Area of Improvement Personal Actions to Develop Goals/Capability Success Indicators

Goals

SHORT TERM GOALS

AITSL Graduate By the end of - Go over and take notes from Readman and Allens - Confidently explain the
Standard Five: Assess, this upcoming Practical Planning and Assessment (2016), with sections reasons for allocated marks to
provide feedback and placement, my that take my interest rather than reading for the purpose of Principal, Colleagues and
report on student understanding assessment. Parents
learning: of assessment
- Explore the AITSL website, in particular the proficiency - Confidently create and utilise
moderation
illustrations for Standard 5.3 and create an AITSL Vision marking rubrics
and consistent
Board reflecting these (http://www.aitsl.edu.au/australian-
5.3: Demonstrate applications - Marking differences between
professional-standards-for-teachers/standards/list).
understanding of will be myself and Mentor Teacher
assessment moderation developed. I - Seek advice and open discussion with colleagues at my are minor to non-existent
and its application to will understand Prac School about their methods of assessment, how they
support consistent and how to moderate and the strategies they use to maintain
comparable judgements effectively assessment methods that reflect students learning
of student learning. make comparatively.
comparable
judgements of - Observe the assessment methods used by Mentor
student Teacher.
learning. - Request Mentor Teacher review marks I have allocated on
an assessment piece to allocate their own marks, discuss
reasoning behind any discrepancies.

AITSL Graduate By the end of - Use previous assessments to collate student learning into - Over time I will be able to see
Standard Five Assess, my placement interpretable data, whether in the form of a graph or statistic how the modifications that I
provide feedback and and this have made have positively
report on student semester I affect student achievement.
learning: hope to
- Use data to pinpoint weaknesses, strengths and plateau
develop the
points in student learning; What worked well? What did not?
appropriate
Gauge engagement levels.
5.4: Demonstrate the skillset that
capacity to interpret would enable - Monitor student engagement during delivery.
student assessment data me to analyse
data I have - Make adjustments based on data; If something worked
to evaluate student
collected that well how can I further this? If something did not work well,
learning and modify
reflects how can I change it so that it will?
teaching practice.
student - Seek to discover methods used by mentor teacher via
learning, and observation and discussion.
modify my
planned
teaching/imple
mentation
methods
appropriately

AITSL Graduate
Standard Five Assess,
provide feedback and
report on student
learning:
5.5: Demonstrate
understanding of a range
of strategies for reporting
to students and
By the end of - Discuss record keeping, reporting and relaying of this - I will have a resource
this semester I information to parents/students with fellow teachers, peers containing various strategies
will know and mentor teacher. for reporting and documenting
various student achievement
- Create a table of the different strategies of reporting as an
methods of
ongoing resource I can add to.
reporting to
students and - Research different strategies for reporting, and the - I will feel confident in
parents, and explanations and real life stories behind their reporting student achievement
understand the implementation. to parents as I fully understand
reasoning the various methods, the
behind reason behind why I chose this
parents/carers and the maintaining one and what it represents.
purpose of keeping such records
accurate and reliable
records of student
achievement.

AITSL Graduate By the end of - Research and document service providers for professional - I will have successfully
Standard Six Engage in this degree I development. completed numerous PD
Professional Learning: will have courses.
- Give myself goals to achieve for my own future learning.
developed a
strong - Discuss PD with other teachers, what courses and/or
6.1: Demonstrate an understanding workshops they have completed and found worthwhile, and - I will have a compiled list of
understanding of the role of the National what other professional development opportunities they PD that I aim to complete in
of the National Professional have heard about. the next two years, and how
Professional Standards Standards for they correlate to the National
for Teachers in Teachers, and Professional Standards for
identifying professional how they Teachers.
learning needs identify the
learning needs
of teachers

LONG TERM GOALS

AITSL Graduate By the end of - Reflect on previous reporting strategies, methods used for - I will feel confident in my
Standard Five Assess, my second delivery and the response they gave reporting and record keeping,
provide feedback and year of being a holding an extensive database
- Provide students and parents with a quiz that assesses
report on student full time of my records of student
their understanding of my reporting and they way it was
learning: teacher, I achievement, and the methods
would have delivered in which they were delivered to
developed a - Discuss with parents and students any information they students and parents.
5.5: Demonstrate strong
understanding of a range understanding would like added in the future, take note and modify.
of strategies for reporting and
- I will have feedback forms
to students and confidence for
from parents and students
parents/carers and the effective
which helped with the
purpose of keeping reporting
development of my current
accurate and reliable methods, and
method of reporting/record
records of student the ability to
deliver this keeping.
achievement
information
with ease to
both students
and parents.

BRiTE Modules:
Personal Wellbeing
That by the - Maintain a healthy sleep cycle; A minimum of 6 hours - I will not feel stressed or like I
end of my first sleep am missing out on socialising,
year of being a exercise or time for myself.
- Exercise or practice yoga daily, even for just 15 minutes
full time
- I will maintain health habits;
teacher, my - Eat healthily and balanced; Do not restrict myself however
eating, sleeping and exercising
personal ensure to not over indulge
wellbeing has regularly.
not suffered - Set up a schedule that 3 days a week I work on school
- I will only mark and follow up
and has work at home in the evenings for no more than 2 hours
on school tasks in the
instead (unless around busy period of the year). Weekends will use
dedicated time slots.
thrived. I aim one day per weekend for school related tasks.
to maintain a - Maintain social relationships, build new relationships with
schedule that peers and dedicate one night per fortnight to building
involves a professional networks.
healthy work
life balance.
BRiTE Modules: I strive to have - Seek constructive criticism from peers and colleagues -Feedback received from both
effective and colleagues and students will
Effective Communication
concise indicate little need for
communication - Enquire with students if they understand the way I explain adjustment with
skills with not and introduce new topics. An anonymous feedback box communication techniques
only my could be placed in the classroom once a week for students used.
students and to put their feedback in.
their parents,
though with - Learn sign language even if I have students who do not
fellow require it - http://www.auslan.org.au/dictionary/words/hello-
colleagues as 1.html.
well.

BRiTE Modules: Be able to - Attend De-Escalation Workshop at the WAAMH and - I will not make emotive
control my utilise the tools discussed for my own personal de- decisions or respond with
Managing Emotions
emotions and escalation, as well as teaching students how to calm negative/stressed/frustrated
not let my own themselves. emotion to my students.
personal life
- Assessing how I am feeling, what the cause of it is, how - When I am feeling stressed I
and potential
best to respond to the situation and whether I am will take deep breaths and
turmoils affect
overreacting. assess how I am feeling
my teaching
manner and objectively
- Remind myself that the anger or stress I am feeling is not
the way I react a result of my students themselves, though rather external
to challenging pressures and to address my emotions and my students
situations. appropriately.