Proficient Teacher Evidence Guide

NSW Education Standards Authority

Proficient Teacher Evidence

Guide

Proficient Teacher Evidence Guide Page 2 of 55

Table of contents

Introduction ........................................................................................................................... 4

Guide purpose and structure .............................................................................................. 4

Becoming accredited at Proficient Teacher ....................................................................... 5

Accreditation timeframe ....................................................................................................... 5

Maximum timeframes to achieve Proficient Teacher accreditation .................................................... 5

Finalising accreditation ........................................................................................................ 5

Documentary evidence ........................................................................................................................ 6

Selecting documentary evidence ......................................................................................................... 6

Annotating documentary evidence ...................................................................................................... 6

Observing teacher practice ................................................................................................. 7

Categories of evidence ........................................................................................................ 7

Working with the categories ............................................................................................................... 11

Examples of practice and evidence .................................................................................. 12

Standard 1 - Know students and how they learn. ............................................................................. 12

Standard Descriptor 1.1.2 ............................................................................................................. 12






Standard 2 - Know the content and how to teach it. ......................................................................... 20







Standard 3 - Plan for and implement effective teaching and learning.............................................. 28









Standard 4 - Create and maintain supportive and safe learning environments. .............................. 36






Standard 5 - Assess, provide feedback and report on student learning. ......................................... 42






Standard 6 - Engage in professional learning. .................................................................................. 48





Standard 7 - Engage professionally with colleagues, parents/carers and the community. ............. 52





*Current version published August 2020


Introduction

The path to Proficient Teacher is a structured induction into teaching that supports teachers’

development of practice against the Australian Professional Standards for Teachers (the

Standards).

Teachers who have achieved Proficient Teacher accreditation have demonstrated that their

practice meets the requirements for full accreditation in NSW. Teacher accreditation is the

structured process through which teachers are recognised as meeting the Standards.

Accreditation ensures the integrity and accountability of the profession. It also recognises the

significance of teaching as a profession, and the position of trust and responsibility that

teachers have in society.

The Proficient Teacher Evidence Guide (the Guide) is designed to support provisionally and

conditionally accredited teachers to select and annotate evidence as they work towards

achieving accreditation at Proficient Teacher. The Guide is also designed to assist supervising

teachers to support teachers to select appropriate and relevant evidence to demonstrate the

Standards at Proficient Teacher and to finalise their accreditation.

Guide purpose and structure

The Guide assists all teachers to confidently use and interpret the Standards by demonstrating

how they apply to teaching practice. The NSW Education Standards Authority (NESA) has also

developed tailored evidence guides for casual teachers and early childhood teachers.

The Guide has examples of teaching practice and examples of documentary evidence. The

examples of teaching practice link to suggested documentary and observation-based

evidence. These illustrate how the Proficient Teacher Standard Descriptors are demonstrated

and observed over time.

The examples of practice and suggested documentary evidence included in the Guide

are not definitive and should not be applied in a prescriptive way, used as a checklist or

as fixed examples.

The examples of teaching practice:

help teachers and supervisors understand the skills and knowledge described by the Standard Descriptors

support a consistent view of effective teaching practice in different contexts

provide a basis for discussion of effective teaching practice.

The examples of documentary evidence:

describe items of evidence that teachers can use to demonstrate how their practice meets specific Standard Descriptors

identify types of evidence that could be used to demonstrate a teacher’s practice and impact on student learning outcomes

support teachers to choose documentary evidence that demonstrates their practice at Proficient Teacher.

In addition, the examples of teaching practice and documentary evidence help supervisors and

Teacher Accreditation Authorities (TAAs) make fair and transparent judgements about

Proficient Teacher accreditation.

http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/how-accreditation-works/guide-to-accreditation/professional-standards

http://educationstandards.nsw.edu.au/wps/wcm/connect/33de7e7f-465a-4bbe-bab5-e5444222ef33/proficient-teacher-evidence-guide-casual-teachers.pdf?MOD=AJPERES&CVID=

http://educationstandards.nsw.edu.au/wps/wcm/connect/5b21b98c-116b-4f2e-a386-56e77c48f5a8/proficient-teacher-evidence-guide-early-childhood-teachers.pdf?MOD=AJPERES&CVID=


Becoming accredited at Proficient Teacher

Working towards accreditation at Proficient Teacher recognises a career stage where teachers

establish themselves in their teaching career and develop their practice.

Accreditation is a school-based, structured induction to the teaching profession, with supervisor

support, guidance and feedback. The emphasis on professional growth and learning provides

an opportunity to build expertise and confidence and encourages teachers to think

constructively about teaching and learning.

Accreditation timeframe

Provisionally and conditionally accredited teachers must be employed for a period long enough

to develop and demonstrate their practice at the Standards, and long enough for a TAA to

make a valid and reliable judgement about their practice. A minimum of 160 days of teaching

would enable a provisionally or conditionally accredited teacher to meet the requirements for

Proficient Teacher accreditation. For teachers employed on a casual basis, a continuous block

of six to ten weeks in a single school/service within the 160 days may assist the TAA in making

an accreditation decision.

The maximum timeframes for achieving Proficient Teacher accreditation are outlined in the

table below.

Maximum timeframes to achieve Proficient Teacher

accreditation

Provisionally accredited teachers

Conditionally accredited teachers

Full-time teachers 3 years 4 years

Casual or part-time teachers 5 years 6 years

Finalising accreditation

Teachers must initiate a discussion with their supervisor about finalising their accreditation no

later than three months before the end of their maximum accreditation timeframe. When the

teacher and their supervisor agree that the teacher’s practice meets all of the Standards for

Proficient Teacher, the teacher will start the process of finalising their accreditation.

To finalise accreditation the teacher needs to submit 5-8 items of annotated documentary

evidence and a report on an observation of practice completed by their supervisor.

Collectively, a teacher’s documentary evidence and observation report must:

address at least one Proficient Teacher Standard Descriptor from each of the seven Standards

demonstrate their engagement in a range of professional activities.


Documentary evidence

Teachers need to address at least one Proficient Teacher Standard Descriptor from each of

the seven Standards in the evidence set submitted for accreditation at Proficient Teacher. They

do not need to submit evidence for every Standard Descriptor.

Teachers can submit evidence they have developed across a range of schools. They may

choose to have their evidence authenticated by a colleague accredited at Proficient Teacher or

above to confirm that the evidence is their own work.

Each item of annotated documentary evidence that a teacher submits to finalise accreditation

must not exceed 10MB in size. A teacher’s documentary evidence as a whole must not exceed

35 single-sided pages.

Selecting documentary evidence

Teachers should work with their supervisor to select 5-8 items of evidence that effectively

demonstrate the teacher’s practice at Proficient Teacher.

Evidence that is effective in demonstrating practice at Proficient Teacher can be defined by the

following characteristics.

Each item of documentary evidence accurately reflects the practice described in the

selected Proficient Teacher Standard Descriptors.

For example, the evidence illustrates the teacher’s practice across the entirety of the

selected Standard Descriptors, ie the focus area and the actions identified by the verbs

in each of the selected Standard Descriptors.

Application of the teacher’s practice at Proficient Teacher is visible in each item of

documentary evidence.

For example, plans/lesson notes where the teacher has evaluated the learning

experience/lesson based on the achievement of learning goals could effectively show

application of the teacher’s practice.

Examples of the teacher’s impact on child/student learning are included in the teacher’s

collection of documentary evidence.

For example, work samples/assessment information demonstrating child/student

progress could show impact of the teacher’s practice on child/student learning.

Examples of professional reflection are included in the teacher’s collection of

documentary evidence and/or the annotation.

For example, plans/lessons that have been modified to address specific

interests/needs of children/students could show that the teacher has engaged in

reflective practice.

Annotating documentary evidence

Effective annotations explain how the teacher used an item of evidence to demonstrate the

practice described in the selected Standard Descriptors at Proficient Teacher. While teachers

may collect a number of evidence items over the course of their accreditation period, they only

need to annotate and submit 5-8 items of evidence when finalising their accreditation.


The annotation should provide enough detail so that others outside of the teacher’s context can

understand the evidence and the teacher’s practice.

Annotations should:

identify the 2-4 Standard Descriptors that the item of evidence demonstrates

provide the context for the evidence and explain how it has been used; how, what, who, when, why

explain how the evidence demonstrates the practice described in the selected Standard Descriptors

explain the impact of the teacher’s practice on child/student learning, relevant to the selected Standard Descriptors.

Teachers have flexibility in the way they write their annotations to address the advice above.

Annotations for each item of evidence should be between 100–500 words.

Observing teacher practice

In addition to the 5-8 items of documentary evidence, teachers submit a report on an

observation of their practice written by their supervisor to finalise their accreditation.

A teacher’s colleagues may observe their practice on a number of occasions during their

accreditation timeframe, however the supervisor must write the observation report that the

teacher submits to finalise their accreditation.

The observation report must include:

a record of the discussion between the supervisor and teacher prior to the observation, including details of the negotiated and agreed lesson/teaching and learning experience to be observed

the 2-4 Standard Descriptors the supervisor and teacher have agreed will be the focus of the observation

a written account by the supervisor on the observation of the teacher’s practice, referencing the agreed Standard Descriptors

the teacher’s reflection on their teaching practice

the supervisor’s written feedback to the teacher following the observation.

NESA has published an observation report template that supervisors may use. The template is

not mandatory and a supervisor can write their report in another format if they prefer, provided

it includes everything described in the list above.

Categories of evidence

Teachers need to submit evidence that demonstrates their engagement in a range of

professional activities. The table below outlines categories of evidence that teachers can use to

ensure that the evidence they collect and submit demonstrates their practice across the

domains of Professional Knowledge, Professional Practice and Professional Engagement.

Included in the table are examples of the types of evidence in each category that may

demonstrate practice at Proficient Teacher.

https://educationstandards.nsw.edu.au/wps/wcm/connect/d951ea10-4990-462b-8282-ba089ba712e9/teacher-accreditation-observation-report-template.pdf?MOD=AJPERES&CVID=


Category Examples of evidence

1. Learning and teaching programs

term, semester or year curriculum programs

lesson plans/lesson sequences

across year level subject planning documents

resources, tasks and activities developed and implemented into teaching and learning strategies

use of models of learning to develop teaching and learning programs and activities

personalised plans

annotated adjustments of lesson plans/programs for differentiated teaching and learning

use of data to inform differentiation in programming and development of personalised plans

2. Observations of teaching children/students

supervisor’s notes of lesson observation, with teacher reflection

pre-/post-observation meeting and discussion record

documented observations of specific teacher practice/requirements

documentation of observed student classroom behaviours/expectations

observation notes on a range of strategies used to manage classroom behaviour

reflection of lesson observations by other colleagues and resulting planning of professional learning needs



3. Reflection and feedback on teaching practice

student conference outcomes

record of feedback given to students

teacher records of feedback for specific students over time

parent/carer and teacher interview records including preparation, outcomes and actions

observation of teacher conducting parent/carer meetings and/or other non-classroom practice

meeting logs and notes

notes of formal and informal communication with parents/carers

implementation of report writing procedures

documentation of parent/carer feedback

student survey and profile data

student reflections and feedback

analysis and evaluation of teaching and learning programs and/or lesson plans

analysis of effectiveness of assessment tools and strategies

audit of the physical classroom environment or classroom layout modification

reflection of student learning data and identified needs and the impact on planning

4. Assessment and reporting on child/student learning outcomes

teacher records of student data

assessment plan/schedules demonstrating linkages to curriculum

assessment tools, tests and strategies developed and implemented

student work samples demonstrating learning over time

student work samples related to teaching and learning/assessment strategies

documentation of observed student learning

data demonstrating value adding to student learning

student directed intentions

mapping of student learning and growth data

interpretation of data to inform differentiation of assessment strategies



5. Collaboration and communication

documents outlining collaborative planning and preparation

team teaching planning documents

resources developed collaboratively and/or shared with colleagues

evidence of participation in assessment moderation activities

documents relating to involvement in school policy and strategy development and/or its implementation

evidence of community contact and involvement

development, organisation and implementation of student wellbeing and safety specific programs

contribution to development of policies and procedures

development records and risk assessment implementation in planning internal/external school activities

implementation of school and system policies and procedures with the use of information and communications technology (ICT)

6. Professional learning professional learning plan/journal

review and reflection on completed professional learning

records of meetings/discussions with supervisor/colleagues regarding professional learning needs

action research project plans or outcomes/observation records from learning walks

contribution to professional association activities

presentations prepared and delivered for colleagues

undergraduate and postgraduate studies relevant to teaching

professional reading log and reflections or record of implementation which outlines the impact on teaching and student learning

completion and implementation of school/system induction processes


Working with the categories

An item of evidence from one category can be used to represent more than one Standard

Descriptor across the Standards. One effective item of evidence could provide evidence for a

range of Standard Descriptors.

