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EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN

FOCUS AREA Descriptor (graduate level) Evidence sample


Physical, social and intellectual 1.1 Demonstrate knowledge and understanding of physical, social Formative assessment tool - Plickers
development and characteristics and intellectual development and characteristics of students and
of students how these may affect learning.
Understand how students learn 1.2 Demonstrate knowledge and understanding of research into how
students learn and the implications for teaching
Students with diverse linguistic, 1.3 Demonstrate knowledge of teaching strategies that are
cultural, religious and responsive to the learning strengths and needs of students
socioeconomic backgrounds from diverse linguistic, cultural, religious and socioeconomic
backgrounds
Strategies for teaching Aboriginal 1.4 Demonstrate broad knowledge and understanding of the impact
and Torres Strait Islander of culture, cultural identity and linguistic background on the
students education of students from Aboriginal and Torres Strait Islander
backgrounds
PROFESSIONAL KNOWLEDGE

Differentiate teaching to meet the 1.5 Demonstrate knowledge and understanding of strategies for Creating Learning goals – TPA
specific learning needs of differentiating teaching to meet the specific learning needs of SMART goals
students across the full range of students across the full range of abilities
abilities
Strategies to support full 1.6 Demonstrate broad knowledge and understanding of
participation of students with legislative requirements and teaching strategies that support
disability participation and learning of students with disability.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

FOCUS AREA Descriptor (graduate level) Evidence sample


Content and teaching strategies 2.1 Demonstrate knowledge and understanding of the
of the teaching area concepts, substance and structure of the content and teaching
strategies of the teaching area
Content selection and 2.2 Organise content into an effective learning and teaching
organisation sequence
Curriculum, assessment and 2.3 Use curriculum, assessment and reporting knowledge to Final Report – EPT436
reporting design learning sequences and lesson plans
Understand and respect 2.4 Demonstrate broad knowledge of, understanding of and
Aboriginal and Torres Strait respect for Aboriginal and Torres Strait Islander histories,
Islander people to promote cultures and languages
reconciliation between Indigenous
and non-Indigenous Australians
Literacy and numeracy strategies 2.5 Know and understand literacy and numeracy teaching strategies
and their application in teaching areas
Information and Communication 2.6 Implement teaching strategies for using ICT to expand Formative assessment tool - Plickers
Technology (ICT) curriculum learning opportunities for students

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Establish challenging learning 3.1 Set learning goals that provide achievable challenges for Creating Learning goals – TPA
goals students of varying abilities and characteristics SMART goals
Plan, structure and sequence 3.2 Plan lesson sequences using knowledge of student learning, Sequence of Lessons – Year 7
learning programs content and effective teaching strategies. Poetry unit
Use teaching strategies 3.3 Include a range of teaching strategies
Select and use resources 3.4 Demonstrate knowledge of a range of resources, including ICT,
that engage students in their learning
PROFESIONAL PRACTICE

Use effective classroom 3.5 Demonstrate a range of verbal and nonverbal communication
communication strategies to support student engagement
Evaluate and improve teaching 3.6 Demonstrate broad knowledge of strategies that can be used to
programs evaluate teaching programs to improve student learning.
Engage parents/carers in the 3.7 Describe a broad range of strategies for involving parents/carers
educative process in the educative process

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

FOCUS AREA Descriptor (graduate level) Evidence sample


Support student participation 4.1 Identify strategies to support inclusive student participation and Sequence of Lessons – Year 7
engagement in classroom activities Poetry unit
Manage classroom activities 4.2 Demonstrate the capacity to organise classroom activities and
provide clear directions
Manage challenging behaviour 4.3 Demonstrate knowledge of practical approaches to manage
challenging behaviour
Maintain student safety 4.4 Describe strategies that support students’ wellbeing and safety
working within school and/or system, curriculum and legislative
requirements
Use ICT safely, responsibly and 4.5 Demonstrate an understanding of the relevant issues and the
ethically strategies available to support the safe, responsible and ethical
use of ICT in learning and teaching.
EPT436 Handout: Linking Evidence to Australian Professional Standards for Teachers

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Assess student learning 5.1 Demonstrate understanding of assessment strategies, including Year 7 assessment feedback –
informal and formal, diagnostic, formative and summative Google Doc
approaches to assess student learning
Provide feedback to students on 5.2 Demonstrate an understanding of the purpose of providing
their learning timely and appropriate feedback to students about their learning
Make consistent an comparable 5..3 Demonstrate understanding of assessment moderation and its
judgements application to support consistent and comparable judgements of
student learning.
Interpret student data 5.4 Demonstrate the capacity to interpret student assessment data
to evaluate student learning and modify teaching practice.
Report on student achievement 5.5 Demonstrate understanding of a range of strategies for reporting Parent Teacher Interviews –
to students and parents/carers and the purpose of keeping Interview sheet with notes
accurate and reliable records of student achievement

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

FOCUS AREA Descriptor (graduate level) Evidence sample


Identify and plan professional 6.1 Demonstrate an understanding of the role of the National Final Report – EPT436
learning needs Professional Standards for Teachers in identifying professional
learning needs.
Engage in professional learning 6.2 Understand the relevant and appropriate sources of professional
PROFESSIONAL ENGAGEMENT

and improve practice learning for teachers.


Engage with colleagues and 6.3 Seek and apply constructive feedback from supervisors and Year 7 assessment feedback –
improve practice teachers to improve teaching practices Google Doc
Apply professional learning and 6.4 Demonstrate an understanding of the rationale for continued
improve student learning professional learning and the implications for improved student
learning

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

FOCUS AREA Descriptor (graduate level) Evidence sample


Meet professional ethics and 7.1 Understand and apply the key principles described in codes of
responsibilities ethics and conduct for the teaching profession
Comply with legislative, 7.2 Understand the relevant legislative, administrative and
administrative and organisational organisational policies and processes required for teachers
requirements according to school stage.
Engage with the 7.3 Understand strategies for working effectively, sensitively and Parent Teacher Interviews –
parents/carers confidentially with parents/carers Interview sheet with notes
Engage with professional 7.4 Understand the role of external professionals and community
teaching networks and broader representatives in broadening teachers’ professional knowledge
communities and practice