Kyle Wragg 16017423 EDP 323 Assessment Two Task One

AITSL Graduate Standards

(Low)

10
(High)

Standard one title:

Know students and how they learn
1.1 Demonstrate knowledge and understanding of
physical, social and intellectual development and
characteristics of students and how these may affect
learning.

1.2 Demonstrate knowledge and understanding of

research into how students learn and the implications
for teaching.

1.3 Demonstrate knowledge of teaching strategies that

are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.

1.4 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.

1.5 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 Demonstrate broad knowledge and understanding of

legislative requirements and teaching strategies that

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

support participation and learning of students with

disability.
Standard two title:
Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.
2.2 Organise content into an effective learning and
teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge

to design learning sequences and lesson plans.

2.4 Demonstrate broad knowledge of, understanding of

and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages.

2.5 Know and understand literacy and numeracy teaching

strategies and their application in teaching areas.

2.6 Implement teaching strategies for using ICT to

expand curriculum learning opportunities for students.
Standard three title:

3.2 Plan lesson sequences using knowledge of student

learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

Plan for and implement effective teaching and

learning
3.1 Set learning goals that provide achievable challenges
for students of varying abilities and characteristics.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

3.5 Demonstrate a range of verbal and non-verbal

communication strategies to support student
engagement.

3.6 Demonstrate broad knowledge of strategies that can

be used to evaluate teaching programs to improve
student learning.

3.7 Describe a broad range of strategies for involving

parents/carers in the educative process.
Standard four title:

4.2 Demonstrate the capacity to organise classroom

activities and provide clear directions.

4.3 Demonstrate knowledge of practical approaches to

manage challenging behaviour.

4.4 Describe strategies that support students well-being

and safety working within school and/or system,
curriculum and legislative requirements.

4.5 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.

Create and maintain supportive and safe learning

environments
4.1 Identify strategies to support inclusive student
participation and engagement in classroom activities.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Standard five title:

Assess, provide feedback and report on student
learning
5.1 Demonstrate understanding of assessment strategies,
including informal and formal, diagnostic, formative and
summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of

providing timely and appropriate feedback to students
about their learning.

5.3 Demonstrate understanding of assessment

moderation and its application to support consistent
and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student

assessment data to evaluate student learning and
modify teaching practice.

5.5 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.
Standard six title:

6.1 Demonstrate an understanding of the role of the

National Professional Standards for Teachers in
identifying professional learning needs.
6.2 Understand the relevant and appropriate sources of
professional learning for teachers.

6.3 Seek and apply constructive feedback from

supervisors and teachers to improve teaching
practices.

Engage in professional learning

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

7.1 Understand and apply the key principles described in

codes of ethics and conduct for the teaching
profession.

7.2 Understand the relevant legislative, administrative

and organisational policies and processes required for
teachers according to school stage.
7.3 Understand strategies for working effectively,
sensitively and confidentially with parents/carers.

7.4 Understand the role of external professionals and

community representatives in broadening teachers
professional knowledge and practice.

6.4 Demonstrate an understanding of the rationale for

continued professional learning and the implications
for improved student learning.
Standard seven title:
Engage professionally with colleagues,
parents/carers and the community

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Duration of Section 1: AITSL Graduate

Goal
Standard

My goals for this aspect:

Actions to develop my
capability:

Indicators of success:
What will you/others see if
your goal is achieved?

By the end of my 1st year of

teaching within the
classroom, I will be able to
not only utlise but develop
key working relationships with
internal and external
stakeholders (E.g.
Parents/carers, key learning
area specialists, social
workers) to ensure my
teaching practice is at a
professional level, that will
foster the learning, wellbeing
and involvement of each
student.

(Long
Term/Short
Term)
Long Term

7.4 Understand the role of

external professionals and
community representatives in
broadening teachers
professional knowledge and
practice.