For example, excerpts from learning and teaching programs may demonstrate how the

teacher:

organises content into coherent, well-sequenced teaching and learning programs (Standard Descriptor 2.2.2)

applies knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy assessment (Standard Descriptor 2.5.2)

uses effective teaching strategies to integrate ICT into teaching and learning programs to make selected content relevant and meaningful (Standard Descriptor 2.6.2).

Likewise, a self-reflection and feedback document may show:

participation in professional and community networks and forums to broaden knowledge and improve practice (Standard Descriptor 7.4.2)

participation in learning to update knowledge and practice targeted to professional needs and school or system priorities (Standard Descriptor 6.2.2)

evaluation of personal learning and teaching programs using evidence, including feedback from students and student assessment data, to inform planning (Standard Descriptor 3.6.2).


Examples of practice and evidence

Standard 1 - Know students and how they learn.

Focus

Physical, social and intellectual development and characteristics of students

Standard Descriptor 1.1.2

Use teaching strategies based on knowledge of students’ physical, social and intellectual

development and characteristics to improve student learning.

Examples of teaching practice

A Proficient Teacher:

selects teaching strategies appropriately for the level of development and characteristics of students

articulates the physical, social and intellectual characteristics of individual students and groups of students

differentiates teaching strategies that are most effective for individual students in the class

seeks background information about students to identify their physical, social and intellectual characteristics to adapt teaching strategies for students’ individual learning needs

identifies and implements appropriate teaching strategies using pre- and post-assessments to determine the most effective strategies

implements teaching and learning strategies that are age, stage or developmentally appropriate and tracks student progress

uses an appropriate level of language for students’ stages

designs appropriate teaching and learning strategies for each cohort to meet learning needs of students across the full range of abilities

ensures content delivery is appropriate and not too dense or simplistic

demonstrates understanding and recognition of individual students’ stages of development by using appropriate teaching and learning strategies for different stages

creates an inclusive climate to improve the effectiveness of teaching strategies by demonstrating a professional attitude towards all students, with respect to their level of physical, social and intellectual development and characteristics

organises the classroom to accommodate students’ needs

understands the physical, social and intellectual variations that exist within an age group and adjusts their approach to suit the developmental stages of students

works collaboratively with specialist personnel, such as counsellors, English as an additional language or dialect (EAL/D) teachers, special education teachers and support teachers to meet students’ learning needs

sets up classrooms to accommodate the physical, social and intellectual needs of students to make teaching strategies more effective

seeks advice about appropriate teaching strategies for individual students or groups of students from colleagues, where appropriate

uses assessment data to make judgements about student development and


characteristics to improve student learning and inform planning and teaching.

Examples of evidence

Differentiated teaching strategies and resources developed to support students’ physical, social and intellectual development target to different areas of student learning.

A personalised plan incorporating teaching strategies selected specifically to address the student’s physical, social or intellectual needs.

Units or lesson plans demonstrating use of teaching strategies modified to address specific needs/interests of students in a class.

Teaching and learning programs or lesson plans with a variety of teaching and learning activities (e.g. differentiated activities, collaborative learning, ICT, higher-order thinking) for specific syllabus outcomes or objectives.

Analysis of student progress based on the evaluation of selected teaching strategies that shows impact of the teacher’s practice on student learning.

Records of student data tracking achievement from pre- and post-assessments to improve knowledge of their physical, social and intellectual development and characteristics.

Collaboration log or meeting agenda notes from working with specialist teachers, aides or colleagues that have assisted the teacher to select teaching strategies appropriate to their students’ physical, social or intellectual development and characteristics.

Reflection and analysis on implementing personalised plans, that incorporates teaching strategies selected to address student needs. Classroom observation documents

Lesson observation notes recording the teacher’s modifications to the manner and/or appropriate level of language to suit the developmental stages of students.

Lesson observation notes and discussion about lesson content and structure that demonstrate the link to identified students’ physical, social and intellectual development and characteristics.

Focus

Understand how students learn


Structure teaching programs using research and collegial advice about how students learn.



uses a wide range of researched pedagogies to develop teaching programs that are appropriately structured

develops teaching programs based on students’ prior learning

ensures teaching programs build on prior learning through discussion with colleagues

develops teaching programs that include relevant learning experiences

displays awareness of and caters to different student learning needs using different learning materials presented in a variety of ways and allowing for learning to be demonstrated using different modes of communication

relates choice of programmed activities to research-based knowledge of subject pedagogies

clarifies purpose, aims and objectives of teaching programs


adapts and adjusts teaching programs to meet the learning needs of students

communicates effectively with colleagues when developing teaching programs, seeking advice about the specific learning needs of students

consults with colleagues and other professionals to ensure that all student learning needs are met

researches, selects and applies appropriate pedagogy to meet the identified learning needs of students and explains to colleagues the rationale for programming decisions

adopts a flexible approach and uses a variety of teaching and learning strategies

modifies or adapts teaching programs based on formal and informal student feedback

builds a network of colleagues who can provide programming advice

develops collaborative skills for working with a range of colleagues to review the effectiveness of teaching programs.


Teaching and learning programs, units of work or lesson plans, which demonstrate reflection on research and collegial advice about how students learn.

Planning documents that reference professional reading and reflections that demonstrate research into how students learn.

Teaching and learning programs or sequences of lesson plans that demonstrate implementation of a wide range of pedagogy, such as connected lesson delivery, inclusive or differentiated design, higher-order thinking skills or appropriate practical activities.

Meeting logs or documented reflections in relation to meetings with a mentor, supervisor or colleagues who have provided advice about developing effective teaching programs based on the colleague’s research.

Logs of meetings with a mentor, supervisor or colleagues who provided research-based feedback on a teacher’s program which resulted in changes to the program.

Focus

Students with diverse linguistic, cultural, religious and socio-economic backgrounds


Design and implement teaching strategies that are responsive to the learning strengths and

needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.



demonstrates flexibility in the design and implementation of teaching strategies in response to student learning strengths and needs

knows their students and demonstrates knowledge of their linguistic, cultural, religious and socio-economic backgrounds

discusses the linguistic, cultural, religious and socio-economic backgrounds of students as a rationale for designing and implementing specific teaching strategies

acknowledges, considers and articulates knowledge of student diversity and demonstrates this through selected teaching strategies and learning sequences, lesson plans and teaching observations

acknowledges cultural sensitivities and recognises diverse religious and cultural practices

uses sensitive and inclusive language and resources


designs and uses teaching strategies and resources that consider and acknowledge student diversity and are sensitive and inclusive of different linguistic, cultural, religious and socio-economic backgrounds

recognises student’s proficiency in English language and adapts teaching and learning activities to accommodate this.


Teaching and learning programs or lesson plans with teaching strategies and resources designed for the learning strengths and needs of students from diverse linguistic, cultural, religious or socio-economic backgrounds.

Personalised plans for students from diverse linguistic, cultural, religious or socio-economic backgrounds that include teacher reflections and teaching strategies based on information gathered about students’ learning strengths and needs.

Information presented to colleagues about teaching and learning strategies designed and implemented by the teacher that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds and that have had an impact on student learning.

Teaching and learning activities designed to celebrate and build students’ knowledge about the particular range of linguistic, cultural and religious diversity in the classroom.

Work samples that demonstrate the implementation and impact of activities designed to celebrate and build students’ knowledge about the particular range of linguistic, cultural and religious diversity in the classroom.

Lesson observation notes that describe the impact of activities designed to celebrate and build students’ knowledge about the particular range of linguistic, cultural and religious diversity in the classroom.

Teaching and learning programs or scope and sequence that promote student learning aligned with awareness of the school/sector/community policies or values regarding inclusion.

Teaching and learning activities that recognise and develop English language proficiency. Classroom observation documents

Demonstrated use of teaching resources that are sensitive to and inclusive of different linguistic, cultural, religious and socio-economic backgrounds.

Lesson observation notes or documented reflections that record how the teaching strategies designed and implemented by the teacher have assisted students to meet the learning goals of the lesson.

Lesson observation notes and discussion about lesson content and structure that demonstrate strategies appropriate for the linguistic, cultural, religious and socio-economic backgrounds of students.

Post-observation meeting notes that include discussions on how the teacher has used knowledge of the learning strengths and needs of students to inform the design of teaching strategies to promote student learning with an awareness of linguistic, cultural, religious and socio-economic diversity.

Focus

Strategies for teaching Aboriginal and Torres Strait Islander students


Design and implement effective teaching strategies that are responsive to the local community

and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander


students.



seeks background information about Aboriginal and Torres Strait Islander students to identify their physical, social and intellectual characteristics to develop teaching strategies responsive to students’ individual learning needs

supports and expects all students to succeed

includes explicit teaching strategies in programming appropriate to the needs of Aboriginal and Torres Strait Islander students in the class or in anticipation of Aboriginal or Torres Strait Islander students in the class in the event of no currently identified students

designs, develops and uses personalised plans, as appropriate

uses a variety of resources appropriate to the needs of Aboriginal and Torres Strait Islander students

uses a range of current, research-based and appropriate teaching strategies to support Aboriginal and Torres Strait Islander student learning

uses feedback from students and student assessment results to assess effectiveness of teaching strategies for Aboriginal and Torres Strait Islander students

seeks advice, assistance and guidance from supervisors, colleagues, Aboriginal Education Assistants and Aboriginal community elders

demonstrates a professional attitude in designing teaching strategies inclusive of and in collaboration with the local Aboriginal and Torres Strait Islander community

demonstrates knowledge of syllabus perspectives, exhibits adaptability and accepts collegial support

assesses student needs to determine content and activities and uses and builds upon students’ prior knowledge and skills

explicitly and effectively encourages Aboriginal and Torres Strait Islander students to discuss topics in their first language, if appropriate

works with support teachers and staff (e.g. Special Education Teacher, EAL/D teacher, Reading Recovery Teacher, Aboriginal Education Officer, integration aide) where appropriate and/or necessary

understands the composition of the class and differentiates teaching and learning to meet the needs of individual students

understands cultural sensitivities and ensures students have opportunities to respond in culturally appropriate ways

presents a range of diverse perspectives in teaching and learning.


