Organisational chart: Linking Evidence to Australian Professional Standards for Teachers
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
FOCUS AREA
Physical, social and
intellectual development and
characteristics of students
Understand how students
learn
Students with diverse
linguistic, cultural, religious
and
socioeconomic backgrounds
Strategies for teaching
Aboriginal and Torres Strait
Islander students
Differentiate teaching to
meet the specific learning
PROFESSIONAL KNOWLEDGE
needs of students across the
full range of abilities
Strategies to support full
participation of students with
disability
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
FOCUS AREA
Content and teaching
strategies of the teaching
area
Content selection and
organisation
Curriculum, assessment and
reporting
Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
Literacy and numeracy
strategies
Information and
Communication
Technology (ICT)
PROFESIONAL PRACTICE
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
FOCUS AREA
Establish challenging learning
goals
Plan, structure and sequence
learning programs
Use teaching strategies
Select and use resources
Use effective classroom
Descriptor (graduate level) Evidence sample
1.1 Demonstrate knowledge and understanding of physical, EED 308 Assignment 1
social and intellectual development and characteristics
of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research EEA 202 Assignment 1
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 EEP 306 Assignment 1
impact of culture, cultural identity and linguistic PowerPoint on Aboriginal
background on the and Torres Strait Islander
education of students from Aboriginal and Torres Strait studies
Islander
backgrounds
1.5 Demonstrate knowledge and understanding of strategies - Feedback sheet
for from lesson
differentiating teaching to meet the specific learning - Professional
needs of Experience Report
students across the full range of abilities
- Lesson Plan
1.6 Demonstrate broad knowledge and understanding of
legislative requirements and teaching strategies that
support
participation and learning of students with disability.
Descriptor (graduate level) Evidence sample
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 Daily lesson plans during
sequence placement
2.3 Use curriculum, assessment and reporting knowledge to - Medieval Europe
design learning sequences and lesson plans Assessment
(placement)
- English CAT task
(placement
2.4 Demonstrate broad knowledge of, understanding of and EEP 306 Assignment 1
respect for Aboriginal and Torres Strait Islander histories, PowerPoint on Aboriginal
cultures and languages and Torres Strait Islander
studies
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 Feedback sheets
curriculum learning opportunities for students
Descriptor (graduate level) Evidence sample
3.1 Set learning goals that provide achievable challenges for Teaching goals
students of varying abilities and characteristics
3.2 Plan lesson sequences using knowledge of student Feedback sheets
learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies Feedback sheets
identifying the use of
various teaching and
learning strategies
3.4 Demonstrate knowledge of a range of resources, - Historical figures
including ICT, that engage students in their learning of the church
lesson plan
- Kahoot quizzes
3.5 Demonstrate a range of verbal and nonverbal
 Organisational chart: Linking Evidence to Australian Professional Standards for Teachers
communication
Evaluate and improve
teaching programs
Engage parents/carers in the
educative process
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
FOCUS AREA
Support student participation
Manage classroom activities
Manage challenging
behaviour
Maintain student safety
Use ICT safely, responsibly
and
ethically
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
FOCUS AREA
Assess student learning
Provide feedback to students
on their learning
Make consistent an
comparable
judgements
Interpret student data
Report on student
achievement
PROFESSIONAL ENGAGEMENT
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
FOCUS AREA
Identify and plan professional
learning needs
Engage in professional
learning
and improve practice
Engage with colleagues and
improve practice
Apply professional learning
and improve student learning
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
Descriptor (graduate level) Evidence sample
4.1 Identify strategies to support inclusive student
participation and
engagement in classroom activities
4.2 Demonstrate the capacity to organise classroom Feedback Sheets reviewing
activities and my lessons during
provide clear directions placement
4.3 Demonstrate knowledge of practical approaches to EEA 202 Assignment 2
manage challenging behaviour
4.4 Describe strategies that support students wellbeing and - Feedback sheets
safety - Professional
working within school and/or system, curriculum and Experience Report
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.
Descriptor (graduate level) Evidence sample
5.1 Demonstrate understanding of assessment strategies, Assessment marking
including informal and formal, diagnostic, formative and during placements
summative approaches to assess student learning
5.2 Demonstrate an understanding of the purpose of Feedback sheets indicating
providing the providing of feedback
timely and appropriate feedback to students about their to students in a variety of
learning ways
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 Assessment reporting and
reporting to students and parents/carers and the marking for students
purpose of keeping accurate and reliable records of
student achievement
Descriptor (graduate level) Evidence sample
6.1 Demonstrate an understanding of the role of the Teaching goals set prior to
National Professional Standards for Teachers in each placement
identifying professional
learning needs.
6.2 Understand the relevant and appropriate sources of Engaging in professional
professional learning for teachers. learning and suggestions
from my supervising
teachers was identified as
one of my strengths on my
Professional Experience
Report
6.3 Seek and apply constructive feedback from supervisors Noted on my Professional
and Experience Reports and
teachers to improve teaching practices feedback sheets during
placement
6.4 Demonstrate an understanding of the rationale for Professional Experience
continued Report
professional learning and the implications for improved
student
learning
Organisational chart: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample

Meet professional ethics and
responsibilities
Comply with legislative,
administrative and
organisational requirements
Engage with the
parents/carers
Engage with professional
teaching networks and
broader
communities
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 Briefly noted in stage
organisational policies and processes required for based assessment tasks
teachers according to school stage. such as EMH 441 & 442
7.3 Understand strategies for working effectively, sensitively Introduction letter home to
and parents at the beginning of
confidentially with parents/carers each placement
7.4 Understand the role of external professionals and
community
representatives in broadening teachers professional
knowledge
and practice

Evidence is suitable and annotation is complete

Evidence partially meets requirements but could be better

Evidence needs collecting and annotation needs writing