knowledge is integral to well-structured planning - Actively self-reflects on between outcomes and recommendations this process and positive learning teaching and adjusts assessment their planning and outcomes for students teaching accordingly. programming - Employs a range of strategies to assess - Implements feedback student achievement about planning through and participation, collaboration with catering for the diverse colleagues and own range of learners within considerations about the class students’ outcomes - Informs students by accessing and deconstructing explicit quality criteria for assessment - Reflects on lesson to inform future planning and improve pedagogy - Demonstrates a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning Observes how 3.7.1 Describe a range - - Acknowledges the - When appropriate, - Encourages - Adopts a transparent importance of communicates with parents/carers to approach to what is of strategies for teachers can instil parents/carers being parents/carers through the classroom and taught so that involving student and informed about their the use of school school parents/carers can parents/carers in the enhance their learning child’s education newsletters and provides participate holistically in educative process outcomes through feedback to their child’s education - Interacts professionally positive - During professional parents/carers and respectfully with communication and experience, introduces or over the phone parents/carers - Collaborates with liaison with oneself to parents/carers to negotiate parents/carers parents/carers via email, - Is mindful that parents a way forward if a student blog in a school may be encouraged to
knowledge is integral to this process well-structured planning and positive learning outcomes for students - Actively self-reflects on teaching and adjusts teaching accordingly. between outcomes and assessment - Employs a range of strategies to assess student achievement and participation, catering for the diverse range of learners within the class - Informs students by accessing and deconstructing explicit quality criteria for assessment - Reflects on lesson to inform future planning and improve pedagogy - Demonstrates a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning recommendations their planning and programming - Implements feedback about planning through collaboration with colleagues and own considerations about students’ outcomes 3.7.1 Describe a range of strategies for involving parents/carers in the educative process - Observes how teachers can instil student and enhance their learning outcomes through positive communication and liaison with parents/carers - Acknowledges the importance of parents/carers being informed about their child’s education - During professional experience, introduces oneself to parents/carers via email, blog in a school - When appropriate, communicates with parents/carers through the use of school newsletters and provides feedback to parents/carers or over the phone - Is mindful that parents may be encouraged to - Encourages parents/carers to the classroom and school - Interacts professionally and respectfully with parents/carers - Adopts a transparent approach to what is taught so that parents/carers can participate holistically in their child’s education - Collaborates with parents/carers to negotiate a way forward if a student
Standards-Assessment-Continuum-Evolving-3.docx