Transition from Provisional to (full) Registration - Summary record of sources of evidence

DO NOT SUBMIT THIS RECORD WITH YOUR APPLICATION.

An audit of a randomly selected number of applications will take place to confirm each applicant has provided evidence from a range of
sources to substantiate how they have met each of the Australian Professional Standards at the Proficient career stage. Teachers who are
identified will be notified of their participation in an audit and asked to forward to the Board, within 28 days of being notified of their
inclusion in the audit, their summary record of sources of evidence used to substantiate meeting the Standards.
For audit purposes you should keep a summary record of the sources of evidence used to substantiate meeting each of the Australian
Professional Standards for Teachers at the Proficient career stage.
Evidence considered should cover a broad scope of your knowledge, practice and engagement. Evidence used to substantiate
achievement of each of the Standards can be drawn from multiple sources.
A source of evidence could be used to address multiple descriptors within and across Standards at the Proficient career stage.
Evidence will for example be drawn:

directly from teachers work

from a range of sources and contexts including evidence of student learning and observations of teaching
from performance and development processes and/or documentation
from curriculum, planning and assessment documentation
from professional observations or collaborations with colleagues
from reflections on practice
from student work
from collaborations and communications with parents, carers and community

Transition from Provisional to (full) Registration - Summary record of sources of evidence

A Summary Record of Sources of Evidence template is provided on the Teachers Registration Board website at
www.trb.sa.edu.au
Below is a sample record of evidence entry.

fes Pro

Domai
ns
of
teachi
ng

Standards

1 Know students and

Professional
Engagement

6 Engage in
professional learning

Focus areas (For proficient careers stage descriptors - refer

to the Proficient career stage descriptors in the application
form Section 5)

Sample sources of
evidence

1.1 Physical , social and intellectual development and characteristics

of students

6.1
6.2
6.3
6.4

Identify and plan professional learning needs

Engage in professional learning and improve practice
Engage with colleagues and improve practice
Apply professional learning and improve student learning

directly from my
planning and

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 parents/carers
7.4 Engage with professional teaching networks and broader
communities

via my performance
and development
processes
professional
learning
plans
work with colleagues
to share strategies to
improve practice
information about my
professional networks
examples of informal
and formal
parent/carer
communication and
collaboration

Transition from Provisional to (full) Registration - Summary record of sources of evidence

Personal details:
Current name:

Registration number:

Date of birth:

Record of sources of evidence used to substantiate meeting each Standard at the Proficient career stage

Professional Knowledge

Domai
ns
of
teachi
ng

Standards

1 Know students and

how they learn

2 Know the content

and how to teach it

Focus areas (For proficient careers stage descriptors - refer

to the Proficient career stage descriptors in the application
form Section 5)

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
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 nonIndigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
3

Sources of evidence

Professional
Engagement

Professional Practice

Transition from Provisional to (full) Registration - Summary record of sources of evidence

3.1
3.2
3.3
3.4
3.5
3.6
3.7

Establish challenging learning goals

Plan, structure and sequence learning programs
Use teaching strategies
Select and use resources
Use effective classroom communication
Evaluate and improve teaching programs
Engage parents/carers in the educative process

4 Create and maintain

supportive and safe
learning
environments

4.1
4.2
4.3
4.4
4.5

Support student participation

Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and ethically

5 Assess, provide
feedback and report
on student learning

5.1
5.2
5.3
5.4
5.5

Assess student learning

Provide feedback to students on their learning
Make consistent and comparable judgements
interpret student data
Report on student achievement

6 Engage in
professional learning

6.1
6.2
6.3
6.4

Identify and plan professional learning needs

Engage in professional learning and improve practice
Engage with colleagues and improve practice
Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational
requirements
7.3 Engage with parents/carers
7.4 Engage with professional teaching networks and broader
communities

3 Plan for and

implement effective
teaching and
learning

Engage
professionally
with
colleagues,
parents/carers
and
the community

Transition from Provisional to (full) Registration - Summary record of sources of evidence

I declare that the above is a true and correct summary record of the sources of evidence I used to substantiate meeting
each of the Australian Professional Standards for teachers at the Proficient career stage for the purpose of applying to
transition from Provisional to (full) Registration.

Signed:

Dated: