GOAL AND RATIONALE
 
Goal 1: Professional Knowledge
Goal 1: Professional Knowledge
To further develop the knowledge
and understanding required to
articulate a range of evidence-
based strategies I can use to
address adolescent issues related
to student learning.
Relation to the AITSL
Standards: 1.2 Understand how
students learn as well as Standards
1.3, 1.4, 1.5, 1.6
Rationale:
I identified in my portfolio a need
to better understand how to
identify and implement learning
strategies to improve the learning
of the students I am teaching. By
developing the knowledge and
understanding required to
articulate a range of evidence-
based strategies I can better
support my students and have
them more engaged in their
learning.
Goal 2: Professional Practice
Goal 2: Professional Practice
Demonstrate the implementation
of strategies that can be used to
better evaluate my teaching
programs to improve student
learning.
Relation to the AITSL
Standard: 3.6 Evaluate and
improve teaching programs, as
well as Standards 1.2, 1.5, 2.3, 5.1,
5.4, 6.2, 6.3, 6.4, 7.4,
Rationale:
During previous placements it
was noted that I was working
towards demonstrating a broad
knowledge of strategies that can
be used to evaluate teaching
programs to improve student
learning. I aim to improve on this
feedback and make a conscious
ACTION
 I am looking to develop a
deeper understanding of the
implications for learning,
especially the use of evidence-
based learning strategies with
students I will be working with.
 through professional
discussions with the Learning
Support Team members and
Indigenous Education Team
members I hope to identify the
appropriate evidence-based
strategies to improve
educational outcomes for
students from diverse
backgrounds.
 Participate in any professional
learning that will allow me to
develop the knowledge and
understanding to apply research
-based pedagogies to the
content I would teach.
 Evaluate my lesson plans with
feedback provided by the
students to improve the learning
outcomes.
 Collect evidence from
observations and assessment
data to evaluate lesson plans
and implement learning
strategies improve student
learning.
 Consider the feedback from my
supervising teacher and other
staff members when evaluating
the learning strategies utilised in
my lesson plans and make any
suitable modifications to
improve student learning.
EVIDENCE
 Teaching and learning
programs and/or unit/lesson
plans which are annotated to
demonstrate how they reflect
research and/or collegial advice
about how students learn.
 Professional reading/viewing
log and reflections that
demonstrate research into how
students learn.
 Meeting logs of
mentor/supervisor or other
appropriate colleagues who
have provided feedback.
 Evaluation of teaching and
learning programs and/or
lesson plans, based on
evidence, including evidence
of use of student feedback.
 Record of meetings with
supervisor regarding teaching
observed, lesson planning and
student learning.
 The modified programs and
lesson plans based on evaluation
of evidence, including feedback
from student assessment data,
what went well, what did not
work and why.
effort to demonstrate the
implementation of strategies that
can be used to better evaluate my
teaching programs.
Goal 3: Professional Engagement
Goal 3: Professional
Engagement
During this placement I aim to
engage with parents/carers.
Relation to the AITSL
Standard: 7.3 Engage with the
parents/carers as well as Standards
3.7, 6.3, 7.4
Rationale:
I have identified a gap in my
teaching experience relating to the
collection of evidence that I have
engaged with parents/carers.
Other aims you may have for the professional experience:
 Professional dress at all times when required.
 Punctuality.
Teacher Education Student:
Supervising Teacher:
Subject Coordinator: Judy Dennis
 Utilise written communications
to convey reports of the
students’ learning progress and
well-being.
 Take opportunities to meet
with parents/carers to discuss
students’ learning progress and
well-being.
 Attend and participate in
assemblies, excursions and
community meetings and
involve parents/carers.
 Engage parents through
homework, class newsletters
and in class exercises.
Sean Librando
• Data records of communications
with parents/carers regarding
student learning, wellbeing
aligned with school policy and
procedures.
• Planning documents for
meetings with parents/carers.
• Notes from observations by
supervisor/mentor showing I
established/ maintained respectful
collaborative relationships using
appropriate language, tone and
body language.
• Examples of opportunities for
parent/carers contributions to
homework sheets, class
newsletters and at parent-teacher
meetings.
Date: 10/04/2017
Date:
Date: 6/4/2018