Teaching and learning programs or lesson plans that include teaching strategies designed and implemented by the teacher based on the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

Personalised plans for Aboriginal and Torres Strait Islander students that include teaching strategies based on information gathered about students’ prior learning, learning strengths and needs, and teacher notes about the impact of the teaching strategies on student learning.

Lesson plans, notes or communications documenting team teaching and collaborative planning with Aboriginal School Liaison Officers or local community representatives that identify effective teaching strategies for Aboriginal and Torres Strait Islander students.


Teaching programs, lesson plans or lesson observation notes that demonstrate the application of specific and appropriate literacy and numeracy strategies for Aboriginal and Torres Strait Islander students and the impact these strategies have had on student learning. Classroom observation documents:

Lesson observation notes and discussion about effective teaching strategies that have been modified to reflect the learning needs, histories and cultures of Aboriginal and Torres Strait Islander students.

Lesson observation notes and discussions about management of student behaviour that is sensitive to Aboriginal and Torres Strait Islander students and communities.

Evidence of seeking advice, assistance and guidance from supervisors, colleagues, Aboriginal Education Officers/Liaisons, itinerant teachers, Aboriginal community elders, counsellors and other relevant professionals. Evidence may include emails, conversation records, file notes, participation in blogs about teaching strategies that are responsive to the local community, cultural setting and linguistic background and histories of Aboriginal and Torres Strait Islander students.

Focus

Differentiate teaching to meet the specific learning needs of students across the full range of

abilities


Develop teaching activities that incorporate differentiated strategies to meet the specific

learning needs of students across the full range of abilities.



plans teaching activities that give students opportunities to participate in a variety of experiences that reflect their individual learning needs

develops personalised plans where required

develops or modifies teaching activities or resources in consultation with specialist colleagues (e.g. Special Education Teacher, gifted and talented teacher, EAL/D teacher)

differentiates teaching and learning to meet the learning needs of individual students or groups of students

modifies teaching practice to meet the learning needs of individual students or groups of students through multilevel instruction, content, process or product adjustments, provision of modified tasks or enrichment and acceleration, where appropriate

assesses student needs to determine appropriate content and activities differentiated to meet each student’s specific learning needs

uses and builds on students’ prior content knowledge, skills and capabilities

uses external assessments and assessments provided by specialist colleagues, such as a Special Education Teacher, gifted and talented teacher, EAL/D teacher, where relevant

uses a range of activities to support student learning through a variety of instructional approaches

uses modelling and small group instruction and modifies activities or resources for individual students or groups of students

understands students’ learning needs and groups students according to their learning


needs

completes appropriate student pre- and post-assessments to modify teaching activities

engages in collaborative planning and team teaching with specialist teachers and colleagues, where appropriate

ensures students are provided with equitable opportunities to use their knowledge and skills to express their understanding of content or explain a skill they have learned

uses specialist personnel effectively and, where appropriate, seeks advice from or follows recommendations from specialist personnel

sequences lessons according to students’ individual learning needs and organises students into small groups according to their learning needs at the time

explicitly teaches skills and strategies using direct instruction, demonstration and guided lessons and allows students to have regular opportunities to work independently.


Teaching and learning programs or lesson plans including a variety of teaching and learning activities and resources linked to syllabus outcomes or objectives, that are differentiated to meet the needs of students with diverse learning needs.

Teaching and learning programs or lesson plans with differentiated tasks to meet the diverse learning needs of individual students or groups of students.

Teaching and learning planning documents that include the outcomes of student-led conferences that focus on meeting specific learning needs.

Personalised plans developed using specific teaching activities, strategies and resources selected to meet the individual needs and strengths of students across the full range of abilities. These may include teacher notes.

Differentiated learning strategies and resources where content is adapted to meet the specific learning needs of students across the full range of abilities.

Teaching strategies and resources developed through collaborative planning or consultation with specialist teachers (e.g. EAL/D teacher, School Counsellor, Aboriginal Education Officer, gifted and talented teacher, Special Education Teacher).

Teaching and learning programs or lesson plans, which include a rationale for the differentiation of lesson content and structure based on the needs of diverse learners and evaluation notes that explain how the specific learning needs of students have been met.

Work samples or annotated authentic assessment tasks from students across the full range of abilities that demonstrate their learning and the impact of the teacher’s practice.

Evidence of team teaching that supports specific learning needs with specialist teachers (e.g. EAL/D teacher, School Counsellor, Aboriginal Education Officer, gifted and talented teacher, Special Education Teacher). Classroom observation documents:

Lesson observation notes and discussions about the use of a variety of appropriate resources that address and support different learning needs.

Lesson observation notes and discussions about management of student behaviour that show awareness of the specific learning needs across the full range of abilities.

Observation notes and discussion on a range of teaching strategies, pedagogical approaches and adaptations used to meet the diversity of learning needs in the class.


Focus

Strategies to support full participation of students with disability


Design and implement teaching activities that support the participation and learning of students

with disability and address relevant policy and legislative requirements.



displays a respectful, inclusive attitude towards students with disability by designing and implementing teaching activities that are appropriate for their needs and enable equitable participation

gives students an appropriate amount of time to respond or contribute

acknowledges all students, establishes shared interaction and models respectful inclusive behaviour to all students

displays awareness of the specific needs of students with disability through learning activity design, seating plans, room layout and displays

ensures that students with disability have equitable access to resources

knows and applies relevant school/sector and legislative requirements related to students with disability

establishes clear routines and guidelines in the classroom, with specific reference to the needs of students with disability

seeks to clarify guidelines for interactions with students with disability, if required

communicates effectively with colleagues to seek advice about the specific learning needs of students with disability

consults a range of colleagues to ensure that the learning needs of students with disability are met

communicates effectively with parents/carers to provide for the needs of students with disability and works with external consultants, where relevant

ensures that teaching activities are inclusive of students with disability and where required, makes appropriate adjustments to learning activities for individual students

seeks advice and support from colleagues to ensure that any adjustments to teaching and learning programs and activities are appropriate, effective and meet relevant policy and legislative requirements

develops strategies for identifying and managing the individual needs of students with disability

ensures that other students in the class learn to develop inclusive behaviours and deals quickly with any inappropriate behaviour that disrupts the learning of other students, including bullying or students criticising other students

communicates directly and effectively with parents/carers.


Teaching and learning programs or lesson plans with a variety of teaching and learning activities that link to syllabus outcomes or objectives and incorporate specific strategies to support students with disability in accordance with policy and legislative requirements.

Teaching and learning programs or lesson plans with differentiated tasks to inclusively meet the learning needs of students with disability.


Personalised plans developed for students with disability that include teacher notes describing how the participation and learning of students has been supported.

Annotated teaching and learning programs or lesson plans that evaluate the effectiveness of the rationale and learning goals applied to lesson content and structure designed to support the specific learning needs of students with disability.

Notes of meetings with parents/carers, specialists, support teams and services that assist with the design and implementation of inclusive teaching and learning programs, units of work or lesson plans that support the learning needs of students with disability.

Teacher’s notes or annotations indicating strategies that address disability policy or legislation in programs and lessons. Classroom observation documents

Lesson observation notes that record how the teaching strategies designed and implemented by the teacher were adjusted to support the learning needs of students with disability.

Lesson observation notes that record the use of appropriate resources and adaptive and assistive technologies to support participation and learning of students with disability.

Standard 2 - Know the content and how to teach it.

Focus

Content and teaching strategies of the teaching area


Apply knowledge of the content and teaching strategies of the teaching area to develop

engaging teaching activities.



devises programs/units of work to deliver content effectively through appropriately selected teaching strategies

presents content based lessons

answers content based questions from students accurately and explicitly explains concepts and checks for student understanding

engages students through substantive, meaningful and connected activities to deepen their understanding of content knowledge

promotes sound content delivery and avoids incorrect or inappropriate content and misinformation

demonstrates a deep understanding of content and avoids exclusive use of a single information source

develops a variety of learning and assessment activities that engage students in their learning

uses NESA syllabuses and documents to develop approaches to content and teaching and learning strategies that engage students and are relevant to syllabus requirements

uses Key Learning Area (KLA) documents for the teaching area to develop engaging teaching activities

prepares effective lessons and programs using content knowledge of the teaching area


relates lesson and program content to outcomes and ensures a range of content delivery strategies are used to engage students

creates opportunities for students to demonstrate evidence of engagement with the content

demonstrates increasing depth of knowledge relevant to teaching area content focused on improving student learning outcomes

checks for and corrects students’ misconceptions and misunderstandings

plans for greater engagement and depth of student understanding through relevant teaching strategies using high-level activities, where applicable or making appropriate adjustments to provide for student learning needs, interests and prior learning

promotes student engagement through effective delivery of teaching area content.


Teaching and learning programs or lesson plans including learning activities designed to engage the students in learning.

Evaluations of teaching and learning programs or lesson plans annotated to show modifications to activities designed to increase student engagement in learning.

Teaching and learning programs or lesson plans aligned with curriculum documents and indicating subject specific pedagogies where appropriate.

Teaching and learning programs or lesson plans with a variety of teaching and learning strategies that link to syllabus outcomes and objectives (e.g. differentiated curriculum, collaborative learning, ICT, higher-order thinking).

Relevant resources customised to suit the learning needs, interests and prior learning of students.

Annotated student work samples that show engagement in learning content and the impact of the teacher’s practice.

Meeting notes demonstrating the teacher’s contribution to collegial planning and preparation of teaching and learning programs or lesson plans.

Teacher notes reflecting on and evaluating units of work and lesson plans examining the quality of student engagement and learning including modifications to enhance teaching and learning. Classroom observation documents

Lesson observation notes about lesson content, structure and teaching strategies that demonstrate teacher knowledge and student engagement.

Lesson observation notes or documented reflections about content, teaching strategies and activities developed and used specific to the learning context.

Teacher reflections on lesson observation notes examining the quality of student engagement and learning.

Focus

Content selection and organisation


Organise content into coherent, well-sequenced learning and teaching programs.




develops teaching programs that clearly reflect syllabus requirements and outcomes

delivers lessons that develop student knowledge of curriculum content

writes lesson outcomes that are syllabus referenced and ensures lessons meet practical learning requirements of syllabus documents such as experiments and fieldwork

writes programs that reflect school requirements

designs programs that display logical sequencing of activities using appropriate program and lesson structure

includes opportunities for students to practise skills within the timelines and sequence of the program

delivers coherent well-structured programs linked to outcomes and syllabus content

designs scope and sequence ensuring the appropriate length of time is provided for content delivery and teaching and learning activities

plans sequential teaching and learning activities that allow for the appropriate assessment of knowledge, skills and understanding for individual students, groups of students or the whole class

ensures programs reflect syllabus requirements

gives priority to essential elements and components of the syllabus with opportunities for extended learning

varies types of assessment in the teaching program to allow all students to demonstrate knowledge, skills and understanding.


Teaching and learning programs or lesson plans that reflect curriculum requirements and are sequenced to develop understanding of content.

Programs or lesson plans that illustrate connections between content of teaching areas and development of subject-specific literacy and numeracy skills.

Teacher notes demonstrating the selection and organisation of content.

Analysis and reflection on the teaching and learning program or lesson plans for coherence between content delivery and student learning demonstrated through assessment.

