You are on page 1of 2

Rich Evidence Set: Student Matrix

Name: Jodie Wilde School: Rockingham Beach ESC Yr. Level/Subject Area: PP/1 – Education Support

Situation: Briefly outline the circumstances surrounding the Action: Describe the skills/knowledge/competencies Outcome: Describes the results of your action.- summarise
example of a situation that had a positive outcome or one in required to address the situation- outline the steps you took to the results of the action and/or the Professional Growth that
which professional growth occurred. complete the task. occurred.
Where, why and when did you do the task? What did you do? How did you do it? What was the result of your action? How do you know? What
 Working in an Education Support setting as a non-ed  Professional Development – Positive Partnerships would you do differently next time?
support trained teacher Training – undertaken in Term 1  Increased knowledge of ASD and the specific needs of
 Approx. 2/3 of students in classroom have ASD or ASD  ABELSWA online training Term 2 students
like behaviours - it was essential to gain an  IEP meetings with parents to gain an understanding of  Confidence in discussing areas of need with
understanding of ASD and its impact on teaching and child’s learning style and any impacts of behaviour on parents/caregivers and therapists
learning as soon as possible learning occurred in Terms 1 and 3  IEP goals SMART goals – specific, measureable,
 100% of students have specific learning needs,  Regular liaison with therapist to monitor progress and achievable, realistic and timed - based on individual
including complex communication needs, requiring discuss goals needs as assessed through IEP meetings, ABELSWA
IEPs based on individual needs  Matrix and ABELSWA assessment used to inform long assessment and observations
 Therapists involved closely with developing IEP goals term planning  Clear understanding of students level of need,
 Unit/term plans were specific to each student in all progress and achievement
areas of learning with activities designed specifically  All students saw movement of 90% and above on
for the student based on IEP goals and learning needs Semester 1 IEP goals
identified in the Matrix  I used this experience to discuss differentiation,
 Assessment linked to IEPs – using a range of assessment and feedback at Graduate Module 3.
assessment strategies; observations, work samples,
videos, photographs
 Assessment specific to student’s needs – may be with
physical, visual or verbal assistance

Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates

Professional Knowledge Professional Practice Professional Engagement

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how Know content and how to Plan for and implement Create and maintain Assess, provide feedback and Engage in professional Engage professionally with
they learn teach it effective teaching and supportive and safe learning report on student learning learning colleagues, parents/carers
 Physical, social and learning environments and the community
intellectual development  Content and teaching  Assess student learning  Identify and plan professional
and characteristics of strategies of the teaching  Establish challenging learning  Support student participation  Provide feedback to students learning needs  Meet professional ethics and
students area goals  Manage classroom activities on their learning  Engage in professional responsibilities
 Understand how students  Content selection and  Plan, structure and sequence  Manage challenging  Make consistent and learning and improve practice  Comply with legislative,
learn organisation learning programs behaviour comparable judgements  Engage with colleagues and administrative and
 Students with linguistic,  Curriculum, assessment and  Use teaching strategies  Maintain student safety  Interpret student data improve practice organisational requirements
cultural, religious and reporting  Select and use resources  Use ICT safely, responsibly  Report on student  Apply professional learning  Engage with the
socioeconomic backgrounds  Understand and respect  Use effective classroom and ethically achievement and improve student learning parents/carers
 Strategies for teaching Aboriginal and Torres Strait communication  Engage with professional
Aboriginal and Torres Strait Islander people to promote  Evaluate and improve teaching networks and
Islander students reconciliation between teaching programs broader communities
 Differentiate teaching to Indigenous and non-  Engage parents/carers in the
meet the specific learning Indigenous Australians educative process
needs of students across the  Literacy and numeracy
full range of abilities. strategies
 Strategies to support full  Information and
participation of students Communication Technology
with disability (ICT)