STANDARD 1

TEACHERS KNOW HOW STUDENTS LEARN AND HOW TO TEACH THEM EFFECTIVELY.

• Know the principles and skills of instruction and program design and know how to engage students actively in learning. 

Excerpt taken from associate teacher lesson feedback and evaluation during second year practicum at St Peter’s Primary, 2009. This artefact displays my ability to apply effective teacher instruction and demonstrates my skills in actively engaging students. 

• Teachers have a sound knowledge of the role of language and literacy in learning, of the conceptual, cognitive or developmental steps students make and of barriers to learning.

This excerpt was taken from my Focussed Observation Paper: Literacy Learning and Teaching in a Year 1/2 Setting. This university assessment task was a personal reflection on our second year practicum incorporating knowledge gained in the unit Literacy Education One at ACU. The artefact shows my knowledge of the importance of language in learning, while displaying my understanding of the conceptual, cognitive and developmental stages of literacy learning in a classroom.  

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STANDARD 2

TEACHERS KNOW THE CONTENT THEY TEACH.

• Teachers know the importance of literacy and numeracy in their content area and can incorporate strategies to support literacy and numeracy in their teaching. 

This excerpt was taken from Entry 21 of my third year practicum Professional Reflection Journal, and highlighted some strategies my AT used to support learning in literacy and numeracy in her Year 4 classroom. The artefact demonstrates my understanding of the importance of literacy and numeracy in the primary school classroom, and shows a willingness to incorporate strategies to support these content areas in the classroom at every opportunity. 

• Teachers know how to integrate learning and student understanding across a number of content areas.
 

This excerpt was taken from the Development of Professional Planning Skills AT comments in my third year practicum report at Elwood Primary, 2011.  The artefact demonstrates my ability to confidently integrate student learning across different areas of the curriculum. 

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STANDARD 3

TEACHERS KNOW THEIR STUDENTS.

•       Teachers demonstrate empathy and positive regard for, and rapport with, students.
  
  
  
  

  

  
  
  
  
  This comment was sourced from my Supervised Teaching Round 2 (three week block) Report Form, under the section Interaction Between Pre-service Teacher and Pupils. It shows my ability to demonstrate a positive regard for, and rapport with, the students in my class. This in turn assisted me to know my students well, and therefore plan, support and assess their learning appropriately while developing a positive classroom culture.  

  
  
  
  
  
• Teachers are aware of teaching and classroom management challenges and develop appropriate professional responses to them. 

This excerpt was taken from an assessment I completed in the ACU unit Creating Inclusive, Safe and Supportive Schools. It is the first page of an ILP I completed after being given a hypothetical case study for a student who was having learning difficulties. An ILP is one of the many professional responses I feel confident in developing, upon identifying a teaching and classroom challenge.

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STANDARD 4

TEACHERS PLAN AND ASSESS FOR EFFECTIVE LEARNING.

• Teachers design lesson and unit plans which integrate a range of activities, resources and materials to support learning, including the use of ICT and other learning technologies. 

This is the first page of a unit plan I created on my third year practicum entitled Forces of Nature. The columns I created entitled Lesson Focus, The Students Will..., VELS Domain/s and Skills/Strategies being Developed demonstrate  my ability to plan and assess for effective learning. This was done by using a range of different activities, resources and materials to support learning.

• Monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents. 

This feedback was given to one of my students during a literacy unit I created on my third year practicum. It demonstrates my ability to evaluate student response in the form of a work sample. After this lesson every student in that particular day's Teacher Group was given feedback to guide their future learning activities. This feedback was also used as running notes for my formative assessment of student learning. 

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STANDARD 5

TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS.

• Teachers model exemplary behaviour for cooperative learning and positive interactions with others.

This comment was sourced from a mid-round review of my teaching by ACU university supervisor Chris Osborne on third year practicum. The artefact shows my readiness to display positive behaviour with other teachers and the students. 

This comment was made by my AT on my second year practicum report. The professional experience was entitled Introduction to the Practice of Teaching and was completed at St Paul’s Primary. This artefact demonstrates my understanding of the importance of modeling behaviour for cooperative learning and positive interactions with others. 

• Teachers work cooperatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students. 

These comments were made by my AT in my third year practicum report.  This artefact shows my ability to work cooperatively and purposefully with colleagues and other professionals. 

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STANDARD 6

TEACHERS USE A RANGE OF TEACHING PRACTICES AND RESOURCES TO ENGAGE STUDENTS IN EFFECTIVE LEARNING.

• Teachers use a range of teaching approaches which foster independent and cooperative learning, cater for different learning needs and respond flexibly to the dynamics of the classroom.  

 

This associate teacher's comment was taken from a second year practicum report from St Paul's primary, 2009. It demonstrates my ability to respond flexibly to the dynamics of the classroom, while catering for different learning needs. 

• Access and use a range of teaching and learning resources and technologies to support student learning. 
 

This comment was taken from my Supervised Teaching Round 2 (three week block) Report Form, under the section Continued Development in Basic Skills Area. The artefact demonstrates my ability to plan engaging lessons using a variety of resources to support student learning. 


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