EPT241: Assignment 2: PROFESSIONAL EXPERIENCE - SMART GOALS
Teacher Education Student Name: Claudia Mckimmie
Goals:
Specific, Measurable, Achievable,
Realistic; Time-framed.
1. Professional Knowledge
Focus area:
1.6- Strategies to support full
participation of students with
disabilities
Descriptor:
Demonstrate broad knowledge and
understanding of legislative
requirements and teaching strategies
that support participation and
learning of students with disability.
Goal:
By the end of week 4, I will plan and
execute lessons that cater for 3
students with individual learning
needs/plans. In supporting full
participation of these students, I will
differentiate my planning and
teaching of lessons by providing
additional resources tailored to make
the learning accessible for students
with individual learning needs.
2. Professional Practice
Focus area:
3.2- Plan, structure and sequence
learning programs
Descriptor:
Plan lesson sequences using
knowledge of student learning,
content, and effective teaching
Due (via EASTS) as part of Assessment Item Two
Indicators/Evidence:
Observable evidence you will have to show you achieved
the goal
- Class profile identifying students individual
learning needs
- Create a list of things to consider when
planning a lesson with identified student
disabilities
- Copies of lesson plans with clear
differentiation strategies to cater for a range
of disabilities
- Notes from discussion with student aides
and Supervising Teacher on ability to plan
and differentiate to include students with
disabilities.
- Copies of differentiated resources that are
practical for a range of students with
disabilities
- Copies of lesson plans that clearly structure
the sequence of learning activities and
highlight how students are going to
transition between these activities.
- Images of resource organisation to aide
smooth transitions between activities
- Develop class profiles highlighting the
routine/structural needs of the class.
Actions:
Sequenced steps describing the actions you will take as you work towards
achieving the goal.
(Please include a time frame such as: Week 1, Week 2 etc…)
- In week 1 discuss goal with supervising teacher
- In week 1 discuss students individual learning needs and
how to cater for their needs to enhance participation in class
- By the end of week 2, prepare a list of things to consider
when planning a lesson with students with individual learning
needs/plans
- In weeks 3&4, imbed these considerations with planned
differentiation strategies into lesson plans
- In weeks 3&4, teach lesson with differentiation strategies
- In week 4, reflect on the effectiveness of these strategies to
support full participation of students with disabilities
- In week 1 discuss goal with supervising teacher
- In week 1, discuss with supervising teacher set
routines/structures already implemented in the classroom.
- In week 1&2, observe and take notes of supervising teachers
lesson structure and transition strategies.
- In week 3, plan additional transition strategies and implement
a variety of these strategies in lessons to determine which
ones work best for certain classes.
strategies.
Goal:
By the end of week 4, I will plan and
implement 8 well-structured,
organised lessons that promote
smooth transitions between physical
education activities to enhance
student learning and engagement.
3. Professional Engagement
Focus area:
6.3- Engage with colleagues and
improve practice
Descriptor:
Seek and apply constructive
feedback from supervisors and
teachers to improve teaching
practices.
Goal:
By the end of week 2, I will have
gained written and verbal feedback
from my supervising teacher on my
ability to use effective
communication in the classroom. I
will then use this feedback to plan
and refine lessons in weeks 3 and
4 and evidence my growth in
communicating effectively with
students based on my supervising
teacher’s feedback.
Other aims you may have for the professional experience:
Teacher Education Student __________________________________
- Record the time taken for students to
transition between activities using different
transition strategies.
- Teacher feedback sheets
- Self-reflection book completed at the end of
each lesson addressing what worked well
and areas for further improvement
suggested by supervising teacher
- Re-worked lesson plans highlighting
changes for improvement based on
supervising teacher’s feedback
- Voice recording of supervising teacher
feedback with evaluation of my ability to use
effective communication strategies to
support students understanding,
participation and engagement.
Date: ________________
- In week 3, discuss the effectiveness of these strategies in
enhancing students’ learning and engagement.
- In week 4, use effective strategies discussed with supervising
teacher to sequence 8 well-structured, organised lessons
that promote smooth transitions between activities.
- In week 1 discuss goal with supervising teacher
- At the end of week 2, complete a post observation meeting
and discussion with supervising teacher and colleagues to
gain feedback on the effectiveness of my communication
strategies from the first 2 weeks. This will enable me to
identify additional areas for improvement in the second half
of placement.
- At the end of week 2, combine notes from lessons following
discussion with supervising teacher.
- In week 3, discuss re-worked lesson plans with my
supervising teacher in particular changes to communication
strategies that were suggested to improve.
- In week 4, apply constructive feedback to my teaching
practices and demonstrate this when teaching following
lessons.
Subject Coordinator: Mrs Stacey Jones Date: 16th August, 2022

Supervising Teacher: _______________________________________ Date: ________________

If any negotiated changes were made between Subject Coordinator sign-off and commencement of teaching, please note them here

EPT241 Assessment Task 1: MARKING CRITERIA AND STANDARDS

Criteria Satisfactory  Unsatisfactory

SMART Goals Goals link to the Australian Professional Standards for Goals do not adequately align with the AITSL standards or the
for Teachers (AITSL) and the learning needs of the teacher learning needs of the teacher education student.
Professional education student.
Experience Three specific and clear goals have not been identified, or goals
are clearly Three specific and clear goals have been identified, one each do not include one each from Professional Knowledge,
identified. from Professional Knowledge, Professional Practice and Professional Practice and Professional Engagement.
Professional Engagement.
Goals are not written in the SMART format.
Goals are written in the SMART format on the template
provided. Each goal does not include three or four sequenced action steps
and/or three
Each goal includes three or four sequenced action steps and appropriate examples of evidence which would demonstrate their
three appropriate examples of evidence which would achievement.
demonstrate their achievement.

Correct General competency with academic conventions. Spelling, Lack of academic conventions with marked problems with
spelling, grammar and punctuation demonstrate a professional spelling, grammar and punctuation that disrupt the meaning of the
grammar standard. text.
and
punctuation

Markers Comments: 

Claudia,

Very well considered goals that align well with the standards you have chosen. Thank you for your clear adherence to the SMART format and for
submitting comprehensive goals with serious consideration of the relevant action steps and evidence required to achieve and measure them.

It is clear you are very keen to complete your placement and I wish you the very best in your teaching endeavours this Semester!

Stacey Jones August 2022