accomplished certification. Although you know in your heart that you've got this... as soon as you start to look at the process, the documentation, and consider actually sitting down to reflect on your practice and take a DEEP look at your impact... you start to feel some doubts creeping in. You really want this. You just know that this process will provide you with the kind of challenge you relish. It's a way to progress your career and move towards leadership without leaving your classroom. You just want some direction. You long for someone who can validate your practice and advocate for you as an awesome educator. You're looking for that direction, a path forward... But you just don't have it... yet What if you experienced a mindset shift that left you in a calm and empowered place with the teaching standards? The story above echoes the conversation I had this week with Emma Potter about her journey with the standards and accreditation, This was where she was at BEFORE she joined the Evidence Engine. In this episode of The Reflective Teacher Podcast with Selena Woodward, she shares her journey with us. It's a very inspiring journey with what might be, for some, an unexpected twist. You see, Emma is now an empowered educator who can use the standards so effectively that she is able to create opportunities to see, measure, and grow impact in her P.E faculty. "I am just getting really excited about the direction the standards have given me.. they're not about judgement, they're providing so much momentum and growth for me" - Emma Potter. Tune in to hear how Emma This is a really cool interview and one that I just know will inspire you. Don't forget to leave Emma a comment on the YouTube video below. Let's celebrate together!

Full Registration is so hard when you teach at multiple schools... I see you, teacher friend. You're a relief teacher, a peripatetic music teacher who teaches classes across multiple sites. You're a teacher who doesn't fit the mould of the guides you find online for accreditation. The clock is ticking. You need to get full registration (or proficiency) by the end of the year. The pressure is on. You've asked around and received advice like. "well... you can group your evidence by standard or by evidence blocks," and, although that advice was well meant.. it left you none the wiser. You still don't know how to put it all together in time.. especially when you're teaching in so many contexts across so many sites. It's tough, overwhelming, and way out of your comfort zone. Is this even possible? "If you're a specialist at 6 different schools, you can gather your evidence for proficiency!" This week, I am joined by Cristina Filgueira from Western Australia. She is a specialist Music Teacher who works across six different schools. Yep.. you read that correctly... SIX different schools. Just like you, she had to get her full registration sorted, and she was feeling all of the same overwhelm and confusion. This episode of The Reflective Teacher Podcast with Selena Woodward is all about the steps she took to overcome those barriers and submit her proficient evidence. Cristina is a really fabulous example of an educator who took action to reach her career goals and succeeded. Tune in to hear how:

Why on earth would you bother with Teacher Accreditation? It takes so long and is really hard work. For the first two career stages (Graduate and Proficient), we have very little choice but to complete the reflection and evidence gathering process. The next two steps - Highly Accomplished and Lead Teacher - and your decision about whether or not to continue with the process is influenced by many factors. Collecting evidence at any career stage is a skill. There are different ways to do it and, it would seem, different reasons too. The reasons behind WHY you are completing this "paperwork" have a lot to do with the reason many choose NOT to continue beyond Proficient. I hear things like There are healthier, more helpful ways to view the teacher accreditation process. And these ways of thinking will help you stay connected to your purpose, make the process more valid and get you to the finish line faster Over the past few weeks, I've had the pleasure of talking to many of you about The Evidence Engine. The competition closes very soon, and I am really enjoying talking to so many of you about your hope, dreams, and.. yes.. fears when it comes to the accreditation and reflection process. In this week's episode, I want to share 6 of the most common reasons I hear for moving forward with teacher accreditation. Reasons that are better aligned with education, teaching and learning, and self development. Reasons that I hope will inspire you too :) They are certainly the kinds of reasons that mean these people belong in the Evidence Engine Course :)

