Task

1: Self-Assessment and Professional Learning Plan

Item 1: AISTL Graduate Standards.

AITSL Graduate
Standards

1
(Low)

10
(High)

Standard one title:

Know students and how
they learn
1.1 Demonstrate knowledge
and understanding of
physical, social and
intellectual development and
characteristics of students
and how these may affect
learning.
1.2 Demonstrate knowledge
and understanding of
research into how students
learn and the implications
for teaching.
1.3 Demonstrate knowledge of
teaching strategies that are
responsive to the learning
strengths and needs of
students from diverse
linguistic, cultural, religious
and socioeconomic
backgrounds.
1.4 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 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 Demonstrate broad
knowledge and
understanding of legislative
requirements and teaching
strategies that support
participation and learning of
students with disability.

Standard two title:

Know the content and
how to teach it
2.1 Demonstrate knowledge
and understanding of the

concepts, substance and

structure of the content and
teaching strategies of the
teaching area.
2.2 Organise content into an
effective learning and
teaching sequence.
2.3 Use curriculum,
assessment and reporting
knowledge to design
learning sequences and
lesson plans.
2.4 Demonstrate broad
knowledge of,
understanding of and
respect for Aboriginal and
Torres Strait Islander
histories, cultures and
languages.
2.5 Know and understand
literacy and numeracy
teaching strategies and their
application in teaching
areas.
2.6 Implement teaching
strategies for using ICT to
expand curriculum learning
opportunities for students.

x
x

Standard three title:

Plan for and implement
effective teaching and
learning
3.1 Set learning goals that
provide achievable
challenges for students of
varying abilities and
characteristics.
3.2 Plan lesson sequences
using knowledge of student
learning, content and
effective teaching strategies.
3.3 Include a range of teaching
strategies.
3.4 Demonstrate knowledge of
a range of resources,
including ICT, that engage
students in their learning.
3.5 Demonstrate a range of
verbal and non-verbal
communication strategies to
support student
engagement.
3.6 Demonstrate broad
knowledge of strategies that
can be used to evaluate
teaching programs to
improve student learning.

3.7 Describe a broad range of

strategies for involving
parents/carers in the
educative process.

Standard four title:

Create and maintain
supportive and safe
learning environments
4.1 Identify strategies to
support inclusive student
participation and
engagement in classroom
activities.
4.2 Demonstrate the capacity
to organise classroom
activities and provide clear
directions.
4.3 Demonstrate knowledge of
practical approaches to
manage challenging
behaviour.
4.4 Describe strategies that
support students well-being
and safety working within
school and/or system,
curriculum and legislative
requirements.
4.5 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 five title:

Assess, provide
feedback and report on
student learning
5.1 Demonstrate understanding
of assessment strategies,
including informal and
formal, diagnostic, formative
and summative approaches
to assess student learning.
5.2 Demonstrate an
understanding of the
purpose of providing timely
and appropriate feedback to
students about their
learning.
5.3 Demonstrate understanding
of assessment moderation
and its application to
support consistent and
comparable judgements of
student learning.

5.4 Demonstrate the capacity

to interpret student
assessment data to
evaluate student learning
and modify teaching
practice.
5.5 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.

Standard six title:

Engage in professional
learning
6.1 Demonstrate an
understanding of the role of
the National Professional
Standards for Teachers in
identifying professional
learning needs.
6.2 Understand the relevant
and appropriate sources of
professional learning for
teachers.
6.3 Seek and apply
constructive feedback from
supervisors and teachers to
improve teaching practices.
6.4 Demonstrate an
understanding of the
rationale for continued
professional learning and
the implications for
improved student learning.

Standard seven title:

Engage professionally
with colleagues,
parents/carers and the
community
7.1 Understand and apply the
key principles described in
codes of ethics and conduct
for the teaching profession.
7.2 Understand the relevant
legislative, administrative
and organisational policies
and processes required for
teachers according to
school stage.
7.3 Understand strategies for
working effectively,
sensitively and confidentially
with parents/carers.

