How to write selection criteria

1. How to write selection criteria

2. So what are the selection criteria?

3. Selection Criteria One Ability to apply appropriate knowledge in order to plan and prepare learning and teaching programs in your nominated areas which: • Meet the diverse characteristics, needs and learning styles of students; and • Are consistent with relevant syllabi, curriculum policies, work programs and educational trends.

4. You should try to demonstrate such things as: Specialist knowledge in your areas of expertise Your understanding of the teaching/learning implications of educational trends outlined in QLD State Education – 2010 An ability to undertake short term and long term planning which fits with school programs and work curriculum Ability to organise coherent lessons which fit total unit plans Ability to link students prior knowledge/skills with desired learning outcomes Ability to use curriculum resources Ability to provide opportunities for students to negotiate with the kinds of learning and teaching process to be used You will need to display an understanding of : The way students prior knowledge, experience and interests impact on teachers’ planned learning experiences The individual needs of learners and groups of learners – social, emotional, physical, ethical, spiritual The ways in which the aspirations and motivation levels of learners impact on learning Individuals preferred learning styles, for example: audio, kinaesthetic, visual, integrated, experimental, cooperative The way lesson design which allows for a range of learning styles enhances participation in learning Selection Criteria One

5. Selection Criteria Two Knowledge of, and the ability to implement, effective and inclusive learning and teaching processes, including the use of learning technology and assessment, to establish a challenging learning environment in which students are encouraged to work towards attainment of their potential.

6. Selection Criteria Two You should be trying to demonstrate an understanding of such things as: • The ways in which teacher expectations impact on learners • How cultural expectations impact on learners • The place of assessment in the teaching and learning process • The need for a range of reporting techniques dependent on purpose and audience You should also try to demonstrate an ability to: • Emphasise the development of skills for thinking, including problem solving and reflection, and encourage learners to take risks • Apply classroom strategies which motivate students and promote enjoyment, achievement and satisfaction in learning • Implement and evaluate learning/teaching plans with an understanding of their contribution to the overall development of the learner • Apply a range of appropriate assessment and reporting techniques • Analyse and interpret assessment data, including learning outcomes, to guide lesson progress and planning • Use a range of appropriate strategies, including questioning techniques, to check for understanding and monitor individual, group and class progress • Apply a knowledge of inclusive practices. For example acknowledging contributions and experiences of a range of social and cultural groups and that you understand the nature of disadvantaged and target groups • Provide for the full range of learners and incorporate appropriate remedial/extension activities • use computers as teaching/learning tools to achieve and extend curriculum goals • Adapt teaching methodologies to make effective use of available computer resources

7. Selection Criteria Three Ability to communicate effectively with students, including use of appropriate interpersonal skills, and the ability to plan and apply appropriate behaviour management strategies which contribute to the establishment and maintenance of a supportive learning environment.

8. 1. Communication You should try to show: evidence of the use of a range of communication strategies which respond to context and value the individual/group. You should also try to demonstrate your understanding of: interpersonal communication based on mutual respect, which reflects: — empathy for students; — supportiveness and tact; — assertiveness techniques appropriate to the context; — timeliness and responsiveness; — use of language appropriate to students’ age, culture and ability; — an awareness of the impact of non verbal communication. 2. Behaviour management and supportive learning environment You should show that you can devise structures, routines and procedures which incorporate: a range of teaching strategies to optimise learning outcomes; a range of behaviour management and intervention strategies within the parameters of a supportive school environment; shared responsibility for decision making and accountability for outcomes; a warm climate of care and support with quality relationships based on mutual respect; fostering of students’ willingness to take responsibility for their actions; collaborative development of classroom rules, procedures, and routines etc.; an understanding of the interrelationship between planned quality learning experiences, consistency of classroom approach, classroom environment, mutual respect, communication skills and context and behaviour management in a supportive school environment. Selection Criteria Three

9. Selection Criteria Four An understanding of the need to work collaboratively with the school staff and members of the wider community in order to establish productive partnerships and achieve educational objectives.

10. Selection Criteria Four You should be trying to demonstrate such things as: • your ability to work collaboratively in school-based program development, for example, by accessing staff with specialist skills, networking, accessing guidance officers, teacher-librarians, year coordinators etc.; • your ability to communicate effectively with parents in order to develop an understanding of individual students and develop worthwhile learning partnerships; • willingness to evaluate yourself and seek additional expertise to enhance the curriculum and your own • teaching practices; • your ability to match your style to the school—community environment; • understanding of the role of various school staff and the wider community in curriculum development, delivery and strategic planning processes; • your willingness to participate in school activities, committees and planning.

