Section

1:

AITSL

Graduate Standard

My goals for this

Actions to develop my

Indicators of success: What will

aspect:

capability:

you/others see if your goal is

(SMART goals

(Be specific about what

achieved?

Specific,

actions

Measurable,

undertake and the support

Accurate,

and professional learning

Relevant,

and

you

intend

to

you will require).

Time bound)
Short Term Goals (that can be achieved within this semester)
Professional
Standard

1:

Practise

By the end of

Know

semester two, I

differentiation

differentiation strategies in the

will

research,

strategies and identify

classroom.

and

several different ways

students and how they learn

1.5

Demonstrate

knowledge

and

understanding

develop

implement

Research

of

of effective

differentiating

Effective use of wider range of

Evidence that all students in the

classroom are pushed to work

learning tasks.

hard, whilst still gaining feelings

Observe how mentor

of success and working at their

differentiating teaching to strategies into my

teacher caters for the

own academic level.

meet the specific learning

lessons in order to

varied learning needs

needs of students across

cater

of her class.

the full range of abilities.

learning needs of

strategies

for differentiation

for

the

all students.

Gain

mentor
feedback

assessor

from

assessor

teacher

and/or

about

the

effective use of differentiation

(positive and negative)

from

Praise

strategies in the classroom.

and

mentor teacher of how

effective

my

differentiation was in
lessons.

Work from feedback

provided

and

make

changes

to

future

lessons, to suit the

learning needs of all
students.
Professional
Standard

Practise
1:

Know

By the end of
semester

two

Seek
mentor

guidance

from
teacher

students and how they learn

will further my

regarding how to cater

1.6

understanding of

for and support the

Demonstrate

broad

Students with disability and/or

special

needs

are

safe

and

supported in the classroom.

Parents are content that their

knowledge

and

legislative

understanding of legislative requirements and

requirements and teaching teaching
strategies

that

support strategies used to

needs of students with

children are being supported in

disability.

the classroom.

Research

teaching

Comments from mentor teacher

strategies used to cater

and/or

assessor,

supportive

praising

the

participation and learning

supportive

for

of students with disability.

participation and

disabled students from

provide

learning

of

textbooks and online

particularly those with disability.

students

with

disability.

the

needs

of

environment
for

all

you

students,

sources.

Research

legislative

rights and requirements

of

students

with

disability.

Engage in conversation
with

colleagues

practicum
who

on

placement

have

students

disabled
in

classroom,

their
inquiring

how they make this a

supportive
learning

and

safe

environment

for these students.

Professional

Practise

Standard 3:

By the end of

Observe how mentor

Commendation and messages of

semester two, I

teacher interacts with

praise

Plan for and implement

will

to

parents/carers including

assessor or principal noting your

effective teaching and

develop strategies

before and after school

active

learning

for

face-to-face

parents/carers

3.7 Describe a broad

involving

begin

actively

range of strategies for parents/carers

involving

the

parents/carers in the process.

educative process.

interactions,
in

home,

educative

notes

messages

in

students diaries, etc.

involve

from

mentor

teacher,

relationships
and

them

ability
with

with
to
their

childrens learning.

Parents/carers knowing you on a

Place yourself outside

first name basis and feeling

the classroom before an

comfortable to converse with

after school for a short

you.

period

of

time

and

make the effort to greet

and get to know parents

Parents/carers feel active in the

learning process of their children.

of students in your
class.

Gain

feedback

from

assessor and/or mentor

teacher on how well
you

interact

with

parents/carers

and

strategies, which might

be helpful to involve
them in the educative
process.

Send a note home to

parents at the start of
your

practicum

placement, introducing
yourself,

explaining

what your purpose is in

the

classroom

providing

and
contact

email or number for

parents.
Professional
Standard

Practise
5:

By the end of the

Assess, semester, I will

Access information on
why

moderation

of

provide feedback and report effectively

assessment is vital in

on student learning

practise and apply

the classroom (online

5.3

assessment

resources,

Demonstrate

understanding

of moderation

assessment moderation and

order

its application to support

consistent and fair

consistent and comparable

judgements

judgements

student learning.

of

student

to

in

teacher

make
of

&

learning.

and

comparable

are made.