7.4 Understand the role of

external professionals and
community representatives
in broadening teachers
professional knowledge and
practice.

Item 2: Resilience BrITE Modules Certificate.

Item 3: Professional Learning Plan.
Section 1: AITSL
Graduate Standard

2.5. Know and

understand literacy and
numeracy teaching
strategies and their
application in teaching
areas.

My goals for this

aspect:

Actions to develop my
capability:

(SMART goals Specific,

Measurable, Accurate,
Relevant, and Time
bound)

(Be specific about what

actions you intend to
undertake and the support
and professional learning you
will require).

Long Term

- Creating effective
lesson plans using First
Steps and other
appropriate resources
as a guide in selecting
appropriate engaging
activities that integrate
literacy and numeracy
strategies and other
cross curricular
opportunities.

By the end of the

study period, I will
continue to develop
a teaching sequence
that uses integrated
literacy and
numeracy strategies
and with effective
resources relating to
the topic.

- Research, observe

Indicators of success: What

will you/others see if your goal
is achieved?

- Effective and refined lesson

plans that use numeracy and
literacy strategies effectively in
approaches to teaching.
- Constructive and positive
feedback received from my
mentor, supervisor and
colleagues has been
implemented in teaching.
- Organised revision plan that
contains appropriate

and seek guidance from

my mentor, supervisor,
and
colleagues on effective
teaching strategies and
resources for effective
lesson planning.

resources to refer to when

needed.

- Revise past notes

from Literacy and
Numeracy units and
their strategies applied
in teaching areas.

3.1. Set learning goals

that provide achievable
challenges for students
of varying abilities and
characteristics.

4.2. Demonstrate the

capacity to organise
classroom activities and
provide clear directions.

Short and Long

Term
By the end of the
study period, I will
have a better
understanding of
setting learning
goals. This requires
using diagnostic
assessment
effectively to identify
students existing
abilities and
characteristics. From
information gathered,
I will be able to
identify and set
learning goals for
students.

Short Term
By the end of this

- Reflect and adapt

approaches to
strategies based on
individual student
needs.
- Create engaging and
challenging activities
that allow students to
achieve their learning
goals.
- Communicate with
students as individuals
and as a whole class to
identify short-term
relevant goals that can
be achieved within units
of work. Use reflective
goal setting worksheets
at beginning of a unit of
work.
- Discuss with my
mentor, supervisor, and
colleagues about their
process of identifying
learning goals and their
strategies used in
helping students
achieve them.
- Seek information and
professional
development
opportunities on setting
learning goals for
students (past unit
notes, online resources,
school resources).
- Observe my mentor,
supervisor and
colleagues on their
behavioural

- Use effective communication

with students to identify
learning goals
- Lesson plans are adapted to
incorporate the learning needs
of students.
- Formative feedback has
been applied in guiding
students towards their learning
goals.
- Constructive and positive
feedback received from my
mentor, supervisor and
colleagues has been
implemented in teaching.
- Students have achieved or
shown progress towards their
learning goals through
formative tasks and
summative assessments.
- Students review their own
goal setting worksheet and
identify if they have achieved
their goal, how, or what they
still need to work on.

- Conduct classroom activities

using effective behavioural
mannerisms (clear and
concise voice, moving around

study period, I will

develop the
confidence in
providing clear
directions verbally,
during classroom
activities.

mannerisms when
interacting with and
providing directions for
students.
- Refer to past
behavioural
management strategies
used in past practical
experiences and revise
which were effective
and which were not.
- Seek advice from my
mentor, supervisor and
colleagues on
strategies for
behavioural
management when
conducting classroom
activities.

the classroom, positive

attitude)
- Provide classroom activities
that are engaging, challenging,
resourceful, motivating, and of
student interest.
- Constructive and positive
feedback received from my
mentor, supervisor and
colleagues on approaches to
classroom activities and
providing clear directions.
- Students respond to
classroom activities in a
positive and constructive
manner.

