A TRANSITION INTO THE PROFESSION

Graduate Teacher
Professional Learning Plan
Name:

Brodie Goricanec

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS

The focus areas and descriptors identify the components of quality teaching
at the Graduate career stage. They constitute agreed characteristics of the
complex process of teaching. An effective teacher is able to integrate and apply
knowledge, practice and professional engagement as outlined in the descriptors to
create teaching environments in which learning is valued.
Professional Learning and Development can have a profound impact on student
learning.
Where am I going? How am I doing? Where to next? These are critical questions
to promote reflective teacher practice.
HIGHLY EFFECTIVE PROFESSIONAL LEARNING IS

focused on improving student outcomes

focused on and embedded in teacher practice

collaborative involving reflection and feedback

evidence-based and data informed to guide improvement and to

measure impact

ongoing fully integrated with the operation of the school

individual/collective responsibility at all levels of the school.

TEACHER KNOWLEDGE AND SKILLS

PEDAGOGICAL KNOWLEDGE
Understanding of how to create classroom environments that support
learning, including the use of ICT.
Knowledge of effective classroom management strategies.
Understanding of and beliefs about learners, how they learn and how learning
can be supported by teaching.
Knowledge of activities that develop meta-cognitive abilities and how they
can be integrated into the curriculum.
DISCIPLINE KNOWLEDGE
In-depth knowledge of subject area the facts, concepts, ideas and
procedures within a discipline and the relationships between them.
Understanding of the explanatory frameworks that affect the organisation of
content and the questions that guide further inquiry.
Ability to use and integrate the language specific to the discipline into
classroom activities.
PEDAGOGICAL CONTENT KNOWLEDGE
Knowledge of how students learn particular subject matter, including
common preconceptions and misconceptions.
Skill to effectively organise and present subject matter, including models,
examples, metaphors, simulations and demonstrations.
Knowledge of different approaches to and purposes of assessment.
Knowledge of available, high quality curriculum materials.
PERSONAL PROFESSIONAL LEARNING NEEDS

Personal Skills/Interests

Time Management
Priortising work load to meet
deadlines in a timely manner.
Devloping leadership skills
Organiational Skills
Self-Reflection

Social and Emotional Competencies

Being resilient
Self-Regulating
Developing Perosnal Confidence and
building self-esteem.

Team Work Skills

Sharing of strategies, knowledge,

results and resources amongst
collegues
Working collaboratively and
effectively with others
Knowing how to build on collegues
ideas and feedback
Goal Setting and aligning efforts with
team
Interpersonal and Communication Skills

Knowing how to be assertive yet

develop the ability to negotiate in a
positive manner and handle problem
resolution activities proactively.

Acknowledging mistakes and

problems/obstacles encountered.

Active listening
Note Taking and Summarising Skills
Working Collaboratively and knowing
how to build on what other colleagues
are saying.

KEY FOCUS AREAS AS IDENTIFIED IN SELF APPRAISAL

PROFESSIONAL
KNOWLEDGE

PROFESSIONAL
PRACTICE

PROFESSIONAL
ENGAGEMENT

Goals/Strategies to improve
Professional Knowledge:

Target/ Desired Outcomes:

To develop a greater awareness

and improve my skills in
planning and implementing
learning programs for a diverse
range of students, meeting all
learning needs across all
curriculum areas.

Implement appropriate,
effetcive and engaging
teaching and learning
programs that enable students
to achieve and succeed.

Goals/Strategies to improve
Professional Practice:

Target/ Desired Outcomes:

To develop rich and effective

assessment tasks that
represents student
achievement across all
curriculum areas and priovide
me with feedback that will help
refine my teaching practice.

Be able to effectively
implement assessment across
all curriculum areas and utilise
student results to enhance
effective planning and inform
appropriate teaching and
learning strategies.

Goals/Strategies to improve
Professional Engagement:

Target/ Desired Outcomes:

To continue to engage with

collegues to improve and refine
practice as well as engage with
professional teaching
networks, parents/care givers
and the wider community

Be an active particpant in the

inquiry cycle within my
Professional Learning Team and
overall community.
Demonstrate strong
collaborative skills with
colleagues and the wider
community.

