Goal Setting Planner

Evidence
Evidence Plan
Standards I possess I Need to of

Gather action

1.1
• Written observations
Physical, social • Gather further evidence • Differentiate for the students
• Observing and talking to
and intellectual of the student’s in the class to nd
the students
development and achievements strategies improve
• Conversations with the
characteristics of outcomes for the lower,
mentor. • Find out more about
students middle and higher
• Individual data what effects student
Demonstrates performing students and
• Naplan results learning.
knowledge and students with a disability.
• Whole class data
understanding of • Read more and analyse
• Noting which students • Select tness activities
physical, social and the students results.
work well together and which cater for all students’
intellectual
which do not. abilities.
development and
• Understanding that some
characteristics of
students are more active
students and how
and have range of
these may affect physical abilities.
learning • PAT tests

1.2 • Pedagogies and teaching • Gather, read and compile • I need to identify how can
strategies. more teaching strategies these strategies be used
Understand how
• Collection of written and philosophies that can in the class?
students learn.
lesson plans that show be implemented. •
Demonstrate
the many teaching • Read more about • Improve and re ne these
knowledge and
strategies that are used constructivism. strategies to t my class
understanding of
for varying abilities. • Read more about visual context.
research into how • Differentiate based on a
• Strategies my mentor learning.
students learn and students strengths and
implements as well as
the implications of needs.
strategies I learnt from
teaching. •
Flinders University.
• Have read- Piaget,
Vygotsky, Gardner, Freier,
Dewey, Rogers,
Montessori and others.
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1.3 • I have previously worked • Individual Learning plans • Have more discussions
with a number of students the school has implemented with my mentor.
Students with
from a diverse variety of for students in the class. •
diverse,
backgrounds. • Included material in the
linguistic,
lessons which is relevant
cultural, • I have talked with each to the students.
religious and student and started to •
socio- economic foster positive • Address biases and
backgrounds relationships with the stereotypes.
Demonstrate students over the planning
knowledge of days.
teaching
• I have looked through the
strategies that are
students bookwork to
responsive to the
identify strengths and
learning strengths
weaknesses.
and needs of
students from
diverse linguistic,
cultural religious
and socio-
economic
backgrounds.

1.4 • I have discussed with my • More information • Include material in

mentor and helped create regarding how best to lessons which involve
Strategies for
an ILP for one ATSIC teach Aboriginal and indigenous perspectives.
teaching Aboriginal
student. Torres Strait Islanders • Discuss more strategies
and Torres Strait
students. with mentor teacher.
Islander Students. • An understanding of the
• Implement indigenous
Demonstrate broad many different cultural and perspectives and
knowledge and linguistic backgrounds of materials to progress
understanding of the indigenous students. towards reconciliation.
impact of culture,
cultural identity and
linguistic background
on the education of
students from
Aboriginal and Torres
Strait Islander
backgrounds.
 1.5 • Utilising different • I need to read more from a • Use Gardners theory
teaching strategies for variety of sources with regards about multiple
Differentiate
various students of to students with intellectual intelligences.
teaching to meet
varying needs. disabilities and nd what is the
the speci c • Have the students
• Whole class data and best course of action that suits
learning needs of use their different
Naplan results. the students in my class.
students across thinking hats to help
the range of • A list of students with
create a deeper
abilities. special needs
understanding.
Demonstrate including ASD.
knowledge and • Lesson plans which • Engage these (and
understanding of cater for these all) students and
strategies for students. make the topic
differentiating • An understanding of interesting.
teaching to meet their disability through
• Have discussions and
the speci c learning conversations on the
use explicit teaching.
needs of students planning days.
across the full
range of abilities.

