EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

Evidence Number Evidence Description

1 Literacy Unit

2 Report Excerpt

3 Class Profile

4 Reflection on Diverse Learners

5 Sample Lessons

6 Critical Reflection

7 Profile of At-Risk Students

8 Drama Assessment Record

9 Unit of Work - Drama

10 Maths Assessment Data

11 Report Excerpt

12 Maths Unit incorporating ITC

13 ITC to enhance Learning

14 Money Math Resources

15 Report Excerpt

16 History Lesson Sequence

17 Reflection on Learning Strategies

18 Lesson Sequence - Maths

19 Report Excerpt

20 Lesson Sequence with Slides - History

21 Assessment Feedback for class - general

22 Classroom Rules – cooperative activity

23 Report Excerpt

24 Recommendation Letter excerpt

25 Reflection on behaviour management and inclusion strategies

26 Report Excerpt
 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

27 Classroom Design Rationale

28 Differentiated Learning resources

29 Work Samples with achievement statements

30 Assessment and Reporting – Assessment item from EEE405

31 Evidence of Professional Learning

32 Demonstrated improvement from colleague feedback

33 Evidence of networking with communities

34 Excerpt from school policy documents

35 Report Excerpt

36 Report Excerpt

37 NAIDOC public speaking adjudication documents

 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

FOCUS AREA Descriptor (graduate level) Evidence sample

Physical, social and intellectual 1.1 Demonstrate knowledge and understanding of physical, social 1, 2, 3, 5, 7, 10, 18
development and characteristics and intellectual development and characteristics of students and
of students how these may affect learning.
Understand how students learn 1.2 Demonstrate knowledge and understanding of research into how 2, 3, 5, 6, 7, 18
students learn and the implications for teaching
Students with diverse linguistic, 1.3 Demonstrate knowledge of teaching strategies that are 1, 2, 3, 5, 7
cultural, religious and responsive to the learning strengths and needs of students
socioeconomic backgrounds from diverse linguistic, cultural, religious and socioeconomic
backgrounds
Strategies for teaching Aboriginal 1.4 Demonstrate broad knowledge and understanding of the impact 2, 5, 7,
and Torres Strait Islander of culture, cultural identity and linguistic background on the
students education of students from Aboriginal and Torres Strait Islander
backgrounds
PROFESSIONAL KNOWLEDGE

Differentiate teaching to meet the 1.5 Demonstrate knowledge and understanding of strategies for 1, 2, 4, 5, 7, 18
specific learning needs of differentiating teaching to meet the specific learning needs of
students across the full range of students across the full range of abilities
abilities
Strategies to support full 1.6 Demonstrate broad knowledge and understanding of 1, 2, 4, 5, 7, 18
participation of students with legislative requirements and teaching strategies that support
disability participation and learning of students with disability.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

FOCUS AREA Descriptor (graduate level) Evidence sample
Content and teaching strategies 2.1 Demonstrate knowledge and understanding of the 1, 9, 11, 12, 13, 14, 15, 16,
of the teaching area concepts, substance and structure of the content and teaching
18
strategies of the teaching area
Content selection and 2.2 Organise content into an effective learning and teaching 1, 9, 11, 14, 15, 16
organisation sequence
Curriculum, assessment and 2.3 Use curriculum, assessment and reporting knowledge to 8, 10, 11, 12, 15, 16, 30
reporting design learning sequences and lesson plans
Understand and respect 2.4 Demonstrate broad knowledge of, understanding of and 11, 15, 17
Aboriginal and Torres Strait respect for Aboriginal and Torres Strait Islander histories,
Islander people to promote cultures and languages
reconciliation between Indigenous
and non-Indigenous Australians
Literacy and numeracy strategies 2.5 Know and understand literacy and numeracy teaching strategies 1, 11, 12, 14, 15, 18
and their application in teaching areas
Information and Communication 2.6 Implement teaching strategies for using ICT to expand 1, 11, 12, 14, 15, 17
Technology (ICT) curriculum learning opportunities for students

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample
Establish challenging learning 3.1 Set learning goals that provide achievable challenges for 20,
goals students of varying abilities and characteristics
Plan, structure and sequence 3.2 Plan lesson sequences using knowledge of student learning, 18, 20,
learning programs content and effective teaching strategies.
Use teaching strategies 3.3 Include a range of teaching strategies 1, 18, 20,
Select and use resources 3.4 Demonstrate knowledge of a range of resources, including ICT, 18, 20,
that engage students in their learning
PROFESIONAL PRACTICE

Use effective classroom 3.5 Demonstrate a range of verbal and nonverbal communication 21
communication strategies to support student engagement
Evaluate and improve teaching 3.6 Demonstrate broad knowledge of strategies that can be used to 20,
programs evaluate teaching programs to improve student learning.
Engage parents/carers in the 3.7 Describe a broad range of strategies for involving parents/carers 19,
educative process in the educative process

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA Descriptor (graduate level) Evidence sample
Support student participation 4.1 Identify strategies to support inclusive student participation and 1, 23, 24, 25, 26, 28
engagement in classroom activities
Manage classroom activities 4.2 Demonstrate the capacity to organise classroom activities and 1, 23, 24, 25, 26,
provide clear directions
Manage challenging behaviour 4.3 Demonstrate knowledge of practical approaches to manage 22, 23, 24, 25, 26, 27,
challenging behaviour
Maintain student safety 4.4 Describe strategies that support students’ wellbeing and safety 22, 23, 24, 26, 27
working within school and/or system, curriculum and legislative
requirements
Use ICT safely, responsibly and 4.5 Demonstrate an understanding of the relevant issues and the 1, 23, 24, 26,
ethically strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.
 EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample
Assess student learning 5.1 Demonstrate understanding of assessment strategies, including 10, 29, 30
informal and formal, diagnostic, formative and summative
approaches to assess student learning
Provide feedback to students on 5.2 Demonstrate an understanding of the purpose of providing 10, 30
their learning timely and appropriate feedback to students about their learning
Make consistent an comparable 5.3 Demonstrate understanding of assessment moderation and its 10, 29
judgements application to support consistent and comparable judgements of
student learning.
Interpret student data 5.4 Demonstrate the capacity to interpret student assessment data 10
to evaluate student learning and modify teaching practice.
Report on student achievement 5.5 Demonstrate understanding of a range of strategies for reporting 10, 29
to students and parents/carers and the purpose of keeping
accurate and reliable records of student achievement

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample
Identify and plan professional 6.1 Demonstrate an understanding of the role of the National
learning needs Professional Standards for Teachers in identifying professional
learning needs.
Engage in professional learning 6.2 Understand the relevant and appropriate sources of professional 31
PROFESSIONAL ENGAGEMENT

and improve practice learning for teachers.

Engage with colleagues and 6.3 Seek and apply constructive feedback from supervisors and 32
improve practice teachers to improve teaching practices
Apply professional learning and 6.4 Demonstrate an understanding of the rationale for continued
improve student learning professional learning and the implications for improved student
learning

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample
Meet professional ethics and 7.1 Understand and apply the key principles described in codes of 35, 36
responsibilities ethics and conduct for the teaching profession
Comply with legislative, 7.2 Understand the relevant legislative, administrative and 30, 34, 35, 36
administrative and organisational organisational policies and processes required for teachers
requirements according to school stage.
Engage with the 7.3 Understand strategies for working effectively, sensitively and 35, 36
parents/carers confidentially with parents/carers
Engage with professional 7.4 Understand the role of external professionals and community 7, 33, 35, 36, 37
teaching networks and broader representatives in broadening teachers’ professional knowledge
communities and practice