Moderation and Assessment Tools 2020 1

School of Education
Fremantle Campus
Moderation and
Assessment Tools
2020
Thank you for your commitment to The University of Notre Dame’s Professional
Experience Program and partnering with us to support our pre-service teachers
through this important phase of their teaching career.
This document includes a suite of tools to support moderation and assessment for Professional
Experience 2, 3 and 4 for the Bachelor of Education and Health and Physical Education programs,
and Professional Experience 1 and 2 for the Master of Teaching programs. The tools include;
1. Overview summaries which describe the Australian Professional Standards for Teachers at
Graduate Stage, Professional Experience 3 (undergraduate) and Professional Experience 2
(undergraduate) / Master of Teaching Professional Experience 1.
2. An Assessment Matrix where the AITSL Standards are assessed using a numerical scale which
aligns with grades Pass to High Distinction. This matrix is appropriate for each experience.
3. A Reflection and Moderation Tool which backward maps from the AITSL Standards at Graduate
stage providing a continuum of descriptors for Pass to High Distinction for each experience. This
tool is not intended to be a checklist as we know contextual factors need to be taken into account.
How could these tools be used?

The Overview Summary could be a starting point for a discussion between the mentor and supervisor.
What is our initial professional judgement? Are we aligned in our overall judgement? What domains do we
differ on?
The Reflection and Moderation tool could then be used to continue this discussion to determine a grade
for each Standard using on-balance judgement. Is there evidence to support our judgements?
The grade for each Standard could then be entered into the Assessment Matrix to determine a total score.
Does this score fall into the numerical range for the overall grade the mentor and supervisor considered at
the start of this moderation process? If both the mentor and supervisor agree, then consensus has been
achieved. If there is a discrepancy, then perhaps the descriptors in the Reflection and Moderation tool
need to be revisited. Does a grade for any Standard need to be adjusted up or down? If adjusted, alter the
grade on the matrix and determine an overall grade now. If no adjustment needed, the matrix grade is
accepted as the recommended overall grade.
Finally, there is value in the Reflection and Moderation Tool being used by the pre-service teacher to
self-reflect and set goals for improvement. It can also provide a resource for the mentor and supervisor to
draw upon when providing feedback to the pre-service teacher.
We acknowledge these are working documents which will require further development as we receive
feedback.
Heather Stephens
Manager Professional Experience
School of Education
The University of Notre Dame Australia
TABLE OF CONTENTS
OVERVIEW SUMMARY: ...................................................................................................................................... 4
Professional Experience 2 (Undergraduate) and Master of Teaching PE1 .................................................................................. 4
Professional Experience 3 (Undergraduate) ............................................................................................................................... 7
Professional Experience 4 (Undergraduate) and Master of Teaching PE2 ................................................................................ 10
ASSESSMENT MATRIX ...................................................................................................................................... 13
MODERATION AND REFLECTION TOOL ............................................................................................................ 15
Standard 1 Know students and how they learn ................................................................................................................ 15
Standard 2 Know the content and how to teach it ............................................................................................................ 21
Standard 3 Plan for and implement effective teaching and learning ............................................................................. 27
Standard 4 Create and maintain supportive and safe learning environments ............................................................. 34
Standard 5 Assess, provide feedback and report on student learning ........................................................................... 39
Standard 6 Engage in Professional Learning ..................................................................................................................... 44
Standard 7 Engage professionally with colleagues, parents/caregivers and the community ..................................... 48
OVERVIEW SUMMARY:
Professional Experience 2 (Undergraduate) and Master of Teaching PE1
Professional Knowledge
Pass Credit Distinction High Distinction
The PST shows enthusiasm when The PST attempts to develop The PST has developed positive The PST has developed and
meeting students and attempts to relationships with individual relationships with students and maintained positive relationships with
learn their names. With mentor students. They know most student knows their names. The PST, with students. They have a deepening
assistance, the PST learns about names. They discuss student mentor assistance, plans, sets knowledge about individual
student diversity within the classroom characteristics, learning styles and
diversity with their mentor. As a learning goals and delivers lessons
and demonstrates an awareness that achievement and, with some mentor
differences impact on student
result, they identify the need to that cater for some student assistance, applies this knowledge to
learning. They seek input from their differentiate teaching to meet differences in the way they learn. cater for difference when planning. If
mentor about some inclusive teaching individual and/or group needs and With mentor assistance, their the class is culturally diverse, identifies
practices and strategies. With mentor with mentor assistance begins to lesson plans also include some effective teaching strategies, and after
assistance, they demonstrate a modify teaching strategies. The PST differentiated activities and discussing with their mentor, includes
developing understanding that all supports a respectful and collegial strategies. They discuss the impact them when planning. Identifies and
students learn in different ways and classroom environment in which all of student’s different cultural and implements a range of appropriate
that this needs to be reflected when students are valued. linguistic backgrounds on their strategies when planning for groups of
planning for achievement. learning (if the classroom is differing student academic ability.
The PST acknowledges curriculum
The PST demonstrates understanding culturally and linguistically They acknowledges their own content
and pedagogical content gaps and
that content comes from the diverse). knowledge gaps, undertake additional
curriculum and knows where to find it.
seeks assistance from their research, and apply new knowledge
They understand that lesson planning mentor. They also seek With only some assistance, the PST when planning. With minor mentor
must be sequenced correctly to constructive feedback about identifies their own knowledge assistance, their planning is more
develop student understanding and planning from their mentor and gaps, undertakes additional inclusive and caters for individual
knowledge. The PST positively make necessary changes. With research and then effectively needs, abilities, and diverse
approaches their mentor’s mentor assistance, the PST applies this new knowledge. backgrounds. A variety of evidence-
constructive feedback and after integrates ICT strategies into Planning includes a broadening based strategies are included to
discussion, makes the necessary planning. range of strategies. Lessons are support student achievement. ICT is
changes to their planning. They mostly engaging, stimulating and integrated into lessons to enhance
demonstrate understanding and They begin to keep student engagement and learning.
inclusive. The PST uses ICT to
knowledge about some components records, and reflections include
enrich learning and engage the Self-reflection indicates reasons for
of English, Mathematics and ICT. They observations and records of any changes to future planning and
seek their mentor’s assistance when students. Reflection is detailed,
student achievement. subsequently student responses to
knowledge is lacking. timely and is written using a self-
improvement lens. those changes.
The PST models appropriate behaviour
when in the school.
4
Professional Practice
With ongoing mentor assistance, the With some mentor assistance, the PST With mentor assistance (at least The PST confidently writes lesson
PST writes lesson plans that include writes more detailed lesson plans, initially), the PST writes detailed lesson plans including all key components,
the key components. They may need which includes specific lesson plans that include WALT and WILF. The using a range of different strategies
assistance with, for example, timing objectives linked to assessment, timing of lesson components is and resources including ICT. With
the lesson sequence. They also rely on timing and provision for a group of improving, and students are mostly mentor input, they cater effectively for
their mentor to help them to choose students at risk. They use a narrow engaged. When working with a group some student diversity. They
appropriate strategies and resources. range of strategies and resources of students in one learning area, the positively accept their mentor’s
They understand that ICT is a tool to (including ICT) and reflect about their PST writes challenging but achievable constructive feedback. Changes are
enhance learning. The PST effectiveness. Their verbal learning goals, and tracks their detailed in their planning documents
demonstrates understanding about explanations are becoming clear and success. They discuss student progress and then they can discuss the purpose
making learning intentions visible to precise. Their planning includes with their mentor and plan behind those changes. The PST
the students to gauge learning differentiating levels of questioning to subsequent lessons based on their effectively communicates with
outcomes. They are beginning to use a fully engage identified students. The analysis. The PST uses a broadening students and (if available) with other
mixture of verbal and non-verbal PST positively receives their mentor’s range of strategies and resources, staff working in the classroom, using
communication. Through post lesson constructive feedback and makes including ICT and is beginning to map acceptable strength, pitch speed and
self-reflection they demonstrate their changes to future planning. While these to student needs. They use a tone. They are fully involved with their
understanding about the significance under their mentor’s supervision the variety of verbal and non-verbal mentor when planning a special event
of evaluating their teaching practice. PST begin to engage parents/carers in communication strategies, are thinking that engages parents/carers.
The PST builds a record of effective their child’s educative progress. and using different types of suitable
The PST plans lessons and implements
strategies to engage parents/carers. questions and have confidence to wait
The PST is demonstrating a growing strategies to support engagement and
for a student answer.
The PST mostly provides clear student knowledge about the significance of inclusivity. They independently and
direction. Their classroom and pre- effective classroom management and The PST models enthusiastic and effectively manage most classroom
lesson organisational skills are organisation and includes this when positive attitudes to engage students activities, use clear student
improving and demonstrate their planning. With their mentor’s and is implementing effective communication that result in positive
understanding about the importance guidance they develop a kit of classroom management and student behaviours and proactively
of ensuring student safety. They strategies to manage student organisation most of the time. Student manage students with challenging
demonstrate their understanding behaviour and then they apply this to instructions are clearer and more behaviours.
about consistent and fair student ensure student safety. precise.
The PST uses formal and informal
management and begin to apply this
They demonstrate an increasing With mentor assistance, the PST assessment strategies. With mentor
when interacting with students.
understanding about the importance administers a diagnostic assessment, assistance, they analyse and moderate
The PST demonstrates a growing of timely and accurate student analyses the results, and applies this the results to inform future planning.
knowledge about different forms of assessment. Following a lesson, and knowledge to future planning. They They may also assist in reporting on
assessment, the purpose of with their mentor’s assistance, they also moderate a few pieces of student student achievement.
moderation and the need to keep evaluate and then discuss student work to make reasonable judgements
accurate and reliable student records. achievement to inform their future about achievement.
planning.
5
Professional Engagement
The PST demonstrates awareness With their mentor’s assistance, the Following critical self-reflection, The PST identifies and sources
about the links between the APST PST identifies PL gaps (linked to the PST identifies PL needs and appropriate personal PL based on
and the developing a plan to APST). They initiate conversations with some mentor assistance critical self-reflection and discusses
improve their professional growth. about a particular focus (for begins to source appropriate PL. this with their mentor. Their self-
They also demonstrate example, effective and They construct a lesson that reflection demonstrates a growing
understanding about the role of differentiated questioning) asking applies new knowledge and reflect awareness about improved
constructive feedback and self- for advice about various options. about effectiveness. The PST practice and improved student
improvement. They are willing to experiment, applies constructive feedback to learning.
modify and evaluate new learning enhance their practice and
They demonstrate a developing The PST takes initiative to comply
and strategies. discusses the effectiveness of such
understanding about their with administrative and
changes with their mentor.
professional responsibilities. The The PST demonstrates a growing organisational requirements of the
PST discusses various key school awareness of the Codes of Ethics The PST demonstrates a sound school. They demonstrate
policies and discusses their and Conduct and the application of understanding of the professional developing understanding about
implications with their mentor. principles to every day. They responsibilities of teachers. After the links to community
With their mentor they discuss initiate conversations with their discussions with their mentor, the involvement and improved student
strategies for effectively, mentor about engaging PST engages with selected learning, and this is evident in their
sensitively and confidentially appropriately with parents/carers parents/carers. self-reflections.
interacting with parents/carers. and with mentor supervision, begin
such engagement.
6
OVERVIEW SUMMARY:
Professional Experience 3 (Undergraduate)
The PST establishes positive Certainly at the beginning of the The PST demonstrates confidence The PST quickly established
relationships with their students practice, the PST seeks their when interacting with students effective and meaningful student
and knows their names. Through mentor’s assistance when planning and quickly establishes meaningful relationships. Their knowledge
discussions with their mentor, they lessons that cater for student relationships. Planning about each student is reflected in
demonstrate their understanding diversity. They seek further mentor demonstrates understanding of their ability to independently plan
that there is a range of difference input about effective strategies their individual characteristics and to cater for individual academic
within the class; that children learn
and resources so their lessons are academic and social needs. They and social needs.
in different ways and that there engaging and inclusive. demonstrate cultural sensitivity
The PST demonstrates cultural
are differences in levels of Demonstrating their knowledge and apply knowledge to develop
