Task One: Self-Assessment and Professional Learning Plan

Task One: Self-Assessment and Professional Learning
Plan
Item One
AITSL Graduate Standards
(Low)
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.
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.
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
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.
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.
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
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.
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 Two
Item Three
Area of
Improvement
My Goals
AITSL Graduate Standard

Five Assess, provide
feedback and report on
student learning:
By the
completion
of this
semester
(2nd
semester
2016) I will
have shown
that I both
understand
each form of
assessment
and have
implemented
it in my
practicum.
5.1: Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and summative
approaches to assess
student learning.
How I will Achieve Them

SHORT TERM GOALS
- Practice implementing different assessment
approaches such as formal, informal, diagnostic,
formative and summative across different curriculum
areas to determine which is most appropriate for
that subject for those students.
- Create one (or a number of) constructively aligned
units of work. After implementing this unit of work
reflect on where is was successful and where is
failed.
- Make use of diagnostic and formative assessment
to modify teaching approach and make new plans.
- Create greater quality assessments rather than a
greater quantity of assessments.
- Ask for advice from peers on social media pages
dedicated to teachers, for example: TeachMeetWA
(https://www.facebook.com/groups/TeachMeetWA/),
CSESA (https://www.facebook.com/csesaonline/?
fref=ts), Professional Development for Educators
(https://www.facebook.com/groups/55874687090938
0/), Perth WA Teachers Buy, Swap, Share, Sell and
Borrow
4/) and Primary Education Curtin
How I will know they

Have Been Achieved
- I will have received
feedback from my mentor
teacher that I am using my
assessments appropriately
and that they are
generating good data.
- My units of work will have
clear constructive
alignment.
- My assessments will be
qualitative rather than
quantitative.

student learning:
5.3: Demonstrate
understanding of
assessment moderation
and its application to
support consistent and
comparable judgements of
student learning.
By the end of
my practical
placement
this
semester I
will have
made use of
assessment
moderation
and have
gauged
where my
judgements
of student
learning lay,
in
comparison
to those of
other
teachers.
3/).
- Read Readman and Allens Practical Planning and
Assessment (2016).
- Visit the AITSL website and explore the graduate
proficiency illustrations for standard 5.3
(http://www.aitsl.edu.au/australian-professionalstandards-for-teachers/standards/list).
- Engage in discussion with other teachers and
student teachers about how and why they moderate
in assessment.
- Observe and record the way my practicum teacher
moderates her assessment tasks.
- Create and implement an assessment. Record the
marks which I would allocate the assessment then
ask my mentor teacher to moderate my marks on a
range (not all) of the assessments. If the marks the
experienced teacher gave are different, then discuss
their reasoning with them.
- Repeat the above process a number of times.
Experiment with different types of marking
processes including use of rubrics.
- When allocating students marks be reflective and
know exactly why they are being that particular
mark.
- View the AITSL (2016) YouTube Video on Team
- I will be able to justify to

parents, student and
administrative staff my
reasons for the grade
which I allocate students.
- I will create and use clear
and comprehensive
rubrics.
-I will engage in regular
ongoing moderation with
co-workers to ensure that I
am marking to an
appropriate standard.
teaching moderation.

student learning:
5.4: Demonstrate the
capacity to interpret student
assessment data to
evaluate student learning
and modify teaching
practice.
By the end of
this
semester
and the
completion
of this
practicum I
will have
planned and
implemented
assessment
pieces from
which I have
generated
data, which I
can use to
evaluate
both my

Borrow
3/).
- Create assessment pieces which produce
measureable results.
- Represent the results in tables or graphs which can
easily be interpreted.
- Have data representing the before during and after
of teaching to show students progress through a
given topic.
- Use the information gleaned from assessment
results to inform future planning and teaching
practice.
- Watch the series of YouTube videos on how to use
excel
(https://www.youtube.com/channel/UCdG1GHxF95M
UruRtFLqq0MQ).
- I will create assessment

pieces which produce
quality reliable data. My
mentor teacher will
confirm for me whether or
not my data is of good
quality.
- I will graph/map the data
to clearly show the level at
which my students are
operating and will have a
system for comparing
where a student was
previously to where they
are now (and thusly where
it is that they are going).
performance
and that of
by students.
- Complete the analytics for the classroom teacher

course (https://prod-edx-mktgedit.edx.org/course/analytics-classroom-teachercurtinx-edu1x) by Demetrios Sampson (begins 24 th
of October).
- I will use assessment

date to modify my
teaching approach and my
plans.
- Speak to my practical placement mentor about

their record keeping and interpreting methods.
- Speak to other teachers I know about their record
keeping methods.

Six Engage in
Professional Learning:
6.2: Understand the
relevant and appropriate
sources of professional
learning for teachers.
By the end of
this unit of
learning I will
have begun
to build a
repertoire of
professional

Borrow
3/).
- Create and save a document which lists all of the
providers of professional development in Western
Australia.
- Set professional development goals to achieve
within each year.
- I will have created a list

of the PD opportunities
from the following
providers (and more) and
will place them in my
calendar.
development
opportunities
available to
me. I will use
this
repertoire to
ensure that I
am engaging
in lifelong
learning.

