Annotation

Note the focus area and standard

descriptor/s the artefact /
document reflects

Note the type of

artefact / document

Describe the artefact / document and

indicate the possible impact or result on
teaching and/ or student learning

Describe how the artefact /

document meet the standard
descriptors you have identified.

6.1 Identify and plan professional

learning needs

The presented artefact is a

developed matrix displaying
professional learning goals
from my most recent
teaching practicum at
Bexhill Public School in a
Year 4/5 classroom that a
line with the Australian
Professional Standards for
Teachers (Graduate) .

The professional goals matrix was developed in

accordance with the Australian Professional Standards
for Teachers (Graduate) to identify areas of my
professional practice that need to be established or
improved upon. This in turn improves my personal
professional practice.

Through the development of a

professional goals matrix, I am being a
reflective partitioner in order to assess
myself and undertake professional
development to meet professional
requirements within the Australian
Professional Standards for Teachers
(Graduate). Furthermore, the matrix
allows my mentor teacher to provide
me with targeted feedback that will
aid my professional development. (6.1)

Demonstrate an understanding of the role

of the Australian Professional Standards
for Teachers in identifying professional
learning needs

Artefact

Goals for Teaching (Professional Experience)

Goal

Relevant APST
Standard

Action

Measure of Success

The evidence you will

keep

Refine my assessment strategies,

ensuring that they allow me to
provide effective and
constructive feedback to
students. Use a range of
diagnostic, formative and
summative assessment
strategies.

Professional Practice
Standard 5: Assess, provide
feedback and report on
student learning.
Indicators: 5.1 (Assess
student learning) Demonstrate
understanding of assessment
strategies, including informal
and formal, diagnostic,
formative and summative
approaches to assess student
learning.
5.4 (Interpret student data)
Demonstrate the capacity to
interpret student assessment
data to evaluate student
learning and modify teaching
practice.

-Observe assessment
strategies already put in
place by mentor teacher.
-Trial a number of
assessment strategies and
find those that best suit the
students and me.

-Feedback from mentor

teacher/university advisor
-Does student achievement
change after alterations are
made (based on findings
from formative assessment)?

-Reflect on use of assessment

strategies in reflection section of
daybook.
-Student work samples

Develop an organised and

straightforward method of

Professional Knowledge
Standard 2: Know the content

-Keep a separate folder for

compiling

-Are my records easy to find

when needed?

-Include record keeping progress

in reflections.

record keeping in relation to

assessment and evidence-based
materials.

and how to teach it.

Indicators: 2.3
(Curriculum,
assessment and
reporting). Use
curriculum, assessment
and reporting
knowledge to design
learning sequences and
lesson plans.

Engage and develop a rapport

Professional Engagement
with parents/carers of students in Standard 7: Engage
my class.
professionally with
colleagues, parents/carers and
the community.
Indicators: 7.3 (Engage with
the parents/carers)
Understand strategies for
working effectively,
sensitively and confidentially
with parents/carers.

assessments/evidence.
-Ensure it is easy to
navigate, e.g. use a tab
system.

-How do I feel at the end of

every week about the state of
my records?

-Speak to parents during

morning drop
off/afternoon assembly
(introduce myself)
-Make the effort to be
available for parents to
speak to before/after
school.
-Do not just make contact
to discuss negatives.
Touch base to let parents
know of students
achievements.

-Do parents speak

to/acknowledge me as one of
their childs teachers?
-Is there a sense of
familiarity/comfort

Keep track of which parents I

have the most contact with, so
that I can ensure contact with
others is achieved where
possible.

Reference:

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