AISNSW. (2017). Working with Data. https://www.aisnsw.edu.au/teachers-and-staff/research-and-data-in-schools/data-in-schools/working-with-data Atkinson, A., Watling, C. J., & Brand, P. L. (2022). Feedback and coaching. European journal of pediatrics, 181(2), 441-446. Australian Curriculum, Assessment and Reporting Authority. (2022). General Capabilities (Version 8.4). https://australiancurriculum.edu.au/resources/curriculum-connections/portfolios/food-and-wellbeing/general-capabilities/ Australian Curriculum, Assessment and Reporting Authority. (2022). Cross-curriculum priorities (Version 8.4). https://australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/ Australian Institute for Teaching and School …
Category Archives: EDFD472 – Transition into the Profession
APST 2.2
Evidence Critical Reflection APST 2 is concerned with the content that educators are expected to teach students. Specifically, focus area 2.2 emphasises that educators must consider how to effectively organise content in the teaching and learning cycle in order to engage in meaningful learning experiences (AITSL, 2017). The evidence I have provided for APST 2.2 …
STANDARD 7 – ‘ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CAREGIVERS & THE COMMUNITY’
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: …
STANDARD 5 – ‘ASSESS, PROVIDE FEEDBACK & REPORT ON STUDENT LEARNING’
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 …
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STANDARD 4 – ‘CREATE & MAINTAIN SUPPORTIVE & SAFE LEARNING ENVIRONMENTS’
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 …
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STANDARD 3 – ‘PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING & LEARNING’
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 …
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STANDARD 2 – ‘KNOW THE CONTENT & HOW TO TEACH IT’
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 …
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STANDARD 1 – ‘KNOW STUDENTS AND HOW THEY LEARN’
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 …
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RATIONALE
Included within the Australian Professional Standards for Teachers, APST 6 is focused upon professional engagement. Specifically, it elucidates how educators are required to engage in professional learning in order to provide optimal learning experiences (AITSL, 2017, 6.1, 6.2, 6.3 & 6.4). Through such professional development, educators are able to differentiate learning so that it caters …
EDUCATIONAL PHILOSOPHY
All individuals are welcomed and encouraged to involve themselves in positive learning experiences that strengthens their sense of self’ and perception of the world around (Universal Declaration of Human Rights [UDHR], 1948). It is crucial, as an educator, that I uphold a safe and supportive learning environment. This includes embracing diversity, recognising the non-linear process …
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