Graduate Teacher Professional

Learning Plan
Domain of Teaching: A:
PROFESSIONAL KNOWLEDGE
Standard 1: Know students and how they learn
Instructions
Review your self-assessment to determine areas of strength and areas for further development.
This will assist you to define areas for professional learning in order to demonstrate all aitsl Standards for Graduate
Teachers in the future.
Blue Box: Areas in which I require targeted learning, improvement, and development.
White Box: The Professional Learning Strategy I will pursue to build my knowledge, skills and abilities in this particular
area

GRADUATE AITSL FOCUS AREA

DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

1.1 Physical, social and intellectual

development and characteristics of students
Demonstrate knowledge and understanding of physical,
social and intellectual characteristics of students and
how these may affect learning.

1.2 Understand how students learn

Demonstrate knowledge and understanding of research
into how students learn and the implications for
teaching.

1.3 Students with diverse linguistic,

cultural, religious and socioeconomic
backgrounds

Demonstrate knowledge of teaching strategies that are

responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.

I need to continue to develop in more depth how students

learn especially knowing where they are currently at and
how to build on what they already know.

Work collaboratively with PLT: learning from my

colleagues, sharing ideas and resources and work
samples with colleagues, observing students, linking
learning with their data.

Reguarly undertake professional reading and researchlooking at the current pedagogies about how children
learn (Evidence-Based Learning)
I need to develop a greater range of teaching strategies
and improve how effectively I use and implement these
with those students. I have not had a lot of exposure in
these key areas during placements.

Enagage in the Inquiry Cycle: continually ask myself:

Based on the needs of my students what do I need to
know and do differently in my teaching practice to
progress the learning of my students

Participate in reflective practices (Job-Embedded

learning) to help myself monitor and assess strategies
used for these students.

1.4 Strategies for teaching Aboriginal and

Torres Strait Islander students

Demonstrate broad knowledge and understanding of the

impact of culture, cultural identity and linguistic
background on the education of students from
Aboriginal and Torres Strait Islander backgrounds.

1.5 Differentiate teaching to meet the

specific learning needs of students across a

I currently need to improve and learn more on developing

tasks and strategies that all students are able enter at
their own levels resulting in high levels of achievment

full range of abilities.

Demonstrate knowledge and understanding of

strategies for differentiating teaching to meet the
specific learning needs of students across the full range
of abilities.

1.6 Strategies to support full participation

of students with disability

Demonstrate broad knowledge and understanding of the

legislative requirements and teaching strategies that
support participation and learning of students with
disability.

across the full range of abilitties in my classroom.

Work collaboratively with PLT: learning from my

colleagues, sharing ideas and resources and work
samples with colleagues, observing students, linking
learning with their data.

At the moment I have very little understading of the

legislative requirements and how this affect/influences the
learning of students with disability. Although I have been in
a classroom with a student with a disability , I currently do
not feel that I would implement strategies that are
supportive or effective enough to a student in my
classroom.

Attend off-site professional development seiminars

when offered.

Seek help/advice/ideas/effective strategies from PLT

colleagues and teacher mentor

Reguarly undertake professional reading and research

(Evidence-Based Learning) looking at the current
legislative requirements and how students with
disabilities learning can be maximised in the
classroom.

Standard 2. Know the content and how to teach it

GRADUATE AITSL FOCUS AREA
DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

2.1 Content and teaching strategies of the

teaching area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.

2.2 Content selection and organisation

Organise content into an effective learning and teaching

sequence.

2.3 Curriculum assessment and reporting

Use curriculum assessment and reporting knowledge to

design learning sequence and lesson plans.

2.4 Understand and respect Aboriginal and

Torres Strait islander people to promote
reconciliation between Indigenous and nonIndigenous Australians

Demonstrate broad knowledge of, understanding of and

respect for Aboriginal and Torres Strait Islander histories,
culture and languages.

