Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

Absent/ Developing/ Competent/ Very Good Advanced/ Evidence/ Plan of

AITSL Standard Beginning Inadequate Adequate Sophisticated Examples Action

0-2 3-4 5-6 7-8 9-10

Standard 1 Know
students and how
they learn

1.1 Demonstrate knowledge Development Continued

and understanding of physical, al Changes research,
Chart PD,
social and intellectual collegiate
development and dialogue
characteristics of students and
how these may affect
learning.
1.2 Demonstrate knowledge 21st Century As per 1.1
and understanding of research
into how students learn and
the implications for teaching.
1.3 Demonstrate knowledge of Linguistic As per 1.1
teaching strategies that are Diversity
responsive to the learning
Personal
strengths and needs of
cultural
students from diverse experiences
linguistic, cultural, religious with family
and socioeconomic and friends
backgrounds. Dialogue
with
Indigenous
families for
inclusion in
units of work
1.4 Demonstrate broad photograph As per 1.1
knowledge and understanding
of the impact of culture, Personal
relationships
cultural identity and linguistic
with
background on the education Indigenous
of students from Aboriginal and families and
Torres Strait Islander their points
backgrounds. of view.
As per 1.3
1.5 Demonstrate knowledge ASDAN PD Continue
and understanding of to use PD
student profile and
strategies for differentiating
specialist
teaching to meet the specific Individual
Learning Plan teachers
learning needs of students within the
(IEP)
across the full range of school to
abilities. Prior working learn more
experience and
with students implement
with Autism,
Fragile X,
strategies//
Speech speak to
impairments, families
Deaf,Gifted &
Talented
(TAGS)
1.6 Demonstrate broad snorkelling Continue
knowledge and understanding to adopt
of legislative requirements and photographs inclusivity
programs
teaching strategies that
As per 1.5
support participation and
learning of students with
disability.

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 Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

Standard 2 Know the

content and how to teach it

2.1 Demonstrate knowledge Working AITSL

and understanding of the With Example
concepts, substance and Dominoes 2.1.docx
structure of the content and
Prior lesson
teaching strategies of the plans and
teaching area. Prac lessons
2.2 Organise content into an As per 2.1 See 2.1
effective learning and teaching
sequence.

2.3 Use curriculum, AITSL See 2.1

Example
assessment and reporting 2.1.docx
knowledge to design
learning sequences and
lesson plans.
2.4 Demonstrate broad Indigenous Continue
Education to learn
knowledge of, 2.4.doc about the
understanding of and culture
respect for Aboriginal and and access
Torres Strait Islander informatio
n from my
histories, cultures and Indigenou
languages s friends
and
families.
2.5 Know and understand Mathematics Continue
2.5.doc to
literacy and numeracy familiarise
teaching strategies and AITSL and use
their application in teaching Example First Steps
areas. 2.1.docx and do PD
2.6 Implement teaching
strategies for using ICT to
expand curriculum learning
opportunities for students

Standard 3 Plan for

and implement
effective teaching
and learning

3.1 Set learning goals that *Moving Inquiry

Lesson
provide achievable towards
challenges for students of simple
varying abilities and figure
characteristics.
writing
about the
shape
person
3.2 Plan lesson sequences *Moving
using knowledge of student towards six lessons
learning, content and
effective teaching
strategies.
3.3 Include a range of *Moving Blooms
Taxonomy
teaching strategies. towards questions

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 Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

3.4 Demonstrate
WebQuest
knowledge of a range of Rationale
resources, including ICT,
that engage students in
their learning.
3.5 Demonstrate a range of
Feedback
verbal and non-verbal 3.5.doc
communication strategies
to support student Indigenous
engagement. Achieved 3.5.doc
3.6 Demonstrate broad adapted
lesson plan
knowledge of strategies
that can be used to Rubric -
evaluate teaching programs poster.doc
to improve student learning.
Mathletics

3.7 Describe a broad range IEP Parents

3.7.rtf
of strategies for involving
parents/carers in the
educative process.

Standard 4 Create
and maintain
supportive and safe
learning
environments

4.1 Identify strategies to perfect

learning
support inclusive student environment
participation and
engagement in classroom
activities.
4.2 Demonstrate the teacher letter
capacity to organise photo of a
classroom activities and language
provide clear directions. group

4.3 Demonstrate Thinking

Brain Box
knowledge of practical
approaches to manage a box
challenging behaviour.
the box

4.4 Describe strategies that Enclosed

shoes
support students well-being
and safety working within
school and/or system,
curriculum and legislative
requirements.
4.5 Demonstrate an Mathletics
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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 Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

Standard 5 Assess,
provide feedback and
report on student
learning

5.1 Demonstrate Diagnostic Continue

Assessment to adopt a
understanding of 5.1.doc variety of
assessment strategies, strategies
including informal and checklist based on
formal, diagnostic, the needs
Formative of the
formative and summative Assessment individual
approaches to assess Rubric
student learning. example.doc

Peer-Self
Evaluation
Report-
Prac.doc

5.2 Demonstrate an marked Give

rubric adequate
understanding of the and
purpose of providing timely comments informativ
and appropriate feedback within the e feedback
to students about their document written
and oral
learning. Feedback.do when
c conductin
g lessons.
Feedback Keep
5.2.docx records to
verify
* I could improvem
look at the ent and
assessment accountabi
feedback and lity..
clearly see
which areas I
needed to
develop to
improve my
learning and
how I could
best
represent this
learning.

5.3 Demonstrate Key Keeping

Principles of updated
understanding of Achieved Quality on current
assessment moderation Assessment assessmen
and its application to t practices
support consistent and through
PD and
comparable judgements of research.
student learning.
5.4 Demonstrate the IEP Parents Using
3.7.rtf educationa
capacity to interpret student l systems
assessment data to to record
evaluate student learning data and
and modify teaching make
compariso
practice.
ns.
5.5 Demonstrate Reporting to Take these
Parents theories in
understanding of a range of Through to my
strategies for reporting to Portfolios Practical
students and parents/carers experience

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 Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

and the purpose of keeping s

accurate and reliable
records of student
achievement.

Standard 6 Engage
in professional
learning
6.1 Demonstrate an PD
understanding of the role of Collegiate
the Australian Professional dialogue
Standards for Teachers in
identifying professional
learning needs.
6.2 Understand the relevant Fragile X PD
and appropriate sources of
professional learning for
teachers.
6.3 Seek and apply rubric Prac.
Assessme
constructive feedback from nts
supervisors and teachers to PD
improve teaching practices.
6.4 Demonstrate an On-going On-going
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

7.1 Understand and apply As per As per

signed copy signed
the key principles described of code for copy of
in codes of ethics and Prac. code for
conduct for the teaching Prac.
profession. Professiona
lism and
Ethics

7.2 Understand the relevant As per As per

departmental departmen
legislative, administrative requirements talrequire
and organisational policies ments
and processes required for Excursions
teachers according to Off School
Sites
school stage.
7.3 Understand strategies As per As per
departmental departmen
for working effectively, requirements tal
sensitively and requireme
confidentially with nts
parents/carers.
7.4 Understand the role of Ongoing PD Ongoing
and personal PD and
external professionals and learning personal
community representatives learning

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 Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

in broadening teachers Contest

Director
professional knowledge and
practice.

AITSL Graduate My goals for this Actions to develop Indicators of success:

Standard 5: aspect: my capability: What will you/others
Assess, provide see if your goal is
feedback and achieved?
report on student
learning.

Short Term Goals

5.1 Assess Student - By the end of the - Use the First Steps - Continue to develop a
Learning semester I will be or other Diagnostic repertoire of strategies
Demonstrate developing confidence Assessment programs for assessing students.
understanding of in assessing students. used in specific .
assessment This will include using schools - to assist in - Students are
strategies, including First Steps Diagnostic attaining understanding and
informal and formal, Tasks; school-based developmental moving forward in their
diagnostic, formative assessments knowledge. learning.
and summative programs; -
approaches to Constructing rubrics; - Use self-constructed - Examples from Child
assess student Self-evaluations and assessments in Prac. Studies using
learning. using Blooms - Keep succinct and assessment strategies
Taxonomy; DeBonos accurate records. and using this
Thinking Hats and information to move
Gardiners Multiple forward or revise.
Intelligence to direct
assessment Individual needs met.
questions.

Focus on time and

implementation.

Make assessment part

of the learning where
appropriate.

Address individual
needs.

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Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

5.2 Demonstrate an Focus on when I am - Providing informative - Feedback from

understanding of the giving feedback. feedback both orally assessors, lecturer and
purpose of providing and written that colleagues about what
timely and Focus on why I am promotes student strategies may be
appropriate giving feedback. learning and gives me working and what may
feedback to students clarity of students be being overlooked
about their learning. Focus on the knowledge and
language I choose understanding.
when I am giving
feedback. Make sure I continually
update my questioning
skills and apply them.

5.3 Demonstrate - Use the Australian - Interaction with Consistent marking

understanding of Curriculums school colleagues and results.
assessment outcomes and align teachers from the
moderation and its with assessment District aligning Differentiated learning
application to criteria. outcomes to the addressed.
support consistent Australian Curriculum.
and comparable - Cater for individual Students demonstrate
judgements of needs. - Have another teachersuccessful outcomes.
student learning. cross-check your
assessment and do Peers, mentor,
the same for them. supervisor, student
feedback
Observation of mentor
and others Collaborative review of
work
University research
and lecturer input

5.4 Demonstrate the Cross-reference data Eg: During a Child -Myself and others are
capacity to interpret to make sure the Study records had to seeing an improvement
student assessment learning has moved be kept to ascertain in the student.
data to evaluate forward and there are how the student had
student learning and no gaps in the developed over a Eg: The student in the
modify teaching learning. series of lessons. Post Child Study had shown
practice. lesson - the anecdotal improvement as her
If assessment is notes and tasks were records were compared
external evaluate and reviewed to see if the from the Diagnostic
assess the resource. next lesson needed Assessment to current
Maths resource adjusting. work samples and
assessment..docx anecdotal evidence.

-Parental feedback.
5.5 Demonstrate Keeping accurate, Use technology to -At the end of the Prac I
understanding of a informative records of keep records that can will see how the
range of strategies students development easily be made students have improved
for reporting to as per my available to superiors or what areas may need
students and accountability or other relevant addressing.
parents/carers and expectation. This will parties.
the purpose of begin with keeping Use a variety of
keeping accurate records of the reporting strategies
and reliable records students in my Prac including portfolios,
of student lessons. work samples, reports,
achievement. NAPLAN, checklists,
rubrics

Reflect and act on

Parental feedback.

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Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

Reflect and act on

NAPLAN results.

Long - term goals

5.1 Make sure I use a PD Self-assess what is
wide-range of working.
strategies even if I Collegiate support Students will be moving
find them challenging. within school or other forward with confidence.
networks.
5.2 Continue to use PD Personal confidence
appropriate and timely and student success.
responses and Personal learning.
language which is
useful and meaningful Future Study
to the students
learning.
5.3 Relevant assessments PD I will have a wide range
are undertaken of assessment materials
which are relevant to Collegiate support and which I can use or
the latest theories in networking. update.
education.
I can make new and
more engaging
assessments.
5.4 Continue to know what PD Childs needs are met.
is relevant to the
individual needs of the
child.
5.5 Keep up with current Keep up with Collegiate (school and
assessment practices. technology. networks) dialogue on
Research. what others are doing
and how well it is
working.

Parental feedback.

NAPLAN results.

Student confidence.

There are many varied and useful assessment strategies all of which help teachers
get a lateral view of the students understanding and learning and which move
students towards their goals. To be successful at implementing appropriate
assessments I know that I must be assessment literate have a clear purpose for
assessment, linking or integrating instruction and assessment (Tomkins, Campbell &
Green, 2012, p. 24) and have a specific understanding of assessment types - how they
are implemented and monitored; and what to do with the results. It is imperative I
understand assessment and be able to provide feedback to any or all stakeholders
through such things as; verbal or written comments, portfolios, work samples, grades
and test results whilst acknowledging and addressing possible cultural, personal or
low-literacy implications (REF).

Feedback allows the student to self-reflect and identify where they did well or where
they had difficulties enabling them to move forward with their learning and make the

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Brigitte Carter SN13052340 Professional Practice Madeleine Dobson

necessary adjustments to their work in future. It is also an opportunity for the teacher
to make critical judgements about future learning (Readman & Allen, 2016, p. 54).
The Australian Curriculum (ACARA, n.d.), outlines five specific criteria for
assessment; valid, fair, explicit, reliable and efficient and it is with these in mind
that assessment moderation is addressed and where merit not just milestones
(Maxwell, 2002, p. 13) are recognised and reported.
Accountability is critical to teachers and I must be able to clearly articulate my
assessment practices (Readman & Allen, 2016, p. 225). Keeping succinct, accurate
and updated records and data to improve student learning will allow me to be
accountable to all stake-holders including; the student, parent, school, state and
national bodies.

References
ACARA (

Maxwell, G. (2002). Moderation of Teacher Judgements in Student Assessment.

https://www.qcaa.qld.edu.au/downloads/publications/research_qscc_assess_report_2.

Readman, K. & Allen, B. (2016). Practical Planning & Assessment. Sydney, NSW:
Oxford University Press.

Tompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st Century: A
Balanced Approach. Frenchs Forest, NSW: Pearson Australia.

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