Transcript
Assessment Task 1 - Goal Setting (Planner for Meeting the 7 AITSL Standards for Graduate Teachers) Standards 1.1 Physical, social and intellectual development and characteristics of students Demonstrates knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
1.2 Understand how students learn. Demonstrate knowledge and understanding of research into how students learn and the implications of teaching.
Evidence I Posses • Written Observations Observing the students I am going to teach in the first week of placement and talking to them individually about their work • Mentor Conversations - Making notes on the social, physical and behavioural characteristics of individual students and looking at their past work and assessment data. • Class photos - I usually collect class photos to learn their names and makes notes on abilities against their picture. • Pedagogies & Teaching Strategies - Collection of written lesson plans that show the use of an array of different teaching strategies to suit abilities, learning styles, behaviour, attention spans and level of individual students and the class as a whole. • Mentors and University Classes - These strategies have been collected from university classes and observing mentors and many other teachers from different disciplines.
Evidence I Need to Gather Extension activities - need more evidence on creating challenging activities for student with higher abilities in the class.
Plan of Action Individual Needs - Discuss the strategies necessary to cater for the lower, middle and higher students in the classroom, making sure to differentiate and scaffold for any specific individual needs.
• Further Collection - Continue to compile different teaching strategies, ideas and activities and test them during the 6 week placement in order to gain authentic knowledge about what works and how they can be modified to suit individual and classroom needs. • Reflection - Reflect on the use of these strategies and how the can be improved upon.
Standards 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 from diverse linguistic, cultural religious and socio-economic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander Students. Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
Alternative School Setting Worked closely with a range of students from over 40 different ethnic backgrounds in an alternative school setting. Work included transitional needs, Individual Learning Plans to suit language difficulties and talking to students about their cultural backgrounds and where they came from.
Literacy & English - Need to collect evidence on how to work closely with an individual student who needs help with english and literacy when coming from different countries and backgrounds.
• Discussing with ESL teachers - Observe and talk to ESL teachers about strategies in dealing with students who posses very little English and how I can adapt these strategies into teaching my disciplines (SOSE, Humanities) • Inclusiveness - Learn and implement strategies that ensure inclusiveness in the classroom.
Individual Learning Plans (ILPs) for Aboriginal & Torres Strait Islanders - According to school policy, ILPs are given to anyone who identifies as Aboriginal or Torres Strait Islander. I have worked with my mentor to create and ILP for one student. This was then incorporated into my lesson planning
• Aboriginal & Torres Strait Islander Culture - Need to have a better understanding of the culture and how it impacts the education of these students • Language - Understand the language and linguistic difficulties that these students may face. • Policy - Find out if all schools must implement ILPs for Aboriginal & Torres Strait Islanders.
• RMIT Course - A course called ‘Indigenous Studies in Education’ will provide an understanding of the histories, culture and linguistic backgrounds of Aboriginal and Torres Strait Islander people • Placement School Policies Discuss the most effective strategies for inclusion in teaching students who identify as Aboriginal & Torres Strait Islander and implement these strategies into my lesson plans.
Standards 1.5 Differentiate teaching to meet the specific learning needs of students across the 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.
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.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
• Lesson Plans - Utilising different teaching strategies and activities to suit the abilities of the individual in the classroom. • Tiered Assignments - Using activities that are a series of related tasks of varying complexity, starting with a basic task and finishing with a higher order task. • Multilevel Instruction Providing multilevel instruction to differing levels within the class.
Students with Learning Difficulties - Need more evidence of working with students who have teacher aids and learning how to work with these aids and scaffold the activity to suit their individual needs.
Students with Learning Difficulties - If possible, work with teacher aids to come up with a specific ILP for their students in my classroom.
Legislative & School Policy Requirements - Understand these requirements with regards to teaching students with learning, physical and behavioural difficulties and acquire teaching strategies that can be implemented in the classroom.
• Mentor Conversations Discuss the strategies that the school and its teachers use to teach students with learning, physical and behavioural disabilities and how it impacts on teaching and learning. • Lesson Planning - Work individually with these students and develop ILPs.