- Create classroom
activities that are
engaging, of student
interest, and are
motivating (use of
interactive technology).

5.1. Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and summative
approaches to assess
student learning.

Long Term
By the end of this
study period and in
future learning, I will
develop my
knowledge to
construct effective
formative questions
in a timely manner
that guide student
learning.

- Observe and listen to

my mentor, supervisor
and colleagues during
classroom discussions
and their ability to ask
effective formative
questions (how effective
the question is,
construction of
questioning) in a timely
manner.

- Ask formative questions

confidently that guide students
towards their learning
outcomes or goals.

- Listen to students
existing knowledge and
formulate questions that
encourage thinking and
lean towards their
learning outcomes.

- Ability to refine questions that

challenge students cognitive
thinking and promotes
classroom discussion.

- Seek information and

professional
development
opportunities on
formative questioning
and examples of inquiry
questioning (past unit
assignments, online

- Constructive and positive

feedback received from my
mentor, supervisor and
colleagues on approaches to
asking effective questions that
assess student learning.

- Students understanding and

approach to learning has
improved and shown in their
summative assessments.

resources, school
resources).

5.2. Demonstrate an
understanding of the
purpose of providing
timely and appropriate
feedback to students
about their learning.

Short Term
By the end of this
study period, I will
provide constructive
feedback that is
effective to students
individual learning.

- Reflect and revise

questioning strategies
used and how they
relate to achieving
learning outcomes.
- Observe and listen to
my mentor, supervisor
and colleagues
responses during
classroom discussions
and their ability to
provide effective
feedback that guides
student learning
towards improved
progress.
- Observe and listen to
student responses
during feedback they
receive and how it
guides their attitude
towards their learning
progress.
- Provide positive,
effective and
constructive feedback
that relates to achieving
learning outcomes and
goals.

- Provide positive and

constructive feedback to
students that are helpful
towards achieving learning
outcomes and individual goals.
- Constructive and positive
feedback received from my
mentor, supervisor and
colleagues on feedback
strategies used to achieve
student-learning outcomes.
- Students respond to
feedback that encourages
communication with teachers
and fellow peers in a positive
manner.
- Provide positive and
constructive feedback
motivates students to learn.
- Students learning outcomes
and goals are achieved as a
result of providing positive and
constructive feedback.

- Review past study

notes to increase
vocabulary for providing
feedback. This includes
seeking and accessing
resourceful information
online and from the
school and staff.
Section 2: BrITE
Resilience Factors

Long Term
By the end of the
study period and in
future learning, I will
aim and continue to
maintain a positive
impact on student
learning and
achievement.

- Focus on students and

making learning fun.
- Seek help from my
mentors, supervisors,
colleagues, and
administrators when I
need support in any
aspect of teaching.
- Taking time out to

- The ability to navigate

through challenges and
harness personal and
contextual resources.
- Display characteristics that
incorporate the interaction of
personal and professional
contexts over time.
- Ability to approach mentors,

enjoy other aspects of

life (holiday, exercise,
spending time with
friends).

Relationships

Long Term
To build effective
relationships with
teaching
staff/colleagues.

- Be well organised and

prepared and maintain
a teaching approach
that aligns with
students learning
needs, school
requirements, ethical
understanding, and the
curriculum.
- Engage in
professional
development programs
with other teachers, not
just from the school I
teach at.
- Volunteer for extracurricular activities after
school that engages
with teaching staff and
community members.
- Maintain working
relationships with
colleagues in a
respectful and positive
manner.
- Be supportive of
colleagues, reflect on
my own team building
skills and take my time
when building
relationships.

colleagues and other teaching

staff confidently with respect,
when asking for help.
- Ability to take time out as a
result of being organised and
prepared.

- Ability to approach
colleagues in a positive and
supportive manner.
- Attend professional
development programs and
volunteer in extra-curricular
activities and build
relationships with colleagues,
teaching staff, and community
members.
- Maintain working
relationships with colleagues
in a positive and respectful
manner.