Section 1:

AITSL
Graduate
Standard

Things I need
to work on:

My goals for
this aspect:

Strategies to
achieve my
goals:

6 Engage in
professional
learning
6.3 Engage with
colleagues and
improve practice

Skills: to have greater

resilience when
receiving feedback
that may be negative.
Understandings: to
understand that
negative feedback
does not mean that I
am not a good
teacher, but that I can
use it to improve.
Attitudes: to keep a
positive mindset and
model resilience to
my students.

To take feedback
constructively and
not personally.

Be prepared to
listen to
supervisors and
mentors
Be optimistic
Recognise when
I need to seek
help and to
accept the
feedback given
Acknowledge
that mistakes
and failures are
a part of my
teaching
development
Remember that
feedback can be
positive too.
Be resilient by
understanding
that my teaching
is a work in
progress and
that constructive
feedback serves
to support
further growth
and
competencies.

1. Know students
and how they learn
1.3 Students with
diverse linguistic,
cultural, religious
and socioeconomic
backgrounds

Skills: confidence in
providing programs
that cater for
diversity.
Understandings: the
impacts, both positive
and negative, that
particular diversity
have on student
learning. Appreciating
how activity types
may advantage or
disadvantage
outcomes.

To develop greater
understanding of how
to assist, plan for and
implement lessons for
students with diverse
linguistic, cultural,
religious and
socioeconomic
backgrounds.

Attitudes: The
importance of
understanding and
knowing my diverse
students and the
challenges that their
diversity brings.

Section 2:
BRiTE
Resilience
Factors

Seek advice
and/or ask for
help from
colleagues who
may have
knowledge
and/or
experiences that
can be
supportive.
Research to
better
understand
cultures and
customs.
Build
relationships
with the
parents/families
Seek
professional
development on
inclusion in the
classroom.
Attend and be
involved in
community
events to
engage and
participate in
cultural
practices.

4. Create and
maintain
supportive and
safe learning
environments
4.3 Manage
challenging
behaviour

Skills: to be aware of
my own emotions and
how to control them.
Manage difficult
situations by
remaining calm and
not allowing emotions
to cause poor
judgements and
actions.
Understandings:
Modelling good
emotional
competence will
enhance the
emotional
competence of my
students.

To manage and
improve my personal
emotional
competence so that I
can better manage
challenging
behaviours so that
my students feel safe
and valued.

Attitudes: emotional
competence will help
to provide an
effective learning
environment. Job
satisfaction is
experienced by
teachers when they
feel they are
emotionally
competent.

Be reflective and
analyse what
was appropriate
or inappropriate,
what was
effective or
ineffective.
Search for and
try and
understand
underlying
influences on
student
behaviours and
emotions.
Seek help and
assistance from
supervisors and
colleagues.
Use strategies
such as ACT
(awareness,
check thoughts,
try alternatives).
Be proactive in
teaching my
students about
emotional
awareness and
how to manage
their emotions.