Standards 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. 2.2 Content selection and organisation Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting Use curriculum and reporting knowledge to design learning sequences and lesson plans.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
• Vocabulary - When delivering • Real world application content to the class, I make Need to relate content in sure to include a vocabulary subjects such as history to section on the whiteboard. real world situations. • Discussion & Questioning - • Skills - focus on the I use discussion and curriculum and creating questioning activities to check activities that teach skills such for understanding of the as ‘historical inquiry’ to the concepts and content. students.
• Lesson Planning - Relate content to real world situations, taking into account student profiles, learning styles and interests. • Skills - Talk to mentor teachers regarding the skills that are required for the subject and how to meet curriculum criteria.
• Content - Used the whiteboard, handouts and ICT to deliver content while utilising prescribed texts and available tools at the school. • Lesson Sequencing & Planning - Created sequential lesson plans that cover a topic of study
Lesson Plans - Need to be more stringent on writing full lesson plans rather than just a script or running sheet regardless of the need.
Giving Mentor the Lesson Plans - I will give all of my lesson plans to my mentor prior to teaching my classes regardless of whether he/she wants it or not. I will also ask for feedback after every lesson.
• Assessment Tasks Designed instruction sheets for Yr 7 English/Media and Yr 10 History assessment tasks related to curriculum • Formative Assessment - I have collected homework and provided feedback.
• Rubrics - Need more experience creating rubrics. • Summative Assessment Need more experience in creating end of term tests and rubrics and keeping ongoing records of student progress.
• Rubrics - Create rubrics with the help of my mentors. • Summative Assessment Discuss ways of creating end of terms exams & tests and learning how to keep records of student progress.
Standards 2.4
Evidence I Posses
Evidence I Need to Gather
Plan of Action
Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. Demonstrate broad knowledge of, understanding of and Torres Strait Islander histories, cultures and languages.
• Reading Government Documents - ‘Closing the Gap: Engaging Indigenous Students Through Schoolbased Health Education’ & ‘Closing the Gap - The Prime Minister’s Report for 2016’. • Previous study/courses ‘Society, Education and Inquiry’ looked at the sociological and cultural issues surrounding ‘race’ including racism, white privilege and colonialism.
• Aboriginal & Torres Strait • RMIT course - ‘Indigenous Islander Culture - Need more Studies in Education’ will understanding of histories, provide an in depth look at language, cultural identities Aboriginal & Torres Strait and how it impacts learning Islander Culture. • Policies - Identify policies • Placement - Discuss within the Australian important indigenous issues curriculum and within my related to policy, curriculum, placement school curriculum sociology, language, teaching in order to promote and learning. inclusiveness and tolerance.
Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
• Reading Block - Every school I have worked with has a reading block/session during school time. • Skills & Vocab - I have utilised spelling tests and writing pieces to improve grammar and vocab.
• Literacy - Need to learn more strategies in improving the literacy of students by looking at school policies, curriculum and models of the school. • Numeracy - Gain knowledge in basic strategies for teaching numeracy
2.5
• Literacy - Need to learn teaching strategies that will improve literacy skills for my students by talking with mentors and observing other classes. • Numeracy - Observe math classes.
Standards 2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
Evidence I Posses • ICT Strategies - Implemented a wide range of ICT in my lesson plans including PowerPoints, media, video, online applications, programs, digital communication and interactive software. Almost all of my lesson use ICT, while adhering to school policies. • Reports - Official reports from mentors commend my use of ICT in the classroom • Lesson Plans - Utilising different teaching strategies and activities to suit the abilities of the individual in the classroom. • Tiered Assignments - Using activities that are a series of related tasks of varying complexity, starting with a basic task and finishing with a higher order task. • Multilevel Instruction Providing multilevel instruction to differing levels within the class.
Evidence I Need to Gather
Plan of Action
Standards 3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3 Use teaching strategies Include a range of teaching strategies.
3.4 Select and use resource Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
Evidence I Posses Lesson Sequencing & Planning - Created sequential lesson plans that cover a topic of study or an assessment task i.e. Yr 10 History - World War 2 and Yr 7 English - Creating Book Trailers using ICT.