1.6 • Mentor conversations • Legislative and school policy • Discuss strategies

requirements. with my mentor which
Strategies to • Conversations with
are the best to use to
support, full the students. • Read more about Universal
help students with a
participation of Design for Learning (USL)
• Their bookwork disability or
students with
behavourial problem.
disability. • Observations during • Provide visual aids or
Demonstrate broad planning days hands on activities.
knowledge and
• Inclusive education • Use peer Support:
understanding of
pair students with a
legislative
disability with more
requirements and
able students.
teaching strategies
• Modify some
that support
assessments.
participation and
learning of students
with disability.
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2.1 • I understand content and • Refresher of Blooms • Use Bloom’s Taxonomy
especially maths concepts Taxonomy. and encourage higher
Content and
how they should be • Refresher of Luke and order thinking.
teaching strategies
organised. Freebody’s Four • Incorporate technology
of the teaching
• I use strategies like Resources Model. when necessary.
area
lecture, inquiry-based • Relate lessons to real
Demonstrate
learning and problem world situations.
knowledge and
based learning. • Use explicit teaching
understanding of the
• I use discussion and • Grouping and pairing of
concepts, substance
higher order questioning. students.
and structure of the
• Vygotsky’s ZOPD
content and teaching
strategies of the
teaching area.

2.2 • Lesson sequencing, • Examples of lessons • Organise lessons so that

planning and timing. plans that focus on the they are clearer and better
Content
teaching sequence sequenced.
selection and • A term overview
Blooms or Four
organisation • Read feedback from
• Unit plans Resources Model.
Organise mentor teacher and reread
content into an • Lesson plans feedback from Flinders
effective learning University topics.
and teaching
sequence.

2.3 • Assessment tasks which I • Develop more suitable • Use the achievement
have created that are both success criteria for each standards in the
Curriculum,
formative and summative. lesson which has been Australian Curriculum for
assessment and
• I use the Achievement differentiated for some year 5 and 6 to tailor
reporting
standard from the students. summative and formative
Use curriculum and
Australian Curriculum and assessments to the
reporting knowledge
use backward design to classes needs in all
to design learning
plan assessments. topics.
sequences and
• Lesson plans which I have
lesson plans.
created by using the
Australian Curriculum and
incorporating IB school
standards.
2.4 • Government • Identify indigenous • Have a better
documents “Closing policies within the understanding indigenous
Understand and
the Gap: Engaging Australian Education culture.
respect
Indigenous Students System- which have
Aboriginal and
Through School worked and which have • Understand indigenous
Torres Strait
Based Health and not. mindsets.
Islander people to
Education”. • Support for indigenous
promote
lead initiatives • Be respectful of
reconciliation
• Pedagogy towards • Read more about the indigenous beliefs and
between
reconciliation. Indigenous Language practises.
Indigenous and
• A knowledge of and Cultural Curriculum • Incorporation indigenous
non-Indigenous
colonialism and its developed in the beliefs, culture and
Australians.
effects on indigenous Northern Territory. perspectives.
Demonstrate
broad people. • Build relationships with
knowledge • Aboriginal and Torres indigenous students by
of, Strait Islander action showing knowledge and
understandin plan. respect of their culture.
g of and
Torres Strait
Islander
histories,
cultures and
languages.

2.5 • Strategies to teach • Find more strategies that • Learn more strategies
literacy and will help students improve to improve literacy and
Literacy and
numeracy (problem their literacy and numeracy
numeracy
based learning, numeracy. • Use questioning
strategies
inquiry based strategies.
Know and
learning, • Use visual aids.
understand literacy
collaborative • Repeat each step
and numeracy
learning, active • Explicit teaching
teaching strategies
learning, • Use technology when
and their application
differentiated applicable.
in teaching areas.
instruction.)

• Gardner’s Multiple
literacies
• Bloom’s Taxonomy
• Luke and
Freebody’s Four
resource model.
• De Bono’s six
different thinking
hats.
2.6 • Inquire whether the students • Show the students how to
• Seesaw can have Final Cut Pro X correctly operate an iPad,
Information and including framing and editing
• Kahoot installed on their iPads.
Communication tips.
• Lesson plans involving ICT
Technology (ICT) •
• Google classrooms. • Find some more websites
Implement teaching • Explain to the student’s the
• Websites. which are educational and
strategies for using importance of Cyber safety .
• Safe Internet access. child friendly.
ICT to expand
• Safe use of technology.
curriculum learning • Ipads
opportunities for
students.

