Performance Level

TM
Descriptors
This document is to be read in conjunction with the requirements specified in the Preservice Teacher Handbook (2019, p.5) that
states as follows:
The GTPA requires preservice teachers to demonstrate professionalism and adhere to academic language conventions.
The completed submission should reflect ethical conduct (refer APST 7.1) and meet respective University Codes of Ethics
and Codes of Conduct. Adherence to the accepted conventions for clear and coherent communication is expected.
This includes fluency of expression; accurate spelling, punctuation and grammar; and use of appropriate professional
terminology.

Additionally, preservice teachers are required to use APA (6th edition) referencing style. References should include the
published research and curriculum and policy materials to inform, reflect on and appraise your practice.

Meets
Preservice teachers performing at the ‘meets’ level are able to identify and describe how they used a range of suitable
data to inform their planning and teaching and establish students’ learning goals. This includes identifying current and
desired levels of performance and strategies for closing the gap. They can show how they have connected or aligned
curriculum, pedagogy and assessment with a focus on learning. They can also explain decision-making in the classroom
and reflect on how the official, intended and enacted practice relate one to the other. The implementation of suitable
teaching and assessment strategies including feedback is evident and linked to next-step teaching and learning, in
both whole class settings and for individual focus students. They have used relevant curriculum documents, evidence
of different types, and theory and research to inform decisions about teaching practice and choices of strategies to
support learner progress. A coherent analysis of pedagogic practice with accompanying evidence addresses the impact
of teaching on student learning, supported by specific reference to three focus students. This includes the teaching of
literacy and numeracy in curriculum areas and other general capabilities as appropriate to the taught learning sequence.
Evidence is purposefully integrated into the submission.

Above
Preservice teachers performing at the ‘above’ level are able to explain, justify and evaluate their selection of data to
establish students’ current levels of performance and differential learning needs, and show how they make informed
decisions regarding their planning and teaching. They can explain the alignment, integration and iterative nature of
curriculum, pedagogy and assessment with a focus on individual student learning progress and justify their
decisions in relation to their specific teaching context and learner needs, within their discipline specialisation and year
level. They have demonstrated how they have reflected critically on their use of teaching and assessment strategies,
and shown the purposeful use of learning-focused feedback, showing how these have informed their pedagogical
decisions about next-step teaching and learning decisions. They have linked evidence of student learning explicitly to
their pedagogical decisions. They have provided a coherent appraisal and justification of their teaching practice with
specific reference to learner diversity and the work of focus students in relation to the whole class. Evidence is effectively
integrated into the submission, showing aspects of practice and decision-making throughout the complete teaching and
assessment cycle, with projection into next step teaching. Submissions at this level show discrimination in how provision
is made for diverse learners, including in the teaching of literacy and numeracy in curriculum areas and other general
capabilities as appropriate to the taught learning sequence.

Below
Preservice teachers performing at the ‘below’/ ‘does not meet’ level present a limited range of appropriate data. Links
with planning, teaching and students’ learning goals are not made clear. An overview of curriculum, pedagogy and
assessment may be presented but connections across them or alignment is not evident. Suitable teaching and
assessment strategies including feedback may be mentioned, however there is only limited consideration of next-step
teaching and learning. The work may include references to relevant curriculum documents, theory and research, with
limited linking to associated teaching practice, instructional decision-making, and strategies for monitoring learner
progress. Reflecting on and appraising the impact of their teaching is undeveloped. Overall, evidence, including the
work samples of focus students, is not coherent or integrated, and the analysis of teaching impact on student learning is
unsubstantiated. The teaching of literacy, numeracy and other general capabilities in curriculum areas remains largely
undeveloped.

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