APPENDIX 2: PROFESSIONAL EXPERIENCE GOALS for EPT433
Goal: Indicators/Evidence:
1. Professional Knowledge Goal:
By the end of week 3, incorporate
teaching strategies that are designed
to accommodate for the learning
needs of students based on their
level of physical, social, and
intellectual development, including
students with additional needs, to
assist them in achieving the learning
outcomes of each each lesson (1.1,
1.5, 1.6).*
6. Professional Practice Goal:
By week 2, identify appropriate
verbal and non-verbal cues that
can be
used as classroom management
strategies in order to engage
students, ensure that the transition
between activities is efficient, and
ensure that their safety is
maintained (4.1, 4.2, 4.3).*
Evidence you will have to show you
achieved the goal
- Lesson plans includes
strategies that differentiate or
modifies (or extends) instruction
in order to accommodate for the
needs of students. Strategies
should be based on research
and learning theory.
- Information gathered from
formative and summative
assessment tasks that indicate
students are engaged.
- Positive feedback from
students based on self-
evaluation in the form of exit
slips collected at the end of the
lesson.
- Shorter transition time
between activities, with
minimal disruption,
thereby saving time that
can be utilised for
instruction.
- Safety instructions
during outdoor activities
are adhered to and a
risk assessment has
Actions:
Sequenced steps describing the actions
you will take as you work towards achieving
the goal
1. Discuss any additional needs with
the teacher that students may have.
2. Through observations of
students during instruction,
and through discussion
with my associate teacher,
develop a class portfolio,
identifying the needs of
individual students and
can be referred to when
designing lessons.
3. Design lesson plans that
Includes steps for
differentiating learning
and, as discussed with the
supervising teacher,
managing difficulties that
students may have (e.g.
misconduct resulting from
anxiety during an
assessment task)
4. Include extension activities
that aim to promote higher
order thinking including
problem-based activities
that utilises the skills they
have been taught.
5. Design inclusive
assessment tasks that
allow students to
demonstrate their
understanding of the
lesson content.
1. Identify the procedures and methods
used by the associate teacher to
provide cues to students in order to
gain their attention and/or deliver
instructions during a lesson.
2. At the end of each day, reflect on
how well I implemented these
strategies and identify any
improvements that need to be made
(e.g. Modifying vocal tone, pitch, and
 been prepared and power to gain students attention).
discussed with the
associate teacher when 3. Discuss any modifications to these
necessary. strategies with the teacher.

- Off task behaviour due 4. Also discuss any management

7. Professional Engagement Goal:
By week 3, begin using the feedback
sheets from lessons to reflect on
the delivery of the lesson and
identify improvements that can be
made to instruction, and then
discuss these modifications with
the classroom teacher prior to
incorporating them improvements
into lessons. (6.1)*
to students being strategies that need to be implemented
unsure of what to do is to assist students who are prone to
minimised or removed. behavioural issues, particularly when
assessment conditions or activities
such as group work can be an
antecedent. .
- Improvements 1. Use the feedback sheets given to
suggested in the the supervising teacher to discuss how
feedback sheets have well lessons were delivered and what
been incorporated into could be done to improve instruction.
lesson plans and then
carried out during the 2. Reflect on my own performance and
lesson. set goals based on the SAs feedback.
- Feedback from AT on 3. Incorporate improvements into
how well these lesson plans and reflect on how well
improvements were these improvements were
implemented. implemented.

- Completion of self-
evaluation, reflecting on
how well improvements
were implemented and
any further
improvements that need
to be made.

Other aims you may have for the professional experience:

- Provide positive, meaningful, and supportive feedback to students that identifies what the student has
done well.

- Develop self-assessment strategies that encourage independent learning, particularly for Grade 6
students who are entering their final term of Primary education.

- Remain organised and ensure I get an adequate amount of sleep.

- Ensue that I am always organised.

* Based on the Australian Professional Standards for Teachers (Australian Institute for Teaching and School
Leadership, 2014)

Teacher Education Student: ________________________________ Date: ________________

Supervising Teacher: __________________________________ Date: ________________

Subject Coordinator: __________________________________ Date: ______________