Week 2 Standards and evidence

Building your professional persona and portfolio

WALT We are learning to….

Consider the teaching standards by which you will be assessed

Unpack the idea of ‘evidence’ against the National standards

Review the work done to date on the e.portfolios

Share the second set of strategies learned through Set for Success

Review own progress for input into an ILP

Knowledges and Skills

You are on the selection panelThe teacher – what qualities tell you they’re a good great teacher? The portfolio – what’s in it?

Organisation of the standards

There are seven standards which are grouped into three domains:

Professional Knowledge

Professional Practice

Professional Engagement

Organisation of the standards

Professional Knowledge

Professional Practice

Professional Engagement

Standard 1Know students and how they learn

Standard 3Plan for and implement effective teaching and learning

Standard 6Engage in professional learning

Standard 2Know the content and how to teach it

Standard 4Create and maintain supportive and safe learning environments

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

Standard 5Assess, provide feedback and report on student learning

Overview of the standards

The short animation below provides a brief introduction to the development, purpose and content of the standards.

The explanation and description of each of the seven standards will help you think about and identify the knowledge, skills and engagement behaviours expected of teachers in the 21st century.

http://www.youtube.com/watch?v=iuKceiCvMEg

ACTIVITYWork together to brainstorm list of possible

sources of evidence for each Standard.

Ensure you consider each of the descriptors in the focus areas listed under a particular Standard.

Distinction between “folios”Working portfolio - your folder that documents all

EPL experiences for use at your teaching school

Professional portfolio – requirement for EPL 3, 4 and 5 in the form of an e-portfolio – See the requirements outlined in the course profile and EPL 3 Pre-service Teacher Guidelines

Professional Folio - Folio for EQ teaching positions - a folio that shows how you meet the EQ selection criteria for a teaching position.

Four steps in developing your Professional Portfolio – e-portfolioCollecting, categorising and annotating evidence

based on the Australian Professional Standards for Teachers

Selecting the best evidence

Reflecting on your selection

Organising and presenting your portfolio

Categorising the evidence

Decide on a format for organising your evidenceAccording to each standardAccording to major themes in the standards e.g.

Professional Knowledge, Practice and / or Engagement

Selecting evidence

Select inclusions in your portfolio on the basis of:The extent to which a work sample demonstrates

multiple descriptorsThe impact on student learning and outcomes

Aim to demonstrate evidence of each standard progressively. This will subsequently inform your Pre-service Teacher Self-Evaluation midway through the assessable block.

Annotating the evidenceAttach an annotation recording

information that will help you select your best examples for each standardDate, year level, curriculum areaReflection on:

What the sample reveals about your ability to demonstrate the chosen descriptors

The strengths and areas for development revealed in the sample

What you learnt that will impact on student learning, your practice and ongoing professional development

Reflecting on your evidenceThere should be critical reflection on each piece of

evidence showing how it links to one or more descriptors of the APST.

The reflection should include: (a) contextual information (b) a critical analysis of what the sample reveals about the

knowledge, practice or engagement embedded in the standard descriptors

ACTIVITY Annotations – what standard/s? What else could you add to this annotation?

Annotation – Example 1

The comments recorded on these samples of students Maths work illustrate the approach I take to formative assessment. By providing feedback during the lesson I helped this student to understand how to work through the problem using mathematical reasoning. This enabled the student, as demonstrated in the sample of her completed work, to successfully finish the set tasks for the unit.

Annotation – Example 2

With the introduction of the new History curriculum, I became aware that my lack of knowledge of the content of the curriculum and history pedagogy was a concern. Because it was a new area for many of my colleagues, it was difficult to get support in the staffroom. I decided to join the History Teachers Association as a means of engaging more with the learning area. I attended an excellent workshop on engaging with the local area as a means of helping students engage with history and history concepts and decided to organise an excursion to the nearby historical cemetery for my Year 5 class as part of the unit on the region’s early settlers.

Scope of the evidence Achievement of each of the Standards

Take account of each of the descriptors for the focus areas

One piece of evidence can address multiple descriptors within and across the 3 domains

• Show the impact of your practice on student learning

Note that for EPL 3 and 4, the assessment package clearly describes the evidence you need to demonstrate and the quality of that evidence at either EPL 3 level and finally Graduate level

Mahara Profile

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Journal (blog)

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Let’s create a journal entry (reflection) TODAY – think about one lesson or learning

experience you have had this year that you can learn something from

Describe it briefly

Describe the context

Identify a standard that could help you reflect on that

Write a journal entry about it, tag it (what standard) and save it

Your professional journeyThe individual learning plan (ILP)

Review strengths – how can you build and extend on them

Be honest about challenges – what are your weaknesses, things you haven’t quite ‘nailed’ yet, what are your knowledge gaps?

Identify practical things you can do to build on strengths and deal with challenges…

Set for Success revisited Managing behaviour pro-actively

Giving praise & feedback

Questioning techniques

Relationship building

Classroom presence

It’s the qualities that count!