Professional PRACTICE
3.1. Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
As a teacher, I set explicit, challenging, and achievable learning goals for all students. This is completed by planning content and then clearly articulating learning intentions for each unit, lesson, and assessment – linking to the curriculum. Learning intentions and challenges are explained verbally and always available on the board or via SEQTA. Through lessons, I will use proximity to observe student learning and provide clarification. Learning intentions, especially where there is a practical component following, will be linked in the next lesson to refresh the why for what we are doing.
Use of exit cards and the thumb spectrum allows prompt checking for understanding and identifying who might need help/further support. The examples show that students on Exit Cards write about how they feel about a particular topic, what other support strategies they would like the teacher to use, and list activities they have yet to complete.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
As a teacher, I set explicit, challenging, and achievable learning goals for all students. This is completed by planning content and then clearly articulating learning intentions for each unit, lesson, and assessment – linking to the curriculum. Learning intentions and challenges are explained verbally and always available on the board or via SEQTA. Through lessons, I will use proximity to observe student learning and provide clarification. Learning intentions, especially where there is a practical component following, will be linked in the next lesson to refresh the why for what we are doing.
Use of exit cards and the thumb spectrum allows prompt checking for understanding and identifying who might need help/further support. The examples show that students on Exit Cards write about how they feel about a particular topic, what other support strategies they would like the teacher to use, and list activities they have yet to complete.
Evidence:
- PPT Slide for Intentions
- Exit Cards
- Thumbs Up Scale
3.2. Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
In 2019 teaching Year 7 Food & Textiles Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. This meant I was required to restructure the learning program to meet the needs of students.
Include a variety of teaching and learning strategies that cater for all students: As a proficient teacher, my design program content allows students multiple ways to engage with assessment and learning activities. This means ensuring that I am supporting each of the different learning styles of my students, incorporating seeing, hearing, doing. This can be seen in the Recipe Introduction given to Year 7's for Food Technology. This also shows the ability to plan for and implement effective transitions between activities – supporting brain breaks and time with masks off. This, whilst managing transitions, also support the management of disruptive and challenging behaviours (4.3. Manage Challenging Behavior).
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
In 2019 teaching Year 7 Food & Textiles Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. This meant I was required to restructure the learning program to meet the needs of students.
- Students needed to develop the skills for success in the kitchen before the practical. A skill-based program that was less reliant on complex practicals was adopted to meet the developmental needs of young people (how they learn).
- This allowed students to build key practical skills and understand theoretical knowledge accurately and thoroughly. The new structure utilised chunking of content, scaffolding and differentiated activities with collaborative learning that enable young people to think and wonder.
- Students do four practicals and develop and revise key skills in the practicals. They would then have the ability to evaluate/document learnings. Practical skills, as a result, were strengthened. The textiles unit was then developed in this same manner in 2021.
Include a variety of teaching and learning strategies that cater for all students: As a proficient teacher, my design program content allows students multiple ways to engage with assessment and learning activities. This means ensuring that I am supporting each of the different learning styles of my students, incorporating seeing, hearing, doing. This can be seen in the Recipe Introduction given to Year 7's for Food Technology. This also shows the ability to plan for and implement effective transitions between activities – supporting brain breaks and time with masks off. This, whilst managing transitions, also support the management of disruptive and challenging behaviours (4.3. Manage Challenging Behavior).
Evidence:
- Year 7 Food & Textiles Technology 2021 Unit Planner and Booklet
- Food Technology Introduction Lesson (PPT/Observations)
- 2019 VS 2021
3.3. Use teaching strategies
Include a range of teaching strategies.
I practice connective teaching, lively teaching, and academic rigour as a means of engaging my students in their learning to develop a depth of meaning and deep understanding. These are strategies that work collaboratively and complement each other. They ensure that students see the importance and relevance of these topics in their lives, whether they are a career choice or not. I connect my students socially and emotionally to their learning, making learning fun and promoting rigour in the subject; my passionate approach supports this. It is with these strategies that I will provide a meaningful and relevant curriculum for my students.
Moreover, these support the development of the ability to solve problems, generate creative outcomes and then analyse and evaluate ideas to become global citizens for work in the 21st Century. Critical thinking is encouraged on a personal, community and global level.
My ability to use teaching strategies to enhance student learning can be seen through experiences like excursions. At Stage 2 Level, Year 12s studying Food and Hospitality partake in a Central Market Excursion. This experience allows them to see firsthand the impacts of migration on our State and apply some practical skills (create a food cost card, choose, and select fresh seasonal produce).
Include a range of teaching strategies.
I practice connective teaching, lively teaching, and academic rigour as a means of engaging my students in their learning to develop a depth of meaning and deep understanding. These are strategies that work collaboratively and complement each other. They ensure that students see the importance and relevance of these topics in their lives, whether they are a career choice or not. I connect my students socially and emotionally to their learning, making learning fun and promoting rigour in the subject; my passionate approach supports this. It is with these strategies that I will provide a meaningful and relevant curriculum for my students.
Moreover, these support the development of the ability to solve problems, generate creative outcomes and then analyse and evaluate ideas to become global citizens for work in the 21st Century. Critical thinking is encouraged on a personal, community and global level.
My ability to use teaching strategies to enhance student learning can be seen through experiences like excursions. At Stage 2 Level, Year 12s studying Food and Hospitality partake in a Central Market Excursion. This experience allows them to see firsthand the impacts of migration on our State and apply some practical skills (create a food cost card, choose, and select fresh seasonal produce).
Evidence:
- MITIOG, Year 10 Religion
- Walking With Integrity, 11/12 Religion
- Self-directed Learning Examples
- Model, Scaffold, Do
- Central Market Excursion
- Regional Food Assessment Sheet
3.4. Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
A significant part of my role as a teacher is selecting and using resources that create engaging lessons and support my young people to learn, develop and grow. I must select relevant and meaningful resources to match my student's learning needs, interests, and developmental levels. It is also vital that the resources selected are current and contemporary. Resources selected, therefore, support the different learning styles of my students.
As a teacher, I create lesson content and then select what appropriate resources will support student engagement. This ensures that the content and learning outcomes from the curriculum are strong and that students get desired learnings, likewise, the use of ICT resources – this aids the delivery of content and student engagement.
An example of this is the use of the resource present in my Food Technology introduction lesson. The outcomes were mapped as a faculty, and then appropriate resources, including ICTs selected.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
A significant part of my role as a teacher is selecting and using resources that create engaging lessons and support my young people to learn, develop and grow. I must select relevant and meaningful resources to match my student's learning needs, interests, and developmental levels. It is also vital that the resources selected are current and contemporary. Resources selected, therefore, support the different learning styles of my students.
As a teacher, I create lesson content and then select what appropriate resources will support student engagement. This ensures that the content and learning outcomes from the curriculum are strong and that students get desired learnings, likewise, the use of ICT resources – this aids the delivery of content and student engagement.
An example of this is the use of the resource present in my Food Technology introduction lesson. The outcomes were mapped as a faculty, and then appropriate resources, including ICTs selected.
Evidence:
- Year 7 2021 Unit Planner and Booklet
- Food Technology Introduction Lesson (PPT/Observations)
- Textile Online Lesson
3.5. Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
To ensure effective classroom management and maximise student independence and effective classroom communication is essential.
Students in my care receive Direqt Messages via SEQTA that communicate weekly tasks and due dates – clearly outlining expectations. I then support these messages by developing resources on SEQTA Online Lessons, where students can see everything related to learning and assessment tasks. This includes a ToDo are the start of every lesson and week with work and behavioural expectations. Parents are CCed into this. Effective classroom communication also extends to building and modelling correct terminology and vocabulary (this supports Inference and Background Knowledge). As a teacher, I do this by providing time to research and build knowledge, drafting and providing key definitions in my explicit teaching… this is specifically important as a specialist teacher.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
To ensure effective classroom management and maximise student independence and effective classroom communication is essential.
Students in my care receive Direqt Messages via SEQTA that communicate weekly tasks and due dates – clearly outlining expectations. I then support these messages by developing resources on SEQTA Online Lessons, where students can see everything related to learning and assessment tasks. This includes a ToDo are the start of every lesson and week with work and behavioural expectations. Parents are CCed into this. Effective classroom communication also extends to building and modelling correct terminology and vocabulary (this supports Inference and Background Knowledge). As a teacher, I do this by providing time to research and build knowledge, drafting and providing key definitions in my explicit teaching… this is specifically important as a specialist teacher.
Evidence:
- Year 12 Food & Hospitality
- Communication with class the week or day before.
- Todo List/ Actions per Lesson
- Exemplar uploaded.
- Staff Food Day Template with space to build pre knowledge and key definition answers.
- Classroom Observation – Year 7 Food & Textiles Technology
3.6. Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
In 2019 teaching Year 7 Food & Textile Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. This meant I was required to restructure the learning program to meet the needs of students.
The above outlined my ability to evaluate and improve my teacher programs for the benefit of my students.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
In 2019 teaching Year 7 Food & Textile Technology – the focus was on using practicals to develop skills rather than developing the skills that would make students successful when completing the subject in future years. This meant I was required to restructure the learning program to meet the needs of students.
- Students needed to develop the skills for success in the kitchen before the practical. A skill-based program that was less reliant on complex practicals was adopted to meet the developmental needs of young people (how they learn).
- This allowed students to build key practical skills and understand theoretical knowledge accurately and thoroughly. The new program utilised chunking of content, scaffolding and differentiated activities with collaborative learning that enable young people to think and wonder.
- Students do four practicals and develop and revise key skills in the practicals. They would then have the ability to evaluate/document learnings. Practical skills, as a result, were strengthened. The textiles unit was then developed in this same manner in 2021.
The above outlined my ability to evaluate and improve my teacher programs for the benefit of my students.
Evidence:
- Year 7 Food & Textiles Technology 2021 Unit Planner and Booklet
- 2019 Booklet/Planning VS 2021.
- Food Technology Introduction Lesson (PPT/Observations).
3.7. Engage parents/carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
As a diligent teacher, I use all parties' collective knowledge, skills, and expertise to ensure the best experience for the student (especially the parents/caregivers).
An example of this was a discussion I had with the parent of IM07 at Parent-Teacher Learning Conversation. Through this exercise and interaction, I understood further IM07 was able to understand further and the behaviour that was present in my class. I could then apply strategies to support the full participation of students with disabilities/learning needs in my classroom.
Additionally, I regularly write in the school newsletter; this can be seen in the attached evidence documents.
Describe a broad range of strategies for involving parents/carers in the educative process.
As a diligent teacher, I use all parties' collective knowledge, skills, and expertise to ensure the best experience for the student (especially the parents/caregivers).
An example of this was a discussion I had with the parent of IM07 at Parent-Teacher Learning Conversation. Through this exercise and interaction, I understood further IM07 was able to understand further and the behaviour that was present in my class. I could then apply strategies to support the full participation of students with disabilities/learning needs in my classroom.
Additionally, I regularly write in the school newsletter; this can be seen in the attached evidence documents.
Evidence:
- PT Interview Notes Semester 2, 2021 (IM07).
- PT Interview Notes Collection 2021, 2020.
- Collection of School Newsletters.