Meeting notes demonstrating the teacher’s contribution to collegial planning and preparation of coherent and well-sequenced teaching and learning programs or lesson plans. Classroom observation documents

Lesson observation notes of the teacher presenting content in a coherent, well-sequenced teaching and learning program.

Lesson observation or discussion notes which show the teacher manages content related to timelines and the sequence of the learning program.

Focus

Curriculum, assessment and reporting


Design and implement learning and teaching programs using knowledge of curriculum,

assessment and reporting requirements.




demonstrates knowledge of NESA syllabus and assessment requirements

devises units of work that incorporate a range of assessment instruments, including pre- and post-assessments and formative and summative assessments

ensures learning and teaching programs comply with NESA syllabus requirements

approaches the design and implementation of teaching and learning programs using all relevant KLA documents

demonstrates knowledge of student learning to inform assessment and reporting requirements (e.g. annotated student work samples, annotated class lists, notes about individual student achievement levels and areas for improvement) and uses this information to evaluate and modify teaching, learning and assessment programs

prepares effective lessons based on teaching programs and ensures appropriate use of resources

describes clear learning goals, content and purpose of lesson activities and assessment activities in teaching and learning programs

uses teaching and learning programs to relate assessment tasks or activities to course outcomes ensuring diversity in delivery

focuses teaching, learning and assessment programs on course outcomes

designs teaching and learning programs, sequence of lessons or lesson plans with a variety of learning activities and assessment tasks related to assessing student achievement of course outcomes.


Teaching and learning programs or lesson plans using appropriate knowledge of curriculum, assessment and reporting requirements.

Evidence of the teacher’s record keeping system, such as assessment records or program registration.

Assessment plan that shows clear links to the learning and teaching program and reporting cycle.

Assessment activities, criteria and marking guidelines that illustrate how an assessment relates to syllabus requirements.

Teacher records of feedback for learning given to students demonstrating knowledge of curriculum, assessment and reporting requirements.

Examples of student assessment responses and teacher feedback demonstrating achievement of student learning outcomes and the impact of teacher practice.

Written reports to parents/carers demonstrating effective feedback about student learning achievement linked to curriculum, assessment and reporting requirements.

Written reflection on and analysis of programs and lessons that show the teacher has read, knows and understands all relevant curriculum, assessment and reporting policies and support documents.

Written reflection on programs and lesson plans for the purpose of refining curriculum delivery and improving student outcomes.

Evidence of professional learning in curriculum, assessment or reporting. Classroom observation documents

Lesson observation notes and discussion that shows that the teacher conforms to curriculum, assessment and reporting requirements.


Focus

Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation

between Indigenous and non-Indigenous Australians


Provide opportunities for students to develop understanding of and respect for Aboriginal and

Torres Strait Islander histories, cultures and languages.1



uses a range of learning activities and strategies to support student understanding of Aboriginal and Torres Strait Islander histories and cultures, including classroom activities, incursions, excursions, individual, group, class, year or whole school activities

plans for student participation in activities that promote respect for Aboriginal and Torres Strait Islander histories, cultures and languages by building relationships with local communities

develops teaching and learning programs that authentically embed learning about Aboriginal and Torres Strait Islander histories, cultures and languages

ensures students develop an understanding of Aboriginal and Torres Strait Islander languages by referencing a range of examples, including texts, literacy activities, films, presentations, performances, case studies, artworks, performances and images

works with members of the local community to provide opportunities for students to build engagement between Indigenous and non-Indigenous people

collaborates with colleagues to develop school-based approaches to student engagement with Aboriginal and Torres Strait Islander histories, cultures and languages through school assemblies, ceremonies, interdisciplinary teaching and learning approaches and National Reconciliation Week activities.


Teaching and learning programs or lesson plans with a range of teaching and learning activities to support student understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Lesson plans, notes or communications documenting team teaching and collaborative planning with an Aboriginal Education Officer or local community representatives.

Student work samples that display understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages and the impact of teacher practice on student learning.

Records of participation in fieldwork or community involvement to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Discussion and planning notes for excursions which develop students’ respect for and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages. Classroom observation documents

Lesson observation notes and discussion about lesson content and structure where the aim of the lesson was to develop student understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

1 For further examples, refer to https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/

https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/


Focus

Literacy and numeracy strategies


Apply knowledge and understanding of effective teaching strategies to support students’

literacy and numeracy achievement.



plans literacy sessions that provide opportunities for students to speak, listen, read and write as appropriate

ensures students explore, read and are exposed to a range of types of text including factual and fictional texts

uses a range of activities to support literacy and ensures students have sufficient time for speaking and listening

implements a variety of instruction types and uses modelling and small group instruction

uses a range of activities to support students’ numeracy

ensures students see connections between content and numeracy skills to support learning using graphs and tables, statistics, symbols or analytical processes

ensures literacy and numeracy instruction is explicit, well-structured and where relevant, subject specific

sequences lessons flexibly according to students’ learning needs and organises students into small groups according to their literacy or numeracy needs

teaches literacy and numeracy skills and strategies during frequent modelled and guided lessons

plans for students to have regular opportunities for independent reading and writing

assesses student literacy and numeracy needs to determine content and activities

uses and builds on students’ prior knowledge and encourages students to discuss topics and share understandings (in their first language if appropriate)

understands students’ literacy and numeracy needs in relation to their subject/KLA

undertakes appropriate assessment of student literacy and numeracy levels and uses assessment data to tailor teaching to meet individual learning needs

ensures students use their literacy and numeracy knowledge and skills to show their understanding of content or explain a skill they have learned

explicitly facilitates transfer of literacy and numeracy learning across subjects/KLAs so that students make connections

uses support teachers effectively and where appropriate seeks out advice or follows recommendations of support personnel.


Teaching and learning programs or lesson plans which show the application of explicit and structured literacy and numeracy strategies informed by student data.

Student work samples linked to excerpts from program or lesson plans demonstrating literacy or numeracy strategies and the impact of teacher practice on student learning.

Data walls recording achievement of stage based outcomes for literacy and numeracy progression indicating planning for individual student learning development.


Classroom observation documents

Lesson observation notes and discussion about lesson content and structure that show the teacher’s knowledge, understanding and use of teaching strategies to support students’ literacy or numeracy achievements.

Lesson observation notes, emails, records of discussion, file notes or participation in blogs indicating where the teacher has worked collaboratively with support teachers and staff, such as EAL/D teachers and Special Education Teachers to meet student literacy or numeracy needs.

Focus

ICT


Use effective teaching strategies to integrate ICT into learning and teaching programs to make

selected content relevant and meaningful.2



uses ICT effectively to engage students and support their learning needs to develop knowledge, skills and understanding in ICT related to course content and requirements

ensures ICT resources are relevant and meaningful to students’ learning needs

teaches ICT skills to support student-centred learning and self-directed work

knows syllabus ICT requirements and can use ICT to enhance learning opportunities through access to a range of resources, stimulus materials and learning tools when teaching

ensures students can confidently use ICT (e.g. knowing how to navigate websites and use relevant software) and incorporates ICT appropriately into everyday classroom practice to increase opportunities for student engagement and motivation

maintains student learning focus while using ICT when investigating, creating and communicating ideas and information

integrates ICT into lesson content appropriately using explicit terminology to enable students to adapt to and manage developments in ICT related technologies, expanded access to digital information and increased connectedness to data and information

emphasises ICT skills and establishes students’ prior knowledge of content and skills using ICT

recognises and uses student expertise in ICT and authentically integrates explicit teaching of research skills, and processes for gathering information from a variety of sources and identifying new paths of inquiry

teaches ICT skills authentically connected to lesson content, context for learning and the learning needs of students

improves own use of ICT and supports use of ICT in teaching and learning programs

recognises the relevance of ICT to teaching and learning and understands the scope and breadth of ICT

uses pedagogies that reflect effective and appropriate use of ICT, including multimedia

2 For further examples, refer to http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability

http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/programming/integrating-ict-capability


creation tools, programming tools, online collaborative tools, productivity tools including word processors, databases and spread sheets when investigating, creating and communicating ideas and information

encourages students to develop analytical, organisational and problem solving skills using ICT for different purposes within a range of lessons

uses a range of ICT to support students to respect and value individual responsibility and the social and ethical protocols and practices that underpin the responsible use of ICT

integrates ICT into teaching and learning programs and assessment of student learning.


Teaching and learning programs or lesson plans that use a variety of ICT teaching and learning resources that link to syllabus outcomes or objectives. For example, multimedia creation tools, programming tools, online collaborative tools, productivity tools including word processors, databases and spreadsheets, game-based learning, web 2.0 and web 3.0 tools.

Teaching and learning programs or lesson plans that show the integration of ICT resources into teaching and learning activities to encourage student engagement and motivation and develop confidence in the use of ICT.

Evidence of students using ICT to generate ideas, plans and processes to create solutions and apply understanding across a range of contexts relevant to their learning needs and interests.

Evidence of working collaboratively with an ICT integrator or support staff and the impact that this has had on student learning. For example, lesson observation notes, work samples, emails, records of discussion, file notes, participation in blogs and online communities.

Evidence of the implementation of professional learning in use of ICT skills and resources adapted to teaching context, teaching and learning programs and activities.

Evidence of teaching and learning programs and assessment strategies designed to support students to manage and operate ICT ethically and appropriately to investigate, create and communicate.

Evidence of teaching and learning activities that acknowledge the prior knowledge and transferability of student skills and understanding from one learning environment or context to another. Classroom observation documents

Lesson observation notes, reflection and discussion about the integration of ICT into lesson content and structure designed to address syllabus learning outcomes.

Lesson observation notes, reflection and discussion on the accessibility of materials including the range of devices and ICT applications available to meet the learning needs, interests and prior learning of all students.

Lesson observation, notes, reflections and discussion on the explicit teaching of a range of ICT skills and/or applications to enhance teaching and learning.


Standard 3 - Plan for and implement effective teaching and

learning.

Focus

Establish challenging learning goals


Set explicit, challenging and achievable learning goals for all students.



sets realistic and measurable goals so students understand the direction of lessons and expectations

explains to students what the learning intentions for the lesson or unit of work are and the steps to achieve them

relates goals to the curriculum

describes and documents what is being taught and why

writes lesson plans that detail learning intentions and goals and relates goal setting and assessment

writes lesson plans that support and challenge all students to achieve learning goals

ensures that lesson plans and goals reflect the learning needs, interests and prior learning of individual students

plans effectively for students to achieve learning goals and evaluates the lesson based on the achievement of intended learning goals

identifies and articulates an overview of learning intentions (e.g. students are aware of the sequence or coherence of learning goals, know the teacher’s expectations and understand the relevance of the teaching/learning activities to the learning intentions and goals)

ensures a balance of formative and summative assessment

uses well-structured assessment tasks and activities that reflect purpose and outcomes and where appropriate, carries out pre-testing to facilitate goal setting

assesses student achievement against learning goals to determine next steps in individual student learning pathways.


Teaching and learning programs or lesson plans with analyses or reflections that articulate explicit, challenging and achievable learning goals for all students during the teaching and learning cycle.

Teaching and learning programs or lesson plans with analysis or reflections that relate teaching and learning goals to the curriculum.

Student work samples linked to teaching and learning programs or lesson plans to demonstrate the link between goals set, assessment and student learning.

