| 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|
| 1.1 | 2.1 | 3.1 | 4.1 | 5.1 | 6.1 | 7.1 |
| 1.2 | 2.2 | 3.2 | 4.2 | 5.2 | 6.2 | 7.2 |
| 1.3 | 2.3 | 3.3 | 4.3 | 5.3 | 6.3 | 7.3 |
| 1.4 | 2.4 | 3.4 | 4.4 | 5.4 | 6.4 | 7.4 |
| 1.5 | 2.5 | 3.5 | 4.5 | 5.5 | ||
| 1.6 | 2.6 | 3.6 | ||||
| 3.7 |
APST DETAILS
Select APST Heading for more information.
Professional Knowledge
1. Know students and how they learn
1.1 Physical, social and intellectual development and characteristics of students.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | – Seeks knowledge of students’ specific physical, social and intellectual learning needs in an appropriate manner Identifies achievable learning goals for students – Developing awareness of differences in students’ learning styles and needs evident in approaches to lesson planning and teaching | – Identifies students’ specific physical, social and intellectual learning needs – Communicates and interacts in ways appropriate to students’ development stages – Considers and makes appropriate modifications to delivery and learning environment – Uses a variety of resources to account for the learning styles and needs of students – Plans differentiated work for students (modified and extension) |
1.2 Understand how students learn.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | This is assessed in coursework and does not require assessment by the supervising teacher. | During professional experience placements preservice teachers should, however, be encouraged to seek opportunities to: • contribute to staff and curriculum meetings where appropriate • participate in professional teams • engage in collegial sharing of knowledge and resources • reflect on their teaching and seek advice on ways to develop professionally and improve performance. |
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.derstand how students learn.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. | – Shows an awareness of the need to differentiate teaching strategies based on student diversity – Is aware that schools have programs and policies relating to inclusivity – Displays cultural sensitivity | – Uses effective questioning or other techniques to engage students from diverse backgrounds – Makes explicit connections between aspects of the lesson and student’s own contexts – Plans for and respects the diversity of all students within the classroom – Uses culturally sensitive resources, language and strategies in teaching practice |
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate broad knowledge and understanding the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. (Depending on placement context) | – Acknowledges and is respectful of diversity in students of Aboriginal and Torres Strait Islander backgrounds – Investigates the local community, cultural setting, and linguistic background of Aboriginal and Torres Strait Islander students in class | – Selects strategies to engage students from Aboriginal and Torres Strait Islander backgrounds, aiming for engagement – Integrates culturally sensitive resources, language and strategies in teaching practice – Seeks advice, assistance and guidance from persons such as Aboriginal Education Assistants, itinerant teachers, elders of Aboriginal communities where possible – Develops individual learning programs for students from the local community and cultural setting – If applicable, participates in fieldwork or community activities to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages |
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. | – Is aware of the need to differentiate teaching to meet the different learning needs of all students – Develops lessons that meet the different needs of many students | – Develops teaching and learning programs and/or lesson plans with a variety of teaching and learning activities and resources – Develops teaching and learning programs and/or lesson plans with differentiated tasks to meet the learning needs of individual students and groups of students – Develops teaching activities resulting from collaborative planning or consultation with specialist student support staff |
1.6 Strategies to support full participation of students with disability.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. (AND – DEPENDING ON PLACEMENT CONTEXT) | – Is aware of and discusses disability legislative requirements – Discusses how the learning needs of students with different disabilities could be met – Seeks advice and support from appropriate personnel to plan lessons that support the learning of students with different disabilities – Complies with disability legislative requirements | – Seeks advice and support from appropriate personnel in developing and implementing effective teaching/learning strategies that aim to meet students’ diverse learning needs and reflect legislative requirements – Develops a sequence of learning experiences that support the learning of all students with a disability – Complies with disability legislative requirements – Encourages a respectful and collegial classroom environment where all students are valued and provided with equitable access to learning opportunities |
2. Know the content and how to teach it
2.1 Content and teaching strategies of the teaching area.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | – Articulates and explains the content of the lesson – Answers content-related questions from students -Explores teaching and learning strategies that link to syllabus outcomes/objectives that are suitable for the learning context | – Demonstrates appropriate knowledge of the central concepts of subject(s) through lesson planning, explanation and linking of content and outcomes to syllabus documents – Uses strategies and activities that engage learners with teaching area content |