sensitivity and models appropriate
achievement. They demonstrate the PST effectively groups students engaging lessons using a range of
behaviour. They confidently
understanding that planning needs to meet the needs of the task. They evidence-based approaches
discuss student difference with
to be differentiated to cater for encourage and support a including ICT.
their mentor and supervisor.
difference. respectful and collegial classroom
The PST is not afraid to seek their
environment where all students When planning they demonstrate
The PST acknowledges gaps in their mentor’s advice and help in order
are valued. their knowledge by planning
curriculum, strategy and resource to plan a balanced lesson
differentiated goal setting and
knowledge (including ICT) and but With only some mentor assistance approach. Lesson plans provide for
then activities. Student work
works with their mentor to rectify the PST acknowledges knowledge the learning needs of identified
samples reflect student
this. They then demonstrate a gaps and undertakes the necessary individuals and groups resulting in
achievement. They select from a
willingness to learn by undertaking research. The PST demonstrates engaged and motivated students.
range of appropriate strategies
additional research to gain understanding about the They demonstrate sound
that provide a balance of learning
knowledge. importance of classroom and knowledge of lesson content
experiences. As a result, the
lesson organisation. They design especially in literacy and
As the practice proceeds, the PST’s learning environment is engaging
and implement teaching and numeracy. The PST engages in
planning becomes more inclusive and inclusive.
learning programs involving goal detailed self-reflection and this
with attempts to differentiate.
setting, the strategic use of leads to self-improvement. Assessment for learning drives
They seek constructive feedback
questioning and student self- their planning and involves student
and make suggested changes so The PST uses their knowledge to
assessment. feedback. They design and use a
lessons become more coherent develop a range of assessment
range of assessment tools. Analysis
and balanced. They demonstrate Lesson planning is becoming more activities, rubrics and marking
of results directs further planning.
increasing ICT literacy and a engaging and inclusive. ICT guides and keeps meaningful
growing confidence when strategies are implemented to records.
integrating ICT into the room. engage students and reinforce
concepts.
7
Professional Practice PE3
With some mentor assistance the The PST writes lesson plans Planning is now succinct, with The PST is confident and
PST’s planning is detailed, includes involving all organisational appropriate content, including competent. They plan and
goal setting, and provides for some components. They seek mentor differentiation, a range of implement engaging lessons. They
students at risk. They accept their feedback in a timely manner and strategies, matched activities, and make learning goals visible to the
mentor’s constructive feedback makes any necessary changes. correct timing (most of the time). students. Initially, with mentor
and makes the necessary changes They are using a wider range of The lessons flow as evidenced by assistance, they effectively
to planning in a timely manner. teaching strategies that match the student enthusiasm and differentiate learning to cater for
Classroom and lesson organisation lesson objectives. Lessons cater for engagement. The PST also writes difference. They select from a
is improving as evidenced by student diversity and difference challenging but achievable student range of appropriate resources
student engagement. The PST is and thus students are mostly goals for students of varying (including ICT) to support student
attempting to broaden their use of engaged. Communication (verbal abilities and characteristics (in learning. The PST models excellent
a range of strategies and resources and non-verbal) is effective as is more than one learning area). They personal literacy. Communication
(including ICT). Verbal explanations classroom and lesson organisation. seek constructive feedback which is clear, positive and inclusive. They
and instructions are becoming is then positively received. The PST actively seek and are responsive to
Classroom management includes a
clear. They are also using a range critically reviews their lessons with constructive feedback. They
range of different strategies to suit
of verbal and non-verbal growing confidence and instigate a number of 2-way
individual difference. With minimal
communication strategies. They knowledge, discussing options with communication to engage
mentor support the PST
are beginning to engage with their mentor. They demonstrate parents/carers.
implements practices that promote
parents/carers. understanding by using various
student safety and wellbeing. The PST is consistently well
assessment strategies. Analysis of
The PST is beginning to effectively organised. Classroom activities,
With some mentor assistance the student data informs future
use a small repertoire of behaviour resources, instructions for EA’s or
PST administers a diagnostic planning.
management strategies to other staff in the room are clear.
assessment. Their analysis of
maintain student engagement and The PST independently and Overall classroom management is
student achievement leads to
safety. effectively manages most excellent. The PST demonstrates
future planning. They also
classroom activities. They also excellent knowledge and
The PST keeps a record of student demonstrate an increasing ability
practise the proactive implements a range of strategies to
achievement and, with mentor to provide timely and useful
management of challenging manage student behaviour
assistance, analyses this data to feedback to students about their
behaviours and remain calm and including any BMPs.
inform future planning. They learning. They are also beginning
fair even under challenging
continue to observe their mentor to moderate their decision making The PST keeps comprehensive
conditions. They include student
and add anecdotes to the range of about student achievement. student records. Analysis of data
safety and well-being strategies
feedback strategies. leads to future planning for
when planning.
improvement. They provide
With some mentor supervision, the students with purposeful feedback.
PST engages with parents/carers in They demonstrate understanding
2-way conversations. about moderation and effectively
engages with a few student work
samples.
8
Professional Engagement PE3
With their mentor’s assistance, the After identifying their PL needs, The PST seeks PL to fill personal Based on high quality and
PST identifies professional learning they seek some assistance from knowledge gaps. They apply the consistent self-reflection following
needs. They discuss options with their mentor to source such new knowledge when planning and every lesson, the PST sources and
their mentor and then seek learning. They begin to reflect self-reflect about their success and participates in a range of
appropriate PL. about the impact of PL on their the impact on student learning. appropriate PL. They reflect about
teaching. They construct lessons Self-reflection demonstrates a impact of any PL on their
The PST writes appropriate and
using this new knowledge. growing understanding about the professional practice, student
constructive self-reflection
importance of lifelong learning. engagement and achievement.
following every lesson. This leads After receiving their mentor’s
They share the reflection with their
to self-improvement over the constructive feedback, the PST They actively seek to engage in
mentor and supervisor and ask for
course of the practice. makes changes to their planning school activities and act
their input.
and then discusses the impact of professionally at all times.
They are keen to participate in any
these changes to student The PST seeks and engages with a
school activities. The PST takes the initiative to
achievement. range of school activities outside
comply with school and
The PST seeks and reads the their classroom environment.
They Independently participate in organisational requirements.
school’s Code of Ethics and Code of
a range of school activities. The PST initiates discussions with
Conduct and discusses both with After discussion with their mentor,
their mentor and supervisor about
their mentor. They seek other With their mentor’s guidance, the initiates contact with
the implications of relevant school
relevant school policies and PST implements relevant school parents/carers and acts with
and organisational policies,
demonstrate their understanding and organisational policies. sensitivity and confidentiality. They
processes and requirement on
by discussing the implications with also demonstrate a developing
After discussion with their mentor, their professional practice.
their mentor. understanding about the links
the PST initiates interactions with a
between community involvement Establishes and maintains
They initiate conversations about parent/carer. This is recorded and
in the school (if available) and respectful and collaborative
effective communication methods if appropriate the number of
improved student learning. relationships with parents/carers.
when interacting with parents/carers is expanded.
The PST may offer to attend, for
parents/carers. They then
example, a P&C meeting (if
effectively communicate with
appropriate or available).
parents.
9
OVERVIEW SUMMARY:
Professional Experience 4 (Undergraduate) and Master of Teaching PE2
The PST understands that there is a Certainly at the beginning of the The PST demonstrates confidence The PST is a confident practitioner,
range of difference within the practice, the PST requires mentor when interacting with students and who quickly builds deep knowledge
class; that children learn in assistance in order to develop an quickly establishes meaningful about their students and how they
different ways and that there are understanding about student relationships. Planning learn. They then plan and deliver
differences in levels of differences in the classroom and demonstrates understanding of inclusive and thus engaging
achievement – leading to how this will impact on future their individual characteristics and lessons, demonstrating their
differentiation of planning and planning. The PST understands the academic and social needs. extensive curriculum knowledge.
teaching. Acknowledges gaps in imperative of differentiating the Demonstrates cultural sensitivity They use a wide range of resources
curriculum knowledge and a range curriculum and competently and applies knowledge to develop and strategies to cater for student
of appropriate resources (including applies knowledge about a few engaging lessons using a range of diversity. ICT is used effectively as
ICT) but works hard to rectify this. students when planning engaging evidence based approaches a strategy to investigate,
and inclusive lessons. including ICT. communicate and create. They
As the practice proceeds, the PST’s
independently identify students at
planning becomes more inclusive The PST acknowledges the weaker Is not afraid to seek their mentor’s
risk and then develop teaching
with attempts to differentiate areas of their content knowledge advice and help in order to plan a
sequences that support their
including working with students to and works hard to fill the gaps. balanced lesson approach. Lesson
learning. They consistently model a
set learning goals. Lessons become Lesson plans include the plans and forward planning
respectful environment that values
more engaging. The PST always appropriate inclusion of ICT as one documents provide for the learning
cultural and learning diversity.
models appropriate behaviours of the many strategies and needs of identified individuals and
that demonstrate respect. They resources used to support learning groups resulting in engaged and
readily accept constructive and teaching. motivated students.
feedback and make the necessary
changes.
10
Professional Practice
Effectively plans whole class and Planning needs mentor input but The PST is enthusiastic and able to The PST is self-motivated and
small group lessons. FPD’s are the PST delivers lessons that are independently plan engaging enthusiastic who confidently sets
completed in a timely manner. mostly inclusive and engaging. lessons with appropriate content realistic learning individual and
Timing may need revision, but the and timing most of the time. group student goals and challenges
Demonstrates understanding
PST makes effective changes based Resources are rich and varied and across the core learning areas –
about the plan, teach, evaluate
on constructive feedback. include ICT to support student literacy, numeracy and science.
cycle and applies this knowledge to
engagement. Demonstrates The PST actively engages the
classroom practice. Uses a range of With some mentor assistance,
excellent personal literacy and students when monitoring and
assessment strategies and, initially engages with student goal setting
effective communication. Is reporting individual progress and
with mentor assistance, analyses and revision. The PST
consistently well organised and engages students when setting
data sets to inform planning. demonstrates a growing
effectively uses EA’s and helpers (if new goals.
awareness about effective data
Is mostly managing classroom available). Uses initiative to plan
analysis, and feedback and the The PST consistently uses the full
activities and organisation. for and thus ensure a safe
links to future planning. Keeps range of assessment strategies and
Independently and appropriately environment.
accurate student records. after moderation gives timely and
responds to unsafe situations and
Analysis of data from assessment is appropriate student feedback.
is becoming more aware of Independently and effectively
used as a tool to drive future They then initiate appropriate
forward thinking and planning. manages most classroom activities.
planning and student records are changes to planning. They
The PST is well organised and is
Is calm and fair when interacting comprehensive and annotated. implement, monitor and report
proactive when managing difficult
with students. Provides timely and constructive individual learning and/or
student behaviours. Is calm and
student feedback. behaviour management planning.
fair when interacting with
students, modelling safe practices. The PST demonstrates outstanding
organisational skills and meets all
deadlines. They show initiative
when planning for and creating a
positive classroom environment
and demonstrate exemplary
overall classroom management
strategies.
11
Professional Engagement
With mentor assistance, organises With mentor assistance (at times), Independently seeks self- The PST demonstrates excellent
appropriate PL to fill knowledge identifies and sources PL needs. improvement after high quality self-awareness and actively seeks
gaps and then applies that new Uses self-reflection and self-reflection and discussions with to self-improve using a range of
knowledge when planning. constructive feedback as positive their mentor. Forward planning strategies. This includes seeking
self-improvement tools. The PST documents are dynamic reflecting constructive feedback
Accepts and applies constructive
applies new knowledge into future the PST’s increasing pedagogical
feedback about planning, teaching The PST demonstrates excellent
planning. knowledge. At all times acts
and assessment. knowledge, understanding and
ethically and confidentially.
Demonstrates understanding of compliance with a variety of
Independently participates in a Establishes and maintains
school, department and many legislative, organisational and
range of school activities. respectful and collaborative
legislative requirements and how professional requirements, policies
Interacts positively, ethically and relationships with parents/carers.
they impact in the classroom. and processes.
confidentially with parents/carers. Becomes involved with school
Initiates involvement with some activities. The PST consistently and
parents/carers, under supervision, confidently demonstrates
and behaves sensitively and effectiveness, sensitivity and
confidentially. confidentiality when
communicating with
parents/carers.
They immerse themselves into
school life and engages with school
committee/s and activities.
12
Professional Experience
Assessment Matrix
High Distinction +
High Distinction
Unsatisfactory
Distinction
Credit
HD ++
ASSESSED CRITERIA
Pass
Standard 1 Know students and how they learn 10 9 8 7 6 5 0
Standard 2 Know the content and how to teach it 10 9 8 7 6 5 0
Standard 3 Plan for and implement effective teaching and learning 10 9 8 7 6 5 0
Standard 4 Create and maintain supportive and safe learning 10 9 8 7 6 5 0