Discussion or meeting records that outline the development of personalised plans for students through collaboration with support staff, colleagues and parents/carers. Classroom observation documents

Lesson observation notes or discussion where the teacher articulates realistic and


measurable goals and what steps to take so students understand the direction and expectations of the lesson and how to achieve their learning goals.

Lesson evaluation notes where the teacher evaluates the lesson based on the level of achievement of goals.

Focus

Plan, structure and sequence learning programs


Plan and implement well-structured learning and teaching programs or lesson sequences that

engage students and promote learning.



develops appropriate and documented lesson plans where planning and evaluation are evident

prepares clear plans for teaching, learning and assessing that reflect an understanding of lesson scope and sequencing and the planning, teaching, learning, assessment and feedback cycle

ensures lesson plans are content based and incorporate learning development and learning activities that require students to apply their learning

displays flexibility within lesson plans to engage student interest

ensures students know what they are learning and why

includes a range of learning activities within lessons to allow students to access learning at a variety of levels and cater for different student learning needs

plans and implements effective transitions between activities

designs lessons that build on prior learning and that challenge students

uses student work samples to demonstrate student learning outcomes and expectations

promotes learning by ensuring students achieve learning intentions for each lesson and celebrate successes

evaluates teaching in terms of student learning and engagement

allocates lesson time to review achievement of student learning goals for the lesson and to set goals for the next lesson

sets independent home learning tasks that are relevant, engaging and address diverse learning needs

develops well-structured, coherent lesson plans to ensure sustained student engagement and learning

ensures students know the learning expectations for each lesson and supports student involvement in the lesson

avoids limited student progress and frustration resulting from inadequate lesson preparation, inappropriate content or poor lesson delivery.


Teaching and learning programs, lesson plans, analyses or reflections that reference the teaching and learning cycle and use different models of learning to promote student learning.

Lesson plans that display flexibility, logic, sequencing and a variety of strategies and


resources.

Sample independent home learning tasks that are relevant to the lesson assessment items and indicate student understanding and achievement of stated outcomes.

Student work samples linked to teaching and learning programs or lesson plans that demonstrate the impact of the teacher’s practice on student engagement and learning. Classroom observation documents

Lesson observation notes or discussion records of lesson content and structure which show planning and implementation of well-structured learning and teaching programs or lesson sequences.

Lesson observation notes or discussion records of lesson content and structure that show student engagement in lessons.

Focus

Use teaching strategies


Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and

critical and creative thinking.3



responds to the interests of students and ensures teaching strategies are relevant and meaningful to students’ learning needs and interests

promotes student-centred learning and problem-solving

encourages critical and creative thinking through engaging students in higher-order thinking and risk taking within the learning

uses teaching strategies that require students to develop arguments, draw reasoned conclusions and solve problems

uses teaching strategies that challenge students to select appropriate thinking strategies for learning that enable them to work independently

uses varied teaching strategies when implementing lessons for groups, the whole class and individuals

promotes critical and creative thinking through inquiry learning, problem-based learning, debate, hands-on activities, role playing, practical activities, frequent opportunities for skills practice, relevant projects, site studies and incursions or excursions

plans effectively and implements a range of teaching strategies to develop student knowledge and skills supporting self-directed work

understands different levels of student cognition, knowledge, skills, experience and interest so that all students can demonstrate creative thinking through generating and applying new ideas in specific contexts

uses teaching strategies that are appropriate for age, individual, group, stage and the ethos of the school/system/sector to encourage critical and creative thinking

uses a variety of teaching strategies to develop students’ skills in critical and creative

3 For more information about critical and creative thinking and specific examples, refer to https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/




thinking.


Teaching and learning programs or lesson plans which show implementation of a variety of teaching and learning activities that include problem-solving, critical thinking and creative thinking linked to syllabus objectives and outcomes.

Teaching and learning programs or lesson plans which show implementation of a variety of teaching and learning activities including debate, hands-on activities, role playing, practical activities, frequent opportunities for skills practice, relevant projects, site studies and excursions.

Lesson plans which show the selection and use of appropriate ICT based strategies to develop knowledge, skills, problem-solving and critical and creative thinking. For example, multimedia, creation tools, programming tools, online collaborative tools, productivity tools including word processing databases and spreadsheets, game-based learning, web 2.0 and web 3.0 tools.

Student work samples that show the impact of the teacher’s practice in promoting self-directed student learning. Classroom observation documents

Lesson observation notes and discussion records of lesson content and structure that show the teacher has selected a range of teaching strategies to support knowledge and skills development, problem-solving and critical and creative thinking.

Lesson observation notes and discussion records that show how the teacher has used a variety of group structures to develop knowledge, skills, problem-solving, creative and critical thinking and collaboration.

Teacher’s written reflection on lesson observation, based on choice and effectiveness of chosen strategies.

Focus

Select and use resources


Select and/or create and use a range of resources, including ICT, to engage students in their

learning.



responds to the interests of students by ensuring resources are relevant and meaningful to students’ learning needs, interests and developmental levels

selects or creates resources that support student-centred learning and self-directed work

uses a variety of resources suitable for groups, the whole class or individuals

includes selective use of ICT resources to deliver content

plans for effective use of resources

identifies learning outcomes for the lesson prior to determining the supporting ICT resources

takes available resources into account when developing teaching programs

seeks help from colleagues in selecting or creating new teaching and learning resources, especially the use of new ICT


develops a variety of resources as necessary, building a professional resource library

uses relevant existing resources and encourages students to provide resources

uses students as resources and engages parents/carers as resources

ensures their selection of resources supports effective practical learning experiences and engagement

adapts resources to meet the needs and interests of individual students and groups of students

deconstructs resources for students to access

changes resources according to the activity

trials the use of resources

supports students’ critical and creative thinking in use of resources

ensures that students use resources, including ICT, appropriately and ethically

manages resources professionally

demonstrates familiarity with existing resources

shares resources with colleagues and critically evaluates the resources used relevant to intended student learning outcomes

incorporates resources into the classroom environment to enhance student engagement

adapts and uses syllabus support materials effectively

develops reusable resources.


Teaching and learning programs or lesson plans which show a variety of teaching and learning resources, including ICT, which link to syllabus objectives and outcomes.

Teaching and learning programs or lesson plans that show the teacher has used curriculum support materials and/or designed resources effectively to enable students to access the curriculum.

Lesson plans, analyses and reflections that show how the teacher has mapped resources, including ICT, to support the learning program and students’ learning needs.

Student work samples that show students are engaged in their learning and the use of a variety of resources in the creation and development of their work including ICT. Classroom observation documents

Lesson observation notes and discussion records that show that the teacher has selected, created and used a range of resources, including ICT, to support and engage students in their learning.

Written reflection on lesson observation based on the choice and effectiveness of chosen resources.

Focus

Use effective classroom communication


Use effective verbal and non-verbal communication strategies to support student

understanding, participation, engagement and achievement.




uses effective verbal communication skills and grammatically correct English

uses explicit vocabulary and technical terms

explains and uses appropriate terms for the students’ level or stage

uses voice effectively with respect to pitch, strength, speed and confidence and ensures all students can hear

understands how to effectively use non-verbal communication to positively impact student engagement

communicates learning intentions and lesson goals verbally and visually, using resources such as an interactive whiteboard or wall display

uses graphic organisers for lessons such as concept maps

uses verbal and non-verbal cues to direct the classroom

maximises contributions from all students, controls questioning and is actively involved

focuses and sustains interaction on the topic using a mixture of verbal and non-verbal communication strategies

acknowledges and values student responses and provides opportunities for all students to respond

gives sufficient waiting time for students to answer questions, reflect on prompts and provocations and provides students with learning opportunities to develop the language of questioning

demonstrates capacity to manage classroom discussion effectively

recognises different communication strategies used by students and plans lessons accordingly.


Teaching and learning programs or lesson plans that demonstrate personal literacy and attention to the development of literacy skills of students to enable understanding, participation, engagement and achievement.

Lesson plans that use graphic organisers, such as concept maps, visual learning aids and thinking routines.

Student work samples that demonstrate the impact of the teacher’s effective instructional communication strategies. Classroom observation documents

Lesson observation notes or discussion records about the teacher’s interaction with students that show the teacher has used effective verbal and non-verbal communication strategies in the classroom to support student understanding, participation, engagement and achievement, including evidence of the teacher responding positively and inclusively to all students.

Lesson observation notes which show the teacher uses grammatically correct and explicit language, explains and uses appropriate terms for the student level and stage, uses voice effectively and uses a mixture of verbal and visual communication strategies.

Lesson observations confirm the teacher uses effective questioning or discussion techniques, including asking a variety of questions at appropriate levels, encouraging risk-taking, preparing students for discussion and providing opportunities that include all students.

Lesson observations confirming that the teacher models respect, responds positively and


praises contributions.

Focus

Evaluate and improve teaching programs


Evaluate personal teaching and learning programs using evidence, including feedback from

students and student assessment data, to inform planning.



revises teaching and learning programs based on assessment data and modifies programs based on evaluation of evidence

collaborates on evaluation of own practice and discusses the effectiveness of teaching and learning programs with colleagues and their supervisor

attends meetings with colleagues to contribute to planned evaluation and evidence-based program development

responds to advice from their supervisor or colleagues when discussing programming and assessment and contributes to improvements in programming and teaching strategies

practises self-assessment through discussion with colleagues and their supervisor and personal reflection/analysis

displays diligent evaluation practices and gathers a variety of evidence to inform program evaluation

evaluates individual activities, resources, student achievement of learning outcomes and whole units of work to inform program review and planning, including how students performed, what worked, what did not work and why, what to do differently in future

evaluates topics promptly after completion and uses formative assessment strategies during the unit of work to inform planning and evaluation

gathers evidence regularly to inform evaluation and reflection including evidence of student learning, engagement and achievement

uses self-evaluation and supervisor/colleague feedback to modify programs and units of work

develops ongoing processes for gathering evaluative data, including feedback from students and parents/carers, where relevant

updates resources in light of evaluation and feedback

builds in reflection time, responds positively to change, listens to students, understands and responds to indicators of learning.


Modified teaching and learning programs or lesson plans based on evaluation of evidence, including student assessment data to show the impact of teaching.

Program registration forms completed promptly at the conclusion of the unit that include evaluation and review to inform future planning.

Records of meetings with supervisor regarding teaching observed, lesson planning and student learning, including feedback based on student assessment data.

Ongoing evaluation of teaching and learning programs or lesson plans, based on evidence, including student assessment data to improve teaching and learning, scope, sequences and programs.


Focus

Engage parents/carers in the educative process


Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in

their children’s learning.



uses parent/carer skills, knowledge and expertise in accordance with school protocols to enhance teaching and learning programs

uses established structures and protocols in the school (e.g. emails, newsletters, school websites) to encourage parent/carer involvement in school or classroom activities

follows school procedures to provide opportunities for two-way written and verbal communication and offers opportunities for parents/carers to give feedback at parent/carer and teacher meetings and on homework activities and class newsletters

plans opportunities for parents/carers to be involved in planning student learning activities

participates effectively in opportunities to collaborate and engage with parents/carers

encourages parents/carers to participate in teaching and learning activities

acknowledges the contributions or help given by parents/carers

provides an open, positive, collaborative and professional image to parents/carers in interactions.


Lesson plans that show how parent/carer skills, knowledge and expertise were used in accordance with school protocols to enhance teaching and learning programs.

