TPA: Assessment Task 1 – Professional Learning Plan
BLUE: Graduate level /// PURPLE: Evidence required
Standards Evidence I Posses
1.1 Written Observations:
During all placements, I have
Physical, social and
ensured to document
intellectual development children’s learning and
and characteristics of consider how each child is an
students individual being that learn,
Demonstrates knowledge develop and retain information
and understanding of differently.
physical, social and
intellectual development Differentiated Teaching:
and characteristics of Through all teaching
experiences taught, I have
students and how these
ensured to differentiate all
may affect learning relevant aspects, not only for
disability but ability levels.
Interim Review:
Demonstrates my ability within
this area.
Unit Plans and Lesson Plans:
1.2
The way in which my
Understand how students
lesson/unit plans have been
learn. designed is always informed
Demonstrate knowledge by the children’s
and understanding of understanding
research into how
students learn and the PERS Report & Interim Review:
implications of teaching. These 2 documents showcase
and demonstrate my ability
within this area.
Tarneisha Lind
Evidence I Need to Gather
Conversations with Mentor:
Teachers:
Observing, making notes and
documenting the social,
physical and behavioral
development of individual
children. Along with discussing
methods they use to
understand each child’s
individual needs.
Mentor Feedback:
Obtaining written/verbal
feedback on my ability to
understand and plan for
children’s physical, social and
intellectual development and
characteristics.
Conversations with Mentor:
Teachers:
Discussing, observing, making
notes and documenting how
they show their understanding
on each child’s ability to learn
and how they cater for those
needs through each learning
experience.
Extension Experiences:
Gather more evidence on
creating challenging activities
for student with higher abilities
in the class.
Student ID: 2201968
Plan of Action
Individual Needs:
Discuss the strategies
necessary to cater for all
learning abilities of children in
the classroom, making sure to
differentiate and scaffold for
any specific individual needs.
Conversations with
Parents/caregivers:
Obtaining information about
their children to ensure my
planning meets the physical,
social and intellectual
development of each child.
Self-Reflections/Feedback:
Continue reflecting on
teaching practices and
documenting what is working
for the children and what did
not work,
Mentor Feedback:
Obtain mentor feedback on
how I plan, knowing the
children involved and written
feedback on session plans.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
1.3
Students with diverse,
linguistic, cultural,
religious and socio-
economic backgrounds
Demonstrate knowledge
of teaching strategies
that are responsive to the
learning strengths and
needs of students from
diverse linguistic, cultural
religious and socio-
economic backgrounds.
1.4
Strategies for teaching
Aboriginal and Torres Strait
Islander Students.
Demonstrate broad
knowledge and
understanding of the
impact of culture, cultural
identity and linguistic
background on the
education of students from
Aboriginal and Torres Strait
Islander backgrounds.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Language Development:
At my work I work with several
Indian children and a family
who are from south African
descent. I have been
communicating with them to
better understand their culture
and language to ensure the
time in care reflects home
culture/life
Reflections from first year
placement:
During this placement I worked
with a South African child who
spoke Swahili, they understood
English but did not speak it.
University topics:
Through participation in
EDUC2420 within this degree, I
was able to develop my
teaching skills set and strategies
for teaching indigenous
individuals.
PD Webinar:
I have attended a personal
development webinar which
taught strategies for how to
authentically incorporate
Indigenous perspectives.
Tarneisha Lind Student ID: 2201968
Evidence I Need to Gather Plan of Action
Research: Inclusiveness:
Conduct further research on Learn and implement strategies
which ensure the inclusiveness
how to work with children from
diverse, linguistic, cultural, of all children within the
religious and socio- economic classroom.
backgrounds and the additional
support needed. Unit/Session Plans:
Formulate a series of lesson
and/or unit plans which
Unit/Session Plans: showcase my ability to use
A series of lesson and/or unit
different teaching strategies
plans which showcase my ability which are responsive for all
to use different teaching
children.
strategies which are responsive
for all children.
Site Polices: Site Polices:
Inquire about the sites polices Obtain copies of the sites
regarding their teaching polices regarding their
strategies. teaching strategies.
