My name is Lauren Stanshall (Rossiter (married name)), I am currently in my last year of

studying at Australian Catholic University (Strathfield), completing a bachelor of Early

Childhood and Primary Education.

Throughout my fun, focused, and faithfully natured teaching, I have developed this digital
portfolio of professional practice to demonstrate how I implement the AITSL Professional
Standards (graduate level). As a result of the annotations on the artefacts, I have been able to
pinpoint my abilities and strengths specifically for each standard and focus area.

I look forward to sharing the essence of my firm pedagogical beliefs while expressing my
passionate, dedicated and enthusiastic teacher identity. Thank you for taking the time to view
all the things that make me what I am… Mrs Rossiter

Teaching experience

Throughout my teaching career, I have worked with students of all ages and abilities across
all stages. I started working in childcare working with all ages from birth to six years for
about 8-9 years, before moving into the primary sector last year and working casually. This
year, I am working full time on kindergarten. Providing feedback, assessing programs, and
managing assessments are some of my responsibilities.

Professional Knowledge:

Educating children and adults is essential to my philosophy as I believe that learning is an

irreplaceable value. Education is the key to opening innumerable doors, and I believe
knowledge is power. As the foundations are laid and built upon during primary education, I
feel it is so important. Children experience this stage of their development during which they
develop socially, intellectually, and emotionally.

In order to facilitate my consistent engagement in Professional Knowledge, I aim to maintain

and build on my prior knowledge, which caters to students' varying learning abilities, cultural
and linguistic backgrounds, social development, learning styles, and interests. In addition to
promoting equality and high quality education, these factors shape my teaching practice. I
encourage my students' learning to be differentiated, inclusive, understanding, and to have a
coaching stance because I have a deep appreciation of theorists such as Vygotsky, Gardner,
and Piaget. Students are able to discover themselves and their environment through my
inquiry-based and ability-based activities.

Professional Practice:

My pedagogical philosophy is sustainably practiced when I promote safe, supportive, and

inclusive learning environments. To fulfill my duty of care, I apply Gardner's Multiple
Intelligences Theory to my classroom practices, giving every student the opportunity to grow
and flourish. In addition to promoting individual responsibility and choice for decision-
making, Glasser's Choice Theory supports my disciplinary pedagogical approach. To ensure
my students are constantly evaluating and striving to improve, I provide timely, specific, and
meaningful feedback to encourage growth and resilience. The goal of my teaching is to make
learning experiences memorable for my students by using accessible resources, infusing KLA
areas, and incorporating ICT. Together, these will create a classroom that I believe is safe,
trusting, and supportive.

Professional Engagement:

Teachers should engage both virtually and physically with the professional community in
order to develop a supportive network that benefits the entire group. My teaching and my
students' learning experiences will be enhanced through collaboration and knowledge sharing
via professional networks such as Tik Tok and Instagram. Learning is a lifelong process, and
I am always looking forward to increasing my knowledge and abilities as part of my
professional development philosophy.

4.1

Whether it's related to gifts or talents, learning disabilities, or home or social life, challenging
behavior can occur for a variety of reasons. Presented here is a class dojo artefact that
displays an educational communication and behavior management program. This allows me
to manage behavior both in and outside the classroom by reinforcing good behavior and
reprimanding poor choices. The next day, I reset the calendar to start anew, so I don't carry
into the day any negative emotions. As a weekly ongoing behavior management strategy, it
has worked well depending on the class and encourages students to take responsibility and
consider their behavior. My approach to awards is to always correlate them with a school's
behavior management or performance-based learning framework. The PBL core expectations
were listed as tokens at Whalan Public School to reinforce the matrix and ensure my strategy
was aligned with the school's policies. Students learn about the school's expectations and
their responsibilities as members of the community with this aligned behaviour management
system (Faber, 2011).

The implementation of strategies alone does not constitute professional practice of this
standard. In order to manage student behavior, teachers and students must communicate
thoroughly and fairly. Students should be taught to "talk sense to themselves" in cognitive
behavioural approaches (Wragg 1989). According to Glasser (Glasser, 1998), this directly
correlates to his Choice Theory. The ten steps I follow before taking disciplinary action are
my guide to enforcing this theory. The student is allowed to check their actions and make
appropriate changes, I clarify misunderstandings from my point of view, I speak privately
with them to make a "plan" of action, and if this doesn't work, I start taking disciplinary
measures, such as taking a token (or responding to classroom behavior management
strategies), taking a time out and finally seeking additional professional help (AP, Safe
leader). In order to follow through with discipline, stay calm and positively reinforce
behaviors more than anything, I strive to always follow through with the correct ethical
measures (Konza, Grainger & Bradshaw, 2020). The goal is to create a learning environment
where all participants can feel safe and supported.

