Professional Standard 1.1
Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students.
EVIDENCE SUMMARY
Name of Evidence: Senior Class Student details S1 2024
Type of Evidence: Semester Program
Context: Year 11/12 class in remote area of East Arnhem Land, NT. Students are Aboriginal females and male. The class consisted of 21 students (fluctuating). All the students are EAL/D, with Yolngu Matha being the most widely spoken language.
How this sample shows I have met the Standard Descriptor and put it into practice: These notes show strengths, challenges and teaching goals, for their physical, social and intellectual development, as well as specific student characteristics that could impact learning. I've used these notes to help plan for lessons and differentiate the students learning.
How has this sample impacted on student learning? These notes have allowed differentiated teaching practices, which in turn has avoided overloading or under-loading students appropriately.
Notes/Reflection: This has also been helpful to pass onto other teachers, when they have alternating classes, along with their student portfolios.
Professional Standard 1.2
Expand understanding of how students learn using research and workplace knowledge.
EVIDENCE SUMMARY
Name of Evidence: Teaching to the North-East + Supporting Readings
Type of Evidence: Readings + Annotations - 20th August 2020
Context: This is a book that focuses on relationships as the key point of teaching and learning. "Russell Bishop builds on his theoretical research in Indigenous Education to describe effective teaching in an extended family-like context that is both culturally responsive and sustaining." (nzcer education research, 2020)
How this sample shows I have met the Standard Descriptor and put it into practice: This evidence shows annotations that I have taken in the reading that focus on understanding how indigenous students learn and the role that relationships in a family-like context play. This reading has been the pivotal point from which I have developed my teaching and coaching practices during the 'Relationship Based Teaching and Learning' (RBTL) program.
How has this sample impacted on student learning? As I broaden my knowledge and understanding of RBTL I have begun to implement changes to my teaching practices based on the research and findings of Russell Bishop. In turn I am for the students, over time, to take control of their own learning in a supported environment.
Descriptor 1.3
Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
EVIDENCE SUMMARY
Name of Evidence: Relationship Based Teaching and Learning Observation Instrument
Type of Evidence: Document of coded transcript/observation in an Indigenous setting - 13th October 2020
Context: NZ originated program; Building relationships between teacher and student to further learning and improve teacher practices. Recording and transcribing a lesson using an observation instrument; with the goal to break down and reflect on teaching practices. Finally implementing impact coaching, to identify a development goal for teacher and coach and to consider what else can be explored to implement, increase, and improve:
• how they create a family-like type learning context
• their use of effective discursive interactions
• the clarity they provide to the learners.
How this sample shows I have met the Standard Descriptor and put it into practice: This is used to give feedback to a teacher and provide them with insight into their teaching practices. Within the observation instrument there is a goal setting section. This is a collaborative effort developed and set with the teacher in a 'coaching session'. The teacher and coach look at the data collected and set goals based off this.
How has this sample impacted on student learning? The teacher is shown a clear breakdown of their lesson and discusses their strengths/weaknesses. They can then use this to determine what wold best help the students and their learning needs.
Notes / Reflection: There is the requirement for a follow up observation and coaching on a termly basis.
Descriptor 1.4
Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives.
EVIDENCE SUMMARY
Name of Evidence: Relationship Based Teaching and Learning Coaching Tool
Type of Evidence: Document of coded transcript 13th October 2020
Context: NZ originated program; Building relationships between teacher and student to further learning and improve teacher practices. Recording and transcribing a lesson using an observation instrument; with the goal to break down and reflect on teaching practices. Finally implementing impact coaching, to identify a development goal for teacher and coach and to consider what else can be explored to implement, increase, and improve:
• how they create a family-like type learning context
• their use of effective discursive interactions
• the clarity they provide to the learners.
How this sample shows I have met the Standard Descriptor and put it into practice: This observation instrument is built around the development of Indigenous students through relationship based pedagogies. This is a collaborative effort developed with the teacher in a 'coaching session'. The teacher and coach look at the data collected and set goals based off this. Through a "coaching Session" or "Fishbowl" I have provided advice and supported colleagues in developing and then implementing teaching strategies based off the RBTL framework.
How has this sample impacted on student learning? This coaching session has allowed for teachers, including myself, to develop pedagogies and tools that support individual students and their learning needs.
Notes / Reflection: There is the requirement for a follow up observation and coaching on a termly basis.
Descriptor 1.5
Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.
EVIDENCE SUMMARY
Name of Evidence: Reading Data + Future Development Focus
Type of Evidence: Excel Data Sheet Semester 2 2020
Context: Whole school in remote area of Arnhem Land, NT. Students are Aboriginal. All the students are EAL/D, with Kriol being the most widely spoken language. A range of cognitive/social/physical developmental concerns.
How this sample shows I have met the Standard Descriptor and put it into practice: Students were tested and levelled according to their results. Using the results, a summary sheet on future development focuses for each student was collated for teachers (including myself), to assist in developing learning plans accordingly. The student reading data collected was summarised for teachers. They received an evaluation of each student's reading progress and required areas of focus for development.
How has this sample impacted on student learning? By using the students reading level, teachers are able to cater for a variety of abilities. They also use the feedback sheet to alter programs and teaching practices accordingly. This will in turn assist the students to further their capabilities.
Descriptor 1.6
Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability.
EVIDENCE SUMMARY
Name of Evidence: Individual Learning Plan
Type of Evidence: Document snippet -redacted - term 1 2021
Context: Year 7-9 class in remote area of Arnhem Land, NT. Students is Aboriginal female. All the students are EAL/D, with Kriol being the most widely spoken language. Student has been previously identified as having cognitive developmental concerns related to Microcephaly.
How this sample shows I have met the Standard Descriptor and put it into practice: This ILP was written in collaboration with the students previous teacher. The Assistant principal, who has specialist knowledge with students with special learning needs, was also consulted, and assisted with developing relevant strategies. The ILP was developed and regularly used. It was also referred to in the development of the Semester 2 Teaching Program.
How has this sample impacted on student learning? This document has allowed for individualised teaching ad has shown to benefit the student as shown in the annotations, as they have shown improvement in the collected data.
Notes / Reflection: Updated termly to keep up to date with students needs/abilities.
