PROFESSIONAL

LEARNING PLAN
Assessment 1

EDFD462/452
Transition into the Profession

Truong-Xinh Nguyen
S00222431
Rationale

Every experience within teaching is unique and therefore it requires educators to

constantly make adjustments and reflect on their practices (Hinde McLeod. J & Reynolds. R,

2007). Learning is an ongoing process and schooling is no acceptation, professional learning

provides educators with current concepts, encouraging the development of progression and

constructive approaches to learning (NSW government, 2019). Professional learning displays

respect to beliefs and attitudes in relation to teaching, which have strong correlations in

improvements in learning outcomes (AITSL, 2017d).

The following report is an analysis and reflection of my engagement in the domains of

the seven teaching standards within the Australian Institute for Teaching and School

Leadership (AITSL): professional knowledge, professional practice, and professional

engagement. The AITSL standards constitute the details of knowledge, that are required to

understand the commitment and practices that are necessary to recognize the connection

between effective teaching and learning (Hattie, 2009).

The standards work to promote equality and excellence, developing students to

become successful learners and as a result confident, creative, active and informed citizen

(AITSL, 2017c). For educators, it emphasizes the need to self reflect and eagerness to

continue to engage in professional learning to produce high-quality teaching and learning

experiences (AITSL, 2017d). It acknowledges the ever-changing contexts and circumstantial

differences to continue to improve and support learning requirements.

Professional knowledge informs practices, enabling educators to explore and acquire

tools and information to comprehend linguistic, cultural and religions factors of education.
When professional knowledge is applied to the structure of lessons, it accommodates for

factors of the physical, social and intellectual development of students. Teachers should

additionally understand the fundamental resources, concepts, inquiry processes and structures

of content and curriculum. These understandings foster the foundations of appropriate

strategies applied to learn, which should be collaborated with relevant and meaningful

content. (AITSL, 2017a).

The professional practice delivers a value of formality to education in the form if

sophisticated communication. Through this, education can maintain engagement, safety, and

inclusion.

Fair assessment and behavior management should be established and implemented

through well-designed planning and lessons. Educators are to regularly evaluate teaching and

learning, through the collection of data and interpreting data to identify the needs of students,

challenging them and looking for ways to improve their performance. (AITSL, 2017a).

Schools are a community, and the interactions between members in the community

create the environment of the school. As an educator, the concept of professionalism

expresses respect for colleagues, students and parents/carers, which means considering and

supporting their needs. Communication and collaboration amongst other educators should be

highly valued as a support structure to enrich awareness and experience. Good

communication fosters relationships and understandings that provide insights into the

connection between school, home, and the community, creating consciousness in a student's

social and intersectional development. (AITSL, 2017a).

 Professional Learning Action Plan
Focus Area Number Domain: Professional Knowledge
Standard 2 Know the content and how to teach it
Focus area 2.3 Curriculum, assessment and reporting
Graduate Use curriculum, assessment and reporting knowledge to design learning
descriptor sequences and lesson plans.
Current Knowledge, Skills, Attributes & Strategies:
During my professional experience placement, I had the opportunity to construct my own end of
semester math revision unit, as shown in figure 1.1. Upon consulting my supervising teacher, we
decided that the math focus would be fractions, as that was the topic students struggled the most
with. I planned the unit only days prior to beginning it and planned lessons a day prior to each.
Planning the lessons, a day prior, was beneficial as I frequently referred and reflected on the
previous lesson to address the learning needs and improve my practice, despite this I did
sometimes feel unconfident.

My lessons always included a learning intention, as shown in figure 1.1, which I would state at
the beginning of the lesson. In some lessons I was not able to appropriately implementing the
learning intention as a struggled with time management, impacting my ability to properly close
the lessons and reflect on the learning intentions and acquire feedback.

