Has there been any variation to the number of professional experience days? Note: If ‘Yes’ please provide details of variation: Click here to provide details Mentor Teacher Comment: Click here to enter comment DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students 1.2 Understand how students learn 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities 1.6 Strategies to support full participation of students with disability Standard 2 Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area 2.2 Content selection and organisation 2.3 Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) Standard 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process Standard 4 4.1 Support student participation
Create and maintain supportive and safe learning environments 4.2 Manage classroom activities 4.3 Manage challenging behaviour 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgements 5.4 Interpret student data 5.5 Report on student achievement Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 professional learning and improve student learning Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and 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 2-5 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 APST 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 Quality of planning is sound with well thought through links to learning needs. Evidence demonstrates knowledge of Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of Quality of planning is poor. There is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements.
of national and state curriculum and assessment requirements. national and state curriculum and assessment requirements. 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 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 range of structures and extensive vocabulary; no typographic or spelling errors. Preparedness evident. 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 lacks structure; over reliance on quotes; little evidence of proofing; language and terminology inappropriate; frequent spelling and/or typographic errors. PART 2: PORTFOLIO PRESENTATION PANEL REPORT Membership of Panel Panel Member Name School Position Signature 1 Click here to enter name here to enter position 2 here to enter name Click here to enter position 3 Click here to enter name Click here to enter position This panel finds that Click here to enter pre-service teacher has satisfactorily demonstrated evidence against the Australian Professional Standards for Teachers.