FACULTY OF EDUCATION (ACT) · Conversations The Professional Experience Report The cover photograph is licensed through ... provide seven single days in schools leading to a block

Australian Catholic University Canberra Campus, 223 Antill St, Watson, ACT 2602 Australia, PO Box 256 Dickson, ACT 2602 Australia CRICOS registered provider: 00004G

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FACULTY OF EDUCATION

(ACT)

Transformative Learning: Integrating Professional Experience and the Australian Professional Standards for Teachers

Bachelor of Education

(Primary)

Bachelor of Education (Early Childhood and

Primary)


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The Australian Catholic University (ACU) has worked collaboratively with the Teacher Quality Institute (TQI) and

University of Canberra (UC) to develop the following documents and templates

enclosed in this booklet:

The Developmental Features of

Practice

Template for Professional

Conversations

The Professional Experience Report

The cover photograph is licensed through Creative Commons RLFilipkowski (2008) Flickr: http://www.flickr.com/photos/rickleefilipkowski/3929024751/


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CONTENTS

FOREWORD 4

ACU MODEL OF PRACTICE 5

DEVELOPMENTAL FEATURES OF PRACTICE 6

PROFESSIONAL CONVERSATIONS 10

TEMPLATE FOR PROFESSIONAL PLACEMENT CONVERSATIONS 11

INTERIM MID POINT REPORT 15

AT RISK ASSESSMENT 17

PROFESSIONAL EXPERIENCE REPORT 18

SECTION 1 – PROFESSIONAL KNOWLEDGE 19

SECTION 2 – PROFESSIONAL PRACTICE 20

SECTION 3 – PROFESSIONAL ENGAGEMENT 21

APPENDIX A: ABOUT THE REPORTS 23

APPENDIX B: APST EVIDENCE GUIDE - GRADUATE LEVEL 24


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FOREWORD To ensure a consistent approach to Professional Experience placements in the ACT, The Australian Catholic University (ACU) has worked collaboratively with the Teacher Quality Institute (TQI) and University of Canberra (UC) to develop three of the documents/templates in this booklet:

The Developmental Features of Practice

Template for Professional Conversations

The Professional Experience Report

Together with the other components of this booklet developed by ACU, a framework is created to guide and support all stakeholders when assessing and evaluating pre-service teachers (PST) within the Professional Experience Program (PEP). Through professional experiences that are enriching and transformative, ACU pre-service teachers are encouraged to develop a strong professional identity that reflects the underlying values of the University mission.

Components of this booklet:

Model of Practice

A diagrammatic representation of the integration of APST and ACU Graduate Attributes. The quality of professional experiences for teachers and pre-service teachers is enhanced through the development of a cohesive model of practice that reflects an alignment between the Australian Professional Standards for Teachers (APST) and the ACU Graduate Attributes that PST’s are expected to have achieved by the end of their course.

Developmental Features of Practice

Intended as a guide to reasonable developmental progress of pre-service teachers throughout their course in relation to the APST - Graduate.

Professional Conversations

Template providing a framework for professional conversations between PST’s and their supervising teachers in the context of their professional placements. Prompts are provided for both the supervising teacher and the PST. These are divided into the three domains of the APST: Professional Knowledge, Professional Practice and Professional Engagement.

Interim Mid-point report

This report is to be completed mid way through the placement as a formative assessment mechanism and utilised as part of professional conversations between Supervising Teacher, Tertiary Supervisor and PST.

At Risk Report and procedures

This report is to be completed if the PST is identified in the mid point report as being unable to demonstrate sufficient development of appropriate knowledge and skills. The ‘at risk’ report should be submitted as soon as possible to the PEP office in conjunction with the mid point report.

Professional Experience Report

The final report is to document a shared understanding of the PST’s progress throughout the professional experience placement. The report is structured around the three domains of the APST.

Professional Experience Evidence Guide

The APST Evidence Guide provides assistance in the completion of the Professional Experience Report. PST’s are to be assessed on each of the focus areas for each Standard within the three Domains of the Graduate Teacher Standards.

This booklet is to be utilised in conjunction with the Professional Experience Guidelines 2015. The Guidelines contain specific information related to requirements and expectations for each level of placement.

Mary Gallagher

National Director – Professional and Community Experience (Acting)


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DEVELOPMENTAL FEATURES OF PRACTICE

Developing professional knowledge, practice and engagement through the course Alignment with Graduate Teacher Standards is an integrative feature of all placements.

The Australian Professional Standards for Teachers outlines elements of practice at graduate, proficient, highly accomplished and lead levels. Pre-service teachers are expected to demonstrate capacity at graduate level towards the end of their course. The following table is intended as a guide to reasonable developmental

progress of pre-service teachers through their course

BEGINNING PLACEMENT/S INTERMEDIATE PLACEMENT/S FINAL PLACEMENT

About the pre service teacher

In first semester of a first year B.Ed. Primary Degree pre-service teachers participate in ‘Learning Walks’ by visiting five different

schools and Early learning centers. In second semester, PST’s are allocated to a specific school, completing eight individual

days during the semester and then a one-week block practicum. Both these opportunities are

considered ‘orientation’ type experiences. In a 4-year undergraduate course, the first

‘teaching practicum’ is normally taken during second year. In graduate programs, this is

normally in first year.

This first teaching placement for undergraduates is linked to a unit focusing on planning and designing learning and teaching experiences. This placement is structured to

provide seven single days in schools leading to a block practicum of fourteen days.

In 2-year graduate programs, pre service teachers complete two placements in the first year of their course. The first placement is a

beginning placement. The second is an Intermediate placement.


In 4-year undergraduate courses, this placement is normally undertaken during third year as one

19-day placement – ideally in a rural setting.

This placement is linked to units focusing on managing learning environments, assessment

and evaluation of learning and teaching.

Third year undergraduate students are also required to undertake a ten-day community

engagement experience.

In 2-year graduate programs, pre service teachers complete two placements in the first

year of their course. The second placement is an Intermediate placement.

In the Graduate Diploma of Education, the semester 1 placement is a Beginning-

Intermediate Placement.


The final placement is normally taken in the final year of all courses.

For Undergraduate students the final placement consists of eight single days leading to a six-

week block practicum.

During this placement, students should be finalising the development of an ePortfolio –

containing evidence of demonstrating the Australian Professional Teacher Standards –

Graduate level.

In 2-year graduate programs, the final placement takes place in second semester of the second

year.


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OBSERVE & DISCUSS EXPERIMENT DEMONSTRATE CAPACITY

Beginning Placement Intermediate placement/s Final placement

PR

OF

ES

SIO

NA

L K

NO

WL

ED

GE

Pre service teachers can discuss the physical, cultural, social, linguistic and intellectual

characteristics influencing the learning of the students they observed in an informed and

respectful manner. Pre service teachers show an understanding of the need to differentiate their

teaching to meet the individual needs of a range of learners, and can recognise differentiation in

action. Pre-service teachers develop lesson plans that illustrate content knowledge. Pre-service teachers prepare lesson plans that

appropriately align curriculum assessment & reporting requirements under supervision and

begin to guide lessons using these plans

Pre service teachers experiment with approaches to support the physical, cultural, social, linguistic and

intellectual characteristics that influence the learning of students. They experiment with

differentiating their teaching to meet the individual needs of a range of learners in their classes,

including the particular learning needs of Aboriginal and Torres Strait Islander (ATSI) students, and

students with English as an additional language or dialect (EAL/D). They develop lesson plans

appropriate to the curriculum area and students. Their lesson plans appropriately align curriculum, assessment & reporting requirements. Pre-service teachers begin implementing these lesson plans with their classes. An appropriate grasp of the

subject content is demonstrated

Pre service teachers demonstrate through their teaching an understanding of how physical, cultural,

social, linguistic and intellectual characteristics influence learning. Pre service teachers

demonstrate a capacity to differentiate their teaching to meet the individual needs of a range of learners in their classes, including ATSI students,

EAL/D students and students with disabilities. They develop, and deliver, lessons appropriate to their discipline, subject and students. Their lessons appropriately align curriculum assessment &

reporting requirements. A thorough understanding of the subject content is demonstrated.

GR

AD

UA

TE

ST

AN

DA

RD

S


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PR

OF

ES

SIO

NA

L P

RA

CT

ICE

Pre service teachers observe and discuss ways to engage all learners, maintain high expectations

and the importance of well-structured lessons. Pre service teachers begin to create well-

organised lessons. They observe strategies for creating a safe, structured learning environment, including behaviour management. Their lesson

plans demonstrate a range of appropriate strategies to engage all their students as

appropriate to their curriculum area. Pre service teachers understand the importance of analysing a variety of student assessment data, summative

& formative, to provide timely and meaningful feedback. They observe how student

assessment data is used to inform future planning to enhance student learning.

Pre service teachers demonstrate an understanding of the importance of engaging all their students; maintain high expectations and well-structured

lessons. Pre service teachers begin to experiment with approaches to creating well-organised lessons. They experiment with strategies for creating a safe,

structured learning environment, including strategies for managing challenging student

behaviour. Their lessons experiment with a range of appropriate strategies to engage all their

students as appropriate to their discipline. Pre service teachers demonstrate some capacity to analyse a variety of student assessment data, summative & formative, to provide timely and

meaningful feedback. They begin to use assessment data to inform future planning to

enhance student learning.

Pre service teachers seek to engage all their students, maintain high expectations, and

implement well structured lessons. Pre service teachers create well-organised lessons within a

safe, structured learning environment, and demonstrate a capacity to manage challenging

student behaviours. Their lessons use a range of appropriate strategies to engage all their students as appropriate to the curriculum area. Pre service

teachers demonstrate a capacity to analyse a variety of student assessment data, summative &

formative, to provide timely and meaningful feedback (implemented where appropriate

according to their placement). Student assessment data is used to inform future planning to enhance

the learning of all students.

OBSERVE & DISCUSS EXPERIMENT DEMONSTRATE CAPACITY

Beginning Placement Intermediate placement/s Final placement

PR

OF

ES

SIO

NA

L

EN

GA

GE

ME

NT

Pre service teachers observe and discuss the various ways teachers meet their professional

and ethical obligations.

They understand the importance of conducting themselves in a professional and ethical manner whilst in schools. Pre service teachers interact

with teachers, students and the school community in an appropriate manner and comply with all relevant ethical and legal requirements.

They observe the ways in which teachers network and develop their professional learning

pathways.

Pre service teachers conduct themselves in a professional and ethical manner whilst in schools. This includes seeking and using feedback on their performance. Pre service teachers interact with

teachers, students and the school community in an appropriate manner and comply with all relevant

ethical and legal requirements. They are aware of the importance of continued professional learning,

and participate where appropriate in collegial networks.

Pre service teachers conduct themselves in a professional and ethical manner whilst in schools. This includes seeking and using feedback on their performance. Pre service teachers interact with

teachers, students and the school community in an appropriate manner and comply with all relevant

ethical and legal requirements. They begin to actively pursue professional learning opportunities

and networks.


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Demonstrated through

Engaging with students informally and in planned activity;

Collaborating on lessons with the teacher (planning and /or teaching);

Planning and reflecting upon individual lessons for small groups, moving to whole class teaching;

Beginning a portfolio of content, strategies, resources, teaching and reflections formatted

around the Graduate Teaching Standards.


Planning for small groups, individual study and whole class learning experiences;

Designing and delivering a sequence of lessons to demonstrate evaluation and modification;

Teaching ‘full days’ as expressed in context;

Continuing to develop the portfolio aligned to the Graduate Teaching Standards.


Developing, implementing and evaluating small units of work;

Taking leadership and demonstrating initiative in the design and delivery of teaching;

Building toward the maximum full time teaching as context will stimulate reflections on professional role and responsibility;

Refining the portfolio for recruitment and professional learning.


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In all placements pre service teachers should:

Observe and assist in classroom;

Observe other teachers and school activities;

Engage in reflective discussions with mentor and other teachers;

Attend playground duty, staff meetings and other events expected during the school day;

Become familiar with school policies and practices;

Know about and utilise school’s resource facilities;

Engage in professional discussions; read professional literature available in the school;

Reflect on all aspects and seek feedback regularly;

Demonstrate the professional characteristics of punctuality, presence, appearance and ethical behaviour;

Demonstrate the personal attributes of enthusiasm, initiatives, and a willingness to learn.