Throughout the unit I constantly included and referred to the Victorian curriculum to inform my
lessons, as shown in figure 1.2. The Victorian curriculum gave me an indication of the states
standards and my aims for learning outcomes for students, however, this did not necessarily apply
to all students, which required me to scaffold learning and refer to lower and higher levels of the
curriculum.
Rationale for Choice of Focus Area:
Why should you plan classes?
Planning lessons facilitates efficiency and the development of knowledge in order to prepare for
classes, allowing educators to reflect, explore and improve practices (Shen, et al., 2007). When
units are appropriately implemented and well thought out, it becomes sequences that builds on
learning (Hinde McLeod. J & Reynolds. R, 2007). As a pre-service teacher it is especially
important to plan lessons and consult your supervising teacher so that they can approve and
advise your practices.
Importance of learning intentions and success criteria:
Within the lesson plans it should include learning intentions and success criteria, which promote
engagement through providing students with a clear and concise aims, preventing and reduces
discrepancies in learning (AITSL, 2017b). Additionally, it assists with assessment as it can
clearly determine students progress. Learning intentions are most effective when they are
referenced throughout the lessons and used to measure and indicate understandings (AITSL,
2017b). Additionally, rubrics assist with consistency when evaluating learning, communicating
expectations, feedback and self evaluation (AITSL, 2017b).
Importance of modelling:
Modeling is an instructional strategy that communicates information through demonstration,
allowing students to observe the teachers thought processes. It increases self regulated learning,
as students are encouraged to imitate behaviors, promoting classroom efficacy and less teacher
dependency. (Haston. W, 2007).
Learning Goals (You may have 2 or 3)
1. Exploring resources other than the Victorian curriculum to cater for the diversity of
student needs when planning lessons. These resources can be sources from the supervising
teacher and suggested resources within the course. These resources should be studied and
 implemented within planning and will show success when students needs are met.

2. The management of time can be addressed with suitable lesson plans, that have moderate
difficulty and directly cater to student’s needs. Pre assessment should be conducted to
determine student’s needs, as well as using modeling to improve task comprehension.
Strategically grouping can also be used to promote student with student support.
Barriers/Concerns
The Victorian curriculum is the state standard, however student abilities and knowledge varies,
therefore I should not solely rely on the Victorian curriculum to cite my work.

I collected an abundance of data, in the form of rubrics and notes, however I struggle to relay this
information to students.

Undertaking additional measures may result in time consumption.

Plan of action/Relevant Resources
Familiarizing and broadening my Utilizing the supplementary planning resources that
knowledge with literature that will assist are recommended on the Victorian curriculum.
in catering to diversity. https://curriculumplanning.vcaa.vic.edu.au/resources

To enhance time management and Diversity resources:

efficacy: Hattie, J., 2009, Visible Learning for Teachers,
Routledge, London.
Conducting pre assessment to determine
learning needs. Sue Larkey: Courses and Resources to Help You
Teach Children on the Autism Spectrum and Make a
Modeling tasks to improve Difference. https://suelarkey.com.au/
comprehension.

Strategically grouping students to promote

peer assistance.

Focus Area Number Two: Domain: Professional Practice

Standard 5 Assess, provide feedback and report on student learning
 Focus Area 5.1 Assess student learning
Graduate descriptor Demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative
approaches to assess student learning.
Current Knowledge, Skills, Attributes & Strategies
Within my math’s fractions unit, as shown in figure 1.1, I conducted a pre-assessment (refer to
figure 3.1) used to inform my teachings and based my lessons on the needs of students.

Learning intentions were used as a measure of understanding, however, there were discrepancies
with terminology that did not align with students’ previous knowledge.

Additionally, I was able to implement targeted teaching into my lessons, which allowed me to
cater to the specific learning needs of students, dividing students into learning groups depending
on their level of understanding. This strategy was very efficient and effective as I was working
with a smaller group of students with similar needs, addressing them collectively and
individually, however, this technique isn’t always realistic as it requires an additional teacher.

I struggled to provide feedback to students and receive feedback from students, I predominantly
demonstrate and received feedback passively, through informal and diagnostic assessment.
Although I did construct a rubric, students were never exposed to it or given formal and
summative feedback.
Rationale for Choice of Focus Area
Feedback is a fundamental practice for good communication that helps build relationships
between teachers and students (Yu Y. C., et al., 2012). Feedback should be the result of
assessment, which aims to improve learning, teaching methods, and suitable learning process
delivery. Feedback should be positive, constructive, clear, timely and specific. “Rapid feedback”
is a concept in which the educator provides advice and make corrections to learning during the
assessment (Chen J.C, et al,. 2006). This is highly beneficial as it allows students to build on their
understandings at the time of the learning (Chen J.C, et al,. 2006). If feedback is given at a later
time, it will not be as relevant and therefore meaningful (Chen J.C, et al,. 2006). Immediate
feedback allows students make instant connections and as a result become engaged and motivated
in learning (Chen J.C, et al,. 2006).