2.2 Content selection and organisation.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Organise content into an effective learning and teaching sequence. | – Sequences individual lessons logically – Demonstrates a developing ability to deliver content within a coherent, sequenced teaching and learning program | – Develops logical unit and lesson sequences that reflect curriculum requirements and are constructed to develop understanding of content – Selects teaching strategies to provide for relevant and engaging learning experiences appropriate to a range of students |
2.3 Curriculum, assessment and reporting.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | – Uses the school program as a basis for designing lesson plans and assessment of learning – Accesses information about curriculum documents and other resources and designs learning sequences and lesson plans accordingly | – Develops learning sequences that demonstrate clear understanding of students, the curriculum, subject content and of the teaching, assessing and reporting cycle – Develops assessment activities, criteria and marking rubrics that illustrate how assessment relates to curriculum and learning outcomes |
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. (AND – DEPENDING ON PLACEMENT CONTEXT) | – Acknowledges, and is respectful of, Aboriginal and Torres Strait Islander students and their heritage, demonstrating this in approaches to teaching, learning and student interactions | – Chooses content and learning activities that demonstrate a broad knowledge, understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages – Seeks advice, assistance and guidance from persons such as supervisors, colleagues, Aboriginal Education Assistants, itinerant teachers, elders of Aboriginal communities, Counsellors and other relevant professionals |
2.5 Literacy and Numeracy Strategies.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | – Demonstrates through discussion an understanding of teaching strategies to support students’ literacy and numeracy achievement – Includes some reference to subject-specific literacy and numeracy requirements in lesson plans | – Develops lesson plans that indicate knowledge and understanding of teaching strategies to support students’ literacy and/or numeracy achievement – Works collaboratively, when given the opportunity, with support teachers, such as EAL/D teachers, to meet students’ literacy and/or numeracy needs |
2.6 Information and Communication Technology (ICT).
| Descriptor | Engagement | Achievement |
|---|---|---|
| Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | – Develops teaching and learning programs and/or lesson plans which show the integration of ICT into activities to make content more meaningful – Incorporate ICT resources into lessons to enhance students’ learning | – Develops teaching and learning lesson plans/ programs that link to syllabus outcomes/objectives taking into account available resources, with a broad range of ICT teaching and learning activities – Utilises range of subject/ learning area/ stage appropriate software |
Professional Practice
3. Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | – Identifies learning goals with respect to curriculum content and specific learning needs based on evidence – Seeks and reflects on feedback from supervising teacher on the effectiveness of learning goals in providing achievable challenges for students | – Develops teaching and learning programs and/ or lesson plans with explicit, challenging and achievable learning goals for all students – Differentiates curriculum in lesson plans – Knows when students have or have not attained a learning goal |
3.2 Plan, structure and sequence learning programs.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | – Develops lesson plans detailing learning goals, content, teaching strategies and assessment, as well as sequencing in consultation with the supervising teacher – Seeks to match learning outcomes, content and teaching strategies to class level – Begins to assign appropriate time/ weighting to learning outcomes and lesson sequences | – Develops lesson plans that display content knowledge, flexibility, logic, sequencing and variety in activities and resources – Utilises the host school’s resources to plan appropriate lessons – Reflects with supervising teacher on lesson/unit delivery and data collected to enhance student learning – Draws upon previous lesson delivery and data collected to sequence relevant, engaging and significant learning experiences |
3.3 Use teaching strategies.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Include a range of teaching strategies. | – Plans and incorporates a range of teaching strategies – Includes a basic range of teaching strategies | – Draws upon pedagogical knowledge to adapt, improvise and inform selection of strategies for the teaching of content and outcomes, as well as class management – Has a repertoire of teaching strategies to engage learners |
3.4 Select and use resources.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | – Shows knowledge of a range of appropriate and engaging materials and resources and a capacity to incorporate these into teaching practice to enhance students’ learning – Selects resources in consultation with supervising teacher to ensure accurate content is presented in lessons | – Uses a range of appropriate and engaging materials and resources – Uses a variety of technologies to engage students – Selects or develops engaging resources appropriate to student developmental levels – Identifies and accesses a range of curriculum support materials |
