ACT Education Directorate. (2016). Teachers’ Guide to Assessment. https://www.education.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers-Guide-To-Assessment.pdf#:~:text=Examples-,Diagnostic,and%20how%20to%20teach%20it Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114-127. https://doi.org/10.1177/0888406417700962 Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy …
Standard 2: Cross-curriculum priorities and General capabilities
Evidence of CCP and GC in my teaching (Standard 2) APST 2 focuses on subject content and how teachers deliver learning to students. Focus area 2.2 specifically concentrates on the ability of teachers to organise content into effective teaching and learning sequences to engage students in meaningful learning (AITSL, 2017). During my first practicum, I …
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Standard 7: ‘Engage professionally with colleagues, parents/carers and the community’
Brief Overview Standard 7 highlights the importance of conducting oneself professionally within the school context by upholding the ethics, responsibilities and legislative and administrative requirements of the teaching profession. It requires teachers to engage with parents/carers, colleagues and collaborate with broader professional networks in the community to improve individual practice and enhance impact on student …
Standard 5: ‘Assess, provide feedback and report on student learning’
Brief Overview Standard 5 is concerned with assessment, feedback and reporting on student progress to improve learning. It highlights the importance of diagnostic, formative and summative tasks that teachers must utilise during learning to gather data and evaluate students’ understanding and achievement of learning outcomes. Teachers must provide purposeful and timely feedback to students and …
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Standard 4: ‘Create and maintain supportive and safe learning environments’
Brief Overview Standard 4 enforces the importance of student safety and ensures teachers uphold their duty of care to maintain all students feel safe and supported in the learning environment. It requires teachers provide clear instructions, encourage participation of all students, manage classroom activities and challenging behaviours in safe and supportive ways that ensure students …
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Standard 3: ‘Plan for and implement effective teaching and learning’
Brief Overview Standard 3 maintains how teachers effectively plan and implement relevant teaching pedagogies and learning sequences, utilising a range of strategies and resources to ensure full student engagement and success. Teachers must set equitable and challenging learning goals for all students to achieve and implement strategies, such as effective communication, engagement with parents/carers and …
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Standard 2: ‘Know the content and how to teach it’
Brief Overview Standard 2 encompasses how well teachers understand the content they must teach and strategies they will undertake to effectively teach students. It requires that teachers know content information, its place in the curriculum and how to organise relevant teaching sequences that engage students in meaningful learning. Standard 2 also requires teachers to integrate …
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Standard 1: ‘Know students and how they learn’
Brief Overview Standard 1 focuses on the ability of teachers to recognise the unique characteristics/abilities of their students and how such factors impact their individual learning. It requires teachers to consider the diverse needs, cultures, backgrounds and contexts of their students as such factors determine how teachers will differentiate content and cater learning to ensure …
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Rationale for APST 6 (Continued Professional Learning)
Standard 6 of the Australian Professional Standards for Teachers focuses on engagement in professional learning and understanding the importance of professional development to better improve teaching practice, which in turn, enhances student learning (AITSL, 2017). By engaging in professional development, teachers can identify gaps in their professional knowledge and develop skills for improved practice. In …
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Educational Philosophy
My educational philosophy is underpinned by the notion that education is not a ‘one-size-fits-all’ approach. Rather, each learner is unique with their own abilities and strengths (Churchill et. al., 2018). As an educator, it is my responsibility to ensure all students receive an equitable and quality education that engages them in meaningful learning (UNESCO, 1994). …
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