There are various types of assessments serving varying purposes, in this scenario summative
assessment is the focus to be addressed. Summative assessment is a form of formal assessment,
and are the conclusions derived from evidence, measuring individual’s overall learning
performance at the end of a unit. Summative assessment provides students clear evaluations and
can, therefore, reflect on their learning and the areas that need development. Teachers can
additionally use this assessment to scaffold their teaching. (Hattie. J & Clarke. S, 2018).
Learning Goals
1. Concluding a unit with providing the student with summative assessment and feedback,
utilizing teacher resources and data collected to provide students with explicit constructive
feedback, conducted through revealing rubrics to students.

2. Observing students’ previous work with supervising teacher and teacher’s existing notes
and lesson plans to ensure that planning is coherent and consistent with student’s current
learnings. This prevents misperception with understanding and the student’s lack of
terminology.
Barriers/Concerns
Exposing students to rubrics may not agree with the supervising teacher’s preferences and
practices, as it can be viewed as discrimination to students’ diverse abilities. This is a concern as
some students may lose motivation due to focusing on their inability and comparing results to
other peers.
Plan of action/Relevant Resources
Using assessment methods and The following links provide educators with assessment
guidance on the Victorian recourses, including; rubric samples, assessment guides and
curriculum. templates.

Using the Victorian curriculum as Victorian State Government assessment resources:

reference to construct a rubric.
When creating a unit of work
ensure that time is dedicated to
providing feedback.
Taking initiative in requesting
supervising teacher’s notes and
lesson plans.
https://www.education.vic.gov.au/school/
teachers/teachingresources/practice/Pages/
assessment.aspx
VCAA formative assessment rubric samples:
https://www.vcaa.vic.edu.au/assessment/f-
10assessment/formative-assessment/formative-assessment-
rubric-samples/Pages/default.aspx
VCAA guide to formative assessment:
https://www.vcaa.vic.edu.au/Documents/viccurric/formative-
assessment/GuideFormativeAssessmentRubrics_2019.pdf

Focus Area Number Three: Domain: Professional Engagement

Standard 6 Engage in professional learning
Focus Area 6.3 Engage with colleagues and improve practice
Graduate descriptor Seek and apply constructive feedback from supervising teachers to
improve teaching practices.
Current Knowledge, Skills, Attributes & Strategies
Throughout my professional experience, I established good communication with my supervising
teacher, which helped me to conduct lessons effectively and efficiently. I struggled most with
classroom management and addressing undesired behaviors. With the short period of being with
the students, it is difficult to establish and trial new strategies, therefore it is preferred to adapt to
the current methods in place. Upon consulting my supervising teacher, when struggling to address
undesirable behaviors, she gave me advice on strategies that she has successfully implemented, as
shown in figure 2.1. In comparing the journal entries and feedback in figure 2, it displays that
communication was fundamental to my success. Despite this, errors like this can be prevented
and implemented at first instance, if I had directly consulted my supervising teacher prior to
conducting my own lessons.
Rationale for Choice of Focus Area
Good communication with colleagues, such as the supervising teacher creates better relationships,
facilitating pleasant experiences and increasing engagement and the ability to improve. Having a
professional close distance relationship allows individuals to feel comfortable seeking advice and
address issues to increase productivity. Individuals can ask questions when they don’t understand,
aiding the clarity and direction of communication. (Yu Y. C., et al., 2012).
Learning Goals (You may have 2 or 3)
1. Utilize applications to communicate with colleagues.
 2. Taking initiative and responsibility to directly ask as for constructive feedback from
supervising teachers, especially in the written form, in a timely manner.

3. Requesting to observe the teacher's current and previous notes and lessons.
Barriers/Concerns
Planning each class by day and making adjustments to my lessons upon reflection, resulting in the
need to consult the supervising teacher at late notice.

The feeling of intimidation and annoying my supervising teacher and seeming incompetent.

The teacher may not be proficient in using technology, such as google docs.

Having social confidence to present me in a professional manner.

Plan of action/Relevant Resources
Obtain various contact methods such as email Use Google docs to share documents of lesson
and phone of the supervising teacher. plans where the supervising teacher can view
changes and progress, making notes and
Organize set times to have in-depth discussions comments on the document as constructive
with the supervising teacher, to gain feedback.
constructive feedback and advice to reflect and
improve.

