- Creates and implements individual learning plans for students as a means of intervention, based on assessment data - Observes how teachers - Begins collating - Collaborates with - Uses a of 5.5.1 Demonstrate - Demonstrates an understanding of a communicate with samples of reporting staff to discuss the effective approach to assessment/reporting range of strategies for parents/carers a assessment templates effectiveness of specific collecting, organising strategies to track the reporting to students student’s development and other work sample assessment tasks and storing assessment development of younger and parents/carers and through folders used by the data consistent with learners including the purpose of keeping structured/formal supervising teacher (and school policies and discussions with students, accurate and reliable interviews where they other staff) for the procedures observation and records of student share records of purpose of presenting photographing their work achievement achievement and work student progress. - Employs a variety of samples methods to record evidence gathered - Observes how teachers through assessment choose appropriate activities times to communicate informally with parents/carers about a child’s learning 6 ENGAGE IN PROFESSIONAL LEARNING 6.1.1 Demonstrate an - Is introduced to the - Reflects on their own - Is increasingly of - Develops a - Participates in new understanding of the Standards as a teaching development own capacity, skills and professional portfolio of professional learning role of the Australian pedagogical framework using the framework of emerging professional evidence supporting opportunities and works Professional Standards for growth and the APST needs claims against each of with the framework of the for Teachers (APST) in development of teaching the Australian APST at the Proficient Level identifying professional practice - Discusses the APST with - Acknowledges the Professional Standards to ensure quality teaching learning the supervising teacher rigour of teaching and is for Teachers at Graduate practice and considers how this committed to developing level framework can be used skills aligned with the - Works with the APST as a to target areas for Australian Professional - Identifies personal way of creating personal improvement of teaching Standards for Teachers learning goals in relation teaching goals skills at the Graduate Level. to the standards - Uses the APST to - Accomplishes identify areas of strength competency in most if
- Creates and implements individual learning plans for students as a means of intervention, based on assessment data 5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement - Observes how teachers communicate with parents/carers a student’s development through structured/formal interviews where they share records of achievement and work samples - Observes how teachers choose appropriate times to communicate informally with parents/carers about a child’s learning - Begins collating samples of reporting assessment templates and other work sample folders used by the supervising teacher (and other staff) for the purpose of presenting student progress. - Collaborates with staff to discuss the effectiveness of specific assessment tasks - Demonstrates an effective approach to collecting, organising and storing assessment data consistent with school policies and procedures - Employs a variety of methods to record evidence gathered through assessment activities - Uses a of assessment/reporting strategies to track the development of younger learners including discussions with students, observation and photographing their work 6 ENGAGE IN PROFESSIONAL LEARNING 6.1.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers (APST) in identifying professional learning - Is introduced to the Standards as a pedagogical framework for growth and development of teaching practice - Reflects on their own teaching development using the framework of the APST - Discusses the APST with the supervising teacher and considers how this framework can be used to target areas for improvement of teaching skills - Is increasingly of own capacity, skills and emerging professional needs - Acknowledges the rigour of teaching and is committed to developing skills aligned with the Australian Professional Standards for Teachers at the Graduate Level. - Uses the APST to identify areas of strength - Develops a professional portfolio of evidence supporting claims against each of the Australian Professional Standards for Teachers at Graduate level - Identifies personal learning goals in relation to the standards - Accomplishes competency in most if - Participates in new professional learning opportunities and works with the framework of the APST at the Proficient Level to ensure quality teaching practice - Works with the APST as a way of creating personal teaching goals
Standards-Assessment-Continuum-Evolving-3.docx