1b Aitsl Grid s3909432 Jessica Macdonald

AITSL Australian Professional Standards at the Proficient Teacher level
(Individual Review)
Statement of Principle
a statement of purpose and vision for the teaching profession in the State of Victoria.
Teachers in Victoria are committed to the learning and wellbeing of the students they teach and make a significant contribution to the communities in which they work. They respect the
individuality, capacity and backgrounds of their students and maintain high expectations for student learning.
Teachers are committed to the continuous development of their professional knowledge and practice. They work collaboratively, using research and evidence derived from theory and
practice, to improve education and build effective communities of learners.
Teachers share an essential and privileged responsibility with parents and communities to care for all young people, and to discover and develop their potential to learn independently and
critically throughout their lives. Victorian teachers make a difference.
Victorian Institute of Teaching, 2003.
"In a completely rational society the best of us would aspire to be teachers and the rest of us would have
to settle for something less, because passing civilisation along from one generation to the next ought to be
the highest honour and highest responsibility anyone could have." Lee Iacocca
Address
Victorian Institute of Teaching
Level 9, 628 Bourke Street,
Melbourne Vic 3000
Postal Address Phone1300 888 067
PO Box 531Collins Street Fax03 8601 5801
WestVictoria 8007 Emailvit@vit.vic.edu.au
AITSL Australian Professional Standards at the Proficient Teacher level Page 1 of 19

A Note about the AITSL Australian Professional Standards for Teachers
The College of Education has adopted the AITSL Standards at the proficient teacher level as the basis of its reports on preservice teachers
practice in Project Partnerships. It is important for all participants in Project Partnerships to understand that the VIT intends the Standards to be
applicable to the practice of beginning teachers after they have completed a negotiated induction program in the first year of teaching. In the
Bachelor of Education, as a result, the use of the text of the Standards is meant to indicate prompts about which preservice teachers and their
mentors can have an informed and structured professional dialogue oriented to improvement in practice.
When using the AITSL Standards at the proficient teacher level, the College of Education asks mentor teachers, School Partnership Coordinators
and university colleagues to take into account that the expectation is the Year 4 preservice teachers will be judged in relation to the practice and
understanding of the competent graduating teacher.
This list of characteristics provides a guide to effective teaching practices that all new teachers should seek to understand, strive to develop and demonstrate over time.
These characteristics are not a checklist of competencies for beginning teachers to master by the end of their first year.
Rather, the list illustrates the practices through which teachers demonstrate the quality and complexity of their professional work.
THE FRAMEWORK
Teachers use a range of teaching practices and resources to engage students in effective learning. The AITSL Australian Professional Standards at the Proficient Teacher level seek to describe the
elements of practice which define teachers professional work, and which are expected of all members of the profession.
The framework consists of a statement of principle, three clear domains, thirty seven standards and elaborated descriptions of the characteristics of effective teaching.

Professional Knowledge 1. Know students and how they learn
What specific evidence (if any) do you What are your questions about this List some proactive strategies you can What specific references and related
have about your practice in this area? area? use to learn about this area/topic at theory will you focus on?
your school: (academic/online/textbook/policy doc
Area references formatted in Harvard style)
Moss, J 2013, Learner diversity, pedagogy and
educational equity, in Churchill R, Ferguson P,
1.1: Physical, social and Godinho S, Johnson AK, Letts W, Mackay J,
McGill M, Moss J, Nagel M, Nicholson P, Vick M
intellectual development and (2nd ed.), Teaching: making a difference, John
characteristics of students I took a group of low-literacy level Inquire with my mentor and other Wiley & Sons Australia Ltd, QLD, pp. 144-182.
Preps for particular focus on phonics. I members of staff about particular
Use teaching strategies based on Is there resources I can access in Slee, R 2013, Exclusion a habit thats hard to
used iPads and interactive games they students development.
regards to students physical, social kick, in McKenna T, Cacciattolo M & Vicars, M,
knowledge of students physical, liked, keeping in mind their intellectual Engaging the Disengaged: Inclusive approaches
and intellectual development?
social and intellectual development level. If I found a game was too easy, I Search the resources available on to teaching the least advantaged, Cambridge
and characteristics to improve would increase the difficulty. students characteristics. University Press, Melbourne, pp. 11-14.
student learning Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
2012, Helping children learn mathematics, John
Wiley & Sons Australia, QLD.
Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
Literacy in Australia: pedagogies for
1.2: Understand how students engagement, Australian edn, John Wiley & Sons
While on a study tour in East Timor, I Observe my mentor, question their Australia, QLD.
learn As.a graduate, where can I find
team-taught a Year 7 English class. My choice in their selected teaching
information on teaching styles? Roy, D, Baker, W & Hamilton, A 2016, Teaching
team-teaching partner and I used an style/program.
Structure teaching programs using the Arts, 2nd edn, Cambridge University Press,
immersion technique, as research Melbourne.
research and collegial advice about How do I combat a class with a variety
indicates this is the most effective Ask students what ways they learn the
how students learn of preferred teaching styles?
method of teaching another language. best. Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

engagement, Australian edn, John Wiley & Sons
Australia, QLD.

