It is highly recommended that you complete the Summary Record of Sources of Evidence document during the evaluation … How do you address discipline issues promptly, fairly and respectfully? 5.1.2 What informal and formal diagnostic, formative and summative assessment strategies have you developed, selected or used to assess student learning? 2.3.2 How is knowledge of curriculum requirements used to design and implement learning and teaching programs? Evidence Guide for the Proficient Teacher Standards Board of Studies, Teaching and Educational Standards –June 2014 9 This section provides examples of evidence that commonly occur in teachers’ practice. The reflection questions are intended to guide reflection rather than be used as an evaluative tool, not for comparison or judgement. Log in now. 3.3.2 Which relevant teaching strategies have you selected and used to develop knowledge, skills, problem solving and critical and creative thinking? Copyright © 2017, Australian Institute for Teaching and School Leadership, Other than in relation to third party expressions of opinion or views aired on this website, the views expressed on this website are solely those of the Board of the Australian Institute for Teaching and School Leadership Limited and not of any other party or organisation, Level 8, 440 Collins Street Melbourne VIC 3000 Dimensions of the Standards … This e-portfolio will be submitted as part of my application for the transition of Graduate teacher to Proficient teacher. 3.5.2 How do you use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement? How do you comply with these? Tim Harries Qualified Primary and Secondary Teacher Includes portfolio work for EDU292: Professional Internship, and portfolio work to demonstrate my growth to full teaching … Districts use the program standards both as mileposts for im… Guide for reflection using the teaching standards (current webpage). 4.1.2 What inclusive and positive interactions have been established and implemented to engage and support all students in classroom activities? Professional Standards for Teachers. When evidencing that the Professional Standards have been met, you are required to take into account all of the focus areas and level descriptors under the seven standards. Standard 2: Know the content and how to teach it. A piece of evidence can address multiple descriptors, … 5.2.2 How do you provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals? These examples are provided as a guide and illustration only, they are not prescriptive or exhaustive, nor are they the only means of evidencing for the Proficient career stage. Australian Professional Standards for Teaching Standard 1: Know students and how they learn. Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, learning from home tools, support for additional needs and more. Evidence for Sensitivity to Children's Learning. You should collect multiple pieces of evidence for each of the APST, but can also use one item as evidence for several of the APST. The Standards of Evidence are being applied by Master Teachers across Queensland and also schools funded through the Collaboration and Innovation Fund to generate evidence to share through The Evidence Hub. 4.5.2 Which strategies to promote the safe, responsible and ethical use of ICT in learning and teaching have you incorporated? The TRBWA has developed a Guide to Evidencing the Professional Standards to assist teachers in collecting evidence to demonstrate that they meet the Standards at the Proficient Level. ... St Thomas More Report Form. 2 There are seven standards that cover three teaching … How do you keep and use accurate and reliable records to assist the reporting process? We welcome your feedback and suggestions for improvement. This list is not exhaustive and other This evidence guide for the Graduate Teacher Standards is designed to help build the capacity of supervising teachers to make professional judgements by clarifying the meaning and significance of each Graduate Teacher Standard descriptor. 6.2.2 What learning have you participated in to update knowledge and practice, targeted to your professional needs and school and/or system priorities? See NESA for more information on the processes for gaining accreditation. Beginning teachers may identify many areas of need early on in their induction process. 6.1.2 How have you used the Australian Professional Standards for Teachers and advice from colleagues to identify and plan your professional learning needs? A copy of your seating plan, which has been arranged taking needs into account, can be good evidence here. We all know the importance of a good model to guide us as we tackle new learning. *** Added a condensed, cleaner … From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. 1.5.2 What teaching activities have you developed that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities? 3.2.2 How do you plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning? Apr 21, 2020 - We are collecting resources, ideas, inspiration, tips and tricks to help us tackle the Aussie Teacher Professional Standards. 3.7.2 How do you plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning? determine next steps for professional development. I found it difficult to ascertain what &';evidence' counts for each TS & TS-sub-standard, so I have collated acceptable lists from my University training, NQT local authority guidance and mentor guidance into this handy document. It is designed to reflect the Proficient Standards of the National Professional Standards for Teachers (AITSL 2014). Standards for Professional Learning The State Board of Education has also adopted the Learning Forward Standards for Professional Learning as the guide for designing and deploying professional learning across the state.These standards were endorsed by the NC State Board of Education in October 2011. There must be solid evidence that the provider’s educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. Particularly learning about the Australian Professional Standards for Teachers. Reporting requirements? See the research. 3.1.2 How do you set explicit, challenging and achievable learning goals for all students? Assessment requirements? produce previously unavailable evidence of graduate competence aligned with the Graduate Teacher Standards to contribute to a national evidence base to show the quality of teacher education programs. The evidence is clear. Reflection questions related to standard descriptors: 1.1.2 What teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics have you used to improve student learning? 1.4.2 What effective teaching strategies have you designed and implemented that are responsive to the local community, cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students? The examples are 4.4.2 Describe the school and/or system, curriculum and legislative requirements you have implemented to ensure students’ wellbeing and safety. 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