PROFESSIONAL EXPERIENCE TEACHING GOALS
Name: Brandi Jones
Goal 1 - Professional
Engagement:
Goal and rationale
To improve my communication
skills with students’
parents/carers.
 
Standard 7
Engage professionally with
colleagues, parents/carers and
the community.
 
Focus Area 7.3
Engage with the parents/carers.
 
Rationale
I have not had a vast opportunity
to communicate professionally
with parents and caregivers of
students and as a result I would
need to enhance my skills in
order to confidently
communicate with members of
the school community. This is
critical in order to create optimal
support for the students,
ensuring that both the teacher
and parents/carers are aware of
anything that occurs that may be
affecting the student, while
helping to ease the stress
levelses of parent/carers.
Goal 2 - Professional Practice:
Goal and Rationale
To advance increase my
collection of strategies for
managing challenging
behaviour.
Standard 4
Create and maintain supportive
learning environments.
Action Evidence
 Discuss a range of  Copy of a script with
positive and effective points of communication
strategies with created in consultation
supervising teacher and with supervising
other colleagues. teachers.
 Observe the  Preparation of a phone
communication strategies call or meeting including
used by the supervising the student’s name,
teacher and other parent’s or carer’s name,
colleagues. reason, date, time and
 Discuss with supervising what was discussed.
teacher the school’s  Written self-reflection of
policies and practices of phone call or other
how and when to interactions with
communicate with parents/carers, including
parents/carers. what went well and what
 Witness communicating I could improve on in the
with parents/carers. future.
 Participate in
communicating with
parents/carers.
 Seek feedback with
supervising teacher on
my parent/carer
communication.
 Self-evaluate and reflect
on experiences and
feedback provided.
Action Evidence
 Discuss the approaches  Personal notes from
and strategies used in discussions with
classrooms with teachers.
supervising teacher and  Notes from daily
other teachers. observations of
 Record observations of behaviour management
behaviour management approaches used and how
approaches used by whether they were/were

Focus Area 4.3
Manage challenging behaviour.
Rationale
Based on feedback I have
received in previous placements,
I could can further my repertoire
of strategies and approaches for
managing challenging
behaviour. Throughout prior
placements, I have understood
that not all behaviour
management approaches are
effective for all students. , thus
eEnhancing my collection of
approaches allows affords me
the opportunity to enhance
improve student learning and
engagement.
Goal 3 - Professional
Knowledge:
Goal and rationale
To facilitate a lesson that is
respectful of and acknowledges
diversity of students of
Aboriginal and Torres Strait
Islander cultures, languages and
histories.
Standard 2
Know the cContent and how to
teach it.
Focus Area 2.4
Demonstrate broad knowledge
and understanding of and respect
for Aboriginal and Torres Strait
Islander histories, cultures and
languages.
Rationale
After reflecting on my previous
placements, it is clear that I have
gaps within Sstandards 1.4 and
2.4. We have not yet explored
supervising teacher (at
least three).
 Discuss the specific
behavioural challenges
with the supervising
teacher.
 Record specific
behavioural management
strategies that are
effective in the
classrooms I am involved
with (at least three).
Action Evidence
 Discuss student profiles
and cultural diversity
with supervising teacher.
 Create a class profile that
identifies cultural
diversity and needs of
each student.
 Examine the unit of
learning, highlighting
opportunities to explore
the history language and
impacts of culture and
cultural identity of
Aboriginal and Torres
Strait Islander histories.
This will draw from 8
Ways pedagogy.
 Create a lesson plan that
allows exploration of the
impact of culture,
cultural identity and
linguistic background of
Aboriginal and Torres
notn’t effective.
 Notes of additions to my
collection of behaviour
management strategies.
 Written feedback from
my supervising teacher
on my behaviour
management approaches
and strategies used
within lessons.
 Appropriate behaviour
management strategies
integrated in lesson
plans.
 Written personal
reflections through
evaluations of lessons
and in daybook.
 A copy of class profile
made by me with
assistance from the
supervising teacher.
 An annotated copy of the
unit of learning and
potential areas to explore
the impact of culture,
cultural identity and
linguistic background of
Aboriginal and Torres
Strait Islanders.
 A lesson plan of this
exploration of Aboriginal
and Torres Strait Islander
histories, cultures and
languages, including
strategies implemented to
remain inclusive and
respectful.
 Written feedback from
the supervising teacher
noting my knowledge
and understanding of
respect for Aboriginal
and Torres Strait Islander
 texts at university/on practicum
?? that use Aboriginal or Torres
Strait Islander experiences or
perspectives, despite having
students who identified as such.
As a result, I need to enhance
my knowledge and
understanding of how to
respectfully teach this content,
and confidently be able to do so.
Strait Islanders.
 Continuously use
inclusive and respectful
language, especially
when approaching these
topics.
histories, cultures and
languages.
 Written personal
reflections on my
experiences with
remaining inclusive and
respectful when
approaching the teaching
of Aboriginal and Torres
Strait Islander histories,
cultures and languages.

Other aims you may have for this professional experience:

 Confidently build relationships with students to enhance student learning and engagement.
 Reflect critically on my own teaching and learning.

Teacher Education Student: Brandi Jones Date: 19/03/22

Supervising Teacher: Date:

Subject Coordinator/Marker: Date: 30/03/22