Godinho S, Johnson AK, Letts W, Mackay J,
McGill M, Moss J, Nagel M, Nicholson P, Vick M
(2nd ed.), Teaching: making a difference, John
Wiley & Sons Australia Ltd, QLD, pp. 144-182.
1.3: Students with diverse My low-literacy level Prep group were
Where can I find information on diverse Inquire with EAL/Literacy specialist in
linguistic, cultural, religious and diverse, with a variety of students from Roy, D, Baker, W & Hamilton, A 2016, Teaching
learners? school.
socioeconomic backgrounds EAL to having additional needs. We the Arts, 2nd edn, Cambridge University Press,
Design and implement teaching would use games such as pair the Melbourne.
How do I ensure Im catering for EAL Inquire with my mentor about the
strategies that are responsive to the uppercase and lowercase letters as
students? diversity in the classroom, and how to Neal, G 2013, Accommodating new learning in
learning strengths and needs of they look similar. I also ensured tasks I different school cultures, in McKenna T,
incorporate and consider this while
students from diverse linguistic, set for them where able for all the Cacciattolo M & Vicars, M, Engaging the
How can I ensure all my students feel designing and implementing teaching Disengaged: Inclusive approaches to teaching
cultural, religious and students to do, such as worksheets
welcome despite their diversity? strategies. the least advantaged, Cambridge University
socioeconomic backgrounds provided rather than ICT work. Press, Melbourne, pp. 17-36.
Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

Harris, A & Farrington, D 2013, It gets

narrower: creative strategies for re-broadening
queer peer education, Sex Education, vol. 14,
no.2, pp. 144-158.

Australia, QLD.
1.4: Strategies for teaching Inquire with my school about the
Where can I find teaching strategies for Roy, D, Baker, W & Hamilton, A 2016, Teaching
Aboriginal and Torres Strait population and local community of the
teaching Aboriginal and Torres Strait the Arts, 2nd edn, Cambridge University Press,
Islander students area.
Islander students? Melbourne.
Design and implement effective
teaching strategies that are Inquire with the students where their Woods, D.B 2013, Indigenous Australia:
N/A How can I ensure I am being culturally
responsive to the local community family is from. ontologies, epistemologies and pedagogies, in
sensitive and appropriate? McKenna T, Cacciattolo M & Vicars, M,
and cultural setting, linguistic
Engaging the Disengaged: Inclusive approaches
background and histories of Inquire with my mentor about their
How do these students differ from non- to teaching the least advantaged, Cambridge
Aboriginal and Torres Strait islander strategies of teaching Aboriginal and University Press, Melbourne, pp. 195-206.
Indigenous students?
students Torres Strait Islander students.
Godinho, S 2013, Planning for practice:
connecting, pedagogy, assessment and
curriculum in Churchill R, Ferguson P, Godinho
S, Johnson AK, Letts W, Mackay J, McGill M,
Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
Question my mentor of their
1.5: Differentiate teaching to Teaching: making a difference, John Wiley &
While in placement with Preps in differentiation techniques and their Sons Australia Ltd, QLD, pp 210-249.
meet the specific learning needs
second year, I would use differentiated Does pairing students who are different reasoning.
of students across the full range
teaching for my students. I would levels encourage peer-teaching? Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
of abilities Literacy in Australia: pedagogies for
explain a topic or concept and keep the Observe my mentor and other
Develop teaching activities that engagement, Australian edn, John Wiley & Sons
students who were still confused for a How to prevent students members of staffs differentiation Australia, QLD.
incorporate differentiated strategies
more in depth explanation. I would also being/demonstrating bullying behaviour techniques.
to meet the specific learning needs
encourage stronger writers to write in regards to differentiated levels? Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,
of students across the full range of N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
more or more in depth as an extension. Ask students how they would like to be
abilities 2012, Helping children learn mathematics, John
grouped/paired. Wiley & Sons Australia, QLD.
Tomlinson, C.A 2014, The Differentiated

Classroom: Responding to the Needs of All
Learners, 2nd edn, ASCD.

Godinho S, Johnson AK, Letts W, Mackay J,
Interact with teachers who have McGill M, Moss J, Nagel M, Nicholson P, Vick M
In my third year placement with Year (2nd ed.), Teaching: making a difference, John
previously taught students with
1.6: Strategies to support full 7s I had a variety of students with How can I effectively teach students Wiley & Sons Australia Ltd, QLD, pp. 144-182.
disabilities. Ask about their strategies
participation of students with additional needs. A number of the who have disabilities?
and how I myself can better myself in Roy, D, Baker, W & Hamilton, A 2016, Teaching
disability students in the class had audio-
this area. the Arts, 2nd edn, Cambridge University Press,
Design and implement teaching processing issues, meaning oral Where can I find theory on this area? Melbourne.
activities that support the instruction was not comprehended. To
Talk with parents about how they find Slee, R 2013, Exclusion a habit thats hard to
participation and learning of combat this, I would ensure all How can I address relevant policy and
their child learns best. kick, in McKenna T, Cacciattolo M & Vicars, M,
students with disability and address information was accessible visually, legislative requirements? Engaging the Disengaged: Inclusive approaches
relevant policy and legislative whether written on the board, to teaching the least advantaged, Cambridge
Attempt designing activities and have
requirements powerpoint or worksheet. Also while University Press, Melbourne, pp. 11-14.
my mentor assess how effective it
playing videos I would use captions.
would be. Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

