Annotations

A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard descriptor/s
the artefact / document reflects

Note the type of artefact /

document

Teaching Philosophy
1.1 Physical, social and intellectual
development of students.
Demonstrate knowledge and
understanding of physical, social
and intellectual development and
characteristics and how these may
effect learning

4.1 Support student participation.

Identify strategies to support
inclusive student participation.
And engagement in classroom
activities.
6.2 Engage in professional learning
and improve practice.
Understand the relevant and
appropriate sources of
professional learning

Reflect on the document / artefact and indicate the possible impact or

result of the artefact / document on teaching and/ or student learning.
Draw upon the teaching and learning in this unit. References can be used to
substantiate the reflection.

My teaching philosophy is focused around supporting students

wellbeing through designing learning environments that are
inclusive to all students, therefore supporting their engagement and
helping them to become confident, involved individuals and
successful learners (Churchill, 2013, p.217).
APST 1.1, This demonstrates that I will be aware of the different
development areas of students and take an individual approach to
their learning. By acknowledging their strengths and where they may
require support to achieve their learning outcomes on both a
physical, social and intellectual context.
APST 4.1, This is evident in my philosophy whereby I discuss the
importance of inquiry and play based pedagogies that support the
students engagement in classroom activities. This is achieved by
following the students interest and scaffolding the learning
environments to suit the needs of the student.

APST 6.2, The importance of this is highlighted in my philosophy

whereby I acknowledge the benefits in developing my skillset as a
teacher. This involves staying up to date with any legislative
changes. Improving and developing my teaching practices and
principles. This is achieved by continuing with professional training
throughout my career and acknowledging areas for improvement
through the process of critical reflection.

6.1 Identify and plan professional

learning needs. Demonstrate an
understanding of the Australian
Professional Standards for
Teaching in identifying
professional learning needs
6.3 Engage with colleagues to improve
practice. Seek and apply
constructive feedback from
supervisors and teachers to
improve teaching practices.
6.4 Apply professional learning and
improve student learning.
Demonstrate an understanding of
the rationale for continued
professional learning and the
implications for improved student
learning.

Goals for Teaching

In developing goals and strategies to support the student I am in

turn supporting my goals to become a confident preservice teacher.
This is supported by critically reflecting on my actions and identifying
areas for improvement. This can be achieved by setting clear and
achievable SMART goals ("Engaging in P&D | Australian Institute for
Teaching and School Leadership", 2016), which can be measured
and reflected on. This supports my pedagogical practices as a
preservice teacher and is in the best interest of student
development and classroom management.
APST 6.1, This is supported by actively accessing my strengths and
weaknesses, while identify ways to improve my practices in line with
Australian Professional Teachers Standards. This ensures that I am
working to the best of my ability in line with the expectations that
are outlined within the various APSTs. By doing this I am also
supporting APST 7.2 in complying with legislative and organisational
requirements, which is a fundamental when working as a preservice
teacher.
APST 6.3, By adhering to this I am supporting my development as a
preservice teacher and my ability to critically reflect with my peers.
By acknowledging my peers advice, I am valuing their opinion and

showing respect for their knowledge in relation to my learning. This

supports a collaborative approach to my learning and ensures I am
working in the best interests of the students and the school
environment.
APST 6.4, This ensures that I will evaluate my learning so as I am best
meeting the needs of the student, it requires constant reflection,
which will help to identify ways to improve my practises to support
the students learning. By developing my professional learning, I am
staying current with best practice, which in turn supports the
student. The follow on effect is that I can contribute to the school
environment by sharing my knowledge with my peers helping to
raise the standard of teaching in a holistic fashion.

1.3 Student with diverse linguistic,

cultural, religious and
socioeconomic backgrounds.
Demonstrate knowledge of
teaching strategies that are
responsive to learning strengths
and needs of students from
diverse linguistic, cultural,
religious and socioeconomic
backgrounds.
4.3 Manage challenging behaviour
Demonstrates knowledge of
practical approaches to manage
challenging behaviour.
7.3 Engage with parents/carers
Understand strategies to working
effectively, sensitively and
confidentially with parents and
carers.

Context Description

Mullumbimby Public School is part of a diverse community. This

requires the school to identify equitable ways to ensure all students
learning needs are being met so as they feel respected and
worthwhile members of the school community. This is supported
through the development of positive relationships with students and
families, to ensure that all stakeholders in the students education
feel that their opinion or belief is valued and respected creating a
supportive learning environment (Churchill, 2013, p.173).
APST 1.3 The school adheres to this standard by acknowledging that
each child is an individual, this is achieved through respecting the
beliefs in relation to religion and cultural influences. The school
works closely with families to ensure that the students needs are
being met in relation to cultural issues. An example of this is where
the school runs Ethics classes to support families and students who
have different beliefs in relation to religion, as the standard
Religious education is centred around bible studies.
APST 4.3 The school works closely with students to support their
behaviour management, this is evident within the schools positive
behaviour program. This program focuses on educating the students
in relation to making good choices and respecting their peers,
educators and the school environment. This in turn enables the

student to become engaged and feel they are part of a supportive

learning environment.
APST 7.3 The school supports this standard by having regular parent
teacher interviews to discuss strengths and areas that may require
specific attention. This enables the school to work collaboratively
with families and ensures that they are aware of any areas that may
be of concern to the child or educator. This in turn helps to build
positive relationships with parents/carers and helps teachers to
structure a supportive learning environment for the student. The
school also uses various types of communication for more general
matters (Facebook, Newsletters, Webpage) to inform parents and
carers of any events or changes to policies that may involve their
child.

References
Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., . . . Vick, M. (2013). Teaching: Making a difference (3rd ed.). Milton, Qld: John Wiley
& Sons.
Engaging in P&D | Australian Institute for Teaching and School Leadership. (2016). Aitsl.edu.au. Retrieved 13 September 2016, from
http://www.aitsl.edu.au/professional-growth/support/performance-and-development-support/engaging-in-p-d
Standards | Australian Institute for Teaching and School Leadership. (2016). Aitsl.edu.au. Retrieved 6 September 2016, from
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list