AITSL Standards

Standard One: Know Students and How They Learn

I aspire to create a classroom environment where all students feel welcome, safe, and
accepted. My classroom will focus on the celebration of diversity and joy in differences. As a
teacher I aim to assist students with scaffolding, explicit teaching and additional assistance to
be competent learners and future citizens. For students beginning to learn a skill I will
encourage them to always keep learning. I want to assist my students to find joy in life-long
and meaningful learning. Students will learn to use their skills across all areas (life and
learning) and practice critical thinking. Students will be encouraged to be future thinkers and
problem solvers. I aspire to be a teacher who can help students achieve their goals with
enjoyment, transferability, and pride. I take pride in my teaching and truly care for each and
every student. Two previous mentor teachers have stated that I build a positive rapport with
students that is sincere.
I support the physical, social and emotional development of students in various ways
including using the multiple intelligences to identify students preferred ways of learning and
ensuring I cater to each learning style. I am supportive of developing the whole child by
empowering students to be creative and engaged members of the school community. I am
able to use the theories learnt in my degree and relevant research to inform my teaching
practices. When working with students who are from an Aboriginal or Torres Strait Islander
background I will use the Cultural Responsiveness Framework as a reference point for
responsive and culturally appropriate teaching. For example, when planning a unit of work on
Forgotten ANZACs I would ensure I contact the families of students from Aboriginal or
Torres Strait Islander backgrounds to ensure they are able to participate in the unit. When
planning lessons and units of work I ensure I make accommodations and adaptions for
extending and enabling students as needed. My degree is in Primary Education and my
specialisation is in Special Education. I have also had experience with my own disabilities.
Therefore, I am able to proactively cater to and connect with students with disabilities or
difficulties.
Standard Two: Know the Content and How to Teach It
I have had studied many educational units at university spanning across all areas of the
curriculum. In high school I was awarded the drama, visual art, and English certificates for
Year 11/12. I also have a good understanding of special educational needs. This learning is
gained through my special need’s specialisation and volunteer work. I have volunteered with
Autism West, Rocky Bay, Proudly Productive, Community Access Squad and the University
of Notre Dame. Through these experiences I was able to practice my skills in many
environments such as a children’s corner, a classroom, festivals, workshops, and events. At
Newton Primary School I also assisted in engaging an Aboriginal boy (Year 3) in the
curriculum by working with him on selected topics and playing social games. I know the
curriculum well and have completed professional learning with the School’s Curriculum and
Standards Authority. When planning lessons, I can easily navigate the curriculum and adapt
learning using descriptors to meet all students needs. My most recent mentor teacher has
stated that I demonstrate an excellent understanding of the curriculum content. She has also
stated that various teaching strategies and resources were included in my lessons to cater for
students individual learning needs.
I am able to demonstrate my knowledge and understanding of concepts and the structure of
the learning areas of the Australian Curriculum. This is evident in the planning and delivery
of my lessons. I am able to organise lessons sequentially using a forward planning document
for each subject area. It is also important that these lessons follow a given theme or topic as
this allows for cross-curricular priorities and general capabilities to be embedded. I use
students prior learning (e.g. tests, reports, anecdotal notes, conversations) to inform my
further teaching and students learning. It is also important to note I also use formative
assessment to track student progress and summative assessment to identify students learning.
I am able to teach literacy and numeracy using current strategies and have experience with
the programs Talk for Writing, Sound Waves, PLD Phonics, Origo Maths, Mathletics and
Dictation. I believe using ICT enhances a lesson and ensures students are engaged – I am
familiar with cyber safety protocols, many apps and programs as shown on my ePortfolio
(under the ICT tab).
Standard Three: Plan for and Implement Effective Teaching and Learning
I believe learning should consider the development of the whole student. This includes caring
for and nurturing the development of student academic, spiritual, social, emotional and
physical capabilities. Students would be given the opportunity to collaborate with the local
community and parish. I maintain positive relationships with students and parents through
care, compassion, and collaboration. I use Maslow’s hierarchy of needs to inform my
teaching and assessment of student behaviour. Erikson (psychosocial) also influences in my
ability to determine and react to student behaviour and learning. I use Piaget (cognitive
development) to determine student learning capabilities such as thought patterns. I believe in
Gardner’s multiple intelligence to a degree, but I believe there are more than eight and that
students may display more than one style. Students need to learn in interactive situations and
by teaching others. Students learn well in both group and class settings. For example,
students in year three at St Bernadette’s have recently learnt about the Liturgy of the Word by
having our own class liturgy with students reading. In groups students are able to learn at
their level and the content they are ready for because groups can be differentiated easily. I
like to use intrinsic motivation as it encourages ownership and joy in learning however when
students need an extra push, I will use extrinsic motivation. I teach using the plan, teach,
assess cycle. I will first plan lessons using a lesson plan, daily work pad, or forward planning
document. I always make sure I have planned the lesson at least a week prior to teaching. I
then teaching using educational games, activities, interactive PowerPoints, and worksheets.