Professional Knowledge 2. Know the content and how to teach it.
have about your practice in this area? area? use (or have used in the past) to learn theory will you focus on?
about this area/topic at your school? (academic/online/textbook/policy doc
During my placement with the Preps, I S, Johnson AK, Letts W, Mackay J, McGill M,
introduced the concept of probability. I Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
2.1: Content and teaching Observe my mentors use of engaging Teaching: making a difference, John Wiley &
explained the idea with students left Where can I find more teaching
strategies of the teaching area teaching activities. Sons Australia Ltd, QLD, pp 210-249.
confused. I explained the concept a strategies for particular subjects?
Apply knowledge of the content and
different way and provided an Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,
teaching strategies of the teaching Inquire with my mentor about my own N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
interactive visual resource. This How can I ensure all types of learners
area to develop engaging teaching content knowledge and engaging 2012, Helping children learn mathematics, John
allowed the students to not only feel are catered for?
activities teaching activities. Wiley & Sons Australia, QLD.
but also use their bodies in the
concept. Attard, C 2012, Applying a framework for
engagement with mathematics in the primary
classroom, Australian Primary Mathematics
Classroom, vol. 17, no, 4, pp. 22-27.
Observe my mentors choice of content S, Johnson AK, Letts W, Mackay J, McGill M,
and how they created a well- Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
2.2: Content selection and During my placement with the Preps, I sequences learning and teaching Teaching: making a difference, John Wiley &
organisation created a 4-lesson sequence about program. Sons Australia Ltd, QLD, pp 210-249.
How can I make sure the content is
Organise content into coherent, chance and probability. I began with a
coherent and well-sequenced? Roy, D, Baker, W & Hamilton, A 2016, Teaching
well-sequenced learning and simple concept and furthered it Once I have created my own, have my the Arts, 2nd edn, Cambridge University Press,
teaching programs throughout the lessons. mentor and other members of staff Melbourne.
provide me with feedback on how I can
improve. N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
In my low-literacy group for Prep I Inquire with my mentor about previous curriculum in Churchill R, Ferguson P, Godinho
2.3: Curriculum, assessment and
used the curriculum to see where the designs created, ask about how they S, Johnson AK, Letts W, Mackay J, McGill M,
reporting Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
students should be in their knowledge. Where can I get aid in design and were improved and whether they stuck
Design and implement learning and Teaching: making a difference, John Wiley &
I used letter/phonics list prior, during implementation of learning and to their programs entirely.
teaching programs using knowledge Sons Australia Ltd, QLD, pp 210-249.
and after my series of sessions with teaching programs as a graduate?
of curriculum, assessment and
them for assessment. I would also Observe my mentors and other Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
reporting requirements Literacy in Australia: pedagogies for
report verbally with my mentor. members of staffs style of program.
Australia, QLD.

Roy, D, Baker, W & Hamilton, A 2016, Teaching
the Arts, 2nd edn, Cambridge University Press,
2.4: Understand and respect Melbourne.
Observe my mentor and other
Aboriginal and Torres Strait
members of staff on how they address
Islander people to promote Woods, D.B 2013, Indigenous Australia:
this.
reconciliation between Is there a member of staff in each ontologies, epistemologies and pedagogies, in
McKenna T, Cacciattolo M & Vicars, M,
indigenous and non-indigenous Unit created in AEB2251 school that is particularly versed in this
Inquire with staff about how they would Engaging the Disengaged: Inclusive approaches
Australians area? to teaching the least advantaged, Cambridge
like to achieve this, and whether it is
Provide opportunities for students to No in-class experience. University Press, Melbourne, pp. 195-206.
possible for them.
develop understanding of and Invasion or settlement?
respect for Aboriginal and Torres Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,
Research about the local areas history N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
Strait Islander histories, cultures
and people. 2012, Helping children learn mathematics, John
and languages Wiley & Sons Australia, QLD.

Australia, QLD.
Vicars, M 2013, Literacy: who needs books?

Theyre not kewl, in McKenna T, Cacciattolo M
In my low literacy group for Prep I Observe my mentor in what strategies
& Vicars, M, Engaging the Disengaged: Inclusive
focused on the code breaker aspect of they use primarily and how often they approaches to teaching the least advantaged,
As a graduate, where do I find
2.5: Literacy and numeracy the Four roles/Resources of the change them. Cambridge University Press, Melbourne, pp.
information on new teaching 129-140.
strategies successful reader created by Luke and
strategies?
Apply knowledge and Freebody (Flint et al. 2014). Observe other members of staff in
Vale, C & Livy, S 2013, Bringing joy and
understanding of effective teaching regards to their teaching strategies. success to classes through student centred
How to I cater to all styles of learning?
strategies to support students In mathematics with the Preps, I used teaching of mathematics, in McKenna T,
Does it have to be done in one lesson,
literacy and numeracy achievement a lot of diagrams, modelling and Inquire with my mentor and other staff Cacciattolo M & Vicars, M, Engaging the
or over a period of time? Disengaged: Inclusive approaches to teaching
resources/props to consolidate their members on which strategies they find
the least advantaged, Cambridge University
learning. most effective. Press, Melbourne, pp. 90-108.


In my experience with Year 7 English, I Literacy in Australia: pedagogies for
2.6: Information and would use videos of spoken word engagement, Australian edn, John Wiley & Sons
Communication Technology (ICT) poetry. This was to compare and In regards to English, what ICT Australia, QLD.
Observe my mentors choice of ICT in
Use effective teaching strategies to contrast written and spoken poetry. resources could I use?
their classroom. Neal, G 2013, Accommodating new learning in
integrate ICT into learning and I also had the students search for their
Inquire with other members of staff on different school cultures, in McKenna T,
teaching programs to make own poems online, to find a poem that How do I decide if an ICT resource is Cacciattolo M & Vicars, M, Engaging the
their choice of ICT.
selected content relevant and spoken to them rather than have me meaningful to my students? Disengaged: Inclusive approaches to teaching
meaningful quick ones that may have meant the least advantaged, Cambridge University
Press, Melbourne, pp. 17-36.
nothing to them.

