CAPITULO V: PROPUESTA
5.02.04 Análisis e interpretación de resultados Para el análisis de los resultados
Uses teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
Uses research and collegial advice about how students learn to structure teaching programs.
Designs and implements teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.This could include:
Awareness and responsiveness to the background of Aboriginal and Torres Strait Islander students.
Develops teaching activities that incorporatedifferentiated strategies to meet the specific learning needs of students across the full range of abilities. This could include:
Development of activities to support the participation and learning of students with disability.DOWNLOAD PDF
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Standard 2: Know the content and how to teach it
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Applies knowledge of content/teaching strategies of the teaching area to develop engaging teaching activities.
Organises content into coherent, well-sequenced learning and teaching programs.
Designs and implements learning and teachingprograms using knowledge of curriculum, assessment and reporting requirements.
This could include:
Providing opportunities for students to develop, understand and respect Aboriginal and Torres Strait Islander histories, cultures and languages.
Uses effective strategies to support literacy and numeracy achievement.
Integrates ICT effectively into programs ensuring meaningful learning.Standard 3: Plan for and implement effective teaching
and learning
6 OUT OF 7 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Sets explicit, challenging learning goals for all students.
Plans and implements well-structured learning andteaching programs/lesson sequences that engage students and promotes learning.
Selects and uses relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
Selects/creates and uses a range of resources, including ICT, to engage students in learning.
Uses effective verbal and non-verbal communication strategies to support student understanding,participation, engagement and achievement.
Uses a variety of evidence, including student feedback and student assessment data, to inform planning and evaluate personal teaching and learning programs.
Plans for appropriate and contextually relevant opportunities for parent/carers to be involved in their children’s learning.3
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Standard 4: Create and maintain supportive and safe
learning environments
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Establishes and implements inclusive and positive interactions to engage and support all students in classroom activities.
Establishes and maintains orderly, workable routines to create an environment where student time is spent on learning tasks.
Manages challenging behaviour by establishing and negotiating clear expectations with students and addresses discipline issues promptly, fairly and respectfully.
Implements school/system curriculum and legislative requirements to ensure students’ well-being and safety.
Incorporates strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.Standard 5: Assess, provide feedback and report on
student learning
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Develops, selects and uses informal, formal, diagnostic, formative and summative assessment strategies to assess student learning.
Provides timely, effective, appropriate feedback to students about their achievements relative to their learning goals.
Understands and participates in assessment moderation activities to support consistent and comparablejudgements of student learning.
Uses student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.
Reports clearly, accurately and respectfully to students and parents/carers regarding student achievement, making use of accurate and reliable records.3
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Standard 6: Engage in professional learning
ALL 4 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Uses the Australian Professional Standards for Teachers and advice from colleagues to identify and plan for professional learning needs.
Participates in learning to update knowledge and practice, targeted to professional needs and school/ system priorities.
Contributes to collegial discussions and applies constructive feedback from colleagues to improve knowledge and practice.
Undertakes professional learning programs designed to address identified student learning needs.Standard 7: Engage professionally with colleagues,
parents/carers and the community
3 OUT OF 4 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE DESCRIPTORS
REFERENCED
ON PAGE NO.
Meets codes of ethics and conduct established by regulatory authorities, systems and schools.
Understands implications of and complies withrelevant legislative, administrative, organisational and professional requirements, policies and processes.
Establishes and maintains respectful collaborative relationships with parents/carers regarding their children’s learning and well-being.
Participates in professional and community networks and forums to broaden knowledge and improve practice.The ‘Guide for making a recommendation for full registration’ is a useful document for recording information at the panel meeting. For a copy of this guide please go to the ‘Resources’ section of the PRT website:
<vit.vic.edu.au/prt>
Please note: this can be used as a record for the recommendation meeting, but is not the recommendation report.
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WORKING IN DIFFERENT TEACHING CONTEXTS
The following information is to provide additional information for teachers working in other contexts. Teachers reading this section will also need to become familiar with the other information in this Supporting Provisionally Registered Teachers booklet.
The following is a diagram of an inquiry approach, with additional information for people working in different contexts.
Some provisionally registered teachers work in teaching contexts other than schools (e.g. the zoo, early childhood settings, museums); others work as casual relief teachers (CRTs). Regardless of the context all provisionally registered teachers follow the same process to apply for full registration. The following information is provided to support evidence gathering for these teachers.
Teaching contexts other than a school
Developing practice in the first years of teaching is best done with the support of experienced colleagues and you will need to identify those who have experience in teaching and learning. Experienced colleagues can work with you in your workplace to develop your documented evidence. Only teachers with full registration can make a recommendation to the Institute. In circumstances where you are unable to identify teachers to support you, please contact the Institute.
Casual relief teachers
To gather evidence of professional practice to meet the standards, we recommend that you have a sustained period of time with a group of students. Without this it can be more challenging to evidence some aspects of the standards, including reporting on student learning and interacting with parents. Refer to the table on page 42 for further suggestions.
In circumstances where you do not have employment that offers these opportunities, you could delay the full registration process until you have more sustained teaching work. At the end of your two years of registration you are able to apply for a further period of provisional registration by completing a form in your MyVIT portal.
Investigating student learning
Where your teaching context requires you to teach multiple groups of students then you may find the identification of your own learning needs a good starting point, rather than the learning needs of your students. Rather than a specific group of students it may be an age group or type of student. This is most relevant if you teach a range of different groups of students on any one day. Regardless of this, you will still need to annotate artefacts of student learning and analyse the effectiveness of your teaching to support and develop learning in your students.
Where the artefacts of student learning are not static or reproducible then rubrics for learning and teacher observational notes can become the artefacts of student learning. You may also use videos and audio recordings but you need to ensure that the appropriate permissions are sought.