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Meghann Bailey 22231934 Southern Cross University

Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).

Note the focus area and standard Note the type of Describe the artefact / document and Describe how the artefact /
descriptor/s the artefact / artefact / document indicate the possible impact or result on document
document reflects teaching and/ or student learning meet the standard descriptors you
have identified.

6.1 - Identify and plan Smart goals The artefact is a goal setting Through reflection on
professional learning document document identifying areas that I did accomplishments and areas
needs developed for well on my last professional to be improved I have
Demonstrate an TCH30002: experience and areas that I wish to demonstrated my
understanding of the role of Professional improve on. It also details three smart understanding of the role of
the Australian Professional Experience III: goals and the action plan I will take to the APST in recognising my
Standards for Teachers in Transition to the reach these goals on my final professional learning needs. I
identifying professional profession. placement. have linked specific focus
learning needs. areas to both my strengths
Goal setting is an important part in my and weakness and developed
6.3 - Engage with development as a teacher. To continue plans to engage in
colleagues and improve my development as a teacher it professional learning (APST
practice important that I can identify areas 6.1).
Seek and apply constructive where I need improvement to ensure
feedback from supervisors that learning for students is In my smart goal action plans
and teachers to improve maximised. Using the Australian I have identified my
teaching practices. Professional Standards for Teachers colleagues and mentor
(APST) (Australian Institute for teachers as sources of
Teaching and School Leadership information and plan to
[AITSL], 2014a) I can identify areas in engage with them to improve
which I need to develop goals and plan my teaching. I know from
Meghann Bailey 22231934 Southern Cross University

for approaches further my previous professional


development (Ingvarson, 2002. as experiences that colleagues
cited in Marsh, 2010). It is essential for are an essential source of
teacher accreditation to be able to information for understanding
demonstrate these standards (AITSL, the school context but also in
2014b). This may involve working with providing feedback on my
colleagues and wider learning teaching (APST 6.3).
community (McDiarmind, 1995. as
cited in Marsh, 2010). The overarching
goal of the standards is to have
maximum impact on student
learning (AITSL, 2014b), and to do
this most effectively I must be able to
meet the seven standards developed
by AITSL (AITSL, 2014b).

The focus for all professional


development should be the
improvement of learning outcomes for
students (Ingvarson, 2002. as cited in
Marsh, 2010). Student learning will be
impacted by this artefact as a result of
my continued development with the
intent of providing students with high
quality learning experiences. Student
learning should be the priority of the
teacher using the APST as a guide to
high quality teaching (AITSL, 2014b).
Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School Leadership. (2014a). Australian Professional Standards for Teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Australian Institute for Teaching and School Leadership. (2014b). Mission. Retrieved from http://www.aitsl.edu.au/about-
us/mission

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.). Frenchs Forest, NSW: Pearson Australia.