2 There are seven standards that cover three teaching The Wellbeing Framework supports schools to create learning environments that enable students to be healthy, happy, engaged and successful. 4.2.2 What orderly and workable routines have been established and maintained to create an environment where student time is spent on learning tasks? 1.6.2 Which teaching activities have you designed and implemented that support the participation and learning of students with disability? Professional Standards for Teachers. You should collect multiple pieces of evidence for each of the APST, but can also use one item as evidence for several of the APST. Use support staff effectively in lessons. 4.3.2 What clear expectations have been established and negotiated with students? A piece of evidence can address multiple descriptors, Guide for reflection using teaching standards The reflective questions in this guide are based on the Australian Professional Standards for Teachers (the standards) and inform the Strong start great teachers (SSGT) induction and Reflection questions related to standard descriptors: 1.1.2 What teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics have you used to improve student learning? 7.4.2 Which professional and community networks and forums have you participated in to broaden knowledge and improve practice? Guide for reflection using the teaching standards (current webpage). It is highly recommended that you complete the Summary Record of Sources of Evidence document during the evaluation Board-certified teachers positively impact student learning. The Standards of Evidence are being applied by Master Teachers across Queensland and also schools funded through the Collaboration and Innovation Fund to generate evidence to share through The Evidence Hub. In the Solomon Islands, I participated in 2.2.2 Describe how content is organised into coherent, well sequenced learning and teaching programs. These examples are provided as a guide and illustration only, they are not prescriptive or exhaustive, nor are they the only means of evidencing for the Proficient career stage. graduate teacher panels and mental health first aid training. Standards for Professional Learning The State Board of Education has also adopted the Learning Forward Standards for Professional Learning as the guide for designing and deploying professional learning across the state.These standards were endorsed by the NC State Board of Education in October 2011. 6.2.2 What learning have you participated in to update knowledge and practice, targeted to your professional needs and school and/or system priorities? The GTPA is an authentic culminating assessment of preservice teachers competence in classroom practice assessed against the Graduate Teacher Standards (Australian Professional Standards for Teachers, AITSL, 2011). NSW Department of Education's information on curriculum taught in NSW schools, Aboriginal education and communities & personalised support. The TRBWA has developed a Guide to Evidencing the Professional Standards to assist teachers in collecting evidence to demonstrate that they meet the Standards at the Proficient Level. 3.1.2 How do you set explicit, challenging and achievable learning goals for all students? As a pre-service teacher you should reflect on these standards frequently and identify opportunities to develop or expand your proficiency across all three I know! These were endorsed by MCEECDYA in Edufolios is ALL about making your life easier when it comes to teacher portfolios. We believe that educators must help students consider their role in a diverse world, value individual differences, andespecially in times such as 2.6.2 What effective teaching strategies have you used to integrate ICT into learning and teaching programs to make selected content relevant and meaningful? Reflections, insights, experiences, successes, challenges, next steps: 2.1.2 Describe how you have applied knowledge of the content and teaching strategies of your teaching area to develop engaging teaching activities. Each of these will include the skills and knowledge needed for the 21st century teaching and learning. 4.4.2 Describe the school and/or system, curriculum and legislative requirements you have implemented to ensure students wellbeing and safety. The AfGT is designed to capture the sophisticated intellectual work of teaching and enable pre-service teachers to demonstrate the various ways How do you keep and use accurate and reliable records to assist the reporting process? 5.5.2 How do you report clearly, accurately and respectfully to students and parents/carers about student achievement? This document provides examples of evidence that may be used to provide insight Assessment Task 1 - Goal Setting (Planner for Meeting the 7 AITSL Standards for Graduate Teachers) Standards Evidence I Posses Evidence I Need to Gather Plan of Action 1.1 Physical, social and intellectual development and characteristics of students. Evidence Guide for the Proficient Teacher Standards Board of Studies, Teaching and Educational Standards June 2014 9 This section provides examples of evidence that commonly occur in teachers practice. Particularly learning about the Australian Professional Standards for Teachers. How do these activities address policy and legislative requirements? This document provides examples of evidence that may be used to provide insight into the effectiveness of teacher practice and inform growth. Operating an early childhood education service, What's happening in the early childhood education sector, Selective high schools and opportunity classes, Attendance matters resources for schools, Guide for reflection using teaching standards, Reflection questions using teaching standards, Beginning Teachers Support Funding Policy, Human Resource information for school teachers, Department-wide induction for new teachers, Department-wide induction for principals and school executive, record insights, experiences, successes and challenges. Assessment requirements? categories and evidence types may be used to demonstrate the achievement of the This evidence guide for the Graduate Teacher Standards is designed to help build the capacity of supervising teachers to make professional judgements by clarifying the meaning and signicance of each Graduate Teacher Standard descriptor. This list is not exhaustive and other categories and evidence types may be used to demonstrate the achievement of the Standards. Carolina Professional Teaching Standards are the basis for teacher preparation, teacher evaluation, and professional development. Copyright 2017, Australian Institute for Teaching and School Leadership, Other than in relation to third party