Aboriginal and Torres Strait Discuss these policies with
Islander Culture: mentor teachers and
I would like to continue observe how the strategies
learning new strategies for they use.
teaching our Indigenous
individuals. I would also like to
learn more about how I can
support the culture of each
country I teach on.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
1.5
Differentiate teaching to
meet the specific learning
needs of students across
the range of abilities.
Demonstrate knowledge
and understanding of
strategies for differentiating
teaching to meet the
specific learning needs of
students across the full
range of abilities.
1.6
Strategies to support, full
participation of students
with disability.
Demonstrate broad
knowledge and
understanding of legislative
requirements and teaching
strategies that support
participation and learning
of students with disability.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Unit Plans and Lesson Plans:
The way in which my lesson/unit
plans have been designed
always ensure there are
differentiation for the children
who need it.
Reflections:
Many of my reflections from past
professional experiences
document my thinking regarding
did I need to differentiate, and
the why or why not?
Inquiry:
Evidence from third year
placement inquiry [working one
on one with a child who has
autism, ADHD and ODD].
Personal Experiences:
With two of my siblings having
multiple physical and mental
disabilities, I have personal
experience on having to use
different strategies to support
learning.
Tarneisha Lind Student ID: 2201968
Evidence I Need to Gather Plan of Action
Differentiation: Conversations with Mentor:
I would like to gather more Engage in discussions with
information and documentation mentor each and observe
on how to cater for the under them in practice
average and above average
children. I would also ideally like Observations:
to have an experience where I Conduct observations on
can group different ability children to gain an
groups together. understanding on prior
knowledge to ensure the
content being taught is
differentiated accordingly.
Unit Plans:
Ensure each unit and lesson
plans have differentiation
considerations present.
Site Polices: Mentor Feedback:
Inquire about the sites polices Obtain written/verbal feedback
regarding their teaching on my teaching ability and
strategies.
strategies to support children
who have disabilities.
Mentor Discussions and
observations Strategies:
Unit Plans:
Observe mentor teacher and Ensure all unit and lesson
the strategies they use to ensure plans have differentiation
full participation of children. considerations present.
Also engage in discussion about
their strategies and how they
found them to work.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
2.1
Content and teaching
strategies of the teaching
area
Demonstrate knowledge
and understanding of the
concepts, substance and
structure of the content
and teaching strategies of
the teaching area.
2.2
Content selection and
organisation
Organise content into an
effective learning and
teaching sequence.
2.3
Curriculum, assessment
and reporting
Use curriculum and
reporting knowledge to
design learning sequences
and lesson plans.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Unit/lesson Plans: Unit/lesson Plans: Review Reflections:
Collection of unit/lesson plans Formulate more lesson plans to Look back and annotate
which outline several varied further develop my teaching previous reflections to
teaching pedagogies and ability within this area and how evaluate own teaching
alternative teaching methods. to engage all children. practices.
Educator Observations:
Observe mentor and
document how their teaching
methods vary.
Unit/lesson Plans: Mentor Feedback:
Mentor Plans:
Collection of unit/lesson plans Obtain mentor feedback on
Discuss and review mentor how I create lesson/unit plans,
which outline content
selection and organisation of teacher’s unit plans along with and how they are organized
a topic unit. evaluating how they select around content.
and organize content.
Unit Plans: Strengthen my Understanding on Conversations with Mentor:
Unit plans have all been Assessment and Reporting in Engage in discussions with
informed by the relevant Relation to the Curriculum: mentor each and observe
framework/curriculum Continue looking to the them in practice
[sometimes both]. curriculum/framework to design
Assessment Rubrics: units/lessons in conjunction with
On my 3rd year placement, I relevant outcomes.
created my own assessment
rubrics for the unit I designed.
Mentor Examples:
I have copies of blank rubrics
from past placements.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
2.4
Understand and respect
Aboriginal and Torres Strait
Islander people to
promote reconciliation
between Indigenous and
non-Indigenous
Australians.
Demonstrate broad
knowledge of,
understanding of and
Torres Strait Islander
histories, cultures and
languages.
