ETP425 s252057 Jarrod Stockman Mini Portfolio

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Mini Portfolio - Standards 3 & 5

The purpose of this mini-portfolio is to address, with evidence, standards 3 and 5 of the
Australian Professional Standards For Teachers Graduate Career Stage as found in
Australian Institute of teaching and School Leadership Ltd (AITSL) 2011: National
professional Standards for teachers http://www.teacherstandards.aitsl.edu.au

Standards 3 - Plan for and implement effective
teaching and learning
Focus Area 3.1 - Establish challenging learning goals
Set learning goals that provide achievable challenges for students of
varying abilities and characteristics

Evidence 1 Challenging Goals
Having consulted the relevant policies via the Education Queensland website, [See
http://education.qld.gov.au/curriculum/framework/p-12/], my mentor teacher and I designed
lessons to guide all of our students towards the goal of learning for each lesson. In our class,
there were students with varying abilities and characteristics requiring differentiation in the
lesson plans.
The Australia Curriculum, Assessment and Reporting Authority (ACARA) inclusivity
requires a teacher to continue curriculum planning, implementing all aspects of the
curriculum (Corbett, J 2001 Supporting Inclusive Education: A Connective Pedagogy,
Routledge Falmer, London). My lessons accounted for current inclusive education policies
and legislation, which apply in all Australian schools. Students with educational needs,
formally documented in an Educational Adjustment Program (EAP) (Education Queensland
website. April, 2014) entitles students with a disability to get reasonable adjustments in the
class program. Adjustments made, influenced how well each child could access opportunities
to achieve the curricula goals via my lessons.
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The goal for a lesson plan was to challenge students with maths problem solving questions
according to ACARA code ACMNA084. The lesson narrated a fictional story about a
student catching a bus to and from school and the question proposed was how long would it
take to travel on the bus.
The strategy adopted to prepare the student for engagement was to first allow students to
complete problem solving questions from the book Math Mentals. After 10 15 mins of
Math Mentals I introduced fictional problem-solving questions and supported the class in
attempting to solve several basic calculations of distance and time. The students were then
given the task to complete several more questions.
As a point of differentiation a student that had reading and speech challenges was provided
with basic multiplication questions with supporting imagery, to assist her with continued
maths problem solving questions.
Lesson goals and conclusions on lesson plans for the Year 4 class were discussed with my
mentor during daily planning and reflection meetings. In this session my mentor suggested I
plan additional simplified math problem solving lessons to assist those who appeared to
require further support.

Evidence 2 Classroom Management
Curricula application and successful student
learning addresses the statement of the
Melbourne Declaration being Australias national
educational goal, and lessons were created while
mindful of the Declaration. To achieve
challenging learning goals students need to be
engaged in the lesson and one variable to assist
with this is the goal of establishing efficient
classroom management processes (Lyons, Ford, Arthur-Kelly (2011) (3
rd
Ed) Classroom
Management. Creating positive learning environments. Cengage Learning).
One of the outcome goals was to effectively and consistently use a classroom management
medium when required. My mentor had established several classroom behaviour
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management processess, two of which was the application of www.dojo.com and voice
projection. The dojo system uses visual student avatars, classroom rules and audios. The
use of this medium proved successful, in particular to those students with complex
behavioural concerns. My mentor, in a reflection meeting, confirmed my voice projection had
improved where class members responded positively and respectfully to instructions. A
proactive approach to managing certan disruptive behaviours is adopted and rather than a
reactive way. A proactive appraoch not allowing the student the opportunity to be disruptive
may include establishing and reminders of classroom rules or ensuring certain misbehaving
individuals not sit with other misbehaving individuals.