All students are given equal

opportunity to gain academic

university

success.

Praise

from

mentor

teacher

teaching professionals)

and/or assessor regarding quality

Observe how mentor

of assessment procedure and

teacher

moderates

moderation of marks.

assessment

tasks

order
consistent

to

in

Reflect

Students and parents feel content

make

that marks/grades provided are

judgements

realistic and legitimate, without

of student learning.

Consistent

judgements of student learning

mentor

tutors opinion and other

on

previous

dispute.

lessons

where

summative assessment
has taken place and
identify how effectively
it

was

moderated.

Identify

strategies,

which

may

implemented
future

to

be
in

the

effectively

moderate

assessment

tasks.
Professional

Practise

By the end of the

Standard Number 6:

semester

Engage

seek

in

professional

learning
6.3

Seek

and

apply

constructive feedback from

mentor

will

teachers

teaching

and

strategies,

behaviour

implement

management

constructive

overall

feedback from my

performance,

supervisors and teachers to supervisors

improve teaching practices.

Observe

Extensive

range

of

teaching

strategies used in the classroom.

and

Confidence
strategies

teaching

trying
and

different

understanding

what might work and what might

with

not.

and

consideration of which

teachers in order

of these I might like to

teacher for taking on feedback in

to

implement in my own

an appropriate manner and being

classroom.

able to apply it to your method of

Request mentor teacher

work.

improve

my

teaching
practices.

to regularly provide me
with feedback outlining
strengths

and

weaknesses of lessons,
with

constructive

advice

for

improvement.

Seek
mentor

advice

from
teacher

wherever possible and

dont be afraid to ask
too many questions.

Seek

constructive

Commendation

class

improving.

that

from

is

mentor

constantly

feedback from assessor

and

discuss

changes

where

could

be

implemented

to

strengthen my lessons
and teaching abilities.

Avoid taking feedback

personally

and

remember it is given as
a

way

of

helping

myself improve.

Long Term Goals (those that can are more likely to be achieved beyond this semester)
Professional
Standard

1:

Practise

After two years of

Know

being a graduate

development seminars

challenged in learning tasks, but

teacher,

specifically

are still able to successfully meet

students and how they learn

1.5

Demonstrate

effectively

and

implement

knowledge
understanding
strategies

of range

will
a
of

for differentiation

Attend

professional
about

students

their

my

objectives.

knowledge

and

Research a range of

differentiating teaching to strategies into my

different differentiation

meet the specific learning

classroom to cater

methods online.

needs of students across

for the specific

the full range of abilities.

learning needs of

All

differentiation to build
learn from others.

Converse

are

individual

sufficiently

learning

All students are able to gain

success.

Effective use of wider range of

differentiation strategies in the

with

colleagues and other

classroom.

all of my students.

teaching professionals
regarding

how

differentiate

they

activities

in their classrooms.

Regularly

reflect

on

your

own

differentiation methods
in the classroom and to
ensure

these

sufficiently
the

cater

for

of

all

in

needs

students.
Professional

Practise

After two years of

Know

being a graduate

disabilities

students and how they learn

teacher,

will

unit in the fourth year

1.6

have

fine

of my degree, to better

understanding of

my understanding of

children are being supported in

understanding of legislative legislative

implementing

the classroom.

requirements and teaching requirements and

and supportive learning

strategies

environment

Standard

1:

Demonstrate

broad

knowledge

and

that

I
a

support teaching

participation and learning

strategies

of students with disability.

support

to

Participate

education

special

safe

for

Participate

are

safe

and

Parents are content that their

Comments from colleagues or

principal, praising the supportive
environment you provide for all

in

participation and

professional

learning

of

development seminars

students

with

on special needs and

disability.

needs

supported in the classroom.

disabled students.