expressions of opinion or views aired on this website, the views expressed on this website are solely those of the Board of the Australian Institute for Teaching and School Leadership Limited and not of any other party or organisation, Level 8, 440 Collins Street Melbourne VIC 3000 Information about NSW public education, including the school finder, high school enrolment, school safety, selective schools and opportunity classes. The Australian Institute for Teaching and School Leadership (AITSL) was formed in 2010 to finalise and validate the Australian Professional Standards for Teachers (the Standards) in order to promote excellence in the profession of teaching and school leadership across all Australian schools. We welcome your feedback and suggestions for improvement. It is a practical guide that develops from the conceptual to the produce previously unavailable evidence of graduate competence aligned with the Graduate Teacher Standards to contribute to a national evidence base to show the quality of teacher education programs. A teachers documentary evidence as a whole must not exceed 35 single-sided pages. We acknowledge the homelands of all Aboriginal people and pay our respect to Country. Recognizing that the ongoing evaluation and re-tooling of a successful gifted program is an evolutionary process, the NAGC Pre-K-Grade 12 Programming Standards detail a framework that focuses on student outcomes. Writing by teachers will be seen by colleagues, pupils and parents and, as such, it is important that a teachers writing reflects the high standards of accuracy their professional role demands. In completing the GTPA, preservice teachers demonstrate the complete planning, teaching COME AND JOIN! The Framework comprises the following key tools and resources, available from the Education Queensland website: grouped into common evidence types. 6.1.2 How have you used the Australian Professional Standards for Teachers and advice from colleagues to identify and plan your professional learning needs? The Documentary evidence examples provide detailed information regarding ways of evidencing the Standards at the Proficient career stage. Numeracy achievement? Learn more today. 3.5.2 How do you use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement? Graduate Teacher; Proficient Teacher; Highly Accomplished Teacher; Lead Teacher; We have adopted the Graduate and Proficient career stages for teacher registration and annual renewal. The evidence is clear. 6.3.2 How have you contributed to collegial discussions and applied constructive feedback from colleagues to improve professional knowledge and practice? 5.1.2 What informal and formal diagnostic, formative and summative assessment strategies have you developed, selected or used to assess student learning? The five CAEP Standards flow from these principles and the standards of evidence that define them are the backbone of There must be solid evidence that the providers educator staff have the capacity to create a culture of evidence and use it to maintain and enhance the quality of the professional programs they offer. Demonstrates knowledge and understanding of physical, social and They can be used by beginning teachers - and their supervisors and mentors/ coaches - across the first 2 years of their career to: The questions can provide a springboard for formulating and gathering evidence for the purposes of gaining accreditation at the proficient career stage. 1.4.2 What effective teaching strategies have you designed and implemented that are responsive to the local community, cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students? Australia, Highly Accomplished and Lead Teacher Network, Next steps in initial teacher education reform, Improved Professional Experience for ITE students, Understand the literacy and numeracy test, Aboriginal and Torres Strait Islander education. It should demonstrate achievement of each of the seven Standards and take account of each of the descriptors. Standards, provides periodic reports on its success in meeting those standards, and undergoes periodic reviews to demonstrate continued compliance. into the effectiveness of teacher practice and inform growth. I also include reflections on my teaching experiences. Please refer to the publications section of the TRBWA website for further information. You can start gathering your evidence at any time once you begin teaching. How do you comply with these? The examples are Selecting documentary evidence Teachers should work with their supervisor to select 5-8 items of Evidence for Sensitivity to Children's Learning. Wash your hands, cover your cough and stay home if youre sick. Standards for Teachers (Graduate career stage) and the requirements of the particular professional experience planning, teaching and assessing lessons and units of work based on the Australian and other approved curriculum as specified/required providing the supervising teacher with all planning, 1.2.2 How have you structured teaching programs using research and advice from colleagues about how students learn? See more ideas about Teachers standards, Teacher, Teaching standards. Beginning teachers may identify many areas of need early on in their induction process. National programming standards assist school districts in examining the quality of their programs and services for gifted learners. Australian Professional Standards for Teaching Standard 1: Know students and how they learn. The CAA operates within a set of core values that are used to guide decisions to ensure excellence in graduate education. Use what you know about your pupils to write clearly differentiated lesson plans that account for all needs. As beginning teachers - and their supervisors, mentors or coaches - reflect against the teaching standards during their induction, their areas of strength will increase as their needs decrease. The reflective questions in this guideare based on the Australian Professional Standards for Teachers (the standards) andinform the Strong start great teachers (SSGT) induction and accreditation processes. It can be really hard to get your teacher portfolio started. 3.3.2 Which relevant teaching strategies have you selected and used to develop knowledge, skills, problem solving and critical and creative thinking? 1.3.2 Which teaching strategies have you designed and implemented that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds? See NESA for more information on the processes for gaining accreditation. 