Focus Area 3.3 - Use teaching strategies
Include a range of teaching strategies

Evidence 1 Multiliteracies Pedagogy
A child-centered multiliteracies pedagogy is my preferred approach to teaching students
while mindful of authentic, critical, functional and didactic pedagogies. My pedagogy
facilitates students engagement in meaningful, creative and critical thinking tasks promoting
successful, confident, creative and active citizens to engage in their learning through
multimodality means such as writing, oral communication and visualization modes to name
three (Kalantzis & Cope, 2012).
For this strategy I use an art lesson taught 3
rd
April 2014 guided by ACAVAM111 of the
Australian Curriculum (ACARA, 2014). This lesson is within the teaching resource using
materials, techniques and processes to explore visual conventions when making artworks
applying art and design techniques effectively and safely.
By holding a model of the art work (3D Easter Card) and demonstrating how I created the
model, students could internalize my art presentation by thinking about its content and trying
to make sense of it in a fun and engaging way while using modern ideas in the classroom
(Kalantzis & Cope, 2012). The modern ideas included turn scrap items into useable modern
3D craft ideas.
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Additionally I used digital resources (computer and interactive white board) to present a short
video clip demonstrating how to create a paper origami of a bunny head to attach to the 3D
card (Carrington, V. & Robinson, M. (Eds.). (2009). Digital literacies: Social Learning and
classroom practices. London, UK: SAGE Publications). A synaesthesia application of
multimodal such as video, oral, textile, audio and sight presentation triggers critical thinking,
imagination and deepens the students learning by interpreting data through two or more
modes, rather than one such as oral mode (Kalantzis & Cope, 2012).
At the conclusion of the lesson, students created new craft ideas and satisfactorily complete
their assignment on time, while remaining engaged and interested in the topic.

Evidence 2 Sign Language
The zone of proximal development and scaffolding assists all students learning as they
accomplish tasks with guidance and encouragement from the teacher, regardless of disability
or background. I also instructed and supported students learning of new information with the
aid of scaffolding. (Vygotsky, L. (1978) Mind in Society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.)
A liberal/progressive approach to curriculum effectively stimulated and implemented the
learning process in a classroom which aims at preparing students for real life experiences
(Kemmis, S., Cole, P., & Suggett, D. (1983). Orientations to curriculum and transition:
Towards the socially-critical school. Melbourne, Vic: Victorian Institute of Secondary
Education).
On 17
th
March 2014 our
class was on day two of
learning sign language
and actions to the song
In Jesus Footsteps. The
teaching strategy I
adopted was to ask the
question to several
students whether they
would like to learn sign
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language. After receiving a positive response, mentor and the entire class agreed to learn this
new language. I had to recall the required sign language actions and implement those actions
in a fun, active and engaging manner. We practised each action for a complete verse of the
song.
Vygotsky (Vygotsky, L.S. 1962 (1978). Mind in Society: The Development of Higher
Psychological Processes . Cambridge, MA: Harvard University Press) agree in theory that
students should play an active, not passive role in the classroom, however Piaget argues that
students can learn independently (Piaget, Jean. 1971. Psychology and Epistemology:
Towards a Theory of Knowledge. Harmondsworth UK: Penguin.) Favouring Vygotskys
theory, guided participation with helpful hints along the learning journey of this lesson
proved successful (Palinscar, Brown & Campion, 1993).
Focus Area 3.6 - Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to
evaluate teaching programs to improve student learning.

Evidence 1 Keeping it simple. A Reflection
Reflection is the process of honestly appraising your beliefs and actions (Henley, M. (2006).
Classroom management: a proactive approach. New Jersey: Pearson Merrill Prentice Hall).
After each lesson was delivered my mentor and I reflected on how the lesson went, what was
good and what improvements were required. My mentor was honest with any areas of
improvement so students were ensured to have a meaningful learning experience in the
future. Students also have many opportunities to reflect and adjust where appropriate or
required.

When preparing lessons on conjunctions guidance was given by my mentor to keep the initial
lesson simple. Upon the delivery of the lesson it appeared students were gaining an
understanding of the lesson concepts. Upon reflection we discussed what went well and
where there was need for improvement. It concluded that two conjunctions and and but
was perhaps too simple and to moderate the next lesson with more challenges whilst being
mindful of certain students who still require differentiation due to their special needs
(Kenney, S.L., & LaMontagne, M.J. (1999). Portfolio development: A process for facilitating
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reflection and professionalism in pre-service special education students. Teacher Education
and Special Education, 22(3), 184187).


