Mapping Evidence | Brainstorm Standard 1 – Know students and how they learn Evidence: Documentary | Referee | Observer Focus Highly Accomplished Lead What have I done? What could I do? 1.1.4 Lead colleagues to select and Physical, social and 1.1.3 Select from a flexible effective develop teaching strategies to intellectual repertoire of teaching strategies to improve student learning using development and suit the physical, social and knowledge of the physical, social and intellectual development and characteristics of intellectual development and characteristics of students. students characteristics of students. 1.2.4 Lead processes to evaluate the 1.2.3 Expand understanding of how Understand how effectiveness of teaching programs students learn using research and students learn using research and workplace workplace knowledge knowledge about how students learn. 1.3.4 Evaluate and revise school 1.3.3 Support colleagues to develop Students with diverse learning and teaching programs, using effective teaching strategies that linguistic, cultural, expert and community knowledge and address the learning strengths and religious and experience, to meet the needs of needs of students from diverse students with diverse linguistic, socioeconomic linguistic, cultural, religious and cultural, religious and socioeconomic backgrounds socioeconomic backgrounds. backgrounds. 1.4.3 Provide advice and support 1.4.4 Develop teaching programs that colleagues in the implementation of support equitable and ongoing Strategies for teaching effective teaching strategies for participation of Aboriginal and Torres Aboriginal and Torres Aboriginal and Torres Strait Islander Strait Islander students by engaging in Strait Islander students using knowledge of and collaborative relationships with students support from community community representatives and representatives. parents/carers. Differentiate teaching 1.5.3 Evaluate learning and teaching 1.5.4 Lead colleagues to evaluate the to meet the specific programs, using student assessment effectiveness of learning and teaching learning needs of data that are differentiated for the programs differentiated for the specific learning needs of students specific learning needs of students students across the across the full range of abilities. across the full range of abilities. full range of abilities 1.6.3 Work with colleagues to access 1.6.4 Initiate and lead the review of Strategies to support specialist knowledge, and relevant school policies to support the full participation of policy and legislation, to develop engagement and full participation of students with teaching programs that support the students with disability and ensure participation and learning of students compliance with legislative and/or disability with disability. system policies.
Mapping Evidence | Brainstorm Focus Highly Accomplished Lead Evidence: Documentary | Referee | Observer What have I done? What could I do? Physical, social and intellectual development and characteristics of students 1.1.3 Select from a flexible effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. 1.1.4 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. Understand how students learn 1.2.3 Expand understanding of how students learn using research and workplace knowledge 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.3.3 Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3.4 Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. Strategies for teaching Aboriginal and Torres Strait Islander students 1.4.3 Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 1.4.4 Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.5.3 Evaluate learning and teaching programs, using student assessment data that are differentiated for the specific learning needs of students across the full range of abilities. 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. Strategies to support full participation of students with disability 1.6.3 Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. 1.6.4 Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies. Standard 1 – Know students and how they learn
activity_brainstorm_evidence_for_standard_1.docx