Overview of Standard

APST 7 recognises that educators’ must be continuously involved in strengthening their rapport with all members of the school community. This includes staff, parents/caregivers and wider professional networks. Behaviour and actions are foregrounded within legislative and educational policies, ensuring that engagement is both ethical and effective in maintaining a positive rapport.

Evidence: 7.4 – Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice

The evidence provided reflects feedback I received from my supervising teacher whilst on placement. It features the ‘positives’ of my teaching as well as ‘things to consider’ so that I can position myself as a reflective educator, taking constructive criticism and understanding how I can improve practice to benefit learners and grow as an educator. 

Critical Reflection

As AITSL (n.d.) stipulates, APST 7.4 is focused upon understanding “the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice”.

The evidence I have provided features feedback I received from my supervising teacher after I scaffolded and taught a Year 7 English lesson. I was provided with ‘positives’ and ‘things to consider’ to elucidate that which I did well and that which would benefit from additional consideration. Such constructive feedback would enhance my teaching as I reflect upon my practice in order to provide more effective learning experiences. It is beneficial to seek assistance from individuals with extensive experience as they have often encountered students with similar needs, content within the curriculum and learning methods. This is supported through Atkinson et al (2021) stating that “learners are more receptive to feedback if it comes from a source that they perceive as credible, and with whom they have developed rapport” (p.441). Atkinson et al (2021) further affirm that “feedback is an educational tool as well as a social interaction between learner and supervisor, in the context of a respectful and trusting relationship. It challenges the learner’s thinking and supports the learner’s growth” (p.441). In addition to being an educator, I was also a learner, seeking growth through understanding how I can improve. Through receiving such feedback I was able to adjust my lesson plan and practice in the subsequent lesson.

Overview of Standard

APST 5 is concerned with utilising informal and formal assessment to ascertain students’ understanding and progression in the learning cycle. Through diagnostic, formative and summative tasks, educators are able to provide constructive feedback and utilise data to inform their future planning, construction of resources

Evidence: 5.4 – Interpret Student Data

The evidence provided reflects how I addressed focus area 5.4 through the creation of a Google Form ‘exit slip’ on one of my placements. This enabled me to ascertain students’ comprehension of content and adjust future lessons based upon their level of retention.

Critical Reflection

APST 5.4 requires educators to be able to “demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice” (AITSL, n.d.).

Diagnostic assessment is crucial as it enables me to ascertain students’ initial knowledge and skill level prior to engaging in further study (Tweed & Wilkinson, 2012). The evidence above reflects how I utilised Google Forms whilst on placement to conduct ‘diagnostic assessment’. Through this, I was able to evaluate students’ capabilities and implement effective pedagogical practices that align with their current understanding (Ugodulunwa, 2008). As data pertains to gathering information to inform decision making (AISNSW, 2017), such data gathered regarding students knowledge of Greek Theatre enabled me to interpret their understanding critically and adjust subsequent teaching practices (Scanlon et al., 2003). This demonstrates my interaction with APST 5.4 and highlights the necessity of interpreting student data as a means of professional development in order to provide optimal learning experiences.

Overview of Standard

APST 4 ensures educators consider how to maintain a supportive, safe and inclusive learning environment for all members of the school community. This includes their physical and emotional security whereby all students’ active participation is encouraged and challenging behaviour is minimised through non-confrontational approaches. Additionally, educators are beckoned to ensure students’ navigation of the virtual world is completed responsibly and ethically for educational purposes.

Evidence: 4.4 – Maintain Student Safety

To address Focus Area 4.4, during my professional experience I created ‘Class Expectations’ for my Year 7 and 9 classes. I provided this and went over it during my first lesson with each cohort in order to establish firm rules prior to undertaking learning during the school term. 

Critical Reflection

APST 4.4 involves describing “strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements”. (AITSL, n.d.) Educators must ensure that ‘duty of care’ is maintained. This involves ensuring that the learning environment is safe, supportive and fosters all students development (NSW Department of Education, 2021). In order to maintain duty of care, the evidence provided pertains to ‘class expectations’ that I created during my placement at a co-educational high school. Many students in my classes presented with requiring additional assistance with behaviour. Given that I believed practical involvement would greatly benefit all learners rather than ‘direct’ instruction, it was critical that I set expectations regarding how they should conduct themselves. This would ensure the maintenance of a safe, supportive environment (AITSL, 2017, 1.6,  3.3, 3.5, 4.1, 4.2, 4.3 and 4.4).

As indicated within APST 4, both the emotional and physical security of students is essential. Thus, the class expectations were built upon the establishment of the ‘Responsible Thinking Process’. I believe that students’ must be prompted to actively think about how their behaviour affects their learning, the climate of their learning space and those around them. Thus, students’ would perceive these expectations not merely as an ‘instruction’ but rather a lifestyle, encouraging them to be respectful, mindful and ethical (Ford, 1994).

Overview of Standard

APST 3 is concerned with planning, structuring and delivering lessons that feature a range of resources that assist a wide range of learners. Educators must consider the difficulty of goals and practicality of achieving them within each learning program. Additionally, ensuring non-verbal and verbal communication methods are maintained within the classroom aids in providing optimal structured teaching and learning experiences. 

