Rationale for AITSL Graduate Standard:

My professional learning plan is focussed around Standard 5: Assess, provide feedback and report on student learning, with the
addition of standard 7.3. Understand strategies for working effectively, sensitively and confidentially with parents/carers, as this
scored particularly low in the self-assessment. As a pre-service teacher I am yet to gain extensive experience in the field but have
outlined in my professional plan on how I intend to develop specific standards during my practicum and as a university student to
ensure I am always developing, growing and preparing myself for the moment I have my own class.

Some of the ways I specifically plan to do this which are outlined in my plan are through discussions with my mentor teacher,
undertaking further research and professional development, and setting specific actions to complete whilst on practicum. This
approach is supported by Marsh (2010) in that he states professional teacher development should involve teachers in the
identification of what they need to learn (my goals) and in the development of the learning experiences in which they will achieve
this (my actions). As teaching is multifaceted I feel it is a valuable experience to break down goals and achievements into
measurable and realistic expectations which can be critically reflected upon. Marsh (2010) recognises this as integral part in
developing excellence in teaching as it requires evaluation of own teaching and learning practices through deliberate action, and
cooperation with peers, to ascertain what high quality and effective teaching looks like, an important process to undertake as my
teacher identity evolves.
Section 1: AITSL My goals for this aspect: Actions to develop my capability: Indicators of success:
Graduate Standard
Short Term Goals semester/prac
5.1 Demonstrate Gain practical experience working with Discuss with mentor teacher her approach Accurately reporting on student
understanding of effective informal anecdotal note taking. to anecdotal note taking, what resources achievement.
assessment Gain experience on giving providing she uses and how she consolidates the Lessons are set at the right level and
strategies, including feedback to students (verbal & notes into reporting on student achievement. differentiation is applied successfully
informal and formal, nonverbal) on formative and summative Practice alongside mentor teacher on giving based on anecdotal notes.
diagnostic, formative assessments. feedback by approaching her before/after Positive feedback from mentor teacher
and summative Conduct a range of diagnostic, lessons to discuss. Additionally, review and supervisor.
approaches to formative and summative assessments mentor teacher examples and discuss her Students learning is
assess student to gain confidence and experience in methodology. improved/strengthened as a result of
learning. the classroom. Begin planning and teaching as soon as my assessment practices.
Consolidate my resources for possible to gain the most experience with Teaching resource folder becomes a
assessment strategies for easy use in assessments, including one short term unit practical tool for use on prac and as a
prac and after graduation. of work over the prac period that can graduate.
consolidate into a summative assessment to
mark.
Go through workbooks, folders and current
unit for resources. Scan, copy and transfer
into teaching resource file.
5.3 Demonstrate Observe on prac how the teacher Discuss with my mentor how she conducts Better able to explain what assessment
understanding of applies assessment moderation in her assessment moderation her moderation entails.
assessment marking. resources/tools? Is there a moderation panel Write a short summary on assessment
moderation and its Develop a strong understanding of at school that I could potentially attend? moderation, have this checked by
application to support assessment moderation, its application Conduct research online/literature to mentor, and attach any resources/tools
consistent and and its importance to me as a teacher. ascertain what the effective requirements of gained from the web and/or prac.
comparable Gain experience in conducting assessment moderation are create a Upload these to my teaching resource
judgements of moderation on student assessments. mindmap. file.
student learning Experiment with my own assessment Positive feedback from my mentor.
moderation practices with the help of my
mentor teacher when marking students
summative assessments.
5.4 Demonstrate the Practice interpreting student data Review student assessment data from my Mentor teacher observes me
capacity to interpret against intended learning goals and use lessons and conduct reflections on how my successfully interpreting student
student assessment this to inform my future lesson planning. teaching could be improved as a result of assessment data and applying this to
data to evaluate future lessons.
student learning and Observe mentor teacher interpreting this and/or where students need to progress Further material added to my teacher
modify teaching student assessment data to next. resource file for future use.
practice. Take notes or photocopies of mentor
teachers evaluations and how she applies
this to her planning as a teacher.
Long Term Goals graduation
5.5 Demonstrate Develop a reliable system for keeping Gather evidence of different ways teachers Produce student assessment data
understanding of a assessment data. on my practicums keep assessment data efficiently and effectively when
range of strategies Built strategies for reporting to records so that they are organised, readily necessary e.g. staff meeting, parent
for reporting to parents/carers and students. available and legible. conferences.
students and Introduces myself to as many parents as I Positive feedback from parents/carers
parents/carers and can whilst on prac to gain experience with on my communication with them
the purpose of communication. regarding their childs progress.
keeping accurate Develop and gather strategies and evaluate A classroom with self-regulated and
and reliable records their effectiveness for reporting to motivated learners.
of student parents/carers and students during
achievement. practicums e.g. what is better - email, letter
or face-face correspondence or a mix? Trial
resources/strategies for reporting to
students e.g. self-monitoring against visible
learning goals, one to ones, written.
7.3 Understand Have appropriate strategies for working Final 4 week prac placement experiment Built a list of effective strategies
strategies for working with parents to maximise the child and with strategies such as writing a letter supported by de-identified evidence
effectively, their experience in the school and introducing myself, teaching focus for the examples.
sensitively and eliminate any risk of misconduct e.g. term, my contact details. Maintaining the code of ethics.
confidentially with breach of confidentiality. Discuss with mentor teachers strategies Parents/carers know who I am and
parents/carers. they use. communication is positive and
Consult and familiarise myself with code of reciprocal.
conduct related to the teaching profession.
 Rationale for BrITE Resilience Factors:

As a graduate teacher I will be faced with new and exciting experiences and challenges that may elicit feelings of stress, anxiety
and fear, therefore it is important that I am proactive in identifying the potential for being overwhelmed or impacted by these. I have
outlined below what I feel are important to me between now and graduation as a pre-service teacher. Much of what is discussed
relies on me to consistently completing self checks through the actions I have developed for myself to keep a happy and healthy
habit of mind and body, which align with the BrITE resilience factors.

Section 2: My goals for this Actions to develop my capability: Indicators of success:

BrITE Resilience aspect:
Factors
Short Term Goals

Wellbeing Work/life balance Maintain my healthy lifestyle by maintaining Health is maintained, minimal injuries and
Personal wellbeing an equal balance of work, social and health concerns
exercise by always committing to at least two Stress levels are maintained
social events each week and 30 minutes Situations that otherwise would result in
exercise every second day. stresses are dealt with positively
Emotions Emotional Practice the ACT process for managing Positive feedback from mentor and peers
awareness emotions Teach and promote emotional awareness to
Keep in check and discuss managing support others by having resources and
emotions in the classroom with my mentor activities on hand to implement in class.
teacher.
Complete research into managing emotions
e.g. breathing techniques, yoga
Research methods for use in the classroom
to develop students emotional awareness,
not only mine, as social and emotional
awareness skills are important to develop in
children to deal with everyday situations
(Marsh, 2010). Research more into how
students can perceive, understand and
 manage emotions as outlined by Woolfolk &
Margetts (2010) as important factors for
emotional development.
Long Term Goals
Relationships Maintain support Continue my weekly interactions with friends Having ongoing commitments with friends
networks face to face and over the phone. Have a varied contact list of education friends
Build new Build up a network of friends/colleagues during by graduation who keep in regular contact
relationships with university, practicums and professional Know the names of the staff at prac school
colleagues development through engaging in extra Positive feedback from people, mentor and
curricula activities, regularly going to the staff supervisor.
room on pracs and introducing myself to
unfamiliar people.
Keep in touch with prac school/mentor via
emails once prac is complete.