Strategies - Used a range of different teaching strategies including ICT, Differentiation, Scaffolding, activities, discussion, lesson planning, content delivery and higher order questioning. ICT Strategies - Implemented a wide range of ICT in my lesson plans including PowerPoints, media, video, online applications, programs, digital communication and interactive software. Almost all of my lesson use ICT, while adhering to school policies. Reports Official reports from mentors commend my use of ICT in the classroom
Evidence I Need to Gather
Plan of Action
Standards 3.5
Evidence I Need to Gather
Plan of Action
• Cues - Used verbal and nonverbal cues to manage the classroom including proximity, raising hands and standing silently to make the class quiet. • Conversation - Using discussion, questioning, feedback and conversation to establish rapport, communication and checking for understanding.
Further Collection - Continue to record examples of how I communicate with my students and reflect upon my practices.
• Mentor Feedback - After Evaluate and improve every lesson I ask for teaching programs feedback regarding my Demonstrate broad strategies, activities and knowledge of strategies performance that can be used to • Collection of work evaluate teaching programs Collected and assessed a to improve student learning. number of pieces of student work and conducted individual student conferences to discuss their progress.
Further Collection - Continue to investigate and gain knowledge on how to improve student learning by discussing and contributing to teacher meetings, school policy, lesson planning and curriculum planning.
Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6
Evidence I Posses
3.7 Engage parents/ carers in the education process Describe a broad range of strategies for involving parents/carers in the educative process.
Parent/Teacher Interviews Attended parent/teacher interviews and have engaged directly with the parents of individual students.
Rapport with Parents - A rapport with parents needs to be established wherever possible.
• Permission & Protocol Discuss with my mentor the possibility of talking calling parents when a student has done well in the classroom. • Attend Events - Attend events alongside parents.
Standards 4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
• Range of Learning Styles Catered to a wide range of learning styles by including visual (media and diagrams), kinesthetic (physical activities such as games), auditory (podcasts and music) and collaborative (group activities) materials. • Classroom management walking around, ensuring students are engaged, asking questions, training students i.e. do not call out, establishing rules and moving students when needed.
Responses - Need more practice in accepting responses and also responding to those responses
Lesson Plans - Create more lesson plans that involve activities such as mind-mapping and discussion in order to obtain more practice in responding and managing students’ reactions and responses.
Standards 4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour.
Evidence I Posses
Evidence I Need to Gather
• Range of Learning Styles Catered to a wide range of learning styles by including visual (media and diagrams), kinesthetic (physical activities such as games), auditory (podcasts and music) and collaborative (group activities) materials. • Classroom management walking around, ensuring students are engaged, asking questions, training students i.e. do not call out, establishing rules and moving students when needed. • Activities - Utilising instruction sheets, materials, ICT and the whiteboard. Classroom management Walking around, ensuring students are engaged, asking questions, training students i.e. do not call out, establishing rules and moving students when needed. I also make sure that I follow school procedure and policy, which changes in every school.
Plan of Action Further Collection - Continue to gather examples of classroom activities and reflect and discuss with my mentor on how they can be improved.
• Practice - Need more practice in dealing with challenging behaviour if the opportunity arises. • Reflection - Need to write down thoughts on any occurrences that happen during placement and reflect on my strategies and performance
Mentor Conversations Discuss my intentions to deal with difficult situations without the help of my mentor, provided I am supervised and have permission. If the opportunity does not arise, discuss possible strategies for different scenarios. Also need to discuss proactive measures rather than just reactive.
Standards 4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.
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.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
• Classroom rules - Created a • Legislation - Understanding classroom agreement where more closely the state and the students and I agreed school legislation with regards upon a small number of rules to student safety, i.e. bullying that ensure respect and safety and discrimination for the teacher and students • First Aid - Must do a course of first aid and how to respond • ICT Safety - Ensured safe use of ICT by limiting public in the event of an accident of exposure, controlling the use incident of Social Media and adhering to school policy.
