Section 1: AITSL Graduate

Standard

My goals for this aspect:

Actions to develop my capability:
(SMART goals Specific,
(Be specific about what actions you intend to undertake and the
Measurable, Accurate,
support and professional learning you will require).
Relevant, and Time bound)
Short Term Goals (that can be achieved within this semester)

Indicators of success: What

will you/others see if your
goal is achieved?

Professional Practice
Standard 4: Create and
maintain supportive and safe
learning environments.
4.1 Supporting inclusive
student participation and
engagement in classroom
activities.

By the end of Semester 2, I

will observe, conduct
research, develop a strategy,
and implement that will
allow for inclusive student
participation in the
classroom

Professional Practice
Standard 5: Asses, provide
feedback and report on
student learning:
5.3 Demonstrate
understanding of assessment
moderation and its

By the end of semester 2,

observe and conduct
research into why
moderation in necessary and
how it is applied in the
classroom. On practicum,
apply these principles based

Observe mentor teacher and Identify the range of methods

applied to encourage student participation and engagement and
how tasks are modified for students who are of lower ability are
able to participate and remain engaged.
Conduct research into methods of creating supportive,
inclusive classroom environments to ensure that all students are
able to participate at all times and maintaining a high morale,
inspiring students to be motivated to engage and participate in all
classroom practices. (e.g., youtube videos on motivating students,
academic sources on structuring classrooms to be inclusive,
recounts of effective strategies of educators)
Reflect on strategies implored and modify and adapt
strategies based on how effective they were and addressing their
limitations
Organize for mentor teacher Curtin supervisor to observe
my attempts at an inclusive classroom and request feedback to
further improve my strategies.
Observe the approach in which my mentor teacher
moderates assessments and the methods used for assessment
moderation as well as the types of assessments that require
moderation and how it fits into a bell curve.
Conduct research into the principles of moderation why
does it exist? why is it necessary? what does it achieve? A
thorough understanding of a necessary classroom practice

All students
enthusiastically and
confidently participating
in classroom activities.
Comments provided by
mentor teacher and
Curtin supervisor.

Being confident in my
approach to moderation
and having developed a
clear understanding of
what it entails.
Having the same ideas
and assessments on

application to support
consistent and comparable
judgements of student
learning.

on my understanding and
evaluate these to ensure that
I am able to successfully
moderate student work.

ensures that I will apply and carry out my duties appropriately

and efficiently.
Visit the SCSA website and explore the samples of work that
have been uploaded on the website to gain an understanding as
to the range of work samples that are submitted by students and
how work should be moderated as well as to gain an
understanding of what substitutes an excellent work sample to a
limited work sample.
Do some personal reflection on how effective and confident I
feel about the way I moderate and make necessary modifications
to ensure I am doing it correctly.
Organize for mentor teacher and the Curtin supervisor to
have a look at the way I have moderated student work and
request feedback and actively apply feedback provided to
strengthen my practices.

Professional Practice
Standard 3: Plan for and
implement effective teaching
and learning
3.4 Demonstrate knowledge
of a range of resources,
including ICT, that engage
students in their learning.

By the end of practicum,

conduct research online, and
ask for peer feedback before
developing a strategy to
incorporate ICT in the
classroom. My current
mentor teacher doesnt
integrate ICT much into
classroom activities so
discuss and reach agreement
about using more ICT in the
classroom.

Reflect on how previous mentor from last practicum

incorporated ICT into the classroom and revisit lesson plans from
last year to identity which learning areas to focus on my
improvement of integration of ICT.
Visit ACARA and SCSA and identify ICT requirements for
year classrooms to ensure that my teaching will meet the
requirements and go beyond what is necessary in terms of ICT
incorporation in the classroom, especially in the area of
multiliteracies for English teaching activities.
Talk to teacher in charge of primary school to high school
integration to prepare students for ICT use for next year (students
are in year 6 and are moving onto high school next year) to
ensure they are confident and understand how to navigate
through websites and online learning safely.

pieces of student work

as mentor teacher.

Increased use of
technology (MacBooks,
iPads in the classroom)
Number of lessons in
which students require
access to technology to
complete tasks
Comments provided by
mentor teacher, other
year 6 teacher and
Curtin supervisor.

Professional Practice
Standard 2: Know the
content and how to teach it
2.5 Know and understand
literacy and numeracy
teaching strategies and their
application in teaching areas.