Professional Practice 3. Plan for and implement effective teaching and learning
How do I prepare 25+ students Literacy in Australia: pedagogies for
personal learning goals? engagement, Australian edn, John Wiley & Sons
3.1: Establish challenging I have not had the opportunity to set Inquire with mentor and other Australia, QLD.
learning goals individual goals for students however, I members of staff about their structure
How can I do this for multiple high
Set explicit, challenging and set learning intentions at the beginning for learning goals. Madden, W, Green, S & Grant, A.M 2011, A
school classes? pilot study evaluating strengths-based coaching
achievable learning goals for all of every lesson I create. Such as To Observe my mentors learning goals for
for primary school students: Enhancing
students find the perimeter of irregular shapes. their students. engagement and hope, The British
How to I keep the data for these
Psychological Society, vol. 6, no. 1, pp. 71-83.
learning goals?
S, Johnson AK, Letts W, Mackay J, McGill M,
I planned a series of lessons with my Observe my mentor teachers planned Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
3.2: Plan, structure and sequence
Preps about chance and probability. learning programs. Inquire as to why Teaching: making a difference, John Wiley &
learning programs Sons Australia Ltd, QLD, pp 210-249.
There was a wide variety of How will I know if the overall program they had planned it the way they did.
Plan and implement well structured
intelligences used to engage the is ineffective prior to the final
learning and teaching programs or Roy, D, Baker, W & Hamilton, A 2016, Teaching
students and promote all learners assessment? Inquire with other members of staff the Arts, 2nd edn, Cambridge University Press,
lessons sequences that engage
throughout the sequence. about their learning programs and why Melbourne.
students and promote learning
they structured it the way they did.
Attard, C 2012, Applying a framework for
engagement with mathematics in the primary
classroom, Australian Primary Mathematics
Classroom, vol. 17, no, 4, pp. 22-27.
Observe my mentors choice of
teaching strategies in regards to
In AVID, we would use a questioning students developing knowledge, skills, 2012, Helping children learn mathematics, John
3.3: Use teaching strategies
teaching strategy to get students to problem solving and critical and Wiley & Sons Australia, QLD.
Select and use relevant teaching
reach an A-Ha! moment with their How do I keep up-to-date with teaching creative thinking.
strategies to develop knowledge,
question. This would use problem strategies? Siemon, D, Breed, M & Virgona, J (2010), From
skills, problem solving and critical Additive to Multiplicative Thinking The Big
solving, creative thinking and develop Research teaching strategies for
and creative thinking Challenge of the Middle Years, Department of
their knowledge and skills. specific areas and examine how Education, viewed 10 March 2017.
beneficial they are by trying them
myself.

Search for any school-wide resources Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
available. See what makes these Literacy in Australia: pedagogies for
Preps: ICT, books, games. engagement, Australian edn, John Wiley & Sons
resources useful in the school.
3.4: Select and use resources Where can I find reputable resources? Australia, QLD.
Select and/or create and use a Year 7: ICT videos, poems provided.
Ask my mentor/other members of staff
range of resources, including ICT, How do I create my own resources? Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,
what resources they use and why. N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
to engage students in their learning Year 10/11: Analysis acronym
Ask students what kind of resources Wiley & Sons Australia, QLD.
they like to use.
As stated prior, a number of my Year 7

students had auditory processing Observe my mentors verbal/non-verbal
Roy, D, Baker, W & Hamilton, A 2016, Teaching
3.5: Use effective classroom issues, this meant for classroom communication techniques used in the Arts, 2nd edn, Cambridge University Press,
communication attention I would have to use non- class. Inquire with my mentor as to Melbourne.
Use effective verbal and non-verbal verbal methods, such as the hand up How can I improve my non-verbal why they use those techniques.
communication strategies to method. communication strategies? Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,
support student understanding, Attempt different verbal/non-verbal N.L, Rogers, A, Falle, J, Frid, S & Bennet, S
participation, engagement and In all my classes I ensure to use techniques in class and receive Wiley & Sons Australia, QLD.
achievement nodding and smiling for positive feedback from my mentor and
reinforcement along with verbal praise students.
and acknowledgement.
In my low-literacy Prep group, I would

receive feedback from my mentor on Search for school-wide teaching
3.6: Evaluate and improve Godinho, S 2013, Planning for practice:
the students progress, reflect What are more techniques for programs available to teachers. Inquire
teaching programs connecting, pedagogy, assessment and
personally on how I can improve, reflection other than journal writing? about their effectiveness/how theyve curriculum in Churchill R, Ferguson P, Godinho
Evaluate personal teaching and
assess my students achievement and been improved. S, Johnson AK, Letts W, Mackay J, McGill M,
learning programs using evidence, Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
ask the students about the lessons. In what manner could I get feedback
including feedback from students Teaching: making a difference, John Wiley &
from students about the effectiveness Inquire with my mentor about how they
and student assessment data, to Sons Australia Ltd, QLD, pp 210-249.
I also reflect on each of my lessons of the lesson? have improved teaching programs and
inform planning
and talk with my mentors about how I the reasoning behind the improvement.
can improve in the future.