3.5 Use effective classroom communication.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | – Uses oral and written communication skills, including the promotion of standard Australian English – Uses appropriate vocabulary to develop conceptual understanding – Employs techniques such as open/ closed questioning – Begins to acknowledge and develop student responses in an inclusive manner – Uses nonverbal forms of communication | – Uses effective oral and written communication skills, including the promotion of standard Australian English – Effectively uses vocabulary and metalanguage to develop conceptual understanding – Employs a range of questioning techniques to elicit understanding – Responds to students in an inclusive manner – Uses voice effectively – Uses nonverbal forms of communication, such as teacher presence, pausing, circulating effectively |
3.6 Evaluate and improve teaching programs.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | – Accesses assessment data in consultation with the supervising teacher – Reflects on lessons to inform future planning and to improve pedagogy | – Uses student assessment data to inform and/or modify lesson/units plans – Reflects on lessons to inform future planning and improve pedagogy |
3.7 Engage parents/carers in the educative process.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Describe a broad range of strategies for involving parents/ carers in the educative process. | – Communicates appropriately with parents/carers – Consults with the supervising teacher in order to understand school–home connections (e.g. the school homework policy) – Explores established structures in the school to encourage parents/ carers to be involved in school or classroom activities | – Interacts professionally and respectfully with parents/ carers – Connects school learning to the home context – Draws on resources within the community to enhance lesson/unit content – Follows established structures in the school to encourage parents/carers to be involved in school or classroom activities |
4. Create and maintain supportive and safe learning environments
4.1 Support student participation.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Identify strategies to support inclusive student participation and engagement in classroom activities. | Discusses strategies with the classroom teacher Demonstrates respect for students as individuals and learners Trials and reflects upon the success of strategies to support student engagement |
4.2 Manage classroom activities.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate the capacity to organise classroom activities and provide clear directions. | – Has strategies to learn and use students’ names – Records observations and discusses techniques that teachers use to establish classroom routines and support students with learning tasks – Trials and reflects upon the implementation of classroom management strategies | – Implements clear expectations, protocols and/or rules and consequences – Employs classroom routines consistently to maximise student learning – Delivers lessons that are paced and sequenced to meet the needs of the students |
4.3 Manage challenging behaviour.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate knowledge of practical approaches to manage challenging behaviour. | – Remains calm and fair – Discusses possible strategies to be employed to improve classroom management and trials different approaches – Understands the need to establish and work within an identifiable welfare/classroom management system – Shows understanding of need for clear expectations and consequences – Investigates school discipline and welfare policies, including school’s referral process | – Develops learning activities that motivate and engage students – Demonstrates an understanding of situations that trigger challenging behaviour – Handles challenging behaviour quickly, fairly and respectfully, applying judgement based on the context – Demonstrates a range of strategies to refocus students – Implements school discipline and welfare policies, including school’s referral process |
4.4 Maintain student safety.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | – Discusses specific requirements for ensuring student safety, including positive welfare policies, risk management, code of conduct, WHS, duty of care, child protection – Trials and reflects upon practices for student well-being after discussion with the supervising teacher – Records student attendance, absence and safety concerns as required | – Discusses and applies specific requirements, including planning that supports school policies including, for example, student safety, welfare, risk management, code of conduct, WHS, duty of care, child protection – Demonstrates the management of student behaviour and safety in accordance with mandatory policies |
4.5 Use ICT safely, responsibly and ethically.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. | – Discusses specific requirements for ensuring student safety, including positive welfare policies, risk management, code of conduct, WHS, duty of care, child protection – Trials and reflects upon practices for student well-being after discussion with the supervising teacher – Records student attendance, absence and safety concerns as required | – Discusses and applies specific requirements, including planning that supports school policies including, for example, student safety, welfare, risk management, code of conduct, WHS, duty of care, child protection – Demonstrates the management of student behaviour and safety in accordance with mandatory policies |