Where appropriate to context pre service teachers should:

Participate in curriculum design sessions and professional learning opportunities with staff groups;

Attend moderation meetings;

Attend and assist at school events e.g.: sports carnivals, fetes, dramatic productions etc.;

Participate in excursions and camps;

Meet and observe specialist teachers and support staff;

Observe parent/teacher interviews.


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PROFESSIONAL CONVERSATIONS

Throughout the placement, we ask that the pre-service teacher be supported by a regular cycle of professional conversations as the framework for feedback and guidance.

PREAMBLE

This template has been developed in consultation with a cross-sectoral group of teachers, pre-service teachers and staff from the Australian Catholic University and the University of Canberra, for use in professional placements as part of an AITSL funded, ACT TQI pilot project.

The template is a framework for professional conversations between pre-service teachers and their mentors (associate teachers) in the context of their professional placements. It is a flexible, open document to be used in a variety of circumstances including initial discussion, regular or specific feedback meetings and formative and summative feedback sessions. Prompt questions are provided for guidance only and are not prescriptive. These prompts for professional conversations are intended to reflect requirements for meeting the Australian Professional Standards for Teachers.

PROFESSIONAL PARTNERSHIPS

The mentoring relationship between the pre-service teacher and their supervising teacher is a supportive workplace partnership, providing feedback on professional performance in the context of career and personal development. Regular meetings should provide opportunities for reflection and exploration of a variety of experiences, issues and potential actions, based on the presentation of evidence.

PRINCIPLES OF EFFECTIVE FEEDBACK

Effective feedback should:

Reflect the pre-service teacher’s level of experience (see Developmental Features of Practice)

Be based on explicit prior agreement about the scope of the feedback and the relationship

Provide opportunities for personal reflection and sharing of ideas rather than just giving advice

Focus on behaviour and learning rather than personal qualities

Relate to specific times/situations rather than abstractions or generalisations

Include a clear statement of the intended outcomes/behaviours/action plans

PLANNING

It is important to set the scene or clarify the context of any specific professional conversation.

Consider and keep a record of:

Date and time

Participants:

Pre-service teacher

Supervising teacher

Other e.g. University liaison staff? Other teachers?

Focus of conversation:

Initial planning meeting

Lesson planning meeting

Feedback on a specific lesson or series of lessons

Summative review meeting


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TEMPLATE FOR PROFESSIONAL PLACEMENT CONVERSATIONS

Professional Knowledge

How students learn. Physical, social and intellectual development. Differentiation.

Content knowledge and organisation. Relevant teaching and assessment strategies.

REFLECTION: HIGHLIGHTS, STRENGTHS, CHALLENGES, EVIDENCE

Possible prompts for the teacher

Do you feel all learners are achieving to the best of their abilities?

What links do you see between the theory and research you are doing at university and practice in the classroom?

Are you feeling confident with the content?

Do you think you gauged the content level and its relevance appropriately?

Do you feel you covered an appropriate amount of content? E.g. too much/too little?

Were there specific strategies you feel worked well in achieving your learning outcomes? E.g. the modelled, shared, guided, independent writing cycle

How did the use of ICT enhance your lesson?

How do you know you achieved your learning outcomes?

Possible prompts for the pre service teacher

In what ways did I meet the learning needs of the EALD (English as an Additional Language) /ATSI (Aboriginal Torres Strait Islander) learners in the class?

What did you feel were the effective parts of my planning for and interaction with, these students?

Which learning theories and/or principles inspire you and inform your teaching?

How do you choose strategies to match the different learners in the class?

Which strategies work best when differentiating the learning for gifted and talented students? For students having difficulty?

OPPORTUNITIES FOR DEVELOPMENT/IMPROVEMENTS, GOALS, ACTION PLAN

Professional Knowledge

Possible prompts

What adaptations could you make to your teaching plans to meet the needs of all (including EALD/ATSI/children with learning difficulties) learners?

What resources do you need?

What skills do you still need to develop so you can meet the needs of all learners?

What strategies can you implement in the future to ensure full engagement of all students?

What changes could you make in the future to improve the learning sequence and strengthen scaffolding?

What skills and knowledge would enhance your assessment procedures to better inform your future teaching?


What resources does the school suggest for working with ATSI/EALD children and children with disabilities?

Where do suggest I go for help and advice to build your knowledge of different learners’ needs or new content?

What suggestions have you got to ensure I pitch my teaching at the right level for the students?

What strategies work for you when you are sequencing lessons and scaffolding learning for a diverse group of students?

What resources are there to help me understand what outcomes are reasonable to expect from students at this year level?


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Professional Practice

Plan, structure and sequence learning programs. Teaching and evaluation strategies. Communication and engagement. Behaviour management. Assessment and feedback.



How did the resources you used enhance the learning experience?

Which communication strategies worked best to engage the students?

What were the effective elements in the planning and implementation of the learning experience?

What strategies are you using to ensure the learning is scaffolded? E.g.: within a lesson or across a sequence of lessons?

What strategies worked best for managing student behaviour?

Were your assessment strategies effective? How do you know?

How did you provide feedback to your students?

How effective were your grouping strategies?


What elements of my teaching practice do you consider to be effective?

From your perspective, which behaviour management strategies worked well to provide a safe and supportive learning environment?

What changes do you suggest I could make?

How do you feel the students responded to the learning sequence?

Do you think I chose the most appropriate assessment strategies? Are there other strategies that may have worked better?

From your perspective was my feedback instructive to the students’ learning?


Professional Practice

Possible prompts

What are some of the causal factors in your success that could be transferred into strategies for improvement in other areas?

What needs to work better in the future?

What would you do differently next time?

What could you do to make things more successful next time?

What resources will you need...?

What strategies could you implement in the future to improve classroom management?

What communication strategies might further support student engagement?

How could you challenge yourself further (and the students) by your choice of grouping strategy (e.g.: mixed ability, streamed, etc.)


What communication strategies do you find most effective?

