STANDARD 6- ENGAGE IN PROFESSIONAL LEARNING

Note the focus area and standard

descriptor/s the artefact /
document reflects

3.1 Establish challenging

learning goals

6.1 Identify and plan

professional learning needs

6.2 Engage in professional

learning and improve
practice

Note the type of

artefact / document

Describe the document / artefact and indicate Describe how the document /
the possible impact or result of the artefact / artefact meets the standard
document on teaching and/ or student
descriptors you have identified.
learning

Goals for upcoming

professional experience

I have reflected on my teacher practices and

discussed with mentor teachers my strengths
and weaknesses and sub strands I have yet to
experience. Through this I have formulated
explicit goals I aim to achieve in the next
professional experience. This will also
enhance my professional leaning as it has
informed the way I will teach, and made
suggested for my future teaching.
By creating goals for professional
experience I have ensured I will aim to
improve my professional practice. By
critically reflecting on my teaching and
comparing to my goals set, I am engaging in
professional learning.

Setting clear measurable goals

that I am yet to have completed
provide an opportunity to improve
teaching practices, and establish
challenging goals (3.1)
By critically reflecting and
creating teaching and learning
goals I can improve future
practice. This plan is something I
can refer to throughout my
professional experience and use as
a guide (6.1)
The goals allow me to reflect
throughout my professional
experience, and provide an
opportunity to discuss ways to
meet the goals with my mentor
teacher. This opens opportunities
to improve future practice (6.2)

Goal Setting for Professional Experience III Part 2

Setting goals
Things I think I did really well during my last professional
experience

Evidence

Relevant APST

Give specific feedback to students

Mentor teacher discussions

Feedback from lessons

5.2: Provide feedback to students on their

learning

Plan lesson sequences

3.2: Plan, structure and sequence learning

programs

Interpreting best start data to plan

suitable lessons
Success of students learning

Interacting with parents, and discussing student

achievements

Attending interviews/ best start

Ongoing feedback from parents
Discussion with parents after school

7.3: Engage with parents/ carers

Using communication strategies

Teacher feedback
Using strategies

3.5: Use effective classroom

communication

Things I found challenging during my last professional

experience

Action Plan

5.5: Report on student achievement

Relevant APST

How will I improve?

Summative assessment of students

1. Discuss assessment strategies with

mentor teacher
2. Complete summative assessments on
students using a range of strategies
3. Graph/ document students results

5.3 Make consistent and comparable

judgements

Engage with other professionals and networks

1. Discuss with mentor opportunities to

engage in professional development and
professional networks
2. Attend (if applicable) professional
development/ staff meetings/ and discuss
education with professional networks.
Engage with wider community.
3. Reflect on experiences

7.4 Engage with professional teaching

networks and broader communities

Teacher a range of KLAs

(PDHPE, CREATIVE ARTS, SCIENCE)

1. Discuss opportunities to teacher KLAs

with mentor teacher
2. Plan and sequence appropriate lessons
3. Reflect on practice

5.4 Interpret student data

2.1 Content and teaching

strategies of the teaching area
2.2 Content selection and
organisation

Use Australian continuum to plot students according to their

ability

1. Discuss opportunities of formal and

informal assessment
2. Assess students and use the Australian
continuum to plots students
3. Refer to clusters to understand moving

1.5 Differentiate teaching to meet

the specific learning needs of
students across the full range of
abilities

students
2.3 Curriculum, assessment and
reporting
5.5 Report on student
achievement