During this teaching time I also formatively assess students to ensure they understand
content. I then summatively assess using games, worksheets, interviews, or other resources.
A past mentor teacher has said that I indicate what I am assessing in children’s work and the
strategies I will use in planning.
When tutoring students I begin the term by setting a SMART goal with them for literacy,
numeracy and wellbeing. I believe that goal setting allows students a sense of achievement
when they reach their goals. In my lessons I use Kagan strategies such as placemats, inside-
outside circles, think-pair-share and round robin. I find these strategies very useful in
understanding what students have learnt previously, what they have retained from recent
lessons and how/what they need to learn next. It is very important to me that students are
given many visuals to reinforce the lesson steps and objectives. I always use visuals to ensure
all students are able to engage in the learning process. In each lesson I will always set a
success criteria, WALT (we are learning to) and WILF (what I’m looking for). I ensure I ask
for feedback on my planning and teaching, then adapt lessons accordingly. I have experience
using SeeSaw to engage parents/carers in the educative process.
Standard Four: Create and Maintain Supportive and Safe Learning Environments
My teaching philosophy is centred around ensuring students learn to celebrate diversity in a
safe and supportive environment. I will always encourage students to embrace who they are
and live true to themselves. Students will also be encouraged to support their peers through
the school day. Students will always be able to approach me with any problems or anything
they need. I will also remind students of various services offered in the community such as
counselling if I feel necessary. When speaking to students I will use a calm and consistent
tone and approachable body language. I will also strive to find any resources that may help
students for use either in class or to take home. All students will learn to celebrate their
individuality and use their own strengths to grow in learning. I would use the Cultural
Responsiveness Framework to assist in my inclusion and respect for Aboriginal and Torres
Strait Islander Students. My most recent supervisor stated “Jessica's commitment to creating
and maintaining a safe and supportive learning environment was obvious through her
planning and Simlab teaching session. Planning included specific strategies to support
inclusivity and encourage students success. Learning experiences are designed to engage
students and encourage participation.”
I have completed professional development days on managing challenging behaviour and
have found this useful. I have also found the 1,2,3 Magic program useful in the primary
classroom.
Standard Five: Assess, Provide Feedback, and Report on Student Learning
Assessing student understanding formatively, summatively and diagnostic is very important
to me both in terms of accountability and student learning. Diagnostic assessment in my class
would include reviews of past content and tests either digital or including a fun activity such
as drawing so students are motivated. Formative assessment would include class records,
checklist, individualised anecdotal notes, and student work samples. In summative
assessment, I am a keen advocate for alternative assessments such as projects, debates,
presentations, iMovie’s, and the use of other digital apps such as Book Creator. However, if
the situation calls for it, I will use a paper-based test (e.g. preparing for NAPLAN). I provide
feedback to students throughout their learning journey using the plan, teach and assess cycle.
I ensure student are on track for the task at hand and provide feedback to help if they are not.
My most recent supervisor stated that “Jessica's planning demonstrated a wide range of
assessment strategies for student learning and showed evidence of reflection.”
I find it of the utmost importance to provide students with consistent feedback throughout
their learning. This allows students to see what they need to work on and provides them with
guidance from the teacher (or peers). When timely and appropriate feedback is provided
students can grow in the learning from the feedback. I have participated in moderation
sessions in my degree and on prac. Moderation is important because it allows student work to
be judged fairly and consistently. When student work is moderated teachers and other staff
are able to make comparable judgements of learning in the classroom, year group and school.
On previous practicums I have been able to assist with Semester One reporting and watch
IEP meetings.
Standard Six: Engage in Professional Learning
I am an eager life-long learner and would love any opportunity to develop my teaching skills.
I will use students’ evaluations to ability group or review planned work. I would love to learn
new skills from experienced teachers, professional development, and online seminars.