3.1 • Examples of differentiated • Make sure my success

• Challenging lesson plans. lesson plans and criteria aligns with the
Establish
• Lesson plans which include assessments. Australian Curriculum’s
challenging
learning the success criteria. achievement standards for
goals • Slides which show the each topic. These will align
Set learning goals success criteria so the with the learning goals which
that provide students can see it. have been set. These goals
achievable • Conversations with may need to be
challenges for students on goals they differentiated for some
students of want to achieve. students.
varying abilities
and
characteristics.
 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.
3.4
Select and use resource
Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning.
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• Lesson plans • More material with regards • Find activities which
which follow a to differentiation. students interact through
sequence. • More games for games- game based learning.
• Unit plans. based learning. • Find games which are
• Material on lesson inclusive.
planning. • Get feedback from my
• Material on mentor with regards to how
backwards design. my lessons are sequenced.
• A variety of • Read more on how and • Have more conversations
strategies, when to implement the with my mentor teacher.
which are various teaching strategies.
included in
lesson plans.
• Conversations
with my
mentor
teacher.
• Implemented a wide • Gather more resources and • Make use the class library.
range of ICT in my materials which are hands • Make use the school library.
lesson plans on. • De nitely make use of the
including • Find more internet schools’ resource room.
PowerPoints, resources.
media, video, online • Find internet sources that
applications, the students can research on
programs, digital their iPads.
communication and
interactive software.
 3.5 • Use a variety of • Find positive ways to • Find more strategies
communication strategies. encourage student
Use effective • Ask mentor for other
Verbal strategies like engagement.
classroom strategies
1-2-3 Waterfall, Focus • Find interesting topics to
communication
1-2, eyes on me. engage the students • Set rules that are clearly
Demonstrate a
• Clapping in rhyme I nd is attention. stated.
range of verbal
the best strategy. • Demonstrate good
and non-verbal
communication • Use non-verbal communication skills and
communication strategies etiquette.
strategies to
like maintaining eye
support student
contact. Or simply
engagement.
nodding or shaking the
head.

3.6 • Mentor feedback. • Student feedback • Create a survey for the

• Student work. • Gather feedback from my students to analyse my
Evaluate and
• Student bookwook. mentor to help improve my teaching practice to help
improve teaching
• Collect and analyse data. teaching. improve student
programs
• Conversations with the • Gather more ideas for learning.
Demonstrate broad
knowledge of students. formative assessment.
• Ask for feedback from
strategies that can be the students.
used to evaluate
teaching programs to • Engage in professional
improve student development courses.
learning. • Collaborate with
colleagues.

3.7 • I engaged with some of • Become more familiar • Engage with parents
parents on sports day with the feedback that picking up or
Engage parents/
during term 1. is given to parents dropping off children
carers in the
each week. to/from school.
education process • As well during the blue • Write a letter to the
Describe a broad light disco. parents explaining
range of strategies that I am a pre-
for involving parents/ service teacher and
carers in the give a list of my
educative process. strengths and goals
for the students.
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 4.1 • Create a positive • More visual aids • Create more lesson plans
classroom environment. that use visual aids.
Support • Educational programs
• Use differentiated
student related to technology. • Have a positive attitude
instruction.
participat and use positive
• I recognise student • Find more hands on
ion reinforcement.
contributions. activities which encourage
Identify
strategies active learning. • Use cooperative learning
to where the students work
support inclusive together in small groups.
student • Provide opportunities for
participation and student choice.
engagement in
classroom • Provide an opportunity to
activities. re ect on the task.

4.2 • Clearly stated • Ways to have effectively time • Provide clear and concise
classroom rules. management. instructions
Manage
• Explicit instruction. • Anchor activities
classroom • Repeat the instructions.
• Visual aids.
activities
• Sequenced lesson • Write the instructions
Demonstrate the
plans. down on a white board,
capacity to organise
• Step by step make a slide or give out
classroom activities
instructions. copies of the instructions
and provide clear
• Manipulatives. (depending on the task).
directions.
• Establish routines.

4.3 • Walking around the • Create a behaviour • Have more conversations

classroom making sure board. with my mentor regarding
Manage
that the students are all • Highlight behaviour to behaviour strategies.
challenging
engaged. the students.
behaviour • Use some of my mentor’s
• Read more about how to
Demonstrate • Conversations with the techniques to manage
manage challenging
knowledge of students. challenging behaviour.
behaviour.
practical approaches
• Conversations with my • More of an understanding of • Be successful at
to manage
mentor teacher. bad behaviour and how to implementing behaviour
challenging
negotiate the best outcome strategies.
behaviour. • Remind students every
for the student.
now and again about
• Combat negative behaviour
behaviour, to nip it in the
immediately.
bud before it happens.
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 4.4 • School policy • Learn more about other • Find out more about the
• Legislative requirements legislative requirements. school policy.
Maintain student
• Working with children • Read more about duty of • Implement Maslow’s
safety Describe
check care. Hierarchy of needs.
strategies that support
students’ wellbeing • RRAHN-EC Course • Create and maintain an
• Maslow’s Hierarchy of inclusive class
and safety working
Needs. environment.
within school and/or
system, curriculum
and legislative
requirements.

4.5 • Making sure students • Learn more about other • Find out more about
engage in safe ICT legislative requirements. the school policy.
Use ICT safely,
practices.
responsibly and • Explain to students
• Legislative requirements
ethically how to use ICT
Demonstrate an responsibly and
understanding of the safely.
relevant issues and
the strategies
available to support
the safe, responsible
and ethical use of
ICT in learning and
teaching.

5.1 • Previous NAPLAN results • Read more student • Gather more information
• Diagnostic tests reports regarding assessment to
Assess student
• Formative and summative • Gather more data on support student learning.
learning
assessments. student achievement.
Demonstrate
understanding of • Whole class data.
assessment • Whole school data.
strategies, including • Diagnostic tests.
informal and formal,
diagnostic, formative
and summative
approaches to
assess student
learning.

5.2 • Feedback that I • Gather more info regarding • Give more verbal feedback
have provided in the bene ts of feedback. to students.
Provide feedback to
the workbooks of
students on their • Learn more about • Give more written feedback
the students.
learning providing positive to the students.
Demonstrate an feedback.
• Verbal feedback
understanding of the
from the students. • Learn more about positive
purpose of providing
timely and and negative
appropriate feedback reinforcement.
to students about
their learning.
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 5.3 • Discussions with my • Collect more student • Gather more materials
mentor reports and discuss
Make consistent • Keep running records.
strategies with other
and comparable • Discussions with other
teachers. • Provide feedback.
judgements teachers
• Review and re ect.
Demonstrate • Use clear assessment
understanding of • Collaborative meetings with
criteria.
assessment other teachers.
moderation and its
application to support
consistent and
comparable
judgements of
student learning.

5.4 • Previous NAPLAN results. • Gather more student data. • Analyse the student data
• Diagnostic tests • Ask the mentor for more and identify steps which
Interpret student
• Formative and summative student data. need to be taken.
data Demonstrate
the capacity to assessments.
• Identify what the students
interpret student • Student data
already know.
assessment data • Whole class data
to evaluate • School data
student learning
and modify
teaching practice.
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5.5 • Use computer • Need to gather • Discuss with mentor what
based reporting to evidence of kind of feedback to give to
Report on student
parents. reporting to parents parents/carers.
achievement
records of student
Demonstrate
achievement.
understanding of a
• Evidence is posted
range of strategies
with the use of
for reporting to
technology so the
students and
parents can see
parents/carers and
student progress.
the purpose of
keeping accurate and
reliable records of
student achievement.