What classroom management strategies have worked best for you? Have you ever…? (E.g. challenging behaviours/circumstances)

How do you set up your classroom rules and expectations?

What advice do you have about moderating assessment tasks and making good use of assessment data?

What is the school policy in relation to behaviour management, assessment and reporting?

How do you organise your assessment data to inform teaching and reporting?

Which grouping strategies do you feel work best in particular contexts? Why?


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Professional Engagement

Engaging with school community. Professional and ethical behaviour.

Seeking and applying feedback.

Engaging with and demonstrating Professional Teaching Standards.



Explain how this reflection has made you aware of areas of professional learning you would like to pursue.

What improvements have you seen in your own teaching practice?

Could this learning experience have been improved by further collaborating with … (e.g. librarian, classroom teacher etc.)?

Did you feel confident working with other professionals to assist with student learning needs? (E.g. TA, outside agencies, specialist teachers)

Are there policy/compliance issues you wish to discuss/explore? (E.g.: line of sight, confidentiality, etc.)


Where do you feel my gaps are in relation to professional engagement?

What improvements have you seen in my teaching practice?

Did I make effective use of the parent helpers/Teacher Assistant?

What are the policy/compliance implications for me in relation to…? (E.g.: Mandatory reporting).


Professional Engagement


What skills and knowledge do you feel you need to develop in order to feel confident working with other professionals to assist with student learning needs?

What strategies and sources do you have for asking for help in your teaching?

What plans do you have for your ongoing professional learning?

What administrational and organisational activities do you feel you need to continue to develop skills and knowledge about? E.g. planning programs, excursion organisation, parent-teacher nights

Which school policy and legislative areas would you like to build an understanding of?

How does the physical environment of the classroom impact on the learning?

How could you utilise the physical environment more effectively?


Where can I go to enhance my professional learning…?

Can you recommend any professional learning networks/associations? What do you think their benefits are?

Are there members of staff you recommend I visit to observe and discuss their expertise in relation to…

What administrational and organisational activities could I assist with to ensure the continued development of my professional skills? (E.g. planning programs and/or meetings, excursion organisation, parent-teacher nights).

Tell me about your experiences with parents. How can I ensure appropriate relationships with parents?

Why is your classroom set up in this way? What influences your decisions when setting up the classroom?


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General conversation prompts


Possible prompts

What were the highlights for you?

What worked well? Why?

Did you achieve what you set out to do?

What were the challenges? Why?

What specific aspects would you like to discuss?

What have you learned?

Which tasks/activities have you valued?

What skills/competencies have you observed?

How did you know...?

What did you observe....?

Explain how this reflection has made you aware of areas of professional learning you would like to pursue?


Possible prompts

What are some of the causal factors in your success that could be transferred into strategies for improvement?

What needs to work better in the future?

What would you do differently next time?

What would you like to focus on for the next lesson/observation/review discussion?

What can we work on together?

What could you do to make things more successful next time?

What resources will you need...?

What evidence will you provide to demonstrate improvement?

What might be the consequences (of any suggested options or strategies)?

What circumstances or issues might impact on this plan?

When will we meet for our next discussion?

REPORTS

INTERIM MID POINT ASSESSMENT REPORT

The Interim Mid-Point Assessment Report is designed to clearly indicate the pre-service teacher’s performance at the middle stage of the professional experience placement. Supervising Teachers are asked to work through each of the thirty-seven Standard focus areas and related descriptors with the PST and ascertain overall progress so far in the placement. The mid-point of the placement provides an opportunity for the Supervising Teacher to communicate to the PST specific areas for improvement as well as areas of strength. Please complete the Overall Assessment Rating below and provide brief comments.

If assessed as “Knowledge & Skills Not Sufficiently Demonstrated”, this signifies that the pre-service teacher’s progress is inadequate at the level of Professional Experience being undertaken and is ‘At Risk’ of not achieving a Satisfactory grade.

NB: If the pre-service teacher is deemed to be ‘At Risk’ then the Supervising Teacher should immediately contact the nominated Tertiary Supervisor and the PEP Placement Office and complete the ‘Notification for ‘At Risk’ of Unsatisfactory Progress’ document found in this booklet. The midpoint report and the At Risk form completed together are considered an intervention and support mechanism to ensure pre service teachers have every opportunity to further develop the necessary knowledge and skills in order to successfully complete the Professional Experience.


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MID POINT INTERIM OVERALL ASSESSMENT RATING

Please place a tick in the relevant box on the rating scale below to indicate your overall assessment of the Mid-Point development of the pre-service teacher across the three Domain Areas of the Australian Professional Standards for Teachers – Professional Knowledge, Professional Practice and Professional Engagement.

Knowledge & Skills Not Sufficiently Demonstrated

Knowledge & Skills Provisionally Demonstrated

Knowledge & Skills Clearly Demonstrated

SUPERVISING TEACHER’S REFLECTIVE COMMENTS ON MID-POINT PERFORMANCE

Please articulate observed strengths in professional knowledge, practices and engagement as well as identifying specific and realistic goals

Strengths:

Areas for development during the rest of the placement:

Supervising Teacher Signature: ……………………………………… Date ………………………

PRE-SERVICE TEACHER’S REFLECTIVE COMMENTS ON MID-POINT PERFORMANCE

Aspects of my teaching progress that I believe have been successful:

Aspects of my teaching progress that I believe need to be developed further:

After consultation with my Supervising Teacher and the University Supervisor, my goals for the remainder of the practicum experience are:

Pre-Service Teacher Signature: ……………………………………… Date ………………………

This report should be submitted to the relevant Professional Experience Office as soon a possible after it is completed if the PST is being placed at risk. This report can be used as the basis for discussion with the Tertiary Supervisor.


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AT RISK’ ASSESSMENT NOTIFICATION

(THIS SECTION SHOULD BE COMPLETED IF THE PRE-SERVICE TEACHER IS DEEMED TO BE ‘AT RISK’ OF NOT ACHIEVING A SATISFACTORY ASSESSMENT AT THE INTERIM MID POINT ASSESSMENT)

Pre-Service Teacher: _________________________________________Unit Code: EDFX______

School: ________________________________________________________________________

Supervising Teacher (1): __________________________________________________________

Supervising School Teacher (2): (If applicable) _________________________________________

Tertiary Supervisor: _______________________________________________________________

At Risk’ Assessment Assessment of your professional development in this professional experience placement has highlighted significant areas of concern, which indicate that at this point you are ‘at risk’ of obtaining an Unsatisfactory grade. The areas of unsatisfactory progress have been identified below and need to be rectified in order for a satisfactory grade to be awarded for this specific Professional Experience component of your course.

