Rich Evidence Set: Student Matrix

Name: Jodie Wilde School: Rockingham Beach ESC Yr. Level/Subject Area: PP/1 – Education Support

Situation: Briefly outline the circumstances surrounding the
example of a situation that had a positive outcome or one in
which professional growth occurred.
Where, why and when did you do the task?
 Working in an Education Support setting as a non-ed
support trained teacher
 Approx. 2/3 of students in classroom have ASD or ASD
like behaviours - it was essential to gain an
understanding of ASD and its impact on teaching and
learning as soon as possible
 100% of students have specific learning needs,
including complex communication needs, requiring
IEPs based on individual needs
 Therapists involved closely with developing IEP goals
Action: Describe the skills/knowledge/competencies
required to address the situation- outline the steps you took to
complete the task.
What did you do? How did you do it?
 Professional Development – Positive Partnerships
Training – undertaken in Term 1
 ABELSWA online training Term 2
 IEP meetings with parents to gain an understanding of
child’s learning style and any impacts of behaviour on
learning occurred in Terms 1 and 3
 Regular liaison with therapist to monitor progress and
discuss goals
 Matrix and ABELSWA assessment used to inform long
term planning
 Unit/term plans were specific to each student in all
areas of learning with activities designed specifically
for the student based on IEP goals and learning needs
identified in the Matrix
 Assessment linked to IEPs – using a range of
assessment strategies; observations, work samples,
videos, photographs
 Assessment specific to student’s needs – may be with
physical, visual or verbal assistance
Outcome: Describes the results of your action.- summarise
the results of the action and/or the Professional Growth that
occurred.
What was the result of your action? How do you know? What
would you do differently next time?
 Increased knowledge of ASD and the specific needs of
students
 Confidence in discussing areas of need with
parents/caregivers and therapists
 IEP goals SMART goals – specific, measureable,
achievable, realistic and timed - based on individual
needs as assessed through IEP meetings, ABELSWA
assessment and observations
 Clear understanding of students level of need,
progress and achievement
 All students saw movement of 90% and above on
Semester 1 IEP goals
 I used this experience to discuss differentiation,
assessment and feedback at Graduate Module 3.

Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates

Professional Knowledge Professional Practice Professional Engagement

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
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
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
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
Standard 6
Engage in professional
learning
 Identify and plan professional
learning needs
 Engage in professional
learning and improve practice
 Engage with colleagues and
improve practice
 Apply professional learning
and improve student learning
Standard 7
Engage professionally with
colleagues, parents/carers
and the community
 Meet professional ethics and
responsibilities
 Comply with legislative,
administrative and
organisational requirements
 Engage with the
parents/carers
 Engage with professional
teaching networks and
broader communities
with disability (ICT)