EDFD452: Transition into the Profession

Assignment Task 1- Part B: Professional Learning Plan

Caitlyn Gallagher S00147138
AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS

The focus areas and descriptors identify the components of quality teaching
at the Graduate career stage. They constitute agreed characteristics of the
complex process of teaching. An effective teacher is able to integrate and apply
knowledge, practice and professional engagement as outlined in the descriptors to
create teaching environments in which learning is valued.
Professional Learning and Development can have a profound impact on student
learning.
Where am I going? How am I doing? Where to next? These are critical questions
to promote reflective teacher practice.
HIGHLY EFFECTIVE PROFESSIONAL LEARNING IS

focused on improving student outcomes

focused on and embedded in teacher practice

collaborative involving reflection and feedback

evidence-based and data informed to guide improvement and to

measure impact

ongoing fully integrated with the operation of the school

individual/collective responsibility at all levels of the school.

TEACHER KNOWLEDGE AND SKILLS

PEDAGOGICAL KNOWLEDGE
Understanding of how to create classroom environments that support learning, including the
use of ICT.
Knowledge of effective classroom management strategies.
Understanding of and beliefs about learners, how they learn and how learning can be
supported by teaching.
Knowledge of activities that develop meta-cognitive abilities and how they can be integrated
into the curriculum.
DISCIPLINE KNOWLEDGE
In-depth knowledge of subject area the facts, concepts, ideas and procedures within a
discipline and the relationships between them.
Understanding of the explanatory frameworks that affect the organisation of content and the
questions that guide further inquiry.
Ability to use and integrate the language specific to the discipline into classroom activities.
PEDAGOGICAL CONTENT KNOWLEDGE
Knowledge of how students learn particular subject matter, including common
preconceptions and misconceptions.
Skill to effectively organise and present subject matter, including models, examples,
metaphors, simulations and demonstrations.
Knowledge of different approaches to and purposes of assessment.
Knowledge of available, high quality curriculum materials.
PERSONAL PROFESSIONAL LEARNING NEEDS
This is very individualised it is about you ! It is general personality focus areas
Personal Skills/Interests
Time management skills
Understanding technology
Prioritising and meeting deadlines in
timely manner
Organisational skills
Self-reflecting
Taking risks

Team Work Skills

Collaboration skills
Knowing how to build on colleagues ideas
and feedback/ giving feedback
Reflection
Meeting deadlines
Confidence in sharing my
thoughts/opinions
Working with others on a common goal

Social

Interpersonal and Communication Skills

Clear understanding/expectations
Note taking
Listening skills
Clear thinking skills (being in the
moment)
Positive negotiation skills
Having the ability to build on collegues
ideas

and Emotional Competencies

Resilience
Goal setting (realistic)
Developing personal confidence and
building self-esteem
Acknowledging mistakes/problems and
learning from them
Self-regulating

KEY FOCUS AREAS AS IDENTIFIED IN SELF APPRAISAL

PROFESSIONAL
KNOWLEDGE

PROFESSIONAL
PRACTICE

GOALS /STRATEGIES to
improve Professional
Knowledge:

TARGETS/ DESIRED
OUTCOMES:

To improve my planning skills

whilst developing greater
awareness of a diverse range
of students implementing
learning programs, meeting
learning needs across all
curriculum areas.

Ability to implement learning

programs that promote greater
levels of achievement for all
students, and are appropriate
and engaging to learning.

GOALS/STRATEGIES to
improve Professional
Practice:

TARGETS/ DESIRED
OUTCOMES:

Develop the ability to provide

students with rich and effective
assessment tasks that
demonstrate achievement
across all curricular areas,
providing me the knowledge to
refine my teaching practice.

PROFESSIONAL
ENGAGEMENT

GOALS/Strategies to
improve Professional
Engagement:
To continuously engage with
collegues improving my
communication skills and
refining my professional
practice by engaging in the
inquiry cycle within my PLT to
improve student outcomes.

Effectively implement
assessment across all
curricular areas and reflect
upon students results to assist
future planning and
appropriate teaching and
learning strategies.

TARGETS/ DESIRED
OUTCOMES:
Being an active participant in
the inquiry cycle within my
professional learning team and
using evidence effectively to
reach higher student learning
outcomes.
Demonstrate strong
collaborative skills with
collegues, parents/care givers
and the wider community.

Graduate Teacher Professional

Learning Plan
Domain of Teaching: A:
PROFESSIONAL KNOWLEDGE
Standard 1: Know students and how they learn
Instructions
Review your self-assessment to determine areas of strength and areas for further development.
This will assist you to define areas for professional learning in order to demonstrate all aitsl Standards for Graduate
Teachers in the future.
Blue Box:
Areas in which I require targeted learning, improvement, and development.
White Box: The Professional Learning Strategy I will pursue to build my knowledge, skills and abilities in this particular
area

GRADUATE AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

1.1 Physical, social and intellectual

development and characteristics of students
Demonstrate knowledge and understanding of physical,
social and intellectual 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 for
teaching.