environments
Standard 5 Assess, provide feedback and report on student learning 10 9 8 7 6 5 0
Standard 6 Engage in professional learning 10 9 8 7 6 5 0
Standard 7 Engage professionally with colleagues, parents/carers and 10 9 8 7 6 5 0
the community
TOTAL MARKS:
Use the table below to check for alignment in your recommended final grade and the total number of
marks allocated
HD 56+
D 49 - 55
C 42 - 48
P 35 - 41
F < 35 or ANY Standard Unsatisfactory
13
Professional Experience
Assessment Matrix Example
High Distinction +
High Distinction
Unsatisfactory
Distinction
Credit
HD ++
ASSESSED CRITERIA
Pass
Standard 1 Know students and how they learn 10 9 8 7 6 5 0
Standard 2 Know the content and how to teach it 10 9 8 7 6 5 0
Standard 3 Plan for and implement effective teaching and learning 10 9 8 7 6 5 0
Standard 4 Create and maintain supportive and safe learning 10 9 8 7 6 5 0

environments
Standard 5 Assess, provide feedback and report on student learning 10 9 8 7 6 5 0
Standard 6 Engage in professional learning 10 9 8 7 6 5 0
Standard 7 Engage professionally with colleagues, parents/carers and 10 9 8 7 6 5 0
the community
TOTAL MARKS: 54 (54/70 x 100 = 77%)
Use the table below to check for alignment in your recommended final grade and the total number of
marks allocated
HD 56+
D 49 - 55
C 42 - 48
P 35 - 41
F < 35 or ANY Standard Unsatisfactory
14
Moderation and Reflection Tool
Standard 1 Know students and how they learn
Professional Experience 4 and MTeach PE2

