Note the focus Note the type Describe the document / artefact and indicate Describe how the

ribe how the document / artefact meets the standard

area and standard of artefact / the possible impact or result of the artefact / descriptors you have identified.
descriptor/s the document document on teaching and/ or student learning
artefact /
document reflects

6.1 Identify The following The professional learning goals as Selecting only four goals for professional experience
and plan artefact was displayed highlight my critical thinking ensured I was able to specifically identify key APSTs
professional developed to before commencing part A of the Early that were required to enhance my professional
learning needs prepare me Start Program (ESP) for my final engagement, acknowledgement and application. This
for Part A of professional experience. Based on the also highlights that I can prioritise my professional
Demonstrate an my final notion that if teachers are more learning objectives and showcases my ability to think
understanding professional knowledgeable and skilled in their critically against the APST through the form of an
of the role of the experience, teaching, then their students will learn action plan (APST 6.1).
Australian the Early more effectively (Brown, Leonard &
Professional Start Arthur-Kelly, p. 624, 2016), I specifically Learning goal:
Standards for Program. It chose goals that would improve my Create lesson plans that integrate student
Teachers in includes teaching practice in order to provide the differentiation strategies.
identifying goals based best possible opportunities for student
professional on the achievement. Final report:
learning needs. Australian Hence, the goals were created based on Ashlee has been able to identify the need to use
Professional my previous professional experience and differentiation strategies to support students to
6.3. Engage Standards what I believed needed to be addressed engage in various classroom activities (J. ODonohue,
with for teachers. and further developed. personal communication, 15 February, 2017).
colleagues and
improve Similarly, John Hatties Visible Learning By developing goals and placing them in my
practice also describes setting goals as an professional experience folder, my mentor teacher had
effective strategy for ensuring learning. access to my personal learning intentions.
Seek and apply Although he describes these goals as Appropriately, a discussion regarding my goals was
constructive success criteria, such goals for held on my first day. Furthermore, frequent
feedback from professional engagement can be
supervisors and developed with the SMART (specific,
teachers to measureable, achievable, realistic and
improve timed) goals framework (Brown, et al.
teaching 2016). Based on this, my goals were
practices developed with the SMART criteria in
mind.
Along with goal setting through reflective
practice, achieving goals also requires this
type of professional engagement.
Following every lesson I wrote reflections
and specifically noted how my goals were
or were not met. Additionally, discussing
my goals with my mentor teacher
provided me with greater insight into how
I was acknowledging my own learning
intensions.
conversations about my progression in regards to
SMART goals took place. I actively requested feedback
and utilised this to ensure I was successful in fulfilling
my goals (APST 6.3)
Learning goal:
To confidently implement the use of the interactive
whiteboard (IWB) in relevant lessons by the end of my
practicum.
Final report:
Ashlee focused on her goal of using ICT in all her
lessons over the last two weeks and has been very
successful with this (J. ODonohue, personal
communication, 15 February, 2017).
Goals (Early Start Program Kindergarten 2017)

Goal Relevant APST Action Plan

To confidently Standard 3: Plan for 1. Download the smart board software onto computer.
implement and implement 2. Explore different options on the smart board software. Practice using
the use of the effective teaching and different tools.
3. Ask what my mentor teacher thinks of interactive white boards. What
interactive learning
specific tools/ activities do they utilise in the classroom?
whiteboard 4. During observation days discuss with mentor teacher about any concerns
(IWB) in 3.4. Use resources they may have in regards to using interactive whiteboards. Any
relevant including ICT to engage recommendations?
lessons by students in their 5. Following a lesson using the interactive whiteboard, seek feedback for areas
the end of my learning. of improvement.
practicum. 6. Discuss other ways in which ICT can be utilised in a Kindergarten classroom.

Write lesson Standard 2: Know the

plans prior to content and how to 1. Discuss with mentor teacher the timing of lessons that is appropriate for the
class, which teach it. age group I will teach.
manages 2. During observation days, pay attention and note the timing of each lesson.
3. Use the OGER framework to assist in allocating appropriate times for each
classroom 2.1. Demonstrates
stage of the lesson.
time knowledge of the 4. Keep an eye on a nearby clock when teaching in order to manage class
efficiently so concepts, enquiry activities.
that the processes and structure 5. Following lessons discuss with the mentor teacher if the subject matter was
relevant of the content and taught in an appropriate time frame.
subject pedagogy in the 6. Reflect on how time management was successfully achieved or ways in
matter is teaching area. which to do so.
taught
effectively.

Create lesson Standard 1: Know 1. During observation days take every opportunity to get to know the students.
plans that students and how 2. Discuss with mentor teacher about any students who may require specific
integrate they learn. support.
3. Observe any differentiation strategies the mentor teacher implements
student 1.2. Understand how
during lessons.
differentiation students learn. 4. Differentiate teaching to meet the needs of students. Have this
strategies. 1.5. Differentiate differentiation recorded in the lesson plans.
teaching to meet the
specific learning needs
of students across the
full range of abilities.

Successfully Standard 3: Plan for 1. During observation days, note how the classroom teacher manages
transition and implement transitions and prepares for the following activity.
from one effective teaching and 2. Prepare for a sequence of lessons and record them in the OGER framework.
lesson to the learning 3. Focus on how the students will move from one activity to the other.
other 4. Develop a bag of tricks or 5-6 strategies/ games that can be used to break
smoothly and 1.2 Plan, up learning sequences.
confidently. structure and
sequence learning
programs
1.3 Use teaching
strategies

References

Australian Institute of Teaching and School Leadership. (2014). Australian professional standards for teachers.
Retrieved from: http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pd
Brown, G., Leonard, C., & Arthur-Kelly, M. (2016). Writing SMARTER goals for professional learning and improving
classroom practices. Reflective Practice. Retrieved from http://www-tandfonline-
com.ezproxy.scu.edu.au/doi/pdf/10.1080/14623943.2016.1187120?needAccess=true