References
AITSL. (2017a). Domains of teaching. Retrieved from:
https://www.aitsl.edu.au/teach/standards/understand-the-teacher-standards/domains-
of-teaching

AITSL. (2017b). Learning intentions and success criteria. Retrieved from:

https://www.aitsl.edu.au/docs/default-source/feedback/aitsl-learning-intentions-and-
success-criteria-strategy.pdf?sfvrsn=382dec3c_2

AITSL. (2017c). Understand the teacher standards. Retrieved from:

https://www.aitsl.edu.au/teach/standards/understand-the-teacher-standards

AITSL. (2017d). Working with the standards. Retrieved from:

https://www.aitsl.edu.au/docs/default-source/general/working-with-the-standards.pdf?
sfvrsn=6b0fe33c_0

Chen, J. C., Whittinghill, D. C., & Kadlowec, J. A. (2006). Using rapid feedback to enhance
student learning and satisfaction. In Proceedings. Frontiers in Education. 36th
Annual Conference (pp. 13-18). IEEE. Retrieved from:
https://ieeexplore.ieee.org/abstract/document/4116878/

Haston, W. (2007). Teacher Modeling as an Effective Teaching Strategy. Music Educators

Journal, 93(4), 26–30. Retrieved from:
https://journals.sagepub.com/doi/abs/10.1177/002743210709300414?
journalCode=mejc

Hattie, J., 2009, Visible Learning for Teachers, Routledge, London.

Hattie, J., & Clarke, S. (2018). Visible Learning: Feedback. Routledge. Retrieved from:
https://books.google.com.au/books?
hl=en&lr=&id=1PWODwAAQBAJ&oi=fnd&pg=PP1&dq=john+hattie+visible+learn
ing&ots=dobmQ9rAVy&sig=ztWPRXuPaAnQegB6h2QqbI4G_eI

Hinde McLeod, J., & Reynolds, R. (2007). Quality teaching for quality learning: Planning
through reflection. South Melbourne, Vic: Thomson Social Science Press: Cengage
Learning.

NSW Government. (2019). Teacher professional learning. Retrieved from:

https://education.nsw.gov.au/teaching-and-learning/professional-
learning/mypl/Introducing-MyPL/teacher-professional-learning

Shen, J., Poppink, S., Cui, Y., & Fan, G. (2007). Lesson planning: A practice of professional
responsibility and development. Educational horizons, 85(4), 248-258. Retrieved
from: https://files.eric.ed.gov/fulltext/EJ772517.pdf
The State of Queensland (Queensland Studies Authority). (2006). Reflecting on my teaching
practices. Retrieved from:
https://www.qcaa.qld.edu.au/downloads/p_10/ey_lt_reflect_teaching_prac.pdf

Yu, Y. C., Shing-Chern, D., & Tsai, D. R. (2012). Social interaction feedback system for the
smart classroom. In 2012 IEEE international conference on consumer electronics
(ICCE) (pp. 500-501). IEEE. Retrieved from:
https://ieeexplore.ieee.org/abstract/document/6161993

Appendices
 Figure 1.1: Math’s Lesson plan (fractions)
Consists of examples of modeling and learning intentions.
 Figure 2.1: Feedback from supervsing teacher,
displaying examples of classroom management strategies.
 Figure 2.2: Feedback from supervising teacher,
on implementing suggested strategies for classroom management.

Figure 2.3: reflection on lesson

 Figure 3.1: Lesson slides in
implementing instructions for pre-assessment

Figure 3.2: Asessment rubric.

Figure 4.1: Writing lesson plan.
Assignment cover sheet
Note: (1) The attention of students is drawn to: the Academic Regulations, the Academic Integrity and Misconduct
Policy and the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy

(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
benchmarking or moderation.

Student ID Number/s: Student Surname/s: Given name/s:

S00222431 Nguyen Truongxinh

Course: 4rd year Bachelor of Education (Primary) School: Melbourne

Unit code: EDFD340 Unit title: Diversity and inclusive education

Due date: 08/04/2020 Date submitted: 08/04/2020

Lecturer-in-Charge: Julieanne Le Tutorial Group/Tutor: Julieanna

Noury,
Assignment Title and/or number: Assessment task 1

DECLARATION OF ORIGINALITY

By submitting this assignment for assessment, I acknowledge and agree that:

1. this assignment is submitted in accordance with the University’s Academic Regulations, Assessment Policy
and Academic Integrity and Misconduct Policy. I also understand the serious nature of academic
misconduct (such as plagiarism) and the penalties attached to being found guilty of committing such
offences.