When is it contextually relevant for
parent/carers to engage in the Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
educative process? Observe my mentors choices for Literacy in Australia: pedagogies for
including parents/carers engagement. engagement, Australian edn, John Wiley & Sons
3.7: Engage parents/carers in the Australia, QLD.
What if the parent/carers dont want to Inquire with my mentor as to why they
educative process
engage? selected that activity or topic for
Plan for appropriate and Cacciattolo, M 2013, Fostering collaborative
N/A interaction.
contextually relevant opportunities partnerships: one schools approach, in
What if the parent/carers can not Inquire with my mentor about how to McKenna T, Cacciattolo M & Vicars, M,
for parents/carers to be involved in
engage? (Such as a single parent combat non-responsive or struggling Engaging the Disengaged: Inclusive approaches
their childrens learning to teaching the least advantaged, Cambridge
working full time) parents in regards to their
University Press, Melbourne, pp. 143-158.
engagement.
How do I engage with a parent/carer
who does not speak English?

Professional Practice 4. Create and maintain supportive and safe learning environments.
How do I combat a serious dislike of
student participation from my Observe my mentors choice for when
students? to use student participation and the
Within the AVID tutorials I experienced
groups/pairs my mentor selects.
4.1: Support student in my third year placement, I found the
How do I combat student social groups Student Participation, Victoria State Government,
participation students to be grouped based on
and students disliking one another? Inquire with my mentor why the groups viewed 15 March 2017.
Establish and implement inclusive subject questions rather than
are selected and why the certain <http://www.education.vic.gov.au/school/principals/
and positive interaction to engage friendship groups or academic level. I spag/participation/Pages/participation.aspx>
How can I ensure my students are activity deemed student participation.
and support all students in made sure all students would give
actually working and not just chatting?
classroom activities each other full attention and mediate
Inquire with other staff their student
discussions.
How do I ensure the student participation techniques and the
participation Is a positive interaction for reasoning.
my students?
Inquire whether there is a school-wide
routine (such as reading in the
morning) and how beneficial they find
Nicholson, P 2013, Planning for practice:
My third year mentor established a this.
4.2: Manage classroom activities How difficult is it to change a routine to connecting, pedagogy, assessment and
routine with their Year 7 and 9 English curriculum in Churchill R, Ferguson P, Godinho S,
Establish and maintain orderly and a new one?
classes for the week. I would follow Observe my mentors routine with the Johnson AK, Letts W, Mackay J, McGill M, Moss J,
workable routines to create an Nagel M, Nicholson P, Vick M (2nd ed.), Teaching:
this routine to continue the order and class and inquire about what happens
environment where student time is How long does it take to establish a making a difference, John Wiley & Sons Australia
ensure no time was wasted in the when the routine is disrupted.
spent on learning tasks routine? Ltd, QLD, pp 290-323.
classroom.
Ask my mentor about previous
routines that have been used and why
they are no longer used.
curriculum in Churchill R, Ferguson P, Godinho S,
Johnson AK, Letts W, Mackay J, McGill M, Moss J,
What are other methods of getting Observe my mentor and other staff Nagel M, Nicholson P, Vick M (2nd ed.), Teaching:
4.3: Manage challenging In one particularly rowdy after lunch
students attention rather than raising members management of challenging making a difference, John Wiley & Sons Australia
behaviour Year 7 class, I had to re-establish our
my voice or using the hand behaviour. Ltd, QLD, pp 290-323.
Manage challenging behaviour by respectful rules in the classroom, such
up/clapping technique? Inquire with members of staff what
establishing and negotiating clear as not talking over one another. Godinho, S 2013, Pedagogy: the agency that
techniques they like to use and why. connects teaching with learning in Churchill R,
expectations with students and
How do I manage a difficult students Ferguson P, Godinho S, Johnson AK, Letts W,
address discipline issues promptly, I would wait for the students to finish
behaviour when it is caused by outside Ask my mentor about the school-wide Mackay J, McGill M, Moss J, Nagel M, Nicholson
fairly and respectfully talking before starting instruction. P, Vick M (2nd ed.), Teaching: making a difference,
of school issues? behaviour policy.
John Wiley & Sons Australia Ltd, QLD, pp 250-
289.
Nagel, M 2013, Student learning, in Churchill R,

Professional Practice 4. Create and maintain supportive and safe learning environments.
Ferguson P, Godinho S, Johnson AK, Letts W,
Mackay J, McGill M, Moss J, Nagel M, Nicholson
P, Vick M (2nd ed.), Teaching: making a difference,
John Wiley & Sons Australia Ltd, QLD, pp. 74-111.
Slee, R 2013, Exclusion a habit thats hard to

kick, in McKenna T, Cacciattolo M & Vicars, M,
Engaging the Disengaged: Inclusive approaches to
teaching the least advantaged, Cambridge
University Press, Melbourne, pp. 11-14.

N.L, Rogers, A, Falle, J, Frid, S & Bennet, S 2012,
Helping children learn mathematics, John Wiley &
Sons Australia, QLD.

