National Professional Standards
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Evidence A-
Term 3 History Unit-
Throughout the year I have been involved in the designing and planning programs across all the key learning areas. In term 3 I planned the Year 2 History program using the Australian Curriculum Essential Content. The unit was designed using the Backward Design process.
The first stage of building and developing this program was to research and identify the content descriptors that students needed to meet. Part of this phase also required the Year group to assess the historical knowledge and skills, through a variety of diagnostic, formative and summative assessment tasks.
To assist with authentic we firstly ran a pre-test to ensure that our programs would not cover past knowledge and would be fresh and exciting. Next we created a ‘rich task’ that would help assess the historical knowledge and skills. Once the main points of the assessment had been planned, we then moved to creating a teaching and learning program based on the ‘Inquiry Process’ program design. Evaluation was undertaken at the conclusion of our unit to ensure students’ interest was met and the skills and understandings were covered thoroughly.
To ensure individual students needs where met, we reviewed firstly our Individual Learning Plans for students with special learning needs, then our classes as a whole to ensure not only the assessment tasks would be responsive to the students’ needs but that the overall program would cater for the various needs of the students. This included the use of individual, partnered and small group work as well as whole class learning tasks. We also ensured that our program referred to the Quality Teaching Framework document to ensure student’s needs were also met. (1.1, 1.2, 1.3, 1.5, 2.1, 2.2, 2.3, 3.2, 3.3, 3.6, 5.1)
As a Year group, we would meet each week to review and update areas of the program to ensure authentic learning was taking place. During these meetings we would compare and moderate the assessment tasks and work completed by the students.
To assist us in ensuring a genuine integrated approach was being provided, we integrated most Key Learning Areas including Technology, for example IPads were used to by the students to create a postcard about the history of Canberra, as part of their ‘Rich Assessment’ task. This enabled us to develop the students ICT skills not only in our allotted History times but enabled us to bring in more of an ICT as an added component of our History program. (Students developed their creative writing skills coupled with ICT during Literacy rotations) (2.6, 3.4)
To assist the students’ learning and appreciation of how people lived in previous times we dedicated time to exploring Australia prior to white colonisation. In this we incorporated investigating the histories and cultures of Aboriginal and Torres Strait Islander people. We utilised this to expand our teaching into areas including Religious Education, the Arts and Literacy. This also provided us a chance to make the NADIOC week celebrations more holistic and meaningful. (2.4, 1.4)
Evidence B-
Individual Learning Plans
In partnership with the Learning Support Teacher, Principal and parents, Learning Support Plans were designed and implemented to assist in the learning and teaching of various students within my class that require ILP’s. ILP’s provide ideas and opportunities for parents/carers to become involved in the student’s learning both at home and at school and plays a vital role in supporting students’ educational needs. (3.7)
These documents help me to shape my weekly program to best target the needs of the different abilities and learning styles within my class, identifying ways to help support and develop these student’s needs. These ILP’s are working documents that require the stakeholders, to update and evaluate goals frequently throughout the term, semester and year. (1.5,1.6)
One particular example is the use of a laptop to assist one student (‘Student A’) with writing. The student has difficulty processing and recording information during the writing process, so to assist in completing written tasks, a laptop is provided. Student ‘A’ also completes fine motor and handwriting to help develop the skills needs to write legibly. As part of this ILP, the student also works on typing skills as homework to improve efficiency. (2.5)
Evidence C-
Three Way Interviews & Reports
As a requirement by the school, each term, teachers report back to the parents through the mediums of formal report cards using the A-E reporting system and four comments (Comments are provided for Religion, Literacy, Numeracy and a General Comment) and Three Way Conversations which involves the students discussing their goals with both parents and teacher. Learning Journeys involve students showcasing and celebrating their learning with their families. I am also in contact with parents throughout the term to discuss ways student’s individual needs can be met as they arise.