Interview plan and discussion points from scheduled parent/carer and teacher interviews.

Emails, letters and other records of individualised communications between the teacher and parents/carers to encourage parents/carers to be involved in school or classroom activities.

Samples of two-way communication between the teacher and parents/carers, including use of online portals and forums, feedback on independent home learning tasks and online survey data.

Records of participation in and preparation for parent/carer and teacher meetings. Classroom observation documents

Lesson observations confirming how the teacher used parent/carer skills, knowledge and expertise in accordance with school protocols to enhance teaching and learning programs.


Standard 4 - Create and maintain supportive and safe learning

environments.

Focus

Support student participation


Establish and implement inclusive and positive interactions to engage and support all students

in classroom activities.



develops appropriate formal and informal relationships, uses students’ names and is respectful of significant events in students’ lives

listens positively to students, acknowledges students’ contributions, allows students to respond in an appropriate manner and is accessible to students

displays equitable amounts of time/engagement to support individual students and deals with issues/problems promptly and fairly

shows a caring attitude and interest in all students

acknowledges and values student responses and provides opportunities inclusive of all students to respond

distributes opportunities for student participation in discussion around the class and manages classroom discussion to support inclusivity and student engagement

establishes clear routines and guidelines for the classroom so that all students understand protocols and expectations and can participate effectively

clarifies guidelines for group work, using clear instructions about role taking and interaction between group members so that all students are involved

exhibits a positive attitude, publicly acknowledges or praises student effort and displays and celebrates students’ work

offers constructive feedback, encourages and acknowledges individual student talents and offers students extra help, time, support or explanation as required

recognises and acknowledges achievement according to school policy.


Learning programs or lesson plans that demonstrate planning for classroom discussion and group work to promote student engagement and facilitate understanding of content.

Documented management of student behaviour including implementation of clear expectations, protocols or rules and consequences according to school/system processes and the impact of this on student participation and engagement. Classroom observation documents

Observed implementation of clear expectations, protocols or rules and consequences.

Lesson observation notes and discussion about interactions with students, the classroom/learning environment, lesson content and structure and communication strategies.

Lesson observation notes and discussion detailing the teacher’s modelling of respect, rapport, work ethic, politeness and positive language and tone when dealing with students,


colleagues and parents/carers.

Lesson observation notes or annotated class roll recording awareness of students’ needs and backgrounds.

Lesson observation notes that show acknowledgement and value for student responses and inclusive distribution of questions around the class to support the participation of all students. This may include the use of further questions to draw out answers from reluctant students.

Focus

Manage classroom activities


Establish and maintain orderly and workable routines to create an environment where student

time is spent on learning tasks.



establishes explicit routines that are consistently reinforced and implemented (e.g. roles and responsibilities, entry and exit of classrooms)

explains tasks clearly so students know how they should behave and interact during activities and informs students of changes to routines

uses well organised time management, sets realistic timeframes and a workable timetable to support effective teaching and learning

delivers well-paced and timed lessons that move through a variety of tasks and allows for varying time on tasks according to the learning needs of different students

ensures that the timetable is reflective of curriculum requirements (e.g. ensures appropriate amount of time is allocated to each KLA in primary schools)

implements clearly articulated and negotiated classroom routines

plans the opening and closing of the lesson, provides students with an outline of the lesson and ensures students understand expectations and consequences

ensures that students are on task and engaged in learning activities

ensures that learning environments, both online and physical, are conducive to learning

establishes clear expectations by developing and consistently applying routines, structure and planning including the preparation of learning activities

ensures rules are appropriate and students are aware of what is expected

adopts a fair and consistent approach to the management of student behaviour in a supportive and safe learning environment consistent with relevant school policy

checks for understanding at the end of the lesson and makes good use of time

organises resources prior to lessons so that students spend more time on learning

ensures that equipment is available (booked, if necessary), ready and working before lessons start.


Curriculum planning documents, lesson plans and resources that include notes/reflections showing effective time management and lesson flow.

Lesson plans that show classroom routines are clearly articulated, negotiated, implemented and monitored consistently.


Lesson plans and evaluation notes that reflect on the impact of consistent routines and expectations on student learning and engagement.

Classroom management documentation that shows application, including copies of school behaviour management forms that have been used to support student learning and engagement. Classroom observation documents

Lesson observation of the teacher promoting student responsibility for learning and self- regulation.

Lesson observations, notes and discussion of observed routines.

Lesson observations, notes, analysis and discussion of student time spent on learning tasks.

Observed implementation of classroom management strategies.

Focus

Manage challenging behaviour


Manage challenging behaviour by establishing and negotiating clear expectations with

students, and address discipline issues promptly, fairly and respectfully.



models and articulates expected behaviours and uses positive language and tone to engage and support all students in classroom activities

communicates clear expectations about student behaviour providing explicit instruction about protocols, rules and consequences

ensures students understand the goals and consequences of classroom behaviour protocols and can articulate the rules

encourages student voice in setting expectations

uses effective disciplinary practices and displays a firm and consistent approach to classroom management

sets clear parameters, remains calm and focuses on the behaviour rather than the student

explicitly teaches students their rights and responsibilities

listens and moves effectively and purposefully around the classroom

engages consistently and effectively with school/system/sector policies and procedures regarding student behaviour management

treats students equitably and reasonably and encourages them to take responsibility for their own actions

puts explicit disciplinary strategies in place

demonstrates proactive classroom management, addresses issues before they escalate and practises vigilance

understands school discipline and welfare policies and implements positive classroom discipline practices that reflect school/system/sector policies

follows up and refers consistently to class agreements, rules, guidelines and school policy

displays positive approaches to discipline and treats all students equitably


responds quickly and effectively to inappropriate behaviour

liaises with school welfare personnel, systems and structures to achieve positive disciplinary outcomes that meet student welfare needs and parent expectations.


Lesson plans, notes, correspondence or reflections that show implementation of school welfare policies and the impact on student learning and engagement.

Documents, such as emails, letters or notes from conversations and meetings, that show how the teacher follows up on agreed actions with individual students and the impact on student learning and engagement.

Reflective notes and programs that show the teacher’s use of school policies and guidelines to develop behavioural expectations for their classroom. Classroom observation documents

Observation notes of positive classroom practices that reflect school policies on strategies to manage classroom behaviour.

Lesson observations, notes and discussion that confirm clear evidence of student understanding of expectations and consequences.

Lesson observations and discussion notes recording interactions with students.

Lesson observation of content and structure demonstrating proactive classroom management that addresses issues quickly, fairly and respectfully.

Lesson observation of strategies for managing student behaviour.

Focus

Maintain student safety


Ensure students’ wellbeing and safety within school by implementing school and/or system,

curriculum and legislative requirements.



knows, understands and observes documentation on mandatory policies such as Child Protection, the Disability Standards for Education 2005 and Workplace Health and Safety (WHS)

implements appropriate safety procedures that demonstrate an understanding of mandatory policies and constantly reinforces safe student behaviour

knows and understands the concept and implications of risk assessment

identifies and minimises risks and reports them promptly

establishes clear classroom safety rules and guidelines and ensures these are enacted

realises some students need risk assessment before undertaking certain activities and refers students for assessment in such cases

displays positive teaching practice and is the first person into a classroom and the last person to leave

chooses teaching practices that ensure eye contact with students

creates and maintains a physically safe classroom and reports issues or incidents to appropriate personnel


keeps documentation such as rolls, and reports issues or incidents

ensures student safety while engaged in duties outside the classroom, including during excursions, supervision during recess, lunch and before and after school

immediately addresses unsafe behaviour and situations and students who are in distress or danger

implements strategies to minimise accidents or incidents and develops appropriate consequences for students who do not comply with safety rules

avoids using inappropriate materials or resources that could be a safety risk, such as dangerous chemicals, electrical apparatus and sharp instruments

knows and adheres to mandatory policies and school guidelines and reports incidents or accidents as per WHS requirements.


Lesson plans, notes, correspondence or reflections that show implementation of school discipline and wellbeing protocols and classroom practices that reflect school and system policies and the impact of these on student engagement and learning.

Risk assessment plans that show the teacher knows and understands the concept and implications of risk management and can clearly identify risks.

Documentation recording student safety concerns or records of incident management. Classroom observation documents

Lesson observations confirming that the teacher implements safety procedures in the classroom.

Lesson observation notes confirming implementation of school discipline and welfare policies and positive welfare and classroom practices that reflect school policies and legislative requirements.

Lesson observation notes that confirm awareness of school or system requirements in terms of bullying and reporting.

Lesson observation notes and discussions about management of student behaviour in accordance with mandatory policies such as Child Protection and WHS, as well as implementation of appropriate safety procedures that demonstrate an understanding of mandatory policies.

Focus

Use ICT safely, responsibly and ethically


Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and

teaching.



knows, understands and implements safe, ethical procedures for students using ICT that demonstrate an understanding of school, system or sector ICT policies

reinforces safe online behaviour continually

provides students with explicit strategies for evaluating the appropriateness and reliability of digital resources and websites

identifies risks in student use of ICT and implements strategies to minimise risk


recognises and reports inappropriate online behaviour promptly and appropriately

establishes clear ICT and cyber safety rules and guidelines for students that are consistently implemented and monitored

models and explicitly demonstrates safe, responsible and ethical use of ICT, such as acknowledging digital sources in presentations and resources and protecting online identities

knows and adheres to mandatory policies and school guidelines by reporting incidents such as online bullying, student access to inappropriate websites and students inappropriately accessing other student’s digital devices

promotes student stewardship in their use of digital devices

uses digital and online resources to authenticate student work and check for plagiarism, where appropriate

applies appropriate consequences for student breaches of academic honesty in relation to ICT

applies school assessment policy equitably in cases of breach of rules and demonstrates awareness of NESA requirements for reporting ethical breaches, such as malpractice or plagiarism, during assessments and examinations.


Teaching and learning programs, lesson plans or classroom observation notes which show implementation of explicit teaching and learning strategies to promote safe, responsible and ethical use of ICT in learning and teaching activities. This may include awareness of cyber bullying, harassment, appropriate use of text messaging, plagiarism, referencing conventions and academic integrity.

Samples of assessment tasks completed by students that include clear guidelines to students about plagiarism, referencing conventions and academic integrity.

Samples of emails and online communications (e.g. blogs and online forum posts) between the teacher and students that model responsible and ethical use of ICT.

Printed excerpts of student online communications with each other in response to identified learning and teaching strategies that demonstrate their responsible and ethical use of ICT and the impact of the teacher’s practice (e.g. comments on a student’s public blog post or class wiki).

Lesson observation notes, program evaluation or discussion notes about management of student online behaviour in accordance with school policies such as cyber safety and anti-bullying and implementation of appropriate safety procedures that demonstrate an understanding of mandatory policies. Classroom observation documents

Lesson observations confirm that the teacher explicitly teaches and models safe, responsible and ethical use of ICT to students.

Lesson observations and notes that confirm how the teacher has implemented cyber safety requirements in response to school, system and legislative policies.


Standard 5 - Assess, provide feedback and report on student

learning.