Evidence: 3.3 – Use Teaching Strategies

In order to address focus area 3.3, this piece of evidence reflects how I provided explicit instruction, modelling and scaffolding in order for students to comprehend the task. The venn diagram also highlights interaction with the general capability, ‘numeracy’ foregrounded within ACARA policies. 

Critical Reflection

APST 3.3 is underpinned by educators incorporating a wide range of teaching strategies to enhance learning (AITSL, n.d.). Educators, according to Social Learning Theory, can utilise modelling as a way for students to develop their self-efficacy (Bandura, 1976). Thus, the evidence provided is a reflection of this focus area being put into practice as I provided students with a template and explanation prior to engaging in the task. The general capability, ‘Numeracy’, mirrored within the use of the venn diagram enables students to visually comprehend the similarities and differences between the two visual texts examined (Rice, 1978). It is a critical teaching strategy that ensures a wide range of resources and methods of communication are used to simplify and enhance learning. Thus, I ensured that I was paired with explicit verbal instruction, as indicated within APST 3, in order for this to be effective for learners.

Overview of Standard

APST 2 encompasses educators understanding the content they teach students’ with particular regard to its alignment with curriculum expectations. Educators must recognise how Aboriginal and Torres Strait Islander Histories can be embedded within lesson plans in addition to utilising numeracy, literacy and information and Communication Technology (ICT) to deliver effective lessons. Considering the evolving and prolific use of nature of ICT in the modern context, it is pivotal that I consider the ethical and suitable use of technology to enhance learning.

Evidence: 2.6 – Information & Communication Technology (ICT)

The evidence provided reflects an interactive padlet that I created for students (Year 9) whilst on placement. This relates to focus area 2.6 (Information and Communication Technology – ICT). The purpose of this piece of evidence is to elucidate how I used ICT as a form of diagnostic assessment whilst also enabling students to extend their initial understanding through learning from each other.

Critical Reflection

Information Communication Technology (ICT) has been an integral and influential tool utilised within learning endeavours, increasing the accessibility of resources and promoting student engagement (Churchill et al., 2013). it is not useful to simply ‘know’ the content and transmit it but rather ascertain that which students know in order to scaffold subsequent lessons effectively.

During my placement, I created a ‘padlet wall’ for students to post what they knew about drama/theatre/plays, maintaining a broad and general mind-mapping space. I utilised ICT as a means of ‘augmentation’, a concept alluded within the SAMR model, whereby digital technology replaced the traditional form of learning to promote engagement (Romrell et al., 2014). Such improvement comes from active involvement rather than educators direct transmission of content. It was important for this to occur as it aligns with Vygotsky’s Constructivist theory whereby students are framed as active citizens and learners. It is pivotal for learners to share their thoughts but also be open to examining the viewpoints of their peers in order to extend their own understanding and elevate their self-efficacy (Jones, 2008). The use of Padlet also enabled students’ answers to be anonymous, helpful in ensuring students with anxiety were not excluded from the learning activity (Pollock, 2016). I thereby developed a rapport with students through integrating their interests into the lesson, ensured that goals were not unattainable and used this as a form of diagnostic assessment in order to scaffold subsequent lessons in an effective manner (AITSL, 2017).

Overview of Standard

APST 1 requires the educator to understand the context of their class, that is, each learners’ background, specific learning abilities, needs and manner in which they learn most effectively. Specifically, this enables students with diverse needs as well as Aboriginal and Torres Strait Islander Students to receive tailored care that promotes their inclusion in the learning process. Through this, the educator is able to provide optimal learning experiences that lead to students’ full development as a learner and individual.

Evidence: 1.5 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

This piece of evidence was created as part of an assessment for a unit in university in order to assist students with a PEEL paragraph response. Each part was dissected, colour coded and explained to highlight what should be included in each section. Below, I have provided a sample question for students to practice writing a PEEL paragraph in order to increase their familiarity with it. Sentence starters were provided to students for extra assistance with their vocabulary.

Critical Reflection

Educators, according to APST 1.5, must “demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities” (AITSL, n.d.). Differentiation is centred upon recognising that each learner is unique. Teaching practices must be altered to suit the needs of each learner. When students commence a new topic, I must assume that they have limited experience with it. Students with additional needs may face difficulties recalling information, forming connections between ideas and extending their vocabulary. I Presented a scaffolded template in conjunction with sentence starters to assist students who struggle with writing PEEL paragraphs. Sentence starters act as a ‘starting point’ prior to commencing scaffolded writing tasks and therefore is helpful in developing students’ as critical thinkers (Pedaste et al. 2015). This is particularly helpful for students with dyslexia, of which 1 in 3 students in a classroom may have (Patterson, 2019). McFarlane et al (2012) affirm that students with dyslexia often lack confidence and have low self-esteem. In addition to this, poor speech and literacy skills are also prominent. Thus, providing a breakdown of the PEEL structure in conjunction with the sentence starters as a means of differentiation would assist students in increasing their self-efficacy through understanding the layout, purpose and execution of a PEEL paragraph.