Where can I find legislative Ask mentor where I can safety curriculum in Churchill R, Ferguson P, Godinho S,
4.4: Maintain student safety In my experience with the Preps we requirements for safety? documents at placement school. Johnson AK, Letts W, Mackay J, McGill M, Moss J,
Ensure students wellbeing and would ensure the hallways were clear Inquire the differences between this Nagel M, Nicholson P, Vick M (2nd ed.), Teaching:
making a difference, John Wiley & Sons Australia
safety within school by of their bags, jackets, hat and so on. How frequently are the safety school and my mentors last school.
Ltd, QLD, pp 290-323.
implementing school and/or This is to ensure no students will trip protocols updated?
systems, curriculum and legislative over and hurt themselves, along with Inquire with the principal about the Student Safety, Victoria State Government, viewed
requirements members of staff. Do these safety protocols vary from safety documents and protocol for the 15 March 2017.
<http://www.education.vic.gov.au/school
school to school/state to state? school.
/principals/spag/safety/Pages/safety.aspx>

Literacy in Australia: pedagogies for engagement,
Australian edn, John Wiley & Sons Australia, QLD.
Inquire with my mentor and other
members of staff where they find their Roy, D, Baker, W & Hamilton, A 2016, Teaching
ICT resources and how they use ICT the Arts, 2nd edn, Cambridge University Press,
In my experience with the low-literacy
4.5: Use ICT safely, responsibly safely. Melbourne.
Prep group, I downloaded and tried all
and ethically Where can I find safe ICT resources?
the games on the iPad myself first. Neal, G 2013, Accommodating new learning in
Incorporate strategies to promote Ask students what kind of ICT they like
This was to ensure there was no different school cultures, in McKenna T,
the safe, responsible and ethical What is unsafe ICT? using. Cacciattolo M & Vicars, M, Engaging the
hidden messages or inappropriate
use of ICT in learning and teaching Disengaged: Inclusive approaches to teaching the
advertisements.
Explore the ICT system at the school least advantaged, Cambridge University Press,
Melbourne, pp. 17-36.
to see what software could be run
effectively.
Selwyn, N 2014, Education and the digital,
British Journal of Sociology of Education, vol. 35,
no. 1, pp. 155-164.

Professional Practice 5. Assess, provide feedback and report on student learning.
Ferguson, P 2013, Assessment, feedback and
reporting in Churchill R, Ferguson P, Godinho S,
As stated prior, I used a series of
Observe my mentor in their Johnson AK, Letts W, Mackay J, McGill M, Moss
assessments for my low-literacy group J, Nagel M, Nicholson P, Vick M (2nd ed.),
assessment strategies and have them
in Prep. I used formal and informal Where can I find creative means of Teaching: making a difference, John Wiley &
explain why those strategies were
5.1: Assess student learning assessment, examples being assessment? Sons Australia Ltd, QLD, pp 412-458.
chosen.
Develop, select and use informal assessment sheets and questioning
and formal, diagnostic, formative the students in a discussion. I used How often should I formally assess my
Inquire with other members of staff Literacy in Australia: pedagogies for
and summative assessment formative assessment throughout the students learning? engagement, Australian edn, John Wiley & Sons
what assessment strategies they use
strategies to assess student series of lessons and a summative Australia, QLD.
and why.
learning assessment at the end of the What are some of the best techniques
sequence. to use for assessment? Sullivan, PA, Clarke, D & Clarke, DM 2012,
Ask the students how they like to be 'Teacher decisions about planning and
assessed. assessment in primary mathematics', Australian
Primary Mathematics Classroom, vol 17, no. 3,
pp. 20 - 23.
My experience in AVID meant the Inquire with my mentor their ideal
students would receive feedback a What assessment techniques can I use timeframe for feedback to students.
5.2: Provide feedback to students
week after their tutorial groups. to give feedback as soon as possible? Marzano, R.J, Pickering, D.J, Pollock, J.E 2001,
on their learning
However, I would give many of the Inquire with other teachers their ideal Classroom Instruction That Works: Research-
Provide timely, effective and
students feedback instantly, through Are their more effective styles of timeframe for feedback to students. Based Strategies for Increasing Student
appropriate feedback to students Achievement, ASCD.
verbal communication. In particular assessment in this area than others?
about their achievement relative to
how they could frame their queries Observe the relationship between
their learning goals
better or how they could improve in the What qualifies appropriate feedback? feedback and the student reaching
tutorials. their learning goal.
How often are moderations decided? Inquire with my mentors facility how
5.3: Make consistent and
they conduct their moderation process.
comparable judgements I observed the Prep moderation Black, P, Harrison, C, Lee, C, Marshall, B &
How is it decided?
Understand and participate in meeting during my second year William, D 2004, Working Inside the Black Box:
Inquire with other facilities their
assessment moderation activities to placement. I aided my mentor with their Assessment for Learning in the Classroom, The
Does the standard change depending moderation process in comparison. Phi Delta Kappan, vol. 86, no. 1, pp. 8-21.
support consistent and comparable classes moderation process.
on the overall student achievement
judgements of student learning
level for that particular year?

