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
My Philosophy


I will own student success by ...

  • making sure students know what's required for success.
  • viewing success as the only acceptable outcome.
  • persistently studying student progress.
  • adapting instruction to provide support for personal next steps.
  • ensuring student access to information, materials, supplies, and support.
  • being unwilling to overlook gaps in knowledge.
  • being unwilling to let a student wait for others to catch up.
  • teaching student's how to make wise decisions and choices that support success.
  • giving useful feedback.
  • ensure student action on the feedback.
  • finding another way to teach and learn.
  • being a persistent, positive presence in the student's life.


I will build a community by ...

  • modelling democracy in the classroom.
  • speaking of students with respect.
  • teaching students to be respectful of one another.
  • pointing out student strengths.
  • making sure everyone has an essential role to play.
  • helping students experience and understand the power of positive interdependence.
  • establishing positive shared experiences.
  • making students aware of common goals with varied routes to achieving them.
  • helping students learn how to help one another in productive ways.


I will provide high quality curriculum by ...

  • teaching for understanding (by emphasising the concepts, principles, and essential understandings of each learning area).
  • teaching for transfer (by making sure students use what they learn in authentic contexts).
  • insisting on and supporting consistent growth in high-level thought.
  • guiding high-quality discussions to explore important ideas.
  • ensuring that students examine varied perspectives and the relative merits of those perspectives.
  • helping students connect the important ideas of content with their own lives and experiences.
  • vigorously supporting students in developing the skills and attitudes necessary to do quality work.
  • start with what the most able students need and support all students in success with that level of curriculum.


I will assess to inform instruction by ...

  • systematically observing students at work.
  • using pre-assessments to understand students' starting points.
  • using ongoing assessments to trace student progress and identify trouble spots.
  • asking students to share interests.
  • listening and looking at student interests.
  • asking students about learning preferences.
  • observing students working in different contexts and modes.
  • asking students what's working for them and what's not.
  • acting on student suggestions.
  • using assessment information to plan for reteaching, teaching in a different mode, extending understanding, developing tasks, modifying time expectations, and so on.


I will implement flexible classroom routines by ...

  • allowing more time for students who need it.
  • enabling students to move ahead who are ready to do so.
  • using varied seating arrangements to support the work of individuals and small groups.
  • systematically planning and using flexible grouping of students based on readiness, interest, learning preference, random assignment, student choice, and teacher choice.
  • ensuring text and supplementary materials at appropriate reading levels.
  • using varied support systems to ensure access to information.
  • teaching instruction for the whole class, small groups, and individuals.


I will create varied avenues to learning by ...

  • teaching presentations in varied modes.
  • encouraging student exploration and expression of content in varied modes.
  • encouraging student suggestions for ways to learn.
  • implementing options for a variety of working conditions.
  • delivering tasks at different levels of difficulty and providing appropriate support to move to the next level of difficulty.
  • offering mini-workshops or conferences on key skills.
  • offering interest-based options for how to apply essential knowledge, understanding, and skill.
  • using small group instruction to target student interests and needs.
  • periodically using varied homework assignments to consolidate or extend learning.
  • providing opportunities for creative, practical, and analytical exploration of essential content.


I will share responsibility for teaching and learning by ...

  • ensuring student voice in establishing classroom guidelines.
  • ensuring that students take responsibility for implementation of classroom guidelines.
  • carefully defining and teaching classroom routines to ensure student success.
  • consistently debriefing about classroom routines to ensure student success.
  • guiding students in establishing classroom rules.
  • helping students understand the teacher's work, goals, feelings about progress toward goals, and need for assistance.
  • assigning "teacher roles" to students e.g., handing out materials, providing help while the teacher works with small groups, designing interest centres, establishing due dates for projects, etc.).
  • teaching students to play those roles effectively.
  • asking for student input on how the class is working for them and what could make it work better.
  • teaching for student independence.
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