Brendan Passmore
Teaching Portfolio
Goals
EPT330
EPT330 Goals can be downloaded as a word document from this link.
EPT329
EPT329 Goals can be downloaded as a pdf document from this link.
EPT218
Goal 1
My first professional experience goal is focused on standard one of the Australian Professional Standards for Teachers (AITSL, 2014). Specifically, focus areas 1.1: Physical, social and intellectual development and characteristics of students, and 1.5: Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
The standard descriptor for outcome 1.1 states a graduate teacher should be able to demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
The standard descriptor for outcome 1.5 suggests a graduate teacher should be able to demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Evidence for this goal may consist of a class map which depicts the seating plan and organisation of kids with social, intellectual or physical disabilities. As well as children who require extra support for gifted programs.
Situational analysis of kids in classroom. Take all individual characteristics. Using initials rather than names.
To demonstrate achievement of outcome 1.5, I will provide examples of students work differentiated by ability, which show a full range of students’ abilities.
My second professional experience goal is focused on standard three of the Australian Professional Standards for Teachers (AITSL, 2014). Specifically, focus areas 3.1: Establishing challenging learning goals, and 3.5: Using effective classroom communication.
The standard descriptor for outcome 3.1 explains a proficient graduate teacher should set learning goals that provide achievable challenges for students of varying abilities and characteristics.
The standard descriptor for outcome 3.5 states a graduate teacher should demonstrate a range of verbal and nonverbal communication strategies to support student engagement.
Evidence for outcome 3.1 will likely consist of a lesson plan with clear steps so students clearly understand directions and expectations.
A written reflection of verbal and nonverbal communication strategies used to encourage engagement would demonstrate knowledge in regards to outcome 3.5.
Goal 2
Goal 3
My third professional experience goal is focused on standard seven of the Australian Professional Standards for Teachers (AITSL, 2014). Specifically, focus areas 7.1: Meet professional ethics and responsibilities, and 7.3: Engage with the parents/carers.
The standard descriptor for outcome 7.1 suggests a graduate teacher should understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
The standard descriptor for outcome 7.3 states a graduate teacher should understand strategies for working effectively, sensitively and confidentially with parents/carers.
I will provide evidence for outcome 7.1 by referencing the code of ethics. Referencing aspects from the code in association to any dilemmas that may occur in the classroom and how the code of ethics could be used in that situation.
I plan to collect notes from the associate teacher on placement regarding how they communicate with parents and carers as evidence for outcome 7.3. As well as observations of the teacher’s interactions with parents and the integration of parents and carers in the classroom.