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
socioeconomic backgrounds.

I need to further develop my understanding of how

all students learn, where they are currently and how
to build on their previous knowledge.
Working collaboratively with my PLT, learning
from my collegues by sharing ideas and
resources, observing students and linking
learning with their data.
Evidence based learning approach regularly
undertaking professional reading and
research by looking at current pedagogies
and how children best learn discussions
with PLT.
As currently I have not had a lot of exposure to such
diverse students I need to develop a range of
teaching strategies and the most effective way to
implement them to best assist these students.
Speak to collegues about strategies they
have implemented in their experiences,
reflect on my strategies and seek assistance
from collegues to monitor and assess
strategies.
Engage in the inquiry cycle by asking myself
based on the needs of my students what do I
need to know and do differently within my
practice to progress learning of students.

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.

1.5 Differentiate teaching to meet the

specific learning needs of students across a
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.

1.6 Strategies to support full participation

of students with disability

Demonstrate broad knowledge and understanding of the

legislative requirements and teaching strategies that
support participation and learning of students with
disability.

I need to expand my knowledge on developing tasks

and strategies appropriate to the individual student
needs to assist in high levels of achievement across
the full range of abilities within my classroom.
Speaking to collegues within my PLT, working
collaboratively and sharing ideas and
resources, observing students to gain
evidence to receive ideas from collegues.
Reflecting on my practice, areas I can
improve, strategies I have implemented and
evidence from students work samples.

Standard 2. Know the content and how to teach it

GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

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 assessment and reporting knowledge to

design learning sequence and lesson plans.

2.4 Understand and respect Aboriginal and

Torres Strait islander people to promote
reconciliation between Indigenous and nonIndigenous Australians

Demonstrate broad knowledge of, understanding of and

respect for Aboriginal and Torres Strait Islander histories,
culture and languages.

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching

strategies and their application in teaching areas.

2.6 Information and Communication

Technology (ICT)

Implement teaching strategies for using ICT to expand

curriculum learning opportunities for students.

Become more confident in allowing the use of

technology within the classroom as it can be a
powerful tool in alliance with the curriculum as well
as engaging and catering to learning abilities of
students.
Utilise my mentor/coach by asking for
ideas/experiences they have had with
implementing technology within the
classroom.
Dont be afraid if I am unsure how to use it to
ask/learn from students.
PLT: develop strategies for implementing
technology, share ideas and resources, be
open to learn how to use technology.

PROFESSIONAL KNOWLEDGE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT :
Work collaboratively and closely with Professional Learning Team.
Take advantage of mentor/coach by learning as much as possible from them.
Attend staff meetings and be an active participant.
When given the opportunity attend off-site Professional learning.
Visit other schools of different socio-economic backgrounds and learn about the programs and
strategies in which they implement.

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Be an active participant and attend all meetings with PLT, implement regularly the inquiry cycle
what knowledge and skills do our students need? What knowledge and skills do we as teachers
need?
Participate in regular conversations with PLT regarding students individual needs and share
different teaching strategies and tools that may benefit students with a diverse range of needs.
Build and expand on collegues ideas and strategies and share.
When possible attend professional development sessions based on catering for a diverse range of
needs. Also how to best implement technology within the classroom to engage and cater to the
needs of all students.
Utilise mentor or coach by continuously asking for feedback received through observations. Reflect
and take this on board.

Domain of Teaching: B:
PROFESSIONAL PRACTICE
Standard 3. Plan for and implement effective teaching and
learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges

for students of varying abilities and characteristic.

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 resources

Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

3.5 Use effective classroom communication

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

3.6 Evaluate and improve teaching

programs

Demonstrate broad knowledge of strategies that can

be used to evaluate teaching programs to improve
student learning.

3.7 Engage parents/carers in the educative

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

Through this assignment I have gained knowledge and

understanding of new strategies I can build upon and
use in my practice to improve student learning.
Use of the inquiry cycle as a reflection tool upon
my practice.
Continue to reflect on my daily experiences.
Reflect-on-action, Reflect-in-action and reflectthrough-recollection. What worked? What
didnt? what could I change next time?
This is an area I have not had much experience with as
yet and need to build my confidence when speaking
with parents/carers as it will be an important
component of daily classroom practice and I want to
build positive relationships.
Utilise my mentor in gaining strategies to boost
my confidence when dealing with
parents/carers. Continue to engage in
conversation with collegues.
Take regular opportunities for open
conversations between parents/carers and
students e.g. notes in students diaries,
email/phone.

Standard 4. Create and maintain supportive and safe

learning
AITSL PROFESSIONAL STANDARDS

PROFESSIONAL LEARNING STRATEGIES

4.1 Support student participation

Identify strategies to support inclusive student

participation and engagement in classroom activities.

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.

