SAO cover page template - Rich Evidence Set
Name: Carmen Pinker School: _____________________________
Situation: Briefly outline the circumstances surrounding
the example of a situation that had a positive outcome or one
in which professional growth occurred.
In a Year 2/3 class with a very diverse range of learning
abilities and a significant portion of students with a variety of
special needs I needed to program a Measurement Unit
combining the Year 2 and 3 curricula for Shape and Angles
with the restriction of a textbook where the lessons did not
line up neatly. This situation was made more complex as
many of my Year 3 students, the older cohort, found learning
quite difficult and were unable to work at a Year 3 level
independently, requiring significant support.
My question was: How do I program efficiently to cover both
Year level content while supporting students with learning
difficulties, also differentiating for students with special
needs and providing extension opportunities for my more
able Year 2 students?
Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates
Planning Documents, Photographs, Professional Conversation Log
Yr. Level/Subject Area: Mathematics Year 2/3
Action: describe the skills/knowledge/competencies
required to address the situation- outline the steps you took
to complete the task.
The challenge of the two-year curricula
 Closely scrutinised both textbooks and rearranged
the order of lessons to make them align more
closely for efficiency.
 Expose both year groups to the other content.
Choice to expose Year 2 students to Year 3 content
provides part of their extension opportunities. This
strategy also supports students with learning
difficulties as Year 2 content is revised for them.
 Utilised the classroom EA for provide support
during some textbook activities for more able Year
2’s while I worked closely with Year 3’s.
 Utilised the online mathematics program, Prodigy,
to provide further, individually levelled practice on
Mathematics content.
Differentiation
 Employed a range of teaching strategies and
competencies to ensure the lessons ran smoothly
and made efficient and productive use of
Mathematics learning time. This also
accommodates the variety of ways students in this
class learn. These included: explicit instruction,
small group instruction, supported independent
work, cooperative learning opportunities, visual
aids, concrete materials, open-ended tasks, routines
and explicit instructions/expectations,
incorporation of ICT.
 Chose to expose Year 2 students to Year 3 content
as part of their extension opportunities.
 Access to the online Mathematics program, Prodigy,
provides levelled support for both students with
learning challenges and students ready for
extension opportunities.
 Students with special needs accommodated more
flexibly by either working at differentiated tasks or
working with EA or myself in addition to the other
Year Group.
Outcome: Describes the results of your action.-
summarise the results of the action and/or the Professional
Growth that occurred.
 I believe that I have successfully organised the
content into a series of lessons that are appropriate
for the year levels covered and follow coherently to
build on the developing understanding of the
students.
 An engagement audit conducted by my In-Class
Coach revealed 100% task engagement which is
evidence that the variety of strategies employed
were effective in ensuring productive use of
Mathematics learning time. This was further
supported when viewing confidential video of the
class.
 Majority of students report that they enjoyed their
learning experience. (Thumbs up/Thumbs down)
 Students appear to be engaging with the content
covered well. Evidence – exit ticket questions, first
assessment results, teacher observations.
Forward Planning
 When special needs student returns from extended
holiday look to put in place some micro-goals to
support more independent engagement during
learning activities. On video observed going off-task
as soon as EA was not working with him
individually.
 Goal to become more explicit with success criteria
at the beginning of mathematics lessons to ensure
focus on learning outcome and to support students
to be more reflective about their learning.
 Professional Knowledge
Standard 1 Standard 2
Know students and how they
learn
 Physical, social and
intellectual development
and characteristics of
students
 Understand how students
learn
 Students with linguistic,
cultural, religious and
socioeconomic
backgrounds
 Strategies for teaching
Aboriginal and Torres
Strait Islander students
 Differentiate teaching to
meet the specific learning
needs of students across
the full range of abilities.
 Strategies to support full
participation of students
with disability
Know content and how to teach
it
 Content and teaching
strategies of the teaching
area
 Content selection and
organisation
 Curriculum, assessment and
reporting
 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
 Literacy and numeracy
strategies
 Information and
Communication Technology
(ICT)
Standard 3
Plan for and implement
effective teaching and learning
 Establish challenging
learning goals
 Plan, structure and
sequence learning
programs
 Use teaching strategies
 Select and use resources
 Use effective classroom
communication
 Evaluate and improve
teaching programs
 Engage parents/carers in
the educative process
Professional Practice
Standard 4
Create and maintain supportive
and safe learning environments
 Support student
participation
 Manage classroom activities
 Manage challenging
behaviour
 Maintain student safety
 Use ICT safely, responsibly
and ethically
Standard 5
Assess, provide feedback and
report on student learning
 Assess student learning
 Provide feedback to students
on their learning
 Make consistent and
comparable judgements
 Interpret student data
 Report on student
achievement
Professional Engagement
Standard 6 Standard 7
Engage in professional Engage professionally with
learning colleagues, parents/carers and
the community
 Identify and plan
professional learning needs  Meet professional ethics and
 Engage in professional responsibilities
learning and improve  Comply with legislative,
practice administrative and
 Engage with colleagues and organisational requirements
improve practice  Engage with the
 Apply professional learning parents/carers
and improve student  Engage with professional
learning teaching networks and
broader communities