Goal derived

from:

SMART goal

Actions to reach
my goal
Section 1: AITSL Graduate Standard
1.6 Demonstrate
By the end of this • Locate and read
broad knowledge and semester I will
relevant state
understanding of
gain an
government
legislative
understanding
of
legislative
requirements and
the legislative
documents
teaching strategies
that support
requirements
regarding
participation and
regarding
students with a
learning of students
teaching
students
disability
with disability.
with a disability,
• Seek out and
and develop a
observe a senior
repertoire of
colleague who
teaching
has experience
strategies to
working with
support these
students with
students in their
disabilities
learning.
• Research a
variety of
appropriate
strategies
through online
sources
3.4 Demonstrate
By the end of this • Ask colleagues
knowledge of a range semester I will
to share
of resources,
create
a
resources they
including ICT, that
repertoire of
use and find
engage students in
engaging
effective in the
their learning.
classroom
classroom
resources, and
• Join teaching
develop my
forums or
knowledge of ICT
groups on social
resources.
media sites to
experience a
wide range of
resources
• Attend
professional
development
session on
current ICT
resources
available to
teachers
5.3 Demonstrate
By the end of this • Observe mentor
understanding of
semester I will
teacher
assessment
understand
the
undertaking a
moderation and its
process
of
moderation
application to support
assessment
process
consistent and

Indicators of
success
• Ability to explain
the legislative
requirements to
a colleague
• Use of a wider
range of
appropriate
teaching
strategies
• Increase in
engagement of
a student in the
class with a
disability
• Positive
feedback from
mentor teacher

• “Teacher’s
toolbox” or
portfolio of a
range of
resources ready
to use for a
variety of
purposes,
including both
physical and
online resources
• Ability to select
and use
appropriate
resources to
engage students

• Ability to explain
how and why
assessment is
moderated for
the benefit of

comparable
judgements of
student learning.

moderation and
• Participate in a
how it supports
moderating
fair judgements of process with
learning.
colleagues
• Seek guidance
from a senior
colleague or
supervisor

5.5 Demonstrate
understanding of a
range of strategies
for reporting to
students and
parents/carers and
the purpose of
keeping accurate and
reliable records of
student achievement.

By the end of my
first year of
teaching I will be
able to report on
my students’
achievements to
their
parents/carers
through a variety
of means.

6.2 Understand the
relevant and
appropriate sources
of professional
learning for teachers.

By the end of my
first year of
teaching I will
participate in a
variety of
professional
learning
experiences to
enhance my
abilities as a
teacher and to
remain up to date
with current
professional
developments.
Section 2: BRiTE Resilience Factors
During this
• Set aside a time
semester I will
once a week to
make use of my
check in with
support network if
friends and
I feel
family
overwhelmed or
• Debrief after
stressed, and I
stressful days at
will make sure my work with my
friends and family
partner

Relationships:
Maintaining
support networks

• Observe mentor
teacher while
writing end of
year reports
• Sit in on
parent/teacher
conferences,
noting reporting
techniques used
• Participate in
informal
discussions with
parents, to
increase
confidence in
this area
• Engage in
online teacher
forums
• Make use of
available
resources and
publications
• Attend
professional
development
conferences

both teachers
and students
• Ability to
moderate my
own
assessment
pieces to make
consistent and
fair judgements
• Ability to engage
with parents in a
one-on-one
environment
• Ability to report
to students and
their parents in
large groups
• Written reports
showing a high
level of
understanding
of individual
students and
their academic
needs
• Demonstration
of current and
up to date
professional
knowledge
• Positive
peer/supervisor
reviews of
classroom
practice

• Feelings of
support from my
friends and
family
• My friends and
family know they
can contact me
• I don’t feel
lonely or

know I still have
time for them.
Wellbeing:
Work-life balance

Wellbeing:
Maintaining
motivaiton

• Spend time with
my family and
friends and not
talk about work
During this
• Designate nonsemester I will
work days on a
foster a healthy
calendar
work-life balance • Make plans to
to prevent
do something
becoming
enjoyable, such
stressed about
as a day out at
work.
the zoo or the
cinema at least
once a month
• Work on a nonwork related
hobby for an
hour a week
During my first
• Keep a diary of
year of teaching,
brief notes when
when work
something good
becomes tough, I
happens, then
will remind myself
go back and
of the reasons I
read when
want to be a
motivation is low
teacher.
• Pin nice
pictures, notes
etc from
students,
parents or
colleagues to a
noticeboard
near my desk

isolated from my
friends and
family
• Ability to focus
on work tasks
while at work
• Ability to ‘switch
off’ from work
and enjoy other
aspects of life
• Experience
feelings of calm,
organised and
balanced living

• Ability to
‘recharge
batteries’ when
needed
• Ability to not
become
overwhelmed
when workload
increases