EPT436 Transition to the Teaching Profession (AI)

Assignment Criteria and Mark Sheet

Subject Coordinator: Rachael Jefferson-Buchanan
Assessment Task 1
Professional Goals

Student Name Grady Bryant

Student Number 11540786
Due Date 16/07/18
Date submitted 16/07/18
Assignment Grade: Satisfactory / Unsatisfactory
Marker Name: Judy Dennis Date: 18/7/18

Comments: Grady– your goals are sound and certainly worth focusing on during your
upcoming practicum.

Suggestions: Some additional thought could be given as to how you will measure the success of
your goals. There are only a few small adjustments you could make to ‘tidy’ this document – see
comments. Please be sure to remove the comments for the copy you give your supervising teacher

Criteria Satisfactory (SY) Unsatisfactory (US)

Goals for Professional
Experience are clearly
identified, with a
rationale, actions and
evidence included.
Goals for EPT436 link to the
Australian Professional
Standards for Teachers
(AITSL) and the prior learning
of the teacher education
student. Goals are SMART:
Specific, Measurable,
Achievable, Relevant, and
Time-phased. There is a clear
rationale given with actions
and evidence documented.
Goals do not adequately align
with the AITSL Standards or
the learning needs of the
teacher education student.
Goals are not SMART: Specific,
Measurable, Achievable,
Relevant, and Time-phased. A
rationale for each goal is
either not given or is minimal.
Actions and/or evidence are
unclear/ confused.

Formal language, with Formal language is Slippage from formal

correct spelling, maintained throughout. language. There are marked
grammar, punctuation Spelling, grammar and problems with spelling,
and referencing. punctuation are accurate, grammar and punctuation
demonstrating a professional that disrupt the meaning of
standard. the text.
PROFESSIONAL EXPERIENCE TEACHING GOALS (300-400 words)

Goal and rationale given as Action Evidence

to why this has been chosen

Goal 1: Professional
Knowledge
To improve my ability to
effectively implement a range
of valuable teaching strategies
that supports the learning
needs of all students within the
classroom.
Standard 1: Know the
students and how they learn.
1.3: Students with diverse
linguistic, cultural, religious and
socioeconomic backgrounds.
Seek advice from supervising
teacher to identify any diversity
within the classroom in order to
assist with lesson planning.
Conduct current academic
research and incorporate
teaching strategies that are
suitable to meeting the diverse
needs of all students within the
classroom.
Develop student and class
profiles to assist with planning
of future lessons. This will
include relevant information
about the possible strategies
that may be employed to target
diverse student learning. This
will be signed off by the
supervising teacher.
Personal
evaluations/reflections will be
completed following lessons to
identify the teaching strategies
used and their effectiveness.

Graduate descriptor:
Demonstrate knowledge of
teaching strategies that are
responsive to the learning
strengths and needs of
students from diverse
linguistic, cultural, religious and
socioeconomic backgrounds.

Rationale:
During previous placements, I
have not been exposed to
students from diverse
backgrounds. I therefore need
to extend my professional
knowledge and classroom
skills in this domain to be able
to effectively cater for all
students’.
Goal 2: Professional Practice Demonstrate an awareness of Collect student work samples
different assessment strategies with annotations to
To improve my ability to by conducting current demonstrate how I provide
provide positive and research, in order to implement formative and summative
constructive feedback in verbal new assessment strategies to feedback to students’.
and written formats. respond to student learning.
Gather written feedback from
Standard 5: Assess, provide Consult with my supervising supervising teacher and
feedback and report on student
learning. teacher about assessment students to indicate how my
strategies and obtain their work verbal and written feedback
5.1: Assess student learning. samples to assist with my has assisted in student
application of assessment on engagement and furthered their
Graduate descriptor: student learning. learning.
Demonstrate understanding of
assessment strategies,
including informal and formal,
diagnostic, formative and
summative approaches to
assess student learning.

Rationale:
Throughout previous
placements, I have largely
focused on providing verbal
feedback and would benefit by
developing written assessment
strategies to respond to
student work.
Goal 3: Professional Attend professional Collection of any relevant
Engagement development meetings/days. professional development
documents with annotations to
To improve my ability to work Seek out any additional demonstrate my capability to
cooperatively and use relevant professional learning engage in professional
and appropriate resources to opportunities that I may be able learning.
strengthen my professional to attend during placement, to
development. further my professional Obtain written feedback from
development. supervising teacher about my
Standard 6: Engage in attendance and willingness to
professional learning. contribute in ongoing
professional development
6.2: Engage in professional throughout my placement. This
learning and improve practice. may be on my final placement
report.
Graduate descriptor:
Understand the relevant and
appropriate sources of
professional learning for
teachers.

Rationale:
During previous practicums, I
have had limited opportunity to
engage in professional learning
with other staff members. I
therefore want to extend my
professional engagement and
ability to work with other staff
members as a team.
Other aims you may have for the professional experience:

 Maintain professional school and lesson punctuality

 Demonstrate clear organisational skills
 Plan and sequence lessons effectively

Teacher Education Student: _____________________________ Date: ___________________

Supervising Teacher: ___________________________________ Date: ___________________

Subject Coordinator: Judy Dennis Date: 18/7/18