Evidence 2 Collaboration

As part of my philosophy, collaboration with other teachers is a communication process of
raising different perspectives and interrogating such perspectives until a mutual
understanding is reached between the parties. It is not a one way perspective nor discussion
(Keeffe, M & Carrington, S, (2007). Schools and Diversity (2
nd
Ed). Pearson Education
Australia). My mentor encouraged such collaboration to raise effective awareness and any
amendments to my pedagogical practices and philosophy.
Collaborating with colleagues outside the classroom proved effective, as I was able to obtain
a different but mutual and respectful perspective on classroom management, pedagogical
practices and lesson ideas for successful student learning. It is clear that each colleague has a
colorful pedagogy and philosophy to contribute to the classroom context.
For example collaboration with students to check understanding proved important. Through
a formative assessment process I was able to review and reflect with students about how they
understood the instruction and task of learning a new game (Touch Rugby). While several
students enjoyed the learning, several others struggled with the instruction and motivation of
the game. After collaborating with the struggling students we settled on improvements such
as females must touch the ball every second to third pass creating more inclusive
participation among the genders (Cook, M.A., & Cook, A.P. (2008). Wittgenstein in the
classroom: Notes on teacher reflection. Curriculum and Teaching, 23(1) 2139).

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Standards 5 - Assess, provide feedback and report
on student learning
Focus Area 5.1 - Assess student learning
Demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative
approaches to assess student learning.

Evidence 1 Informal Formative
Assessment promotes learning through appropriate feedback to assist with ongoing teaching
and meaningful learning. Assessment can build confidence in the students ability to learn.
Teachers, students and relevant stakeholders use assessment information to improve student
learning. (http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-
assessment.pdf).
Students were separated into x4 reading groups according to the day of week and colour
codes. The informal formative assessment occurred during a guided reading lesson of
monitoring and clarifying text understanding. Students were instructed to read a paragraph
of text and observe any related imagery to assist with understanding the narrative. After each
sentence the reader paused for me to ask what the group understood in that sentence. Every
student had the opportunity to respond several times during the group activity and I was able
to assess each students understanding of the task and material and give appropriate feedback
to the relevant student(s).
During mentor meetings, mentor ensured understanding about differentiation between
informal, formal, summative, formative assessment. Mentor invited me to observe a formal
summative assessment with a students report card and observe a formal parenting interview.

Evidence 2 Observing and practising assessment
According to the Melbourne Declaration on Educational Goals for Young Australians the
core purpose of assessment is to improve the students learning by understanding where the
student is at and providing a learning context to support and challenge the students learning
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development (MDEGYA, 2008). Additionally assessment is to discover what strength the
student may or may not possess a form of assessment is required (Brady & Kennedy, 2012,
p.3-4).
My mentor allowed me to observe and assist with marking and recording of students work
reinforcing that assessment is driven by work programs and syllabus. After several
observations mentor instructed me to attempt the same formative assessment practice. In
particular I taught a lesson where students were to reflect on the weekend past and practice
creative writing. The instruction was for each student to finalize their creative writing for me
to assess (formatively). Students needed to demonstrate use of language, new and descriptive
words, while mindful of, appropriate grammar and punctuation. Additionally, before
requesting me to assess their work the student needed to edit their own writing, then have a
peer edit the work for the student to re-edit it for a final time.
This assessment required me to read, edit and provide constructive feedback (ie, punctuation)
in their workbooks as practiced by mentor. Mentor observed my assessment practices and
discussed what went well and what improvements could be made.
Focus Area 5.2 - Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and
appropriate feedback to students about their learning.

Evidence 1 Creative Work Feedback
In the Graduate Diploma for Teaching and Learning (GDTL) unit ETP 425 Assessment
and Reflection, Module 2 of week 4 elaborated on the purposes of feedback.
One of the five elements of effective curriculum and assessment planning is feedback
sections 3.6 an 4 which are illustrated below. (Australian Curriculum cited April 2014 in
http://www.qsa.qld.edu.au)
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In the above evidence 2 of 5.1 Assessing student-learning students had to be creative in their
writing for me to assess. Feedback was required to help provided opportunities to students on
their learning for example response to answers and class work. After the students had self
edited, received peer editing and re-edited their own work, I assessed it and provided
feedback.
As I reflect on this particular assessing and constructive feedback process I note the time
consumed in this process. In each book I recorded comments in students books giving hints
on where to improve and subtle reminders of additional work required like more adjective
descriptive words and providing brief examples. My mentor reviewed several books where I
gave feedback and found it was comparative to her assessing and constructive feedback style.