2.5
Literacy and numeracy
strategies
Know and understand
literacy and numeracy
teaching strategies and
their application in
teaching areas.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Work and Ongoing Practice: Lesson Plans: Site Polices:
Through my work I have been Obtain more lesson plans Obtain copies of the sites
consciously making efforts to which showcase my polices regarding their
understanding and respect for teaching strategies.
teach children about
Indigenous Australia. I value Indigenous Australians. I would Discuss these policies with
incorporating Indigenous love the opportunity to create mentor teachers and observe
perspectives in any suitable a unit plan where children are how the strategies they use.
opportunity. taught about reconciliation.
However, I wish to do so Incorporate Indigenous
University topics: authentically. Perspectives:
Through participation in Any learning experience where
EDUC2420 within this degree, I their perspectives can be
was able to develop my added I aim to do so, even
teaching skills set and strategies with under 2 years old.
for teaching indigenous
individuals.
PD Webinar:
I have attended a personal
development webinar which
taught strategies for how to
authentically incorporate
Indigenous perspectives.
Unit Plans: Focus Children: Observations and TPA
I have created a series of Through this placement I am I aim to gather more
unit plans which both working within the literacy topic observations on children and
teach Literacy and with both children. I wish to use their development with both
Numeracy, with explicitly the evidence from the TPA task areas. I will use these to
teaching strategies showcase my understanding. inform future planning.
detailed. Complete TPA tasks to
support evidence.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
2.6
Information and
Communication
Technology (ICT)
Implement teaching
strategies for using ICT to
expand curriculum learning
opportunities for students.
3.1
Establish challenging
learning goals
Set learning goals that
provide achievable
challenges for students of
varying abilities and
characteristics.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Unit Plans:
I have PowerPoints which
supported the unit plan and
showcase a teaching strategy
for the use of ICT within learning.
Interim Review:
Within my interim review my
mentor teacher has evidenced
my ability to use ICT.
Observations:
I have conducted observations
where I have used ICT to
strengthen child learning with
creative arts.
Focus Children Data:
I have begun starting to make
learning goals for these children.
However, will be using the rest of
this placement to further
develop my abilities within this
area.
Tarneisha Lind
Evidence I Need to Gather
Intentional Planning:
Plan for intentional experiences
where I can use ICT to support
child development and increase
learning opportunities.
Observations:
Gather observations which
showcase how children can use
ICT for personal development
and understanding.
Observations:
Gather observations which
showcase how children can are
developing towards achieving
their goal.
Lesson Plans:
Creating lesson plans informed by
child goals which are designed
and aims to develop the child’s
knowledge towards achieving the
goal.
Student ID: 2201968
Plan of Action
Mentor Conversations:
Engage in discussions with mentor
teacher about how they use ICT
as a teaching strategy and plan
for it intentionally.
Observations and TPA:
I aim to gather more
observations on children and
their development with their
goal. I will use these to inform
future planning. Complete
TPA tasks to support
evidence.
Mentor Conversations:
Engage in discussions with mentor
teacher about how they set
learning goals for children.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
3.2
Plan, structure and
sequence learning
programs
Plan lesson sequences
using knowledge of
student learning, content
and effective teaching
strategies.
3.3
Use teaching strategies
Include a range of
teaching strategies.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Unit Plans:
I have created a series of unit
plans which clearly showcase my
ability to plan, structure and
sequence learning.
Unit Plans:
I have created a series of
unit plans which clearly
showcase my ability to use
different teaching
strategies.
PERS Report:
Previous reports also showcase
my development within this
area.
Tarneisha Lind
Evidence I Need to Gather
Unit Plans:
Continue documenting the unit
plans or lessons plans I create to
further support my evidence
within this area.
Mentor Plans:
Obtain copies of mentors plans
to compare and analyse.
Mentor Feedback:
Obtaining feedback on my
strategies from my mentor
teacher and analysing the
feedback.
Student ID: 2201968
Plan of Action
Self-reflection and Analysis:
Reflect upon each lesson taught
and evaluate what worked and
why.
Mentor Feedback:
Obtain mentor feedback on
how I create lesson/unit plans,
and how they are organized
around content.