PASS CREDIT DISTINCTION HIGH DISTINCTION
Professional Experience 3
The students may show evidence in the following ways…
1.1 Physical, Through discussions Demonstrates an Identifies that all Plans and delivers Has established Confidently discusses
social and with their mentor, understanding that students learn in lessons that use effective and individual student
intellectual demonstrates a all students learn in different ways and strategies to cater for meaningful characteristics with their
development developing different ways discusses this with the variety of ways relationships with each mentor and supervisor
and understanding that all through discussions their mentor students learn. With student as and readily accepts their
characteristics students learn in with their mentor some mentor demonstrated by their ideas and input
of students different ways Has attempted to assistance positive and
With mentor develop relationships appropriate interaction Consistently plans and
With mentor support
Demonstrate assistance plans and with individual students Has developed delivers innovative and
plans and delivers
knowledge an delivers lessons that and knows student’s relationships with Consistently uses the engaging lessons that
lessons that cater for
understanding the variety of ways cater for the variety names individual students. student’s names use a variety of
of physical, some students learn of ways most Knows and uses the effectively during the strategies to cater for
social, and students learn. With mentor student’s names during lesson to engage them the variety of ways
intellectual With mentor support assistance, plans and the lesson and is in learning and has students learn
development sets learning goals for With mentor delivers lessons that developing an developed a very good
and the lesson with some assistance, can set cater for the variety of understanding of their understanding of their Demonstrates
characteristics students’ needs in learning goals with ways students learn individual needs individual academic knowledge about
of students and mind students’ individual and social needs as students by detailed
needs in mind. When planning, sets Reflection demonstrates analysis of the success
how these may Attempting to develop student learning goals a growing knowledge seen in planning
affect learning documents of selected teaching
relationships with Has attempted to considering most and understanding
strategies and how their
students; is getting to develop relationships students’ individual about how the physical,
know their names & social and intellectual Independently plans learning is improving.
with individual needs in mind. and delivers lessons Discusses this analysis
may talk to their students. Knows development and
mentor about Reflection includes characteristics of that use a variety of with their mentor and
most student’s strategies to cater for supervisor
strategies to names. notes about the impact students is vital when
remember such detail of different student planning the individual needs of
characteristics on their the students learning
learning
15
1.2 Understand Through reflection, With mentor Identifies current Initiates Uses knowledge of Consistently uses
students and demonstrates assistance and relevant conversations about teaching research to extensive knowledge
how they learn understanding that identifies other research into how current and relevant inform teaching and of teaching research
Demonstrate teaching practice current and students learn and research into how planning and applies to inform teaching and
knowledge and is research based relevant research discusses the students learn, and this knowledge to planning and applies
understanding into how students implications for begins to apply this enhance student this knowledge to
of research into With mentor
learn teaching with their knowledge to a learning enhance student
how students assistance
mentor couple of students in learning
learn and the identifies one Reflections
the classroom
implications for relevant and demonstrate a Evidence is available
teaching current research growing to demonstrate
and begins to knowledge research into how
discuss the students learn
implications for
teaching with their
mentor
16
1.3 Students Is developing an Demonstrates With some Identifies Independently Independently
with diverse understanding of understanding assistance from their appropriate teaching identifies, plans and identifies and
linguistic, the need to modify about student mentor identifies and strategies based on implements a variety implements a variety
cultural, teaching strategies diversity by implements some student diversity and of appropriate of appropriate
religious and
socioeconomic
because of student discussing appropriate teaching after seeking their teaching strategies teaching strategies
backgrounds linguistic, cultural, individual students strategies based on mentor’s feedback, based on student used based on
religious and with their mentor student diversity implements diversity student diversity
Demonstrate socioeconomic strategies during
knowledge of Identifies the need Displays cultural Demonstrates Consistently
diversity lessons
teaching to modify teaching sensitivity and is cultural sensitivity demonstrates cultural
strategies that Displays cultural strategies based beginning to create Displays cultural and actively creates sensitivity and creates
are responsive sensitivity through on student an awareness of the sensitivity and an awareness of the an awareness of the
to the learning actions and words diversity cultural diversity creates an cultural diversity cultural diversity
strengths and
within the class awareness of the within the class within the class
needs of the Is aware that the Displays cultural
students from
cultural diversity
school has an sensitivity when Discusses with their Becomes engaged Actively embraces the
diverse within the class
inclusivity policy planning and mentor the with applying the school’s inclusivity
linguistic, and asks their teaching application of the Discusses with their school’s inclusivity policy and replicates it
cultural,
mentor for a copy school’s inclusivity mentor the policy in the school in the classroom
religious and Reads and
socio economic policy in the application of the
discusses the key
backgrounds classroom school’s inclusivity
points within the
policy in the
school’s inclusivity
classroom and
policy
school
17
1.4 Strategies Is developing an Is aware of the Discusses the Identifies Identifies the cultural Independently
for teaching awareness of the cultural & linguistic cultural & linguistic appropriate teaching & linguistic identifies the cultural
Aboriginal and cultural & linguistic backgrounds of backgrounds of strategies used for backgrounds of & linguistic
Torres Strait
backgrounds of students and how students with their teaching Aboriginal students and how it backgrounds of
Islander
students
students and how it can impact mentor and how it and Torres Strait impacts student students and
it can impact student learning can impact student Islander students learning identifies how it can
Demonstrate student learning learning and their application impact student
broad knowledge Discusses issues Identifies
in the classroom. learning
and Observes their related to Seeks further input appropriate teaching
understanding of mentor teaching Aboriginal and from mentor on Discusses strategies strategies and Independently
the impact of Aboriginal and Torres Strait effective strategies with their mentor includes them when identifies and applies
culture, cultural Torres Strait Islander students for inclusion of and after feedback, planning a range of effective
identity and Islander students. with their mentor students in the includes them when strategies for
linguistic Reflection
Discusses classroom and planning inclusion of Aboriginal
background on With mentor demonstrates
the education of
observations with includes them when and Torres Strait
assistance, is Reflects about the knowledge and
students from mentor planning Islander students in
beginning to result of using understanding about
Aboriginal and the classroom
Seeks input from include inclusive Is beginning to strategies focussing strategies for
Torres Strait
mentor on effective strategies when reflect about the on effectively teaching Aboriginal Confidently discusses
Islander
backgrounds. strategies for planning result of using including Aboriginal and Torres Strait the impact of culture,
inclusion of strategies focussing and Torres Strait Islander students cultural identity and
students in the on effectively Islander students that promote the linguistic
classroom including Aboriginal and seeks feedback inclusivity and background of
and Torres Strait from their mentor classroom harmony students with their
Islander students mentor and
Discusses inclusive
supervisor
practices with
mentor & supervisor
18
1.5 Is aware of the need Through discussions Demonstrates Identifies the need to Independently Independently identifies
Differentiate to differentiate with their mentor and awareness of the need differentiate teaching identifies and and implements
teaching to teaching to meet the self-reflection, to differentiate to meet the individual implements a range of innovative strategies
meet the individual needs of demonstrates an teaching to meet the needs of the students appropriate strategies appropriate for the
specific the students understanding of the individual needs of the through planning for to meet the individual individual learning
learning needs need to differentiate students through extension and modified learning needs of the needs of the students
of students With assistance and teaching to meet the planning for extension activities students
across the full support from their individual needs of and modified activities Consistently
range of mentor, identifies a the students with some mentor Identifies and Demonstrates demonstrates
abilities range of strategies assistance implements a range of differentiated teaching differentiated teaching to
appropriate for the With mentor strategies appropriate to meet the individual meet the individual
Demonstrate the learning needs of the assistance seeks Teaching activities for the individual needs of the students needs of the students
knowledge and students advice from other have been developed learning needs of the through planning a through planning
understanding staff members and in consultation with students range of extension and engaging modified and
of strategies for With mentor identifies a range of other staff members to modified activities extension including, for
differentiating guidance and strategies accommodate diversity Independently groups example, higher order
teaching to meet support groups appropriate for the in the class students appropriately Independently uses thinking tasks
the specific students different learning to meet the needs of data to effectively
learning needs appropriately to meet needs of the With assistance can the task and seeks group students Independently uses data
of students the needs of the task students group students feedback from their appropriately to meet to effectively enhance
across the full appropriately to meet mentor the needs of the task learning by grouping
Is aware of the need With mentor the needs of the task students appropriately
range of to use language that Language used is Consistently uses
abilities. guidance groups
is appropriate for the students Uses language that is appropriate for the language appropriate Consistently uses
developmental level appropriately to meet appropriate for the developmental level of for the developmental language appropriate for
of the students the needs of the task developmental level of the students level of the students the developmental level
the students of the students and
Is beginning to use adapts to enhance
language that is engagement
appropriate for their
developmental level
19
1.6 Strategies Demonstrates Sources the disability Is aware of and Is aware of and discusses Seeks advice from Seeks advice and support
to support full knowledge that there legislative discusses disability disability legislative appropriate personnel from appropriate personnel
participation of are disability requirements and legislative requirements with about disability about disability legislative
appropriate personnel, requirements and applies
students with legislative begins to discuss the requirements with legislative
and reflects about these this knowledge when
disability requirements key points with their appropriate personnel discussions with their requirements and planning
mentor mentor discusses the
Demonstrate With mentor With some mentor implications with their Independently identifies
broad assistance and With mentor assistance, identifies Independently identifies mentor and supervisor and implements a variety of
knowledge and support identifies assistance identifies teaching strategies to teaching strategies to innovative teaching
understanding teaching strategies teaching strategies cater for student cater for student Identifies and with strategies to cater for
of legislative used to cater for used to cater for individual need individual need and some mentor support, student individual needs
requirements students’ individual students’ individual discusses these with their implements teaching
Follows the support mentor Independently develops a
and teaching needs needs strategies to cater for sequence of learning
strategies that process set up for student’s individual
Follows the support experiences that supports
support Is aware there is a Follow the support students and with process set up for needs the learning of a student
participation and support process for process set up for mentor support, students and with minor with a disability
learning of some students and students interacts with mentor support, interacts Follow the support
follows it with mentor paraprofessionals with paraprofessionals process set up for Follows the support
students with Supports a respectful process set up for students
guidance when needed when available students and interacts
disabilities and collegial and interacts appropriately
Encourages and supports with paraprofessionals with parents/carers and
Is aware of the need classroom Encourages and when needed
to create a respectful environment where supports a respectful a respectful and collegial paraprofessionals when
classroom environment needed
and collegial all students are and collegial Encourages and
where all students are
classroom valued and learning classroom valued and learning supports a respectful Consistently encourages
environment where opportunities are environment where all opportunities are equal and collegial and supports a respectful
all students are equal for all students students are valued for all students classroom and collegial classroom
valued and learning and learning environment where all environment where all
students are valued and
opportunities are opportunities are equal students are valued
learning opportunities are
equal for all students for all students and learning equal for all students
opportunities are equal
for all students
20
Standard 2 Know the content and how to teach it
2.1 Demonstrates Acknowledges some Acknowledges some Acknowledges Demonstrates a sound Undertakes independent
understanding that weaknesses in content weaknesses in content weaknesses in content understanding of what research to gain
Content and they are teaching but
content comes knowledge and seeks knowledge and knowledge and knowledge of the
teaching from the their mentor’s undertakes additional undertakes additional asks for help if unsure
concepts and substance
strategies of curriculum; that is assistance research with only research. Shares this of the content area
Readily undertakes
the teaching the mandated some mentor with their mentor research to gain
area Demonstrates a knowledge of the Demonstrates excellent
knowledge and assistance
practice. willingness to learn by Selects from a wide concepts and substance knowledge and
Demonstrates undertaking additional Planning includes range of strategies and understanding of
of the content area and
knowledge and Knows where to research to gain the learning activities with mentor assistance discusses this with their content and substance
understanding find curriculum knowledge of the designed to engage is beginning to balance mentor and supervisor by, for example,
of the concepts,
information concepts and students passive and active Organises lessons and answering challenging
substance and substance of the student participation student questions
forward planning
structure of the Asks for assistance content area with Selects from a documents that
content and from the mentor if mentor assistance broadening range of Planning shows encourage creative and Demonstrates excellent
teaching content knowledge modifications to critical thinking and use, content knowledge by
strategies that
strategies of the is lacking Implements some demonstrate their activities designed to for example, higher order confidently using a
teaching area different strategies to increasing knowledge further engage thinking strategies range of passive and
Lesson planning enhance the learning students in learning active strategies
demonstrates basic about planning for a Selects from a range of
environment and stimulating, engaging appropriate strategies throughout the lesson/s
knowledge about continues to seek Reflection
curriculum content and inclusive learning demonstrates a that provide a balance of The learning
mentor input environment learning experiences
and selected growing knowledge environment is engaging
relevant to the student’s
strategies are Reflection base stage of development and inclusive
narrow. Asks their demonstrates a Reflection
mentor effective growing understanding demonstrates The learning environment Relevant resources
strategies that increasing knowledge is engaging and inclusive have been customised
meet curriculum to suit the learning
requirements needs of students
21
2.2 Understands that Planning reflects Draws on their Demonstrates sound Demonstrates sound Demonstrates excellent
planning must be curriculum knowledge about knowledge of their knowledge of content knowledge of content
Content sequenced requirements with teaching and learning lesson content. and organisation when and organisation when
selection and correctly to develop assistance from their when planning and planning inclusive, planning inclusive
organisation student mentor implementing learning Demonstrates lessons and forward lessons and forward
understanding of experiences. knowledge and planning documents planning documents
Organise
the content Seeks constructive understanding of the
content into feedback about the Planning is becoming developmentally Planning reflects Lessons plans and
coherent, well- Observes mentor structure of their more inclusive and appropriate strategies curriculum forward planning
sequenced and applies lesson planning and attempts are made to when planning and requirements and documents reflect
learning and
knowledge gained makes suggested differentiate teaching uses this knowledge to lessons are coherent curriculum requirements,
teaching into planning changes so the lesson while maintain make the content and well-balanced with are appropriately
programs. lessons. is becoming more coherence and meaningful to students little mentor input balanced and are based
coherent and balanced balance on the assess, plan,
Makes the Planning is more Reflection is detailed teach, assess, reflect
necessary changes Reflection continues to Reflection includes inclusive and caters for with an improvement cycle
to lesson planning demonstrate an annotations on lesson individual needs, focus. Lesson planning
after receiving their increasing knowledge plans and gives abilities and diverse and forward planning Lesson planning and
mentor’s and confidence reasons for making backgrounds of the documents are forward planning
constructive changes to the students with minor annotated. This is documents are coherent
feedback sequence (as guided assistance from their discussed with growing and well-sequenced and
by mentor) mentor confidence with their allow development of
Reflection mentor and supervisor student understanding
demonstrates a Reflection is detailed of the content
growing confidence and includes reasons
for changes in planned Reflections include self-
sequences and then analysis of the teaching
student responses to and learning program to
those changes be discussed confidently
with their mentor and
supervisor
22
2.3 Understands that Demonstrates Demonstrates Designs and Plans tasks within Develops and applies
Curriculum, the school has a understanding about understanding and implements a lesson plans that fair and inclusive
assessment curriculum, the links between discusses reasoning teaching and assist students in practices in
and reporting assessment and teaching, learning, underpinning learning program becoming more assessment and
reporting policy assessment and assessment for involving strategic active in their reporting
Design and
reporting learning vs use of questioning, learning
implement Applies a Designs and
learning and assessment of peer feedback and
common and Begins to record Assessment for implements learning
teaching learning student self-
uniform approach assessment detail learning drives and teaching
programs using assessment
to assessment and, under mentor’s Designs and planning and programs based on
knowledge of
curriculum,
and reporting supervision, this is implements a Assessment involves student an excellent
assessment and discussed with the teaching and activities, criteria feedback knowledge of
Observes their
reporting student learning program and marking guides curriculum,
mentor, responds Designs and
requirements involving strategic illustrate how assessment and
positively to their Reflection involves implements a
use of questioning assessment relates reporting
mentor’s simple evidence of teaching and
and student self- to curriculum and requirements
feedback and value adding to learning program
assessment learning outcomes
begins to make student results involving strategic Student assessment
changes Reflection involves Reflection use of questioning, is used in reporting to
evidence of value demonstrates a peer feedback, parents
Reflections
adding to student growing knowledge student self-
indicate a Confidently discusses
results base assessment and the
growing student progress with
formative use of
knowledge and their mentor and
summative
understanding supervisor
assessment
Self-reflection is
detailed
23
2.4 Understands that Discusses with their In consultation with In consultation with Plans a series of Demonstrates an
Understand experiences mentor ideas about their mentor and their mentor and lessons about excellent knowledge
and respect students bring to developing students depending on their depending on their Aboriginal and of their students’
Aboriginal and their classroom understanding of phase of learning, phase of learning, Torres Strait diverse linguistic,
Torres Strait affect their and respect for plans a simple plans simple Islander culture and culture and
Islander people continued Aboriginal and activity for the class activities for the language backgrounds.
to promote learning. They Torres Strait about Aboriginal and class about
reconciliation Demonstrates Plans a series of
discuss these Islander culture Torres Strait Aboriginal and
between increasing lessons about
issues with their Islander culture and Torres Strait
Indigenous and Plans a simple knowledge by Aboriginal and Torres
non –
mentor language Islander culture and
activity for the class structuring their Strait Islander culture,
Indigenous language
Begins to about Aboriginal and Demonstrates lessons to meet the history and language
Australians research about Torres Strait knowledge by Demonstrates physical, social and that are appropriate to
Provide Aboriginal and Islander culture structuring their increasing intellectual their phase of learning
opportunities for Torres Strait lessons to meet the knowledge by characteristics of placement
Models appropriate
students to Islander history, physical, social and structuring their Aboriginal and
develop behaviours Embeds Aboriginal
culture and intellectual lessons to meet the Torres Strait
understanding and Torres Strait
language characteristics of physical, social and Islander students
of and respect Islander histories and
Aboriginal and intellectual
for Aboriginal Models Models appropriate cultures using the
and Torres
Torres Strait characteristics of
appropriate behaviours Australian Curriculum
Strait Islander Islander students Aboriginal and
behaviours cross-curriculum
histories, with some mentor Torres Strait
priority where
cultures and assistance Islander students
appropriate, within the
languages. still with some
Models appropriate learning areas
mentor assistance
behaviours
Models appropriate
Models appropriate
behaviours
behaviours
24
2.5 Literacy Demonstrates Researches evidence- Lesson planning is A variety of evidence- Lesson plans and Lesson plans and
and numeracy understanding and based strategies and becoming more based strategies are forward planning forward planning
strategies explains the adds to knowledge detailed and inclusive evident in lesson plans documents include documents include
components of after discussions with through the application to support students’ differentiation to cater differentiation to cater
Apply literacy and their mentor of more strategies to literacy and / or for the various student for the full range of
knowledge and numeracy support student numeracy characteristics and student characteristics
understanding With mentor engagement and achievement learning abilities and learning abilities
of effective After discussions assistance plans achievement
teaching with their mentor, lessons that include a Lesson planning Lesson planning and Seeks input from
strategies to observes students variety of teaching and Is becoming more includes the forward planning external support such as
support and records the learning activities involved in literacy and application of explicit documents include the EAL/D, ESC and G&T
students’ range of including the / or numeracy blocks and structured application of explicit teachers to meet
literacy and achievement levels integration of ICT by planning for more teaching that supports and structured literacy student literacy and
numeracy than one group with a ongoing student and numeracy numeracy needs
achievement With mentor Is becoming involved little mentor assistance achievement strategies
assistance plans a in a literacy and / or Lesson plans and
series of lessons numeracy block by Reflection included Student work samples Provides the forward planning
for a group of planning and teaching detail about the link demonstrate literacy necessary scaffolds to documents include a
students in an one group with mentor between teaching and / or numeracy support student variety of teaching and
aspect of literacy assistance strategies and student strategies and student engagement and learning activities to
and numeracy achievement learning success support literacy and
Reflection includes numeracy achievement
Reflections observations and Reflection is detailed Reflection is of all students
demonstrate a records of student with an improvement improvement
growing awareness achievement focus focussed, detailed and Reflection is at a high
about effective discussed with their level with a focus of
differentiation mentor and supervisor student achievement
25
2.6 Demonstrates Demonstrates Lesson planning Lesson planning Uses a variety of Confidently uses a
Information basic ICT literacy increasing ICT includes some ICT includes a variety of educational software variety of educational
and and a growing literacy and a strategies that ICT strategies that programs that allow software programs on
Communicatio confidence when growing confidence provide a platform to provide a platform to students to engage different platforms
n technology integrating ICT in when integrating ICT engage students engage students with materials that allows students to
(ICT) the classroom in the classroom engage effectively
Demonstrates Lesson planning and
Use effective After consulting with with material
With mentor With mentor ongoing learning forward planning
teaching assistance, assistance, about the application their mentor, documents include Lesson planning and
strategies to lesson planning integrates ICT of some platforms introduces new ICT ICT as an integrated forward planning
integrate ICT strategies to enhance
into learning and
includes the strategies into into classroom strategy for students documents include
integration of lesson planning practice student learning to investigate, ICT as a strategy for
teaching
programs to basic ICT communicate and students to
Reflections Reflections Reflection includes
make selected activities create investigate,
demonstrate a demonstrate a analysis of the
content relevant communicate and
Reflection growing knowledge deeper effectiveness of ICT Reflection
and meaningful create effectively
demonstrates a base understanding about strategies and demonstrates a
desire to improve how to enrich enhancing student continuing focus on Readily discusses
knowledge about learning through learning. This is learning new skills innovative ideas with
ICT effective integration discussed with their and analysing the their mentor and
of ICT mentor effectiveness of supervisor
strategies
26
Standard 3 Plan for and implement effective teaching and learning
With mentor assistance,
3.1 Demonstrates With mentor writes challenging but With only some mentor After creating a class Considers student
understanding assistance, develops achievable learning goals input, writes profile and in varying abilities and
Establish
about making knowledge and in one learning area for a challenging but collaboration with characteristics when
challenging learning visible to records information group of students (no achievable goals for students (when setting achievable
learning goals students by goal about the varying more than 6) students of varying appropriate) reviews or challenges for the class.
Set learning setting through abilities and abilities and writes challenging but Discusses planning with
Individually
goals that discussions with characteristics of communicates and
characteristics in more achievable goals. their mentor and
provide their mentor students in their class discusses these goals than one learning area supervisor
Effectively
achievable Demonstrates Discusses these with each student mostly Individually and communicates these Inputs into student
challenges for understanding differences with their
with mentor supervision
effectively with students and documented plans by
students of
about the mentor Tracks the success or communicates these tracks student reviewing progress,
varying abilities importance of goals with students progress seeking mentor and
and otherwise of the
involving students Writes simple but parent input and then
achievement of these
characteristics when learning challenging and goals and discusses this Tracks goal Discusses student setting the next goals
improvement goals achievable class with their mentor achievement and progress with their
and discusses this learning goals in one shares these results mentor and supervisor, Effectively
with their mentor learning area with Continues to set class with their mentor, at offering further communicates with
mentor assistance goals in a learning area, times offering solutions improvement students about goal
Through discussion communicating these with to any issues strategies and ideas setting
with their mentor With their mentor’s the class
demonstrates supervision Reflects on the Reflect on learning With student input
understanding communicates the Reflects about goal learning goals as a goals, and uses this (when appropriate), sets
learning goals with the setting and discusses this way of planning for the evidence to inform achievable challenges
about the varying with their mentor
abilities and class future future planning for the various groups
characteristics of within the classroom.
Reflects about success
the students in the &/or identifies Reviews group progress
classroom improvement areas to inform future planning
27

