Access a range of EAL/D knowledge Engage with EAL/D knowledge sources Initiate and engage in professional Support professional dialogue in a sources for feedback to improve to improve professional knowledge and discussions with colleagues to range of forums to improve EAL/D professional knowledge and practice in supporting EAL/D learners. evaluate and improve EAL/D professional knowledge and practice in supporting EAL/D professional knowledge and practice, practice, and the educational Seek and apply feedback from a range of learners. and the educational outcomes of outcomes of EAL/D learners. personnel including EAL/D specialists, EAL/D learners. Apply constructive feedback from intercultural officers, EAL/D learners and Support the constructive provision EAL/D knowledge sources and families, and other colleagues working Provide constructive feedback to and use of feedback, as well as the reflect on the informal feedback with EAL/D learners. colleagues about EAL/D students’ collection and analysis of data provided by EAL/D learners in progress and/or issues, as well as related to the outcomes of EAL/D Collaborate with EAL/D specialists and response to changes in practice. strategies for improving teaching, learners. intercultural officers to collect and including conversing explicitly about analyse data related to the outcomes of texts, grammar, learning strategies EAL/D learners. and assessment. Collaborate with colleagues to collect and analyse data related to the outcomes of EAL/D learners. Provide EAL/D modelling and mentoring support for individual teachers and intercultural officers as required. FOCUS AREA GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD Apply professional 6.4 Demonstrate an understanding of Undertake professional learning Engage with colleagues to evaluate Advocate, participate in and lead learning and improve the rationale for continued programs designed to address identified the effectiveness of teacher strategies to support high-quality student learning professional learning and the student learning needs. professional learning activities to professional learning opportunities implications for improved student address student learning needs. for colleagues that focus on improved learning. student learning.
Access a range of EAL/D knowledge sources for feedback to improve professional knowledge and practice in supporting EAL/D learners. Apply constructive feedback from EAL/D knowledge sources and reflect on the informal feedback provided by EAL/D learners in response to changes in practice. Engage with EAL/D knowledge sources to improve professional knowledge and practice in supporting EAL/D learners. Seek and apply feedback from a range of personnel including EAL/D specialists, intercultural officers, EAL/D learners and families, and other colleagues working with EAL/D learners. Collaborate with EAL/D specialists and intercultural officers to collect and analyse data related to the outcomes of EAL/D learners. Initiate and engage in professional discussions with colleagues to evaluate and improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Provide constructive feedback to colleagues about EAL/D students’ progress and/or issues, as well as strategies for improving teaching, including conversing explicitly about texts, grammar, learning strategies and assessment. Collaborate with colleagues to collect and analyse data related to the outcomes of EAL/D learners. Provide EAL/D modelling and mentoring support for individual teachers and intercultural officers as required. Support professional dialogue in a range of forums to improve EAL/D professional knowledge and practice, and the educational outcomes of EAL/D learners. Support the constructive provision and use of feedback, as well as the collection and analysis of data related to the outcomes of EAL/D learners. FOCUS AREA GRADUATE PROFICIENT HIGHLY ACCOMPLISHED LEAD Apply professional learning and improve student learning 6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Undertake professional learning programs designed to address identified student learning needs. Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
480_473_Full_Elaborations_november2014.docx