Focus

Assess student learning


Develop, select and use informal and formal, diagnostic, formative and summative assessment

strategies to assess student learning.



develops assessments that are clear and coherent to all students and ensures students understand the purpose of the assessment, the learning they will be required to demonstrate, what the task entails and what is required of them

develops well-designed assessments using a variety of assessment strategies and styles that cater for different learning needs

develops differentiated assessments to address a range of abilities, learning needs and styles, preferences and interests while providing opportunities that challenge and support student learning and understanding

uses formative and summative assessment

ensures assessment meets relevant syllabus requirements linked to outcomes

ensures students are provided with learning opportunities through frequent and varied assessments

provides effective feedback to students to support their improvement including teacher observation, peer and self-assessment and/or parent feedback

develops an assessment plan, organises assessment, and uses a range of formal and informal assessment

ensures assessment is an integral part of the teaching and learning cycle allowing students to regularly demonstrate achievement of syllabus outcomes

maintains a program of planned assessment and selects appropriate assessment strategies to suit the student learning outcome assessed

uses assessments to diagnose individual student learning needs and plan next steps

provides for effective feedback about student learning integral to assessment task planning

ensures assessment of knowledge, skills and understanding is efficient and effective and allows thinking skills to be demonstrated where appropriate

ensures assessment tasks are authentic in relation to learning

follows school/faculty assessment policy and promotes ongoing assessment as, of and for learning as part of student learning and development

prepares students for external tests and examinations including NAPLAN and the HSC and meets related administrative requirements.



Lesson plans or excerpts from a teaching and learning program showing implementation of a range of planned assessments and strategies used to assess student learning.

Teacher’s formal class assessment plan or schedule showing implementation of a range of assessment strategies with analysis of intended outcomes, purpose and links to assessment as, of and for learning.

Assessment rubrics developed and used by the teacher as part of a teaching program to assess student achievement of learning goals and/or syllabus outcomes.

Assessment plans, tasks, marking criteria or rubrics, student work samples and examples of formal and informal feedback that reference learning outcomes, objectives and links to student growth data demonstrating impact of teacher practice on student learning.

Teacher’s analysis of student work samples that recognises diagnostic data used and linked to differentiation and future assessment strategies and tasks.

Teacher’s notes from lesson analysis and evaluation showing assessment information gathered to inform and refine future lessons. Classroom observation documents

Lesson observation notes showing implementation of a range of assessment strategies with students.

Focus

Provide feedback to students on their learning


Provide timely, effective and appropriate feedback to students about their achievement relative

to their learning goals.



ensures prompt assessment of student work and returns work with feedback to students within a timeframe that is appropriate to the type and purpose of the assessment

ensures that each student knows the specific next steps about how to improve their learning and achievement of syllabus outcomes

uses feedback effectively to inform the planning, teaching, learning, assessment and feedback cycle

gives constructive and justifiable feedback with specific, thoughtful and meaningful comments on positive achievement and strategies for areas requiring improvement

ensures students understand why and how to achieve learning goals

gives feedback that is learning focused and linked to outcomes ensuring students know how to improve their work and develop their learning

assesses student work in line with consistent use of marking criteria and gives feedback that acknowledges level of achievement and how to improve

understands the importance of feedback and has a plan to deliver feedback, including use of various forms of feedback (e.g. marks, grades, comments, verbal feedback, peer feedback, self-reflection)

implements school and/or system policy regarding recognition of achievement and addresses instances of underperformance with support and guidance for improvement


provides time to support individual students to address identified areas for improvement

communicates expectations to students, provides constructive and positive comments and documents feedback

ensures feedback is contextualised, detailed and specific to the student’s needs

indicates the level of student achievement and ensures students are provided with strategic feedback to improve

ensures appropriate follow-up on home tasks and develops support structures for students who are having difficulties in meeting learning outcomes.


Teaching and learning programs or lesson plans personalised for students to address specific learning needs identified by assessment data.

Feedback scaffold and resources developed to allow students to engage with feedback on their learning, including positive achievement and areas for improvement. It may also include why and how students can achieve goals and how to move forward.

Examples of student work showing teacher feedback about their achievement relative to their learning goals and syllabus outcomes and the impact of teacher practice on student learning.

Logs of student conferences outlining feedback given to students on progress and achievement against their learning goals and planning for future learning.

Record of moderation of common assessment tasks between teaching colleagues to demonstrate students are receiving timely, consistent and efficient feedback aligned with their learning goals. Classroom observation documents

Lesson observation notes showing implementation of a range of feedback strategies with students.

Records of student work where the teacher provided feedback for learning resulting in improved student achievement of learning outcomes.

Lesson observation notes where the teacher provided timely and effective feedback to students and encouraged students to reflect on or respond to the feedback.

Focus

Make consistent and comparable judgements


Understand and participate in assessment moderation activities to support consistent and

comparable judgements of student learning.



designs assessments with marking criteria for use by all teachers implementing a common assessment task

includes sample responses to assessments, or ‘answers could include’ responses, where appropriate, to support teacher judgement and student learning

makes accurate judgements about student work samples that are consistent with agreed marking criteria and selected benchmarks, and are comparable with colleagues

works collaboratively to develop a shared understanding of benchmarks to ensure marking


criteria are applied fairly to all student work samples

provides a rationale or reasons for their judgement in relation to the assessment of individual student responses based on the marking criteria and benchmark works, if required

listens to colleagues and works collaboratively to develop shared understandings in relation to the standard of student work

engages in discussions with colleagues to ensure that assessment criteria and identified standards are equitably applied and that any bias in the assessment of student work is addressed, if required

contributes to the development of appropriate benchmarks by participating in discussions about individual student work samples

participates in pilot marking processes to ensure an accurate understanding and consistent application of the marking criteria for assessment tasks

engages professionally in collaborative assessment processes and implements school and/or system policy regarding moderation of assessment

uses feedback from moderation activities effectively to improve student learning.


Annotated student work samples that reflect the common assessment criteria or rubric.

Assessment rubrics developed and implemented as part of a teaching program to assess student achievement of learning goals.

Assessment plans, tasks, marking criteria or rubrics, or student work samples showing feedback provided that demonstrate the school and/or system policy regarding the moderation of assessment activities.

Team moderation report produced following moderation of student assessment with adjusted assessment judgements to improve consistency and comparability. Classroom observation documents

Lesson observation notes showing implementation of a range of feedback strategies with students based on moderation.

Focus

Interpret student data


Use student assessment data to analyse and evaluate student understanding of

subject/content, identifying interventions and modifying teaching practice.



uses a range of assessment data for each student to analyse their understanding, knowledge and skills in relation to learning outcomes

uses analysis of assessment data to identify modifications to teaching practice for individual students and groups of students

revises teaching programs and personalised plans based on student assessment data

modifies lessons and programs based on analysis of evidence of student learning outcomes

records feedback from assessments in general terms to evaluate programs or lessons and


identify areas for further development

uses feedback for future revision, and extends and consolidates tasks as a result

collaborates on evaluating the effectiveness of teaching practice

discusses with colleagues and their supervisor the effectiveness of programs in achieving intended student learning outcomes

attends faculty, staff and stage meetings and contributes to program evaluation

responds to advice from their supervisor or colleagues when discussing assessment issues and contributes to improvements in programming and teaching strategies

practises self-assessment through discussion with colleagues and their supervisor

informs the analysis of student assessment data by gathering a variety of evidence of student learning

includes evaluation of student learning in lesson plan evaluations

uses assessment as, of and for learning during the unit of work to identify student learning

implements school/system/sector processes for analysing data on student learning outcomes and updates programs and resources in light of evaluation

listens to students, and understands and responds to indicators of learning

collaborates and seeks help or advice if needed

attends professional learning opportunities about the analysis of assessment data to inform assessment practices and modify teaching and learning programs.


Teaching and learning programs or lesson plans annotated to show modifications to differentiate for individual students or groups of students based on student assessment data.

Analysis of student assessment data identifying strengths and weaknesses in student understanding of core concepts and essential skills in learning areas.

Notes regarding the impact of intervention techniques for individual students or groups of students informed by assessment data.

Analysis of a sample of student work that links to assessment for learning.

Notes on comparison and evaluation of assessment data demonstrating understanding of student growth, value added measures and teacher impact.

Notes that assess personalised plans in relation to the implementation of selected interventions, the impact of modifications made to teaching practice and achievement of learning outcomes.

Records of meetings with supervisor and colleagues regarding student achievement based on the analysis of assessment data, including evidence that the teacher has responded to advice from their supervisor or colleagues.

Evaluation of teaching and learning programs or lesson plans with specific reference to student assessment data, used to identify appropriate interventions and modifications to teaching practice. Classroom observation documents

Lesson observation notes showing how the teacher has used formative assessment in the classroom to identify interventions and/or modify teaching practices.


Focus

Report on student achievement


Report clearly, accurately and respectfully to students and parents/carers about student

achievement, making use of accurate and reliable records.



writes reports that use appropriate language and terminology and are easily understood by the audience

ensures that the purpose of the report is clear to the intended audience

takes care with the structure of reports ensuring correct grammar and spelling

ensures sensitive communication with parents/carers

prepares reports that focus on learning outcomes

bases reports on assessment that accurately reflects student achievement and identifies how students can improve their learning in a supportive manner

makes constructive, accurate and appropriate comments in reports

behaves professionally, meets report deadlines, follows agreed assessment plans and schedules, keeps accurate records of student achievement and uses these as the basis for feedback at parent/carer interviews

documents issues of behaviour and student welfare or discipline affecting student learning and achievement

documents student achievement and learning systematically and keeps records that can be readily located

collects student work samples and keeps a record of report data and comments which are readily understood by others (e.g. use of coding is explained)

ensures monitoring is student-oriented and learning focused

uses a range of assessment feedback strategies including comments, informal verbal feedback and class discussion, written feedback, annotations and formal reports

keeps records diligently, relates records to reporting and tracking of student progress and annotates student work samples to highlight achievement of outcomes

knows and observes school policies, contributes to a centralised record of assessment tasks and completes assessment records.


Clear, accurate and respectfully worded student progress or summative assessment reports.

Assessment records maintained for each student linked to formal and informal reporting that show student progress.

Record of conferences conducted to discuss student achievement involving students and parents/carers and specialist support in accordance with school policy and practice.

Record of engagement with parents/carers through phone, email, parent portal and meetings, demonstrating regular updates and contact about student achievement and learning.

Notes prepared for parent/carer and teacher interviews demonstrating accurate and


respectful reporting of student strengths, achievement of learning goals and areas for further development to identify future learning goals and areas for improvement. * De-identify all student and parent/carer reports, records and assessment data before using them as documentary evidence for accreditation.

Standard 6 - Engage in professional learning.

Focus

Identify and plan professional learning needs


Use the Australian Professional Standards for Teachers and advice from colleagues to identify

and plan professional learning needs.



identifies specific Standard Descriptors in relation to professional learning goals and professional learning needs

identifies appropriate professional learning activities and professional development courses to address professional goals and Standard Descriptors

develops a personal professional learning plan that includes clearly articulated learning goals

develops professional learning goals that relate to the Standards

evaluates and keeps records of professional development and the particular Standard Descriptors addressed through professional development activities

participates in a range of professional learning opportunities

listens to and learns from colleagues, engages in relevant professional reading and participates in mentoring activities

develops effective relationships with colleagues to support their professional learning

shows interest and initiative and demonstrates awareness of the Standards when planning professional development

indicates active professional interest to improve teaching practice in relation to the Standards

applies new knowledge and skills to professional practice and accepts suggestions from supervisors and colleagues for improvements to practice.


Records of meetings with supervisor or colleagues regarding observed teaching, lesson planning and a reflection on student achievement linked to the Standards, Focus Areas and Standard Descriptors.

