4.2 Manage classroom activities Create and maintain 4.3 Manage challenging behaviour supportive and 4.4 Maintain student safety safe learning environments 4.5 Use ICT safely, responsibly and ethically Standard 5 5.1 Assess student learning Assess, provide 5.2 Provide feedback to students on their learning feedback and 5.3 Make consistent and comparable judgements report on student 5.4 Interpret student data learning 5.5 Report on student achievement 6.1 Identify and plan professional learning needs Standard 6 Engage in 6.2 Engage in professional learning and improve practice professional 6.3 Engage with colleagues and improve practice learning 6.4 professional learning and improve student learning Standard 7 7.1 Meet professional ethics and responsibilities Engage 7.2 Comply with legislative, administrative and professionally organisational requirements with 7.3 Engage with the parents/carers colleagues, parents/carers 7.4 Engage with professional teaching networks and and the broader communities community 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 2-5 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 APST Assessment Rubric Satisfactory Satisfactory with Insufficient evidence Quality evidence evidence assistance despite assistance Presentation Quality of planning Quality of planning Quality of planning Quality of planning is is high with explicit is sound with well is developing. poor. There is little to no links to learning thought through Evidence is evidence to demonstrate needs. Samples of links to learning provided knowledge of national evidence needs. Evidence demonstrates and state curriculum and demonstrate demonstrates emerging associated assessment sound knowledge knowledge of knowledge of requirements.
Create and maintain supportive and safe learning environments 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 professional learning and improve student learning Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and 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 2-5 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 APST 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 Quality of planning is sound with well thought through links to learning needs. Evidence demonstrates knowledge of Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of Quality of planning is poor. There is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements.
ins-wedpbedp-epr301-_final.docx