2. no part of this assignment has been copied from any other source without acknowledgement of the source.

3. no part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.

4. this assignment has not been recycled, using work substantially the same as work I have completed
previously and which has been counted towards satisfactory completion of another unit of study or credited
towards another qualification, unless the Lecturer in Charge has granted prior written consent to do so.

5. a copy of the original assignment is retained by me and that I may be required to submit the original
assignment to the Lecturer in Charge upon request.

6. the Lecturer-in-Charge may, for the purpose of assessing this assignment:

RUBRICS FOR ASSESSMENT TASKS
 High Distinction Distinction Credit Pass NN
ASSESSMENT ONE 50%
CRITERIA
Identify and provide Explicit, insightful Excellent A clear Some Little understanding
a rationale to validate rationale that indication of the understanding understanding about the role and
the purpose of provides role and about the about the purpose of professional
ongoing self- outstanding purpose of purpose and purpose and learning
reflection and validation for professional role of role of
professional learning professional learning professional professional
as an emerging learning.
graduate teacher (10
marks)
Identify the Outstanding ability Clearly identifies Identifies the Some Fails to identify
knowledge, skills, to explicitly identify and interprets knowledge, misconceptions k n o w l e d g e , skills,
attributes and and interpret the the skills, attributes when Identifying attributes and
professional knowledge, knowledge, and the professional strategies
strategies that you skills, attributes and skills, attributes professional knowledge, required to enhance
currently have and then professional and strategies skills, attributes teaching practice.
articulate how you feel strategies required professional required to and Justification not
you need to continue to continue to strategies continue to professional included.
to enhance your enhance teaching required to enhance strategies Fails to reflect on
teaching practice. practice, continue to teaching required to uncertainties
Justify choices and Clearly justifies these enhance practice. continue to
critically reflect on and c r i t i c a l l y reflects teaching Justifies these while enhance
uncertainties on uncertainties practice. reflecting on teaching
Justifies these and uncertainties practice.
(15 marks)
c r i t i c a l l y reflects Some justification
on uncertainties provided while
reflecting on
uncertainties
Outline an Outstanding ability Clearly Sound planning Planning for No/little evidence of a
actionable and to explicitly articulates for ongoing ongoing plan for ongoing
(SMART) plan for articulate a ongoing professional professional professional learning
your ongoing significant and Professional learning that learning as a teacher that is
professional learning ongoing learning through clearly evident, SMART, purposeful or
as a teacher professional a SMART, articulates although, relevant.
learning plan that i s highly timing, purpose timing purpose One category or approach
Multiple approaches S M A R T - clearly purposeful and and direction. and direction cited only.
and categories stating timing, coherent future are not all
Adheres to
explored purpose and focused clearly
SMART
(10 marks) direction. plan. articulated.
principles.
Multiple approaches A wide variety
A selection of SMART
explored. approaches and
approaches and principles
categories explored.
categories cited. adhered to in
most sections.
Some variation of
approaches.
Careful selection of Identifies a variety of Identifies a selection Identifies mostly None /very few relevant
Identify a variety of
varied, relevant and relevant and creative of relevant networks, relevant networks, support networks and/or
relevant networks,
innovative networks, networks, references references and references and references and/or
r e f e r e n c e s and
references and resources and resources to resources to draw on resources to draw on resources identified.
resources you will identified. draw on for support. for support. for support.
draw on for support
(10 marks)

Presentation and
No spelling and/or One or two Few spelling or Some spelling Many spelling or
Structure: grammar errors. spelling and/or grammar errors. and/or grammar errors.
Including correct Carefully grammar Quality grammar Structure of overall
spelling, grammar, constructed and errors. structure and errors. plan is poor.
overall structure and organised plan, High quality organisation Overall structure
professionalism demonstrating structure and overall. and organisation
(5 marks) significant attention organisation Professional of plan are
to detail. overall. approach to adequate
Outstanding degree Highly professional presentation. approach to
of professionalism. approach to presentation.
presentation.