3.2 Writes lesson plans With some mentor Writes lesson plans / Writes lesson plans / Writes lesson plans / Plans and implements
that shows assistance, lesson forward planning forward planning forward planning well structured,
Plan, structure evidence of the planning is more documents involving documents with documents with sequenced inclusive and
and sequence basic lesson detailed and includes all organisational minimal mentor input. appropriate and engaging lessons and
learning delivery steps; timing, provision for components and after They are mostly clear correct content programs
programs
objectives, students at educational mentor feedback to the mentor and sequences for the
motivation & risk makes any necessary supervisor. Accepts class. Demonstrates
Plan lesson confidence to change
sequences introduction, lesson changes feedback and modifies
steps, lesson Prior preparation and documents Independently the lesson plan during
using organisation is taken The timing of lesson sequences the content the lesson to enable all
knowledge of closure. Requires appropriately
mentor assistance into consideration but parts is improving, and and then seeks students to remain
student learning, needs mentor input students are mostly Students are mostly feedback from their engaged. Critically self
content and to make the
necessary changes engaged engaged in interesting mentor reflects about changes
effective Sequencing of lesson lesson and considers reasons
teaching components is Reflection is more The lesson timing is
The timing of for changes when future
strategies. lesson components improving as detailed and is Lesson planning now appropriate most of the planning
is included in evidenced by student beginning to answer includes more time and if not,
planning but may engagement the question – did my provision for students changes are made Planned activities are
requires mentor planning enable me to at educational risk with interesting and
Planning includes effectively teach the their mentor’s Students are engaged appropriate, prior
input provision for a group of in an interesting
objectives? And how assistance preparation and
Planning is students at risk as will I modify future classroom program organisation is effective,
beginning to take discussed with mentor planning? Reflection is detailed and personnel (e.g. an
and future focused Reflection
into consideration With mentor feedback, demonstrates EA) understands their
provision for self-reflection is more knowledge and role during the lesson
students at risk detailed and leading to understanding Students are engaged in
Reflection informs lesson planning interesting lessons
future planning and improvement
is shared with
mentor
28
3.3 Understands that Use a narrow set of Use a set of Seeks strategies Uses a variety of Writes lesson plans
Use teaching different teaching strategies including strategies including from a variety of engaging and and forward planning
strategies strategies are ICT that are ICT that are sources and inclusive strategies documents including
appropriate for repeated in planning repeated in planning discusses their including the use of a range of interesting,
Include a range different documents but is documents but is appropriateness with ICT, in lesson inclusive and
of teaching
purposes attempting to increasing the their mentor planning and engaging teaching
strategies
increase knowledge variety forward planning strategies to develop
Observes their Uses a variety of
and expand the documents student knowledge,
mentor and Reflects on these strategies including
strategy set skills, problem solving
begins to strategies for their ICT in lesson plans Reflections
and critical and
document Reflects on these effectiveness in /forward planning demonstrate a good
creative thinking
strategies and strategies for their teaching the content documents that are knowledge about
links to teaching effectiveness in with the mentor engaging analysing the Uses a range of
and learning teaching the content effectiveness of engaging and
Reflects on these
with the mentor help particular strategies inclusive ICT
When teaching, strategies for their
to support learning strategies that support
uses a narrow effectiveness in
student and enhance
set of strategies teaching the content
learning
Reflection
Reflections
demonstrates a
demonstrate an
willingness to
excellent knowledge
improve
about analysing the
knowledge
effectiveness of
particular strategies to
support learning
29
3.4 Demonstrates Uses resources to Uses resources to Uses a variety of Selects and / or Demonstrates an
understanding support learning that support learning that appropriate creates appropriate enthusiasm to plan for
Select and use resources, including an interesting, engaging
resources that many tend to focus more are mostly resources. For the
resources to on the learning appropriate to the most part, resources ICT, that support and inclusive learning
Demonstrate student engagement environment through
support learning goals, content, or learning goals, are appropriate to discussions with their
knowledge of a
have a limited student needs. Input content and student the learning goals, Seeks ideas from mentor and supervisor
range of others to broaden their
resources, focus. Relies on is required from needs. Some input content and student
input from mentor in choosing is still required from needs knowledge about Selects and / or creates
including ICT, appropriate resources and then uses resources
that engage mentor to choose appropriate the mentor
Positively accepts to engage students in including ICT that are
students in their appropriate resources
Is beginning to map feedback from their their learning appropriate and
learning. resources engaging.
Builds on resource resources, including mentor and makes Builds a toolkit of
Is beginning to file and is beginning ICT, to students’ appropriate changes resources and shares Lesson plans and
build a resource to link resources to learning needs ideas with their mentor forward planning
Resources are
file curriculum planning and supervisor documents demonstrate
Reflections are available for the a variety of teaching and
Is beginning to Reflects on the beginning to planned lesson/s Reflections learning resources,
reflect about the appropriate use of demonstrate a demonstrate a including ICT, that
Reflections selection and/or
effectiveness of resources selection and/or enhance the lesson
demonstrate a creation and use of a
the resources creation and use of
selection and/or range of resources, Reflections demonstrate
a range of
creation and use of including ICT and the teacher has mapped
resources, including these are mapped to resources, including
a range of
ICT student needs ICT, to student learning
resources, including
ICT needs
30
3.5 Use Uses verbal Verbal explanations Uses a variety of Uses grammatically Uses effective verbal Uses a broad range of
effective explanations / and instructions are verbal and non-verbal correct and precise and non-verbal effective verbal and non-
classroom instructions but becoming clear and communication language communication verbal communication
communication often has issues precise. Pitch, strength strategies to enable strategies to support strategies to support
with being concise and tone are becoming understanding and Mostly pitches student understanding, student engagement,
Demonstrate a language at
and clear acceptable engagement participation, understanding,
range of verbal appropriate levels to engagement and participation and
and non-verbal Understands that Planning includes Is becoming more support student achievement achievement
communication there are different differentiating levels of confident asking engagement and
strategies to levels of questions questions to fully effective questions, at understanding Models excellent Responds positively and
support student and is beginning to engage identified times self-correcting personal literacy in inclusively to all students
engagement differentiate students and then waiting for Strength, pitch, speed communications,
students to answer and tone are carefully checking Uses effective
Is trying not to fill Is paying attention to acceptable work questioning techniques
the air with their the development of Is mostly using correct including a variety of
voice and is students’ effective spelling, grammar and Uses a mixture of Communicates questions at appropriate
beginning to give communication skills precise language and verbal and non-verbal effectively using levels, encourages risk
students time to and this is reflected in positively accepts communications positive and inclusive taking and prepares
speak planning correction from their Reflect, with some verbal and non-verbal students for discussion
mentor help from the mentor, language as
Is beginning to use Uses a variety of non- demonstrated by Lesson plans and
a mixture of verbal verbal communication Continues to reflect, on where documents demonstrate
communication was student work samples
and non-verbal and is aware of the with help from their excellent personal
communication imperative to protect mentor, about where less optimal and Reflect on where literacy skills
their vocal chords communication was makes changes communication was
Accepts and acts less optimal less than optimal and
upon their mentor’s Reflections are describes simple
constructive beginning to include strategies to improve
feedback strategies for effective aspects of their
classroom communication
communication
31
3.6 Demonstrates Evaluates planning Evaluates planning Evaluates planning Demonstrates Using a self-
Evaluate and understanding documents but documents but tends documents with personal awareness improvement lens,
improve through reflection needs assistance to need some increasing about their strengths evaluates lesson
teaching and discussions from their mentor to assistance from the knowledge and and areas for plans, forward
programs with their mentor, identify elements for mentor to identify confidence. Still improvement planning documents
the importance change elements for change requires mentor through reflection and professional
Demonstrate
broad and significance input. and self-evaluation. practice based on
Positively accepts Discussions with
knowledge of of evaluating evidence including
constructive their mentor adds Changes are Actively seeks out
strategies that their teaching student feedback and
feedback from their depth and this detailed on the and are responsive
can be used to practice to student assessment
mentor and constructive planning documents to constructive
evaluate improve student data
teaching implements feedback is reflected and are easily feedback about their
learning
programs to appropriate changes in ongoing changes understood lesson planning, Confidently discusses
improve student Observes their forward planning reasons for changes
After discussions Changes are Evidence that these
learning. mentor using a documents and or enhancements to
with their mentor, documented on changes have a
range of professional practice lesson planning,
self-reflections about planning documents purpose
strategies to forward planning
lesson plans are but require further Reflections are
evaluate in order Reflections are documents and / or
beginning to have a elaboration detailed and include
to improve their detailed and include professional practice
self-improvement self-evaluation
pedagogy self-evaluation about with their mentor and
focus lesson planning and
their professional supervisor
Reflections are delivery together
practice
beginning to with student Actively seeks
include analysis engagement, feedback from others
of strategies and participation and about the
activities achievement effectiveness of their
teaching and makes
appropriate changes
32
3.7 Through Is becoming actively Identifies, and after With mentor Instigates a number of Instigates a broad range
observation and involved with their mentor feedback and supervision, instigates two-way of two-way
Engage discussions with mentor in planning appropriate two-way communication communication
parents / their mentor, strategies to involve adjustment, communication strategies to actively strategies to actively
carers in the identifies ways in parents / carers in their implements a few strategies with parents engage with parents / engage with parents /
educative
which parents can child’s educative strategies to engage / carers carers carers
process be involved in process parents / carers in their
learning child’s educative Is fully involved with Plans and after mentor Planning includes
Describe a With mentor their mentor planning feedback and special events together
broad range of process
With their mentor’s supervision, engages and implementing a appropriate changes, with other appropriate
strategies for
full support, plans a in a two-way Observes their mentor special event that implements a special and contextually
involving strategy to engage communication conducting parent / engages parents / evet that involves relevant opportunities
parents/carers with parents / strategy with parents / carer interviews carers in the child’s parents / carers being that encourage parents
in the educative carers so they can carers educative process. involved in their child’s to be involved with their
process Is involved with their
be involved in their May take the lead of a educative process child’s learning
child’s educative Reflects about mentor planning and part.
process meaningful and implementing a special Arranges, with mentor Encourages through
appropriate parent / event that encourages Through observation assistance, a number personal invitation,
Begins to build a carer engagement parent / carer and communication of parent / carer involvement in planning
record of effective involvement with others, builds their interviews to discuss strategies for the further
strategies to strategy toolkit that their child’s progress development of
engage parents / Reflects in depth about engages parents / documented plans and
carers in their meaningful and carers in the child’s BMP’s for students at
child’s educative appropriate parent / educative process risk
process carer engagement
Plans for parent / carer
interviews / 3 way
conferencing
33
Standard 4 Create and maintain supportive and safe learning environments
4.1 Support Identifies and After observation, Identifies effective Identifies effective Demonstrates Consistently uses a
student documents the discusses with their strategies to support strategies to support student engagement variety of strategies to
participation different types of mentor the student participation inclusive student and inclusivity within support engagement
Identify learners amongst educational needs of and engagement in participation and classroom activities and inclusivity
strategies to students with a couple of students classroom activities engagement in
Provides and plans Shows initiative when
support mentor at educational risk, with mentor classroom activities
inclusive student for a range of planning for and
assistance (as selected by the assistance
participation and Plans lessons and learning experiences creating a positive
mentor), e.g. EAL/D,
engagement in Demonstrates Plans a whole class implements that engage classroom
high achievers,
classroom respect for lesson and strategies to support students environment where all
activities.
special needs, high
students as implements engagement and students are
absenteeism Self-reflection
learners strategies to support inclusivity acknowledged as
demonstrates
Plans a small group engagement and individual learners
Planning Following the lesson understanding about
lesson (involving a inclusivity with
includes a limited completes self- student success, Effectively plans for
student at risk) mentor assistance
repertoire of reflection that engagement and inclusivity and student
including, in
strategies to Models enthusiastic indicates planning inclusivity and leads engagement and
particular, strategies
support and positive improvement and to future reflects
to support the
engagement and attitudes to engage discusses this with improvement knowledgeably about
identified student
inclusivity and students their mentor planning all lessons
requires mentor Completes self-
Completes self- Discusses their Models enthusiastic
assistance reflection about the
reflection that leads knowledge and positive attitudes
lesson, focusing on
to planning development with consistently to
planned inclusivity
improvement their mentor and engage students
and engagement
supervisor
34
4.2 Manage Although Is demonstrating a Is mostly effectively Independently and Is consistently well Planning and lesson
classroom inconsistent growing knowledge managing classroom effectively manages organised in order to delivery demonstrate
activities when and understanding activity organisation most classroom maximize student an outstanding
Demonstrate the implementing about the in a timely manner activities learning capacity to organise
capacity to activity organisation of classroom activities
Is including EA and Planning includes Classroom activity
organise organisation, classroom activities
classroom other helpers (if the organisation of organisation All expectations and
responds by including this into
activities and available) to assist classroom activities (including the role of instructions are clear,
positively to planning with mentor
provide clear with activity and the necessary EA’s and helpers, if concise resulting in a
mentor feedback assistance
directions. organisation tools and resources available) is well-managed
Mostly provides Provides simple and are listed consistently included classroom
Provides clear
clear student clear student in every lesson plan
directions to EA and Provides clear Consistently includes
directions but directions at
helpers (if available) directions to Records the role of EA or
mentor input is appropriate times
that assist with students that result observations and helpers (if available)
required at times during the lesson
effective activity in positive student discusses in lesson planning
Is beginning to Is beginning to give organisation behaviours techniques that will and briefs them in a
demonstrate simple instructions support student timely manner
Provides simple and Self-reflection
effective to EA’s or others in learning with mentor
clear student reflects a growing Consistently records
implementation the classroom (if and supervisor
directions at confidence about observations and
of different available) with
appropriate times effective activity Consistently gives implements innovative
classroom mentor assistance
during the lesson organisation and the clear and timely techniques that
routines
and these result of providing directions to support and improve
Demonstrates instructions are clear directions to everyone and student learning
increasing included in lesson everyone. reflects about the
awareness about planning results of such
effective EA interventions
involvement
35
4.3 Manage Demonstrates Is beginning to Shows Practices proactive Implements effective Demonstrates
challenging some knowledge successfully use a understanding about management of classroom exemplary overall
behaviour about the small repertoire of the need for clear challenging management classroom
Demonstrate importance of classroom expectations, behaviours techniques to management
knowledge of clear classroom management rewards and manage challenging strategies
Remains calm and
practical management techniques with consequences and behaviour
approaches to fair when Uses consistent
guidelines mentor assistance discusses this with
manage implementing Displays excellent reflective practices to
including explicit their mentor
challenging Develops a growing classroom overall classroom assess current
expectations,
behaviour kit of strategies that Identifies management management approaches to
rewards and
could be challenging strategies managing challenging
consequences Demonstrates
implemented to behaviour and behaviour
and discusses Contributes excellent knowledge
manage particular discusses a range of
this with their positively to the of a range of Demonstrates the
behaviours with management
mentor existing classroom strategies to difference between
mentor assistance strategies with their
management manage behavioural proactive and reactive
Following mentor
Is beginning to strategies differences within management of
observations and
understand the role Applies existing the classroom challenging behaviour
recording such, Has knowledge of
of a BMP classroom and reflects upon the
discusses the and follows a Develops, with
management causes of behaviour
student’s varying Self-reflections student’s BMP mentor assistance, a
techniques as may in a meaningful way
levels of indicate a growing student’s BMP
be described in a Self-reflections have
engagement and awareness about the Independently and
BMP and self the focus of self- Uses self-reflections
behaviours with triggers for successfully redirects
reflects about their improvement and to ensure ongoing
their mentor challenging inappropriate and/or
effectiveness, demonstrate that behaviour
behaviours, and challenging behaviour
discussing these effective classroom management is
these are discussed
reflections with their management is a effective Reviews a student’s
with their mentor
mentor critical and complex BMP with their mentor
36
4.4 Maintain Demonstrates With mentor support, Independently Models safe Uses initiative to Student wellbeing and
student safety through every identifies and responds to unsafe practices at all times successfully redirect safety is priority and is
Describe day actions and responds situations and then and gives priority to students away from consistently included
strategies that behaviours appropriately to discusses actions proactive strategies unsafe behaviours within planning
support knowledge and unsafe situations with their mentor and records this documents
Includes student
students’ understanding effectively
wellbeing and With mentor support, Implements well-being and Has excellent
about the
safety working implements practices that safety in planning Demonstrates knowledge and
importance of
within school practices that promote student documents excellent knowledge understanding of
student well-
and/or system, promote student wellbeing with only about school and specific school and/or
curriculum and
being and safety Demonstrates good
wellbeing some mentor legislative system, curriculum
legislative knowledge and
Discusses with support requirements that and legislative
requirements. With mentor support, understanding about
their mentor support student well- requirements for
identifies specific Through planning specific school
strategies for being and safety ensuring student
requirements for and self-reflection, requirements for
ensuring student and discusses these safety
ensuring student demonstrates good ensuring student
safety during a with their mentor
safety understanding of safety Demonstrates
variety of and supervisor
specific independent reflective
situations With mentor support, Uses self-reflection
requirements for Student well-being practice which
applies school to identify and
Discusses with ensuring student and safety are translates to future
requirements about improve knowledge
their mentor safety included within the positive actions and
student well-being and skills in this area
various relevant planning document confidently discusses
and safety to various Demonstrates a and continues to
school and as part of prior this with their mentor
activities and good knowledge of discuss ideas with
legislative preparation and and supervisor