• School Policy - Reading the booklet on school policy with regards to bullying, emergency procedures and OHS standards • Risk Assessment Discussing possible unsafe scenarios and how to respond and how to implement strategies that ensure the safety of my students. • First Aid - Undertake a First Aid course before the end of the year
• Exposure - Made sure students comply with age guidelines when using online applications and that their work is not publicly exposed • Social Media - Made sure students use their emails to sign in to applications rather than using Facebook. • School ICT - Using the tools available at my placement school and monitoring classroom activity by walking around and making sure students are on task. We established rules on using ICT
School Policy - Make sure I have read and understood school policy with regards to ICT use for my upcoming placement school.
Standards 5.1
Evidence I Posses
Evidence I Need to Gather
• NAPLAN Results • Moderation - Need more Assess student learning Interpreted NAPLAN results practice in moderating reports Demonstrate understanding and discussed future plans • Summative Assessment of assessment strategies, with mentors, other teachers Need more practice writing including informal and and parents of individual tests and exams and creating formal, diagnostic, students rubrics. formative and summative • Diagnostic Tests - One approaches to assess school used an external student learning. testing program to test student abilities at the start of the year for year 7s. • Formative & Summative Assessment - Made notes on homework and tests of students in order to plan sequential and coherent lesson plans.
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.
• Homework - Collected homework and given written feedback in their work books. • Student Conferencing Given verbal feedback to students on their progress one-on-one. • Verbal - Given verbal feedback to questions in classrooms.
Plan of Action Reports - Discuss with my mentor teacher the possibility of participating in the writing of an exam or test and creating the rubrics. I will also continue to to collect samples of diagnostic and formative assessment.
Timing - Need to work on Further Collection - Continue giving feedback more quickly so to collect examples of feedback that the student understands given to students in classroom. the relevancy
Standards 5.3
Evidence I Posses
Evidence I Need to Gather
Homework - Designed and • Moderation - Need more Make consistent and distributed homework as well as practice in moderating comparable judgements provided written and verbal reports, creating rubrics and Demonstrate understanding feedback to the students on discussing the results of of assessment moderation their work i.e Yr 10 History student assessment tasks. and its application to World War 2 essays and short • Tests - Need practice on support consistent and answer questions. writing in class tests, rubrics comparable judgements of and interpreting the results. student learning.
5.4 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
• NAPLAN Results Interpreted NAPLAN results and discussed future plans with mentors, other teachers and parents of individual students • Diagnostic Tests - One school used an external testing program to test student abilities at the start of the year for year 7s. • Formative & Summative Assessment - Made notes on homework and tests of students in order to plan sequential and coherent lesson plans.
Plan of Action Policies & Practice - Discuss school policy with regards to moderation and how the school manages assessment and reporting for individual students.
Further Collection - Continue to gather assessment data from the school, mentor and other teachers on student progress and interpreting the data to plan for future classes.
Standards 5.5
Evidence I Posses
• Parent/teacher Interviews Report on student Participated in parent/teacher achievement interviews discussing the Demonstrate understanding progress of each individual of a range of strategies for student. reporting to students and • Student Conferences parents/carers and the Students conducted purpose of keeping conferences where they were accurate and reliable able to talk about their best records of student work in front of the teacher achievement. and their parents.
6.1 Identify and plan professional learning needs Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Planner to gather evidence against the 7 AITSL Graduate Teaching Standards Assessment Task 1 for Professional Experience: Meeting Graduate Standards has provided an understanding of the Graduate Standards by providing definitions and asking us to create a planner that either demonstrates our competency or to obtain further evidence to satisfy these standards.
Evidence I Need to Gather • Ongoing reports - need more experience in keeping records of student progress • Reports - Need more experience in writing reports to be sent home to parents
Plan of Action Reports - Ask mentor teacher if I can try writing reports that will be sent home and discussing strategies and methods of how to record and keep ongoing reports on student progress.
Placement - Talk to my mentor teacher about filling in the gaps of this planner.