11. So how do I write SC?

12. STAR System • Situation Name the school and the situation • Task identify the educational issues involved • Analysis what considerations were needed • Result what were the learning outcomes • Education Queensland recommend that students should reference practicum experiences to exemplify comments made in their selection criteria. You are asked to demonstrate competency in the school and classroom rather than discussing educational theory. • This is the leap from theory to practice and is important in convincing the panel that you have attempted a number of teaching strategies, not just considered how learning may happen • The final statement should then refer to the learning outcomes that you have achieved in this particular circumstance or situation. Learning outcomes are the most important focus for you to consider throughout the portfolio • Word count is important but it you keep each selection criteria to the two pages of an A4 with adequate formatting and considering ease of reading then you may be forgiven for having a few more words

13. Things to remember • You can’t answer everything, so pick indicators you can respond well to • Be specific, detailed and concise – don’t waffle • Use functional language – wankers need not apply • Back up what you are saying – you need proof (specific examples) • Be genuine in what you are writing – if you don’t believe it neither will they

14. An example Selection Criteria One Ability to apply appropriate knowledge in order to plan and prepare learning and teaching programs in your nominated areas which: • Meet the diverse characteristics, needs and learning styles of students; and • Are consistent with relevant syllabi, curriculum policies, work programs and educational trends. During my practicum’s at St. Rita’s College and Marist Brothers Ashgrove I have had the opportunity to develop units of work for Grade 8 (Greece and the Olympics, and Introduction to Drama), and Grade 9 (The Technological Revolution and Process Drama). Furthermore my specialist subjects at University have allowed me to create units of work (including assessment) for junior and senior drama, SOSE, and Ancient History. These experiences have taught me a great deal about tailoring tasks to ensure students accessibility and providing variations in the mode of delivery. Writing and implementing these units has also enhanced my knowledge of the Arts 1-10 syllabus, senior drama syllabus, the SOSE syllabus, and the new trial pilot syllabi for both Modern and Ancient History. In my lessons I regularly include the three types of learning outlined in Blooms Taxonomy, whilst striving to incorporate productive pedagogies into the classroom. The nature of these experiences has allowed me to demonstrate: • Ability to link students’ prior knowledge/skills with desired learning outcomes • The way students knowledge, experience and interests impact on teachers’ planned learning One of the main outcomes for the Grade 9 unit on the Technological Revolution was for students to understand the impact technology has on society. By using effective lines of questioning and linking this information to the content I was able to connect what we were studying with the real world. Students were motivated and eager to participate in lessons applying knowledge about themselves and their family to the context of the unit of work. These lessons became driven by the students as I was able to use their prior knowledge, challenging them to evaluate and analyse what they already knew.

15. Individuals’ preferred learning styles, for example: audio, kinaesthetic, visual, integrated, experimental, cooperative • The way lesson design which allows for a range of learning styles enhances participation in learning In my drama classrooms I am able to incorporate many different learning styles into one lesson. When teaching I engage students in a practical activity that focuses on the information we are studying. I then discuss the activity and question its importance or relevance to drama and what we can learn from it. After class discussion and uncovering the theory students feel more confident with the subject matter as they have already effectively used it. This also allows me to introduce concepts and information in multiple ways (audio, visual, kinaesthetic, and integrated) catering to individuals learning styles. When working with a mixed ability cohort I also include both group work and single person activities in lessons, this encourages students to identify and make use of each other’s learning strengths whilst still being allowed to develop and evaluate their own. I regularly get students to use ‘think, pair, and share’ and the puzzle method in class, encouraging students to develop ideas for themselves and then further these ideas with others. The result is students who are engaged in the lesson, are on task and have successfully used theory in practice. Relevant Comments • Excellent preparation, the objectives for the lesson were clear to the students. Continuous activities for students to be engaged in. Drama Teacher – Marist Brothers Ashgrove. • Aaron seemed to be able to able to plan lessons effectively with a clear aim in view. Social Science Teacher – St. Rita’s College

16. Selection Criteria Two Knowledge of, and the ability to implement, effective and inclusive learning and teaching processes, including the use of learning technology and assessment, to establish a challenging learning environment in which students are encouraged to work towards attainment of their potential. • How cultural expectations can impact on learners • Acknowledges the contributions and experiences of a range of social and cultural groups, and that you understand the nature of disadvantaged and target groups Throughout my studies I have been fortunate enough to be involved in the Student Union at the University of Queensland. The peak of my involvement was last year when I was the President of the Union. This position has allowed me to understand issues facing students from marginal and diverse groups such as women, queer, indigenous, students with disabilities and international students. In my position I was involved in advocacy and creating policy to ensure the needs of these students were met whilst at the same time acknowledging the contribution these groups make to a diverse and inclusive society. I have adapted this learning to the classroom to ensure that all students feel safe and comfortable contributing to the lesson. This has been achieved by promoting and valuing diversity within my classroom and ensuring that negative ideas, not people, are challenged, allowing students the freedom to be themselves.