6.1.3
My mentor teacher participated in the development of this artifact to demonstrate
Professional Engagement. My practicum included formative feedback throughout the course
of the semester. My teaching practices needed to be re-evaluated and reflected upon as a
result of this structured feedback. A way to provide support and challenge is to provide
feedback, according to Egan (2002) (2002, p. 360-361). As a result, I accept constructive
criticism more readily and implement it. This underpins my idea of feedback. In order to
better understand my own perspective on teaching, I first reflected on my own practice. The
mentor then read through my comments to gain a deeper understanding of my position and
thoughts so that he could provide me with specific and supportive feedback. As part of a
quality feedback experience, we discussed the comments in an open and transparent manner
so that everyone was aware of and understood everything that was said. Building
relationships and learning effectively from one another require this follow-through approach
for professional engagement.

The concept of the zone of proximal development (ZPD) is recommended by Vygotsky

(1978) when discussing simultaneous feedback and learning. The person can perform
confidently and independently in some areas, but Van Lier (1995, p. 190) asserts that he or
she cannot access "a range of knowledge and skills without assistance".

7.2.1

This artifact consists of a letter asking parents/guardians for permission to participate in my

practicum class's end-of-year night performance. Despite its simplicity, this activity has a potential for
allergies and injury, which require parental consent. NESA (2020) has provided legislative guidelines
and a letter of permission that I had to follow. As part of the process, details about the activity such
as the date and location, clothing requirements, and other details needed to be written in a formal,
well presented manner. By following procedures, having it reviewed twice and then publishing it and
distributing it, we ensure our duty of care. According to Pushor and Ruitenborg (2005), parent-school
engagement provides parents with the opportunity to participate in school life and contribute to
their children's education. Parents, teachers, and students benefit from this, promoting a healthy
parent-teacher-student relationship.

My students and I collaborated on the costumes for this school concert. As a class, we built a
strong relationship to ensure a magical experience for parents, teachers, and students. I and
the teachers wanted to demonstrate what students are capable of to their parents as intrinsic
motivation was evident.

Parents and teachers can positively impact student learning academically, socially, and
emotionally through professional engagement, according to Muller et al. (2009). As a result,
the community will benefit and its economic and social development will be enhanced

Standard 2

unit on addition and subtraction was implemented using a variety of teaching and learning
strategies. My classroom utilized the following strategies to foster a sense of ownership:
gradual release of responsibility, feedback, small-group instruction, hand-on manipulatives,
and whole-class discussion (AITSL, 3.3.1, 2018). A variety of teaching strategies were used
to encourage students' participation and success.

During the introduction of addition and subtraction strategies to my class, I modelled and
explicitly taught the strategies, releasing responsibility gradually. Our ability to release
responsibility when students worked independently allowed us to seamlessly switch to small-
group instruction without sacrificing differentiation. Modelling was incorporated into
mathematics lessons to teach students specific ways of achieving an answer. The purpose of
the lesson was explicitly explained to students (Evidence 2.2), as well as the learning
intentions. During models, the instructor provides explicit instructions, and after the student
has displayed understanding, he or she can work independently. Explicit teaching is used in
the class lessons to demonstrate and explain new concepts and skills (NSW CESE, 2022).

As part of both small-group instruction and individual tasks, visual representations and manipulatives
were used to support student learning. Further, each strategy was visually represented following its
teaching as part of the visible school learning process (Evidence 2.4). Students had the opportunity
to review the skills they had learned throughout the lesson. To ensure students understood how to
use the information on the walls, anchor charts were created by them in the classroom.

A variety of technology-based prompts were used to prompt students during the enabling and
extension tasks (Evidence 2.5). Through their Essential Assessment (Evidence 2), students
were able to access targeted tasks which allowed them to differentiate beyond the targeted
small groups in the classroom. Each student is given additional tasks based on their ability
level during the course of the unit. Student 1 was given enabling tasks to reinforce his or her
skill development, while student 3 was given extension tasks to reinforce his or her
knowledge development. Over the course of the unit, students completed Essential
Assessments to demonstrate their learning.

Standard 3

s part of the APST Standard 3, students demonstrate the demonstrable knowledge of

Standards 1 and 2 as they plan and set goals for cumulative lessons. To promote student
engagement, success, and motivation in the educative process regardless of ability, teachers
use ICT and a variety of strategies, both verbal and non-verbal (AITSL, 2010). As a final step
in the learning process, teachers engage in reflective practice, so as to continuously improve
student performance (AITSL, 2010).