Collection of Teaching
Strategies:
Observing various educators and
their strategies, documenting the
methods I view as successful and
ones which did not appear to be
strong.
Critical Reflection:
Reflect on my own strategies
and assess the ones which work,
and which do not.
 TPA: Assessment Task 1 – Professional Learning Plan
3.4
Select and use resource
Demonstrate knowledge
of a range of resources,
including ICT, that engage
students in their learning.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Inclusion of ICT and Indigenous Mentor Feedback:
Interim Review:
perspectives: Obtain mentor feedback on
Further evidences my ability to Incorporate more intentional how I select and use different
select and use resources in an and authentic experiences resources.
appropriate manner. which use ICT and Indigenous
Lesson Plans: perspectives. Mentor Conversations:
Engage in discussions with
The lesson plans I have created
mentor teacher about how they
all list the resources and
select and use different
generally make connections to
resources.
why they are appropriate.
 TPA: Assessment Task 1 – Professional Learning Plan Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required

Standards Evidence I Posses Evidence I Need to Gather Plan of Action

3.5 Mentor Feedback: Additional Feedback: Self-reflections:

Use effective classroom
communication
Demonstrate a range of
verbal and non-verbal
communication strategies
to support student
engagement.
I have obtained mentor Seeking more feedback from
Continue reflecting and
feedback on my classroom mentor teachers on my use of
communication skills and have classroom communications and documenting methods I find
also used the feedback to potential areas I need to improve which work and ones that
improve teaching where within. done and why.
needed. Mentor’s management
methods:
Self-Reflections:
Observing mentor teacher and
Written reflections which discuss
documenting methods which
methods which worked and
work for them
why and why some did not
work.

3.6 Mentor Feedback: Self-Correction and Adjustment: Mentor Conversations:

Evaluate and improve
teaching programs
Demonstrate broad
knowledge of strategies
that can be used to
evaluate teaching
programs to improve
student learning.
I have written mentor feedback
which has allowed me to adjust
my teaching skills where
needed.
Australian Curriculum & EYLF:
I ensure all my lessons are
meeting the content descriptor
outcomes, allowing for
accountability of teaching and
learning.
After each lesson I will document
how the session went, did it
work? What the aim achieved?
Do I need to change anything?
Why? Why not? This will allow me
to make the necessary
corrections for next time.
Engage in discussions and
evaluate my teaching plans. I
would love my mentor to look
over each lesson plan, but I
understand that is not doable. I
will be asking for feedback on
some lessons to ensure I have the
opportunity to improve my
teaching.
 TPA: Assessment Task 1 – Professional Learning Plan Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required

3.7 Introduction Letter: Lesson plans: Communication via the site

Kindy-hub platform:
Engage parents/ carers in I have provided an introduction Conduct and document lesson Engage in conversations
the education process letter to all placement sites and plans which are informed from and report on children day
Describe a broad range of made a conscious effort to parental discussions about their using the online platform. I
strategies for involving speak with as many parents as children [interests/learning goal view this as beneficial to my
parents/carers in the possible and involved them etc..] teaching as it is a practice I
educative process. within my planning. will be using throughout any
Communications [online and in teaching role.
person]:
On all my placements I have
engaged in conversations with
parents/caregivers during pick
up and drop off times. I have
also used the online
communication platforms to
further communicate where
needed, especially during
COVID times.
 TPA: Assessment Task 1 – Professional Learning Plan Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required

Standards Evidence I Posses Evidence I Need to Gather Plan of Action

4.1
Support student
participation
Identify strategies to
support inclusive student
participation and
engagement in
classroom activities.
Observations:
Observations: Individual Child Notes:
Individual observations I have
Continue taking and analysing Ensure I collect a range of notes
observed and analysed
throughout the degree have observations about each child to and observations on the children
allowed me to identify ensure I learn enough about within the room, to gather an
strategies required to support them to make all experiences authentic understanding of their
each child’s needs and engaging. knowledge and skills. I will then
engagement within planned As without observations I will be use these notes to inform future
experiences. unable to assess what the planning.
children already know and what
they have learnt throughout my
teaching experiences.