3.7.2 How do you plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their childrens learning? From working in or operating an early childhood education centre, complaints and feedback, information for parents & carers to news. The Assessment for Graduate Teaching (AfGT) is an approved Teaching Performance Assessment (TPA) instrument developed and implemented by a consortium of Australian higher education providers that have Initial Teacher Education (ITE) faculties or schools. 2.5.2 How have you applied knowledge and understanding of effective teaching strategies to support students literacy achievement? Descriptors are provided at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead. 2.4.2 What opportunities have you provided for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages? 7.3.2 How have you established and maintained respectful collaborative relationships with parents/carers regarding their childrens learning and wellbeing? 5.4.2 How do you use student assessment data to analyse and evaluate student understanding of subject/content, identify interventions and modify teaching practice? The Professional Standards for Teachers define the pedagogical and other professional knowledge and skills required of all teachers. 3.6.2 How do you evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning? 3.4.2 Describe the resources you have selected and/or created and used, including ICT, that have engaged students in their learning. 6.4.2 What professional learning programs have you undertaken to address identified student learning needs? See the research. Each item of annotated documentary evidence that a teacher submits to finalise accreditation must not exceed 10MB in size. message me on email@example.com I will send you an invitation to join this board as a collaborator. These standards and indicators referred to in 603 CMR 7.08 (2) and (3) are used by sponsoring organizations in designing their teacher preparation programs and in preparing Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, learning from home tools, support for additional needs and more. 1.5.2 What teaching activities have you developed that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities? Tim Harries Qualified Primary and Secondary Teacher Includes portfolio work for EDU292: Professional Internship, and portfolio work to demonstrate my growth to full teaching We all know the importance of a good model to guide us as we tackle new learning. How do you address discipline issues promptly, fairly and respectfully? Get the latest COVID-19 advice. The GTPA was endorsed by AITSL in January, 2018 and is now available for implementation in Australian Higher Education Standard 2: Know the content and how to teach it. The Australian Professional Standards for Teachers (Teaching Standards) make explicit the elements of high quality teaching. A copy of your seating plan, which has been arranged taking needs into account, can be good evidence here. Although we don't adopt the Highly Accomplished and Lead career stages, individual jurisdictions may choose to use these as a guide Self-reflection on the Graduate Standards Your supervising teacher will be looking for evidence that you have met the Graduate Standards throughout your placement. *** Added a condensed, cleaner Our Standards of Evidence are a work in progress. Dimensions of the Standards This list is not exhaustive and other Standards. This e-portfolio will be submitted as part of my application for the transition of Graduate teacher to Proficient teacher. The standards replace the standards for qualified teacher status and the core professional standards, previously published by the former Training and Development Agency for Schools. 3.2.2 How do you plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning? 5.3.2 Which assessment moderation activities have you participated in that support consistent and comparable judgements of student learning? There are seven standards grouped into three domains: Professional Knowledge, Professional Practice and Professional Engagement. 4.5.2 Which strategies to promote the safe, responsible and ethical use of ICT in learning and teaching have you incorporated? When evidencing that the Professional Standards have been met, you are required to take into account all of the focus areas and level descriptors under the seven standards. Since it can take up to 2 years to demonstrate that all proficient standards are met, it is vital that beginning teachers' needs are initially prioritised so they can be addressed over time. Reporting requirements? St Thomas More Report Form. Useful for NQT&'s, mentors, student teachers and others. The document is provided in this format so that it may be kept in a plan book to guide 7.1.2 How do you meet the codes of ethics and conduct established by regulatory authorities, systems and schools? The examples are grouped into common evidence types. 2.3.2 How is knowledge of curriculum requirements used to design and implement learning and teaching programs? . It is represented with seven standards of teaching on a gradient from graduate, proficient, highly accomplished and lead in terms of the quality of teaching and their professional practice. 4.1.2 What inclusive and positive interactions have been established and implemented to engage and support all students in classroom activities? Districts use the program standards both as mileposts for im Apr 21, 2020 - We are collecting resources, ideas, inspiration, tips and tricks to help us tackle the Aussie Teacher Professional Standards. The examples have been placed in broad categories of common evidence types. The reflection questions are intended to guide reflection rather than be used as an evaluative tool, not for comparison or judgement. Because the CAA has been entrusted to act on behalf of the 7.2.2 What are the implications of relevant legislative, administrative, organisational and professional requirements, policies and processes? It is designed to reflect the Proficient Standards of the National Professional Standards for Teachers (AITSL 2014). determine next steps for professional development. GRADUATE TEACHER STANDARDS EVIDENCE GUIDE TO SUPPORT PROFESSIONAL EXPERIENCE Graduate Teacher Standard achidescriptor Practices that demonstrate the teacher education studen ts engagemen with the standard during an early professional experience placement may include any of: Practices that demonstrate evement of thestandard Log in now. 5.2.2 How do you provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals? Assessing the Australian Professional Standards for Teachers Graduate career stage: Evidence guide for teachers supervising professional experience placements in Queensland schools (PDF, 4654KB). The evidence presented by a teacher seeking full registration should cover a broad scope of the teachers knowledge, practice and engagement. 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