Collaborating with other teachers across the school and in past schools if needed is very
important to me. I maintain professional relationships through respect, gratitude, and
humility. I am also very interested in the LEAP into languages program – AUSLAN. I enjoy
professional development days and have previously sought out professional development
held at the University of Notre Dame. I have recently completed a number of online
professional learning modules related to catering for students with additional needs and found
these very enlightening. I would like to undertake more professional development related to
students with disabilities, gifted and talented students and Aboriginal and Torres Strait
Islander students. Previous mentors have stated that I have a high level of self-awareness and
will seek advice from others when needed.
I use the AITSL Standards to identify the professional learning I may need (including the
graduate standards). I would appreciate further professional learning on working with
students from an Aboriginal or Torres Strait Islander background. I would also like to
improve my Auslan (Australian Sign Language) skills. This year I have completed
professional learning on catering for students with specific disabilities/difficulties and an
intermediate certificate (participation) in Auslan through WA Deaf Society. I am able to use
the feedback given to me by supervisors and mentor teachers to adapt and improve my
teaching. I believe that as I continue to undertake professional learning I am able to improve
the outcomes of students in my classroom.
Standard Seven: Engage Professionally with Colleagues, Parents/Carers, and the
Community
In my role at Learning Pod I constantly give feedback to parents (including a weekly report).
I am able to work with parents who are having difficulties communicating to their children or
staff. I understand that nuclear families are no longer the norm and can adapt to meet the
diversity of all families. I will also strive to seek out feedback and advice from colleagues
and will make myself available for any queries or assistance. I have recently completed a
simulated Parent-Teacher Interview using SimLab with good results. I have strong ties to
many business in the community such as Proudly Productive, Our Lady of Lourdes Parish,
Community Access Squad, and various primary schools. I have planned excursions and
always strive to ensure these excursions help students learn more about their local community
and how they can engage with their surroundings. When planning humanities lessons, I
would also strive to include resources and research from the local community. I am a polite
and knowledgeable person who will work with all educational stakeholders and the
community. I have often been praised for my professionalism in schools and with staff and
students.
I am committed to the students in my class, their wellbeing and their learning. This is of the
utmost importance to me. I am also committed to the working with parents/carers and the
wider community. This would be done through activity days, excursions, and in any other
ways suggested by other colleagues. Collaborating with other staff members is also important
to me. I find that through engaging with other staff members I am able to improve my own
practice. I will treat students with respect, fairness and dignity while encouraging life long
learning and promoting the students best interests. I will maintain professional dignity,
professional practice, value colleagues, and support others. My teaching ethics align with the
WACOT Code of Ethics including respect, caring, integrity, diligence, and open
communication.
Comments from Final Practicum
Standard One: “Establishing an effective and meaningful relationship with her students is a
priority for Jessica. Planning shows evidence of differentiation and an ability to adapt and
cater for individual learning styles.”
Standard Two: “Jessica has demonstrated an excellent level of understanding of the
curriculum content. Various teaching strategies and resources were included in lessons to
cater for students individual learning needs. Forward planning documents displayed respect
towards various cultures. Planning documents included a range of explicit literacy and
numeracy strategies suitable for her students and she successfully integrated ICT into her
lessons.”
Standard Three: “Jessica's planning showed evidence of clear communication of learning
goals to students. Lessons are well structured and sequential allowing for optimal student
engagement. Planning showed evidence of the provision for opportunities for students to
reflect on their learning and for Jessica to reflect on her planning.”
Standard Four: “Jessica's commitment to creating and maintaining a safe and supportive
learning environment was obvious through her planning and Simlab teaching session.
Planning included specific strategies to support inclusivity and encourage students success.
Learning experiences are designed to engage students and encourage participation. Her
teaching and management style was very positive and inclusive and she was able to
implement a range of age appropriate behaviour management strategies.”
Standard Five: “Opportunities for feedback to be given to the students were incorporated the
lessons ensuring their inclusion. Assessment strategies accompanying all planning documents
were appropriate to the designed tasks.”
Standard Six: “Documentation was submitted on time and any advice or constructive
criticism given to her was acted on promptly and professionally. Jessica is a motivated, hard
working pre service teacher with a positive and attitude and an obvious desire to learn and
grow as an educator. Jessica was committed to personally reflecting on her planning and
progress throughout the term. Personal reflections were detailed and revealed a high level of
self awareness.”
Standard Seven: “Jessica conducted herself professionally throughout the term. She sought
feedback regularly and acted on advice professionally and appropriately. All communication
with Jessica was professional and respectful.”