Areas of Concern: (Identified by the Supervising Teacher and Tertiary Supervisor):

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Strategies for Improvement: (Developed by the Supervising Teacher and Tertiary Supervisor in

consultation with the Pre-Service Teacher)

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

___________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

I have read and understood the details and requirements of the ‘At Risk’ assessment noted above.

Pre-service Teacher: ______________________________________________ (signature) Date: _________

Supervising Teacher: _____________________________________________ (signature) Date: _________

Tertiary Supervisor ________________________________________________ (signature) Date: _________

School Professional Experience Coordinator: __________________________(signature) Date: _________

ACU Professional Experience Coordinator: ____________________________(Signature) Date: _________


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PROFESSIONAL EXPERIENCE REPORT

PRE-SERVICE TEACHER:

SCHOOL:

SUPERVISING TEACHER:

GRADE LEVEL:

ACU COURSE / YEAR OF STUDY:

LEVEL OF PLACEMENT:

Assessed as: Beginning

Intermediate

Final

REPORT TYPE: INTERIM FINAL

INTERIM ASSESSMENT:

Interim Mid Point Assessment Report completed Date: / /

Satisfactory progress

At Risk: In need of intervention and support

FINAL ASSESSMENT:

PASS FAIL

NUMBER OF DAYS COMPLETED: Start Date: / / End date: / /

SIGNATURES:

PRE-SERVICE TEACHER: Date: / /

SUPERVISING TEACHER:

Date: / /

PRINCIPAL/SCHOOL PROFESSIONAL

EXPERIENCE COORDINATOR:

Date: / /

ACU PROFESSIONAL EXPERIENCE

COORDINATOR:

Date: / /


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SECTION 1 – PROFESSIONAL KNOWLEDGE This section provides a place to document evidence and cite examples of the pre-service teachers’ achievements and development of knowledge and skills based around the first domain of the Australian Professional Standards for Teachers, ‘Professional Knowledge’. Judgment of pre-service teacher progress should be made with reference to the ACU Professional Experience Guidelines, the ‘Developmental features of practice’ and multiple ‘Professional Conversations’ between the associate teacher and pre-service teacher.

This domain includes the following standards and focus areas (full text with descriptors - see Appendix B):

1. Know the students and how they learn 2. Know the content and how to teach it

1.1 Physical, social and intellectual development and characteristics of students

2.1. Content and teaching strategies of the teaching area

1.2. Understands how students learn 2.2. Content selection and organisation

1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

2.3. Curriculum, assessment and reporting

1.4. Strategies for teaching Aboriginal and Torres Strait Islander students

2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.5. Literacy and numeracy strategies

1.6. Strategies to support full participation of students with disability

2.6. Information and Communication Technology (ICT)

Please tick the specific focus areas related to each standard you are addressing in the report below. It is understood that pre-service teachers may not have the opportunity to demonstrate capability in every element of every standard in every professional experience.

DOMAIN 1 – PROFESSIONAL KNOWLEDGE

EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT:

FOCUS FOR FURTHER DEVELOPMENT


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SECTION 2 – PROFESSIONAL PRACTICE This section provides a place to document evidence and cite examples of the pre-service teachers’ achievements and development of knowledge and skills based around the first domain of the Australian Professional Standards for Teachers, Professional Practice’. Judgment of pre-service teacher progress should be made with reference to the ACU Professional Experience Guidelines, the ‘Developmental features of practice’ and multiple ‘Professional Conversations’ between associate teacher and pre-service teacher.

This domain includes the following standards and focus areas (full text with descriptors - see appendix B):

3.Plan for and implement effective teaching and learning

4.Create and maintain supportive and safe learning environments

5.Assess, provide feedback and report on student learning

3.1.Establish challenging learning goals

4.1.Support student participation 5.1.Assess student learning

3.2.Plan, structure and sequence learning programs

4.2.Manage classroom activities 5.2.Provide feedback to students on their own learning

3.3.Use teaching strategies 4.3.Manage challenging behaviour 5.3.Make consistent and comparable judgments

3.4.Select and use resources 4.4.Maintain student safety 5.4.Interpret student data

3.5.Use effective classroom communication

4.5.Use ICT safely, responsibly and ethically

5.5.Report on student achievement

3.6.Evaluate and improve teaching programs

3.7.Engage parents / carers in the educative process


DOMAIN 2 – PROFESSIONAL PRACTICE




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SECTION 3 – PROFESSIONAL ENGAGEMENT This section provides a place to document evidence and cite evidence of the pre-service teachers’ achievements and development of knowledge and skills based around the first domain of the Australian Professional Standards for Teachers, ‘Professional Engagement’. Judgment of pre-service teacher progress should be made with reference to the ACU Professional Experience Guidelines, the ‘Developmental features of practice’ and multiple ‘Professional Conversations’ between supervising teacher and pre-service teacher.

This domain includes the following standards and focus areas (full text with descriptors - see Appendix B):

6. Engage in professional learning 7. Engage professionally with colleagues, parents / carers and community

6.1. Identify and plan professional learning needs 7.1. Meet professional ethics and responsibilities

6.2. Engage in professional learning and improve practice

7.2. Comply with legislative, administrative and organisational requirements

6.3. Engage with colleagues and improve practice 7.3. Engage with the parents/carers

6.4. Apply professional learning and improve student learning

7.4. Engage with professional teaching networks and broader communities


DOMAIN 3 – PROFESSIONAL ENGAGEMENT




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SUPERVISING TEACHER – GENERAL COMMENTS

PRE-SERVICE TEACHER – REFLECTIVE COMMENTS


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APPENDIX A: ABOUT THE REPORTS

1. The Mid-point Report: to be written as an interim/formative mechanism, and submitted to the PEP office mid-way through the Placement if PST is deemed at risk. Otherwise the report c=should be submitted together with the final report.