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching

strategies and their application in teaching areas.

2.6 Information and Communication

Technology (ICT)

Implement teaching strategies for using ICT to expand

curriculum learning opportunities for students.

I need to become more confident in using teaching

strategies that rely heavily on incorporating tenchology
into the classroom as I know how beneficial technology
can be in alliance with the curiculum as well as across all
learning abilities and how engaging it can be for children.

PLT: work collaboratively with my colleagues to

develop strategies for implementing technology,
sharing ideas and resources with each other, being
open to constructive critisms.

Mentoring and Coaching: utilise my mentor teacher

and ask for help/ideas/strategies that they have
implemented in their own classrooms and use these
as a springboard to build and develop my own.

PROFESSIONAL KNOWLEDGE
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT :

Reguarly attend off-site professional learning when offered.

Attend weekly staff meetings and be an active participant

Involve myself in Job-Embedded Learning (Reflective Practice- On-site Reflection)

Continue to work closely with my Professional Learning Team and Community.

Participate in Learning Walks- observe other teachers in their classrooms and explore how they
cater for a diverse range of students in their teaching practices.

Visit other schools of different socio-economic backgrounds and learn about programs and
strategies they implement.

Continue to immerse myself in professional reading and continue to research current and

appropriate pedagogies around catering for a diverse range of students (Evidence Based Learning)

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Enagage reguarly in the Inquiry Cycle within Professional Learning Teams; and continuallly ask
myself What knowledge and skills do our students need? and What knowledge and skills so we
as teachers need?

Utilise Mentoring and Coaching opportunities- get regular feedback through on-going professional
conversations and observations.

Participate in Job-Embedded Learning- continually reflect on teaching practice; focus on

understanding and improving teachign strategies e.g. developing personal checklist of questions.

Professional Learning Teams; participating in regular conversations about students individual needs,
sharing different teaching tools and strategies that may benefit students with a diverse range of
needs and build on colleagues ideas and strategies.

Reguarly attending Professional Development seminars based on caterting for a diverse range of
needs as well how to improve the use of 21st C technology within the classroom to engage students
who may have different learning needs.

Domain of Teaching: B:
PROFESSIONAL PRACTICE
Standard 3. Plan for and implement effective teaching and
learning
GRADUATE AITSL FOCUS AREA
DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges

for students of varying abilities and characteristic.

3.2 Plan, structure and sequence learning

programs
Plan lesson sequences using knowledge of student
learning, content and effective teaching strategies.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.

3.6 Evaluate and improve teaching

programs

Demonstrate broad knowledge of strategies that can

be used to evaluate teaching programs to improve
student learning.

3.7 Engage parents/carers in the educative

process
Describe a broad range of strategies for involving
parents/carers in the educative process.

I previosuly had very limited knowledge other than selfreflection in relation to strategies that could be used to
evaluate teaching progrmas (however through this
assignment I have been able to develop an understanding of
new strategies which I will definitely need to continue to
build upon as I work in schools).

Enagage in the Inquiry Cycle: continually ask myself:

Based on the needs of my students what do I need to
know and do differently in my teaching practice to
progress the learning of my students

Job-embedded Learning: Ensure that I am reflecting on

my teaching practices and strategies. Reflect- on-action,
Reflect-In-Action and Reflect- through- recollection.
Continue to ask myself What worked & What didnt
work
I havent had a lot of experience previosuly (past
placements) with having to involve parents/carers in the
educative process whilst I taught and it is something I need
to continue to develop as it will be a very imporant
component of daily life within my classroom. I will definitely
need to work on my confidence and ensure I am building
postive relationships.

Particpate in regular professional conversations between

colleagues, parents/caregivers and the wider community,
utilise mentor teacher.

Undertake regular open conversations between

parents/caregivers and students on a regular basis e.g.
phone calls to parents/caregivers, notes in student
diaries, regular meetings

Standard 4. Create and maintain supportive and safe

learning
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GRADUATE AITSL PROFESSIONAL

STANDARDS

PROFESSIONAL LEARNING STRATEGIES

4.1 Support student participation

Identify strategies to support inclusive student

participation and engagement in classroom activities.

