Beruflich Dokumente
Kultur Dokumente
1:
AITSL
Graduate Standard
Actions to develop my
aspect:
capability:
(SMART goals
achieved?
Specific,
actions
Measurable,
Accurate,
Relevant,
and
you
intend
to
Time bound)
Short Term Goals (that can be achieved within this semester)
Professional
Standard
1:
Practise
By the end of
Know
semester two, I
differentiation
will
research,
classroom.
and
Demonstrate
knowledge
and
understanding
develop
implement
Research
of
of effective
differentiating
learning tasks.
lessons in order to
cater
of her class.
learning needs of
strategies
for differentiation
for
the
all students.
Gain
mentor
feedback
assessor
from
assessor
teacher
and/or
about
the
Praise
and
my
differentiation was in
lessons.
and
make
changes
to
future
Practise
1:
Know
By the end of
semester
two
Seek
mentor
guidance
from
teacher
will further my
1.6
understanding of
Demonstrate
broad
needs
are
safe
and
knowledge
and
legislative
that
disability.
the classroom.
Research
teaching
and/or
assessor,
supportive
praising
the
supportive
for
participation and
provide
learning
of
students
with
disability.
the
needs
of
environment
for
all
you
students,
sources.
Research
legislative
students
with
disability.
Engage in conversation
with
colleagues
practicum
who
on
placement
have
students
disabled
in
classroom,
their
inquiring
and
safe
environment
Practise
Standard 3:
By the end of
semester two, I
praise
will
to
parents/carers including
develop strategies
active
learning
for
face-to-face
parents/carers
involving
begin
actively
the
interactions,
in
home,
educative
notes
messages
in
involve
from
mentor
teacher,
relationships
and
them
ability
with
with
to
their
childrens learning.
you.
period
of
time
and
of students in your
class.
Gain
feedback
from
interact
with
parents/carers
and
practicum
placement, introducing
yourself,
explaining
classroom
providing
and
contact
Practise
5:
Access information on
why
moderation
of
assessment is vital in
on student learning
5.3
assessment
resources,
Demonstrate
understanding
of moderation
order
judgements
judgements
student learning.
of
student
to
in
teacher
make
of
&
learning.
and
comparable
are made.
university
success.
Praise
from
mentor
teacher
teaching professionals)
teacher
moderates
moderation of marks.
assessment
tasks
order
consistent
to
in
Reflect
make
judgements
of student learning.
Consistent
mentor
on
previous
dispute.
lessons
where
summative assessment
has taken place and
identify how effectively
it
was
moderated.
Identify
strategies,
which
may
implemented
future
to
be
in
the
effectively
moderate
assessment
tasks.
Professional
Practise
Standard Number 6:
semester
Engage
seek
in
professional
learning
6.3
Seek
and
apply
mentor
will
teachers
teaching
and
strategies,
behaviour
implement
management
constructive
overall
feedback from my
performance,
Observe
Extensive
range
of
teaching
and
Confidence
strategies
teaching
trying
and
different
understanding
with
not.
and
consideration of which
teachers in order
to
implement in my own
classroom.
work.
improve
my
teaching
practices.
to regularly provide me
with feedback outlining
strengths
and
weaknesses of lessons,
with
constructive
advice
for
improvement.
Seek
mentor
advice
from
teacher
Seek
constructive
Commendation
class
improving.
that
from
is
mentor
constantly
discuss
changes
where
could
be
implemented
to
strengthen my lessons
and teaching abilities.
and
remember it is given as
a
way
of
helping
myself improve.
Long Term Goals (those that can are more likely to be achieved beyond this semester)
Professional
Standard
1:
Practise
Know
being a graduate
development seminars
teacher,
specifically
Demonstrate
effectively
and
implement
knowledge
understanding
strategies
of range
will
a
of
for differentiation
Attend
professional
about
students
their
my
objectives.
knowledge
and
Research a range of
different differentiation
classroom to cater
methods online.
learning needs of
All
differentiation to build
learn from others.
Converse
are
individual
sufficiently
learning
with
classroom.
all of my students.
teaching professionals
regarding
how
differentiate
they
activities
in their classrooms.
Regularly
reflect
on
your
own
differentiation methods
in the classroom and to
ensure
these
sufficiently
the
cater
for
of
all
in
needs
students.