Through knowing interests of the
children I am also able to plan
according to those, making the
experience more meaningful.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
4.2
Manage classroom
activities
Demonstrate the capacity
to organise classroom
activities and provide
clear directions.
4.3
Manage challenging
behaviour
Demonstrate knowledge
of practical approaches
to manage challenging
behaviour.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Lesson/Unit Plans: Classroom management Mentor Conversations:
The lesson and unit plan I have behaviour strategies: Engage in discussions with
created throughout the Record and document a range
mentor teacher about how they
degree evidence the ability to of behaviour management
manage different classroom
manage classroom activities. strategies used within the
experiences.
The reflections attached to classroom and methods I try
each plan also self-analysis of myself.
teaching. Site Policies:
Obtaining copied of the policies
PERS Report & Interim Review: which outline the
These 2 documents showcase recommendations.
and demonstrate my ability
within this area.
PERS Report & Interim Review: Observations, Personal Notes, Mentor Conversations:
These 2 documents showcase Lesson Plans and Reflections: Engage in discussions with
and demonstrate my ability Record and document a range mentor teacher about how
within this area. of behaviour management safety considerations they made
strategies used within the during teaching experiences.
Inquiry: classroom and methods I try
Evidence from third year myself. Research:
placement inquiry, working Look into different behaviour
closely with a child who presents Site Policies: management strategies and test
challenging behaviours. Obtaining copied of the policies them while on placement.
which outline the
recommendations.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
4.4
Maintain student safety
Describe strategies that
support students’ wellbeing
and safety working within
school and/or system,
curriculum and legislative
requirements.
4.5
Use ICT safely, responsibly
and ethically Demonstrate
an understanding of the
relevant issues and the
strategies available to
support the safe,
responsible and ethical use
of ICT in learning and
teaching.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Lesson/Unit Plans:
Evidence of safety
considerations can be seen in
the unit/session plans.
PERS Report & Interim Review:
These 2 documents showcase
and demonstrate my ability
within this area.
Unit Plans:
I have PowerPoints which
supported the unit plan and
showcase a teaching strategy
for the use of ICT within learning.
Interim Review:
Within my interim review my
mentor teacher has evidenced
my ability to use ICT.
Observations:
I have conducted observations
where I have used ICT to
strengthen child learning with
creative arts.
Tarneisha Lind
Evidence I Need to Gather
Lesson/Unit Plans:
Continue adding safety
considerations in lesson plans
to ensure all children are kept
in a safe environment.
Intentional Planning:
Plan for intentional experiences
where I can use ICT to support
child development and increase
learning opportunities.
Observations:
Gather observations which
showcase how children can use
ICT for personal development
and understanding.
Student ID: 2201968
Plan of Action
Mentor Conversations:
Engage in discussions with
mentor teacher about how
safety considerations they made
during teaching experiences.
Mentor Conversations:
Engage in discussions with
mentor teacher about how they
use ICT as a teaching strategy
and plan for it intentionally.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
5.1
Assess student learning
Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and summative
approaches to assess
student learning.
5.2
Provide feedback to
students on their learning
Demonstrate an
understanding of the
purpose of providing timely
and appropriate feedback
to students about their
learning.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Assessment
Rubrics/Marking:
During my last placement I
was given the opportunity
to create rubrics for
assessment and mark
workbooks.
Observations:
Throughout the course of
my degree, I have used
and trailed many different
methods for assessments.
PERS Report & Interim Review:
These 2 documents showcase
and demonstrate my ability
within this area.
Assessment
Rubrics/Marking:
During my last placement I
was given the opportunity
to create rubrics for
assessment and mark
workbooks.
Verbal feedback:
On all my placements I
have endured to provide
constructive verbal
feedback to all children.
Tarneisha Lind Student ID: 2201968
Evidence I Need to Gather Plan of Action
Lesson Plans:
Observations:
Assessing the children’s
Using a wide range of
outcomes and development
against the lessons plan goal. observational technique to
[work samples, observations]. analyse which ones work the best
for child assessment.
Mentor Assessment Methods:
Obtain copies of mentor Mentor Conversations:
teachers assessment methods
Discuss and document how
and keep in planning folder.
different assessments methods are
used and why.
