SAO cover page template - Rich Evidence Set
Year 3 Learning Support Targeted Intervention
Name: Carmen Pinker School: _____________________________
Situation: Briefly outline the circumstances surrounding
the example of a situation that had a positive outcome or one
in which professional growth occurred.
At short notice I became the fulltime classroom teacher in a
Year 3 classroom of 24 students. The group had experienced
some disruptions due to the main teacher dealing with some
health and family issues. It included three students who were
on IEP’s and exhibited low independent learning behaviours,
six students with generally strong results, six students
working comfortably at grade level and nine students not on
IEP’s but demonstrating difficulty working at grade level,
requiring some support or intervention. Many of this group
of nine students appeared to be disengaged, (although
generally compliant). Within this class there were also four
students exhibiting anxiety behaviours and several with
complex family situations.
My question was: How do I address the needs of the at-risk
group of students while supporting the non-independent
students and providing opportunities for extension for the
capable students?
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates
Maths test data, teacher observations and reflections, weekly planners, photos.
Yr. Level/Subject Area: Year 3
Action: describe the skills/knowledge/competencies
required to address the situation- outline the steps you took
to complete the task.
My actions addressed three identified areas of need:
strategies to support non-independent students to work with
more autonomy, strategies to promote engagement,
participation and a safe learning environment, and
teaching/learning strategies to support the at-risk students.
Strategies to support non-independent students:
 Kagan grouping and cooperative learning
structures.
 Sourced online maths game, Prodigy, to provide
individual maths tasks at an appropriate level of
challenge.
Strategies to promote engagement, participation and a safe
learning environment:
 Kagan grouping and learning structures.
 Explicit participation expectations and routines to
promote student individual accountability. (‘Sticks
of Doom, option to pass.)
 A focus on teamwork, peer coaching and positive
feedback and self-reflection through team games,
Kagan learning structures and reflective goal-
setting tasks.
Teaching and learning strategies to support at-risk students:
 Parent meetings to discuss concerns – in some
instances referring to outside services for
assessment.
 Increased and improved explicit teaching
particularly during mathematics lessons where the
higher number of students were having difficulty.
 Recently implemented online maths game for the
entire class.
Outcome: Describes the results of your action. -
summarise the results of the action and/or the Professional
Growth that occurred.
Non-independent students:
 Online math game engaging with sufficient visual
prompts to allow for increased independent work.
It also provided one student who could not log on
effectively with the incentive to acquire this skill.
 Kagan grouping provides peer support during some
learning tasks freeing the teacher to work with
more students.
Engagement, participation and safe learning environment:
 Kagan grouping provides a supportive learning
team for each student in the team.
 Focus on teamwork has improved the general tone
of the classroom to a more supportive one.
Observations of excellent peer coaching and
increased peer-peer compliments. Lower incidence
of anxious behaviour in the mornings from students
with anxiety and improved attendance.
 Six out of nine at risk students observed showing an
improvement in learning attitude and engagement
Support of at-risk students:
 Four out of nine at risk students showing improved
marks in maths tests.
 Parent meetings resulted in increased support and
cooperation from some parents. A maths support
package was sent home. Three parents to engage
tutoring services. Two students currently under
assessment through other services.
 One at-risk student removed from IEP due to
improved outcomes and removal of scaffolds as no
longer required.
Moving forward the intention is to put some students on a
GEP and continue to monitor and follow-up with other
students under assessment with a view to an IEP when
results are received.
 Professional Knowledge
Standard 1 Standard 2
Know students and how they
learn
 Physical, social and
intellectual development
and characteristics of
students
 Understand how students
learn
 Students with linguistic,
cultural, religious and
socioeconomic
backgrounds
 Strategies for teaching
Aboriginal and Torres
Strait Islander students
 Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities.
 Strategies to support full
participation of students
with disability
Know content and how to teach
it
 Content and teaching
strategies of the teaching
area
 Content selection and
organisation
 Curriculum, assessment and
reporting
 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
 Literacy and numeracy
strategies
 Information and
Communication Technology
(ICT)
Standard 3
Plan for and implement
effective teaching and learning
 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
Professional Practice
Standard 4
Create and maintain supportive
and safe learning environments
 Support student
participation
 Manage classroom activities
 Manage challenging
behaviour
 Maintain student safety
 Use ICT safely, responsibly
and ethically
Standard 5
Assess, provide feedback and
report on student learning
 Assess student learning
 Provide feedback to students
on their learning
 Make consistent and
comparable judgements
 Interpret student data
 Report on student
achievement
Professional Engagement
Standard 6 Standard 7
Engage in professional Engage professionally with
learning colleagues, parents/carers and
the community
 Identify and plan
professional learning needs  Meet professional ethics and
 Engage in professional responsibilities
learning and improve  Comply with legislative,
practice administrative and
 Engage with colleagues and organisational requirements
improve practice  Engage with the
 Apply professional learning parents/carers
and improve student  Engage with professional
learning teaching networks and
broader communities