Professional Portfolio Evidence Example

Situation: Briefly outline the circumstances surrounding the

Action:

describe the skills/knowledge/competencies required to

address the situation- outline the steps you took to complete the task.
What did you do? How did you do it?

Outcome: Describes the results of your action.-

Due to the changes in curriculum for HASS in 2017 our HASS

department came to a consensus that we would implement the new
curriculum in 2016 to ensure we were prepared for 2017. The new
curriculum included history, geography, civics and citizenship and
business and economics.

I was paired with a fellow graduate to cover business and economics.

Due to my previous experience in commerce we were able to build our
term plans and assignments together. We looked at SCSA for ideas on
assessments and collaborated to ensure our students were getting the
best opportunity for learning and success.

Once the unit had been taught to students our department came back
together and discussed improvements for each unit. We were able to
suggest which parts of the unit went well and how each assessment
was completed by each class.

In order to prepare for the curriculum changes our HASS department

needed to create new term plans by using the scope and sequence,
assessments and rubrics as well as build on our resources. We set out
to work together in pairs for each unit studied in HASS.

We were able to draft and plan the units together for each year group.
After the planning process we completed our own unit outlines and then
came back together to share with our department. From there we all
made suggestions of edit for the units. All changes were made and then
units were implemented over the year.

This prompted improvements to our assessments as well as the unit

plans. These will now be implemented in 2017 and we will again
reassess at the end of that term. Creating the unti ourlines for business
and economics has helped me know the content and help other
teachers understand how to teach it. We were able to look at the
student data and interpret what it meant against our assessments.

example of a situation that had a positive outcome or one in which

professional growth occurred.
Where, why and when did you do the task?

summarise the
results of the action and/or the Professional Growth that occurred.
What was the result of your action? How do you know? What went well?
Even better if?

Throughout the terms we used ICT in each program and implemented it

to ensure our students were able to engage with the content. At the
beginning of the term I would email out to parents the unit outlines for
the term as well as place any content I could on Connect so that
parents were not only aware of the topic their child would be studying
but would also be able to discuss the topics each week with their child
to ensure learning was occurring outside of school as well as in class.
Each time an assessment was complete I would ask the students how
they felt and then once marked I would provide feedback to the
students on the skills they did well on and the improvements they need
to make as well as giving them suggestions on how to make the
improvements.
Supporting Evidence which is CLEAR, CONSISTENT AND CONVINCING:
Unit outlines, assessments, rubric, scope & sequence, updated unit outlines & assessments

Name: Rachael Symmons

Standard 1

E Number: e4086689

Professional Knowledge
Standard 2

Know students and how they learn

Know content and how to teach it

1.1 Physical, social and intellectual

development and characteristics of
students
1.2 Understand how students learn
1.3 Students with linguistic, cultural,
religious and socioeconomic
backgrounds
1.4 Strategies for teaching
Aboriginal and Torres Strait Islander
students

2.1 Content and teaching strategies

of the teaching area
2.2 Content selection and
organisation
2.3 Curriculum, assessment and
reporting
2.4 Understand and respect
Aboriginal and Torres Strait Islander
people to promote reconciliation
between Indigenous and non-

School: WCHS

Yr Level/Subject Area:7

Standard 3

Professional Practice
Standard 4

Standard 5

Standard 6

Professional Engagement
Standard 7

Plan for and implement effective

teaching and learning

Create and maintain supportive and

safe learning environments

Assess, provide feedback and report

on student learning

Engage in professional learning

3.1 Establish challenging learning

goals
3.2 Plan, structure and sequence
learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve teaching

4.1 Support student participation

4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and
ethically

5.1 Assess student learning

5.2 Provide feedback to students on
their learning
5.3 Make consistent and comparable
judgements
5.4 Interpret student data
5.5 Report on student achievement

6.1 Identify and plan professional

learning needs
6.2 Engage in professional learning
and improve practice
6.3 Engage with colleagues and
improve practice
6.4 Apply professional learning and
improve student learning

Engage professionally with

colleagues, parents/carers and the
community
7.1 Meet professional ethics and
responsibilities
7.2 Comply with legislative,
administrative and organisational
requirements
7.3 Engage with the parents/carers
7.4 Engage with professional
teaching networks and broader

1.5 Differentiate teaching to meet

the specific learning needs of
students across the full range of
abilities.
1.6 Strategies to support full
participation of students with
disability

Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication
Technology (ICT)

Institute for Professional Learning

programs
3.7 Engage parents/carers in the
educative process

Your career. Your aspirations. Your Institute.

communities

Department of Education (2013)