Whilst on your journey to Teacher Accreditation (at Prof, HA or lead), do you wish you had a supportive team to learn with? Working through teacher accreditation can sometimes be a lonely thing. Especially if you're at a site where the teaching standards are not a part of your every day. There may even be people at your site telling you that it's all a LOT of work and probably a waste of your time.... It can be even more difficult when you want to turn to your line manager or principal for help and they shrug their shoulders. They aren't trained in the teaching standards. They want to help you but they can't. Once, a beautiful teacher I was working with actually submitted stage one of highly accomplished after working with her colleagues. They told her evidence was amazing. She was a great teacher (and she really is!) so of course it would pass. Sadly, these well meaning, beautiful colleagues were not trained in gathering evidence of impact and, despite the fact this educators WAS amazing at her job, she submitted her hard work and failed. All of these scenarios are heartbreaking. You need support and you can't find it. Or, you get the wrong advice and are left feeling really shocked and confused. Teachers don't need to be stuck in this vacuum of doubt about reflective practice and teacher education. "Thank you to you Selena too. I really appreciate you helping us on this journey because I don't think we'd be here without you and without Edufolios and The Evidence Engine. It has been really helpful in having that program. Just set us in the right direction where we feel confident and supported and now able to give that confidence to others. Thank you so much!" -Sarah Birell - Manly Vale PS You know that at Edufolios, we are all about making sure accreditation can be a celebration of growth. We work hard to support you to see the teaching standards (and the accreditation process) as a pathway to ongoing development. Accreditation is NOT a final exam, it's a journey. Yes! I know that's cheesy but it's sooo true! When a teacher truly understands the difference they are making they are empowered to make an EVEN BIGGER impact. They do this by tweaking what they're doing, not by doing MORE of anything. In fact, often they get razor focused and do far LESS. This week, I am absolutely privileged to bring you the story of one of the schools I LOVE working with. We’ve run workshops together, they’ve got Edufolios as their evidence tool and have sent two staff along to the Evidence Engine to get trained up! Introducing the amazing Manly Vale Public School in NSW. This is the story of a school that decided that they wanted to support each other, change the narrative around reflection and accreditation and celebrate each other along the way. Tune in to hear from Sarah Birrell as she shares how her site has approached accreditation (at all levels). How, even through covid, they're keeping each other motivated, accountable and EXCITED about using the standards to celebrate and grow. Hear more about how: Manly ValeThe Evidence Engineevidence engineEdufolios and more!

"The Australian Professional Standards for Teachers just Create a Sense of Overwhelm in me.." The Australian Professional Standards for teachers. A massive rubric that is used by educators across Australia in an assessment that helps someone decide whether or not our teaching is of great quality. Associated with bureaucracy and paperwork, it's generally NOT a document that teachers turn to when they're feeling lost or confused. In fact, most would tell you that the rubric creates both of those feeling immediately for them. Is that what happens for you when you think about GTPA, Proficiency, teacher registration, Highly Accomplished and Lead? So, if you're looking to meet a goal... A mission let's say, in term 3. Would it occur to you to turn to that rubric for guidance? Would you know how to? If the Australian Professional Standards for Teachers is a rubric... then shouldn't we be able to use it to focus our practice and improve? This week, we're continuing our conversation about getting razor focused and avoiding the overwhelm in Term 3. This time, we're giving you an activity to complete that will help you to USE the Australian Professional Standards for Teachers to get even more clear about your mission. If you defined your mission in Episode 146 and then cleared the culture in 147 then you might still be looking at a mission that you're not entirely clear on. Do you need some guidance on the steps you might need to take to MAKE THAT MISSION HAPPEN? Well my friend, the Australian Professional Standard for Teachers are here to help. Yes... i did say HELP. In this episode we're going to explore a refreshingly different approach to using this rubric. Join me for a step by step reflective process that will ensure you know exactly what primary tasks you need to complete to reach your goal.

Why do teachers find themselves feeling so overwhelmed, over worked, and tired?​ I recently read a news article about educators leaving the profession because they were … well... done. The overwhelm and stress of the way we manage productivity as a profession has gotten them to a space of burnout and disenchantment. They were on a mission to teach and now they're putting down their tools and walking away. How does that happen? How do dedicated, passionate educators find themselves in a position where they just can't do it anymore? Where their productivity is depleting them not empowering them (or their students!) The answer to that question has many faces, angles, and perspectives. It depends on culture, state requirements, and that teacher's view of their reality. I get it though. Teaching is a BIG job with high stakes. Of course, there are a number of things that can be done to make things better for us. One of them might even be being a little clearer on our mission and making sure that we only focus on the things that bring us closer to that mission. Productivity is important but only when we are clear about what we're trying to achieve. If you listened to last week's episode, then, chances are, you are now very clear about your mission. Now, it's time to empower you to stay on mission and remove that overwhelm. How can having a clear mission and 5 productivity hacks support you to feel great about your role as a teacher?​ This week, inspired once more by Mr. Miller, we're going to explore 5 productivity hacks that can support you to avoid the burnout and feel great about what you're doing. We're going to learn: You can even download our productivity hacks workbook to help you walk through this activity simply enter your name and email below and it will wing its way to you. Let's see if we can reframe these tasks and get focused on our mission. What is your productivity rise and your overwhelm drop.

