Evidence Matrix for Proficient Career Stage

1.1 1.2 1.3 1.4 1.5 1.6

Standard 1: Use teaching Structure teaching Design and Design and Develop teaching Design and
Know strategies based on programs using implement implement activities that implement
knowledge of research and teaching strategies effective teaching incorporate teaching activities
students students’ physical, collegial advice that are strategies that are differentiated that support the
and how social and about how responsive to the responsive to the strategies to meet participation and
intellectual students learn. learning strengths local community the specific learning of
they learn development and and needs of and cultural learning needs of students with
characteristics to students from setting, linguistic students across the disability and
improve student diverse linguistic, background and full range of address relevant
learning. cultural, religious histories of abilities. policy and
and socioeconomic Aboriginal and legislative
backgrounds. Torres Strait requirements.
Islander students.
Evidence 1 ✓ ✓ ✓ ✓
Evidence 2 ✓ ✓ ✓ ✓ ✓ ✓
Evidence 3 ✓
Evidence 4 ✓ ✓
Evidence 5 ✓
Evidence 6 ✓ ✓ ✓
Evidence 7 ✓ ✓ ✓ ✓ ✓
Evidence 8 ✓ ✓ ✓
Evidence 9
Evidence 10
Evidence 11
Evidence 12 ✓ ✓ ✓
Evidence 13
Evidence 14
Evidence 15
Evidence 16 ✓ ✓ ✓ ✓ ✓
Evidence 17 ✓ ✓
Evidence 18 ✓ ✓
Evidence 19
Evidence 20
 2.1 2.2 2.3 2.4 2.5 2.6
Standard 2: Apply knowledge Organise content Design and Provide Apply knowledge Use effective
Know the of the content and into coherent, implement opportunities for and understanding teaching strategies
teaching strategies well-sequenced learning and students to of effective to integrate ICT
content and of the teaching learning and teaching programs develop teaching strategies into learning and
how to area to develop teaching using knowledge of understanding of to support teaching programs
engaging teaching programs. curriculum, and respect for students’ literacy to make selected
teach it activities. assessment and Aboriginal and and numeracy content relevant
reporting Torres Strait achievement. and meaningful.
requirements. Islander histories,
cultures and
languages.
Evidence 1 ✓ ✓
Evidence 2 ✓ ✓ ✓
Evidence 3 ✓ ✓ ✓
Evidence 4 ✓ ✓ ✓ ✓
Evidence 5 ✓
Evidence 6 ✓ ✓ ✓
Evidence 7 ✓ ✓ ✓ ✓ ✓ ✓
Evidence 8 ✓
Evidence 9
Evidence 10
Evidence 11 ✓
Evidence 12 ✓ ✓ ✓
Evidence 13
Evidence 14
Evidence 15
Evidence 16 ✓ ✓ ✓
Evidence 17
Evidence 18 ✓ ✓
Evidence 19
Evidence 20
 3.1 3.2 3.3 3.4 3.5 3.6 3.7
Standard Set explicit, Plan and Select and use Select and/or Use effective Evaluate Plan for
3: challenging and implement well- relevant create and use a verbal and non- personal appropriate and
achievable structured teaching range of verbal teaching and contextually
Plan for learning goals learning and strategies to resources, communication learning relevant
and for all students. teaching develop including ICT, to strategies to programs using opportunities
programs or knowledge, engage students support student evidence, for
implement lesson skills, problem in their understanding, including parents/carers
sequences that solving and learning. participation, feedback from to be involved in
effective engage students critical and engagement and students and their children’s
teaching and promote creative achievement. student learning.
learning. thinking. assessment
and data, to inform
learning planning.