Professional
Practise
Know
being a graduate
disabilities
teacher,
will
1.6
have
fine
of my degree, to better
understanding of
my understanding of
implementing
the classroom.
strategies
environment
Standard
1:
Demonstrate
broad
knowledge
and
that
I
a
support teaching
strategies
support
to
Participate
education
special
safe
for
Participate
are
safe
and
in
participation and
professional
learning
of
development seminars
students
with
disability.
needs
disabled students.
students.
disabled education.
toward
disabled students.
Professional
Practise
Standard 3:
teaching
and
will
implement a wide
Seek
planning
documents
and
from
colleagues
and
learning
range of strategies
other
to
professionals,
actively
in
the
educative process.
involve
parents/carers
the
teaching
in
educative
process.
which
parents/carers
in the classroom.
Invite parents/carers to
volunteer
you.
in
the
classroom.
email,
principal.
messages
in
Make
yourself
available
before
and
outside
the
classroom or in pick
up/drop off zone for
parents
to
approach
you.
Memorise
parents
names
and
of
show
Practise
5:
other
teaching
professionals, inquiring
on student learning
able to effectively
5.3
moderate
moderate
understanding
Demonstrate
of assessments
order
to
in
make
comparable
are made.
their
Take opportunities to
and
assessments.
Consistent
success.
consistent,
comparable
judgements
fair judgements of
student learning.
assessment moderation.
of
student
learning.
attend
and
professional
development
days,
Seek
information
regarding
assessment
moderation
from
university
tutors,
Make comparisons of
students results with
those in other classes at
the same year level and
reflect on how these
have been moderated.
Professional
Practise
Request a colleague or
Growing
range
of
teaching
Standard Number 6:
being a graduate
other
Engage
teacher,
will
professional to observe
continue to feel
strategies
apply
confident seeking
provide
and implementing
constructive feedback.
in
professional
learning
6.3
Seek
and
teaching
me
with
Be open to receive
feedback received
constructive
from
colleagues
trying
and
different
understanding
not.
feedback
class
that
is
constantly
improving.
in
order to improve
my
teaching
practices.
Section
2: BrITE
Resilience Factors
Short Term Goals (that can be achieved within this semester)
My goals for this Actions to develop my capability:
aspect:
(SMART
(Be specific about what actions you will you/others see if your
goals
Specific,
Measurable,
require).
Accurate, Relevant,
and Time bound)
Module 3: I: Wellbeing
By
the
end
of
Observe
strategies
of
mentor
Positive
feedback
from
mentor
established
successfully
conclusion of practicum
and
implemented
implementing
teacher
at
the
placement,
balance throughout
managed
as
my
practicum
placement.
Allow
time
to
interests/hobbies
university
and
the
workload
balance.
maintain
other
particularly
than
practicum
placement.
placement,
affected my capacity as a
pre-service teacher.
recognising
the
end
of
practicum placement.
Module 5: E: Emotions
Recognise
semester,
these
will
implement
an
optimistic
attitude
towards
negative/pessimistic
with
positive/optimistic
thoughts.
university
Avoid
Positive
feelings
placement.
dwelling
on
mistakes.
and my practicum
maintained
placement.
practicum placement.
Access
of
information
about
throughout
to
remain
through
optimistic
difficult
tasks/situations.
Module R Relationships
Throughout
the
Recognise
semester
my
networks in my life.
and
positive
support
Feeling
supported
practicum
placement,
will
maintain
positive
support networks.
Sense
semester
and
practicum
of
belonging
placement.
of the semester.
and
completion of practicum
messaging
placement.
or
face
to
face
thriving
at
the
interaction.
Long Term Goals (those that can are more likely to be achieved beyond this semester)
Module 3: I: Wellbeing
being
professions
established
school year.
balance throughout
maintaining
as
Allow
graduate
and
implemented
my
practicum
placement.
use
time
in
to
managing
positive
maintain
networks
including
partner,
workload
of
teacher.
Motivation
to
being
continue
years to come.
Module 5: E: Emotions
Recognise
being
graduate
environment.
these
Motivation
teacher,
implement
optimistic
will
an
attitude
with
negative/pessimistic
positive/optimistic
Optimistic
classroom
to
continue
thoughts.
years to come.
classroom.
Access
information
about
school teacher.
you
are
not
feeling
Encourage
students
in
your
Throughout
my
Recognise
positive
support
that
you
have
teaching career, I
networks in my life.
will
maintain
support
to.
Positive
messaging
of time.
positive
networks.
or
face-to-face
interaction.
relationships
interest in yours.
Feeling