You are on page 1of 2

EPT436: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

FOCUS AREA Descriptor (graduate level) Evidence sample


Physical, social and intellectual 1.1 Demonstrate knowledge and understanding of physical, social Evidence pack 1 (lesson plans)
development and characteristics and intellectual development and characteristics of students and
of students how these may affect learning.
Understand how students learn 1.2 Demonstrate knowledge and understanding of research into how Teachers class portfolio/reports,
students learn and the implications for teaching Self-Evaluation, Day Book extracts
Students with diverse linguistic, 1.3 Demonstrate knowledge of teaching strategies that are Evidence pack 1 (lesson plans)
cultural, religious and responsive to the learning strengths and needs of students
socioeconomic backgrounds from diverse linguistic, cultural, religious and socioeconomic
backgrounds
Strategies for teaching Aboriginal 1.4 Demonstrate broad knowledge and understanding of the impact Evidence pack 1 (Lesson Plans)
and Torres Strait Islander of culture, cultural identity and linguistic background on the
students education of students from Aboriginal and Torres Strait Islander
backgrounds
Differentiate teaching to meet the 1.5 Demonstrate knowledge and understanding of strategies for Lesson Plan 1
PROFESSIONAL KNOWLEDGE

specific learning needs of differentiating teaching to meet the specific learning needs of
students across the full range of students across the full range of abilities
abilities
Strategies to support full 1.6 Demonstrate broad knowledge and understanding of Evidence pack 1 (annotation of
participation of students with legislative requirements and teaching strategies that support adaptive tech, example of scaffold
disability participation and learning of students with disability. differentiation)

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

FOCUS AREA Descriptor (graduate level) Evidence sample


Content and teaching strategies 2.1 Demonstrate knowledge and understanding of the Lesson Plan 1
of the teaching area concepts, substance and structure of the content and teaching
strategies of the teaching area
Content selection and 2.2 Organise content into an effective learning and teaching Evidence: Propaganda, Professional
organisation sequence learning workshop; English KLA,
Day Book extracts
Curriculum, assessment and 2.3 Use curriculum, assessment and reporting knowledge to Evidence: Propaganda
reporting design learning sequences and lesson plans
Understand and respect 2.4 Demonstrate broad knowledge of, understanding of and Evidence Pack 2 (Observation
Aboriginal and Torres Strait respect for Aboriginal and Torres Strait Islander histories, Notes)
Islander people to promote cultures and languages
reconciliation between Indigenous
and non-Indigenous Australians
Literacy and numeracy strategies 2.5 Know and understand literacy and numeracy teaching strategies Professional learning workshop;
and their application in teaching areas English KLA
Information and Communication 2.6 Implement teaching strategies for using ICT to expand Lesson Plan 1
Technology (ICT) curriculum learning opportunities for students

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Establish challenging learning 3.1 Set learning goals that provide achievable challenges for Evidence Pack 3 (learning intetntion
goals students of varying abilities and characteristics analysis, smart goals)
Plan, structure and sequence 3.2 Plan lesson sequences using knowledge of student learning, Self-Evaluation, Feedback Mid
learning programs content and effective teaching strategies. practicum, Day Book extracts
Use teaching strategies 3.3 Include a range of teaching strategies Feedback Mid practicum
Select and use resources 3.4 Demonstrate knowledge of a range of resources, including ICT, Self-Evaluation
PROFESIONAL PRACTICE

that engage students in their learning


Use effective classroom 3.5 Demonstrate a range of verbal and nonverbal communication Evidence Pack 3 (communication,
communication strategies to support student engagement student work example)
Evaluate and improve teaching 3.6 Demonstrate broad knowledge of strategies that can be used to Self-Evaluation
programs evaluate teaching programs to improve student learning.
Engage parents/carers in the 3.7 Describe a broad range of strategies for involving parents/carers Evidence pack 3 (meeting
educative process in the educative process preparation, take home newsletter).

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA Descriptor (graduate level) Evidence sample


Support student participation 4.1 Identify strategies to support inclusive student participation and Lesson Plan 2
engagement in classroom activities
Manage classroom activities 4.2 Demonstrate the capacity to organise classroom activities and Lesson Plan 2
provide clear directions
Manage challenging behaviour 4.3 Demonstrate knowledge of practical approaches to manage Teachers class portfolio/reports.
challenging behaviour
Maintain student safety 4.4 Describe strategies that support students’ wellbeing and safety Evidence pack 4 (Correspondance)
working within school and/or system, curriculum and legislative
requirements
EPT436: Linking Evidence to Australian Professional Standards for Teachers

Use ICT safely, responsibly and 4.5 Demonstrate an understanding of the relevant issues and the Lesson Plan 2
ethically strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Assess student learning 5.1 Demonstrate understanding of assessment strategies, including Evidence: Propaganda
informal and formal, diagnostic, formative and summative
approaches to assess student learning
Provide feedback to students on 5.2 Demonstrate an understanding of the purpose of providing Evidence: Propaganda
their learning timely and appropriate feedback to students about their learning
Make consistent an comparable 5..3 Demonstrate understanding of assessment moderation and its Teachers class portfolio/reports.
judgements application to support consistent and comparable judgements of
student learning.
Interpret student data 5.4 Demonstrate the capacity to interpret student assessment data Teachers class portfolio/reports.
to evaluate student learning and modify teaching practice.
Report on student achievement 5.5 Demonstrate understanding of a range of strategies for reporting Evidence Pack 5 (Correspondence
to students and parents/carers and the purpose of keeping of assessment continuation, Student
accurate and reliable records of student achievement Conference).

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Identify and plan professional 6.1 Demonstrate an understanding of the role of the National Professional learning workshop;
learning needs Professional Standards for Teachers in identifying professional English KLA
learning needs.
Engage in professional learning 6.2 Understand the relevant and appropriate sources of professional Professional learning workshop;
PROFESSIONAL ENGAGEMENT

and improve practice learning for teachers. English KLA


Engage with colleagues and 6.3 Seek and apply constructive feedback from supervisors and Feedback Mid practicum
improve practice teachers to improve teaching practices
Apply professional learning and 6.4 Demonstrate an understanding of the rationale for continued Feedback Mid practicum
improve student learning professional learning and the implications for improved student
learning

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample


Meet professional ethics and 7.1 Understand and apply the key principles described in codes of Evidence Pack 6 (
responsibilities ethics and conduct for the teaching profession
Comply with legislative, 7.2 Understand the relevant legislative, administrative and Evidence Pack 6
administrative and organisational organisational policies and processes required for teachers
requirements according to school stage.
Engage with the 7.3 Understand strategies for working effectively, sensitively and Day book extract, Athletics Carnival
parents/carers confidentially with parents/carers
Engage with professional 7.4 Understand the role of external professionals and community Day book extract, Athletics Carnival
teaching networks and broader representatives in broadening teachers’ professional knowledge
communities and practice