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
PROFESIONAL PRACTICE
Use effective classroom
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
Descriptor (graduate level) Evidence sample
1.1 Demonstrate knowledge and understanding of physical, social 8a camera work feedback
and intellectual development and characteristics of students and
how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into how EMS207 Assignment 2
students learn and the implications for teaching
1.3 Demonstrate knowledge of teaching strategies that are Knowledge gained from
responsive to the learning strengths and needs of students completing the Inclusive
from diverse linguistic, cultural, religious and socioeconomic Education Program at the
backgrounds University of Graz, Austria
1.4 Demonstrate broad knowledge and understanding of the impact
of culture, cultural identity and linguistic background on the
education of students from Aboriginal and Torres Strait Islander
backgrounds
1.5 Demonstrate knowledge and understanding of strategies for 9c formative assessment
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Demonstrate broad knowledge and understanding of Camera work lesson feedback
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 Essay preparation
concepts, substance and structure of the content and teaching
strategies of the teaching area
2.2 Organise content into an effective learning and teaching 9c fact vs opinion
sequence
2.3 Use curriculum, assessment and reporting knowledge to Rubric used for marking
design learning sequences and lesson plans
2.4 Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories,
cultures and languages
2.5 Know and understand literacy and numeracy teaching strategies
and their application in teaching areas
2.6 Implement teaching strategies for using ICT to expand EMS207 Assignment 2
curriculum learning opportunities for students
Descriptor (graduate level) Evidence sample
3.1 Set learning goals that provide achievable challenges for formative assessment
students of varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student learning, The two year eight lessons for
content and effective teaching strategies. camera work
3.3 Include a range of teaching strategies Feedback from the camera
work lessons
3.4 Demonstrate knowledge of a range of resources, including ICT, The Blindside resource and
that engage students in their learning feedback
3.5 Demonstrate a range of verbal and nonverbal communication Lesson feedback
strategies to support student engagement
3.6 Demonstrate broad knowledge of strategies that can be used to Formative assessment
evaluate teaching programs to improve student learning. template
3.7 Describe a broad range of strategies for involving parents/carers Feedback for interactions with
in the educative process parents
Descriptor (graduate level) Evidence sample
4.1 Identify strategies to support inclusive student participation and Feedback from supervising
engagement in classroom activities teacher, approach I made for
an autistic student
4.2 Demonstrate the capacity to organise classroom activities and The year 8 essay preparation
provide clear directions
4.3 Demonstrate knowledge of practical approaches to manage The strategies are listed and
challenging behaviour feedback is provided about
how I managed to get students
back to work.
4.4 Describe strategies that support students’ wellbeing and safety Child Protection Awareness
Training
 Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

working within school and/or system, curriculum and legislative

Use ICT safely, responsibly and
ethically
requirements
4.5 Demonstrate an understanding of the relevant issues and the Identified the ICT agreement
strategies available to support the safe, responsible and ethical that is expected to be signed
use of ICT in learning and teaching. by students and the different
strategies that are used in
class.

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 Formative assessment &
informal and formal, diagnostic, formative and summative summative assessment
approaches to assess student learning
5.2 Demonstrate an understanding of the purpose of providing Feedback on strategies I used
timely and appropriate feedback to students about their learning from the supervising teacher
5..3 Demonstrate understanding of assessment moderation and its Rubric that was used to mark
application to support consistent and comparable judgements of the summative assessments
student learning.
5.4 Demonstrate the capacity to interpret student assessment data Blindside powerpoint
to evaluate student learning and modify teaching practice.
5.5 Demonstrate understanding of a range of strategies for reporting Keeping track of student
to students and parents/carers and the purpose of keeping marks using a planner &
accurate and reliable records of student achievement images of ICT system used

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 Teaching goals ept329
Professional Standards for Teachers in identifying professional
learning needs.
6.2 Understand the relevant and appropriate sources of professional Trauma training

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 Progression of improving
teachers to improve teaching practices practice through feedback
6.4 Demonstrate an understanding of the rationale for continued - 8d camera work
professional learning and the implications for improved student - 8a camera work
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 9C Formative assessment
ethics and conduct for the teaching profession feedback
7.2 Understand the relevant legislative, administrative and ASCIA anaphylaxis training
organisational policies and processes required for teachers
according to school stage.
7.3 Understand strategies for working effectively, sensitively and SIMs entry
confidentially with parents/carers
7.4 Understand the role of external professionals and community Trauma training
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