Note the focus area and Note the type of Describe the document / artefact and indicate Describe
dicate Describe how the document /
standard descriptor/s the
artefact / document reflects
3.1 Establish
challenging learning
goals
Set learning goals that
provide achievable
challenges for students of
varying abilities and
characteristics.
3.5 Use effective
classroom
communication
Demonstrate a range of
verbal and non-verbal
communication strategies
to support student
engagement.
artefact / document the possible impact or result of the artefact /
document on teaching and/ or student learning
These artefacts are These work samples demonstrate
copies from students challenging goals set for students during
work during our their writing lessons. At the beginning,
writing lessons. The each student was given the same goal
lesson plan is also (finger spacing) to work on. I chose to do
provided as it this so I was able to be more explicit with
demonstrates how I instructions. They were explicitly shown
have planned and on the IWB how they needed to meet
implemented their goal with visual representations of
effective teaching and what their work should look like if they
challenging goals. are achieving their goal. There were also
samples of what work looked like if they
were not quite there. Students were
shown what they would need to improve
for them to reach their goal. "When
students adopt a goal, they may
experience a sense of efficacy for
attaining it, which motivates them to
engage in appropriate activities, attend
to instruction, persist, and expend
effort. (Schunk, 1996).
At the end of the lesson, students had to
self-evaluate their work. Little slips were
glued into their books underneath their
writing where they would either circle the
green smiley face (goal achieved), amber
face (not quite there yet) or the red sad
face (need help). There is also another
artefact meets the standard
descriptors you have identified.
This artefact shows how I
have prepared and planned
appropriate learning goals
that cater for specific
learning needs. Some goals
were individualised to cater
for the varying abilities (APST:
3.1). For instance, JT needed
to work on his reversals of ps
and qs, while RS needed to
work on his reversal of as,
ns and js. Some students
would work on compound
sentences while other
students would not be able to
do this as they still needed to
work on simple sentences.
It also shows that I have the
ability to evaluate students
work and decide if they have
or have not met their learning
goal (APST: 3.1).
Depending on the goal, I
normally have set criteria
that both the student and I
have to agree on for them to
move to their next goal. This
was displayed on the IWB
line for the teacher to mark their work. If under the goals heading
they get a green smiley face from the (APST: 3.5).
teacher, they are given their next goal.
Some weeks we changed it so instead of The way I explicitly
self-assessing, they peer assessed introduced the lesson, and
instead. The class learnt self-efficacy as used the IWB assisted me in
they observed their goal progress effectively communicating
because perceptions of progress convey what they needed to do. The
they are becoming skilful (Schunk, 1996). students were engaged with
This is substantiated as they work on the the lesson as it was goal
task and assess their progress orientated. Having the goal
visually displayed on their
The first work sample below is Student book helped reinforce what
As second attempt at reaching her goal. they were working towards
As we can see, she has done a good job and kept them on track (APST
at the beginning using finger spaces, but 3.5).
as she goes on, she has stopped using
spaces. This shows the student not quite
meeting her goal, but she had a very
good attempt at the start. The second
sample shows Student A achieving her
goal. She has used clear spaces in-
between each word. This validates that
she has listened to my feedback and I
have clearly shown her what she needs
to do to reach her goal. She was very
proud to see her progress and looked
forward to starting a new goal.
 References

Australian Institute for Teaching and School Leadership. (2014). Australian

Professional Standards for Teachers. Retrieved from
http://www.aitsl.edu.au/australian-professional-standards-for-
teachers/standards/list

Schunk, D. H. (1996). Goal and self-evaluative influences during childrens

cognitive skill learning. American educational research journal, 33(2),
359-382.