TRANSITION INTO THE PROFESSION

Graduate Teacher
Professional Learning Plan
Version 2 (with suggestions)
Name: Jaimee Mathieson

Date: 12/04/2016

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS

The focus areas and descriptors identify the components of quality teaching
at the Graduate career stage. They constitute agreed characteristics of the
complex process of teaching. An effective teacher is able to integrate and apply
knowledge, practice and professional engagement as outlined in the descriptors to
create teaching environments in which learning is valued.
Professional Learning and Development can have a profound impact on student
learning.
Where am I going? How am I doing? Where to next? These are critical questions
to promote reflective teacher practice.
HIGHLY EFFECTIVE PROFESSIONAL LEARNING IS

focused on improving student outcomes

focused on and embedded in teacher practice

collaborative involving reflection and feedback

evidence-based and data informed to guide improvement and to

measure impact

ongoing fully integrated with the operation of the school

individual/collective responsibility at all levels of the school.

TEACHER KNOWLEDGE AND SKILLS

PEDAGOGICAL KNOWLEDGE
Understanding of how to create classroom environments that support
learning, including the use of ICT.
Knowledge of effective classroom management strategies.
Understanding of and beliefs about learners, how they learn and how learning
can be supported by teaching.
Knowledge of activities that develop meta-cognitive abilities and how they
can be integrated into the curriculum.
DISCIPLINE KNOWLEDGE
In-depth knowledge of subject area the facts, concepts, ideas and
procedures within a discipline and the relationships between them.
Understanding of the explanatory frameworks that affect the organisation of
content and the questions that guide further inquiry.
Ability to use and integrate the language specific to the discipline into
classroom activities.
PEDAGOGICAL CONTENT KNOWLEDGE
Knowledge of how students learn particular subject matter, including
common preconceptions and misconceptions.
Skill to effectively organise and present subject matter, including models,
examples, metaphors, simulations and demonstrations.
Knowledge of different approaches to and purposes of assessment.
Knowledge of available, high quality curriculum materials.
PERSONAL PROFESSIONAL LEARNING NEEDS
This is very individualised it is about you ! It is general personality
focus areas
Personal Skills/Interests
Leadership skills
Patience
Self Assessment
Creativity
Time management

Team

Work Skills
Share results and ideas
Set goals as a team
Collaboration
Problem solving with others
Flexibility

Social and Emotional Competencies

Resilience
Confidence
Persistence
Organisation
Determination
Ability to step out of comfort zone
Self awareness
Acknowledgement of strengths, as
well as weaknesses

Interpersonal and Communication Skills

Ability to listen to others and their
ideas
Ability to have my input and not
feel threatened by others
Decision making

KEY FOCUS AREAS AS IDENTIFIED IN SELF APPRAISAL

PROFESSIONAL
KNOWLEDGE

GOALS /STRATEGIES to improve TARGETS/ DESIRED OUTCOMES

Professional Knowledge

To gain a greater
awareness and
understanding of the
Aboriginal and Torres
Strait Islander culture.

PROFESSIONAL
PRACTICE

GOALS/STRATEGIES to improve
Professional Practice

PROFESSIONAL
ENGAGEMENT

To develop an extensive
understanding of
behaviour management
strategies that are
beneficial when
implemented.

GOALS/Strategies to improve
Professional Engagement

To develop an
understanding of ways
parents/carers can be
involved in their childs
learning.

Ability to incorporate
aspects of Aboriginal and
Torres Strait Islander
culture into the
classroom, to allow all
students to feel valued
and part of the
classroom.
Development of an
inclusive classroom

TARGETS/ DESIRED OUTCOMES

Ability to successfully
control the varying
behaviours which occur
in a classroom, in order
for lessons to run
successfully with minimal
disruptions, allowing all
students to benefit to
the best of their abilities.

TARGETS/ DESIRED OUTCOMES

Ability to involve
parents/carers in learning
opportunities involving
their child, in order to
develop a positive
rapport with all families.

Graduate Teacher Professional

Learning Plan
Domain of Teaching: A:
PROFESSIONAL KNOWLEDGE
Standard 1: Know students and how they learn
Instructions
Review your self-assessment to determine areas of strength and areas for further development.
This will assist you to define areas for professional learning in order to demonstrate all aitsl Standards for Graduate
Teachers in the future.
Blue Box:
Areas in which I require targeted learning, improvement, and development.
White Box: The Professional Learning Strategy I will pursue to build my knowledge, skills and abilities in this particular
area

GRADUATE AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

1.1 Physical, social and intellectual

development and characteristics of students
Demonstrate knowledge and understanding of physical,
social and intellectual characteristics of students and
how these may affect learning.