I need to further develop my behaviour management

strategies and insure I am consistent with applying it
to ensure all students are engaged in their learning.
Have regular discussions with mentor or PLT to
compare strategies and the success of them.
Receive feedback from collegues on your
strategies and the success of them.
Attend behaviour management professional
development sessions if possible.

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.

Standard 5. Assess, provide feedback and report on student

learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

5.1 Assess student learning

Demonstrate understanding of assessment strategies,

including informal and formal, diagnostic, formative
and summative approaches to assess student learning.

5.2 Provide Feedback to students on their

learning

Demonstrate and understanding of the purpose of

providing timely and appropriate feedback to students
about their learning.

5.3 Make consistent and comparable

judgements

Demonstrate understanding of assessment

moderation and its application to support consistent
and comparable judgements of student learning.

5.4 Interpret student data

Demonstrate the capacity to interpret student

assessment data to evaluate student learning and
modify teaching practice.

Currently I need to improve my ability to interpret

student data and understand what the results are
saying about individual student learning and identify
the impact my teaching practice has on results.
Discus student outcomes with PLTs use as
assistance to learn to analyse the data to
indicate where students need support and
develop strategies to deliver support.
Utilise mentor/coach gaining feedback on your
interpretation of student data. Use feedback to
expand your understanding of student needs.

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.

PROFESSIONAL PRACTICE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT
Continue to implement assessment (diagnostic, formative and summative) to know and understand
students. Use this data as a tool for future planning of lessons/units.
Create a rubric for assessment so students are clear what they are being assessed on.
Use data to reflect on success of practice. What could I do differently?
Attend off-site professional learning development when given the opportunity.
Allow myself time to undertake in professional reading/research of current and appropriate
pedagogy in relation to assessment.

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TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Use professional learning team time to discuss student outcomes, gain assistance in analysing
student data and indicate as a team where student learning needs support. Discuss strategies to
assist students in reaching highest outcomes and implement.
Use the Inquiry cycle within professional learning teams as a response to students needs based on
the evidence gathered and as a way to evaluate the impact of professional learning on students
learning based on the outcomes of assessment.
Work with PLT to create clear rubrics that will demonstrate required results.

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Domain of Teaching: C
PROFESSIONAL ENGAGEMENT
Standard 6. Engage in professional learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

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.

6.2 Engage in professional learning and

improve practice

Understand the relevant and appropriate sources of

professional learning for teachers.

This is an area I need to engage in further as I have

not had much opportunity in my experience so far. I
need to immerse myself in different types of
professional development in depth.
Attend off-site professional development sessions.
Engage in the Inquiry cycle, use my PLT, jobembedded learning and Evidence based learning.
Allow myself time to keep up with current readings
and relevant research.

6.3 Engage with colleagues and improve

practice

Seek and apply constructive feedback from supervisors

and teachers to improve teaching practice.

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.

Standard 7.
Engage professionally with colleagues, parents/carers and the
community
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

7.1 Meet professional ethics and

responsibilities

Understand and apply the key principles described in

codes of ethics and conduct for the teaching profession.

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.

At this point in time I have limited knowledge of

current legislation in depth, therefore need to make
myself aware.
Looking at current legislative documents and
keeping up to date with individual research
and professional reading.
I need to develop my communication skills and
confidence in having appropriate conversations with
parents/carers. I need to work on self-regulating
strategies to handle criticism and differences of
opinions from parents/carers so we can work
effectively as a team to benefit all students in my

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classroom.

Ask/observe my mentor/coach or take

opportunity to observe leading teachers within
school in conversations. Take note of use of
language and mannerisms. Practice on
teachers and receive/use constructive
feedback.

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.

STRATEGIES PLANNED TO FACILITATE IMPROVEMENT in PROFESSIONAL ENGAGEMENT:

Engage in regular conversations with parents/carers and students including the use of face to face
where possible, notes in students diaries, phone calls/emails.
To improve my confidence and ensure use of appropriate language/mannerisms regularly engage in
professional conversations between colleagues, parents/carers and the wider community.
Attend professional development days when given the opportunity.
Attend weekly staff meetings and be an active participant to assist in gaining confidence when
speaking to fellow colleagues.
Reflect on my practice and engagement opportunities so I can develop and improve.

Continue to develop my professional learning by engaging and keeping up with the latest in
professional reading and current research appropriate pedagogies.

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Continue to work closely with my professional learning team and community. Have the confidence
to ask for help and be open to constructive criticism. Share resources and ideas, be willing to
provide feedback and take on board. Be open minded and willing to furthering personal
development through the use of PLT.
Regularly engage in action learning and use of the inquiry cycle by utilizing the five dimensions and
reflecting upon my practice.
Be an active participant within my professional learning community by attending meetings and
engaging in relevant legislation, administrative and organisational policies and processes required
for teachers according to school stage.
Make use of my mentor/coach and ask for opportunities to receive feedback through the use of
professional conversations and observations of my teaching practices within the classroom.

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