Teaching e-portfolio
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  • My Pledge
  • My Philosophy
  • Professional Knowledge
    • Standard 1: Know students and how they learn>
      • 1.1 Physical, social and intellectual development characteristics of students
      • 1.2 Understand how students learn
      • 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
      • 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
      • 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
      • 1.6 Strategies to support full participation of students with disability
    • Standard 2: Know the content and how to teach it>
      • 2.1 Content and teaching strategies of the teaching area
      • 2.2 Content selection and organisation
      • 2.3 Curriculum, assessment and reporting
      • 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
      • 2.5 Literacy and numeracy strategies
      • 2.6 Information and communication technology (ICT)
  • Professional Practice
    • Standard 3: Plan for and implement effective teaching and learning>
      • 3.1 Establish challenging learning goals
      • 3.2 Plan, structure and sequence learning programs
      • 3.3 Use teaching strategies
      • 3.4 Select and use resources
      • 3.5 Use effective classroom communication
      • 3.6 Evaluate and improve teaching programs
      • 3.7 Engage parents/carers in the educative process
    • Standard 4: Create and maintain supportive and safe learning environments>
      • 4.1 Support student participation
      • 4.2 Manage classroom activities
      • 4.3 Manage challenging behaviour
      • 4.4 Maintain student safety
      • 4.5 Use ICT safely, responsibly and ethically
    • Standard 5: Assess, provide feedback and report on student learning>
      • 5.1 Assess student learning
      • 5.2 Provide feedback to students on their learning
      • 5.3 Make consistent and comparable judgements
      • 5.4 Interpret student data
      • 5.5 Report on student achievement
  • Professional Engagement
    • Standard 6: Engage in professional learning>
      • 6.1 Identify and plan professional learning needs
      • 6.2 Engage in professional learning and improve practice
      • 6.3 Engage with colleagues and improve practice
      • 6.4 Apply professional learning and improve student learning
    • Standard 7: Engage professionally with colleagues, parents/carers and the community>
      • 7.1 Meet professional ethics and responsibilities
      • 7.2 Comply with legislative, administrative and organisational requirements
      • 7.3 Engage with parents/carers
      • 7.4 Engage with professional teaching networks and broader communities
  • Photo Gallery
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Standard 5.4

Post graduate studies in psychology

Psychological testing is a core component of most psychology masters programs. Through participating in the course, I have learnt about important concepts such as test validity and reliability, distribution curves, standard deviations, percentiles etc. I was also taught how to collect, process and analyse data.


Placement with an Educational Psychologist

I engaged in a 6 week placement with an Educational Psychologist. His role was to assess children in the southern areas of Adelaide to determine whether they qualified for additional learning support provided by the government. The main test being administered was the WISC-III, followed by the Neale Analysis of Reading and various neurological tests. Based on results, observations and any previoius reports pertaining the child, a report was written and provided to school staff.


In the classroom

Following a lesson on How to Tie a Tie, students were assessed on a number of criteria relating to procedural texts. Those students having difficulty were grouped together at the start of the next lesson. Students revised their work and we talked about ways they could improve on thier writing.

After I marked student's work on column graphs, I approached a handful of students individually who had demonstrated areas in need of improvment. We revised the activity and came up with suggesttions for improvement.
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