Focus Novice Emerging Graduate Sets student activities without Establishes learning goals that Set learning goals that provide awareness of learning goals that provide achievable challenge achievable challenges for students 3.1 Establish challenging learning provide achievable challenge. for some but not all students. of varying abilities and goals characteristics. Planning largely focuses on the Able to plan effective lesson Plan lesson sequences using delivery of content and providing sequences that will scaffold knowledge of student learning, 3.2 Plan, structure and sequence activities for students. Reliant on student learning in a topic or content and effective teaching learning programs guidance to structure and sequence an teaching area. strategies. effective learning program. Largely imitates the teaching strategies Aware of a range of teaching Include a range of teaching of the mentor. Dependent on guidance strategies and shows strategies. 3.3 Use teaching strategies in selecting and trying new or different increasing independence in strategies. selecting and trying new teaching strategies from a limited, but growing repertoire. Requires ongoing guidance to find and Shows increasing independence Demonstrate knowledge of a range of choose resources appropriate to the in locating and selecting resources, including ICT, that engage 3.4 Select and use resources teaching context and area. resources appropriate for the students in their learning. context and the content. Seeks resources, including ICT resources, that will engage and motivate student learning. Largely imitates the classroom teacher Uses a growing range of Demonstrate a range of verbal and 3.5 Use effective classroom and practices a limited variety of communication styles and non-verbal communication strategies communication communication styles and techniques techniques in the classroom to support student engagement.
Focus Novice Emerging Graduate 3.1 Establish challenging learning goals Sets student activities without awareness of learning goals that provide achievable challenge. Establishes learning goals that provide achievable challenge for some but not all students. Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2 Plan, structure and sequence learning programs Planning largely focuses on the delivery of content and providing activities for students. Reliant on guidance to structure and sequence an effective learning program. Able to plan effective lesson sequences that will scaffold student learning in a topic or teaching area. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3 Use teaching strategies Largely imitates the teaching strategies of the mentor. Dependent on guidance in selecting and trying new or different strategies. Aware of a range of teaching strategies and shows increasing independence in selecting and trying new teaching strategies from a limited, but growing repertoire. Include a range of teaching strategies. 3.4 Select and use resources Requires ongoing guidance to find and choose resources appropriate to the teaching context and area. Shows increasing independence in locating and selecting resources appropriate for the context and the content. Seeks resources, including ICT resources, that will engage and motivate student learning. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Use effective classroom communication Largely imitates the classroom teacher and practices a limited variety of communication styles and techniques Uses a growing range of communication styles and techniques in the classroom Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
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