Standards 6.2 Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Engage with Colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Evidence I Posses
Evidence I Need to Gather
Plan of Action
• Professional Experience (Placement) - Added an additional 20 days to the required 60 days of professional experience. • Professional Development (PD) - Participated in Professional Development including - ‘Understanding Adolescent Brains’ & ‘Defining and navigating the world of Pornography to Year 9 students’.
Further Collection - To complete the upcoming 6 week placement by utilising this experience and maximising the opportunity to gain knowledge and practice in teaching. Continue to go to seminars and professional development programs.
• Mentor Feedback - Mentors provided feedback after every class and I made adjustments to my next class when necessary. • Placement Reports Collected copies of my official placement reports and continued to converse with mentors and teachers outside of placement.
Further Collection - Collecting and applying constructive feedback from mentors and supervisors in written form and obtaining a copy of the official report at the end of the 6 week placement.
Standards 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.
Evidence I Posses • Volunteering - Maintaining relationships with my mentors from past placements and volunteering at their schools i.e. VCAL trip to sovereign hill and mentoring during Australian Business Week for Year 11 • Records - Kept written observations of a variety of teaching styles and classes. • Professional Development (PD) - Participated in Professional Development i.e. ‘Understanding Adolescent Brains’ & ‘Defining and navigating the world of Pornography to Year 9 students’.
Evidence I Need to Gather
Plan of Action • Further Collection Continue to gather evidence by attending any Professional Development seminars during my upcoming placement and establishing a network and relationships with the staff at the school. • Reflection - reflect on personal teaching philosophy and practice.
Standards 7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Evidence I Posses • Pre-service Teacher Booklets - Reading and engaging with the booklets provided by the placement school and making sure that I understand the code of ethics that applies to each context including privacy, copyright, code of conduct, confidentiality and mandatory reporting i.e. Reporting to DHS. • Reports - My official reports show that I have maintained a professional undertaking of all my teaching and social activities at school.
Evidence I Need to Gather Records of Documentation Need to collect more documentation on legislation and policies regarding child protection.
Plan of Action Records - Collect documentation on legislation and discuss with mentor how to deal with possible scenarios regarding child protection.
Standards 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.
7.3 Engage with the parents/ carers Understand strategies for working effectively, sensitively and confidentially with parents/ carers.
Evidence I Posses • Pre-service Teacher Booklets - Reading and engaging with the booklets provided by the placement school and making sure that I understand the code of ethics that applies to each context including privacy, copyright, code of conduct, confidentiality and mandatory reporting i.e. Reporting to DHS. • Reports - My official reports show that I have maintained a professional undertaking of all my teaching and social activities at school. • Parent/teacher Interviews Participated in parent/teacher interviews, discussing the progress of each individual student. • Student Conferences Students conducted conferences where they were able to talk about their best work in front of the teacher and their parents.
Evidence I Need to Gather Records of Documentation Need to collect more documentation on legislation and policies regarding child protection.
Plan of Action Records - Collect documentation legislation and discuss with mentor how to deal with possible scenarios regarding child protection.
Further Collection - Seek out instances where an individual student has done a good job and potentially phone home to the parents to tell them about it or possibly send them a note.
Standards 7.4
Evidence I Posses
• Professional Experience Engage with professional (Placement) - Added an teaching networks and additional 20 days to the broader communities required 60 days of Understand the role of professional experience. external professionals and • Professional Development community representatives (PD) - Participated in in broadening teachers’ Professional Development professional knowledge and including - ‘Understanding practice. Adolescent Brains’ & ‘Defining and navigating the world of Pornography to Year 9 students’. • Volunteering - Maintaining relationships with my mentors from past placements and volunteering at their schools i.e. VCAL trip to sovereign hill and mentoring during Australian Business Week for Year 11 • RMIT Masters Community Member of the Master’s of Teaching Degree communications page on Facebook.
Evidence I Need to Gather Networking - Need to attend more conferences, seminars and networking events to establish a community of teaching so that I can improve on my philosophies and teaching practice.
Plan of Action Networking - Talk to mentors and other students on upcoming events for teachers and attend them.