Assessment Mentor Conversations:
Rubrics/Marking:
Discuss and document how
Continue creating rubrics
different feedback methods are
and marking work samples
used and why.
where required.
Written feedback:
Photocopy the feedback I
am giving to any child
and add to planning
folder to prove evidence.
TPA: Assessment Task 1 – Professional Learning Plan Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required

PERS Report & Interim Review:

These 2 documents showcase
and demonstrate my ability
within this area.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
5.3
Make consistent and
comparable judgements
Demonstrate
understanding of
assessment moderation
and its application to
support consistent and
comparable judgements of
student learning.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Assessment Assessment Mentor Conversations:
Rubrics/Marking: Rubrics/Marking:
Discuss and document how
During my last placement I Create more rubrics to
children work can be interpreted
was given the opportunity assess learning
into data to inform planning.
to create rubrics for
assessment and mark
Child Work Samples:
workbooks. I have broken
Obtain more work samples to
down the marking areas
increase portfolio for planning
to look at adding grades
purposes.
to work.
Child Work Samples:
I have obtained a range of
different work samples and
experiences I have taught,
which allow me to interpret
child data and understanding.
 TPA: Assessment Task 1 – Professional Learning Plan
5.4
Interpret student data
Demonstrate the
capacity to interpret
student assessment data
to evaluate student
learning and modify
teaching practice.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Child Work Samples: Children Work Samples: Mentor Conversations:
I have obtained a range of Obtain more work samples in Discuss and document how
different work samples and relation to focus children and use children work can be interpreted
experiences I have taught, those to inform next steps for into data to inform planning.
which allow me to interpret planning.
child data and understanding.
Assessment
Rubrics/Marking:
During my last placement I
was given the opportunity
to create rubrics for
assessment and mark
workbooks. The rubrics
were then used to inform
the next unit.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
5.5
Report on student
achievement
Demonstrate understanding
of a range of strategies for
reporting to students and
parents/carers and the
purpose of keeping
accurate and reliable
records of student
achievement.
6.1
Identify and plan
professional learning
needs
Demonstrate an
understanding of the role of
the Australian Professional
Standards for Teachers in
identifying professional
learning needs.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
Assessment Rubrics:
I have assessment rubrics from a
mathematics' unit I planned
and taught in my last
placement.
Observations:
Allow for individuals to view
child achievement in a formal
manner. I would love to have a
turn at writing a learning story
with this placement to develop
my understanding further.
TPA Goal Setter and Personal
Learning Plan:
Completing this document
showcases my ability to identify
learning areas and plans for how
to improve within each area.
PERS Report & Interim Review:
These 2 documents showcase
and demonstrate my ability
within this area.
Tarneisha Lind
Evidence I Need to Gather
Written feedback:
Obtain written feedback on
my ability to report on child
achievement, through
observations, summative
assessments?
Participate in all sites-based
learning programs:
Attend all staff meeting and
training days, I also wish to
contribute where possible.
Student ID: 2201968
Plan of Action
Mentor Conversations:
Discuss and document how reports
are conducted within a ELC
setting.
Mentor/Liaison Conversations:
Regular conversations with
mentor teacher and liaison to
discuss teaching, lesson plans and
observed child development in
relation to the APST domains and
standards.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
6.2
Engage in professional
learning and improve
practice
Understand the relevant
and appropriate sources of
professional learning for
teachers.
6.3
Engage with Colleagues
and improve practice Seek
and apply constructive
feedback from supervisors
and teachers to improve
teaching practices.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
PERS Report & Interim Review: Participate in all sites-based Participate in all sites-based
These 2 documents showcase learning programs: learning programs:
Attend all staff meeting and Attend all staff meeting and
and demonstrate my ability
within this area. training days, I also wish to training days, I also wish to
contribute where possible. contribute where possible.
Participated in all sites-based
learning programs:
Attended all staff meeting and
training days, I also contributed
where possible.