2. At Risk Report: to be completed if the expected level of knowledge and skills are

deemed to be Not Sufficiently Demonstrated when the mid-point report is completed.

3. Professional Experience Report: to be complete at the end of the placement.

Each of the reports is intended to document a shared understanding of PST’s progress during professional experience placement. The report should be written following a process of professional conversations structured around the three domains of the APST. These conversations will include the pre-service teacher and supervising teacher, but may include other school and university staff.

The comments entered in these reports may be read by a range of stakeholders interested in the pre-service teacher’s progress, so they should be concise and focused on emphasising learning and development related to the Standards as evidence of achievement. In making judgements, please refer to the advice given in the Professional Experience Guidelines, the Developmental Features of Practice and the Evidence Guide to ensure that evaluative comments are appropriate to the pre-

service teacher’s level of development in their course.

At the end of the placement the final report should be completed as a summative assessment mechanism and as evidence of the pre-service teacher passing the Professional Experience. The report may also be used on additional occasions to communicate to PST’s areas for improvement.

It is requested that the final placement mid point report include a brief formative evaluation of progress against all APST focus areas. It is at this time that any concerns regarding the PST’s capacity to demonstrate achievement in all focus areas by the end of the final placement should be recorded so that intervention and support can be provided. This interim report should be submitted at the end of week two (Day 18) of the six-week block practicum.

Grading of reports:

SATISFACTORY PROGRESS: Demonstrated a satisfactory level of achievement so far in the

professional experience level being undertaken

AT RISK: IN NEED OF INTEVENTION AND SUPPORT: When the pre-service teacher’s progress

is inadequate at the level of professional experience being undertaken then the supervising teacher needs to complete the mid-point report AND at risk form in consultation with the ACU Tertiary Supervisor. This is considered an intervention and support mechanism to ensure the student has every opportunity to further develop the necessary knowledge and skills. Pre-service teachers should be given a minimum five days notice to ensure adequate time to improve.

The final report indicates whether the PST has demonstrated elements of teaching Knowledge, Practice and Engagement at the level commensurate with their placement. This is recorded as either PASS or FAIL.

PASS: Demonstrated a satisfactory level of achievement for the professional experience level

being undertaken

FAIL: Achievement is unsatisfactory for the professional experience level being undertaken. The

student therefore fails the Processional Experience.

The final report is to be provided to the pre-service teacher by the last day of their placement. The details of the report should be discussed with the pre-service teacher before the end of the practicum to ensure accurate interpretation of comments. The pre-service teacher should then respond to the report and receive a signed copy. When the report is finalised, the School Professional Experience Coordinator should send the original signed report/s to the University along with any other relevant documentation.


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APPENDIX B: Standard Descriptors with Evidence Guide

This Professional Experience Evidence Guide provides assistance in the completion of the Professional Experience Report. Pre-service teachers are to be assessed for each Standard within the three Domains of the AITSL Australian Graduate Teacher Standards. These Domains cover Professional Knowledge, Professional Practice and Professional Engagement. This document provides some examples of the forms of evidence that may be expected in relation to the Graduate Level of the Focus Areas of each Standard.

PLEASE NOTE:

It is not expected that pre-service teachers would demonstrate all of the examples of evidence listed and these lists are by no means exhaustive. Rather they provide an overview of the type of evidence that could be expected from pre-service teachers.

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

1.1 Physical, social and intellectual development and characteristics of students

Demonstrate knowledge, and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning

Some examples of evidence:

Undertakes assessment to identify students with particular social, intellectual and physical learning needs

Plans and implements appropriate teaching and learning activities, strategies and programs to meet student needs

Tracks student progress with respect to physical, social and intellectual development Uses an appropriate level of language and pedagogical strategies suitable for the

developmental stage of students Seeks student feedback to develop appropriate learning strategies

1.2 Understand how students learn

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching


Plans and utilises a variety of teaching and learning strategies to cater for different learning needs

Encourages experiential and hands-on learning Encourages students to reflect on their learning Uses a variety of resources Uses effective questioning techniques and assessment strategies Instigates self-directed learning activities.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds


Demonstrates knowledge of students and their cultural, religious or socioeconomic backgrounds

Acknowledges and considers diversity and demonstrates this in teaching and learning programs

Uses appropriate materials and sensitive and inclusive language Assesses student needs in order to determine content and activities Ensures literacy and numeracy instruction is explicit and structured


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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Demonstrate broad knowledge and understanding of the impact of cultural, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds


Develops an understanding of the special needs of Aboriginal and Torres Strait Islander students

Analyses contemporary issues and their impact on Aboriginal and Torres Strait Islander student outcomes

Modifies lessons/units/resources to respond to the needs of Aboriginal and Torres Strait Islander students

Designs, develops or uses individual education programs as appropriate Links to support personnel (e.g. Support Teacher Learning, ESL teacher, Reading Recovery

teacher, Aboriginal Education Assistant, Integration Aide) where appropriate and when necessary

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities


Plans and utilises a variety of teaching and learning strategies to cater for different learning needs

Uses effective questioning techniques and assessment strategies to identify student needs Where appropriate, consults with the students, parents and caregivers to develop appropriate

learning strategies Consults records of prior learning and assessment to develop targeted and differentiated

teaching and learning activities Plans literacy and numeracy sessions which provide a range of opportunities to meet learning

needs Works collaboratively with external support, such as counsellors, ESL teachers and support

teachers to meet student needs.

