CLAUDIA BEATTIE

Goals for May Prac IV 2016

Setting goals
Things I think I did
really well during my
last professional
experience

Relevant APST

Mentor teacher stated, Claudia was a confident

organiser of the classroom. She slipped
comfortably into the shared teaching of our
flexible learning spaces, whether as the lead
teacher or support teacher. Her directions were
clear and concise and lessons were inclusive and
engaging. Claudia ensured school policies and
procedures were evident in practices through
seeking and following advice from mentor
teachers.

Standard 4.1: Support

student participation

I developed engaging
lessons that catered
for the students
different learning
abilities.

Mentor teacher stated, Claudia consistently

demonstrated her knowledge of students and how
they learn. She was aware of the varying needs of
students and the range of intellectual development
across the stage. Claudia differentiated her lessons
so as to provide all students with access to the
curriculum.

Standard 1.2 Understand

how students learn

I implemented a
range of resources,
including ICT, that
engaged students in
their learning

Mentor teacher stated, Claudias ICT knowledge

and usage was excellent- she is confident and
competent in this area.

Standard 3.4: Select and use

resources

I engaged
professionally with
colleagues to
improve my
pedagogy

Mentor teacher stated, Claudia is to be

commended for the conscientious manner in
which she sought feedback from her mentor
teachers. We constantly discussed positive aspects
and areas for improvement in her teaching which
she subsequently demonstrated in following
lessons.

Standard 6.3: Engage with

colleagues and improve
practice

I created and
maintained a safe
and supportive
learning environment
during every lesson.

Evidence

Standard 4.2: Manage

classroom activities
Standard 4.4: Maintain
student safety

Standard 1.5: Differentiate

teaching to meet specific
learning needs of students
across the full range of
abilities

CLAUDIA BEATTIE

Action Plan

Things I found
challenging during my
last professional
experience

Behaviour
Management

Reinforce classroom behavioural expectations

Implement a reward system (positive
behaviour support)
Research and implement micro skills for
behaviour management
Implement effective verbal cues (when my
hand is raised, everyone must stop what they
are doing and eyes to me)

Standard 4.3: Manage

challenging behaviour

Develop effective

assessment strategies
and provide feedback
to support students
learning.

Research effective assessment strategies that

link to the KLA being taught.
Observe mentor teachers assessment and
feedback strategies and incorporate some into
my planning.
Give quality feedback to the students
according to the success criteria of the lesson.

Standard 5.1: Assess student

learning

Time management:
Able to use the
reflective time of the
lesson effectively

Use a watch or timer during lessons to ensure

each part of the lesson is running on time.
Time the activities and assess using personal
reflections whether the time given is too much
or too little for the students to complete the
desired activity well. Learn from reflections
and trial new techniques each lesson.
Research effective ways to end a lesson by
asking my mentor teachers.

Standard 3.3: Use teaching

strategies

Be very organised with materials and

classroom set up for the next lesson, so
students do not become disengaged.
Inform students right at the beginning of the
lesson of any equipment needed and/or extra
tasks that may be completed for those who
need it.
Tell the students my behavioural expectations
during transition periods (must be quick to put
books away or to get new equipment, no
talking, etc)

Standard 4.2: Manage

classroom activities

Relevant APST

How will I improve?

Goals for May Prac IV 2016

Transitioning
students onto the
next activity or
lesson

Standard 5.2: Provide

feedback to students on their
learning

CLAUDIA BEATTIE

Goals for May Prac IV 2016

Formulated Goals

GOAL: I will apply strategies to effectively manage challenging behaviour in the classroom.
APST: 4.3 Manage challenging behaviour
ACTION PLAN
1. Observe the behaviour management strategies already in use by my mentor teachers and implement them
into my practice (e.g. 3-step warning system).
2. Research and implement appropriate verbal cues and micro skills (e.g. when my hand is raised, everyone
must stop what they are doing and eyes to me).
3. Implement strategies and evaluate through lesson evaluations and mentor teachers feedback.

GOAL: I will develop strategies to cater for students different learning abilities in the classroom.
APST: 5.1 Assess student learning and 5.2 Provide feedback to students on their learning
ACTION PLAN
1. Observe mentor teachers assessment and feedback strategies and incorporate desired ones into my
planning.
2. Research effective assessment strategies that link to the KLA being taught.
3. Learn to give quality feedback to the students according to the success criteria of the lesson through
seeking mentor teachers advice.
4. Implement strategies and evaluate through lesson evaluations and mentor teachers feedback.

GOAL: I will develop strategies to efficiently manage time during the lesson and use the reflective
time effectively.
APST: 3.3 Use teaching strategies
ACTION PLAN
1. Use a watch or timer during lessons to ensure each part of the lesson is running on time.
2. Observe my mentor teachers lessons and write down notes of how they end their lesson in my prac
folder.
3. Discuss methods with my mentor teachers and research alternative strategies.
4. Implement strategies and evaluate through lesson evaluations and mentor teachers feedback.

GOAL
I will develop strategies to efficiently transition my students onto the next task or lesson.
APST: 4.2 Manage classroom activities
ACTION PLAN
1. Write clear learning and behavioural expectations for the students right at the start of the lesson on the
board (refer to them throughout the lesson).
2. Research effective transition strategies and ask my mentor teachers.
3. Be very organised with materials or classroom set up for the next lesson. Have extra work prepared and
explained at the start of the lesson for students to continue on with, when they are ready.
4. Implement strategies and evaluate through lesson evaluations and mentor teachers feedback.