Section

1: AITSL
Graduate Standard

Long term or short

term

My goals for this

aspect:
(SMART goals
Specific, Measurable,
Accurate, Relevant,
and Time bound)

Standard 5: Assess,
provide feedback and
report on student
learning
5.2 Demonstrate an
understanding of the
purpose of providing
timely and
appropriate feedback
to students about
their learning.

Short term

By the end of
semester 2, 2016, I
will research, develop
and implement
strategies that will
assist me with
providing appropriate
feedback to students
about their learning.
My goal is to provide
constructive feedback
that allows students
to gauge where they
are at in regards to
their learning, areas
they have succeeded
in and areas that
require further
learning.

Actions to develop my
capability:
(Be specific about what
actions you intend to
undertake and the support
and professional learning
you will require)

Collect a range of
resources from
my Professional
Studies unit,
textbook and
tutor

Identify and
observe methods
and techniques
from my mentor
teacher and how
she applies these
within her own
classroom

Access
information from
a professional
development
forum:
Teachmeet, this
will provide
opportunities to
learn about

Indicators of success:
What will you/others
see if your goal is
achieved?

Positive and
constructive
feedback from
my mentor
teacher after
observation

My personal
confidence with
applying
strategies I
have learnt
about providing
constructive
feedback

feedback

Standard 5: Assess,
provide feedback and
report on student
learning
5.3 Demonstrate
understanding of
assessment
moderation and its
application to support
consistent and
comparable
judgments of student
learning.

Standard 1: Know
students and how
they learn
1.4 Demonstrate
broad knowledge and
understanding of the

Short Term

Long term

By the end of
semester 2,2016 I will
research,
demonstrate and
implement strategies
that will guide my
understanding of
assessment
moderation and how
to apply it to student
learning. My goal is to
demonstrate how to
moderate
assessments and
make comparable
judgments of student
learning.

By the time I am out

in the teaching field, I
will investigate,
demonstrate and
apply a range of
strategies to further

Collect a range of
resources from
my Professional
Studies unit and
tutor

Observe and
write anecdotal
notes on how my
mentor teacher
demonstrates the
use of
assessment
moderation in
her classroom

CSEASA facebook
community page
to discuss with
other teachers
about assessment
moderation and
any strategies
they have to
share
Collect a range of
resources from
the library to
expand my
knowledge

Demonstrating
and feeling
confident with
assessment
moderation

Beginning to
make
comparable
judgments on
students work

Feeling
confident with
assessment as a
whole

My
relationships
with Aboriginal
and Torres
Strait Islander
students

impact of culture,
cultural identity and
linguistic background
on the education of
students from
Aboriginal and Torres
Strait Islander
backgrounds.

my understanding of
cultural identity and
linguistic background
of Aboriginal and
Torres Strait Islander
students. My goal is
to demonstrate a
solid relationship with
the importance of
culture and cultural
identity within the
classroom.

Visit the Creative

Spirits website
and familiarize
myself with
strategies on the
importance of
cultural identity
for Aboriginal
students

My confidence
with connecting
and teaching
Aboriginal and
Torres Strait
islander
students

Create lessons
that involve and
include cultural
identify within
the classroom
environment

Standard 5:
5.1: Demonstrate
understanding of
assessment
strategies, including
informal and formal,
diagnostic, formative
and summative
approaches to
assess student
learning.

Short term

By the end of
semester 2, 2016 I will
research and
demonstrate
understanding for
different assessment
types including
informal, formal,
diagnostic and
formative.

Practice
implementing
different
assessment
approaches such
as formal,
informal,
diagnostic,
formative and
summative across
different
curriculum areas
to determine
which is most
appropriate for

Feedback
received by my
mentor teacher
to ensure I am
using
assessments
appropriately
and a wide
range of
resources.
My assessment
pieces will be
qualitative
rather than
quantitative

Section 2: BrITE
Resilience Factors

Emotions: Managing
and coping with stress
within a classroom

Short term

By the end of
semester 2,2016 I will
have researched and

that subject for

those students.

Make use of
diagnostic and
formative
assessment to
modify teaching
approach and
make new plans.

Create greater
quality
assessments
rather than a
greater quantity
of assessments.
Ask for advise
from mentor
teacher and
peers as to how
to incorporate
multiple ways of
assessing

Read Donna
Cross from
UWAs

Being able to
identify a
healthy balance

environment

obtained a variety of
strategies to manage
and cope with stress
as a teacher in a
classroom
environment. My goal
is to ensure I can deal
with my emotions and
stress in a healthy,
professional manner.

Relationships: engage
and maintain a
healthy relationship
with parents and
caregivers

Long term

By the end of the first

few years of teaching
my own classroom, I
will research,
demonstrate and
apply useful strategies
to maintain a healthy
relationship with
parents. My goal is for
parents to feel
comfortable
approaching me with

PowerPoint
presentation on
Teacher
Wellbeing and
the Impact on
Students

Access PD days
on dealing with
stress and
emotions as a
teacher

Ask my mentor
teacher for
strategies on how
to cope with
stress without
affecting the
students
Approach and
observe how my
mentor teacher
interacts with
parents in her
classroom

Read Susan
Graham Clays
article on
communicating

with parents-

within the
classroom
Apply strategies
learnt when
stressful
situations occur
Observation by
my mentor
teacher when
dealing with
emotions in her
classroom

Creating
healthy
relationships
with parents
and care givers

Feeling
confident
communicating
with parents
Parents

any student related

issues or concerns and
vice versa.

strategies for
teachers

Communicating
effectively

Long term

Access PD days
available to
teachers on
teacher-parent
relationships
Complete
communication
professional
development
training. The
company
Professional
Development
Training offers
two courses in
improving
communicative
skills

Provide students
with the
opportunity to
give you feedback
on your
communication.
I.e. ask questions
such as: when I
explain
things/teach

approaching
me within the
classroom

Feedback
offered from
students and
staff will
reflect good
communicatio
n skills.

Continuous
development
of the capacity
to
communicate
with all
members of
the class and
community
across
different
languages.

things, do you
understand the
words I use?

-

- Ask for advice
from peers on
social media
pages dedicated
to teachers, for
example:
TeachMeetWA