1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability Some examples of evidence:

Modifies lessons/units to meet the needs of students Designs, develops or uses individual education programs as appropriate Provides students with the necessary strategies and resources to achieve learning or social

outcomes Links to support personnel (e.g. Support Teacher Learning, ESL teacher, Reading Recovery


Assesses student needs in order to determine content and activities Uses explicit instructional approaches to build students’ knowledge of content and skills

Plans independent learning activities focused on appropriate levels of ability and interaction


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STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

2.1: Content and teaching strategies of the teaching area

Demonstrate knowledge, and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Some examples of evidence when the pre-service teacher:

Demonstrates knowledge of the relevant Key Learning Area(s) Engages students through rich, meaningful and connected activities Applies content relevant to the current Australian Curriculum and NSW Board of Studies

Syllabus and support documents Engages students through rich, meaningful and connected activities Clearly articulates teaching and learning content and accurately responds to student questions Presents lessons which are content and process based

2.2: Content selection and organisation

Organise content into an effective learning and teaching sequence


Demonstrates knowledge of relevant Australian Curriculum and NSW Syllabus and support documents

Selects appropriate resources to stimulate ongoing learning Designs programs and lesson plans that display logical sequencing of learning and teaching

activities Adheres to the timelines and sequence of teaching programs Differentiates curriculum to ensure relevance and effective sequential progression for students

with learning needs Is able to articulate how teaching and learning sequences relate to relevant Syllabus Outcomes

and Indicators of Learning

2.3: Curriculum, assessment and reporting

Use curriculum assessment and reporting knowledge to design learning sequences and lesson plans.


Designs relevant assessment tasks that inform ongoing learning and teaching Utilises a wide range of pedagogy that is appropriate to the learning needs of students Develops logical sequences of learning and teaching that have been informed by relevant

assessment Builds on prior knowledge and experience in developing learning sequences and lesson plans Ensures sequential skill development that is differentiated for diverse levels of ability

2.4: Understand and respect Aboriginal and Torres Strait Island people to promote reconciliation between

Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.


Exhibits empathy and understanding of cultural differences Incorporates Aboriginal content including cultural and language awareness across a range of

curriculum Appreciates and responds to the special needs of Aboriginal and Torres Strait Islander students Analyses issues and their impact on Aboriginal and Torres Strait Islander student outcomes Where relevant, seeks advice and assistance from supervisors, colleagues, Aboriginal

Education Assistants, elders of Aboriginal communities, counsellors or other suitable professionals


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2.5: Literacy and numeracy strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas


Plans literacy and numeracy opportunities for students to talk, listen, read and write in all relevant KLAs

Demonstrates developing abilities to plan and implement literacy and numeracy blocks of teaching

Ensures literacy and numeracy instruction is explicit and structured Plans for students to read and write independently Uses support personnel (e.g. Support Teacher Learning, ESL teacher, Reading Recovery


2.6: Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students


Integrates ICT effectively in teaching and learning sequences of work Demonstrates an understanding of the Syllabus requirements for ICT teaching and integration Explicitly teaches ICT skills appropriate for the Key Learning Area and for the needs of the

students Incorporates ICT into everyday classroom practice Develops students’ skills to use ICT confidently Recognises and utilises student expertise in ICT


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STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

3.1: Establish challenging learning goals

Set learning goals that provide achievable challenges for students of varying abilities and characteristics.


Articulates appropriate, realistic and measurable goals Ensures planning and goals reflect the diverse range of needs of individual students Relates learning goals to the appropriate curriculum stage Develops lesson plans which detail learning goals clearly Plans well-sequenced and motivating lessons/units which challenge students to achieve their

learning potential

3.2: Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.


Develops appropriate and professionally documented lesson plans where planning and evaluation are evident

Ensures lesson plans are not only content based but incorporate practical activities and skills practice

Develops sequences of learning that cater for diverse student learning needs Creates interesting and motivating lessons where students are engaged and challenged Develops effective timing for lessons Reviews the learning which occurred and sets goals for follow-on learning

3.3: Use teaching strategies

Include a range of teaching strategies.


Ensures resources are relevant and meaningful to students’ learning needs and interests

Uses variety in teaching methods and approaches that cater for individual, group and whole-class learning

Incorporates a variety of learning resources including ICT to deliver content Promotes student learning through diverse and stimulating teaching practices, e.g. debate, role-

playing, practical activities, skills practice, relevant projects, site studies and excursions.

3.4: Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.


Develops a variety of resources, which are age and ability level appropriate

Links with the teaching resources provided within the school, e.g. the professional resource

library

Implements a variety of teaching resources including relevant and current ICT resources

Supports students’ critical thinking in use of resources

Critically evaluates resources for teaching and learning effectiveness

Encourages students to provide resources for classroom use


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3.5: Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

Some examples of evidence

Uses effective oral and visual communication strategies appropriate for the level or stage

Uses voice effectively with respect to pitch, strength, speed and confidence Plans effective class discussion using a variety of questions, such as open ended and closed

questions, higher order questions, literal to inferential questions, unambiguous questions Acknowledges and values student responses and attempts to engage all students in discussion

as appropriate Use non-verbal communication effectively, e.g. effective eye contact, strategic classroom

circulation and active listening

Models appropriate use of grammatically acceptable English

3.6: Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.


Includes evaluation in lesson plans or units (such as how students performed, what worked, what did not work and why)

Modifies lessons and/or programs on the basis of evaluation of evidence Discusses with colleagues and supervisor the effectiveness of programs Gathers a variety of evidence to inform evaluation Evaluates promptly after completion of the lesson and unit Plans, reviews and evaluates teaching strategies and lessons/units

3.7: Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process


Gives specific comments on positive achievement and areas for improvement Engages with parents/carers (as appropriate) to support student learning Gives feedback which is learning focussed and able to be interpreted by parents/carers Gathers appropriate work samples which can be used in verbal reporting of progress to

parents/carers Marks books and work samples in line with assessment criteria Provides time to support students and parents to address identified areas for improvement (if

appropriate/applicable)


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STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

4.1: Support student participation

Identify strategies to support inclusive student participation and engagement in classroom activities.


Models respect, courtesy, positive language and tone when dealing with students, colleagues, parents and caregivers

Displays and acknowledges students’ work and ensures student access to resources Encourages individual talents and gifts of students Uses an appropriate level of language for the stage of the students Plans and utilises a variety of teaching and learning strategies to cater for different learning

needs. Implements teaching and learning activities that have significance for students and where

students are engaged and challenged

4.2: Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions.


Establishes and communicates clear expectations and protocols for group work Utilises, models and teaches how to work in different structures in group formation, for example,

structured ability, peer tutoring, friendship, random and ‘jigsaw’. Uses positive reinforcement Establishes clear routines and guidelines in the classroom Explains task and behaviour expectations Implements effective time management

4.3: Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviours.