Professional Practice
Standard 3: Plan for and
implement effective teaching
and learning
3.7 Describe a broad range of
strategies for involving
parents/carers in the

Organize for the other year 6 teacher at Atwell Primary

School (much more technology savy) to provide feedback of my
incorporation of ICT into classroom activities and how this can be
improved and/or increased.
Specifically request for Curtin supervisor to comment on my
incorporation of ICT within the classroom and how it aligns
according to the AITSL graduate standards.
Aim to observe, conduct
Observe and gain understanding as to the most prominent
research and develop a range and range of learning styles of the students in the classroom and
of strategies that allow for
identify the teaching strategies that best suit and deliver to
effective teaching of literacy student learning styles in the classroom.
and numeracy, catering for a Observe mentor teacher and identify teaching strategies that
range of different learning
he uses that I understand to be the most effective and try to gain
styles to ensure students are an understanding as to why they are most effective and why
engaged and motivated
students respond well to them.
about their literacy and
Conduct research into the types of literacy and numeracy
numeracy learning
teaching strategies that best suit the needs of the learners in my
classroom and devise a teaching plan with specific approaches to
teaching for both literacy and numeracy.
Request feedback from mentor teacher and Curtin
supervisor as to the effectiveness and suitability of my teaching
strategies and approaches and modify and adapt these based on
the feedback provided.
This was an area identified by Review feedback and tips provided by mentor teacher from
my mentor teaching last year practicum last year and really grasp an understanding of the areas
after practicum. Therefore, at of improvement she suggested.
the end of semester 2, I will
Discuss with mentor teacher that this was an area that was
make an active effort into
identified
including parents and
by my mentor teacher and ask for advice and tips on how I can be
guardians in the educative
more actively involved in communicating with the parents and

Comments provided by
mentor teacher and
Curtin supervisor.
Increased student
engagement and
improved reception to
new strategies
attempted.
Student performance in
assessments conducted
after teaching with new
strategies.

Comments provided by
mentor teacher and
Curtin supervisor.
Being confident when
approaching and
conversing with parents
and guardians.

educative process.

Section 2: Brite Resilience

Factors

process. To do this, I will

observe how my mentor
teacher involves students
parents in their learning
process and ask a range of
teachers about advice on
how to seamlessly achieve
this.

guardians of the students in the classroom.

Talk to different teachers around the school to gain insight on
how to
approach this area in a manner of different ways to expand my
understanding and to develop confidence.
Search for and read personal reflections and accounts of
teachers
and how their approach to involving parents in the student
learning process seamlessly.
Devise a numerous strategies based on research and advice
provided
by mentor teachers and by discussions had with peers.

My goals for this aspect:

Actions to develop my capability:
(SMART goals Specific,
(Be specific about what actions you intend to undertake and the
Measurable, Accurate,
support and professional learning you will require).
Relevant, and Time bound)
Long Term Goals (those that can are more likely to be achieved beyond this semester)

Indicators of success: What

will you/others see if your
goal is achieved?

Module R: Relationships
Building new relationships:
Building relationships with
new colleagues

Module I: Wellbeing
Maintaining motivation:
Reasons for becoming a
teacher

Ideally, I would love to

develop a strong support
network at school that allows
me to voice my concerns and
provides me with advice in
tricky situations, or merely
just provide me with a peace
of mind during stressful
times.

Being confident with the

career choice I have made of
becoming a teacher and not
letting stressful days and
periods, difficult days, or
difficult children lead me to
questioning my choices.

Make a conscious effort to acquaint myself with other

teachers at the school Ill be working at. It is important to have a
supportive network of colleagues. As outlined in the BRITE
modules, being in a classroom can cause the development of
feelings of isolation. Therefore, it is important to have other
teachers to talk and discuss happenings in the classroom with.
Be careful about getting drawn into feeling negative or being
involved in negative situations. Seek out colleagues and identify
like-minded colleagues that have positive mindsets and positive
attitudes towards their teaching and engage with them for
conversation and company.
Actively request feedback and advice students, colleagues
and parents. Feedback and critique are useful sources of support
that have the potential to improve teaching.
Ensure that I am also supporting support to others, whether
it be students, parents, or colleagues. This is another important
method of developing a support network. Therefore, actively look
out for situations where I am able to lend a helping hand.
Reflect on the reasons why I chose to pursue a career in
teaching and articulate these reasons and be confident in them
because they are strong motivators when times get tough.
Find everyday experiences and moments in the class that
reaffirm my career choice and why I love teaching. Focus on these
positive experiences rather than the negative moments to stay
motivated.
Display a photo, quote, or message from a student, colleague,
or loved one that reaffirms why I chose teaching and frequently
pay attention to it to keep spirits high.
Find aspects of teaching that I find rewarding and make a
active decision to be more involved in the aspects of teaching

Having colleagues, I can

approach during times
of stress or go to for
advice without being
worried about their
reactions.
Being content and
confident at school
because I have
developed a strong
support network with
other colleagues.

Being confident in
myself that I most
definitely have made
the right career choice.
Never having anxiety or
getting stressed about
trivial things at school.

that make me most content. Also seek out new experiences and
challenges that allow for a sense of reinvigoration allows me to
be confident in the teacher I am developing into.