PERS Report & Interim Review: Written mentor feedback: Mentor Conversations:
These 2 documents showcase Ask mentor teacher for written Discuss areas I have done well in
and demonstrate my ability feedback regarding my ability to and areas which require
within this area. engage with colleagues and improvement, have these
improve practice conversations daily if possible.
Participated in all sites-based
learning programs:
Attended all staff meeting and
training days, I also contributed
where possible.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
6.4
Apply professional
learning and improve
student learning
Demonstrate an
understanding of the
rationale for continued
professional learning and
the implications for
improved student learning.
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses
University Studies:
Applied any relevant
knowledge from content taught
within topics studied.
Further Research and additional
PD developments:
I have gone beyond the
university topics and continued
to develop my abilities within
many areas.
Tarneisha Lind
Evidence I Need to Gather
Participate in all sites-based
learning programs:
Attend all staff meeting and
training days, I also wish to
contribute where possible.
Student ID: 2201968
Plan of Action
Participate in all sites-based
learning programs:
Attend all staff meeting and
training days, I also wish to
contribute where possible.
Mentor Discussions:
Engage in conversations
about what additional
professional practice I can
engage with to strengthen my
ability within this standard.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
7.1
Meet professional ethics
and responsibilities
Understand and apply
the key principles
described in codes of
ethics and conduct for
the teaching profession.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Communications with
Referencing unit plan ideas Referencing unit plan ideas
parents/caregivers/children: when needed: when needed:
Showing and providing
permission to utillise information, Accurately reference and Accurately reference and
observations, work samples and annotate lesson plans which annotate lesson plans which give
assessments where needed. give credit to ideas which are credit to ideas which are not my
not my own. own.
Ensuring all policies are
adhered too:
During all my placements I
have strived to maintain
professionalism and meet the
code of ethics responsibilities.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
7.2
Comply with legislative,
administrative and
organisational
requirements Understand
the relevant legislative,
administrative
and organisational policies
and processes required for
teachers according to
school stage.
7.3
Engage with the parents/
carers
Understand strategies for
working effectively,
sensitively and
confidentially with
parents/ carers.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
PERS Report & Interim Review:
Teaching and Learning Plans: Teaching and Learning Plans:
These 2 documents showcase
and demonstrate my ability Create plans which clearly Create plans which clearly
within this area. evidence the applications of evidence the applications of
required documents and polices required documents and polices
Introduction Letter: Lesson plans: Communication via the site
Conduct and document lesson Kindy-hub platform:
I have provided an
plans which are informed from Engage in conversations and
introduction letter to all
parental discussions about their report on children day using
placement sites and made a
children [interests/learning goal the online platform. I view this
conscious effort to speak with
etc..] as beneficial to my teaching as
as many parents as possible
and involved them within my it is a practice I will be using
throughout any teaching role.
planning.
Mentor Conversations:
Communications [online and Engage in discussions about how
in person]: to communicate with parents
On all my placements I have and the different strategies used.
engaged in conversations with
parents/caregivers during pick
up and drop off times. I have
TPA: Assessment Task 1 – Professional Learning Plan Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
also used the online
communication platforms to
further communicate where
needed, especially during
COVID times.
 TPA: Assessment Task 1 – Professional Learning Plan
Standards
7.4
Engage with professional
teaching networks and
broader communities
Understand the role of
external professionals and
community representatives
in broadening teachers’
professional knowledge
and practice.
Tarneisha Lind Student ID: 2201968
BLUE: Graduate level /// PURPLE: Evidence required
Evidence I Posses Evidence I Need to Gather Plan of Action
Communicating with other Communications: Communications:
Sites:
Evidencing interactions with Evidencing interactions with
During my third-year
placement I assisted my external professionals to external professionals to
mentor teacher in grouping develop a deeper develop a deeper
children who will be leaving understanding of how to understanding of how to
Kindy into school the following effectively maintain effectively maintain
year. I was involved with professional teaching professional teaching
transition days and relationships with external relationships with external
communicating with the Kindy members of the community. members of the community.
educators.
Attending PD days:
During my placements I have
attended PD days the school
held which allowed me to
interact with a wide range of
educators and community
members.
Work:
At work I have reached out to
community members to
orgainse events and
maintained the upmost
professionalism.