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom

activities and provide clear directions.

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to

manage challenging behaviour.

I currently need to continue to develop effective behaviour

management strategies for my classroom and ensure that
implementation of these strategies is being used correctly. I
also need to make sure that I am being consistent across
the board.

Mentoring and Coaching: have regular one-on-one

professional conversations about different strategies
and approaches that I might be using in the classroom.

Allow mentor teacher/other leading colleague to

observe/possibly record a lesson and provide feedback
at the end regarding the carryign out of behaviour
management strategies.

4.4 Maintain student safety

Describe strategies that support students wellbeing and

safety working within school and/or system, curriculum
and legislative requirements.

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues
and the strategies available to support the safe,
responsible and ethical use of ICT in learning and
teaching.

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Standard 5. Assess, provide feedback and report on student

learning
GRADUATE AITSL FOCUS AREA
DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

5.1 Assess student learning

Demonstrate understanding of assessment strategies,

including informal and formal, diagnostic, formative
and summative approaches to assess student learning.

5.2 Provide Feedback to students on their

learning

Demonstrate and understanding of the purpose of

providing timely and appropriate feedback to students
about their learning.

I need to ensure that feedback is a regualry occuring and

timely process in my classroom on a daily basis. I also need
to continue to develop a number of different (other than a
verbal compliment) but effective ways to provide students
with feedback across a diverse range of students. I struggle
to provide students with VALUABLE feedback- sometimes I
can be to general or it doesnt hold much meaning.

Mentoring and Coaching; get regualr feedback through

on-going professional conversations, regualry ask
questions e.g.- What are some alternative way that I can
provide my students with valuable feedback?

PLTs; learning from my colleagues regarding how they

provide their students with feedback, sharing ideas and
building on others ideas.

5.3 Make consistent and comparable

judgements

Demonstrate understanding of assessment

moderation and its application to support consistent
and comparable judgements of student learning.

5.4 Interpret student data

Demonstrate the capacity to interpret student

assessment data to evaluate student learning and
modify teaching practice.

At this moment I currently need to improve on my ability to

interpret data and understand what each students results are
saying about their individual learning as well as identify
what it is saying about my teaching practices within the
classroom

Mentoring and Coaching opportunities- get regular

feedback through on-going professional conversations ,
observations and analysis of student work samples.

PLTs; discuss student outcomes, be able to analyse

student data indicating where student learning needs
support and develop the skills to deliver the necessary
support.

5.5 Report on student achievement

Demonstrate understanding of a range of strategies

for reporting to students and parents/carers and the
purpose of keeping accurate and reliable records of
student achievement.

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PROFESSIONAL PRACTICE
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT

Reguarly attend off-site professional learning when offered.

Involve myself in Job-Embedded Learning (Reflective Practice- On-site Reflection)

Continue to work closely with my Professional Learning Team and Community

Continue to immerse myself in professional reading and continue to research current and
appropriate pedagogies around assessments (Evidence-Based Learning)

Conferencing reguarly with my students and setting targeted individual learning goals.

Continue to use pre and post on-going testing (diagnostic, formative and summative) and use this
data reguarly to guide and develop future lessons/units.

Continue to use on-going anecdotal notes, observations and checklists.

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Enagage reguarly in the Inquiry Cycle within Professional Learning Teams; and continue to evaluate
and ask myself What has the been the impact of our changed actions in relation to student
outcomes and assessment.

Utilise Mentoring and Coaching opportunities- get regular feedback through on-going professional
conversations , observations and analysis of student work samples as well as feedback on
behaviour management strategies used.

Participate in Job-Embedded Learning- continue to reflect and focus on understanding and improving
teaching strategies for effective assessment e.g. anecdotal notes, observations, regular student
conferencing and ensure I provide students with feedback at all times.

Professional Learning Teams; discussing student outcomes, being able to analyse student data
indicating where student learning needs support and develop the skills to deliver the necessary
support.
(Important for myself to identify a focus or goal for their work by asking what I want to learn from
the students work and what outcomes I expect).

