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