lessons safety procedures their mentor
requirements organisation
within day to day
activities
37
4.5 Use ICT Demonstrates Includes the Follows school Uses sound Implements an Consistently and
safely, understanding protocols for protocols for the knowledge of school excellent knowledge enthusiastically
responsibly about the issues students’ safe, safe, responsible protocols for the about the safe, implements an
and ethically
and strategies responsible and and ethical use of safe, responsible responsible and excellent knowledge
Demonstrate an available to ethical use of ICT ICT and ethical use of ethical use of ICT for the safe,
understanding support the safe, into planning when ICT responsible and
of the relevant Identifies strategies Always models
responsible and plans are related to ethical use of ICT
issues and the which promote safe Implements effective responsible and
ethical use of ICT student use of this
strategies and ethical use of strategies which ethical use of ICT Planning incorporates
in learning and resource
available to ICT in learning and promote safe and ICT as an inclusive
support the
teaching by Planning reflects a
Models the safe, teaching ethical use of ICT in classroom practice to
safe, discussing the good knowledge
responsible and learning and enhance student
responsible and key points with When planning for about safeguarding
ethical use of ICT in teaching as reflected learning safely,
ethical use of their mentor. student use of ICT, students when they
everyday use in organisational responsibly and
ICT in learning includes strategies are using ICT
and teaching.
Sources and planning ethically
With assistance from and protocols with
discusses with Self-reflection
the mentor, assistance from their Closely monitors Always models the
their mentor, the indicates a good
develops a checklist mentor student use ensuring safe, responsible and
school protocols knowledge about
of strategies that will that safety protocols ethical use of ICT and
for the safe, After lessons, self- trouble shooting
safeguard student are in place responds
responsible and reflection strategies &
use of ICT appropriately when
ethical use of ICT demonstrates a Takes initiative to safeguards.
there is evidence of
Such records are growing discuss issues with
Leads discussions unethical student use
included in their e- understanding and their mentor and
about using ICT of ICT
portfolio knowledge about seek solutions
safely, responsibly
effective strategies
and ethically with
that should be used
their mentor and
supervisor
38
Standard 5 Assess, provide feedback and report on student learning
5.1 Assess Through Through discussions Through discussion Demonstrates After consultation Forward planning
student discussions with with their mentor, with their mentor, understanding by with their mentor, includes a range of
learning their mentor demonstrates a demonstrate using various trials and reflects on assessment
Demonstrate demonstrates developing differentiation assessment a variety of formative approaches
understanding understanding that understanding of between strategies relevant to and summative
All assessments are
of assessment planning is driven assessment formal/informal, planned learning assessment
strategies, analysed, data is
by analysis of strategies for a diagnostic/formative experiences and strategies to monitor
including used to inform
student single lesson & summative intended goals and plan student
informal and planning and this
assessment assessment learning
formal, Uses one formal Uses formal and information is
diagnostic, and assessment strategy With mentor informal assessment Self-reflection discussed with their
formative and to evaluate student assistance, strategies and with includes in depth mentor and
summative demonstrates a
learning in a single administers a mentor assistance analysis of supervisor
approaches to growing
lesson. Discusses diagnostic analyses the results assessment
assess knowledge about Uses informal, formal,
student
with their mentor assessment, to inform future methods. This is
the different forms diagnostic, formative
learning. their analysis and analyses the results planning discussed with
of assessment and and summative
how this data and applies this mentor and
their purpose Self-reflection assessment
informs their knowledge to future supervisor
includes analysis of strategies to assess
With mentor planning planning.
various approaches Keeps student learning
assistance,
Records Discuss with their to assessment comprehensive
delivers & Provides feedback to
assessment mentor formative student records and
analyses a simple Discusses students about their
information in their and summative annotated work
assessment and assessment progress using
e-portfolio assessment samples for
analyses the approaches with language appropriate
approaches discussion
results supervisor to their learning phase
39
5.2 Provide Demonstrates a Demonstrates an Shows an increasing Demonstrates a Individualises timely, Gives timely and
feedback to developing understanding of the ability to provide deeper constructive and continuous feedback
students on understanding of place of feedback timely and useful understanding of the targeted feedback to to enhance student
their learning
the purpose of within the teaching feedback to students purpose of providing support student performance and
Demonstrate providing timely process through about their learning relevant feedback to learning provide direction for
an and appropriate discussions with by interacting students in a timely future learning
understanding Uses a range of
feedback to their mentor appropriately with manner to support
of the purpose strategies to give Provides timely,
students about students their learning and
of providing Continues to purposeful feedback; effective and
their learning discusses this
timely and observe their mentor Continues to self- for example, oral, appropriate feedback
appropriate
through knowledge with their
and adds anecdotes reflect and shares written, to students about their
feedback to discussions with mentor
to the range of this information with conferencing, achievement relative
students about their mentor
feedback strategies their mentor further Independently analysis of test data to their learning goals
their learning. Observes their records in their e- seeking creates and uses and assists them to
Student work
mentor and portfolio improvement opportunities to give set new goals
samples
records a range of strategies relevant feedback to
With mentor support, demonstrate PST Develops and uses
feedback students on their
uses a feedback Lesson intentions feedback assessment rubrics as
strategies into their learning, e.g.
strategy about the and success part of a teaching
e-portfolio response to Independently seeks
quality of a student’s indicators are made program to be used by
answers, response advice from other
With mentor work and learning, clear to students students and teachers
to class work teachers about the
supervision, and self reflects
provision of timely Adapts the language
attempts to give a following the The provision of
and appropriate of student feedback
student feedback process student feedback is
student feedback so it is inclusive
about their included in their self-
Provides appropriate (students with special
learning reflection and is
encouragement to needs, EAL/D)
discussed with their
students
mentor & supervisor
40
5.3 Make Demonstrates a Demonstrates an With mentor Is beginning to use Collaborates with Independently
consistent developing increasing guidance, assesses, protocols to their mentor to produces assessment
and understanding understanding interprets and independently produce an plans; tasks, marking
comparable about the purpose between school moderates a few assess, interpret and assessment plan; criteria and marking
judgements
of assessment assessment and pieces (no more moderate more tasks, marking rubrics that
Demonstrate moderation moderation through than 6) of student student learning criteria and marking demonstrate the
understanding through discussion discussions with learning using the products and rubrics school or system
of assessment with their mentor their mentor necessary range of performances in policy for the
moderation Demonstrate
other student work order to make moderation of
and its Observes their Demonstrates a understanding of the
application to
samples (assessed consistent, assessment activities
mentor making on developing moderation of
support by the mentor) in comparable and
balanced knowledge about the assessment process Engage in
consistent and order to make reasonable
judgement rationale for making and the principle of assessment
comparable consistent, judgements
decisions consistent, ensuring consistent moderation and justify
judgements of comparable and regarding students’
comparable and teacher judgement judgements using the
student reasonable achievements.
learning. reasonable by discussing this criteria
judgements Some mentor
judgements with their mentor
regarding students’ assistance may still Self-reflect about the
regarding students’ and supervisor
achievements be required moderation exercise
achievements
Participates in an above and discuss
Seeks information Observes aspects of
Begins to write assessment with their mentor and
from their mentor assessment
information into their moderation with supervisor
about school or moderation if the
e-portfolio others if possible
system assessment opportunity arises
and moderation and records
policies. Records observations into
into their e-portfolio their e-portfolio
41
5.4 Interpret Demonstrates a Collaborates with Through discussions Uses knowledge of Considers the types of Creates systems for
student data developing their mentor to with their mentor, student evidence required to ongoing refinement of
capacity to evaluate student acknowledges that understanding and effectively evaluate assessment tools and
Demonstrate student learning data to provide
the capacity to interpret student learning following a previous student mentor teacher
increasingly effective
interpret assessment data lesson or work / responses / feedback from a Knows how to access learning environments/
student to evaluate student administration of an outcomes can be lesson to inform student data and prior experiences
assessment learning by assessment, and used to reflect and subsequent lessons knowledge to inform
data to discussing this then discusses how plan future lessons Consistently
evaluate Reflects on ways to demonstrates the ability
with their mentor to modify the next curriculum / Uses evidence to plan
student modify teaching to develop, use and
learning and
lesson plan assessment for individual, group
Observes and practice as a result interpret a variety of
modify development and class learning observation techniques
demonstrates Analyses some of analysis of environments/
teaching understanding samples of student Discusses student assessment data, in order to measure
practice. experiences accurately that which
about the process work to identify achievement data after consultation
Collects and refers to was intended to be
used by the school learning need and with mentor to with mentor measured
assessment data when
by discussing this then discusses this pinpoint
Demonstrates ability evaluating and Comprehensive analysis
with their mentor with their mentor achievement and monitoring student
to refer to analysed and evaluation of
determine relevant progress and makes
Bases lesson assessment data to assessment data
changes to teaching appropriate changes to
reflections on the gauge student identifying strengths and
practices teaching practice and
evidence gathered achievement of weaknesses in students
inform planning to suit understanding of
through assessment Modifies teaching planned learning the needs of
plans, with limited outcomes in order to subject/content
individuals
support, after plan effectively for Identifies interventions
reflection on student future learning Lesson plans and modifications to
annotated to show
assessment data, experiences teaching practice as a
modification because result of analysis of
both formal and of student assessment
informal assessment data
data
42
5.5 Report on Through Demonstrates an Demonstrates ability to Records evidence Consistently uses Designs comprehensive
student discussions with effective approach to keep accurate and gathered through and maintains recording systems of
achievement their mentor, collect, organise and reliable records and assessment activities, recording systems student achievement
demonstrates a store assessment discuss student and maintains that reliably record that are informative,
Demonstrate achievement with their appropriate recording accurate and reliable
understanding developing data mentor systems of student
student achievement
of a range of understanding of achievement Prepares reports
strategies for Investigates and Understands the value Employs a variety of identifying student
a basic range of
reporting to analyses of using records in Demonstrates methods to record strengths/weaknesses
strategies for
students and approaches to report reporting to students, understanding of a evidence gathered and future opportunities
reporting to
parents/carers student learning and parents/carers as range of strategies for through assessment for improvement for
and the purpose
students and
reporting systems, discussed with their reporting to students activities each student that could
of keeping parents/carers mentor and parents/carers be used for
with mentor support
accurate and and the purpose through discussions Using language that parents/carers
reliable records of keeping Observes the Uses a basic range of with their mentor is clear, accurate interviews
of student accurate and reporting process strategies, with and respectful,
guidance from mentor, Assists in reporting on Shows initiative in
achievement. reliable records that takes place assists in reporting
to provide feedback to student achievement recognising (formal and
of student within a school/ students and to students and informal) opportunities to
achievement department and parents/carers and Understands the parents/carers about provide feedback to
records in e-portfolio assist in reporting on purpose of keeping student parents/carers
Discusses accurate and reliable
student achievement achievement,
student records of student Assists in reporting on
making use of
achievement with Demonstrates achievement by student achievement
familiarisation with the discussing the key accurate and reliable and reflects on issues
their mentor
school’s reporting points with their records and informal)
procedures and mentor opportunities to provide
policies during feedback to
discussions with their parents/carers
mentor
43
Standard 6 Engage in Professional Learning
6.1 Demonstrate a Identifies personal Identifies PL needs, Identifies PL needs Identifies PL needs Demonstrates an
Identify and developing professional learning with some mentor which are based on which are based on excellent awareness
plan understanding needs, with mentor assistance. These self-reflection about self-reflection about of their professional
professional about the assistance needs are based on professional professional and personal
learning needs responsibilities of self-reflection about knowledge and/or knowledge and strengths and
Attempts to link PL
teachers through professional professional professional weaknesses through
Demonstrate an needs to the APST,
understanding discussions with knowledge and/or practice. practice. reflection and self-
with mentor
of the role of the their mentor professional evaluation
assistance Links PL needs to Links PL to the
Australian practice.
Demonstrates a APST but still APST Actively seeks out
Professional Builds a list of best
Standards for
developing Communicates PL requires some and is responsive to
practice, evidence Formally reflects on
Teachers in understanding needs with the mentor assistance advice from others
based professional the impact of PL on
identifying about the role of mentor about improving their
learning activities Communicates professional practice
professional self-reflection professional
and adds these to Links PL needs to these PL links to
learning needs and constructive Shares this knowledge and
their e-portfolio APST, with some APST with mentor
feedback through reflection with practice
mentor assistance
discussions with Sources appropriate mentor and asks for
Keeps an up-to-date
their mentor Begins to source PL further input
and detailed self-
appropriate PL, with
Demonstrates Formally reflects on Continues to build reflection journal that
some mentor
awareness about the impact of PL to on developing this includes links from
assistance
the APST and professional practice new knowledge identified PL needs to
their importance Begins to reflect on the APST
and significance the impact of PL to
in a teacher’s professional practice
personal growth
44
6.2 Demonstrates a Following suitable Engages in further Based on analysis of Based on high Demonstrates an
developing self-reflection, seeks PL that is based on self-reflection, quality self-reflection excellent awareness
Engage in
understanding of appropriate PL still self-reflection about sources and following each about their
professional
the purpose of with some mentor professional participates in PL to lesson, sources and weaknesses and this
learning and
engaging in PL to assistance knowledge and improve practice but participates in a is observed in their
improve
improve practice practice with some may require some range of appropriate self-reflections after
practice Initiates
mentor assistance revision so links are PL reflected in a each lesson
Demonstrates a conversations with
Understand clear to mentor professional learning
developing mentor about a Links PL to APST Demonstrates a depth
the relevant journal within their e-
understanding particular focus area with only some Constructs lesson of knowledge about
and portfolio
about (e.g. a pedagogical mentor assistance plans/forward relevant and
appropriate
appropriate approach) asking planning documents Constructs lesson appropriate PL to
resources of Constructs a lesson
resources that advice about various applying this new plans that clearly improve professional
professional plan that applies this
suit particular options available knowledge and and appropriately practice reflected by a
learning for new knowledge into
purposes discusses these with applies new professional learning
teachers. Begins to engages a relevant lesson.
their mentor knowledge gained plan
Writes with PL with mentor
After mentor through a range of
appropriate self- assistance Actively seeks other
feedback, makes PL
reflection ideas from mentor,
Begins to link PL to appropriate changes
following a Revises forward colleagues and staff
the ASPT with so the lesson is
lesson, with planning documents
mentor assistance appropriate Actively engages in
mentor to reflect changes to
PL that applies both
assistance pedagogy based on
to their professional
new knowledge and
Initiates practice and the
discusses these
conversations school and/or system
changes with their
with mentor needs reflected in a
mentor and
about PL professional learning
supervisor
journal
45
6.3 Demonstrates a Seeks constructive Applies constructive Applies constructive Applies constructive Actively seeks
developing feedback from feedback from feedback to feedback into a constructive feedback
Engage with understanding of mentor and mentor into a lesson enhance lesson range of lessons from mentors and
colleagues the role of supervisor plan to improve plans in a couple of across learning others to improve
and improve constructive knowledge and learning areas still areas teaching practice
practice Writes appropriate
feedback from practice with some mentor
and constructive Following each Applies constructive
mentors and assistance
self-reflection Discusses the lesson, self reflects feedback and
Seek and supervisors
following every effectiveness of Formally self reflects about the changes lesson plans
apply through self-
lesson changes to lessons about the effectiveness of / forward planning
constructive reflection and
based on feedback effectiveness of such changes and documents
feedback from discussions with Keenly participates
with their mentor such changes and continues to modify accordingly
supervisors their mentor in a range school
discusses this with and improve practice
and teachers activities Independently Presents evidence to
Demonstrates a their mentor
to improve participates in a Annotates in some demonstrate a record
developing
teaching range of school Seeks mentor way constructive of conversations /
understanding of
practice. activities feedback following mentor feedback meetings / reading
the role of
the application of linking this to
appropriate self- Invites others (than
any pedagogical or changes to planning
reflection the mentor) into the
strategy changes to
Writes a reflection classroom to provide
Participates in a lessons
diary following constructive feedback
range of school
conversations / about a lesson(s)
activities with
meetings with
mentor Constructive feedback
colleagues, mentor
assistance is always displayed in
and supervisor
self-reflection linked
to an action
46
6.4 Demonstrates an Applies new When planning Trials and reflects Undertakes PL to Clearly demonstrates
Apply understanding knowledge when lessons/forward changes to teaching address identified analysis of student
professional about the link planning a lesson in planning documents, practice to improve student needs with assessment data and
learning and between one learning area, applies a variety of student learning the focus of makes clear links
improve improved with mentor new knowledge after discussion with improved pedagogy from PL to pedagogy,
student pedagogy and assistance across learning mentor addressing identified
learning Analysis of student
student learning areas, still with some student learning
Responds to Develops a record of assessment informs
Demonstrate an through mentor assistance needs
constructive PL that is linked to the choice of PL to
understanding discussions with
feedback by Self reflects identified student be sourced and Develops a
of the rationale their mentor
for continued
appropriately following each learning needs and undertaken. This is professional learning
professional Self reflects after changing planning lesson with a focus discusses this with discussed with their plan which links PL
learning and the lessons and and shares these on continuous the mentor seeking mentor and selected to improve
implications for identifies areas changes with their improvement and their input supervisor identifies student
improved for personal mentor discusses this with learning needs
Self-reflection Demonstrates
student learning growth , with mentor
Demonstrates a demonstrates a application of PL to Undertakes action
mentor
willingness to Applies mentor’s growing planning and research to address
assistance
experiment, modify ongoing constructive understanding of the improved student identified student
Discusses and evaluate when feedback to improve rationale for learning needs with a focus on
constructive applying new lessons continued improved pedagogy
feedback with knowledge and skills professional learning
Keeps a record of
mentor and with
professional learning
their assistance,
linking changes to
begins to apply
pedagogy to
changes to
improved student
pedagogy
learning
47
Standard 7 Engage professionally with colleagues, parents/caregivers and the community
7.1 Demonstrates a Sources, reads and Examples Demonstrates Independently Consistently

