AITSL My goals for this Actions to Indicators of success: What

Standard aspect: develop my will you/others see if your

(SMART goals capability: goal is achieved?
Specific, (Be specific
Measurable, about what
Accurate, actions you
Relevant, and intend to
Time bound) undertake and
the support and
professional
learning you will
require).
5.1 Assess student learning demonstrating use of different assessment
strategies
Short Term During the Seek various Various assessment
upcoming resources for types displayed within
practicum and the different my teaching resource
final assessments forms of file and viewed by my
of semester, I will assessment supervising teacher
endeavour to use through the Mentor teacher
a variety of university feedback on how
different library and different assessment
assessment from my types have been
strategies but mentor successful/unsuccessful
specifically teacher
summative Enact a
assessment and consistent
informal informal
assessment assessment
routinely. checklist and
observations
format
 Specifically
observe the
assessment
strategies
that the
teacher
enacts
5.2 Provide feedback to students on their learning
Short term For my final three Observe how Informal feedback from
assignments and my mentor mentor teacher as well
the upcoming teacher as feedback provided in
placement I aim provides the final report
to make feedback feedback to Explicitly ask
based on students and supervising teacher for
assessment explicitly any advice they can
criteria a record in this offer on feedback
consistent part of in my See progression in self
daily work in order observation reflections of
for students to pro formas improvement in how I
focus on their Personally provide feedback
progress rather reflect on the
than grades. feedback that
I provide in
the reflective
section of the
lesson plans
Seek advice
from my
mentor
teacher about
giving
feedback, the
feedback that
 I give and
how I can
improve how
I provide
feedback
Long Term As a graduate Making Students reflecting on
level teacher, I marking the quality of their work
intend to have criteria and their progress in
feedback as part explicit to their self reflective
of my regular students from practice rather than
assessment the early simply their grades
practices, with stages of compared to their peers
students actively units of work Having students
involved in so they can modelling how to
receiving see what my constructively provide
feedback in a feedback is feedback in their own
timely manner looking at work
through different working them Personal self reflective
formats and using towards practice identifying how
this to guide their Being often and in what forms
self reflective consistent in feedback is provided
practice. providing
feedback to
students are
always
expecting this
information
Provide
feedback in
written and
oral forms
5.4 Interpreting student data
Long Term As a graduate Assess Personal self reflective
level teacher throughout practice exhibiting
exhibiting how units of work ongoing development of
assessment is and making using assessment as
part of the sure data and part of the learning
learning process feedback is process
rather than just provided in a Assessment data
being the result of timely fashion reflecting changes in
a learning to benefit the teaching practices
experience by students throughout the learning
modifying Create experience to meet
teaching practices adjustable each students needs
based on plans for
assessment data. terms that
are able to be
changed to
meet the
developing
needs of
students that
become
explicit
throughout
learning
experiences