EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

Evidence Number Evidence Description

1 Literacy Unit

2 Report Excerpt

3 Class Profile

4 Reflection on Diverse Learners

5 Sample Lessons

6 Critical Reflection

7 Profile of At-Risk Students

8 Drama Assessment Record

9 Unit of Work - Drama

10 Maths Assessment Data

11 Report Excerpt

12 Maths Unit incorporating ITC

13 ITC to enhance Learning

14 Money Math Resources

15 Report Excerpt

16 History Lesson Sequence

17 Reflection on Learning Strategies

18 Lesson Sequence - Maths

19 Report Excerpt

20 Lesson Sequence with Slides - History

21 Assessment Feedback for class - general

22 Classroom Rules – cooperative activity

23 Report Excerpt

24 Recommendation Letter excerpt

25 Reflection on behaviour management and inclusion strategies

26 Report Excerpt
 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

27 Classroom Design Rationale

28 Differentiated Learning resources

29 Work Samples with achievement statements

30 Assessment and Reporting – Assessment item from EEE405

31 Evidence of Professional Learning

32 Demonstrated improvement from colleague feedback

33 Evidence of networking with communities

34 Excerpt from school policy documents

35 Report Excerpt

36 Report Excerpt

37 NAIDOC public speaking adjudication documents

 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
FOCUS AREA
Physical, social and intellectual
development and characteristics
of students
Understand how students learn
Students with diverse linguistic,
cultural, religious and
socioeconomic backgrounds
Strategies for teaching Aboriginal
and Torres Strait Islander
students
PROFESSIONAL KNOWLEDGE
Differentiate teaching to meet the
specific learning needs of
students across the full range of
abilities
Strategies to support full
participation of students with
disability
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
FOCUS AREA
Content and teaching strategies
of the teaching area
Content selection and
organisation
Curriculum, assessment and
reporting
Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between Indigenous
and non-Indigenous Australians
Literacy and numeracy strategies
Information and Communication
Technology (ICT)
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
FOCUS AREA
Establish challenging learning
goals
Plan, structure and sequence
learning programs
Use teaching strategies
Select and use resources
PROFESIONAL PRACTICE
Use effective classroom
communication
Evaluate and improve teaching
programs
Engage parents/carers in the
educative process
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
FOCUS AREA
Support student participation
Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and
ethically
Descriptor (graduate level) Evidence sample
1.1 Demonstrate knowledge and understanding of physical, social 1, 2, 3, 5, 7, 10, 18
and intellectual development and characteristics of students and
how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how 2, 3, 5, 6, 7, 18
students learn and the implications for teaching
1.3 Demonstrate knowledge of teaching strategies that are 1, 2, 3, 5, 7
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 2, 5, 7,
of culture, cultural identity and linguistic background on the
education of students from Aboriginal and Torres Strait Islander
backgrounds
1.5 Demonstrate knowledge and understanding of strategies for 1, 2, 4, 5, 7, 18
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of 1, 2, 4, 5, 7, 18
legislative requirements and teaching strategies that support
participation and learning of students with disability.
Descriptor (graduate level) Evidence sample
2.1 Demonstrate knowledge and understanding of the 1, 9, 11, 12, 13, 14, 15, 16,
concepts, substance and structure of the content and teaching
18
strategies of the teaching area
2.2 Organise content into an effective learning and teaching 1, 9, 11, 14, 15, 16
sequence
2.3 Use curriculum, assessment and reporting knowledge to 8, 10, 11, 12, 15, 16, 30
design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and 11, 15, 17
respect for Aboriginal and Torres Strait Islander histories,
cultures and languages
2.5 Know and understand literacy and numeracy teaching strategies 1, 11, 12, 14, 15, 18
and their application in teaching areas
2.6 Implement teaching strategies for using ICT to expand 1, 11, 12, 14, 15, 17
curriculum learning opportunities for students
Descriptor (graduate level) Evidence sample
3.1 Set learning goals that provide achievable challenges for 20,
students of varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student learning, 18, 20,
content and effective teaching strategies.
3.3 Include a range of teaching strategies 1, 18, 20,
3.4 Demonstrate knowledge of a range of resources, including ICT, 18, 20,
that engage students in their learning
3.5 Demonstrate a range of verbal and nonverbal communication 21
strategies to support student engagement
3.6 Demonstrate broad knowledge of strategies that can be used to 20,
evaluate teaching programs to improve student learning.
3.7 Describe a broad range of strategies for involving parents/carers 19,
in the educative process
Descriptor (graduate level) Evidence sample
4.1 Identify strategies to support inclusive student participation and 1, 23, 24, 25, 26, 28
engagement in classroom activities
4.2 Demonstrate the capacity to organise classroom activities and 1, 23, 24, 25, 26,
provide clear directions
4.3 Demonstrate knowledge of practical approaches to manage 22, 23, 24, 25, 26, 27,
challenging behaviour
4.4 Describe strategies that support students’ wellbeing and safety 22, 23, 24, 26, 27
working within school and/or system, curriculum and legislative
requirements
4.5 Demonstrate an understanding of the relevant issues and the 1, 23, 24, 26,
strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.
 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
FOCUS AREA
Assess student learning
Provide feedback to students on
their learning
Make consistent an comparable
judgements
Interpret student data
Report on student achievement
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
FOCUS AREA
Identify and plan professional
learning needs
Engage in professional learning
PROFESSIONAL ENGAGEMENT
and improve practice
Engage with colleagues and
improve practice
Apply professional learning and
improve student learning
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
FOCUS AREA
Meet professional ethics and
responsibilities
Comply with legislative,
administrative and organisational
requirements
Engage with the
parents/carers
Engage with professional
teaching networks and broader
communities
Descriptor (graduate level) Evidence sample
5.1 Demonstrate understanding of assessment strategies, including 10, 29, 30
informal and formal, diagnostic, formative and summative
approaches to assess student learning
5.2 Demonstrate an understanding of the purpose of providing 10, 30
timely and appropriate feedback to students about their learning
5.3 Demonstrate understanding of assessment moderation and its 10, 29
application to support consistent and comparable judgements of
student learning.
5.4 Demonstrate the capacity to interpret student assessment data 10
to evaluate student learning and modify teaching practice.
5.5 Demonstrate understanding of a range of strategies for reporting 10, 29
to students and parents/carers and the purpose of keeping
accurate and reliable records of student achievement
Descriptor (graduate level) Evidence sample
6.1 Demonstrate an understanding of the role of the National
Professional Standards for Teachers in identifying professional
learning needs.
6.2 Understand the relevant and appropriate sources of professional 31
learning for teachers.
6.3 Seek and apply constructive feedback from supervisors and 32
teachers to improve teaching practices
6.4 Demonstrate an understanding of the rationale for continued
professional learning and the implications for improved student
learning
Descriptor (graduate level) Evidence sample
7.1 Understand and apply the key principles described in codes of 35, 36
ethics and conduct for the teaching profession
7.2 Understand the relevant legislative, administrative and 30, 34, 35, 36
organisational policies and processes required for teachers
according to school stage.
7.3 Understand strategies for working effectively, sensitively and 35, 36
confidentially with parents/carers
7.4 Understand the role of external professionals and community 7, 33, 35, 36, 37
representatives in broadening teachers’ professional knowledge
and practice