My collaborative Maths unit plan illustrates the importance of setting challenging goals at the
beginning of a unit to engage students in active learning. We can invite students to excel if
we have high expectations for them and scaffold their summative assessments from the
beginning. This unit plan emphasizes the construction of meaningful learning using ICT in a
real-world setting and with students of diverse abilities and learning styles (Skamp, 2018;
Primary Connections, 2020). In order to ensure that students' aspirations are achieved, a
variety of teaching strategies are used to enable them to set creative and aspirational goals.
After checking for understanding, evaluating teaching, and planning future lessons, each
lesson is designed to check for understanding. As a result of the unit, students learn how to
think mathematically and develop their own ways to explain their reasoning and thinking as
they become mathematically literate. The use of unit mathematical lessons, with the ICT
essential assessment tool, it caters for all needs and allows for growth that the students can
visually see with written goals.

In accordance with Jean Piaget's constructivist theory, students develop new knowledge as
they adopt new experiences through the process of accommodation and assimilation. Young
learners are familiarized and confident as they become exposed to technology as it evolves.
The use of ICT in the classroom makes a drastic difference to the students' confidence with
the content (Howell, 2015, p. 77).

Standard 5

My placement experience, I learned to be flexible and make decisions on the fly to fit the needs of
students as they changed. The importance of flexibility in mathematics classrooms cannot be
overstated, since it promotes an interactive environment where students learn by completing
mathematical tasks and exchanging ideas spontaneously with their teachers. By modifying the lesson
trajectory, students can ensure they gain a thorough understanding of topics and correct
misconceptions immediately.

In most mathematics lessons, small group interventions were designed to help students of all
abilities build their capacities. Various ability levels were able to engage with and grow from the
syllabus because it was differentiated effectively. Each class member monitored progress throughout
the unit as part of the co-constructed K-W-L. As we progressed through the unit, this chart kept
students accountable through short reflections at the end of each lesson. Students could identify
misconceptions and questions by contributing to the K-W-L chart. In order to align with Hattie's
concept of visible learning, we insisted that students be able to view the anchor chart as they
progressed through the unit. The process of learning becomes more visible to students when they
become active participants in their education (Hattie, 2012)

Extension tasks were given to students who achieved above the cohort average and met the
standard of student 3. A better approach would be to broaden their knowledge of the subject rather
than advance to the next level. Furthermore, students will gain a deeper understanding of the
content area in addition to developing their skills and knowledge in addition and subtraction.
Adapting to students' diverse abilities through differentiation allows them to develop beyond their
current level of capability (Beane, 1996). As a teacher, I support the decision to include word
problems at the beginning of every block of numeracy instruction. As part of my future mathematics
teaching programs, I would include word problems to enable students to apply their knowledge and
skills outside of the classroom.

My assessment strategies and student capabilities reporting are demonstrated in evidence 5.3. In
addition to collaboration with knowledgeable others, I will participate in professional learning in
order to expand on students' strength extension tasks in order to challenge higher abilities as part of
my professional development.

Need to do standard 1,

Use GTPA and get all evidence

Before entering the classroom, I accessed the MySchool website to gain a better
understanding of the school and students. In terms of the index of community socio-
educational advantage, the school is ranked in the bottom 7 percentile. The percentage of
indigenous students is 30%, while the percentage of EALD students is 39%. The learning
styles will be better understood before entering the classroom as a result of this approach.

As this was a method the school used to track progress, I was provided with the essential
assessment data (Evidence 1.1) before beginning any additional assessments. As of the
beginning of Term 3, the data had been collected. To determine goals and measure progress
in selected areas of mathematics, essential assessment has been used across the entire school.
Pre, mid, and post assessments are included in essential assessments for tracking students'
progress. Their essential assessment provided me with their individual assessments as well as
a detailed description of how and where they misunderstood the content descriptors. For
small groups, I created individual instruction and planning by identifying differentiation and
focus areas.

Based on the PLAN2 data for the class (Evidence 1.2), we were able to gain a more detailed
understanding of the range of students' abilities. In order to identify a student's strengths, I
assessed his or her current ability level and identified three students to focus on.

As a result of their mid-year reports (evidence 1.3), I was able to gain a better understanding
of their mathematical knowledge. As additive relations were mostly discussed in semester
two, they were briefly discussed in semester one as well.

As a result of discussions with the supervising teacher and the school's mathematics scope
and sequence (Evidence 1.4), we decided to focus on an addition and subtraction unit.
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