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Professional Portfolio Evidence Example

Situation: Briefly outline the circumstances surrounding the Action: describe the skills/knowledge/competencies required to Outcome: Describes the results of your action.- summarise the
example of a situation that had a positive outcome or one in which address the situation- outline the steps you took to complete the task. results of the action and/or the Professional Growth that occurred.
professional growth occurred. What did you do? How did you do it? What was the result of your action? How do you know? What went well?
Where, why and when did you do the task? Even better if?

While on practicum at Warnbro Community High School I noticed a lot At the beginning of the school year I implemented meditation and It has now been almost a term since I began implementing mindfulness
of students lacking resilience and good wellbeing. When coming back to mindfulness to the classrooms. Using the Insight Timer App on my
and meditation to the classroom. I have noticed that my students have
the school as a teacher I wanted to learn more about how we can assist phone I was able to guide students through breathing techniques. I
settled into high school or their new year with less agitation. Students
students to become more resilient and understand their emotions. I have also created a gratitude wall for students to write anything they are
are wanting to share their gratitude and ask me if we are completing
began to research and read about mindfulness and meditation. The grateful for. Implementing this has allowed my students to recognise
meditation. One of my year 7 students who is on the Autism Spectrum
research shows that implementing meditation and mindfulness into the that even when times are tough or their day is bad, they are able to use
and has Sensory Auditory Processing Disorder has found the meditation
classroom showed decreased rates of absenteeism, suspension, gratitude and meditative breathing to assist them. I am using the
useful for when he becomes agitated at noise. He is learning how to
hostility, and school infractions. These studies reported improvements in mindfulness and meditation in conjunction with the You Can Do It
breath through his processing disorder and has learnt that his reaction
outcomes such as attention, internalizing and externalizing behavior Program as well as PBS.
is the only thing he is in control of. I am excited to continue to implement
problems, anxiety, and academic performance. I have since completed
meditation and mindfulness to the classroom.
my mindfulness and meditation courses.

Supporting Evidence which is CLEAR, CONSISTENT AND CONVINCING:

Eg: Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Graduate Progress Log/ Emails/ Photographs

Name: Rachael Symmons E Number: e4086689 School: Warnbro CHS Yr Level/Subject Area: HASS

Professional Knowledge Professional Practice Professional Engagement

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how they learn Know content and how to teach it Plan for and implement effective Create and maintain supportive and Assess, provide feedback and report Engage in professional learning Engage professionally with
teaching and learning safe learning environments on student learning colleagues, parents/carers and the
1.1 Physical, social and intellectual 2.1 Content and teaching strategies 6.1 Identify and plan professional community
development and characteristics of of the teaching area 3.1 Establish challenging learning 4.1 Support student participation 5.1 Assess student learning learning needs
students 2.2 Content selection and goals 4.2 Manage classroom activities 5.2 Provide feedback to students on 6.2 Engage in professional learning 7.1 Meet professional ethics and
1.2 Understand how students learn organisation 3.2 Plan, structure and sequence 4.3 Manage challenging behaviour their learning and improve practice responsibilities
1.3 Students with linguistic, cultural, 2.3 Curriculum, assessment and learning programs 4.4 Maintain student safety 5.3 Make consistent and comparable 6.3 Engage with colleagues and 7.2 Comply with legislative,
religious and socioeconomic reporting 3.3 Use teaching strategies 4.5 Use ICT safely, responsibly and judgements improve practice administrative and organisational
backgrounds 2.4 Understand and respect 3.4 Select and use resources ethically 5.4 Interpret student data 6.4 Apply professional learning and requirements
1.4 Strategies for teaching Aboriginal and Torres Strait Islander 3.5 Use effective classroom 5.5 Report on student achievement improve student learning 7.3 Engage with the parents/carers
Aboriginal and Torres Strait Islander people to promote reconciliation communication 7.4 Engage with professional
students between Indigenous and non- 3.6 Evaluate and improve teaching teaching networks and broader
1.5 Differentiate teaching to meet Indigenous Australians programs communities
the specific learning needs of 2.5 Literacy and numeracy strategies 3.7 Engage parents/carers in the
students across the full range of 2.6 Information and Communication educative process
abilities. Technology (ICT)
1.6 Strategies to support full
participation of students with
Institute for Professional Learning Your career. Your aspirations. Your Institute. Department of Education (2013)