Descriptor 2.1
Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
EVIDENCE SUMMARY
Name of Evidence: Mentor meeting 1 Term1 2024
Type of Evidence: Discussion notes from first meeting with mentee teacher from Ramingining School.
Context: Remote area of Arnhem Land, NT. Students are Aboriginal. Teacher is a graduate teacher, in her first year of teaching. 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:
This meeting discussed her strengths and challenges. We agreed that she would focus on adjusting for EAL/D learners in this context, teaching preparation strategies, and behaviour management strategies. These ideas were developed collaboratively with the graduate teacher I am mentoring. The intention is for her to put these suggestions into practice across the Semester with regular check ins to see how the units are progressing, with reference to how the engaged the students were with the content.
How has this sample impacted on student learning? The mentee teacher responded to these notes at our second meeting, saying she had implemented strategies suggest and been more successful in her lessons.
Descriptor 2.2
Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs.
EVIDENCE SUMMARY
Name of Evidence: Numbulwar News Broadcast
Type of Evidence: Film Production Term4 2019
Context: Year 7-9 class in remote area of Arnhem Land, NT. Students are Aboriginal females. The class consisted of 19 students (fluctuating). All the students are EAL/D, with Kriol being the most widely spoken language. Two students were previously identified as having cognitive/social developmental concerns, and four with Rheumatic Heart.
How this sample shows I have met the Standard Descriptor and put it into practice: This unit was developed to assess students reading, writing and speaking to provide evidence for their EAL/D levels. It was in collaboration with the Year 7-9 boys class. The project involved co-construction by the students, and heavy sequencing of planning by the teacher. A strict timeline was given to both classes in order for the project to be completed on time.
How has this sample impacted on student learning? Students were required to research news broadcasts, storyboard their own planning, interview/record using their written script, utilise a green screen for filming, record sound separately, and edit the whole process into a broadcast.
Descriptor 2.3
Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements.
EVIDENCE SUMMARY
Name of Evidence: Program feedback
Type of Evidence: Screen shot of comments made to colleagues
Context: Year 9/10 class in remote area of East Arnhem Land, NT. Students are Aboriginal. The class consists of 26 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: This sample shows how I left notes on each program, after carefully checking links to the curriculum, inclusion of quality assessment and planned teaching practices that align with the required curriculum.
How has this sample impacted on student learning? Teachers are well prepared for each lesson and are providing high quality teaching throughout the year across all subject areas.
Descriptor 2.4
Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
EVIDENCE SUMMARY
Name of Evidence: 5 Seasons Project
Type of Evidence: Research project T4 2020
Context: Year 7-9 class in remote area of Arnhem Land, NT. Students are Aboriginal females. The class consisted of 19 students (fluctuating). All the students are EAL/D, with Kriol being the most widely spoken language. Two students were previously identified as having cognitive/social developmental concerns, and four with Rheumatic Heart.
How this sample shows I have met the Standard Descriptor and put it into practice: This unit was developed to allow students to broaden their knowledge of the local community past and present and how changes could impact the community structure. The other Middle Years Class teacher was provided with the required photos of the past, and was asked to come along to meetings with the Language Centre staff, who collaboratively supplied background information/context for each photo.
How has this sample impacted on student learning? Students were required to research the locations shown, recreate the images and assess if they think the changes seen were positive or negative. They discussed in class how these changes could affect culture, such as adding shade, which increases the areas that elders can sit around.
Descriptor 2.5
Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.
EVIDENCE SUMMARY
Name of Evidence: PM Reading Feedback
Type of Evidence: Testing using the PM Readers. Through this format of testing, feedback is given on the areas to focus on for improvement.
Context: Years 1-12 in remote area of Arnhem Land, NT. Students are Aboriginal. Each class consists of 15-30 students (fluctuating). All the students are EAL/D, with Kriol being the most widely spoken language.
How this sample shows I have met the Standard Descriptor and put it into practice:
The feedback is given to each teacher each term. This feedback informs the teacher on their next steps for individualised student focused strategies for literacy improvement. This feedback is paired with other teacher development and discussions, and used alongside student ILP's. I then touch base with teachers as the term progresses.
How has this sample impacted on student learning?
The feedback and testing allows for teachers to level students for more individualised learning and set performance goals.
Descriptor 2.6
Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful.
EVIDENCE SUMMARY
Name of Evidence: How to use Moodle for Senior classes
Type of Evidence: Screen shot of Email chain
Context: School in remote area of Arnhem Land, NT. Students are Aboriginal. Teachers and students need to be able to access Moodle online to access their formative assessment, resources and summative assesments.
How this sample shows I have met the Standard Descriptor and put it into practice: Teacher in Secondary had not used Moodle before and was unaware of its functions. He also did not know how to enrol himself or his students into the relevant course. He then had to pass this learning onto the students, to ensure they could access their work.
How has this sample impacted on student learning? Students were introduced to this program, which required them to know their emails, passwords, and be able to navigate between subjects and units.