Establishes, displays and implements clear expectations, protocols and/or rules and consequences

Ensures student understanding of rules, goals and consequences Utilises effective disciplinary practices which reflect school policies Displays a firm and consistent approach to classroom management Remains calm and focuses upon the behaviour rather than the student Listens and moves effectively and purposefully around the classroom Treats students fairly and attempts to address issues before they escalate or become problems

4.4: Maintains student safety

Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.


Listens positively and acknowledges students’ contributions Exhibits a caring attitude and displays equity in engagement with individuals Offers students extra assistance, time or explanation as required Establishes explicit routines, implements and reinforces them consistently Displays an understanding of mandatory policies such as Child Protection and Occupational

Health and Safety Can identify risks and consistently reminds students of safe behaviour


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4.5: Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.


Displays an understanding of legislation regarding ICT privacy especially related to student information

Publishes or uploads student work only with permission of students’ parents/caregivers Demonstrates awareness of acceptable practices established in ICT policies within school and

school system Uses social media sites responsibly for student learning Communicates professionally in all electronic communications (including email, social media

sites and public ICT domains] Models and teaches responsible and safe use of ICT including academic honesty when utilising

web-based information


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STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

5.1: Assess student learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.


Makes explicit the assessment criteria and outcomes to be achieved in planned learning Displays awareness of the focus of student learning and how it will be assessed Implements a variety of assessment tools to cover formal and informal assessment of learning Consults colleagues about assessment processes Uses appropriate assessment practices to provide insight into the student learning and

achievement Links assessment tasks to planned learning outcomes Evaluates assessment tools and practices

5.2: Provide feedback to students on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.


Returns work or gives feedback to students within a timeframe which is appropriate to the type or purpose of the assessment

Provides specific comments on positive achievement along with areas for improvement If appropriate, provides time to support students to address identified areas for improvement. Gives feedback which is linked to Syllabus Outcomes and focused on Indicators of Learning Uses appropriate assessment criteria in the assessment and evaluation of student work Implements school or system policy regarding recognition of achievement

5.3: Make consistent and comparable judgements

Demonstrate an understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.


Keeps meaningful, accurate and consistent records of student progress Collects student work samples to evaluate achievement and use for comparison purposes Annotates student work samples to highlight achievement of outcomes Links evaluation and assessment to Syllabus and school requirements

5.4: Interpret student data

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.


Implements evaluation of teaching and assessment of student learning Modifies lessons and/or programs on the basis of evaluation of assessment evidence Discusses with colleagues and supervisor the effectiveness of teaching and learning programs Gathers a variety of evidence to inform effective assessment and evaluation Develops timely assessment and evaluation after completion of teaching and learning


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5.5: Report on student achievement

Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.


Use appropriate language and terminology in all communications Takes care with written structure of communications such as grammar and spelling Makes constructive, accurate and appropriate comments in communications Attends parent - teacher meetings where possible and appropriate Documents issues of behaviour and discipline where appropriate Relates records to reporting and tracking of student progress


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STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING

6.1: Identify and plan professional learning needs

Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.


Reflects upon and develops accurate self-evaluation of teaching performance Participates in regular shared discussions with colleagues/supervisor/stage/staff/faculty related to

teaching expectations for teachers at the Graduate level Seeks assistance and advice from Supervising teacher(s) and Tertiary supervisor as to progress

against the Graduate Teacher requirements of the National Professional Teacher Standards

6.2: Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers.


Participates in professional development activities such as staff/stage/faculty meetings and school development days where possible and appropriate

Displays willingness to accept professional advice and new knowledge from colleagues Attempts to incorporate professional development learning into subsequent programming, lesson

plans and teaching Demonstrate willingness to work collaboratively with colleagues as part of a team to gain advice,

knowledge and teaching expertise

6.3: Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices


Reflects upon and develops accurate self-evaluation of teaching performance Seeks assistance and advice from Supervising teacher(s) and Tertiary supervisor Displays willingness to act upon professional advice Accepts constructive feedback on a professional rather than personal level Engages in professional discussions and shares ideas and resources collaboratively Demonstrates willingness to work collaboratively with colleagues as part of a team Assists in collaborative planning for learning and teaching Participates appropriately in staffroom interaction Shows respect for individual personalities

6.4: Apply professional learning and improve student learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.


Plans, reviews and evaluates teaching strategies and lessons/units Reflects upon and develops an accurate self-analysis of teaching performance Responds to professional advice as a basis for future development of teacher knowledge and

expertise Is willing to modify pedagogical approaches in response to professional development in order to

improve student learning Reviews and evaluates teaching strategies and lesson/units in response to professional learning Uses evidence and research in the basis for review, evaluation and modification of teaching

strategies and lesson/units


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STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

7.1: Meet professional ethics and responsibilities

Understand and apply the key principles in codes of ethics and conduct for the teaching profession.


Displays awareness of professional standards and is familiar with compliance requirements such as EEO, Child Protection and OH&S policies

Participates in professional learning opportunities and keeps records of attendance Meets school attendance and time requirements Professional presentation is apparent in personal attire Complies with school’s professional code of conduct Cooperates and is respectful of staff and students

7.2: Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.


Demonstrates an understanding legislation regarding privacy of student information Is discerning about with whom and where confidential issues are discussed Seeks advice relating to the media and/or critical incident reporting Keeps records and relevant documentation secure and confidential Understands mandatory reporting requirements Promptly notifies or refers confidential issues relating to students to the Supervising teacher

7.3: Engage with parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers.


Communicates with parents and caregivers ain a professional manner Refers sensitive issues to supervising teacher or Tertiary supervisor Demonstrates sensitivity and empathy with the different background of parents and caregivers Ensures newsletters and permission notes follow guidelines Documents all communication with parents and caregivers Understands and follows established school protocols for communicating with parents and

caregivers

7.4: Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.


If possible, participates in professional development activities such as staff/stage/faculty meetings and school development days

Displays willingness to share new knowledge with colleagues and engage in professional discussions

Where applicable, incorporates professional development learning into subsequent programming, lesson plans and teaching

Engages with Consultative groups related to the teaching profession where possible and appropriate