Goals for Professional Experience I

Date of Practicum: 9 October 10 November 2017

Pre-service teachers name: Jessica Loadsman Mentors name: TS
SPECIFIC MEASUREABLE ACHIEVABLE RELEVANT TIME-
PHASED
Performance Evidence that will What actions How does my Timeframe Support that Is the
and be used to will I take to goal connect to within will be goal
development demonstrate achieve the my professional which the required from SMART?
goal to be progression and goal? growth? goal will be my mentor and
achieved goal achievement achieved adviser to Yes/No
(stated achieve the
simply) goal
Engage 1. Readily recall 1. Learn students I understand that By my Mentor will Yes
students correct student names from the creating positive Interim discuss strategies
through the names frequently first day and use rapport with Report and experiences.
establishment throughout lessons frequently students is crucial They will give
of positive 2. Evidence of throughout to a feedback on the
relationships incorporation of lessons teacher/student implementation
and pedagogy. these strategies into 2. Speak to relationship and of the chosen
(APST 4) my planning mentor about the level at which strategies.
3. Written additional students will
evaluation of the engagement engage with the Mentor may
effectiveness of strategies that content delivered. suggest
each strategy have been most I do not have a management
effective for her great memory; strategies or
students especially with resources for
3. Modify and names, however I research.
implement these aim to improve
strategies into my this as a teacher.
lessons This will also
4. Analyse and assist in
evaluate the most establishing a
effective of these supportive and
strategies, safe and secure
according to my learning
mentor and my environment for
interpretation of the students I teach
the lesson throughout
(through SWOT practicum.
analysis)

Practise one 1. Discuss with 1. Discuss with I am aware that all By my Final Mentor to Yes
strategy mentor the my mentor any students have Report discuss strategies
throughout the differentiation student individual learning and experiences
Practicum, required for differentiation needs, however used for
which individual students needs and some students differentiation.
differentiates in the class strategies they have highly They will give
lesson plans to acquisition of apply diverse needs. The feedback on the
accommodate a relevant student 2. Research one mastery of implementation
students information. strategy differentiation of the chosen
needs. 2. ONE strategy 3. Apply the occurs over many strategy.
(APTS 1.5) identified to be chosen strategy years of teaching
used throughout used into lesson but I aim to begin Mentor may
lesson planning to planning and try researching and suggest
accommodate for a an additional applying at least strategies or
single student strategy if one strategy to resources for
3. Evidence of possible cater for these research.
incorporation of the 4. Evaluate the needs. This makes
strategy into my strategy and me nervous, as I
planning compare if any will need to be
4. Written additional conscious of such
evaluation of the strategies were students as well as
 effectiveness of the used the class being a
strategy composite class
(Year 3/4).

Organise and 1. Allocate and 1. Negotiate with I want the lessons I By my Final Mentor to Yes
deliver discuss with mentor mentor the teach to be Report discuss lesson
prepared the lessons to be allocation of effective and allocation and
content taught lessons and delivered at the expectations.
effectively 2. Select effective content to be correct level for They will give
(APST 2.2) content and delivered the students feedback on the
organise the 2. Time development and lesson taught,
teaching of the allocation and understanding. It including
lesson management plan would be content and
3. Evidence of for lessons to be disappointing to delivery.
incorporation of embedded in deliver the content
effective content lesson plan of a lesson
delivery through template ineffectively and
lesson plans and 3. Revise and not see the
feedback from ensure familiarity students achieve
mentor with relevant the lesson
4. Formative content objective.
assessment 4. Locate and
strategies such as prepare relevant
randomised resources.
questioning, or use 5. Organise and
of hand signals to prepare the
indicate delivery of
understanding and content
elicit evidence of 6. Incorporate
student learning evidence of the
5. Written above into lesson
evaluation of how plans
the content was 7. Conduct self
delivered evaluation and
request feedback
from mentor to
provide feedback
about how the
lesson was
conducted

The primary goal for my professional experience is to deliver effective lessons through the establishment of positive
rapport and engagement with students. Although each goal aligns with particular Australian Professional Standards
for Teachers (APST), 2.2 Content Selection and Organisation and organising content into effective sequences for
delivery is priority (Australian Professional Standards for Teachers [APST], 2011). Planning, research, preparation
and evaluation are all incorporated into my goals in order to achieve my aforementioned goals and standard.
Creatively adjusting lesson plans based on students learning needs and mentor feedback are possible and essential for
effective delivery. Offering choices so students can engage with preferred ways of showing their learning, using
contracts, designing individual learning plans, and adjusting the content and its delivery for different learning levels
are all possibilities that can be embedded in your planning. (Churchill et al, 2013) Thus incorporating APST 2.2 into
my daily teaching methodology will enhance the realisation of my professional experience goals.
Reference List

Australian Professional Standards for Teachers. (2011). Carlton South. Retrieved from
https://www.aitsl.edu.au/docs/default-
source/general/australian_professional_standard_for_teachers_final.pdf?sfvrsn=399ae83c_2

Churchill, R., Ferguson, P., Godhino, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., McGill, M., Moss, J., Nagel,
M., Nicholson, P., Vick, M. (2013). Teaching: Making a difference (2nd ed.) Milton Qld: John Wiley and Sons. (pp.
243)