Professional Practice

Demonstrates a growing capacity to plan, implement and assess for effective teaching and learning
as well as maintain a safe and supportive learning environment
S T A N D A R D 3: P L A N F O R A N D I M P L E M E N T E F F E C T I V E T E A C H I N G A N D L E A R N I N G
In order to successfully pass PE3 students must not receive F for any Focus or more than one D for any one Standard

PE3 Evidence
Focus 3.1 Establish challenging teaching and learning goals
Developmental indicators:
In collaboration with colleague teacher, establish learning goals that are achievable
for individuals, groups and the whole class
Ensure learning goals reflect relevant curriculum documents

Focus 3.2 Plan, structure and sequence learning programs

Developmental indicators: Demonstrates well-developed organisational and planning
skills, including:
having written or typed lessons planned (on an agreed proforma)
planning discussed with and approved by the colleague teacher prior to delivery
planning demonstrates a sound knowledge of content, student learning and
effective teaching strategies
consistently reflects on teaching sessions and, where relevant, implements
necessary changes for subsequent learning experiences

:;

Focus 3.3 Use teaching strategies

Developmental indicators:
Demonstrates the ability to explore, trial and reflect on the use of a variety of
questioning techniques
In collaboration with the colleague teacher, effectively engages a range of teaching
strategies

S3

Focus 3.4 Select and use resources

Developmental indicator: In collaboration with colleague teacher, selects and uses
appropriate resources to meet all students' learning needs

Focus 3.5 Use effective classroom communication

Developmental indicators:
Is able to communicate using grammatically correct language in both oral and
written situations
Uses appropriate language with staff and students
Uses appropriate pitch, pace, volume and projection of voice
Gives instructions/directions/explanations clearly
Demonstrates a capacity to use effective questioning techniques such as openended questions
Demonstrates a developing discourse commensurate with the profession

Focus 3.6 Evaluate and improve teaching programs

Developmental indicator: In collaboration with the colleague teacher, begins
developing evaluative tools and strategies aimed at improving teaching practice and
student learning

Focus 3.7 Engage parents/carers in the educative process

Developmental indicators:
In collaboration with the colleague teacher, develops strategies for involving
parents/carers
Demonstrates an ability to communicate with parents/carers in ways that support
student learning

Colleague Teacher comments (box will expand as you type if using an electronic form. Otherwise, feel free to attach additional pages if required
Felicity is using a planning document that was adapted from a unit that she undertook in her first year of her degree. In this document, she identifies
clear learning outcomes, an introduction to the lesson, the main teaching points, the conclusion and also which assessments the tasks are leading
into. She developed these plans one week into her professional experience, after she had begun to form relationships with the students.
Felicity was particularly aware that some tasks do not work with some students and adapted her lesson plans to suit each individual class. She has a
strong interest in how students learn and sought out the Indiviudalised Education Plans for the students with disabilities, so that she could plan tasks
for them, which were both accessible and inclusive.

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