Teaching e-portfolio
  • Home
  • 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 an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

Standard 6.1

Picture
Developing professional standards for teachers that can guide professional learning, practice and engagement facilitates the improvement of teacher quality and
contributes positively to the public standing of

the profession.


The National Professional Standards define the work of teachers and make explicit the elements of high-quality, effective teaching in 21st century schools. The key elements of quality teaching are described in the Standards. They articulate what teachers are expected to know and be able to do at different stages throughout their career. Teachers can use the Standards to recognise their current and developing capabilities, professional aspirations and achievements.

The National Professional Standards for Teachers comprise seven Standards. The Standards are interconnected, interdependent and overlapping. They are grouped into three domains of teaching: Professional Knowledge, Professional Practice and Professional Engagement. Within each Standard, focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated into Descriptors at four professional career stages: Graduate, Proficient, HIghly Accomplished and Lead.

Teachers can use the Standards to inform the development of their professional learning goals, provide a framework by which they can judge the success of their learning and assist self-reflection and self-assessment.


I have identified my own professional learning needs

I will:
  • Further develop approaches to programming and planning, and recording and reporting student achievement
  • Further progress in creating and using clear and valid marking rubrics for different types of assessment tasks
  • Form a deeper understanding of the Australian Curriculum achievement standards
  • Learn how to report student progress and achievement for A-E or equivalent using the achievement standards
  • Become better skilled at differentiating teaching to meet the specific learning needs of students across the full range of abilities
  • Be able to interpret NAPLAN data to identify teaching points and implications for students at the class and year level
  • Develop and expand my understanding of mathematics
  • Develop skills in being able to involve students in developing deep conceptual knowledge (from concrete to abstract and symbolic)
Powered by Create your own unique website with customizable templates.