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Compilation of Evidence Example

Situation: Briefly outline the circumstances


surrounding the example of a situation that had a
positive outcome or one in which professional growth
occurred.

Action: Describe the skills/knowledge/competencies


required to address the situation - outline the steps
you took to complete the task.

Outcome: Describes the results of your action summarise the results of the action and/or the
Professional Growth that occurred. What was the result of

What did you do? How did you do it?

your action? How do you know? What would you do differently next
time?

Where, why and when did you do the task?

To compliment the students learning of 'Under


The Sea', the Pre-primary teachers decided to
take the students on a excursion.
I took the role of lead teacher and took careful
considerations and made sure the place of
interest was safe, adult supervision was
adequate and the excursions supports the
children.
I choose the Department of Fisheries - Marine
Waters in Hillarys as the place for our
excursion.
All of Marine Waters educational experiences
and resources are linked to learning areas
within the Australian Curriculum and also
address the Sustainability cross- curriculum
priority.
Other factors to be taken into account when
planning this excursion included the childrens
behaviour and any health or medical needs,
the age of the children, the length of the
outing, the costs and fees, the abilities of the
children, name tags, snacks and lunch, water
bottles, crossing roads and traffic, any contact
with water, leaving the service, arriving back
at school, accidents, toileting and changing
arrangements.
The most important consideration was
thinking about supervision at all times.

Department of Education (2015)

After decided on the place and the education


value, I spoke to a representative of the
Department of Fisheries regarding the
logistics of the excursion. She sent me the
appropriate forms to read.
All documents and payments were sent to the
place of excursion and the bus company
All payment and forms from parents were sent
back to me.
Prior to leaving for the excursion all teachers
and parents were given a run down of the day.
Each was given a running sheet of the day.
Students with medical issues stayed with a
teacher who had medication on hand to
ensure their saftey.
At the excursion an intro-duc-tory
pre-sen-ta-tion was given to the stu-dents an
overview of the role that the Depart-ment of
Fish-eries plays in man-ag-ing our aquatic
nat-ural resources
the children then rotated around the
aquarium learning about local marine life with
their specific groups and adult group leader
Children had a lunch break in a chosen safe
area close to access to washing hand facilities
and toilets. If children needed to go to the
toilets an adult would go with to ensure their
safety.
After lunch the children as a whole group
participated an activity Stu-dents search
through a range of marine organ-isms that are
com-monly found on our local beaches.

On reflection I really liked the fact that this


excursion was closed to the public and the
only people inside the facility were the Preprimary, teachers and parent helpers. This
made the excursion a lot safer as I didnt have
to worry about strangers.
The grounds of the excursion wasn't large so I
got to see how the other children were going
and not just the children from my group which
was great.
The students enjoyed the hands on activities
that the department of Fisheries had to offer.
They learnt how to iden-tify and clas-sify
plants and ani-mal organ-isms found on the
beach, while dis-cov-er-ing how they are
related to each other.
Its definitely beneficial to have a running sheet
of the details that need to be covered leading
up to the excursion.

Institute for Professional Learning

Supporting Evidence: e.g., Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Graduate Progress Log/ Emails/ Photographs

Name: Jessica Ellis

Standard 1

Professional Knowledge
Standard 2

Know students and how they


learn
Physical, social and
intellectual development
and characteristics of
students
Understand how students
learn
Students with linguistic,
cultural, religious and
socioeconomic
backgrounds
Strategies for teaching
Aboriginal and Torres
Strait Islander students
Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities.
Strategies to support full
participation of students
with disability

Know content and how to teach


it
Content and teaching
strategies of the teaching
area
Content selection and
organisation
Curriculum, assessment and
reporting
Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and nonIndigenous Australians
Literacy and numeracy
strategies
Information and
Communication Technology
(ICT)

Department of Education (2015)

School:

Standard 3
Plan for and implement effective
teaching and learning
Establish challenging
learning goals
Plan, structure and sequence
learning programs
Use teaching strategies
Select and use resources
Use effective classroom
communication
Evaluate and improve
teaching programs
Engage parents/carers in
the educative process

Deanmore PS

Yr. Level/Subject Area: Pre-primary Mathematics

Professional Practice
Standard 4

Standard 5

Standard 6

Professional Engagement
Standard 7

Create and maintain supportive


and safe learning environments
Support student
participation
Manage classroom activities
Manage challenging
behaviour
Maintain student safety
Use ICT safely, responsibly
and ethically

Assess, provide feedback and


report on student learning
Assess student learning
Provide feedback to students
on their learning
Make consistent and
comparable judgements
Interpret student data
Report on student
achievement

Engage in professional learning


Identify and plan
professional learning needs
Engage in professional
learning and improve
practice
Engage with colleagues and
improve practice
Apply professional learning
and improve student
learning

Engage professionally with


colleagues, parents/carers and
the community
Meet professional ethics and
responsibilities
Comply with legislative,
administrative and
organisational requirements
Engage with the
parents/carers
Engage with professional
teaching networks and
broader communities

Institute for Professional Learning