Identify the learning

needs and goals of each
student whilst on prac
(Short term).
Identify, observe and
collect the necessary
procedures regarding
children that need
additional support or
assistance (Short term).
Develop a working
rapport with
parents/carers within the
school community
Encourage parent/carer
involvement within the
classroom
Set and encourage home
and classroom goals.
Active communication
between parents/carers,
supervisor/mentor staff,
colleagues and key
learning area specialists.
Identify, observe and
record learning
behavioural difficulties of
students for possible
specialist referral.

Active involvement of
parent/carers within the
classroom and learning
environment.
Classroom and home
learning goals are being
met.
Implementation and
cohesion within the
classroom and learning
environment of students
who need Individual
Education Plans.
Clear lines of
understanding and
communication between
internal and external
stakeholders.
Maintaining professional
practice within the
classroom at all times
Positive enforcement,
encouragement and
feedback from
colleagues, supervisor
and superior teachers.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Short Term

5.5 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.

By the end of this study

period, I will employ a range
of reporting and feedback
strategies suited to students
and parents/carers to
successfully track the
learning of each student.

Development of
Individual Educational
learning plans.
- Observe, strategise
and identify with
mentor and
supervising teacher
current ways in which
they record and track
student learning and
its interpretation for
parent/carers.
- Research, view and
access a range of
record keeping
resources and
strategies (online and
printed mediums) and
ways this information
is provided to
parents/carers.
- Collaborate, combine
and adapt findings on
record keeping
strategies to identify
and create a suitable
and efficient way to
maintain accurate and
reliable method of
keeping records of
student learning and
achievement.
- Seek feedback from
supervising and
mentor teacher on
developed way of
recording student

The effectiveness and

ease of providing
accurate and reliable
reported information
to both parent/carers
and students.
The ability to analyse
and interpret data and
records of student
achievement for the
whole class and
individual students.
Constructive feedback
sought from mentor
and supervising
teachers.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

learning and
achievement.
Long and
Short Term

4.3 Demonstrate knowledge

of practical approaches to
manage challenging
behaviour.

By the end of this study

period and throughout my
teaching career, I will create
effective behavior
management plans to cater
for all students within the
classroom. Effective behavior
management plans in
practice will aim to encourage
and promote student and
classroom learning, whilst
also recognising that each
child is an individual and a
range of strategies may need
to be used to deal with
challenging or disruptive
behaviour.

Research, plan and

practice a range of
positive behaviour
management plans
and strategies.
Recognise the need
or demand of
individual behavioural
management plans.
Evaluate personally
developed behaviour
management
strategies and its
effectiveness within
the classroom.
Research and gain
professional
development on a
range of behavioural
management theories
and strategise their
use for classroom
application.
Observe a range of
different behavioural
management plans in
practice within the
classroom and school
environment.
Seek constructive
explicit feedback from
colleagues, mentor
and supervising
teachers of behaviour
management plans

Understanding the
need for effective
behaviour
management
strategies within the
classroom
The ability to cater to
individual student
behaviour
management plans.
Implementation of a
variety of behaviour
management
strategies to suit the
needs of the
classroom, students
and whole school
community.
Implementation of a
behaviour
management plan that
recognises both
challenging and nonchallenging
behaviours.
Positive and
constructive feedback
sought from
mentor/supervising
teacher and
colleagues.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Short Term

6.3 Seek and apply

constructive feedback from
supervisors and teachers to
improve teaching practices.

By the end of this study

period, I will seek and apply
constructive feedback in
various forms (written, face to
face) from supervisors and
teachers to improve the
implementation and delivery
of my teaching strategies and
lessons.

Short and
Long Term

5.2 Demonstrate an
understanding of the purpose

By the end of this study

period and throughout my

developed and put in

practice.
Provide mentor and
supervising teachers
with sequentially
planned lessons no
later than 24hours
prior to the delivery to
the class.
Seek feedback on pre
prepared lessons, so
any necessary
adjustments can be
made to better suit the
needs of the learners.
Incorporate and
include a range of
activities that cater to
the diversity of
students within the
classroom.
Provide teachers with
a feedback criteria to
which each lesson
can be measured
against.
Utlise the feedback
provided to readily
prepare and
accommodate for any
necessary
adjustments or
change to areas that
may need further
attention.
Observe mentor and
supervising teachers

Utilising the
constructive feedback
to prepare lessons
that target any area/s
of weakness
The constructive use
of mentor and
supervising teacher
feedback forms.
Preparing and
delivering lessons that
cater to the diversity
of all students within
the classroom.
Utlise and implement
the strategies
suggested through
feedback from mentor
and supervising
teacher.

Increased student
learning and

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

of providing timely and

appropriate feedback to
students about their learning.

Duration of Section 1: BrITE Modules

Goal

teaching career I will

recognise the importance of
appropriate constructive
feedback and deliver it within
a timely manner.

My goals for this aspect:

use of feedback within

the classroom
- Observe and conduct
research (online
resources, teaching
texts) of appropriate
ways to deliver
feedback.
- Develop differentiated
ways of
communicating
feedback to students
through verbal cues,
non-verbal cues and
in written form.
- Identify the optimal
timeframe to provide
students with
feedback.
Actions to develop my
capability:

(Long
Term/Short
Term)
Short Term

Relationships: Maintaining
supportive relationships

By the end of this study

period, I will maintain and
develop supportive
relationships on both a
professional and personal
level with co-workers, family,
friends and
supervising/mentor teaching
staff.

Develop a rapport and

working relationship
with mentor and
supervising teacher.
Work towards
established goals
within the school and
classroom
environment.
Communicate
effectively with

application of tasks
presented to them.
Increased incentive of
student attention to
receive positive and
sequential feedback.
Providing feedback to
students and
observing how it
enhances and
contributes to their
learning.
Positive and
constructive feedback
sourced from mentor
and supervising
teachers.

Indicators of success:
What will you/others see if
your goal is achieved?

Increased network of
established working
relationships with coworkers, mentor and
supervising teachers.
Cohesion and sense
of belonging within the
classroom and school
environment
The ability to
communicate

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

mentor/supervising
teachers and other
staff members through
a variety of mediums
including face to face
contact, email and
telephone
conversations.
Participate in
discussions with other
integral staff members
within the school or
organisation.
Provide an
introduction to both
the students and
parents of the
classroom.
Provide the
oppourtunity for
rapport to be
developed through a
range of questioning
techniques.
Volunteer to
participate in
extracurricular
activities that will
establish new
relationships with both
internal and external
stakeholders.
Maintain current
communication with
family and friends
through sources of
face to face,

effectively to a range
of stakeholders within
the school
environment including
students and
parent/carers.
Maintained supportive
personal relationships
throughout periods of
study, professional
experience and
graduate employment.
Continued supportive
personal network of
family and friends
through the
scheduling of regular
down time from
professional
experience, study and
graduate employment.
Continued interest
and positive feedback
sought from
professional and
personal networks.

Kyle Wragg 16017423 EDP 323 Assessment Two Task One

Short Term

Wellbeing: Personal
wellbeing

By the end of this study

period, I will develop a
healthy work, study and
personal life balance that
incorporates a range of
exercise, healthy eating,
sleep and socialization to
promote my personal
wellbeing.

telephone and social

media.
- Planning and
managing time
effectively to allow for
developed supportive
relationships to
continue.
Create and keep to a day
planner (diary) to ensure
daily tasks and
requirements are being
met
Prioritise work and
personal life in
accordance to their
importance (Time
management).
Incorporate a range of
healthy eating and
exercise techniques.
Schedule and allocate
regular catch up time with
friends and family.
Ensure adequate sleep
time is allocated per night
Access, research and
develop a meditation
technique to enable
stress levels to be
managed.
Discuss and
communicate feelings
with peers, co-workers,
friends and family.

Stress levels controlled

and kept to a minimum.
Stress levels managed
through meditation or
regular breaks.
Adequate and effective
time management
strategies to ensure all
tasks are completed.
Maintaining the balance
between work and
personal life.
Increased personal
feeling of self-worth and
wellbeing.
Positive recognition from
peers, co-workers, family
and friends.