Descriptor 4.1
Model effective practice and support colleagues to implement inclusive strategies that engage and support all students.
EVIDENCE SUMMARY
Name of Evidence: Hoop Game: Secondary v Primary
Type of Evidence: Whole school game recording
Context: Remote area of Arnhem Land, NT. Students are Aboriginal. All the students are EAL/D, with Kriol being the most widely spoken language. Many students diagnosed with Rheumatic Heart Syndrome, and are unable to participate in high effort activities for long periods of time.
How this sample shows I have met the Standard Descriptor and put it into practice: Modelled the game for other teachers and students. Showed how all students can participate and be engaged with some level of support. I stepped out of the way to let other teachers and assistant teachers run the game after the first round. I then gave advice for strategies/changes that would encourage and support student engagement.
How has this sample impacted on student learning? Students view modelling of the game and rules, which allows for EAL/D misunderstandings to be cleared up. The structure of this game allows for self-driven success through empowerment and clear results, as well as team building and encouragement.
Descriptor 4.2
Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities.
EVIDENCE SUMMARY
Name of Evidence: Mentor/mentee chats
Type of Evidence: Meetings notes
Context: Graduate teacher in remote community. All students are Indigenous Australians. She is teaching year 8 and year 11/12. This is her first year teaching and also living in the NT.
How this sample shows I have met the Standard Descriptor and put it into practice: Discussion centered around what her main struggles were and what her strengths were. I provided examples and suggestions for combatting her behaviour management and lesson management struggles. She felt some students were not engaging with the work.
How has this sample impacted on student learning? Students are given more structure and consistency in the classroom and with behavioural expectations placed upon them.
Descriptor 4.3
Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience.
EVIDENCE SUMMARY
Name of Evidence: ILP and behaviour management plans for volatile and extreme behaviour students
Type of Evidence: Scan of document - redacted
Context: Remote area of Arnhem Land, NT. Students are Aboriginal. All the students are EAL/D, with Kriol being the most widely spoken language. This student has medical diagnosis that includes a cognitive delay.
How this sample shows I have met the Standard Descriptor and put it into practice: Student originally was low functioning and highly reactive. The ILP has allowed structure and easily achievable goals that she is responding to. She checks in with the teacher and responds well to praise. She has been given a personal space that she knows is her own, and she can work without feeling shame or like she is being watched. This ILP and its progress was shared in a staff meeting to show how structure and goal setting can assist student progress, behaviour and self-belief.
How has this sample impacted on student learning? The student is keeping track of her own achievements and happily shows her work off to the class.
Descriptor 4.4
Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety.
EVIDENCE SUMMARY
Name of Evidence: Boys/Girls Club planning and implementation
Type of Evidence: Screen shot of email trail and finalised plan
Context: Remote area of Arnhem Land, NT. Students are Aboriginal. 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: I have planned out the dates and placed them into a clear format with a label for each week. Fun Week is to be a fun activity to bond the students and build positive relationships. Health Week is to address any health related areas that are current concerns for the age group. This is planned within their teaching group (male/female split) and then brought to a meeting to go through the plan and address any issues.
How has this sample impacted on student learning? This format was implemented by me to ensure a structure and continuity of learning for all students. It ensures teachers are focusing on student wellbeing and safety beyond the classroom.
Descriptor 4.5
Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
EVIDENCE SUMMARY
Name of Evidence: Cyber Safety online lesson with Michelle (social worker/student counsellor)
Type of Evidence: Email Screenshot
Context: Remote area of Arnhem Land, NT. Students are Aboriginal. All the students are EAL/D, with Kriol being the most widely spoken language. Many students diagnosed with Rheumatic Heart Syndrome, and are unable to participate in high effort activities for long periods of time.
How this sample shows I have met the Standard Descriptor and put it into practice: This sample shows a final email that was about cyber safety online lessons to be presented by a social worker. These lessons were organised to support teachers with the content of the lessons, and help structure the required knowledge and skills the students needed to attain. The social worker was to provide a 30min lesson to to provide the stats and knowledge and the teacher then followed it up by completing 30mins of activities related to the content.
How has this sample impacted on student learning? Students were given the knowledge required for safe and secure use of the internet at school and at home.