Evidence 2 Constructive Feedback
When giving feedback I tend to take a cautious approach due to conflicting authorities
regarding effort or ability feedback. Negative feedback can have a long-lasting and negative
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impact on a student. (Burnett, P. C. & Mandel, V. (2010). Praise and Feedback in the
Primary Classroom: Teachers and Students Perspectives. Australian Journal of Educational
& Developmental Psychology. Vol 10, pp. 145-154).
To demonstrate an understanding of the place of feedback within the teaching process I
observed my mentor give feedback at a parent interview whose child was struggling in class
due to a certain cognitive disability(s). My mentor and the parent had a sound relationship
and the feedback given was naturally open and honest in order to find solutions for the child
to experience successful learning in class.
My mentors feedback strategy catered for a potentially difficult discussion, however due to
the positively built relationship sound relationship between parent-teacher, the feedback
remained positive and resolved.
Focus Area 5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its
application to support consistent and comparable judgments of
student learning.

Evidence 1 - Moderation with Mentor
In a meeting with mentor and mentors colleague from another year 4 class I was able to
observe the teachers discussing curriculum that applied to lessons, curriculum and school
policies and some moderation outcomes.
Other colleagues discussed and shared their views about moderation aspects of my lessons
(Brady and Kennedy 2012, p. 33).
During this meeting I observed that the two senior teachers ensured that they had the same
understanding for curriculum outcomes and learning goals. The teachers were able to agree
when and how to implement these goals and learning outcomes.



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Evidence 2 - Prefix
During Mentor meetings we discussed about a lesson on prefixes and to ensure that the class
members were to receive similar successful learning compared to other classes in order to
provide consistent support and comparable judgments of student learning (Kalantiz & Cope,
2012, p410).
We agreed on how the learning outcomes were to be achieved. For example to give a very
brief direct instruction to students on two or three prefixes such as im and dis and a base
word like possible resulting in the prefix impossible. [attach prefix im impossible
worksheet]
Focus Area 5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to
evaluate student learning and modify teaching practice.

Evidence 1 PAT R and PAT M School Based Data
The school utilises third party electronic diagnostic testing application called PATR
(Progressive Achievement Test-Reader) and PATM (Progressive Achievement Test-
MATH). This application is an online testing system used at the beginning and middle of the
year to obtain the strength and weakness of students learning where teachers modify their
lessons and any differentiation lessons accordingly. The same students resit the test to see is
improvements have been made.[www.acer.edu.au]
Evidence 2 - NAPLAN National Based Data
Nationally all students in years 3, 5 and 7 sit a NAPLAN test.





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Focus Area 5.5 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to
students and parents/carers and the purpose of keeping accurate and
reliable records of student achievement.

Evidence 1: Reporting Homework
Mentor retained a record of all students homework and class work. Each student had one
week to complete homework questions before marking. For example, students were to learn
their spelling words by writing it out three times and by creating sentences with the each
spelling word. Homework was recorded as completed or incomplete for each student.
Numerous reasons for keeping accurate and reliable records of student achievement are
evident however accountability of teachers assessment evidence suggests enhancing student
learning is the ultimate purpose (Brady & Kennedy, 2012, p100).

Evidence 2: Reporting on Class work
The teacher has a range of strategies for reporting to the student and parent(s) such as written
reports, interviews, portfolios and school-wide reporting (e.g. homework), to name a few
(Brady & Kennedy, 2012, p107-116). Further to receiving homework from students
regarding their spelling, students were then tested on their spelling as a class. Books were
then exchanged with peers for marking and results given to mentor teacher for record. I
observed my mentor diligently recording the data correctly in order for her to produce a
summative report for various stakeholders such as the parents and principal.