Professional Experience Teaching Goals
Tabinder Akter
Goal and Rationale
Goal 1: Professional Knowledge
To embed cross-curricular
priorities in learning activities.
Standard 2.4:
Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-Indigenous
Australians.
Rationale:
Aboriginal and Torres Strait
Islander histories and cultures is
a cross-curriculum priority. It is
designed for students to engage
in reconciliation and respect of
Indigenous Australian peoples. I
have incorporated Indigenous
perspectives into many lessons.
Goal 2: Professional Practice
Use a range of verbal and non-
verbal communication
strategies in the classroom.
Standard 3.5:
Use effective classroom
communication.
Rationale:
During my previous professional
experience, my supervising
teacher commented that I had
made improvements in this
area, but require more practice.
Using effective oral and written
communication skills helps to
develop students’ conceptual
understanding and also engage
them.
Action Evidence
Review cross-curriculum A Lesson plan which indicates a
priorities, particularly Aboriginal link to this cross-curriculum
and Torres Strait Islander priority, along with a written
histories and cultures. evaluation on the success of this
lesson.
Learn about the three concepts
of Country/Place, Cultures and
People as defined by ACARA.
Research Indigenous Australians
tools and technologies.
Seek guidance from supervisor.
Incorporate Aboriginal and
Torres Strait Islander key
concepts into lesson plans
(e.g. 8ways pedagogy
framework)
Observe and discuss strategies A written reflection of
that my supervising teacher strategies applied in this lesson.
applies in lessons.
Practise where I stand in the
classroom, body language, voice
pitch and tone, and attention
cues.
Provide opportunities for all
students to respond to
questions, and manage
classroom discussions.
Goal 3: Professional Practice Discuss strategies with Evidence of students’ work on
supervisors and other teachers. butcher paper.
Implement student-directed
teaching strategies Identify different tools and
method that can be useful to
Standard 3.3: conduct a student-centred
Select and use relevant teaching lesson.
strategies to develop
knowledge, skills, problem
solving and critical and creative
thinking

Rationale:
During my previous professional
experience, my supervising
teacher commented that I had
made improvements in this
area, but require more practice.
Especially in STEM, student-
centred teaching strategies are
essential. Students need to
work autonomously in a STEM
project where teachers are only
working as a facilitator of their
learning. Using different tools
and methods such as working
on a butcher paper in groups,
Padlet online collaborative
platform helps to develop
students’ conceptual
understanding and also engage
them.