Evidence 1 ✓ ✓ ✓ ✓
Evidence 2 ✓ ✓ ✓
Evidence 3 ✓ ✓
Evidence 4
Evidence 5
Evidence 6 ✓ ✓ ✓ ✓ ✓ ✓
Evidence 7 ✓ ✓ ✓ ✓
Evidence 8 ✓ ✓
Evidence 9
Evidence 10
Evidence 11 ✓
Evidence 12 ✓ ✓ ✓ ✓
Evidence 13
Evidence 14
Evidence 15
Evidence 16 ✓ ✓ ✓ ✓ ✓
Evidence 17
Evidence 18 ✓ ✓
Evidence 19
Evidence 20 ✓
 4.1 4.2 4.3 4.4 4.5
Standard 4: Establish and Establish and maintain Manage challenging Ensure students’ well- Incorporate strategies
Create and implement inclusive orderly and workable behaviour by being and safety to promote the safe,
and positive routines to create an establishing and within school by responsible and
maintain interactions to engage environment where negotiating clear implementing school ethical use of ICT in
supportive and support all student time is spent expectations with and/or system, learning and teaching.
students in classroom on learning tasks. students and curriculum and
and safe activities. addressing discipline legislative
issues promptly, fairly requirements.
learning and respectfully.
environments
Evidence 1 ✓
Evidence 2 ✓
Evidence 3
Evidence 4
Evidence 5
Evidence 6
Evidence 7 ✓
Evidence 8 ✓ ✓ ✓
Evidence 9 ✓ ✓ ✓
Evidence 10 ✓ ✓
Evidence 11 ✓
Evidence 12
Evidence 13
Evidence 14
Evidence 15
Evidence 16 ✓ ✓
Evidence 17
Evidence 18
Evidence 19
Evidence 20 ✓
 5.1 5.2 5.3 5.4 5.5
Standard 5: Develop, select and Provide timely, Understand and Use student Report clearly,
Assess, use informal and effective and participate in assessment data to accurately and
formal, diagnostic, appropriate feedback assessment analyse and evaluate respectfully to
provide formative and to students about their moderation activities student understanding students and
feedback and summative achievement relative to support consistent of subject/content, parents/carers about
assessment strategies to their learning goals. and comparable identifying student achievement,
report on to assess student judgments of student interventions and making use of
learning. learning. modifying teaching accurate and reliable
student practice. records.
learning
Evidence 1
Evidence 2
Evidence 3
Evidence 4
Evidence 5
Evidence 6
Evidence 7
Evidence 8
Evidence 9
Evidence 10
Evidence 11
Evidence 12 ✓
Evidence 13 ✓ ✓ ✓ ✓ ✓
Evidence 14 ✓ ✓ ✓ ✓ ✓
Evidence 15 ✓ ✓ ✓
Evidence 16 ✓ ✓
Evidence 17
Evidence 18
Evidence 19
Evidence 20 ✓ ✓ ✓ ✓
 6.1 6.2 6.3 6.4
Standard 6: Use the Australian Participate in learning to Contribute to collegial Undertake professional
Engage in Professional Standards for update knowledge and discussions and apply learning programs
Teachers and advice from practice, targeted to constructive feedback from designed to address
professional colleagues to identify and professional needs and colleagues to improve identified student learning
learning plan professional learning school and/or system professional knowledge needs.
needs. priorities. and practice.
Evidence 1
Evidence 2
Evidence 3
Evidence 4
Evidence 5
Evidence 6
Evidence 7
Evidence 8
Evidence 9
Evidence 10 ✓
Evidence 11
Evidence 12 ✓
Evidence 13
Evidence 14
Evidence 15 ✓ ✓ ✓
Evidence 16 ✓
Evidence 17 ✓ ✓ ✓ ✓
Evidence 18 ✓ ✓ ✓ ✓
Evidence 19 ✓ ✓
Evidence 20 ✓
 7.1 7.2 7.3 7.4
Standard 7: Meet codes of ethics and Understand the Establish and maintain Participate in professional
Engage conduct established by implications of and comply respectful collaborative and community networks
regulatory authorities, with relevant legislative, relationships with and forums to broaden
professionally systems and schools. administrative, parents/carers regarding knowledge and improve
with colleagues, organisational and their children’s learning practice.
professional requirements, and well-being.
parents/carers policies and processes.
and the
community
Evidence 1
Evidence 2
Evidence 3
Evidence 4
Evidence 5
Evidence 6
Evidence 7 ✓ ✓
Evidence 8
Evidence 9
Evidence 10 ✓ ✓
Evidence 11
Evidence 12
Evidence 13
Evidence 14
Evidence 15 ✓ ✓ ✓ ✓
Evidence 16
Evidence 17
Evidence 18 ✓ ✓ ✓ ✓
Evidence 19 ✓ ✓ ✓
Evidence 20 ✓ ✓