1.2 Understand how students learn

Demonstrate knowledge and understanding of research
into how students learn and the implications for
teaching.

1.3 Students with diverse linguistic,

cultural, religious and socioeconomic
backgrounds

Demonstrate knowledge of teaching strategies that are

responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.

1.4 Strategies for teaching Aboriginal and

Torres Strait Islander students

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.

1.5 Differentiate teaching to meet the

specific learning needs of students across a
full range of abilities.

Demonstrate knowledge and understanding of

strategies for differentiating teaching to meet the
specific learning needs of students across the full range
of abilities.

1.6 Strategies to support full participation

of students with disability

I would like to continue to develop an understanding of ways in which

differentiation can be used in the classroom, to ensure all students needs are
addressed at all times.

Mentoring observing and learning from senior staff members to

observe strategies for differentiation in the classroom.

Evidence based practice use diagnostic assessment to gauge where

students are, where they need to get to and strategies to get there.

Team planning integrating response to Intervention Strategies and

using tiered instruction in lessons to address all students abilities.
I would like to expand my understanding of ways to enable full participation of
students with a broad spectrum of disabilities .

Demonstrate broad knowledge and understanding of the

legislative requirements and teaching strategies that
support participation and learning of students with
disability.

Professional development- attend professional development as a

professional learning team regarding the involvement of students with
disabilities in lessons, allowing all educators to have the same
understanding, allowing for team planning to be an option and
evaluation to occur as a professional learning team.
Team planning- as a professional learning team, discuss ways in which
the students with disabilities will be included through adaptions,
ensuring an evaluation occurs in order to dictate whether or not the
strategies implemented were the most beneficial.
Mentoring- have an experienced educator observe a lesson I implement,
allowing for them to provide feedback on the positives of ways the
students will disabilities participated, along with suggestions on ways to
improve their level of participation in future lessons.

Standard 2. Know the content and how to teach it

GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

2.1 Content and teaching strategies of the

teaching area

I would like to expand my knowledge of teaching strategies and different ways of

how to incorporate them.

Mentoring; seek advice from experienced educators regarding the

teaching strategies they use. As well as observing senior educators
implementing these strategies in the classroom.

Team planning; work with senior educators when conducting planning,

to seek assistance in terms of when to incorporate certain teaching
strategies.

Reflective practice; continually reflect on lessons and whether or not

teaching strategies are effective and how they could be adapted.

Demonstrate knowledge and understanding of the

concepts, substance and structure of the content and
teaching strategies of the teaching area.

2.2 Content selection and organisation

Organise content into an effective learning and teaching

sequence.

2.3 Curriculum assessment and reporting

Use curriculum assessment and reporting knowledge to

design learning sequence and lesson plans.

I would like to continue to ensure I cater for all students weaknesses and
strengths within lesson plans.

Team planning; to determine students weaknesses then from reflecting

on NAPLAN data, common areas of weakness will be identified and
as a team strategies will be determined that will build on students
learning.

2.4 Understand and respect Aboriginal and

Torres Strait islander people to promote
reconciliation between Indigenous and nonIndigenous Australians

Demonstrate broad knowledge of, understanding of and

respect for Aboriginal and Torres Strait Islander histories,
culture and languages.

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching

strategies and their application in teaching areas.

2.6 Information and Communication

Technology (ICT)

Implement teaching strategies for using ICT to expand

curriculum learning opportunities for students.

I would like to continue to expand my understanding of ways ICT can be

incorporated into the classroom which provides beneficial learning opportunities
for the students.

Professional development; attend a professional development seminar

that is focused on ICT and how it is incorporate into the classroom,
allowing me to leave the seminar with a greater knowledge of ways to
include ICT in the classroom.

Observing colleagues; observe colleagues incorporating ICT into their

curriculum, in relation to the educator using ICT, as well as the way in
which students use ICT.

Mentoring; discuss issues when incorporating ICT into the classroom

with a senior staff member, such as ads on youtube videos and how to
avoid the issues.

PROFESSIONAL KNOWLEDGE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT :

Work with my professional learning team and community

Inquiry cycle
Mentoring/peer feedback
Self reflection
Observing
Professional development
Team planning
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TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Working within PLT and PLC:
Engage in Inquiry Cycle; through collecting data from assessments of students, and as a
PLT/PLC determining where students are at and what they need in order to develop their
learning.
Mentoring and Coaching; developing ideas and strategies from experienced colleagues
to assist in developing as an educator. As well as observing colleagues and seeking
feedback from them regarding positives as well as areas for improvement
Team planning; seeking assistance from experience team members when planning to
ensure all students needs are catered for through data collected from assessments, and
seeking suggestions In order to develop as a learner.
Professional development; attending seminars in order to develop our knowledge
regarding a range of topics, and using this information to move forward together as a
team, with the desire to improve students learning.
Individual:
Implementing strategies learnt or suggested from colleagues, and implement these
strategies and then evaluating whether they are beneficial for students learning.
Reflective practice; reflecting on lessons and identifying areas for development and how
this can occur, along with seeking feedback from mentoring teachers through
undertaking observation.