Teachers... these last few terms have left us feeling exhausted, worn out and overwhelmed There have been so many strange things going on in the past few terms. Colleagues and kids disappearing and reappearing for various reasons (mostly co-vid) have left us feeling like routine and plans have gone out of the window. Am I right? When someone then mentions teacher registration or teacher accreditation at the same time a VERY LOUD voice might be shouting HECK NO! In your head. You've got enough to deal with right now! Having spent a bit of time looking at the Australian Professional Standards for Teachers, the requirements, the place I have to share it all ... maybe you've even been to a PD session about it all...... you may have come to the conclusion that this isn't for you right now. Infact, there may even be a voice telling you that the "paperwork" is annoying and will take you away from what you need to be doing right now. Can you relate to that? I certainly can! That's exactly how I used to see things too. All teachers are on a Mission. Can you define yours? Just like any great story, as one of the lead characters in the lives of your students, your colleagues, and your community, you COULD have a mission you're trying to achieve. A clear focus in Term 3 that helps you to move away from the overwhelm AND gives you permission to evaluate opportunities and tasks as they arise and choose to say ".NO" Just imagine that. In this episode of The Reflective Teacher Podcast with Selena Woodward, we are exploring a technique shared by Donald Miller that could be used to help focus you, your students, your colleagues, and your site (it's a pretty awesome technique) in a way that keeps you all "on task" and creates a beautiful shield against overwhelm and wasted energy. Tune in to hear Next week, we're going to take this mission and use it to start planning the tasks we do each day. This will help us to stay focused, increase our impact and stay super cool and calm - even if the world continues to be nutso! Make sure you share your Mission with us in the comments under the video for this episode or via our socials! We can't wait to see, share and celebrate your plans! You rock!

What happens when I say the words: "lesson observation"? "performance review"? or even "Peer Review"? Do these words bring up emotions? Uncomfortable feelings in your gut? A sense of dread? Oh, I hear you! Every time I knew I was being observed the panic would set in. I'd start overthinking everything as I tried to craft the "perfect" lesson. I'd spend hours creating fancy resources and writing detailed lesson plans. I would end up exhausted and... honestly... VERY NERVOUS as I delivered that lesson. Half the time, it wasn't any more fabulous than the lessons I'd teach without all the funfair... but, for some reason, I felt I needed to prove myself as a teacher and that this was the way I did that. Does that resonate? Do you get super nervous when someone's going to give you feedback? What feedback loops do you even have at your site? How do you know you're making a difference? How do you know what to work on next? Why are we so nervous about feedback and yet we give it so freely to our own students? A feedback loop is one of the most valuable assets a teacher can have. We are all on a mission to make a difference in our student's lives. We want to help them to achieve everything they want to achieve. We are VALUEs driven. To make sure we stay in that place we need to understand the difference we make, and we need to feel like we're doing a great job. We also need to know where we can grow and how we can do that. That's what makes a good teacher great. So, in this episode of The Reflective Teacher Podcast, we explore three ways you can create powerful feedback loops for your teaching practice. Highly accomplished educators, this is the episode where you learn how to avoid needing to write those awkward emails where you have to ask people to say nice things about you. Instead, we learn how to create a learning environment for ourselves where feedback is valued, expected and so.. soo empowering to our practice. Tune in to hear three specific, actionable things you can do today to help you see your impact. Help you support your colleagues and to show you the difference you are making every single day.

Scared to have that conversation with THAT parent about THAT child? Behaviour management... Parents and Carers....Oh yes. We've all been there. When a child needs more support to help them learn at school and you know that support needs to involve home... it's time to pick up the phone and make a call. And yet, you're not too sure how they're going to react. Are you delivering bad news? Are they going to get defensive? Is this conversation going to be awkward. The funny thing is... there are millions of parents and carers wondering the same thing when they go to call their child's teacher. Will they react ok when I tell them what my son or daughter is feeling about school? Am I delivering news that's going to get my child into trouble? Are they going to get defensive? Is this going to be awkward? The reality is, the relationship between carer/parents and teacher need to be respectful, trusting and on an even keel if we're going to have productive conversations about behaviour. Conversations that lead to better outcomes for everyone but, most of all, the child. Standard 7.3 has strong connections to Standard 4... Have you spotted them? In the third and final episode in our series on parent carer relationships, we're talking behaviour management. Tune in to get some practical insights in how we can manage relationships with our students' first teacher. We explore resources available to use to frame conversations (and interventions if needed) and Selena shares some stories from her own experiences that you're likely to recognise as we explore parent carer relationships through the different career stages of the Australian Professional Standards for Teachers.

Working "sensitively" with parents and carers.. better check policies and consider how I show up... What does “sensitively” communicating with parents meant to you? Often, the answers I hear or see are thoughts about policy, data security or sensitivity, having hard conversations... all of which are emotionally loaded and tricky. Especially when we want the choices we are making around sensitivity, the WHY we’re doing that, to have a positive impact for the students (And their children) and their experience at our school. Standard 7.3 and 3.7 of the Australian Professional Standards for teachers can be tricky as a result! We all want to develop better relationships with parents and carers. These relationships are vital for helping us to improve outcomes for our students. If you're a relief teacher or a student teacher on practicum it can often feel like you don't get much of a chance to exercise your parent/ carer relationship muscles because parent teacher interviews and letters home don't always take a large part of your job. Yet being sensitive to the needs of parents and carers can make a massive difference in the way in which they show at school. The Education Endowment Foundation's research evaluation has also shown that i can make as big a difference as a couple of months EXTRA progress for a child too. So, understanding what Sensitively working with parents and carers actually looks like is really important. Here are Four ways to show sensitivity in a Parent/Carer relationship at school In this episode of The Reflective Teacher Podcast with Selena Woodward, we're getting super practical about the word “sensitive”. This word is used in 7.3.. explicitly in the graduate standard but is a HUGE part of actually having parents engage with you. This doesn’t have to be just about sensitive data... This can be about so much more. The research from the EEF showed a few things including: Being sensitive to the commitments that parents are managing outside of school... especially when you ask them to rock up at 7pm Being sensitive to parental experience around school Being sensitive to negative emotions around needing support and making sure we market things in a way that is inclusive and doesn’t create divide or shame Being sensitive to the fact that we are professionals who speak a very niche language and that can be very intimidating. We are delving into each of these potential opportunities to build better relationships with your students and hit 7.3 square on

Building relationships with parents and carers can be really hard as a teacher Relationships with parents and carers. Tricky right? Some of them are lovely, easy to get along with. Others imposing, tricky or just down right scary!? And yet, there are two whole focus areas in the Australian Professional Standards for Teachers dedicated to how we build and use our relationships with parents and careers to increase our impact on our students. The Education Endowment Foundation over in the United Kingdom, recently reviewed the research literature on this topic as it searched for answers to the question. How do I create relationships with parents and carers that increase the impact for my students. It revealed that although 80% of school leaders felt that it was the responsibility of ALL Staff to build these relationships... Less that 10% of teacher said they’d ever had any training in how to build and maintain meaningful relationships with parents. So, you’re not alone if this all feels like a mystery to you. In this week’s episode of The Reflective Teacher Podcast with Selena Woodward we’re going to start by evaluating the WHY. Why do we need or want to build these relationships? We share 5 key reasons that schools should invest the time to upskill teachers and give you some case studies, found in this research, to set you off on a journey of discovery. There are suggestions here for lead projects at your site and opportunities for our Highly Accomplished teachers to share some expert knowledge with their colleagues. We explore parent and carer relationships for: Improving educational outcomes by giving parents the support they need to help children learn Safeguarding children Improving attendance at your site Building trust and respect so you can get to know your students betterIncreasing the resources available to you as an educator. We also share two case studies. One in Primary and one in Secondary and explore the differences these little tweaks made to literacy scores and more.