6.1 • This goal setting planner
is a good example of self
Identify and
assessment against the
plan
professional standards which helps to
learning improve my professional
needs practice.
Demonstrate an
• Feedback from my rst
understanding of the
placement assessed
role of the Australian
Professional
against the Australian
Standards for Professional standards
Teachers in for Teachers.
identifying • A personal philosophy for
professional learning teaching.
needs.
• An understanding that
the APST outlines the
knowledge, skills and
attributes a teacher
needs to have. These
attributes should
reviewed and assessed
to give the best
outcomes for the
students.
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• Identify profession learning
needs through mentor
feedback.
• Identify learning needs
through teacher
collaboration.
• Identify learning needs
through student feedback.
• Identify my own professional
learning needs.
• Use the goal setting planner
as a way to improve my
professional practice by
identifying where I need
further learning.
• Use the Australian
Professional standards for
Teachers as a framework
to help review my
pedagogical practice and
make sure it aligns with
Australian standards.
• Use feedback to improve
my teaching.
• Attend workshops and
seminars.
• Research and read more.
• Get feedback from my
mentor and other
colleagues.
• Engage in personal
development activities which
are related to the APST
focus areas.
• Keep reviewing and self
assessing my pedagogical
practice for better outcomes.
 6.2 • Professional Experience • Find accredited courses • Find a course where I
(Placement) - which will improve my can learn more about
Engage in
• Professional Experience teaching practice. ASD and Asperger’s
professional
planning days. syndrome.
learning and
improve • University degree • Watch more ted talks
practice • RRANH EC course. from teachers.
Understand the • First aid course. • Attend workshops and
relevant and seminars.
appropriate sources • Reading and research.
of professional
learning for
teachers.

6.3 • Mentor Feedback • Self re ection • Ask mentor for

• Placement reports • Student assessment/ constructive feedback
Engage with
• Feedback from university feedback after each lesson.
Colleagues and
lecturers.
improve practice • Collaborate with other
Seek and apply teachers.
constructive
feedback from • Watch more lessons of
supervisors and teachers from other
teachers to improve topics; science, music
teaching practices. and Japanese. Use them
as a model. Especially
with regards to behaviour
management.

6.4 • I keep up to date • Re ection on how to improve • Attend workshops

with the latest my teaching practice. To and seminars.
Apply
research improve student learning. • Keep up to date with
professional
techniques and • Feedback from my mentor the student’s
learning and
methods. teacher. changing needs.
improve student
• An understanding of • Adapt new
learning
the Australian technology and
Demonstrate an
Professional teaching methods.
understanding of
Standards for
the rationale for
Teachers.
continued
professional
learning and the
implications for
improved student
learning.
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 7.1 • Attributes: Integrity, • DHS reports. • Reread the code of ethics.
fairness, respect, • Pre- service teacher
Meet professional
responsibility, booklets.
ethics and
professionalism,
responsibilities
trustworthiness.
Understand and
apply the key
principles
described in codes
of ethics and
conduct for the
teaching
profession.

7.2 • Pre-service teacher • Reread and make sure I • Discussion with mentor
booklet. understand all the about any other
Comply with
• DHS reports. requirements. requirements.
legislative,
• LANTITE.
administrative • Have a discussion with
• Working with children
and my mentor and other
check.
organisational staff members.
• RRAHN training
requirements
• School policy
Understand the
• Police check
relevant
• Hand Hygiene.
legislative,
administrative
and organisational
policies and
processes required
for teachers
according to school
stage.

7.3 • I have spoken to some of • Need to gather more • Try to have a discussion
the parents at sports day, evidence and then have a with all parents regarding
Engage with the
but never gave any discussion with parents/ their child. Give weekly
parents/ carers
feedback regarding school carer. feedback where the
Understand
work. • Create a slide introducing student has improved and
strategies for
myself to the parents and needs improvement.
working effectively,
sensitively and carers. Establish goals over
con dentially with the next six weeks and send
parents/ carers. it out on Seesaw for the
parents to view.
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