Students with disability and/or

students.

disabled education.

Observe strategies used

by colleagues and other
teaching professionals
to be inclusive and
supportive

toward

disabled students.
Professional

Practise

Standard 3:

After two years of

being a graduate

Plan for and implement teacher,

effective

teaching

and

will

implement a wide

Seek

planning

documents

Commendation and messages of

and

praise from parents, colleagues

interesting lesson ideas

or principal noting your active

from

relationships with parents/carers

colleagues

and

learning

range of strategies

other

3.7 Describe a broad range

to

professionals,

actively

of strategies for involving involve

parents/carers

in

the

educative process.

involve

parents/carers
the

teaching

in

educative

process.

which

parents/carers

their childrens learning.

Parents/carers knowing you on a

in the classroom.

first name basis and feeling

Invite parents/carers to

comfortable to converse with

volunteer

you.

in

the

classroom.

and ability to involve them with

Make regular contact

with parents whether

Parents/carers feel active in the

learning process of their children.

Positive feedback noting your

this be via phone call,

performance from parents to

email,

principal.

messages

in

students diaries, notes

sent home or face-toface interaction.

Make

yourself

available

before

and

after school for a period

of 15 minutes, placing
yourself

outside

the

classroom or in pick
up/drop off zone for
parents

to

approach

you.

Memorise
parents

names
and

of

show

interest in their childs

education and academic
progress.
Professional
Standard

Practise
5:

After two years of

Assess, being a graduate

Speak with colleagues

and

other

teaching

provide feedback and report teacher, I will be

professionals, inquiring

on student learning

able to effectively

strategies they use to

5.3

moderate

moderate

understanding

Demonstrate

of assessments

assessment moderation and

order

to

in
make

comparable

are made.

their

Take opportunities to

and

judgements of student learning

All students are given equal
opportunity to gain academic

assessments.

Consistent

success.

Students and parents feel content

its application to support

consistent,

consistent and comparable

comparable

judgements

fair judgements of

which are specific to

student learning.

assessment moderation.

of

student

learning.

attend
and

professional

development

that marks/grades provided are

days,

Seek

information

regarding

assessment

moderation

from

university

tutors,

realistic and legitimate, without

dispute.

textbooks and online

sources.

Make comparisons of
students results with
those in other classes at
the same year level and
reflect on how these
have been moderated.

Professional

Practise

After two years of

Request a colleague or

Growing

range

of

teaching

Standard Number 6:

being a graduate

other

Engage

teacher,

will

professional to observe

continue to feel

one of my lessons and

strategies

apply

confident seeking

provide

what might work and what might

constructive feedback from

and implementing

constructive feedback.

in

professional

learning
6.3

Seek

and

supervisors and teachers to constructive

improve teaching practices.

teaching

me

with

Be open to receive

feedback received

constructive

from

from different sources.

colleagues

strategies used in the classroom.

Confidence

trying
and

different

understanding

not.

feedback

class

that

is

constantly

improving.

and other teaching

professionals

in

order to improve
my

teaching

practices.
Section

2: BrITE

Resilience Factors
Short Term Goals (that can be achieved within this semester)
My goals for this Actions to develop my capability:
aspect:
(SMART

Indicators of success: What

(Be specific about what actions you will you/others see if your
goals

intend to undertake and the support goal is achieved?

Specific,

and professional learning you will

Measurable,

require).

Accurate, Relevant,
and Time bound)
Module 3: I: Wellbeing

By

the

end

of

Observe

strategies

of

mentor

Positive

feedback

from

semester, I will have

teacher, university tutors and peers

mentor

established

successfully

conclusion of practicum

and

implemented

implementing

teacher

at

the

positive work life balance.

placement,

positive work life

Identify aspects of a positive work

commenting on how you

balance throughout

life balance and determine how

managed

the semester as well

these could be implemented into

efficiently and effectively

as

your own lifestyle.

with a positive work life

my

practicum

placement.

