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Task 1a

The document contains a self-assessment of skills and knowledge aligned with the Australian Institute for Teaching and School Leadership (AITSL) Graduate Teacher Standards. The respondent rated their proficiency for each standard on a scale from 1 to 10, with 10 being the highest. For most criteria, the respondent rated their proficiency between 7 and 10, indicating a strong understanding of how to effectively teach students, plan lessons, assess learning, engage in professional development, and work with colleagues.

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62 views

Task 1a

The document contains a self-assessment of skills and knowledge aligned with the Australian Institute for Teaching and School Leadership (AITSL) Graduate Teacher Standards. The respondent rated their proficiency for each standard on a scale from 1 to 10, with 10 being the highest. For most criteria, the respondent rated their proficiency between 7 and 10, indicating a strong understanding of how to effectively teach students, plan lessons, assess learning, engage in professional development, and work with colleagues.

Uploaded by

api-335302776
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Item 1: Self-Assessment

AITSL Graduate
Standards

1
(Low)

10
(High)

Standard one title:


Know students and
how they learn
1.1 Demonstrate
knowledge and
understanding of
physical, social and
intellectual
development and
characteristics of
students and how
these may affect
learning.
1.2 Demonstrate
knowledge and
understanding of
research into how
students learn and the
implications for
teaching.
1.3 Demonstrate
knowledge of teaching
strategies that are
responsive to the
learning strengths and
needs of students from
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds.
1.4 Demonstrate broad
knowledge and
understanding of the
impact of culture,
cultural identity and
linguistic background
on the education of
students from
Aboriginal and Torres
Strait Islander
backgrounds.
1.5 Demonstrate
knowledge and
understanding of
strategies for
differentiating teaching
to meet the specific
learning needs of
students across the full
range of abilities.
1.6 Demonstrate broad
knowledge and

understanding of
legislative requirements
and teaching strategies
that support
participation and
learning of students
with disability.

Standard two title:


Know the content
and how to teach it
2.1 Demonstrate
knowledge and
understanding of the
concepts, substance
and structure of the
content and teaching
strategies of the
teaching area.
2.2 Organise content into
an effective learning
and teaching
sequence.
2.3 Use curriculum,
assessment and
reporting knowledge to
design learning
sequences and lesson
plans.
2.4 Demonstrate broad
knowledge of,
understanding of and
respect for Aboriginal
and Torres Strait
Islander histories,
cultures and
languages.
2.5 Know and understand
literacy and numeracy
teaching strategies and
their application in
teaching areas.
2.6 Implement teaching
strategies for using ICT
to expand curriculum
learning opportunities
for students.

Standard three title:


Plan for and
implement effective
teaching and
learning
3.1 Set learning goals that
provide achievable

challenges for students


of varying abilities and
characteristics.
3.2 Plan lesson sequences
using knowledge of
student learning,
content and effective
teaching strategies.
3.3 Include a range of
teaching strategies.
3.4 Demonstrate
knowledge of a range
of resources, including
ICT, that engage
students in their
learning.
3.5 Demonstrate a range
of verbal and nonverbal communication
strategies to support
student engagement.
3.6 Demonstrate broad
knowledge of strategies
that can be used to
evaluate teaching
programs to improve
student learning.
3.7 Describe a broad
range of strategies for
involving
parents/carers in the
educative process.

Standard four title:


Create and maintain
supportive and safe
learning
environments
4.1 Identify strategies to
support inclusive
student participation
and engagement in
classroom activities.
4.2 Demonstrate the
capacity to organise
classroom activities
and provide clear
directions.
4.3 Demonstrate
knowledge of practical
approaches to manage
challenging behaviour.
4.4 Describe strategies
that support students
well-being and safety
working within school
and/or system,
curriculum and

legislative
requirements.
4.5 Demonstrate an
understanding of the
relevant issues and the
strategies available to
support the safe,
responsible and ethical
use of ICT in learning
and teaching.

Standard five title:


Assess, provide
feedback and report
on student learning
5.1 Demonstrate
understanding of
assessment strategies,
including informal and
formal, diagnostic,
formative and
summative approaches
to assess student
learning.
5.2 Demonstrate an
understanding of the
purpose of providing
timely and appropriate
feedback to students
about their learning.
5.3 Demonstrate
understanding of
assessment
moderation and its
application to support
consistent and
comparable
judgements of student
learning.
5.4 Demonstrate the
capacity to interpret
student assessment
data to evaluate
student learning and
modify teaching
practice.
5.5 Demonstrate
understanding of a
range of strategies for
reporting to students
and parents/carers and
the purpose of keeping
accurate and reliable
records of student
achievement.

Standard six title:


Engage in
professional
learning
6.1 Demonstrate an
understanding of the
role of the National
Professional Standards
for Teachers in
identifying professional
learning needs.
6.2 Understand the
relevant and
appropriate sources of
professional learning
for teachers.
6.3 Seek and apply
constructive feedback
from supervisors and
teachers to improve
teaching practices.
6.4 Demonstrate an
understanding of the
rationale for continued
professional learning
and the implications for
improved student
learning.

Standard seven title:


Engage
professionally with
colleagues,
parents/carers and
the community
7.1 Understand and apply
the key principles
described in codes of
ethics and conduct for
the teaching
profession.
7.2 Understand the
relevant legislative,
administrative and
organisational policies
and processes required
for teachers according
to school stage.
7.3 Understand strategies
for working effectively,
sensitively and
confidentially with
parents/carers.
7.4 Understand the role of
external professionals

and community
representatives in
broadening teachers
professional knowledge
and practice.

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