Develop a culture of high expectations for all students by modelling and setting challenging learning goals.

EVIDENCE SUMMARY

Name of Evidence:   1 week plan for year 9/10 Art

Type of Evidence: Programmed tasks over Term 1 - showing week 2

Context: Year 9/10 class in remote area of East Arnhem Land, NT. Students are Aboriginal. The class consisted 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: each skill is required to be practiced, understood (using correct terminology) and applied in a variety of ways. These lessons are of high quality and show other teachers that there can be cognitive and practical learning in all subject areas. ​

How has this sample impacted on student learning? 

Students are shown all the skills that will be learnt over the term, and each lesson shown the skills to be learnt that day. They are encouraged to incorporate past skills and look back on past lessons to be able to produce high quality artwork that calls upon all their learning.

Descriptor 3.2

Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.

EVIDENCE SUMMARY

Name of Evidence: Art collaboration with NTSDE

Type of Evidence: Email Chain

Context: Year 11/12 class in remote area of East Arnhem Land, NT. 6 students are dual enrolled with Gapuwiyak and NTSDE, the rest are wholly enrolled in Gapuwiyak.

How this sample shows I have met the Standard Descriptor and put it into practice: This collaboration encompasses the content to be taught in alignment with the Australian Curriculum and adjusted for EAL/D learners, teaching strategies, learning intentions, success criteria, and assessment. The units were developed collaboratively with an NTSDE teacher who is an art specialist. I then put these lessons into practice across the Semester with regular check ins to see how the units were progressing, with reference to how the engaged the students were with the content.

How has this sample impacted on student learning? Students are given a wide range of resources, clear plans and guidelines for achievement. This structure allows for student success.

Descriptor 3.3

Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.

EVIDENCE SUMMARY

Name of Evidence: Relationship Based Teaching and Learning Coaching Tool

Type of Evidence:  Document of coded transcript

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 3.4

Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning

EVIDENCE SUMMARY

Name of Evidence: Coding and Film making development

Type of Evidence: screen shot of text with colleagues asking for help + resulting projects with students

Context: Year 3/4 class in remote area of Arnhem Land, NT. Students are Aboriginal. The class consisted of 17 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: Here is shown messages setting up meetings, where the colleagues were given assistance every second Wednesday, to develop their ICT skills. They were shown how to use a range of programs for film making and coding, on laptops and iPads; including how to upload/download, airdrop and save. They used this advice to chose the most relevant for their students.

How has this sample impacted on student learning? Students are now using these coding programs with confidence, the teacher is developing weekly films that summarise the students learning, and the students have also taken their coding skills onto other projects including Beebots.

Descriptor 3.5

Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.

EVIDENCE SUMMARY

Name of Evidence: Codes for Non-verbal communication

Type of Evidence: Table of cultural non-verbal communication to code during classroom observations

Context: RBTL is a 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.

How this sample shows I have met the Standard Descriptor and put it into practice: This code was developed by myself, to code not only the teachers physical interactions, but the students also. It allows for teachers to become aware of how much 'language' is not spoken within the local culture.

How has this sample impacted on student learning? By knowing when and how to use this form of communication, students feel understood, improve their engagement through use of these gestures, and feel more confident to participate non-verbally.

Notes/Reflection: This is a living document.

Descriptor 3.6

Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.

Descriptor 3.7

Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

EVIDENCE SUMMARY

Name of Evidence: Parent and new teacher introductions and discussions

Type of Evidence: Teacher / parent Notes

Context: A new Secondary Teacher came to community and required introductions to parents and children, especially those with low attendance.

How this sample shows I have met the Standard Descriptor and put it into practice: These notes were taken before ("teacher Notes" - as preparation) and after visiting parents and children at their homes, to introduce their new Year 9/10 teacher. Parents were given the opportunity to discuss their children's needs and how they would like their new teacher to help improve the attendance of the students.

How has this sample impacted on student learning? Students and parents were able to connect with the teacher and form a professional relationship, which is seen as a major requirement in Indigenous Communities. This will help students feel comfortable to come into school and the classroom more consistently.

Notes/Reflection: Support for the new teacher to follow up on these meetings will be required.