Section 1:

AITSL
Graduate
Standard

5.1
Demonstrate
understanding
of assessment
strategies,
including
informal and
formal,
diagnostic,
formative and
summative
approaches to
assess student
learning.

Things I need to work on:

Take time to work on

appropriate assessment
strategies.
Ensure the assessment
connects with students
understanding of lesson.
Use and become familiar with
using the different assessment
strategies and approaches.

My goals for this aspect:

Strategies to achieve my
goals:

Demonstrate my ability to make

the assessment criteria explicit
by setting assessment tasks that
are clearly outlined and ensure
students know what they are
meant to learn and
demonstrate upon completing
assessment task.

Exploring and becoming

familiar with new tools and
approaches to assessment.

Learn how to set clear and

3.1 Set learning specific objectives.
goals that
provide
achievable
challenges for
students of
varying
abilities and
characteristics.

Fostering students
relationships to help in
recognise each students
specific objective and how to
reach the target.
Adapt learning to suit students
varying needs.
Connect to the students
objectives, understanding the
students aspirations.
Believe they student can grow
and change.
Work on my motivational
strategies.

Demonstrate, apply and

improve my skills in facilitating
differentiated learning
strategies and challenging
classroom activities that cater
for both higher ability and lower
ability student needs.

Communicate with
experienced teachers on
best strategies and
approaches to use.
Adapt to students
needs.
Develop assessment
tasks that will correlate
to curriculum outcomes
and that are clear and
coherent to all students.
The assessment tasks
provide students with
clear guidelines and
marking rubrics.
Assessment tasks lists
the curriculum outcomes
which are included as a
part of the assessment.
Assessment tasks will
clearly state the
requirements and how
marks will be allocated
Examine a variety of
learning strategies such
as hands on learning.
Use a variety of
programs that will follow
in a sequence of
activities to generate
creative ideas to suit
each skill level.
Plan and provide
students with specific
targets they are able to
reach and can be
challenged.
Expect students to
accomplish set tasks by
providing motivational
strategies to keep them
trying when goals are
not reached.

Section 2:
BRITE
Resilience
Factors

Module I
Personal
Wellbeing

Things I need to work on:

Last prac I was so caught up

with wanting to do all the
work and being the best I
could that I had a breakdown
mentally and physically, this
time I will do things
differently
Aim for a balanced work and
life situation
Ensure I have taken care of
myself including eating a
healthy diet, had adequate
sleep and maintained some
exercise or yoga throughout
my day to release tension.
Have priorities written down.
Completing the most
important task first.
Effective time management
skills

My goals for this aspect:

Ascertain successful practices of

my personal wellbeing by
developing a plan comprising of
physical wellbeing, social
wellbeing, psychological
wellbeing and cultural wellbeing
that recognises activities in
place to support individual
success.

Strategies to achieve my
goals:

Develop a variety of
strategies that can be used
when required.
Know where to access
information and tools to
help with supporting
personal wellbeing.
Progress continually with
wellbeing activities.
Monitor stress levels, if
feeling stressed address an
activity from plan.
Prioritise- complete most
important first
Request help from family
and friends
Reflect on positive aspects
from the day, as well as
things that can be improved
Keep some positive
affirmations around the
work and home as a
reminder of things
meaningful to me.