Professional Standards
National Standard 3 – Plan for and implement effective teaching and learning.
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom communication
3.6 Evaluate and improve teaching programs
3.7 Engage parents / carers in the educative process
National Standard 4 – Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and ethically
National Standard 5 – Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Professional practices constitute the second domain of the Australian Professional Standards for Teachers, focusing on planning and implementing effective teaching and learning (Standard 3), creating and maintaining supportive and safe learning environments (Standard 4), and assessing, providing feedback, and reporting on student learning (Standard 5).
To furnish students with excellent learning opportunities, setting professional goals and ensuring well-structured unit and lesson plans incorporating various teaching strategies is crucial for their success. Establishing a robust structure in the classroom enables reflection on progress through feedback received from student and peer evaluations, facilitating skill development in areas that may pose challenges (AITSL, 2016). Learning goals will be established based on this feedback, along with a continuous reflection on the most effective teaching strategies in each classroom environment.
A safe and supportive learning environment is cultivated through a structured classroom and maintaining routines consistently throughout the year. Establishing classroom expectations contributes to the safety and well-being of all students across different subject areas. These routines also aid in identifying behaviors associated with specific classroom activities that can be positively reinforced through praise and intervention (AITSL, 2016).
Monitoring student improvement relies on utilising assessed student results and achievements. To support my students, I provide feedback and report on their progress through formative and summative assessment pieces. This approach allows effective communication of progress to other teachers, students, and parents/careers, ensuring a continuous educational journey towards success.
References:
AITSL. (2016). Improving Professional Practice. https://www.aitsl.edu.au/tools-resources/resource/improving-professional-practice-illustration-of-practice#tab-panel-2
AISTL. (2016). Establishing Classroom Expectations. https://www.aitsl.edu.au/tools-resources/resource/establishing-classroom-expectations-illustration-of-practice#tab-panel-1