Domain of Teaching: B:
PROFESSIONAL PRACTICE
Standard 3. Plan for and implement effective teaching and
learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

3.1 Establish challenging learning goals

All students will be at different stages of their development, therefore it is essential to

ensure all students weaknesses and strengths are catered for, to ensure all students are
challenged.

Evidence based learning; use diagnostic assessment to gain an

understanding of the students abilities in order to shape future lessons.

Team planning/mentoring; work with a senior staff member to have the

support of ensuring I cater for all students abilities, including students who
need extra support, as well as students who need extension activities.

Set learning goals that provide achievable challenges

for students of varying abilities and characteristic.

3.2 Plan, structure and sequence learning

programs
Plan lesson sequences using knowledge of student
learning, content and effective teaching strategies.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

3.5 Use effective classroom communication

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

I would like to work towards expanding the inclusion of verbal and non-verbal
strategies as all students learn differently.

Reflective practice; have students evaluate which strategies they felt were
successful and which were unsuccessful for them personally, eg-word of
mouth didnt work, but instructions of the board were beneficial.

Mentoring; have a mentor teacher observe these strategies being put in

place and have them provide me with feedback.

3.6 Evaluate and improve teaching

programs

Demonstrate broad knowledge of strategies that can

be used to evaluate teaching programs to improve
student learning.

3.7 Engage parents/carers in the educative

process
Describe a broad range of strategies for involving
parents/carers in the educative process.

I have had limited experience with involving parents/carers in their childrens

learning, therefore I would like to expand my knowledge on ways they can be
involved in their childs educative process.

Professional development; attend a seminar that focuses on the inclusion of

parents/carers within the classroom, to identify ways that parents/carers
could be involved in their childs learning.

Mentoring/observing colleagues; discuss with other educators the ways in

which they include parents/carers, and ways in which they communicate
with parents.
Seeking feedback from parents; approach parents and seek feedback from
them regarding ways they have previously been involved in their childs
learning and ways in which they would like to be involved in the future.

Standard 4. Create and maintain supportive and safe

learning
AITSL PROFESSIONAL STANDARDS

PROFESSIONAL LEARNING STRATEGIES

4.1 Support student participation

Identify strategies to support inclusive student

participation and engagement in classroom activities.

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom

activities and provide clear directions.

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to

manage challenging behaviour.

I would like to develop my ability to organise and control classroom activities.

Observing colleagues; observe a colleague teaching to gain insight into

the types of strategies which could be used to ensure students have clear
instructions and are fully aware of their expectations.

Getting feedback from students; seeking feedback from students

regarding the level of understanding they had about the instructions they
were given.

Mentoring; have a colleague observe a lesson I present to the class, and

provide feedback about whether the way activities were organised was
effective, or possible adaptions I could include for future lessons.
I would like to further develop my behaviour management strategies.

Professional development; attend a seminar regarding behaviour

management to expand my understanding of ways to deal with the
behaviour, as well as the possible reasons behind the behaviour.

Mentoring/observing colleagues; discuss with other colleagues the

strategies they have in place to deal with different types of behaviours, as
well as observe the strategies in practice. This would then lead to a trial
and reflect process.

4.4 Maintain student safety

Describe strategies that support students wellbeing and

safety working within school and/or system, curriculum
and legislative requirements.

4.5 Use ICT safely, responsibly and ethically

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.

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Standard 5. Assess, provide feedback and report on student

learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS
5.1 Assess student learning

Demonstrate understanding of assessment strategies,

including informal and formal, diagnostic, formative
and summative approaches to assess student learning.

PROFESSIONAL LEARNING STRATEGIES

I would like to further develop my ability to use a range of assessment strategies to
assess student learning.

Team planning; as a professional learning community establish the types of

assessments that will be used across the board, and how each type of
assessment will be used to shape future planning.

Evidence based practice; using a variety of assessments to assess what

students have learnt, and establishing the areas which still need
development.

Mentoring; discuss with a colleague about the ways in which they use the
different types of assessment, and then using this information to trial the
ways in which I use assessment.

