Professional Development Plan - A Buckler - 2021

Skill Gap Skill Goal Development Opportunity Evidence to Collect

Working with To demonstrate that I The school has asked HASS teachers to plan two Unit and lesson plans, plus
Aboriginal and can embed Aboriginal weeks of content focussed around Mabo Day for assessment activities for
Torres Strait and Torres Strait Reconciliation Week 2021. I have planned a two week Reconciliation Week and Mabo Day
Islander students Islanders perspectives mini-unit that I will deliver focussing on the Civics mini-unit.
and promoting and ways of learning descriptor: active citizenship
reconciliation. into my lessons and/or Student work samples from Mabo Day
units. I have planned a Visual Arts unit centered around the mini-unit.
(AITSL: 1.4 + 2.4) theme “My Place” - which incorporates responding to
Aborignal and Torres Strait Islander artworks. Unit and lesson plans for Visual Arts.

Communicating and To demonstrate that I The Assistant Principal of Innovation conducted De-identified screenshot of messages
use of ICT can effectively use ICT SEQTA training sessions early in the year. I will be to parents, and general communication
for communication - delivering content and communicating with parents with students. Grace to observe and
(AITSL: 2.6, 3.7, particularly with carers. through the SEQTA LMS during Term 2. Further provide feedback in my report etc.
6.2) training sessions are available for advanced use.

Teaching into To demonstrate that I I am placed in two different science classrooms in Unit and lesson plans for science
science as a content can effectively plan and Term 2 - Year 10 Biology, and Year 7 Chemistry + subjects that demonstrate content
area. teach a range of science Earth Sciences. I will be designing units and knowledge and application.
content areas and select assessments for these classes.
(AITSL: 2.1 + 2.2) relevant resources etc. Photographs of classroom based
I am able to attend learning area meetings - these scaffolding eg. word walls etc.
occur in place of school wide staff meetings every
third week and focus on needs etc. within science. Training and notes from LAMs

Catering to a range To demonstrate that I I completed professional development modules on Learning profiles for students with
of students and can differentiate inclusion of LGBTQI+ students (2020) and students learning plans etc.
applying effectively for a range of with trauma backgrounds (2019). I have embedded
professional student needs within the some strategies into my units for 2021. Further to this, Overall class data - to ID students with
development classroom, including the gender diversity training will be delivered at REC in additional needs or diverse
embedding of specific 2021 and I will be able to reflect on my practice in backgrounds.
(AITSL: 1.3, 1.5, strategies for inclusion relation to this new training.
1.6, 6.4) from prior PD sessions. Unit and lesson plans with
I have also collected data for students in the class to differentiation - particularly with
make sure that I can cater to their individual needs. embedded PD from 2019-2020.