Short term goals

AITSL Graduate
Standard or
BRiTE Module
goal

My goals for
this aspect.

Actions to develop my capacity.

AITSL Standard
5: Assess,
provide feedback
and report on
student learning.
5.1
Assess student
learning

By the end of my
third year
practicum, I will
gather a range of
informal and
formal formative
assessment
strategies and
practices and
utilise them on
practicum to
gather data about
student learning
and my teaching.

-Observe and engage with mentor

teacher and other teachers in the
school to gather formative assessment
ideas and also see them in practice.
Reflect on how these practices are or
are not connected to learning goals
and outcomes and how they could be
improved.
-Access texts and resources such as
Formative assessment: responding to
your students (Tuttle, 2014), 53 ways
to check for understanding (Edutopia,
n.d.) and Tools for formative
assessment (Lambert, 2012) and
others in gaining more formative
assessment ideas.

AITSL Standard
4: create and

By the end of my
third year

-Observe students in the classroom

which students exhibit challenging

Indicators of
success: what will
you/others see if
your goal is
achieved?
-Self-reflection on
the effectiveness of
implemented
formative
assessment
practices based on
three key
questions: Is the
data I am
collecting directly
related to the
specified outcomes
or learning goal?
Does it provide me
with data that
informs teaching
and learning? Is
this form of
formative
assessment
effective and how
could it be
improved?
-Place collected
resources or ideas
in a portfolio with
work samples of
strategies used on
practicum.
-Feedback from
mentor teacher
about the
effectiveness of
implemented
formative
assessment and
areas for
improvement.
-Each lesson plan
will have a section

maintain safe and

supportive
learning
environments
4.3
Demonstrate
knowledge of
practical
approaches to
manage
challenging
behaviour.

practicum, I will
develop a range
of verbal and
non-verbal
strategies to
manage
challenging,
disruptive and
defiant behaviour
and implement
them in the
classroom.

behaviours and identify possible

causes of their behaviour. For
example, the work is too challenging
or too easy, students sitting around
these students instigating behaviour
or the persistence of negative homelife experiences as influencing
behaviour.
-Review learning from previous
Professional Studies unit regarding
behaviour management.
-Implement a whole-class behavioural
reward system in consultation with
mentor teacher.
-Design and implement learning
experiences that are relevant,
engaging and reflective of students
lives, particularly those from
Indigenous backgrounds.
-Consult relevant school policy and
procedure regarding behaviour and
behaviour management.

BRiTE Models:
Developing
optimism

Prior to going on
practicum, I will
develop a series
of strategies for
maintaining
optimism in a
challenging
classroom that
includes diverse
needs in terms of
ability,
behavioural
issues and social
and cultural
factors.

outlining key
strategies to use for
challenging
behaviour. At the
conclusion of the
lesson, the
effectiveness of
these strategies
will be reflected
upon along with
the lesson itself.
-Behavioural
issues will be
minimal or easily
managed by
myself without
interrupting other
students learning
or my teaching.
-Positive mentor
teacher feedback
regarding specific
strategies used.
BRiTE (n.d. a) website suggests
- Development
positive daily affirmations.
of a daily
A what have I done well diary to
affirmations
be filled out each day or at the end
board.
- Daily entries
of every lesson in the reflections
section.
into a 'what I
Use Conyer and Wilson's (as cited
have done well'
in BRiTE, n.d. b) RADAR
diary as well as
(recognising negative thoughts,
in the
assessing whether these are
reflection
truthful, disputing the negative
section of my
thoughts, adding an alternative
lesson plans.
- Effective use
truth and rehearsing the previous
steps) to combat pessimistic
of Conyer and
thinking.
Wilson's (as
Engage in self-reflection
cited in BRiTE,
(Johnson, Down, Le Cornu,
n.d. b)
Peters, Sullivan, Pearce & Hunter,
RADAR
2014, p. 541) that looks at the
strategy for
broader context of teaching in
developing an
terms of the society, culture and
optimistic
political issues that have an effect
mindset and
on practice.
tackling
Engaging in positive self-talk

Long term goals

AITSL Graduate
Standard or
BRiTE Module
goal.
Standard 5:
Assess, provide
feedback and
report on
students learning.
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.

My goals for
this aspect.

By the end of my
final practicum, I
will have
developed a
personal system
for keeping
record of student
learning as well
as implement
strategies for
reporting to
students and
parents with the
use of
technology and
online platforms.

strategies (Fried, 2011, p. 4)

focusing on the potential positive
outcomes.
Collection of daily affirmations or
a goal board that highlights why
I wanted to become a teacher, my
goals and my successes thus far.

Actions to develop my capacity.

negative
thoughts.
A personal
awareness of
an increase in
optimism or
more positive
thoughts with
regard to my
effectiveness as
a pre-service
teacher.

