Week 2 Standards and evidence

1. Week 2 Standards and evidence Building your professional persona and portfolio

2. WALT We are learning to…. Knowledges and Skills Consider the teaching standards by which you will be assessed Unpack the idea of ‘evidence’ against the National standards Review the work done to date on the e.portfolios Share the second set of strategies learned through Set for Success Review own progress for input into an ILP

3. You are on the selection panelThe teacher – what qualities tell you they’re a good great teacher? The portfolio – what’s in it?

4. Organisation of the standards There are seven standards which are grouped into three domains: Professional Knowledge Professional Practice Professional Engagement

5. Organisation of the standards

6. Overview of the standards The short animation below provides a brief introduction to the development, purpose and content of the standards. The explanation and description of each of the seven standards will help you think about and identify the knowledge, skills and engagement behaviours expected of teachers in the 21st century. http://www.youtube.com/watch?v=iuKceiCvMEg

7. ACTIVITY Work together to brainstorm list of possible sources of evidence for each Standard. Ensure you consider each of the descriptors in the focus areas listed under a particular Standard.

8. Distinction between “folios” Working portfolio - your folder that documents all EPL experiences for use at your teaching school Professional portfolio – requirement for EPL 3, 4 and 5 in the form of an e-portfolio – See the requirements outlined in the course profile and EPL 3 Pre-service Teacher Guidelines Professional Folio - Folio for EQ teaching positions - a folio that shows how you meet the EQ selection criteria for a teaching position.

9. Four steps in developing your Professional Portfolio – e-portfolio Collecting, categorising and annotating evidence based on the Australian Professional Standards for Teachers Selecting the best evidence Reflecting on your selection Organising and presenting your portfolio

10. Categorising the evidence • Decide on a format for organising your evidence • According to each standard • According to major themes in the standards e.g. Professional Knowledge, Practice and / or Engagement

11. Selecting evidence • Select inclusions in your portfolio on the basis of: • The extent to which a work sample demonstrates multiple descriptors • The impact on student learning and outcomes • Aim to demonstrate evidence of each standard progressively. This will subsequently inform your Pre-service Teacher Self-Evaluation midway through the assessable block.

12. Annotating the evidence • Attach an annotation recording information that will help you select your best examples for each standard • Date, year level, curriculum area • Reflection on: • What the sample reveals about your ability to demonstrate the chosen descriptors • The strengths and areas for development revealed in the sample • What you learnt that will impact on student learning, your practice and ongoing professional development

13. Reflecting on your evidence • There should be critical reflection on each piece of evidence showing how it links to one or more descriptors of the APST. • The reflection should include: • (a) contextual information • (b) a critical analysis of what the sample reveals about the knowledge, practice or engagement embedded in the standard descriptors

14. ACTIVITY Annotations – what standard/s? What else could you add to this annotation? Annotation – Example 1 The comments recorded on these samples of students Maths work illustrate the approach I take to formative assessment. By providing feedback during the lesson I helped this student to understand how to work through the problem using mathematical reasoning. This enabled the student, as demonstrated in the sample of her completed work, to successfully finish the set tasks for the unit.

15. Annotation – Example 2 With the introduction of the new History curriculum, I became aware that my lack of knowledge of the content of the curriculum and history pedagogy was a concern. Because it was a new area for many of my colleagues, it was difficult to get support in the staffroom. I decided to join the History Teachers Association as a means of engaging more with the learning area. I attended an excellent workshop on engaging with the local area as a means of helping students engage with history and history concepts and decided to organise an excursion to the nearby historical cemetery for my Year 5 class as part of the unit on the region’s early settlers.

16. Scope of the evidence • Achievement of each of the Standards • Take account of each of the descriptors for the focus areas • One piece of evidence can address multiple descriptors within and across the 3 domains • Show the impact of your practice on student learning Note that for EPL 3 and 4, the assessment package clearly describes the evidence you need to demonstrate and the quality of that evidence at either EPL 3 level and finally Graduate level

17. Mahara Profile Resume Journal (blog) Files Pages Collections Share Export

18. Let’s create a journal entry (reflection) TODAY – think about one lesson or learning experience you have had this year that you can learn something from Describe it briefly Describe the context Identify a standard that could help you reflect on that Write a journal entry about it, tag it (what standard) and save it

19. Your professional journey The individual learning plan (ILP) Review strengths – how can you build and extend on them Be honest about challenges – what are your weaknesses, things you haven’t quite ‘nailed’ yet, what are your knowledge gaps? Identify practical things you can do to build on strengths and deal with challenges…

20. Set for Success revisited Managing behaviour pro-actively Giving praise & feedback Questioning techniques Relationship building Classroom presence

21. It’s the qualities that count!