and weakness with not all Focus Areas at the development of teaching Graduate Level skills 6.2.1 Understand the - Maximises teaching and - Is keen to seek - Contributes to staff - Undertakes training in relevant and learning experiences opportunities for and curriculum meetings new and innovative during a professional ongoing development educational appropriate sources of where appropriate professional learning experience placement and has high products/systems for for teachers by: asking questions; expectations of - Participates in enhanced student learning participating in him/herself as a professional teams professional discussions; professional learner - Participates in seeking training in the - Seeks to be mentored use of resources (e.g. by others in order to collegial learning sessions ICT, structured Reading develop skills and programs); participating strengthen teaching - Works with visiting in extra-curricular practice. experts and consultants to programs for students; and ultimately ‘upskill’ attending staff training improve student outcomes sessions about any school related topics 6.3.1 Seek and - Studies the process of - Displays an eagerness - Is determined to - Receives constructive - Engages in professional constructive feedback as a to participate in improve skills feedback in a positive discussions with colleagues ‘self-reflection’ from supervisors and fundamental tool for professional discussion; and professional lesson outcomes and teachers to improve improvement of one’s asks questions about - Seeks advice, manner, and acts upon how these may be teaching practices teaching practice teaching strategies clarification and answers it promptly improved by adopting a observed; is determined from professionals with different approach or - Uses as a to improve skills; is open the intention of - Sets realistic short- and perspective when planning ‘observation’ tool for exploring to constructive feedback implementing their long-term goals with different models of how and acts upon this advice recommendations their supervising teacher teachers manage a to improve teaching classroom practice - Engages in professional - Realistically analyses discussion with and the extent to they - Becomes aware of how - Indicates they are school staff about have achieved their on a placement, by resilient when provided professional learning goals asking for help, with feedback about as a means of acknowledging fundamental teaching improving teaching - Strives to implement weaknesses and gaining concepts performance feedback from the feedback from mentors, supervising teacher to teacher education
and weakness with development of teaching skills not all Focus Areas at the Graduate Level 6.2.1 Understand the relevant and appropriate sources of professional learning for teachers - Maximises teaching and learning experiences during a professional experience placement by: asking questions; participating in professional discussions; seeking training in the use of resources (e.g. ICT, structured Reading programs); participating in extra-curricular programs for students; attending staff training sessions about any school related topics - Is keen to seek opportunities for ongoing development and has high expectations of him/herself as a professional learner - Contributes to staff and curriculum meetings where appropriate - Participates in professional teams - Seeks to be mentored by others in order to develop skills and strengthen teaching practice. - Undertakes training in new and innovative educational products/systems for enhanced student learning - Participates in collegial learning sessions - Works with visiting experts and consultants to ‘upskill’ and ultimately improve student outcomes 6.3.1 Seek and constructive feedback from supervisors and teachers to improve teaching practices - Studies the process of ‘self-reflection’ as a fundamental tool for improvement of one’s teaching practice - Uses ‘observation’ as a tool for exploring different models of how teachers manage a classroom - Becomes aware of how on a placement, by asking for help, acknowledging weaknesses and gaining feedback from mentors, teacher education - Displays an eagerness to participate in professional discussion; asks questions about teaching strategies observed; is determined to improve skills; is open to constructive feedback and acts upon this advice to improve teaching practice - Indicates they are resilient when provided with feedback about fundamental teaching concepts - Is determined to improve skills - Seeks advice, clarification and answers from professionals with the intention of implementing their recommendations - Engages in professional discussion with and school staff about professional as a means of improving teaching performance - Receives constructive feedback in a positive and professional manner, and acts upon it promptly - Sets realistic short- and long-term goals with their supervising teacher - Realistically analyses the extent to they have achieved their learning goals - Strives to implement feedback from the supervising teacher to - Engages in professional discussions with colleagues lesson outcomes and how these may be improved by adopting a different approach or perspective when planning