5. Assess, provide feedback and report on student learning.
5.1 Assess student learning.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | Trials and reflects upon a variety of assessment strategies after consultation with the supervising teacher Records and uses assessment information informally (e.g. observations of student learning and/or work samples) to monitor student learning | Designs and uses a variety of formative and summative assessment activities to monitor student learning Analyses student work samples for diagnostic information to inform differentiation and future assessment strategies and tasks |
5.2 Provide feedback to students on their learning.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | – Provides feedback to students about their learning progress – Provides appropriate encouragement to students | – Builds appropriate reinforcement and feedback into lesson plans – Gives timely, balanced and targeted feedback to enhance student performance and provides direction for future learning (goal setting) – Provides students with opportunities to reflect and comment on their own work |
5.3 Make consistent and comparable judgements.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. | – Collaborates in producing assessment plans, tasks, marking criteria and marking rubrics – Seeks information from supervising teacher about school or system assessment and moderation policies | – Understands the process of moderation and the principle of ensuring consistent teacher judgement – Produces assessment plans, tasks, marking criteria and marking rubrics that demonstrate the school or system policy for the moderation of assessment activities – Engages in moderation of assessment |
5.4 Interpret student data.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | Considers the types of evidence required to effectively evaluate student learning – Reflects upon ways of modifying teaching practice as a result of assessment data after consultation with the supervising teacher – Analyses samples of student work to identify learning need | – Evaluates lessons and modifies lesson plans based on evidence gathered through assessment tasks – Explains how assessment data has been applied to planning and teaching practice – Analyses student assessment data and identifies strengths and weaknesses in students understanding of core concepts in learning areas – Identifies interventions and modifications to teaching practice as a result of analysis of assessment data |
5.5 Report on student achievement
| Descriptor | Engagement | Achievement |
|---|---|---|
| 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. | – Discusses student achievement with the supervising teacher – Familiarises self with the school’s reporting procedures and policies | – Collects, organises and stores assessment data consistent with school policies and procedures – Records evidence gathered through assessment activities – Prepares reports identifying students strengths and weaknesses and identifying future opportunities for improvement of each student, that could be used for parent/carer interviews |
Professional Engagement
6.1 Identify and plan professional learning needs. *
| Descriptor | Note | Note |
|---|---|---|
| Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | This is assessed in coursework and does not require assessment by the supervising teacher. | – During professional experience placements preservice teachers should, however, be encouraged to seek opportunities to: – contribute to staff and curriculum meetings where appropriate – participate in professional teams – engage in collegial sharing of knowledge and resources – reflect on their teaching and seek advice on ways to develop professionally and improve performance. |
6.2 Engage in professional learning and improve practice. *
| Descriptor | Note | Note |
|---|---|---|
| Understand the relevant and appropriate sources of professional learning for teachers. | This is assessed in coursework and does not require assessment by the supervising teacher. | During professional experience placements preservice teachers should, however, be encouraged to seek opportunities to: – contribute to staff and curriculum meetings where appropriate -participate in professional teams – engage in collegial sharing of knowledge and resources – reflect on their teaching and seek advice on ways to develop professionally and improve performance. |
6.3 Engage with colleagues and improve practice.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. | – Sets short-term teaching goals in discussion with supervising teacher – Receives constructive feedback in a positive and professional manner – Acts promptly in applying feedback to improve teaching practices | – Receives constructive feedback in a positive and professional manner, and acts upon it promptly – Sets realistic short and long-term goals with supervising teacher – Analyses the extent to which they have achieved their learning goals |
6.4 Apply professional learning and improve student learning. *
| Descriptor | Note | Note |
|---|---|---|
| Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | This is assessed in coursework and does not require assessment by the supervising teacher. | During professional experience placements preservice teachers should, however, be encouraged to seek opportunities to: – contribute to staff and curriculum meetings where appropriate – participate in professional teams – engage in collegial sharing of knowledge and resources – reflect on their teaching and seek advice on ways to develop professionally and improve performance. |
7. Engage professionally with colleagues, parents/carers and the community.
7.1 Meet professional ethics and responsibilities.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. | – Behaves ethically and respects the confidentiality of student and school information – Communicates effectively and interacts professionally with colleagues – Reflects on personal and professional ethical practice | Demonstrates knowledge of the relevant codes of ethics that underpin the educational context – Reflects critically on personal and professional practice – Communicates effectively and interacts professionally with colleagues |
7.2 Comply with legislative, administrative and organisational requirements.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage. | – Seeks out and discusses school and system policies and procedures – Describes relevant legislative, administrative and organisational policies and processes – Understands mandatory reporting requirements | – Seeks clarification and complies with legislative, school and system policies procedures and processes, including those related to discipline and welfare – Follows mandatory reporting requirements |
7.3 Engage with the parents/carers.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Understand strategies for working effectively, sensitively and confidentially with parents/carers. (AND – DEPENDING ON CONTEXT) | – Communicates respectfully and appropriately with school staff, visitors, parents and carers – Describes strategies for working effectively with parents/carers | – Establishes respectful collaborative relationships with parents/carers – Uses appropriate language, written and oral, and follows school protocols to communicate with parents/carers |
7.4 Engage with professional teaching networks and broader communities.
| Descriptor | Engagement | Achievement |
|---|---|---|
| Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. | – Shows willingness to participate with school staff in a range of activities – Discusses how external professionals and community representatives can help to enhance teachers’ knowledge and practice | – Participates with school staff, external professionals and community representatives in a range of activities and programs – Demonstrates awareness of appropriate professional organisations and how they can contribute to professional development |
Info from ‘Assessing the Australian Professional Standards for Teachers – Graduate career stage’ by Queensland College of Teachers.
