EPT241: Assignment 2: PROFESSIONAL EXPERIENCE - SMART GOALS

Teacher Education Student Name: ____________________________ Due (via EASTS) as part of Assessment Item Two

Giving consideration to your course work, the Evidence Guide for Graduate Teachers (also in Resources), feedback you have received, the progress
you have made in achieving the standards and focus areas of the Australian Professional Standards for Teachers, state the goals to which you intend
to give highest priority in this professional experience.

The goals must be completed and signed by your Subject Coordinator prior to the commencement of your placement.

These goals will form the basis of the initial negotiation with your Supervising Teacher at the commencement of placement and for feedback on your
teaching. They will be appropriately adjusted in collaboration with your supervising teacher and/or university liaison officer (ULO) in response to your
placement context.

As indicated in Assessment 2 in the Subject Outline, SMART Goals need to be Specific, Measurable, Achievable, Realistic, Time-framed. They
are expressed as outcomes, include sequenced achievement steps and examples of evidence to show you will have achieved each goal.

You need to discuss your goals with your supervising teacher and ULO at the commencement of your placement. This is a working document, so
negotiations with your Supervising Teacher at the commencement of placement or during mid-placement discussions may cause the initial goals,
indicators and actions to be varied in order to adapt to emerging needs and issues.
Goals: Indicators/Evidence: Actions:

1. Professional Knowledge - Share goal with ST

Focus area: Know students and
how they learn.
1.1 Physical, social and
intellectual development and
characteristics of students.
Descriptor: Demonstrate
knowledge and understanding of
physical, social and intellectual
development and characteristics
Collate information from supervising teacher
on students. Including specific student learning
plans, progress reports, any other information
that should be noted that may affect a student’s
learning abilities.
Create student profiles, highlighting students’
individual needs (social, physical and
intellectual).
Select resources to support the various
- Discuss with ST the learning needs of students within
the classroom.
- Observe student / teacher interaction and collect student
profile information, student learning plans if applicable
and any other relevant resources.
- Select specific student learning requirements or needs,
research and plan potential teaching strategies to
accommodate for the diverse learners.
- Implement and imbed my findings in lesson plans.
- Successfully teach the lesson, and reflect on the
effectiveness of the strategies.
of students and how these may
affect learning.
Goal:
By the end of Week 1, I will have
created student profiles for all
students, outlining specific needs
and characteristics, I will have
collated information from
colleagues about specific teaching
strategies and will use this
information to provide quality and
diverse learning opportunities to
students, and implement
appropriate teaching techniques
and strategies in my lessons.
2. Professional Practice
Focus area: Assess, provide
feedback and report on student
learning.
5.1 Assess student learning.
Descriptor:
Demonstrate understanding of
assessment strategies, including
informal and formal diagnostic,
intellectual levels, interests and learning styles
of students, as well as students with learning
difficulties.
Annotate conversations with supervising
teachers and colleagues that may assist in
selecting appropriate teaching strategies.
Analysis of successful teaching lessons and the
strategies used.
Examples of student work resulting from
various assessment strategies developed by the
teacher
Notes from observation of teacher relating to
use of assessment strategies
Teacher’s analysis of a sample of student work
that recognises diagnostic information to be
used.
Notes from evaluation of lesson/s showing
During Week 1.
Create a student profile portfolio, containing general
information from which I can build on.
Including:
- Name, DOB, ethnicity ect.
- Any social, intellectual or physical characteristics that
may affect the students learning.
- Notes and annotations of student’s character, friends,
attitudes in and out of the classroom.
- Examples of past student work relevant to current
teaching area / practice.
- Research and collate resources on how specific and
diverse needs can be catered for the in the classroom,
build on student portfolio by doing this.
Following Weeks:
Continue to research and collate resources on how specific and
diverse needs can be catered for the in the classroom.
Implement my findings into my lesson plans throughout my
placement.
- Share goal with DT.
- Discuss goal with ST.
- Observe ST use of diagnostic and informal assessment.
- Collect examples of past assessments use.
- Select appropriate assessment strategies, and discuss
with ST.
- Implement the use of the assessment strategy and
analyse the results of the assessment for each student.
- Use the findings of the assessment to adapt and imbed
specific teaching focuses to improve student
understanding.
- Teach the adapted lesson.
formative and summative
approaches to assess student
learning.
Goal:
By the end of Week 4, I will have
implemented 3 diagnostic or
informal assessment techniques in
order to assess student
understanding and progress. I will
use these assessment strategies to
help identify students current
knowledge / understanding, their
capabilities and to clarify potential
misconceptions, and thereby adapt
my teaching strategies
accordingly.
3. Professional Engagement
Focus area: Engage in
informal assessment information gathered.
Previous or planned class assessment schedule
showing range of assessment strategies with
analysis of expected use.
Assessment plans, tasks, marking criteria or
rubrics, student work samples and examples of
provided feedback that reference
curriculum/unit outcomes or objectives.
Participation in online discussions, online
courses, blogs and other virtual professional
- Reflect on effectiveness of assessment strategy and
adapted lesson.
Week 1.
- Observe supervising teachers use of assessment
strategies.
- Take notes and collate resources the supervising
teacher uses as assessment strategies.
- Engage in conversations about assessment strategies
and take notes.
- Use the supervising teachers’ assessments to record
and analyse student understanding.
Week 2.
- Plan assessment approach, receive feedback from
supervising teacher.
- Undertake assessment of student understanding
(diagnostic or informal).
- Mark, record and analyse students’ knowledge and
understanding from the assessment resource. Note
strengths and weaknesses.
Week 3.
- By the end of week 3, I plan to have completed at least
two diagnostic or informal assessments, which have
been planned and approved alongside the supervising
teacher.
- Mark, record and analyse student understanding and
knowledge from the assessment resource. Note
strengths and weaknesses, and plan / provide
opportunities for student’s weaknesses.
- Share goal with ST
- Discuss with ST about my strengths and weaknesses
and ways to improve my practice.
professional learning. learning opportunities. Use printouts, - Apply feedback from ST in lessons.
screenshots, annotated notes as evidence. - Create notes during professional learning opportunities
6.3 Engage with colleagues and and partake in or witness professional development
improve practice. Engagement in regular constructive discussion activities.
with colleagues including feedback aimed at - Continually ask for feedback on my performance and
Seek and apply constructive supporting improvement in professional areas which require improvement.
feedback from supervisors and practice and annotation of teaching and learning - Seek feedback colleges and make notes during and after
teachers to improve teaching programs and/or unit/lesson plans accordingly. conversations, and reflect on feedback with/from ST
practices. - Self-reflect on own performance
Documented reflection on practice arising from
Goal: a professional discussion with a colleague.
By the end of my placement, I
will have regularly engaged with
ST to gain feedback on my
progress, identifying strengths and
weaknesses, and using this
engagement to further improve
my practice. I will also engage
professionally with colleagues and
seek feedback on particular
teaching practices. This will help
improve my teacher knowledge,
skills and practice, as well as
strengthen collegial relationships.

Reference:

Australian Institute of Teaching and School Leadership. (2014). Documentary evidence examples, Proficient teachers. AITSL. Melbourne.
https://www.aitsl.edu.au/docs/default-source/general/documentary_evidence_proficient_teachers.pdf?sfvrsn=d90ce33c_0
Teacher Education Student __________________________________ Date: ________________

Subject Coordinator: _______________________________________ Date: ________________

Supervising Teacher: _______________________________________ Date: ________________

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