Section 1

AITSL Graduate
Standard

My Goals for this

standard.

Actions to develop
my capability.

Indicators of
success: What will
you/others see if
your goal is
achieved?

Short Term Goals (that can be achieved within this semester)

Standard 1
Know students
and how they
learn.
1.3 Demonstrate
knowledge of
teaching strategies
that are responsive
to the learning
strengths and needs
of students from
diverse linguistic,
cultural, religious
and socioeconomic
backgrounds.

By the end of Semester

two and coinciding with
the completion of my
third year practicum, I
will research, develop
and implement
teaching strategies for
the learning needs of
students from diverse
linguistic, cultural,
religious and
socioeconomic
backgrounds

Identify and

access
information
about students
from classroom
cohort that are
from diverse
linguistic,
cultural,
religious and
socioeconomic
backgrounds.

Observe how
classroom

teacher applies
differentiation
in lessons for
students with
diverse
backgrounds

Arrange for
feedback
relating to my
demonstrated
differentiation
strategies from
mentor teacher

Collaborative
conversations with
mentor teacher

A better
understanding and
application of teaching
strategies for
differentiation that is
responsive to the
learning strengths of
students from diverse
backgrounds will be
included in lesson
plans and
demonstrated in my
practice.

Positive feedback
from mentor
teacher

Standard 3
Plan for and
implement
effective teaching
and learning.
3.6 Demonstrate
broad knowledge of
strategies that can
be used to evaluate
teaching programs
to improve student
learning.

3.7 Describe a broad

range of strategies for
involving
parents/carers in the
educative process.

By the end of Semester

two, I will participate in
classroom and whole
school collaborative
evaluations of teaching
programs to improve
student learning.

By the end of Semester

two, I will have
formulated a range of
strategies to involve
parents/carers in the
educative process.

Arrange time to
engage in
reflective
strategies with
mentor and
supervising
teachers to
evaluate my
classroom
teaching
programs and
observe the
different
evaluation
strategies they
employ.

Observing
experienced
teachers using
different
strategies to
evaluate
teaching
programs at
both classroom
and whole
school level.

Observing
mentor and
other
experienced
teachers
strategies for
involving
parents/carers
in the
educative
process.

Revising

Implementation of
feedback in
teaching programs
and evidence of
using selfreflection to
evaluate my
teaching programs
for example; daily
journals and
lesson reflections.

Attendance and
contribution to
collaborative
evaluation of
teaching
programs.

Being able to
describe a broader
range of strategies
for involving
parents/carers in
the educative
processes.

research on
building
positive
relationships
from the
Building
Resilience in
Teacher
Education
model.

Demonstrate
during reflective
processes with
mentor teacher a
more confident
approach when
identifying the
most appropriate
strategy to use to
involve
parents/carers in
the educative
process.

Demonstrate a
variety of
strategies that
could be used for
formative
assessment such
as anecdotal notes
and questioning
techniques to
assess progress of
student learning.

Creation of
learning success
criteria for
students to selfassess learning
achievement in
units of work.

Developed rubrics
and criteria that
have been
influenced by
assessment
moderation
processes that will
enable consistent
judgments of

Standard 5
Assess, provide
feedback and
report on student
learning
5.1 Demonstrate
understanding of
assessment
strategies, including
informal and formal,
diagnostic, formative
and summative
approaches to assess
student learning.

5.3 Demonstrate
understanding of
assessment
moderation and its
application to support
consistent and
comparable
judgments of student

Observing and
documenting a
variety of
formal and
informal
assessment
strategies to
assess student
learning.

Discussions
with mentor
teacher to
develop
success
criteria for
student selfassessment as
learning.

Meet with
mentor teacher
to establish
pre-determined
rubrics or
criteria for
student work to
be assessed
against

By the end of Semester

two, I will have
demonstrated a
consolidated
understanding for a
range of formal and
informal assessment
approaches to assess
student learning.

By the end of Semester

two, I will have entered
into assessment
moderation and
demonstrated why this
process is important to
support consistent and
comparable judgments
of student learning.

learning.

student learning.

Collaborate
with mentor
and
supervising
teacher in
summative
assessment
moderation at
the conclusion
of learning to
ensure
consistent and
comparable
judgments are
made of
student
learning.

Moderation
processes where
the mentor teacher
and my judgments
are comparable
and consistent for
judgments of
student learning.

Section 2
BRITE Resilience
Factors
Long Term Goals (those that can are more likely to be achieved beyond this
semester)
Beyond this semester I
Daily journal
Evidence of daily
Module "T":
Taking initiative
will engage in daily
reflections,
journal entries.
Problem Solving
Processes

reflection processes
that focus on positive
aspects of learning. I
will seek out a support
network to discuss
problem solving
strategies to address
negative situations to
enhance my selfefficacy and problem
solving skills.

stating what
was positive
about my
teaching.

Observe
teachers
approaches
when dealing
with negative
situations.
Disscuss
positive and
negative
situations with
support

Positive approach
when dealing with
negative situations
due to an
enhanced selfefficacy.

Interactions with
support network

network to
develop
problem
solving
strategies.

Module "i":
Wellbeing
Maintaining support
networks.

Beyond this semester I

will endeavor to
maintain and increase
my support networks.

Keeping in
touch with
friends, family
and university
colleagues.
Seek out a
support
network within
my school
community
Establish new
support
networks
through on-line
community
beyond local
situation.

Interactions with
friends family and
university
colleagues.

Interactions with
school support
network.

Membership and
activity with on-line
community of
learners.