PROFESSIONAL LEARNING PLAN

Section 1: My goals for this Actions to develop Indicators of success:

aspect: my capability:
AITSL What will you/others see if
Graduate (SMART goals – (Be specific about what your goal is achieved?
Specific, Measurable, actions you intend to
Standard Accurate, Relevant, undertake and the
and Time bound) support and professional
learning you will require).
Short Term Goals (that can be achieved within this Professional
Practice)

Professional By the end of

Practice the Professional • Access and • Using a variety of
Practice I hope use online ICT resources to
to have: resources that enhance science
are aligned learning
3.4 Demonstrate with the
Used a range of
knowledge of a resources including
curriculum like • Feedback from
range of Scootle, Mentor and
ICT that will
resources, Education Supervisor as to the
motivate and
including ICT, that Perfect, effectiveness of
enhance students’
engage students Kahoot to resources used
learning in science
in their learning. enhance
science
learning
outcomes

• Reflect on the
benefits of the
resources
used and how
they can be
used
differently to
suit the needs
of all the
students

4.3 Demonstrate Used several • Access the • Expectations are

knowledge of strategies in the school policy clearly outlined to
practical classroom that are and be clear the students with
approaches to appropriate to on their reference to the
manage manage students’ behaviour class rules as to
challenging behavioural needs, policy their responsibilities
behaviour. so they can learn and behaviour in the
• Observe the classroom
class rules or
ask mentor to • The students are
create your actively engaged
own with the during the lesson
students help and any issues are
calmly resolved
• Keep calm
and be fair
when dealing
 PROFESSIONAL LEARNING PLAN
with student • Good behaviour is
behavioural acknowledged and
issues rewarded

• Discuss and • Feedback from

reflect on Mentor and
these issues Supervisor as to the
with the effectiveness of
Mentor and behaviour
Supervisor management
strategies used
• Implement
strategies
when planning
lessons to
manage
behaviour in
the classroom
e.g. seating
arrangements,
groupings,
adapt activity
to suit the
student’s
needs

• Plan and use • Appropriate

5.5 Demonstrate Used several a variety and assessment used to
understanding of a different appropriate reflect students’
range of strategies assessment assessments understanding at the
for reporting to practices to obtain e.g. diagnostic beginning, during
students and evidence of in finding out and at the end of a
parents/carers and students’ learning what they lesson or unit of
the purpose of and record and know, work
keeping accurate analyse this formative to
and reliable information for direct learning • Teaching File will
records of student further learning towards include records of
achievement. outcomes and student’s learning
summative at and a reflection of
the end of a intended action
unit of work
• The planning for the
• Record results following lesson will
of students’ reflect the data
learning e.g. obtained from the
work samples, assessment
photographs,
observations, • Feedback from the
checklists and Mentor and
use data in Supervisor on ability
planning that to assess, record
moves and use data
students obtained
towards their
learning
outcomes
 PROFESSIONAL LEARNING PLAN
Section 2: Maintained • Complete the • Receive a certificate
professionalism BRITE for completing all the
even when faced modules to BRITE modules and
with difficulties empower my a toolkit of useful
resilience in information
coping with
the demands
of being a
Pre-Service
teacher

• Know and act • Feedback from the

upon the Mentor or
Curtin code of Supervisor regarding
conduct for my professional
Pre-Service manner
Teacher
Education
students

Built a strong • Complete all • Feedback from

respectful tasks that are Mentor and
relationship with
BRITE my Mentor,
requested of
me to the best
Supervisor regarding
my work ethic, my
Supervisor of my ability, ability to respond to
❖ Resilience colleagues and ask questions, constructive
Factors students respond feedback and the
positively to relationships I have
feedback, get with the students,
to know the
students and
show genuine
interest in
being a part of
the school
and the
community
and getting to
know the staff

