Evidence Details

Teacher Name: Kasey-lee Rudd

Evidence Title: Practice Analysis Conversations

Standard Descriptors Achieved: 1.2.2, 1.5.2, 6.3.2

Annotation
The attached evidence ‘Practice Analysis Conversations’ displays observations and collegial feedback. This
process supported me further as a practitioner in the areas of how students learn and how to implement best
teaching practices related to guided reading literacy sessions. I worked collegially with the Assistant Principal
Instructional Leader during Semester Two focusing on literacy school-based initiatives. The Assistant Principal
Instructional Leader implemented observations and collegial conversations shortly after I commenced
employment as the Early Stage 1/ Stage 1 Teacher. The Assistant Principal Instructional Leader implemented
these observations as part of personal development for teaching staff under timetabled instruction learning time.
Additionally, professional readings were part of our collegial practice. The teacher observation above strongly
related to our discussions around the professional reading document 'Effective Reading Instruction in the Early
Years of School'. All professional readings and reflections are stored in a folder for easy access and when
determining the impact. (6.3.2)

The collegial advice and the mentoring I received and continue to receive from the school Assistant Principal
Instructional Leader has been invaluable support to my teaching practice. This enabled me to develop teaching
activities and programs about how best students learn. It also resulted in developing skills to differentiate teaching
by implementing strategies to meet individual student learning needs; inform me about best teaching practices
and improving my professional knowledge. (1.5.2)

The impact of being supported has resulted in obtaining professional development in InitiaLit (a synthetics literacy
program), Best Start, aspects of L3 and phonological awareness modules through the department. After
completing the professional development in the implementation of InitiaLit, I then taught the program within the
Early Stage 1 and Stage 1 setting. This particular synthetic program has developed students’ phonological
awareness and knowledge and given each student a strong foundation across all aspects of literacy. (1.2.2)

By implementing strategies the school Assistant Principal Instructional Leader modelled and discussed in regards
to guided reading and putting them into practice under the guidance of collegial feedback has resulted in
significant growth in student learning. The data collected through benchmark reading and PLAN2 has
demonstrated student growth and catered for future differentiated learning. I believe I am confident within my
teaching practice and have the mindset to always improve my professional knowledge and practice due to the
collegial discussions I have been involved in, the constructive feedback and support I have received.