Vous êtes sur la page 1sur 2

Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

FOCUS AREA Descriptor (graduate level) Evidence sample


Physical, social and intellectual 1.1 Demonstrate knowledge and understanding of physical, social LEPS school and class profile
development and characteristics and intellectual development and characteristics of students and with annotation
of students how these may affect learning.
Understand how students learn 1.2 Demonstrate knowledge and understanding of research into how EEA202 assessment 1 and
students learn and the implications for teaching annotation
Students with diverse linguistic, 1.3 Demonstrate knowledge of teaching strategies that are
cultural, religious and responsive to the learning strengths and needs of students
socioeconomic backgrounds from diverse linguistic, cultural, religious and socioeconomic
backgrounds
Strategies for teaching Aboriginal 1.4 Demonstrate broad knowledge and understanding of the impact
and Torres Strait Islander of culture, cultural identity and linguistic background on the
students education of students from Aboriginal and Torres Strait Islander
backgrounds
PROFESSIONAL KNOWLEDGE

Differentiate teaching to meet the 1.5 Demonstrate knowledge and understanding of strategies for EPT329 report and annotation
specific learning needs of differentiating teaching to meet the specific learning needs of
students across the full range of students across the full range of abilities
abilities
Strategies to support full 1.6 Demonstrate broad knowledge and understanding of EPT218 prac report and
participation of students with legislative requirements and teaching strategies that support annotation
disability participation and learning of students with disability.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

FOCUS AREA Descriptor (graduate level) Evidence sample


Content and teaching strategies 2.1 Demonstrate knowledge and understanding of the Lesson feedback sheet from
of the teaching area concepts, substance and structure of the content and teaching EPT218 and annotation
strategies of the teaching area
Content selection and 2.2 Organise content into an effective learning and teaching EPT218 shapes lesson plan
organisation sequence and annotation
Curriculum, assessment and 2.3 Use curriculum, assessment and reporting knowledge to EPT218 prac report and
reporting design learning sequences and lesson plans annotation
Understand and respect 2.4 Demonstrate broad knowledge of, understanding of and
Aboriginal and Torres Strait respect for Aboriginal and Torres Strait Islander histories,
Islander people to promote cultures and languages
reconciliation between Indigenous
and non-Indigenous Australians
Literacy and numeracy strategies 2.5 Know and understand literacy and numeracy teaching strategies Lesson feedback sheets
and their application in teaching areas EPT218
Information and Communication 2.6 Implement teaching strategies for using ICT to expand EPT329 report and annotation
Technology (ICT) curriculum learning opportunities for students

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Establish challenging learning 3.1 Set learning goals that provide achievable challenges for
goals students of varying abilities and characteristics
Plan, structure and sequence 3.2 Plan lesson sequences using knowledge of student learning, Annotation and lesson
learning programs content and effective teaching strategies. sequences from ept329
Use teaching strategies 3.3 Include a range of teaching strategies Images of students working in
groups with annotation
Select and use resources 3.4 Demonstrate knowledge of a range of resources, including ICT,
PROFESIONAL PRACTICE

that engage students in their learning


Use effective classroom 3.5 Demonstrate a range of verbal and nonverbal communication Behaviour analysis EPT329
communication strategies to support student engagement
Evaluate and improve teaching 3.6 Demonstrate broad knowledge of strategies that can be used to Teaching program and
programs evaluate teaching programs to improve student learning. annotation
Engage parents/carers in the 3.7 Describe a broad range of strategies for involving parents/carers Good news phone call from
educative process in the educative process EPT329 and annotation

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA Descriptor (graduate level) Evidence sample


Support student participation 4.1 Identify strategies to support inclusive student participation and EPT218 prac report and
engagement in classroom activities annotation
Manage classroom activities 4.2 Demonstrate the capacity to organise classroom activities and Images of an ordered routine
provide clear directions & annotation
Manage challenging behaviour 4.3 Demonstrate knowledge of practical approaches to manage EPT329 behaviour analysis
challenging behaviour write up and annotation
Maintain student safety 4.4 Describe strategies that support students’ wellbeing and safety
working within school and/or system, curriculum and legislative
requirements
Use ICT safely, responsibly and 4.5 Demonstrate an understanding of the relevant issues and the
Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

ethically strategies available to support the safe, responsible and ethical


use of ICT in learning and teaching.

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

FOCUS AREA Descriptor (graduate level) Evidence sample


Assess student learning 5.1 Demonstrate understanding of assessment strategies, including EPT329 prac report and
informal and formal, diagnostic, formative and summative annotation
approaches to assess student learning
Provide feedback to students on 5.2 Demonstrate an understanding of the purpose of providing Images of students reading
their learning timely and appropriate feedback to students about their learning with annotation
Make consistent an comparable 5..3 Demonstrate understanding of assessment moderation and its
judgements application to support consistent and comparable judgements of
student learning.
Interpret student data 5.4 Demonstrate the capacity to interpret student assessment data
to evaluate student learning and modify teaching practice.
Report on student achievement 5.5 Demonstrate understanding of a range of strategies for reporting Transcript of ‘Good News
to students and parents/carers and the purpose of keeping Phone call’ from EPT329
accurate and reliable records of student achievement

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Identify and plan professional 6.1 Demonstrate an understanding of the role of the National
learning needs Professional Standards for Teachers in identifying professional
learning needs.
Engage in professional learning 6.2 Understand the relevant and appropriate sources of professional Anaphylaxis certificate with
PROFESSIONAL ENGAGEMENT

and improve practice learning for teachers. annotation


Engage with colleagues and 6.3 Seek and apply constructive feedback from supervisors and EPT329 report
improve practice teachers to improve teaching practices
Apply professional learning and 6.4 Demonstrate an understanding of the rationale for continued
improve student learning 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 7.1 Understand and apply the key principles described in codes of
responsibilities ethics and conduct for the teaching profession
Comply with legislative, 7.2 Understand the relevant legislative, administrative and NSW working with children
administrative and organisational organisational policies and processes required for teachers check & annotation
requirements according to school stage.
Engage with the 7.3 Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers
Engage with professional 7.4 Understand the role of external professionals and community JFHS PD Day
teaching networks and broader representatives in broadening teachers’ professional knowledge
communities and practice

Evidence is suitable and annotation is complete

Evidence partially meets requirements but could be better

Evidence needs collecting and annotation needs writing