student learning:
5.5: Demonstrate
understanding of a range of
strategies for reporting to
students and
parents/carers and the
By the end of
my first year
teaching I
will have
devised and
effective and
efficient
means of
recording
- Watch the illustration provided by AITSL for the

graduate standard 6.2 proficiency
(http://www.aitsl.edu.au/australian-professionalstandards-for-teachers/illustrations-ofpractice/detail?id=IOP00035).
- Speak to other teachers to find out what
professional development opportunities they have
found and what they recommend.
Borrow
3/).
LONG TERM GOALS
- Speak to my mentor teacher about how they keep
a record of student achievement. Additionally, speak
to them about report writing and ask about how they
do it.
- Assist mentor teaching with report writing at the
end of this term.
- Plan with administrating staff, parents and other
By speaking to other
teachers and school
administrative staff I will
have ascertained the
relevance and quality of
professional development
courses and their
respective providers.
- I will have created a

comprehensive system for
recording, measuring and
reporting on student
achievement. This system
should be clear and easily
interpretable by any who
view it. There should be a
clear link/evidence
purpose of keeping
accurate and reliable
records of student
achievement
and
presenting
student
achievement
.
teachers as to the information which parents would

like/need to be reported to on.
- View Simplifying a Teachers Life: Free Technology
Tools for Assessment (Teaching Speaks Volumes,
2014) and learn to use the recommended free
applications (Kahoot.it, Socrative, Flubaroo, Plickers,
Mastery Connect, ForAllRubrics and Cross Charts).
between the data

represented and the
students work.
Supervisor or mentor
teacher to verify this
- I will have a strategy for
reporting to parents and
other staff members.
- View CSLTVs Reporting to Parents Sharing

Success (CSLTV, 2014).
- Reflect on previous approach to reporting and
record keeping in comparison to now. Notice the
benefits of the new approach.
BRiTE Modules:
Personal Wellbeing
By the end of
my first year
as a teacher
I will have

Borrow
3/).
- Become aware of what a healthy sleep cycle is.
Ensure that this cycle is maintained.
- Set time aside each day for exercise.
- I will exercise regularly.

- I will not stay up late
marking and planning.
BRiTE Modules:
Communicating
Effectively
created and
maintained a
plan for my
wellbeing.
This will
include
exercise,
healthy
eating,
getting
appropriate
sleep. This
will also
include
maintaining
social
relationships
which
promote
mental
wellbeing.
Throughout
my teaching
career I will
aim to
continue to
enhance my
communicati
ve skills. I
will place
specific
focus on
- Maintain a healthy diet.

- Set a time frame during which planning/marking is
permitted whilst at home. Do not exceed this time.
- Ensure that each week time is spent
building/maintaining social relationships.
Borrow
3/).
- Complete communication professional
development training. The company Professional
Development Training offers two courses in
improving communicative skills
(https://pdtraining.com.au/professionaldevelopment-short-courses). The first is a Team
Communication Course
(https://pdtraining.com.au/courses/teamcommunication-course) and the second is a
Communication Skills Training Course
(https://pdtraining.com.au/courses/communication-
Adequate sleep is
essential.
- I will avoid junk food and
keep to healthy and timely
meals.
- My social relationships
will remain strong.
- I will not work outside of
the hours I have permitted
myself work within.
-An ongoing high priority

will be placed on
communicative skill
improvement and
awareness.
- Feedback offered from
students and staff will
reflect good
communication skills.
being able to
communicat
e with my
students,
their parents
and my
colleagues.
skills-workplace-training-courses-are-delivered-bypdtrainings-communication-skills-trainingspecialists-in-brisbane-sydney-melbourne-adelaideand-australia-wide).
- Making use of
suggestions offered by
peers to enhance
communicative capacity.
- Regularly ask for critical feedback from peers and

administrative staff to gain insights. Reflect on the
criticisms offered.
- Continuous development
of the capacity to
communicate with all
members of the class and
community across different
languages.
- Provide students with the opportunity to give you

feedback on your communication. I.e. ask questions
such as: when I explain things/teach things, do you
understand the words I use?
- Make use of the auslan signbank to learn sign
language for those students who may require it
(http://www.auslan.org.au/dictionary/words/hello1.html).
- Explore websites such as Our Languages
(http://www.ourlanguages.net.au/languages.html) to
learn the languages of the Indigenous Australian
students in the class.
fref=ts), Porfessional Development for Educators
Borrow
BRiTE Modules:
Managing Emotions
It is essential
that teachers
be in control
of their own
emotions. A
teacher
should avoid
letting
emotions
dictate their
response to
a situation.
3/).
- Find and read relevant literature about emotional
regulation. Especially when this pertains to teachers.
- Learn to control emotions by making plans for how
to react to challenging circumstances, rather than
simply reacting to the situation at the time.
- Develop coping strategies for high stress
situations.
fref=ts), Porfessional Development for Educators
Borrow
3/).
- None of my decisions as a
teacher will be driven
completely by emotion. My
behaviour will be regulated
by well thought out plans.
- When I encounter a
circumstance that
encourages an emotional
response I will having
coping strategies to control
the situation.

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Task One: Self-Assessment and Professional Learning

Standard two title:

content and teaching strategies of the

Standard three title:

Standard four title:

Standard five title:

Standard six title:

learning for teachers.

Standard seven title:

AITSL Graduate Standard

How I will Achieve Them

How I will know they

AITSL Graduate Standard

- I will be able to justify to

AITSL Graduate Standard

- Ask for advice from peers on social media pages

- I will create assessment

- Complete the analytics for the classroom teacher

- I will use assessment

- Speak to my practical placement mentor about

AITSL Graduate Standard

- Ask for advice from peers on social media pages

- I will have created a list

AITSL Graduate Standard

- Watch the illustration provided by AITSL for the

- I will have created a

teachers as to the information which parents would

between the data

- View CSLTVs Reporting to Parents Sharing

- Ask for advice from peers on social media pages

- I will exercise regularly.

- Maintain a healthy diet.

-An ongoing high priority

- Regularly ask for critical feedback from peers and

- Provide students with the opportunity to give you

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