Meet
developing discusses with their demonstrating the understanding and identifies situations demonstrates
professional understanding mentor the key application of the application of the that are classroom understanding of the
ethics and about the principles in the codes of ethics key principles examples of key codes of ethics and
responsibilities professional school’s code of conduct are present described in the principles from the conduct established
responsibilities ethics & conduct in self-reflection code of ethics and codes of ethics and by regulatory
Understand and of teachers with and how each documents with code of conduct by conduct and authorities, systems,
apply the key mentor applies to the some mentor initiating discusses these services and schools
principles assistance classroom setting assistance discussions with mentor and by applying the key
described in examples with their supervisor principles to their
codes of ethics Is punctual, Uploads the codes Demonstrates a
mentor teaching practice
and conduct for polite and of ethics and sound Applies codes of
the teaching behaves conduct to their e- understanding of Further ethics and conduct This behaviour is
profession appropriately portfolio with the responsibilities demonstrates in the classroom recorded and
throughout the annotations that are of teachers through understanding and community, discussed with
practice relevant to ongoing discussions through recording these and mentor and
classroom practice with their mentor independent self- discussing them supervisor
Sources, reads
with mentor reflection and with mentor and
and discusses
assistance discusses this with supervisor
the key
their mentor
principles in the Annotations are
school’s code of discussed with
ethics & conduct mentor
with their mentor
48
7.2 Demonstrates a Discusses the Implements school Independently Through Consistently and
Comply with developing meaning of key and organisational initiates discussion discussions with independently
legislative, understanding of school and policies relevant to about the their mentor and complies with
administrative the purpose of organisational the classroom stage implications of supervisor, legislative,
and school policies policies relevant to of learning with particular school demonstrates organisational and
organisational by discussing the classroom with mentor assistance and organisational understanding professional
requirements policies with mentor policies and about the requirements,
Adds annotated
Understand the their mentor procedures with implications of and policies and
Demonstrates relevant school and
relevant mentor complies with processes
Sources key increasing organisational
legislative, legislative,
school policies knowledge by self- policies to e- Takes initiative to Consistently initiates
administrative organisational, and
and relevant to the reflecting about one portfolio and comply with discussion about the
professional
organisational classroom and or two key school discusses these administrative and implications of
requirements,
policies and adds them to and organisational with mentor organisational legislative,
policies and
processes their e-portfolio policies relevant to requirements and organisational and
processes
required for and discusses the classroom stage this is recorded professional
teachers and issues with of learning and Builds the policy requirements,
according to their mentor discusses such with section of the e- policies and
school stage their mentor portfolio by adding processes with
anecdotes related mentor and
to various supervisor
legislative,
administrative and
organisational
policies and
procedures required
according to the
phase of learning
49
7.3 Demonstrates a Initiates After discussion with Initiates passive Establishes and Through everyday
Engage with developing conversations with mentor, takes involvement in a maintains respectful actions and
parents / carer understanding of their mentor about initiative when parent/carer/teacher and collaborative behaviours
the application of effective strategies interacting with a meeting, behaving relationships with consistently
Understand the code of when interacting parent/carer with sensitivity and parents/carers demonstrates
strategies for
conduct when with parents/carers confidentiality understanding of the
working Records interaction With mentor
effectively, interacting with strategies for working
Through with parent/carer in Following the supervision,
sensitively and parents/carers; effectively, sensitively
conversations with self-reflection meeting with effectively conducts
confidentially with mentor and confidentially with
their mentor, parents/carers interviews with
with parents / assistance Discusses self- parents/carers
carers
demonstrates initiates parents/carers about
reflection with
Discusses with understanding about conversation with their child’s learning With mentor
mentor seeking self-
mentor strategies the different mentor to discuss demonstrating observation,
improvement
for effectively, strategies for the purpose of sensitivity and effectively conducts
sensitively and working effectively, Seeks information significant strategies confidentiality parent interviews
confidentially sensitively and about engaging with about their child’s
Uses self-reflection Observes, if
interacting with confidentially with parents / carers who learning and/or well
as a positive self- possible, a parent
parents/carers parents/carers may not speak being
improvement tool interview involving
English as their first
Begins to Actively interacts an interpreter. Demonstrates
language
establish with parents/carers Following the sensitivity when
relationships with in a variety of ways meeting, makes responding to
parents/carers with mentor appropriate notes communication with
supervision and discusses these all parent/carers
with their mentor about their child’s
and supervisor learning &well-being
50
Standard 7 Engage professionally with colleagues, parents/carers and the community
7.4 Seeks Demonstrates Initiates requests for Independently seeks Demonstrates active Engages with external
Engage with information from understanding about observation of approval and and ongoing professionals as part
professional mentor about the role of external external attends school involvement in a of developing
teaching para professionals in professionals when committee meetings group within the individualised or
networks and professionals broadening their they are working relevant to the school group plans
broader who may be professional with students. phase of learning
communities Initiates attendance Initiates and scribes
working in the knowledge and
Further Demonstrates at, for example, P&C (in their e-portfolio)
Understand the classroom or practice through, for
demonstrates developing meetings involvement with
role of external school example,
understanding about understanding about community
professionals discussions with After attending a
Demonstrates the role of external the links between representatives to
and community mentor and /or the school committee
representative in understanding of professionals in community further develop their
para-professional meeting, initiates
broadening the role of broadening their involvement in the professional
follow through
teachers’ external Demonstrates a professional school and improved knowledge
actions with mentor
professional professionals as growing knowledge and student learning
assistance Immerses themselves
knowledge and part of a child’s understanding and practice through through discussions
practice into school life and
individualized knowledge about the example, with their mentor Broadening
activity and attends,
learning plan strategies used by annotations and and self-reflection professional
as an active member,
through external discussions with knowledge is
Links with other school committee
discussions with professionals to their mentor documented and
teaching networks to meetings and
their mentor enhance student discussed with their
Gains information broaden their community meetings
learning by mentor and
Collects from key staff about knowledge and such as the P&C
documenting and supervisor
information about community practice and
discussing with their
para- engagement and its discusses these with
mentor
professionals purpose in the their mentor
and community Attends staff school
support meetings
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Moderation and Assessment Tools 2020 1