Allow

time

to

interests/hobbies
university

and

the

workload

balance.

maintain

other

particularly

than

Personal reflection at the

conclusion of practicum

practicum

placement.

placement,

Recognise when work life ratio is

how work life balance

unbalanced and effectively put

affected my capacity as a

steps into place to improve this

pre-service teacher.

recognising

Motivation levels still high

towards

the

end

of

practicum placement.
Module 5: E: Emotions

By the end of the

Recognise

semester,

thoughts in your head and replace

success and achievement

these

at the end of practicum

will

implement

an

optimistic

attitude

towards

negative/pessimistic

with

positive/optimistic

thoughts.

university

Avoid

Positive

feelings

placement.

dwelling

on

mistakes.

Stable, up-lifting mood is

and my practicum

Identify the positive aspects of a

maintained

placement.

situation, rather than the negative

practicum placement.

and use these to your advantage.

Access

of

information

about

throughout

Praise from mentor teacher

and/or assessor on ability

maintaining an optimistic outlook

to

remain

on situations and life in general.

through

optimistic
difficult

tasks/situations.
Module R Relationships

Throughout

the

Recognise

semester

my

networks in my life.

and

positive

support

Feeling

supported

throughout the semester

practicum

placement,

will

maintain

positive

support networks.

Allow time to catch up with

and practicum placement.

friends and family throughout

Sense

semester

throughout and at the end

and

practicum

of

belonging

placement.

of the semester.

Make regular contact with support

Friendships are still intact

networks whether this be via

and

phone call, social networking,

completion of practicum

messaging

placement.

or

face

to

face

thriving

at

the

interaction.
Long Term Goals (those that can are more likely to be achieved beyond this semester)
Module 3: I: Wellbeing

After two years of

Observe strategies of which peers,

Levels of motivation still

being

colleagues and friends in different

running high towards the

teacher, I will have

professions

end of the term and/or

established

positive work life balance.

school year.

Identify aspects of a positive work

Managing the workload of

positive work life

life balance and determine how

being a teacher whilst also

balance throughout

these could be implemented into

maintaining

the semester as well

your own lifestyle.

relationships with support

as

Allow

graduate
and

implemented

my

practicum

placement.

use

time

in

to

managing

positive

networks and having time

maintain

interests/hobbies other than work.

to do things you enjoy.

Allow time to spend with support

Rarely feeling as though

networks

you cannot keep up with

including

partner,

friends and family.

workload

of

Recognise when work life ratio is

teacher.

unbalanced and effectively put

Motivation

steps into place to improve this

your career as a teacher in

to

being

continue

years to come.
Module 5: E: Emotions

After two years of

Recognise

being

graduate

thoughts in your head and replace

environment.

these

Motivation

teacher,
implement
optimistic

will
an
attitude

towards being in the

with

negative/pessimistic
positive/optimistic

Optimistic

classroom
to

continue

thoughts.

your career as a teacher in

Use negative experiences to shape

years to come.

future positive experiences.

Positive feelings toward

classroom.

Access

information

your career as a primary

about

school teacher.

maintaining an optimistic outlook

on situations and life in general.

Model an optimistic attitude even

when

you

are

not

feeling

optimistic in your head. Often

acting optimistic can make you
feel optimistic.

Encourage

students

in

your

classroom to maintain optimistic

attitudes in order to surround
yourself and your students in an
optimist environment.
Module R Relationships

Throughout

my

Recognise

positive

support

that

you

have

teaching career, I

networks in my life.

support from the people

will

maintain

Allow time to catch up with

around you when faced

support

friends and family throughout the

with difficult situations or

term and school holidays.

just need someone to talk

Make regular contact with support

to.

networks whether this be via

Positive

phone call, social networking,

maintained over a period

messaging

of time.

positive
networks.

or

face-to-face

interaction.

relationships

Friendships remain intact

Show interest in your support

regardless of the demands

networks lives, the way they show

of your work life.

interest in yours.

Feeling