Meghann Bailey
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
6.1 - Identify and plan
professional learning
needs
Demonstrate an
understanding of the role of
the Australian Professional
Standards for Teachers in
identifying professional
learning needs.
6.3 - Engage with
colleagues and improve
practice
Seek and apply constructive
feedback from supervisors
and teachers to improve
teaching practices.
22231934
Note the type of Describe the artefact / document and
artefact / document indicate the possible impact or result on
teaching and/ or student learning
Smart goals The artefact is a goal setting
document document identifying areas that I did
developed for well on my last professional
TCH30002: experience and areas that I wish to
Professional improve on. It also details three smart
Experience III: goals and the action plan I will take to
Transition to the reach these goals on my final
profession. placement.
Goal setting is an important part in my
development as a teacher. To continue
my development as a teacher it
important that I can identify areas
where I need improvement to ensure
that learning for students is
maximised. Using the Australian
Professional Standards for Teachers
(APST) (Australian Institute for
Teaching and School Leadership
[AITSL], 2014a) I can identify areas in
which I need to develop goals and plan
Southern Cross University
Describe how the artefact /
document
meet the standard descriptors you
have identified.
Through reflection on
accomplishments and areas
to be improved I have
demonstrated my
understanding of the role of
the APST in recognising my
professional learning needs. I
have linked specific focus
areas to both my strengths
and weakness and developed
plans to engage in
professional learning (APST
6.1).
In my smart goal action plans
I have identified my
colleagues and mentor
teachers as sources of
information and plan to
engage with them to improve
my teaching. I know from
Meghann Bailey 22231934 Southern Cross University

for approaches further my previous professional

development (Ingvarson, 2002. as experiences that colleagues
cited in Marsh, 2010). It is essential for are an essential source of
teacher accreditation to be able to information for understanding
demonstrate these standards (AITSL, the school context but also in
2014b). This may involve working with providing feedback on my
colleagues and wider learning teaching (APST 6.3).
community (McDiarmind, 1995. as
cited in Marsh, 2010). The overarching
goal of the standards is to have
maximum impact on student
learning (AITSL, 2014b), and to do
this most effectively I must be able to
meet the seven standards developed
by AITSL (AITSL, 2014b).

The focus for all professional

development should be the
improvement of learning outcomes for
students (Ingvarson, 2002. as cited in
Marsh, 2010). Student learning will be
impacted by this artefact as a result of
my continued development with the
intent of providing students with high
quality learning experiences. Student
learning should be the priority of the
teacher using the APST as a guide to
high quality teaching (AITSL, 2014b).
Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School Leadership. (2014a). Australian Professional Standards for Teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Australian Institute for Teaching and School Leadership. (2014b). Mission. Retrieved from http://www.aitsl.edu.au/about-
us/mission

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.). Frenchs Forest, NSW: Pearson Australia.