Rich Evidence Set: Assessment

Name: Jodie Wilde School: Cassia PS Yr. Level/Subject Area: Kindergarten

Situation: Briefly outline the circumstances surrounding the
example of a situation that had a positive outcome or one in
which professional growth occurred.
Where, why and when did you do the task?
 Graduate teacher with no ECE experience working as
a Kindergarten teacher in a regional community
 30% indigenous/ESL background with no prior
schooling experience
 Reporting expectation of the school were very specific
 Diagnostic assessment required to determine a
starting point for programming – no information
regarding prior knowledge
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates/Reports
Action: describe the skills/knowledge/competencies required
to address the situation- outline the steps you took to complete
the task.
What did you do? How did you do it?
 Using the school’s kindergarten report, I designed a
matrix against which to assess the student’s prior
knowledge
 From this, I designed assessment task that would engage
students and determine their prior knowledge
 Once data had been collected, I developed long-term
and mid-term plans to direct learning to the schools
reporting requirement
 Learning groups were developed so that I could work
with small groups on specific areas of need at their level
 Case management where needed, in consultation with
coach
 The assessment tasks were repeated throughout the
semester as formative assessments to determine need
for change in programming and planning/teaching
strategies
 Assessment tasks were repeated as summative
assessment for reporting purpose at the end of the
semester
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 your action? How do you know? What
would you do differently next time?
 Comprehensive diagnostic testing allowed me to
create a program that was suitable for the level of
the students, built on prior knowledge and worked
towards the school’s reporting outcomes
 Assessment tasks completed across the semester
enabled me to monitor progress and make changes
to teaching strategies where necessary if progress
was not being made
 Having a clear idea of the students prior knowledge
enabled me to design and implement tasks that
would engage them at the correct level in small
group scaffolded activities
 Students made significant progress across the
semester towards the school’s reporting
ourtcomes, as seen in report

Professional Knowledge Professional Practice Professional Engagement

Standard 1 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 non-
Indigenous Australians
 Literacy and numeracy
strategies
 Information and
Communication Technology
(ICT)
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
Standard 4
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
Standard 5
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
Standard 6
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
Standard 7
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