In order to be up to date with student progress, I have ensured that the assessment in all subject areas includes diagnostic, formative and summative. To ensure assessment tasks are meaningful for the students, I conference with each student to discuss their work. These assessment pieces are used to help set and evaluate individual learning goals for each student goals. Students are provided chances to set both informal and formal goals, for example Self Questionnaires and Two Stars and a Wish. (5.1, 5.2, 5.3)
Assessment guides my teaching and provides me with vital information for evaluating my teaching. I use diagnostic assessment to guide my teaching practice, formative assessment helps ensure that outcomes are being met and summative assessment provides me with valuable information about each student. All assessment tasks are created across the year level and are moderated to ensure consistency and fairness for each student. (5.3, 5.4)
Evidence D-
Mentor Class Visits/Lesson Observations
Throughout the year, as part of the mentoring program, my mentor, Liana White, has sat in on my lessons and observed my teaching. As well as this I have also filmed myself teaching to assist me in identifying ways I can improve my teaching and monitor my behaviour management strategies.
This peer mentoring provides me with opportunities to discuss my teaching practice and allows me to set goals for myself that are explicit, challenging and achievable goals for myself to ensure that my teaching practice improves and deepens to help meet the needs of the students in my class. My mentor is available to discuss any issues or queries I might have. (3.1, 3.5)
Coupled with the classroom visits, I regularly use a ‘Flipcam’ to record my teaching. I then review my teaching practice and at times share footage with my mentor, to identify different elements I have nominated to observe. These elements include looking at behaviour management specifically looking at student interactions and behaviour and understanding how this impacts on student learning. The footage is also used to assess and develop classroom routines and ensure my teaching is inclusive and positive. (4.1, 4.2, 4.3, 4.4)
During the year I have also visited two schools, these visits have provided me with opportunities to observe colleagues teaching methods and get ideas on ways to teach the curriculum. These visits provided me the chance to experiment and include different methods in my teaching practice to best suit the needs of the student and class.
Evidence E-
Professional Learning
Over the past year I have attended various professional leaning courses run by the school, the Catholic Education Office and external courses. These have covered a variety of subjects and areas applicable to teaching. Some of these courses have included a Sexual Health Personal Development Day run by the ACT Department of Education, a forum on Autism Spectrum Disorder by Sue Larky and a Maths Day discussing ‘Working like a Mathematician’ run by the CEO. (6.1, 6.2)
On a school level a series of Professional Dialogues have been organised to give teachers opportunities to meet and discuss topics of interest. One such meeting provided teachers a chance to tour the school, observe and discuss different elements of classroom practice with other colleagues. I showcased my use of flipcharts that assist in class routines and enhance behaviour management. (6.4)
As stated in my previous evidence I have attended classrooms in other schools to enhance my professional learning and development. These avenues of professional learning have provided me with new ways of teaching and programming. I have been able to implement these ideas within my classroom with success. One example of change has been reorganising my Literacy Rotations Groups to better suit the needs of my students. I run my Literacy Rotations over period of two days to ensure the students have more time to complete tasks. Over the weeks I noticed a significant change in the students’ concentration and retention of knowledge.
Evidence F-
O Week & Parent/Carer Nights & Sporting Carnivals
At the beginning of the year as a staff requirement I was invited to participate in a series of days informing me about the ethics and standards of teaching. This included discussing the legal requirements of teaching including the expectations of the governing bodies. I was also informed of the various legal requirements as a teacher and the processes that I needed to know and understand. (7.1, 7.2)
I have also attended and spoken at several Parent/Carer Information Nights. These evenings have been held to inform parents/carers about school policies and curriculum requirements. Parents and Carers were given an opportunity to speak to teachers about Literacy and Numeracy strategies and activities that could assist them in helping their children with their learning at home.
I have also been involved the Catholic Netball and Soccer carnivals. I managed and coached teams in preparation for the two carnivals. This included running and organising training sessions for the students. I also volunteered at the school fete. This provided me with an opportunity to develop relationships with parents/carers. (7.3, 7.4)