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Log

Graduate Teacher Progress

16 May

Name: Rosie Bakery

Advocate:Brenda Sinclair-Jones
PP

8:00

9:30

School:Edney PS
Whats Working
Angus - Psych meeting last week. Observed in afternoon so may need to come back.
Not diagnosed with autism ass developmentally too young.. Will try using visual
schedule. Angus likes rotations as happy to be able to predict activities. Have a much
better understanding of Angus now. Able to communicate with Mum and has 2 social
workers supporting Mum and very helpful Greater understanding of Angus needs and
have changed expectations to meet his needs, Much better supported professionally.
Relationship with EA improved. More explicit with instructions. Give more constructive
feedback. Everything written down and discussed together. Debrief with DP and
feedback has been that management of EA done really well. Learnt to be more explicit
with communication and don't back track. Consistency also improved. Beginning of
week will set out expectations.

Current Focus Challenges Concerns:

To start a process to gather evidence for Portfolio and align it with the standards within the
next week.
Reality: between module tasks. Brainstorm of evidence mapping from module 1 IEP
Angus, observation notes from psych, meeting notes from Social workers and psych,
instructional strategies implemented eg previewing the text, think pair share.
WALT and WILF
Borrowed example of another grads portfolio. Like contents page and would include colour
coding.
Options: Meeting notes with parents/teachers/admin/other support workers, Photos of
strategies, reflections, schedule in time to collate evidence, minimum half hour per week,
just get started on first standard.
What: start today with GEPs, IEPs and collate. Decide standard eg 1.6 Observations
and notes, work samples, photographic evidence.
Tactic: Gather evidence and put in folder with sticky notes.
Habit: Continue weekly goals in To Do List on phone app and tick off.

Next meeting date and time: 13 June 8:00 Dome in Kalamunda

Teachers next steps:
Focus for next meeting:Portfolio evidence

Advocates next steps:

Get started today

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 6

Standard 7

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

Plan for and implement

effective teaching and
learning

Establish challenging
Content and teaching
learning goals
strategies of the teaching Plan, structure and sequence
area
learning programs
Content selection and
Use teaching strategies
organisation
Select and use resources
Curriculum, assessment and
Use effective classroom
reporting
communication
Understand and respect
Evaluate and improve
Aboriginal and Torres
teaching programs
Strait Islander people to
Engage parents/carers in the
promote reconciliation
educative process
between Indigenous and
non-Indigenous
Australians
Literacy and numeracy
strategies
Information and
Communication
Technology (ICT)

In Class Coaching Program Mentoring Tools

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

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

Engage in professional
learning
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

Engage professionally with

colleagues, parents/carers
and the community
Meet professional ethics and
responsibilities
Comply with legislative,
administrative and
organisational
requirements
Engage with the parents/
carers
Engage with professional
teaching networks and
broader communities