Professional Practice 5. Assess, provide feedback and report on student learning.
Ferguson, P 2013, Assessment, feedback and
What methods can I use in displaying reporting in Churchill R, Ferguson P, Godinho S,
In AVID, the students would submit a Observe mentor and other members of
data? Johnson AK, Letts W, Mackay J, McGill M, Moss
5.4: Interpret student data: Tutorial form after each lesson. The staffs technique in collecting student J, Nagel M, Nicholson P, Vick M (2nd ed.),
Use student assessment data to facilitators mark these sheets, as they data. Teaching: making a difference, John Wiley &
How frequently should I find myself
analyse and evaluate student demonstrate the students questioning Sons Australia Ltd, QLD, pp 412-458.
modifying my teaching practice
understanding of subject/content, and understanding of the form. After Inquire why each teacher finds their
because of the data? Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,
identifying interventions and reading their sheets, I would modify my method effective. Ask the teachers to
modifying teaching practice practice to further the next tutorial explain which techniques did not work engagement, Australian edn, John Wiley & Sons
How often should I assess my
groups knowledge and learning. for them and why. Australia, QLD.
students?
Observe how my mentor and other
As stated prior, in AVID the students
members of staff interact with
would submit a sheet demonstrating
parents/carers in particular how
their knowledge. We would give these Black, P, Harrison, C, Lee, C, Marshall, B &
5.5: Report on student frequently and the type of William, D 2004, Working Inside the Black Box:
sheets back the following week. I How frequently should I report to
achievement language/feedback used. Assessment for Learning in the Classroom, The
would give written feedback on the parents/carers on student Phi Delta Kappan, vol. 86, no. 1, pp. 8-21.
Report clearly, accurately and
worksheet and further this by achievement?
respectfully to students and Inquire with my mentor on the type of
explaining to the student in person as Fletcher, A. & Shaw, G 2012, How does student-
parents/carers about student recording system they use for student directed assessment affect learning? Using
well. I would also make sure to note What justifies an accurate and reliable
achievement making use of achievement. Ask question such as, assessment as a learning process, International
achievement on their sheets as well. record? Journal of Multiple Research Approaches, vol. 6,
accurate and reliable records Why use this particular system? and
After this, we would submit our marks no. 3, pp. 245-263
Have you tried other systems and
on a Google Docs grid for our mentor
found them not to be as effective?
and other facilitators to see as well.
Why?

Professional Engagement 6. Engage in professional learning.
What specific evidence (if any) do What are your questions about this List some proactive strategies you What specific references and related theory
you have about your practice in this area? can use (or have used in the past) to will you focus on?
area? learn about this area/topic at your (academic/online/textbook/policy doc
Area school? references formatted in Harvard style)
Australian Professional Standards for Teachers,
Australian Institute for Teaching and School Leadership,
viewed 10 March 2017.
<http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/standards/list>
How frequently must professional
6.1: Identify and plan
learning needs be addressed? Moss, J 2013, Introducing teaching as a profession in
professional learning needs Churchill R, Ferguson P, Godinho S, Johnson AK, Letts
Use the National Professional W, Mackay J, McGill M, Moss J, Nagel M, Nicholson P,
What happens once the professional Inquire with my mentor topics for
Standards for Teachers and N/A Vick M (2nd ed.), Teaching: making a difference, John
learning needs are identified? professional learning are decided. Wiley & Sons Australia Ltd, QLD, pp 2-33.
advice from colleagues to identify
and plan professional learning
Does this process change from Nicholson, P 2013, Planning for practice: connecting,
needs pedagogy, assessment and curriculum in Churchill R,
school to school?
Ferguson P, Godinho S, Johnson AK, Letts W, Mackay J,
McGill M, Moss J, Nagel M, Nicholson P, Vick M (2nd ed.),
Teaching: making a difference, John Wiley & Sons
Australia Ltd, QLD, pp 290-323.
Roy, D, Baker, W & Hamilton, A 2016, Teaching the Arts,

2nd edn, Cambridge University Press, Melbourne.
Where can I find information about
6.2: Engage in professional
professional learning opportunities
learning and improve practice My mentor teacher in third learn Inquire with my mentor and other Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith, N.L,
outside of my placement school? Rogers, A, Falle, J, Frid, S & Bennet, S 2012, Helping
Participate in learning to update taught colleagues and myself about members of staff about any
children learn mathematics, John Wiley & Sons Australia,
knowledge and practice, targeted mindful meditation used in her Professional Learning opportunities QLD.
How frequently should I attend
to professional needs and school classroom. in the future.
professional learning programs and
and/or system priorities Larrivee, B 2000, Transforming Teacher Practice:
seminars? Becoming the critically reflective teacher, Reflective
Practice, vol. 1, no. 3, pp.293-307
Australian Professional Standards for Teachers,

6.3: Engage with colleagues Australian Institute for Teaching and School Leadership,
Throughout all of my experience in Inquire with the staff how often the
and improve practice How frequently can I engage with viewed 10 March 2017.
classrooms, I receive feedback from teachers review one another <http://www.aitsl.edu.au/australian-professional-
Contribute to collegial discussions colleagues for feedback?
my mentor, other members of staff or teaching techniques. standards-for-teachers/standards/list>
and apply constructive feedback
relief teachers. I use this feedback to
from colleagues to improve How can I ensure my contribution to Performance & Development, Victoria State Government,
improve my professional knowledge Attend school meetings and observe
professional knowledge and collegial discussions is necessary? viewed 25 March 2017.
and practice, discussion and the feedback given.
practice <http://www.education.vic.gov.au/school/teachers/profdev/
Pages/performancedevelopment.aspx>