Professional learning plan and reflection notes linked to the Standards, Focus Areas and Standard Descriptors.

Record of engagement in professional development courses and professional learning activities. For example, listening to and learning from colleagues, professional reading, working with a mentor or coach, undertaking postgraduate study, participating in school or system based professional learning projects such as lesson study and other forms of action research. Records should include reflection notes linked to the Standards, Focus


Areas and Standard Descriptors.

Performance appraisal documents and reflection notes that identify goals for learning in relation to the Standards.

Lesson observation notes and records of discussions with colleagues about their practice in relation to the Standards. Classroom observation documents

Lesson observation notes regarding the implementation of teaching strategies, learning frameworks, classroom feedback and assessment tools, new resources and/or professional learning in relation to teaching practice demonstrated in the classroom.

Focus

Engage in professional learning and improve practice


Participate in learning to update knowledge and practice targeted to professional needs and

school and/or system priorities.



articulates their own professional priorities targeted to school, system and sector priorities

participates actively in professional learning and professional development activities, such as staff/stage/faculty meetings, school development days, school-based performance and development processes, professional teaching association meetings, networking opportunities and professional reading

incorporates professional learning into teaching practice, such as through program evaluation, lesson plans, teaching, assessing, providing feedback, analysing assessments, classroom management practices, effective use of ICT and resource design

engages in professional discussion with colleagues to establish rapport and share knowledge and information about professional learning activities

attends professional learning and professional development activities that address teacher, school, system or sector goals and priorities

actively participates in and reflects on professional development activities

incorporates professional learning into teaching practice to demonstrate professional growth.


Evidence of participation in professional learning activities to update knowledge and develop practice targeted to school and/or system priorities.

Professional learning plan that contains self-analysis and reflection relating professional learning to knowledge and practice, targeted professional learning needs and school and/or system priorities.

Notes from shared group discussion of professional reading that include reflection on what has been learnt in relation to the Standards.

Annotated articles or professional reading logs with implementation notes for classroom practice.

Notes from observations of others or feedback from others on implementing shared professional learning and the impact that the practice has on student learning.


Focus

Engage with colleagues and improve practice


Contribute to collegial discussions and apply constructive feedback from colleagues to improve

professional knowledge and practice.



demonstrates willingness to work collaboratively and constructively with colleagues as part of a team

applies feedback from colleagues when planning, reviewing and evaluating teaching strategies and programs

participates in team teaching and collaborates with a range of colleagues (e.g. EAL/D teacher, gifted and talented teacher, Special Education Teacher and Aboriginal Education Officer)

demonstrates willingness to participate in professional committees and engage in school activities

contributes to KLA/stage/wellbeing/learning support meetings

participates in writing, evaluating and reflecting on programs and units of work

applies feedback from meetings to improve professional knowledge and practice

participates in and displays a positive attitude towards professional learning communities to increase knowledge and understanding

participates in collegial interaction and shows respect for individual personalities

seeks opportunities to access best practice internally, externally and online

contributes to staff meetings on broader educational issues and contributes to stage/KLA meetings on pedagogical or content issues based on knowledge.

acknowledges and responds to constructive feedback on a professional rather than personal level and applies feedback from colleagues to improve practice

completes all required professional tasks (e.g. meets deadlines and responds to surveys and evaluation forms)

demonstrates willingness to participate in collaborative activities and takes either a lead or support role as appropriate

participates actively in discussions and generates ideas and questions

assists in planning and contributes own learning and thoughts relevant to focus matters

contributes positively to discussions with colleagues, including in online forums/networks, and offers constructive and informed suggestions

communicates effectively in parent/carer groups, school council meetings and school assemblies.


Documented reflection on practice arising from a professional discussion with a colleague.

Minutes of professional team or committee meetings in which the teacher actively participated. The minutes should detail the involvement of the teacher in collaborative discussion, evaluation and reflection.

Evidence of participation in professional online discussions, online courses, blogs and


other virtual professional learning communities. Evidence can include an excerpt of the online discussion showing the teacher’s participation with colleagues.

Evidence of engagement in regular constructive discussion with colleagues including feedback aimed at supporting improvement in professional practice and annotation of teaching and learning programs or unit/lesson plans.

Evidence of applying feedback from colleagues to improve professional knowledge and practice and the impact of this on student learning.

Focus

Apply professional learning and improve student learning


Undertake professional learning programs designed to address identified student learning

needs.



develops and reflects on an accurate analysis of student learning needs

seeks appropriate professional learning to improve teaching practice and student learning outcomes

seeks professional development courses designed to address identified student learning needs, such as literacy, numeracy, critical and creative thinking and use of ICT

seeks assistance and advice from colleagues and their supervisor about appropriate professional learning to address issues of equity and inclusion in relation to student learning needs and is willing to act in response to the advice, assistance or professional learning

participates in regular shared discussions with colleagues, their supervisor, staff and faculty to identify student learning needs

participates positively in professional discussions with their supervisor and colleagues, about performance and development processes to improve student learning needs

demonstrates willingness to change or adapt and dispenses with ineffective current practices

acknowledges and draws on the expertise of other teachers to inform their learning and development of skills in identified areas of practice to address student learning needs

reflects upon or critically evaluates effectiveness of teaching by assessing student learning outcomes

uses assessment data effectively to identify professional learning needs.


Modified teaching and learning programs or lesson plans in response to specific professional learning programs that address identified student learning needs.

Student learning and assessment data that informs the choice of professional learning to be sourced and undertaken.

Professional learning plan that shows a selection of professional development courses and other professional learning activities based on student learning needs.

Professional reading log that includes a reflection on how the new learning may be implemented to address student learning needs.

Action research with a focus on improved teaching practice that demonstrates how


student learning needs have been addressed.

Observation notes and records of discussions about participation in professional learning that has been applied in the classroom to address student learning needs.

Standard 7 - Engage professionally with colleagues,

parents/carers and the community.

Focus

Meet professional ethics and responsibilities


Meet codes of ethics and conduct established by regulatory authorities, systems and schools.



knows the code/s of ethics that apply to their teaching context

knows and understands legislation regarding privacy of student information and is discerning about with whom and where they discuss confidential issues

seeks permission from students and their parents/carers before disclosing any student information

knows or seeks advice relating to critical incident reporting and the media

keeps confidential records and relevant documentation secure and organised

uses appropriate, well-reasoned and justifiable comments in all record keeping

understands mandatory reporting requirements and immediately reports issues/incidents such as critical incidents and child protection concerns to relevant personnel

refers confidential issues relating to students to supervisors promptly

adheres to legislation and procedures for disclosure of student data and child protection protocols

seeks permission from parents/carers before identifying students or permitting photographing of students

follows correct processes when allowing access to students and student data

avoids inappropriate disclosure or public discussion of private information and does not relate confidential information to others

maintains professionalism when discussing students

maintains confidentiality during processes related to implementation of the Performance and Development Framework, such as classroom observations and professional discussions

prepares accreditation evidence ethically and with respect to student confidentiality

de-identifies documents to ensure student privacy and where appropriate, obtains permission to use colleagues’ work.


Annotated teaching and learning programs, lesson plans, teaching materials, resources or assessments that abide by copyright laws and appropriately credit sources, including colleagues, websites, books and journal articles.

Communication notes which show permission being sought and obtained for the use of


intellectual property, where required.

Reference or endorsement of the teacher from their principal or employer.

Meeting records, emails and other communications that show an understanding of mandatory reporting requirements. If necessary, records should be de-identified.

Examples of communications with parents/carers regarding the use of student work samples and images of individual students.

Focus

Comply with legislative, administrative and organisational requirements


Understand the implications of and comply with relevant legislative, administrative,

organisational and professional requirements, policies and processes.



incorporates mandatory school and system procedures and policy documents in teaching and learning programs and class organisation

complies with school, system, sector and legislative professional requirements and policies, such as teacher accreditation policies and processes

implements relevant policy documents in classroom practice such as, conflict resolution strategies, administration, mandatory reporting, WHS and inclusive education legislation

meets deadlines for key administrative tasks and prepares student reports based on legislative and administrative requirements

displays evidence of having read and understood relevant policy and process documents

evaluates school policies and is able to contextualise and implement policy documents

demonstrates understanding of the implications of policy documents for teaching and learning programs and classroom practice.


Teaching and learning programs or lesson plans which show evidence of implementation of mandatory policy documents.

Classroom/student management plan that shows the implementation of school and system policies and procedures.

Communication demonstrating compliance with relevant legislative, administrative, organisational and professional requirements.

Meeting records, emails and other communications that show an understanding of mandatory reporting requirements.

Professional learning regarding relevant legislative, administrative, organisational and professional requirements and teacher accountability.


Focus

Engage with the parents/carers


Establish and maintain respectful collaborative relationships with parents/carers regarding their

children’s learning and wellbeing.



understands and follows established school protocols for communicating with parents/carers and ensures newsletters and parent/carer notes adhere to the guidelines

communicates with and behaves professionally towards parents/carers

documents all communication with parents/carers

refers sensitive issues to their supervisor and demonstrates sensitivity to the different backgrounds of parents/carers

displays empathy with parents/carers and where appropriate, informs them about changes in regard to their child’s learning and wellbeing in relation to relevant policy, rules and regulations

prepares for meetings with parents/carers, ensuring they have knowledge and understanding of the learning and wellbeing issues to be addressed

listens to parent/carer feedback and takes a collaborative approach to discussions

knows and understands the cultural and socio-economic backgrounds of students and their parents/carers

works with interpreters, Community Liaison Officers and Aboriginal Education Officers, where required

communicates sensitively and accesses appropriate information on parent/carer backgrounds

takes additional commitments of parents/carers into account when making judgements or decisions and shows awareness of differing attitudes of parents/carers

follows school procedures to provide opportunities for two-way written and verbal communication

offers the opportunity for parent/carer feedback on homework activities, class newsletters and at formal parent/carer interview.

Examples of practice

Notes from observations by supervisor/mentor showing that the teacher establishes and maintains respectful collaborative relationships with parents/carers using appropriate language, tone and body language and the impact of this on student learning and engagement. Notes can be from observations in meetings, during assemblies and community meetings, on excursions or in parent/carer and teacher meetings.

Written reports and records of student progress, letters home and other written communications with parents/carers that follow school protocols and demonstrate respect and collaboration regarding the child’s learning and wellbeing.

Planning documents for meetings with parents/carers regarding their child’s learning and wellbeing.

Examples of opportunities for parent/carer contributions to homework activities, newsletters and other school community activities.


Focus

Engage with professional teaching networks and broader communities


Participate in professional and community networks and forums to broaden knowledge and

improve practice.



uses knowledge gained from participation in professional and community networks to improve practice

seeks out opportunities to network and attends professional networking meetings, including online educational forums, to improve practice

organises and engages in excursions and incursions involving community groups, in line with school and/or system policies

engages with a professional association linked with a subject, stage or KLA, and participates in relevant professional networking opportunities

engages in activities that link their school to the broader local community such as environmental action groups, charities and businesses.


Validated attendance at school-based induction programs, teacher and professional networking meetings, including online educational forums, with reflections that show how the teacher has broadened and applied their knowledge to improve practice.

Excerpts from online professional or community networks that show participation to broaden knowledge and improve practice.

Communication that shows participation in professional and community networks and forums to broaden knowledge and improve practice.

Record of activities undertaken in a professional network with notes to explain the impact of the activities on student learning.