17. Emphasise the development of skills for thinking, including problem solving and reflection, and encourage learners to take risks • Apply classroom strategies which motivate students and promote enjoyment, achievement and satisfaction in learning • Use a range of appropriate strategies, including questioning techniques, to check for understanding and monitor individual, group, and class progress • In my Grade 9 Social Science class, the focus was on getting students to connect the content with their personal experiences. In the beginning students were reluctant to voice their opinions. By providing an enjoyable atmosphere and by providing positive reinforcement for students I was able create an environment where students felt safe to venture an answer, even if it wasn’t correct or they were unsure. Students became motivated and excited because they could see how their input directly affected where the lesson went. Once the students were comfortable in taking risks and venturing answers I would then begin a line of questioning that continued to dig deeper into an issue. By modelling this kind of inquiry and carefully scaffolding with leading questions I emphasised developing problem solving skills and was able to grasp the class’s understanding of the content we were discussing. When helping students individually I also follow this technique of scaffolding with questions to ensure students can deduce answers for themselves and have a sense of accomplishment in what they do. Relevant Comments • He was very motivated and keen to challenge the students. He encouraged a diversity of opinion within the classroom Social Science Teacher – St. Rita’s College • He values diversity and has a strong sense of social justice. Drama Teacher – St. Rita’s College

18. Selection Criteria Three • Ability to communicate effectively with students, including use of appropriate interpersonal skills, and the ability to plan and apply appropriate behaviour management strategies which contribute to the establishment and maintenance of a supportive learning environment. My practical experiences have allowed me to work individually with both boys and girls. I have utilized this experience to explore behaviour management techniques that focus specifically on boys and girls. I am confident in integrating this information into behaviour management strategies for a coeducational environment. Two classes in particular have helped me to develop these skills my previous Grade 10 Drama and Social Science Classes, and my current Grade 9 Drama class. Each class had students who found it difficult to stay on task in a traditionally non structured environment such as the drama classroom, with several other students being ascertained at level 5. By working with these students I have been able to demonstrate: • Interpersonal communication based on mutual respect, which reflects: empathy for students, supportiveness and tact, timeliness and responsiveness, and an awareness of the impact of non verbal communication My Grade 10 classes for both Drama and Social Sciences were very challenging. Several students in these classes had been diagnosed with learning difficulties and struggled to keep up with the work, this resulted in them becoming bored and disruptive to the classroom. These students also had a strong sense that the teachers were out to get them and make them look stupid. By giving these students extra time, working one on one with them, and showing an active interest in their progression and development these students realized that they could achieve goals set for others and became more focused in class.

19. A range of behaviour management and intervention strategies within the parameters of a supportive school environment • Fostering of students willingness to take responsibility for there own actions Working currently with Grade 9 boys for drama has helped me to adapt and develop new ways of dealing with behaviour management. By working in an all girl and then an all boy environment I have had to look at what works and what doesn’t work, modifying it to suit the context I am in. Previously I was encouraged to deal with problems solely in the classroom unless there was a major concern. Currently I have a thorough school policy to work within and am provided with avenues such as the responsible thinking centre. My approach with students is always friendly but firm, with every lesson a new one, and no grudges being held. I encourage students to think about the consequences of their actions and how this will affect them. I achieve this by explaining the consequences of certain actions within the classroom and what will happen if this action continues e.g. homework not completed, misbehaving in class. Relevant Comments • Aaron has developed a warm rapport with students and an effective working relationship with teachers. He has a gentle, caring approach that our students have warmed to. Drama Teacher – St. Rita’s College • Aaron Communicated effectively with the female students and was pleasant but firm as required. He encouraged all girls to respond during the lesson. Social Science Teacher – St. Rita’s College • He set clear guidelines re student behaviour – a firmer and more effective approach. Drama Teacher – Marist Brothers Ashgrove.

20. Selection Criteria Four An understanding of the need to work collaboratively with the school staff and members of the wider community in order to establish productive partnerships and achieve educational objectives. • Your ability to work collaboratively in school based program development, for example, by accessing staff with specialist skills. In my first practicum I was heavily involved in the Social Sciences department, meeting with the Head of Department and other teachers discussing new and exciting ways to introduce a tired unit of work. This forum allowed the other teachers and I to bounce ideas off one another and evaluate and seek feedback for the ideas we did share. I also was involved in developing resources for further units of work for use after practicum. • Willingness to evaluate yourself and seek additional expertise to enhance curriculum and your own teaching practices Part of being a good teacher is learning to reflect upon your own teaching experiences as well as seeking the feedback of others. I am continuously looking for ways to improve my teaching and regularly discuss my approach and methods with my supervising teachers. I consider this an integral part of my development as a teacher, and can be clearly seen in my reports. I also approach other teachers in similar fields to get feedback on lessons and planning as well as discussing new ideas and innovative ways of doing things.

21. Your willingness to participate in school activities, committees and planning I believe that every school should promote a positive school culture, ensuring that students have access to all aspects of social and sporting events. This not only reflects positively on the school but can help children develop and learn important life skills. Throughout my practicum I have been involved in Musicals, attending rehearsals and performances after school and on weekends; Theatre sports training in school lunch hours; and assisting with supervision of a school dance on a weekend. Participating and becoming an active member of the school community is an important step to becoming an effective teacher. Relevant Comments • I have found Aaron to be enthusiastic, motivated and eager to learn and participate in our environment here. Social Science Teacher – St. Rita’s College • Aaron’s greatest strengths are his willingness to seek advice and his ability to accept criticism. Drama Teacher – St. Rita’s College • Aaron has a very positive approach to critically reflecting and attempting to improve his teaching. Drama Teacher – St. Rita’s College • He is easy to work with and has been a great help to me personally. Drama Teacher – St. Rita’s College