Professional Engagement 6. Engage in professional learning.
My mentor teacher for third year Inquire with mentor and other
taught myself and other staff members of staff when professional
6.4: Apply professional learning Australian Professional Standards for Teachers,
members the importance of mindful learning programs will be conducted Australian Institute for Teaching and School Leadership,
and improve student learning Where can I access professional
meditation in a Professional Learning inside and outside of the school. viewed 10 March 2017.
Undertake professional learning learning programs as a pre-service <http://www.aitsl.edu.au/australian-professional-
seminar held at the school. I used
programs designed to address teacher? standards-for-teachers/standards/list>
this myself in classes and found it Keep up to date on the Australian
identified student learning needs
particularly calmed students down Teachers Union professional learning
after lunch. programs.
Professional Engagement 7. Engage professionally with colleagues, parents/carers and the community.
With my year 10 AVID group, I had to Where are the professional ethics and Inquire with my mentor as to whether The Victorian Teaching Profession Code of Conduct,
Victorian Institute of Teaching, viewed 20 March
state to a student that I was not their responsibilities found? there is a separate code of ethics at
2017.
7.1: Meet professional ethics friend, I was a facilitator for their my placement school. <http://www.vit.vic.edu.au/professional-
and responsibilities tutorial group. This was due to the Are these ethics and responsibilities responsibilities/conduct-and-ethics>
Meet codes of ethics and conduct student asking me about my personal different from state to state?
established by regulatory life, this was not relevant for our
authorities, systems and schools tutorial.
In particular, I comply with the Where are the legislative, Inquire with my mentor how often they The Victorian Teaching Profession Code of Conduct,
Victorian Institute of Teaching, viewed 20 March
7.2: Comply with legislative, legislative requirements through administrative and organisational look at and ensure they address these
2017.
administrative and providing a safe, orderly and inclusive requirements found? principles. Do they become second <http://www.vit.vic.edu.au/professional-
organisational requirements environment for my students. nature? responsibilities/conduct-and-ethics>
Understand the implications of and Are these requirements different from
The Compact, Victoria State Government, viewed 25
comply with relevant legislative, state to state?
March 2017.
administrative and organisational <http://www.education.vic.gov.au/school/principals/
and professional requirements, management/Pages/compact.aspx>
policies and processes

Professional Engagement 7. Engage professionally with colleagues, parents/carers and the community.
In my experience with Preps, I built How can I improve my relationships Observe my mentor and other Cacciattolo, M 2013, Fostering collaborative
partnerships: one schools approach, in McKenna T,
respectful and collaborative with parents/carers as a pre-service members of staff in particular how
Cacciattolo M & Vicars, M, Engaging the
relationships with many of the teacher? they interact with parents/carers/ Disengaged: Inclusive approaches to teaching the
parents. least advantaged, Cambridge University Press,
7.3: Engage with the One particular student was bullied by How do I combat a non-co operative Inquire with my mentor on how I can Melbourne, pp. 143-158.
parents/carers another student and I built a strong parent/carer? build these relationships myself.
Establish and maintain respectful relationship with the parents in an
collaborative relationships with attempt to resolve reoccurring How can I ensure I maintain respectful Ask for constructive feedback on how
parents/carers regarding their incidents. My mentor and I would collaborative relationships with all my I can improve my interaction with
childrens learning and wellbeing update the parents daily on the students parents/carers? parents.
situation.
Research how to build positive
teacher and parent/carer
relationships.
During my study tour in East Timor, I How do I find these networks and Research what local networks and School Community, Victoria State Government,
viewed 15 March 2017.
participated with local teachers in Dili. communities? communities I can join or attend
7.4: Engage with professional We observed their pedagogical events at.
<http://www.education.vic.gov.au/school/principals/sp
ag/community/Pages/community.aspx>
teaching networks and broader techniques and tried them ourselves. How do I engage with these networks
communities We also participated in an and communities? Inquire with the school about what Professional Development Institutes, Victoria State
Participate in professional and international conference that focused networks and communities they Government, viewed 25 March 2017.
community networks and forums to on education in East Timor. How often should I attend seminars interact with.
<http://www.education.vic.gov.au/school/teachers
/profdev/Pages/institutes.aspx>
broaden knowledge and improve and professional development?
practice

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AITSL Australian Professional Standards at the Proficient Teacher level

Victorian Institute of Teaching, 2003.

AITSL Australian Professional Standards at the Proficient Teacher level Page 1 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 2 of 19

student learning Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

AITSL Australian Professional Standards at the Proficient Teacher level Page 3 of 19

Moss, J 2013, Learner diversity, pedagogy and

Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

Harris, A & Farrington, D 2013, It gets

AITSL Australian Professional Standards at the Proficient Teacher level Page 4 of 19

Tomlinson, C.A 2014, The Differentiated

AITSL Australian Professional Standards at the Proficient Teacher level Page 5 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 6 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 7 of 19

Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,

Vicars, M 2013, Literacy: who needs books?

Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

AITSL Australian Professional Standards at the Proficient Teacher level Page 8 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 9 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 10 of 19

As stated prior, a number of my Year 7

In my low-literacy Prep group, I would

AITSL Australian Professional Standards at the Proficient Teacher level Page 11 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 12 of 19

Nagel, M 2013, Student learning, in Churchill R,

AITSL Australian Professional Standards at the Proficient Teacher level Page 13 of 19

Slee, R 2013, Exclusion a habit thats hard to

Reys, R.E, Lindquist, M.M, Lambdin, M.V, Smith,

Nicholson, P 2013, Planning for practice:

Seely Flint, A, Kitson, L, Lowe, K, Shaw, K 2014,

AITSL Australian Professional Standards at the Proficient Teacher level Page 14 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 15 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 16 of 19

Roy, D, Baker, W & Hamilton, A 2016, Teaching the Arts,

Australian Professional Standards for Teachers,

AITSL Australian Professional Standards at the Proficient Teacher level Page 17 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 18 of 19

AITSL Australian Professional Standards at the Proficient Teacher level Page 19 of 19

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