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Domain of Teaching: C
PROFESSIONAL ENGAGEMENT
Standard 6. Engage in professional learning
GRADUATE AITSL FOCUS AREA
DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

6.1 Identify and plan professional learning

needs
Demonstrate an understanding of the role of the
Australian Professional Standards for Teachers in
identifying professional learning needs.

6.2 Engage in professional learning and

improve practice

Understand the relevant and appropriate sources of

professional learning for teachers.

I need to immerse myself and engage more into the

different types of professional development as I have not
really explored these in depth as of yet and applied these
when out on placement.
Enagage in the following; The Inquiry Cycle, PLTS and
PLCS, Job-Embedded Learning, Evidence-Based Learning
(current readings and relevant research), Off-site
professional development days.

6.3 Engage with colleagues and improve

practice

Seek and apply constructive feedback from supervisors

and teachers to improve teaching practice.

6.4 Apply professional learning and improve

student learning
Demonstrate an understanding of the rationale for
continued professional learning and the implications for
improved student learning.

Standard 7.
Engage professionally with colleagues, parents/carers and the
community
GRADUATE AITSL FOCUS AREA
DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

7.1 Meet professional ethics and

responsibilities

Understand and apply the key principles described in

codes of ethics and conduct for the teaching profession.

7.2 Comply with legislative, administrative

and organisational requirements

Understand the relevant legislative, administrative and

organisational policies and processes required for
teachers according to school stage.

7.3 Engage with the parents/carers

Understand strategies for working effectively,

sensitively and confidentially with parents/carers.

I currently need to make myself aware of current legisation

in greater depth as I have very limited knowledge about it
at this point in time.

Reguarly undertake professional reading and researchlooking at the current legislative documents and
keeping up to date (Evidence-Based Learning)
I need to continue to develop my communication skills on a
professional level. At the moment I need to be able to
continue to develop straetgies and other mechanisms to
deal with criticism that may come from parent/caregiver so
that we can work effectively for the benefit of the student
in my class.

Mentoring and Coaching: ask and observe mentor

teacher and other leading teachers engage in
conversations, ask about appropriate choice of words

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and mannorisms. Mentor teacher could observe/ be a

part of the conversation between parent/caregiver and
myself; providing me with constructive feedback.

7.4 Engage with professional teaching

networks and broader communities

Understand the role of external professionals and

community representatives in broadening teachers
professional knowledge and practice.

STRATEGIES PLANNED TO FACILITATE IMPROVEMENT in PROFESSIONAL ENGAGEMENT:

Reguarly attend off-site professional learning when offered.

Attend weekly staff meetings and be an active participant

Involve myself in Job-Embedded Learning (Reflective Practice- On-site Reflection)

Continue to work closely with my Professional Learning Team and Community

Particpate in regular professional conversations between colleagues, parents/caregivers and the

wider community.

Undertake regular open conversations between parents/caregivers and students on a regular basis
e.g. phone calls to parents/caregivers, notes in student diaries, regular meetings, individual stduent
conferencing.

Continue to immerse myself in professional reading and continue to research current and
appropriate pedagogies, as well as continue to keep up to date with the latest

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Utilise Mentoring and Coaching opportunities- get regular feedback through on-going professional
conversations with colleagues and observations of my teaching practices in the classroom.

Reguarly participate in Job-Embedded Learning- continue to reflect on my teaching practice through

professional conversations with colleagues and parents/caregivers as well as asking for students
feeback about specific teaching and learning strategies used

Professional Learning Teams- focus on being an active participant, being confident enough to ask for
help, be willing to share ideas and resources, be open to constructive criticsm and be able to give
that to colleagues in return, be open to on-going development and demonstrating mutual respect
for other PLT members.

PLCs- be an active participant and enagage in regular meetings about relevant legislative,
administrative and organisational policies and processes required for teachers according to school
stage.

Engage reguarly in the Inquiry Cycle; continue to follow and utilise the five dimensions of the cycle

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