Meet professional ethics and responsibilities 7.1 Standard 7 Engage Comply with legislative, administrative & organisational requirements professionally 7.2 with colleagues, parents/carers Engage with the parents/carers 7.3 and the community Engage with professional teaching networks and broader communities 7.4 A completed portfolio of evidence PoE* presented to a school panel should provide evidence against all of the APSTs. The presentation at the school should be shaped as follows: Provide 5-8 rich pieces of evidence from portfolio shaped around own philosophy and journey of learning. Presentation to a panel made up of mentors, principal and, if possible the PST coordinator, or PLL in NT schools. This should also address: *What are your strengths? *What are your weaknesses *How do you see the role of colleagues, parents/carers and the community in your future career? TEACHING PORTFOLIO addressing each of the above APSTs Assessment rubric Satisfactory with Insufficient evidence Quality evidence Satisfactory evidence assistance despite assistance Presentation Quality of planning Quality of planning is Quality of planning is Quality of planning is is high with explicit with well thought developing. Evidence poor. is little to no links to learning through links to is provided evidence to demonstrate needs. Samples of learning needs. demonstrates knowledge of national and evidence Evidence demonstrates emerging knowledge state curriculum and demonstrate sound knowledge of national of national and state associated assessment knowledge of and state curriculum curriculum and requirements. national and state and assessment associated assessment curriculum and requirements. requirements. assessment requirements. Readiness for The PST has The PST is clear around The PSt has The PST fails to effectively the embraced a the requirements of the demonstrated some critique own pedagogy. profession, culture of profession and has analysis of own teaching There is very limited including collaboration and demonstrated practice in terms of analysis of own teaching response to personal has readiness to become a curriculum and practice and minimal TPA. demonstrated a teacher. pedagogy. Attention to attention to the commitment to ethical and practical professional needs of a the ethical and requirements of the teacher. practical profession is evolving. requirements of the profession.
Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative & organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities A completed portfolio of evidence PoE* presented to a school panel should provide evidence against all of the APSTs. The presentation at the school should be shaped as follows: Provide 5-8 rich pieces of evidence from portfolio shaped around own philosophy and journey of learning. Presentation to a panel made up of mentors, principal and, if possible the PST coordinator, or PLL in NT schools. This should also address: *What are your strengths? *What are your weaknesses *How do you see the role of colleagues, parents/carers and the community in your future career? TEACHING PORTFOLIO addressing each of the above APSTs Assessment rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Presentation Quality of planning is high with explicit links to learning needs. Samples of evidence demonstrate sound knowledge of national and state curriculum and assessment requirements. Quality of planning is with well thought through links to learning needs. Evidence demonstrates knowledge of national and state curriculum and assessment requirements. Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of national and state curriculum and associated assessment requirements. Quality of planning is poor. is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements. Readiness for the profession, including response to TPA. The PST has embraced a culture of collaboration and personal has demonstrated a commitment to the ethical and practical requirements of the profession. The PST is clear around the requirements of the profession and has demonstrated readiness to become a teacher. The PSt has demonstrated some analysis of own teaching practice in terms of curriculum and pedagogy. Attention to ethical and practical requirements of the profession is evolving. The PST fails to effectively critique own pedagogy. There is very limited analysis of own teaching practice and minimal attention to the professional needs of a teacher.
ins-wedp-epr301-final-2018.docx