5.2 Provide Feedback to students on their

learning

Demonstrate and understanding of the purpose of

providing timely and appropriate feedback to students
about their learning.

5.3 Make consistent and comparable

judgements

Demonstrate understanding of assessment

moderation and its application to support consistent
and comparable judgements of student learning.

5.4 Interpret student data

Demonstrate the capacity to interpret student

assessment data to evaluate student learning and
modify teaching practice.

I would like to ensure I am using assessment within the classroom effectively and
appropriately.

Reflection on data; as a professional learning community use student

assessment data to identify areas which are a common weakness, and
identify strategies that can be implemented to address these.

Use of inquiry cycle; based on student assessment identify students needs,

then as a team identify what we as educators need to develop/know in order
to address students needs.

5.5 Report on student achievement

Demonstrate understanding of a range of strategies

for reporting to students and parents/carers and the
purpose of keeping accurate and reliable records of
student achievement.

PROFESSIONAL PRACTICE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT

Work with my professional learning community and team

Engage in inquiry cycle
Mentoring
Self reflection
Observing
Professional development
Team planning
Evidence based practice
Seeking feedback from parents
Seeking feedback from students

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TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Working within PLT and PLC:
Engage in Inquiry Cycle; through identifying students needs based on data collected
and analyzed as a team, and then identifying as a team what we as educators need to
address the students needs, particularly commonalities across the student board.
Evidence based learning; look at data collected from students assessment and then
working with a mentor teacher to ensure all students needs are met, based on the data
results.
Mentoring; developing ideas and strategies from experienced colleagues to assist in
gaining an understanding of how parents/careers can be involved in the classroom.
Team planning; as a professional team look analyzing data, to help direct future lesson
planning.
Professional development; attending seminars in order to develop our knowledge
regarding a range of topics, and using this information to move forward together as a
team, with the desire to improve students learning.
Individual:
Professional development; attending seminars to extend my knowledge on ways
parents/careers can positively be involved in their childs learning journey, this can be
done individually or within a PLT or PLC.
Seeking feedback from parents; discuss with parents ways in which they have
previously been involved in their childs learning, or ways in which they would like to be
involved, as part of developing a rapport with families.
Reflective practice; seeking feedback from students regarding their understanding of
lessons and then using this feedback to reflect on a lesson and look at possible adaptions
that could be made for future lessons.

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Domain of Teaching: C
PROFESSIONAL ENGAGEMENT
Standard 6. Engage in professional learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

6.1 Identify and plan professional learning

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

6.2 Engage in professional learning and

improve practice

Understand the relevant and appropriate sources of

professional learning for teachers.

6.3 Engage with colleagues and improve

practice

Seek and apply constructive feedback from supervisors

and teachers to improve teaching practice.

Providing and receiving feedback is a strategies I use to continually be improving

the effectiveness of my teaching and is an area I think is ongoing and crucial.

Mentoring; observing colleagues and having them observe my lessons

which enables us to learn from each other, and then providing and
receiving feedback from one another.

6.4 Apply professional learning and improve

student learning
Demonstrate an understanding of the rationale for
continued professional learning and the implications for
improved student learning.

Standard 7.
Engage professionally with colleagues, parents/carers and the
community
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

7.1 Meet professional ethics and

responsibilities

Understand and apply the key principles described in

codes of ethics and conduct for the teaching profession.

7.2 Comply with legislative, administrative

and organisational requirements

Understand the relevant legislative, administrative and

organisational policies and processes required for
teachers according to school stage.

7.3 Engage with the parents/carers

Understand strategies for working effectively,

sensitively and confidentially with parents/carers.

As I have not had an extensive opportunity to work with parents/carers in the

classroom this is an area which I need to work towards.

Professional development; attending seminars as a plc to gain an insight

into ways parents can be involved in a classroom.
As a professional learning community establish ways in which
parents/carers will be involved within the school, then as a professional
learning team establish specific ways in which parents/carers will be
involved in the classroom.
Investigate parents skills, and then link these to particular classroom and
school activities.

7.4 Engage with professional teaching

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networks and broader communities

Understand the role of external professionals and

community representatives in broadening teachers
professional knowledge and practice.

STRATEGIES PLANNED TO FACILITATE IMPROVEMENT in PROFESSIONAL

ENGAGEMENT:

Mentoring
Working as a PLC
Professional development

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING

Mentoring; observing colleagues undertaking lessons and vice versa, allowing for us to
learn from each other and provide feedback to each other, to allow growth in
effectiveness of teaching.
PLC work; as a learning community establish ways in which parents/careers will be
involved within the school based on information learnt through professional
development, to allow for consistency within the school.

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