Organisational chart: 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
Use effective classroom
PROFESIONAL PRACTICE
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 5/6 Lamb St. Bernards Class
and intellectual development and characteristics of students and Profile,
how these may affect learning. 8.5 CCW Class Profile
1.2 Demonstrate knowledge and understanding of research into how EEA202 A1
students learn and the implications for teaching
1.3 Demonstrate knowledge of teaching strategies that are Reflection on diverse learners
responsive to the learning strengths and needs of students and ATSI students with Liz
from diverse linguistic, cultural, religious and socioeconomic Quinn
backgrounds
1.4 Demonstrate broad knowledge and understanding of the impact Reflection on diverse learners
of culture, cultural identity and linguistic background on the and ATSI students with Liz
education of students from Aboriginal and Torres Strait Islander Quinn
backgrounds
1.5 Demonstrate knowledge and understanding of strategies for Law w/reflection
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of Law w/reflection
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 Big Ideas Ann Downton
concepts, substance and structure of the content and teaching Mathematics PD journal article
strategies of the teaching area
2.2 Organise content into an effective learning and teaching 8.5 Activity spreadsheet
sequence
2.3 Use curriculum, assessment and reporting knowledge to 8.5 Activity spreadsheet
design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and Powerpoint on Aboriginal and
respect for Aboriginal and Torres Strait Islander histories, Torres Strait Islander
cultures and languages education
2.5 Know and understand literacy and numeracy teaching strategies Science/and or other lesson
and their application in teaching areas with numeracy and literacy
skills (EPT330 Goal)
2.6 Implement teaching strategies for using ICT to expand Lesson plan with ICT
curriculum learning opportunities for students (EPT330 Goal)
Descriptor (graduate level) Evidence sample
3.1 Set learning goals that provide achievable challenges for EPT 330 Goal
students of varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student learning, 5/6 L decimals lesson plan
content and effective teaching strategies.
3.3 Include a range of teaching strategies CCW List of strategies
3.4 Demonstrate knowledge of a range of resources, including ICT, EPT330 Goal
that engage students in their learning
3.5 Demonstrate a range of verbal and nonverbal communication CCW list of strategies
strategies to support student engagement
3.6 Demonstrate broad knowledge of strategies that can be used to 2018 GOAL
evaluate teaching programs to improve student learning.
3.7 Describe a broad range of strategies for involving parents/carers List of strategies
in the educative process
Descriptor (graduate level) Evidence sample
4.1 Identify strategies to support inclusive student participation and EPT330 Goal
engagement in classroom activities
4.2 Demonstrate the capacity to organise classroom activities and EPT330 Goal
provide clear directions
4.3 Demonstrate knowledge of practical approaches to manage EEA202 A1
challenging behaviour
4.4 Describe strategies that support students wellbeing and safety EEA202 A2
working within school and/or system, curriculum and legislative
requirements
4.5 Demonstrate an understanding of the relevant issues and the ICT notes
strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.
 Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample

Assess student learning
Provide feedback to students on
their learning
Make consistent an comparable
judgements
Interpret student data
Report on student achievement
5.1 Demonstrate understanding of assessment strategies, including 2018 GOAL
informal and formal, diagnostic, formative and summative
approaches to assess student learning
5.2 Demonstrate an understanding of the purpose of providing 8.5 video assessment
timely and appropriate feedback to students about their learning
5..3 Demonstrate understanding of assessment moderation and its 8.5 video assessment
application to support consistent and comparable judgements of
student learning.
5.4 Demonstrate the capacity to interpret student assessment data Google Forum
to evaluate student learning and modify teaching practice.
5.5 Demonstrate understanding of a range of strategies for reporting 2018 GOAL
to students and parents/carers and the purpose of keeping
accurate and reliable records of student achievement

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample

Identify and plan professional
learning needs
Engage in professional learning
PROFESSIONAL ENGAGEMENT
6.1 Demonstrate an understanding of the role of the National This organisational chart!!
Professional Standards for Teachers in identifying professional
learning needs.
6.2 Understand the relevant and appropriate sources of professional EMM Maths Investigation

and improve practice learning for teachers.

Engage with colleagues and
improve practice
Apply professional learning and
improve student learning
6.3 Seek and apply constructive feedback from supervisors and EMM Maths Investigation
teachers to improve teaching practices
6.4 Demonstrate an understanding of the rationale for continued 2018 GOAL
professional learning and the implications for improved student
learning

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample

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
7.1 Understand and apply the key principles described in codes of CSU Placement Agreement
ethics and conduct for the teaching profession
7.2 Understand the relevant legislative, administrative and My work place learning
organisational policies and processes required for teachers documents
according to school stage.
7.3 Understand strategies for working effectively, sensitively and EEB Placement sheet
confidentially with parents/carers
7.4 Understand the role of external professionals and community EEB Placement sheet
representatives in broadening teachers professional knowledge
and practice

Evidence is suitable and annotation is complete

Evidence partially meets requirements but could be better

Evidence needs collecting and annotation needs writing