Self-Assessment Tool

Erin Nelmes's results - 30/10/2013 - 11:15am

Professional Knowledge
Teachers draw on a body of professional knowledge and research to respond to the needs of all of their students. They know the content of their subjects as well as what constitutes effective, developmentally appropriate strategies in their learning and teaching programs. In all subjects teachers develop students literacy and numeracy and use ICT to contextualise and expand their students modes and breadth of learning.
1. 2

2 .6

1 .1

2.

1 .3

2 .4 2 .3 2 .1 1 .6
AREAS OF STRENGTH

1.

1 .4

2. 2

AREAS FOR DEVELOPMENT

1.3 L

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

1.4 G

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

2.4 L 2.3 L Lead colleagues to develop learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements

Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

5 .4
3 5.

5.5

3.1

Professional Practice
3 .2
3. 3

Teachers are able to make learning engaging and valued. They implement well-designed teaching programs and lessons, and regularly evaluate their practice and assess student data to ensure they are meeting their learning needs. They diagnose barriers to learning and challenge students to improve their performance. Teachers operate effectively at all stages of the teaching and learning cycle: planning for learning and assessment, developing learning programs, teaching, assessing, providing feedback on student learning and reporting to parents/carers.

3 .4

5.1

5 .2

4.

4 .3

4.2

4 .1

3.

AREAS OF STRENGTH

3 .6

3.5

4 .5
3.1 L their education. 4.2 L 5.2 G about their learning.

AREAS FOR DEVELOPMENT

Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of

3.5 G

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

4.5 G Initiate strategies to lead colleagues to implement effective classroom management and promote student responsibility for learning.

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students

5.4 G

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Professional Engagement
7 .4 6 .1
Teachers model effective learning. They identify and expand on their own professional learning as individuals and collegially. Teachers demonstrate respect and professionalism in all their interactions with students, colleagues, parents/carers and the community. They understand and value opportunities to engage

6 .2

7 .3

7 .1

6 .4

AREAS OF STRENGTH

6 .3

with their school communities within and beyond the classroom to enrich the educational context for students.

7 .2
6.4 L student learning. 7.1 L

AREAS FOR DEVELOPMENT

Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved

6.1 G

Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

7.2 G Model exemplary ethical behavior and exercise informed judgments in all professional dealings with students, colleagues and the community.

Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage.