Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative & organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities A completed portfolio of evidence PoE* presented to a school panel should provide evidence against all of the APSTs. The presentation at the school should be shaped as follows: Provide 5-8 rich pieces of evidence from portfolio shaped around own philosophy and journey of learning. Presentation to a panel made up of mentors, principal and, if possible the PST coordinator, or PLL in NT schools. This should also address: *What are your strengths? *What are your weaknesses *How do you see the role of colleagues, parents/carers and the community in your future career? TEACHING PORTFOLIO addressing each of the above APSTs Assessment rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Presentation Quality of planning is high with explicit links to learning needs. Samples of evidence demonstrate sound knowledge of national and state curriculum and assessment requirements. Quality of planning is sound with well thought through links to learning needs. Evidence demonstrates knowledge of national and state curriculum and assessment requirements. Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of national and curriculum and associated assessment requirements. Quality of planning is poor. is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements. Readiness for the profession, including response to TPA. The PST has embraced a culture of collaboration and personal has demonstrated a commitment to the ethical and practical requirements of the profession. The PST is clear around the requirements of the profession and has demonstrated readiness to become a teacher. The PSt has demonstrated some analysis of own teaching practice in terms of curriculum and pedagogy. Attention to ethical and practical requirements of the profession is evolving. The PST fails to effectively critique own pedagogy. There is very limited analysis of own teaching practice and minimal attention to the professional needs of a teacher.
Presents work professionally; articulate and coherent. Well prepared and well structured; explicitly identifies the key issues; cohesive, wide of structures and extensive vocabulary; no typographic or spelling errors. Preparedness evident. Sound structure; effective grammatical expression; student’s voice supported by literature; appropriate terminology; minor typographic and/or spelling errors. Adequate preparation. Generally clear presentation; developed with student’s voice; Coherent and appropriate language; some spelling and/or typographic errors. Underprepared Presentation structure; over reliance on quotes; little evidence of proofing; language and terminology inappropriate; frequent spelling and/or typographic errors. PART 1: PORTFOLIO PRESENTATION PANEL REPORT Membership of Panel Panel Member Name School Position Signature 1 Click here to enter Name Click here to enter Position 2 Click here to enter Name Click here to enter Position 3 Click here to enter Name Click here to enter Position This finds that Click here to enter pre-service teacher has satisfactorily demonstrated evidence against the Australian Professional Standards for Graduate Teachers. Comments from Panel: Click here to enter comment *Portfolio of Evidence (PoE) – completed online portfolio presented to host school at the conclusion of the course. The PoE provides the explicit demonstration of evidence that addresses the Australian Professional Standards for Teachers (APST). Pre-service teachers are encouraged to collect evidence towards this portfolio from the commencement of this first Professional Experience.