• Feedback from
• Enjoy the Mentor, Supervisor
Become mindful of experience and colleagues as to
my wellbeing by and be my realistic abilities,
prioritising realistic in my enthusiasm and
workload and expectations genuine enjoyment
allowing time to of what I’m doing
enjoy the
experience of being • Spending time with
in Kalgoorlie colleagues as a
friend and a support
for their journey
 PROFESSIONAL LEARNING PLAN
Long Term Goals (those that can are more likely to be achieved
beyond this semester)
Section 1: My long-term Actions to develop Indicators of success:
AITSL goals are to: my capability:
Graduate
Research and • Familiarise • Selection of
Standard developed contacts myself with strategies and
to gain an the WA resources that are
1.4 Demonstrate understanding of respectful,
Department of
broad knowledge students from Education’s, appropriate and aim
and understanding Aboriginal and for engagement,
Aboriginal
of the impact of Torres Strait sequencing and
Cultural
culture, cultural Islander cultures significance
Standards
identity and and how they best Framework
linguistic learn • Work samples show
background on the
• Establish evidence of
education of achieving learning
relationships
students from outcomes
with
Aboriginal and
Aboriginal and
Torres Strait
Torres Strait
Islander
Islander
backgrounds.
students, their
families and
communities
that is based
on genuine
respect

• Research
helpful
accredited
websites e.g.
the WA
Education
Portal,
Scootle for
useful
resources to
teach
Aboriginal and
Torres Strait
Islander
students

• Contact
experts in the
field:
Roseanne
Paine and
Fleur Kaeding
(Principal
Consultants
for Aboriginal
Teaching and
Learning for
the Dept of
Edu WA)
 PROFESSIONAL LEARNING PLAN
• Plan learning
2.4 Demonstrate Respect and experiences • Teaching and
broad knowledge of, understand that are learning activities
understanding of Aboriginal and aligned with that broaden the
and respect for Torres Strait the respect for
Aboriginal and Islander histories, expectations Aboriginal and
Torres Strait culture and in the Torres Strait
Islander histories, languages curriculum Islander histories,
cultures and and inclusive culture and
languages. of Aboriginal languages
and Torres
Strait Islander • Student work
histories, samples that show
cultures and this
languages

• Use resources
and contacts
outlined
above

• Seek advice
1.6 Demonstrate Differentiate and support • Implement teaching
broad knowledge learning from and learning
and understanding experiences to appropriate programs that are
of legislative cater for disabled personnel differentiated to
requirements and students in the meet students’
teaching strategies classroom • Plan learning needs e.g.
that support experiences arrangement of
participation and that are in classroom, different
learning of students collaboration learning tasks
with disability. with
specialists • Samples of work
show that personal
goals and learning
outcomes are being
achieved

• Seek advice
2.6 Implement Become efficient in from online • Samples of work are
teaching strategies using a variety of sources, ICT based e.g. an
for using ICT to ICT resources and colleagues edited video of an
expand curriculum implement teaching and ICT interview, a creation
learning strategies on how specialists of a robot using
opportunities for to use them to coding, designing an
students. enhance learning • Model using ePortfolio
opportunities for ICT resources
students and teach
students how
to use them
e.g.
computers,
iPads, digital
cameras,
videos,
programming,
coding,
robotics
 PROFESSIONAL LEARNING PLAN
4.5 Demonstrate an Promote safe, • Seek advice • Teachers and
understanding of responsible and from the students are aware
the relevant issues ethical use of ICT school policy, of the rules and
and the strategies in learning and the regulations
available to support teaching curriculum, regarding use of ICT
the safe, colleagues e.g. cyber bullying,
responsible and and ICT harassment,
ethical use of ICT in specialists appropriate use of
learning and text messaging,
teaching. • Incorporate plagiarism,
safe, referencing
responsible conventions and
and ethical academic honesty
use of ICT in
planning and • Samples of
learning responsible and
experiences ethically used ICT
e.g. emails, online
communications
(such as blogs)
between teacher
and students