Graduate T eacher Standards

1. Graduate Teacher Standards What type of evidence? Adapted from http://www.nswteachers.nsw.edu.au/accreditation---policies---manual/Acc_The-Teacher-Accreditation-Manual/ Applied to the Australian National Teaching Standards

2. Standard 3 Plan for and implement effective learning3.1 – Establish challenging learning goals Evidence of graduate teacher practice that satisfies this standard: • learning goals that provide achievable challenges for students of varying abilities and characteristics • lessons planned with content and skills based on knowledge of syllabus documents • written lesson plans with detailed goals • written plans which cover core concepts and exhibit explicit teaching of skills • lesson evaluations based on the level of achievement of goals

3. Standard 3.2 - Plan, structure and sequence learning programs Evidence of teacher practice that satisfies this standard: Displays planned lesson sequences using knowledge of student learning, content and effective teaching strategies: • appropriate and documented lesson plans where planning and evaluation are evident • clear plans for teaching, learning and assessment which are completed prior to teaching • lesson plans are not only content based but incorporate practical activities and skills practice • written lesson plans that reflect understanding of lesson sequence and the teaching/learning cycle; • flexibility within the lesson plan Demonstrates creation of interesting lessons where students are engaged and on task: • includes a variety of activities within lessons; uses a variety of resources • lesson designs that build upon skills and challenge students • student work samples that reflect learning outcomes Ensures effective: • timing for lessons • evaluation of own practice • time for articulating the learning which occurred and for setting agenda and goals for the next lesson • setting of homework that is relevant to the lesson and is constructive

4. Standard 3.3 - Use teaching strategies Evidence of teacher practice that satisfies this standard: • Use of a range of teaching strategies in lesson plans and delivery • Lessons that include a range of verbal and non-verbal communication strategies to support student engagement • Assessment tasks that show a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning • Description of a broad range of strategies for involving parents/carers in the educative process

5. Standard 3.4 - Select and use resourcesKnowledge of a range of resources, including ICT, that engage students in their learning Evidence of teacher practice that satisfies this standard: • plans to ensure students understand the purpose of the resource and what is required of them • development of a variety of resources as necessary, such as a professional resource library • location and data storage of relevant resources • task designs that use students themselves as resources • selection of resources that supports effective practical learning experiences • lesson plans that match resources to students • use of resources appropriate for student developmental level • deconstruction of resources for students to access • support of students’ critical thinking in use of resources • guidelines for ensuring that students use resources appropriately • management systems that manage resources professionally • is teaching strategies that show familiarity with existing resources • mechanisms that show willingness to share resources with colleagues and faculty • critical evaluation of resources used • artefacts that show effective use of curriculum support materials • development of reusable resources