Indicators of
success: what will
you/others see if
your goal is
achieved?
-Explore different digital forums for
-The adoption and
reporting to parents and students
successful use of
regularly that allows for the uploading an online forum for
of work and allows parents and
communicating
students to comment and
with and to parents
communicate with the teacher, such
and caregivers
as Edmodo or Class Dojo.
about students
-Explore the application Explain
achievement and
Everything as a way of giving
learning.
students (and parents) verbal
-An expression
comments about work in alignment
from parents and
with a rubric or other form of
caregivers that the
assessment.
adopted format or
-Engage with many different teachers forum of
to gain an insight into how they keep communicating
accurate records of student
and reporting to
achievement through the use of things them is
such as portfolios.
satisfactory.
-Ensure that any assessment in given
-The development
in child-friendly language, such as
of a system for
rubrics, and that any feedback is
keeping accurate
understood by students (Readman &
and reliable
Allen, 2013).
records of student
-Ask practicum mentor teacher(s) if I achievement.
can sit in on parents-teacher
interviews to gain an insight into how
achievement is communicated
between the teacher, parent and

Standard 1:
Know students
and how they
learn.
1.5demonstrate
knowledge and
understanding of
strategies for
differentiating
teaching to meet
specific learning
needs of students
across the full
range of abilities.

Throughout the
remainder of my
degree, I will
develop a
repertoire of
strategies for
differentiating
teaching.

BRiTE Module:
work life balance

Throughout the
course of my
degree and
beyond, I will
engage in
activities outside
of work or study
that promote my
social, emotional
and physical

student.
-Engage in professional development
related to literacy teaching such as
those provided by TeachMeetWA
through their Facebook page.
-Become a member of the Australian
Literacy Educators Association.
-Explore websites that give
information about differentiation such
as
http://differentiationcentral.com/whatis-differentiated-instruction/.
-Engage in texts such as Leading and
managing a differentiated classroom
(Tomlinson & Imbeau, 2010) and
How to differentiate instruction in
mixed-ability classrooms (Tomlinson,
2001).
-Collect work samples from students
to gage level of literacy and align
these samples with the First Steps
Reading, Writing, Viewing and
Listening resources and use these
resources to adapt tasks or provide
individualised learning.
-Provide teaching and learning
experiences that allow all students to
access the learning. For example,
watching a short clip about a topic
then reading about it, asking students
to draw their understanding or
allowing students to verbalise then
write.
-Collect samples from other teachers
regarding the differentiation of
literacy as well as other areas.
-Allocate time each week to engage in
either fitness classes or a sport.
-Engage with other teaching students
(for the remainder of my degree) and
teachers for support with planning
and assessment; especially engage
with teachers of the same year level to
allow for collaborative planning.
-Organise tasks into importance in a
table with sticky notes and remove

-Students are
provided with
work that is
differentiated that
challenged them
but also allows
them to experience
success.
-Students learning
needs are catered
for and students
have more access
to the learning.
-Higher students
engagement in
learning.

-An improved
sense of personal
wellbeing in terms
of a balance
between time spent
on teaching related
tasks and activities
I find personal
enjoyment from.
- More effective

health and
wellbeing;
creating a worklife balance.

them as completed.
-Engage in mindful meditation to
maintain mental health and reduce
stress such as those provided by
Curtin University's Counselling
Services website
(http://life.curtin.edu.au/health-andwellbeing/Downloads.htm_)

time spent on tasks

related to work
through strategies
related to
prioritising tasks.

References
Tuttle, H. G. (2014). Formative assessment: responding to your students. Retrieved from
http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?
docID=1595017

Edutopia. (n.d.). 53 ways to check for understanding. Retrieved from

https://www.edutopia.org/sites/default/files/resources/edutopia-finley-53-ways-to-checkunderstanding-2016.pdf

Lambert, K. (2012). Tools for formative assessment. Retrieved from

https://lms.curtin.edu.au/bbcswebdav/pid-4254812-dt-content-rid23873077_1/courses/EDPR3005-FacHum-2121860410/60formativeassessment.pdf

BRiTE. (n.d. a). Module E: emotions, Developing optimism. Retrieved from

https://www.brite.edu.au/BRiTE/Module5/Skills/Optimism#recommendations/1
BRiTE. (n.d. b). Module E: emotions, Developing optimism. Retrieved from
https://www.brite.edu.au/BRiTE

Bruce Johnson, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce &
Janet Hunter (2014) Promoting early career teacher resilience: a framework for understanding
and acting, Teachers and Teaching, 20:5, 530-546, DOI: 10.1080/13540602.2014.937957
Johnson, B., Down, B., Le Cornu, R. Peters, J. Sullivan, A., Pearce, J. & Hunter, J. (2014).
Promoting early career teacher resilience: a framework for understanding and acting. Teacher
and Teaching, 20, 530-546. http://dx.doi.org/10.1080/13540602.2014.937957
Fried, L. Teaching teachers about emotion regulation in the classroom.
Australian Journal of Teacher Education, 36, 1-11. ).
http://dx.doi.org/10.14221/ajte.2011v36n3.1

Readman, k & Allen, B. (2014). Practical planning and assessment. Victoria,

Australia: Oxford University Press.
Tomlison, C. A. & Imbeau, M. B. (2010). Leading and managing a differentiated
classroom. Retrieved from
http://ebookcentral.proquest.com.dbgw.lis.curtin.edu.au/lib/curtin/detail.action?
docID=624062.
Tomlison, C. A. (2001). How to differentiate instruction in mixed-ability
classrooms (2d ed.). Retrieved from http://link.library.curtin.edu.au/p?
pid=CUR_ALMA2190033780001951