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Moderation and Assessment Tools 2020 1

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School of Education

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OVERVIEW SUMMARY: ...................................................................................................................................... 4

Professional Experience 2 (Undergraduate) and Master of Teaching PE1 .................................................................................. 4

Professional Experience 3 (Undergraduate) ............................................................................................................................... 7

Professional Experience 4 (Undergraduate) and Master of Teaching PE2 ................................................................................ 10

ASSESSMENT MATRIX ...................................................................................................................................... 13

MODERATION AND REFLECTION TOOL ............................................................................................................ 15

Standard 1 Know students and how they learn ................................................................................................................ 15

Standard 2 Know the content and how to teach it ............................................................................................................ 21

Standard 5 Assess, provide feedback and report on student learning ........................................................................... 39

Standard 6 Engage in Professional Learning ..................................................................................................................... 44

Standard 2 Know the content and how to teach it 10 9 8 7 6 5 0

Standard 3 Plan for and implement effective teaching and learning 10 9 8 7 6 5 0

Standard 4 Create and maintain supportive and safe learning 10 9 8 7 6 5 0

Standard 5 Assess, provide feedback and report on student learning 10 9 8 7 6 5 0

Standard 6 Engage in professional learning 10 9 8 7 6 5 0

Standard 7 Engage professionally with colleagues, parents/carers and 10 9 8 7 6 5 0

F < 35 or ANY Standard Unsatisfactory

Standard 2 Know the content and how to teach it 10 9 8 7 6 5 0

Standard 3 Plan for and implement effective teaching and learning 10 9 8 7 6 5 0

Standard 4 Create and maintain supportive and safe learning 10 9 8 7 6 5 0

Standard 5 Assess, provide feedback and report on student learning 10 9 8 7 6 5 0

Standard 6 Engage in professional learning 10 9 8 7 6 5 0

Standard 7 Engage professionally with colleagues, parents/carers and 10 9 8 7 6 5 0

TOTAL MARKS: 54 (54/70 x 100 = 77%)

F < 35 or ANY Standard Unsatisfactory

Standard 1 Know students and how they learn

Professional Experience 4 and MTeach PE2

Professional Experience 4 and MTeach PE2

7.1 Demonstrates a Sources, reads and Examples Demonstrates Independently Consistently

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