TRANSITION INTO THE PROFESSION

Graduate Teacher
Professional Learning Plan
Name:
Emily Henderson

Date:
Semester one 2016

AUSTRALIAN INSTITUTE FOR TEACHING AND SCHOOL LEADERSHIP (AITSL)

AUSTRALIAN PROFESSIONAL STANDARDS

FOR TEACHERS

The focus areas and descriptors identify the components of quality teaching
at the Graduate career stage. They constitute agreed characteristics of the
complex process of teaching. An effective teacher is able to integrate and apply
knowledge, practice and professional engagement as outlined in the descriptors to
create teaching environments in which learning is valued.
Professional Learning and Development can have a profound impact on student
learning.
Where am I going? How am I doing? Where to next? These are critical questions
to promote reflective teacher practice.
HIGHLY EFFECTIVE PROFESSIONAL LEARNING IS

focused on improving student outcomes

focused on and embedded in teacher practice

collaborative involving reflection and feedback

evidence-based and data informed to guide improvement and to

measure impact

ongoing fully integrated with the operation of the school

individual/collective responsibility at all levels of the school.

TEACHER KNOWLEDGE AND SKILLS

PEDAGOGICAL KNOWLEDGE
Understanding of how to create classroom environments that support
learning, including the use of ICT.
Knowledge of effective classroom management strategies.
Understanding of and beliefs about learners, how they learn and how learning
can be supported by teaching.
Knowledge of activities that develop meta-cognitive abilities and how they
can be integrated into the curriculum.
DISCIPLINE KNOWLEDGE
In-depth knowledge of subject area the facts, concepts, ideas and
procedures within a discipline and the relationships between them.
Understanding of the explanatory frameworks that affect the organisation of
content and the questions that guide further inquiry.
Ability to use and integrate the language specific to the discipline into
classroom activities.
PEDAGOGICAL CONTENT KNOWLEDGE
Knowledge of how students learn particular subject matter, including
common preconceptions and misconceptions.
Skill to effectively organise and present subject matter, including models,
examples, metaphors, simulations and demonstrations.
Knowledge of different approaches to and purposes of assessment.
Knowledge of available, high quality curriculum materials.
PERSONAL PROFESSIONAL LEARNING NEEDS
Personal Skills/Interests
Time management
Developing specific knowledge in
subject areas such as humanities,
science and the arts

Team Work Skills

Prioritising
Working with collaboratively with
others on a common goal
Knowing how to build on
colleagues suggestions and
feedback

Social and Emotional Competencies

Developing personal confidence
Persistence
Risk taking

Interpersonal and Communication Skills

Summarising skills
Understanding key points
Knowing how to be assertive
Knowing how to build on what
other colleagues are saying

KEY FOCUS AREAS AS IDENTIFIED IN SELF APPRAISAL

PROFESSIONAL
KNOWLEDGE

PROFESSIONAL
PRACTICE

PROFESSIONAL
ENGAGEMENT

GOALS /STRATEGIES to
improve Professional
Knowledge:

TARGETS/ DESIRED
OUTCOMES:

To gain a greater awareness

and skill on how to plan, and
implement learning programs
that meet the learning needs of
a diverse range of students.

Ability to implement a program

which actively engages all
students and enables all
students to achieve success.

GOALS/STRATEGIES to
improve Professional
Practice:

TARGETS/ DESIRED
OUTCOMES:

To develop and trial strategies

that can be used to evaluate
teaching programs to improve
student learning, using rich
assessment.

Implementation of effective
teaching programs that allow
for rich assessment to ensure
there is room for improvement
on students learning.

GOALS/Strategies to
improve Professional
Engagement:

TARGETS/ DESIRED
OUTCOMES:

To develop a deeper
understanding of the legislative
requirements that a teacher
must be responsible for.

Effective use and

implementation of legislative
requirements in the classroom
environment to ensure the
safety and responsibilities of all
are being upheld.

Graduate Teacher Professional

Learning Plan
Domain of Teaching: A:
PROFESSIONAL KNOWLEDGE
Standard 1: Know students and how they learn
GRADUATE AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

1.1 Physical, social and intellectual

development and characteristics of students
Demonstrate knowledge and understanding of physical,
social and intellectual characteristics of students and
how these may affect learning.

1.2 Understand how students learn

Demonstrate knowledge and understanding of research
into how students learn and the implications for
teaching.

1.3 Students with diverse linguistic,

cultural, religious and socioeconomic
backgrounds

Demonstrate knowledge of teaching strategies that are

responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.

Currently I have limited knowledge on strategies that would strengthen the

learning needs of students from diverse backgrounds, particularly cultural and
religious backgrounds.
Learning from colleagues in my professional learning team (PLT) and reflecting on
student data to plan and implement these strategies into lessons.

1.4 Strategies for teaching Aboriginal and

Torres Strait Islander students

Demonstrate broad knowledge and understanding of the

impact of culture, cultural identity and linguistic
background on the education of students from
Aboriginal and Torres Strait Islander backgrounds.

1.5 Differentiate teaching to meet the

specific learning needs of students across a
full range of abilities.

Demonstrate knowledge and understanding of

strategies for differentiating teaching to meet the
specific learning needs of students across the full range
of abilities.

1.6 Strategies to support full participation

of students with disability

Demonstrate broad knowledge and understanding of the

legislative requirements and teaching strategies that
support participation and learning of students with
disability.

Currently I am not clear on the legislative requirements that support participation

of students with disability.
I will undertake current research on the legislative requirements to ensure I am
supporting the participation of students with a disability in all lessons. On top of
this I will reflect with my professional learning team to ensure all learning needs
are catered for.

Standard 2. Know the content and how to teach it

GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

2.1 Content and teaching strategies of the

teaching area
Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.

2.2 Content selection and organisation

Organise content into an effective learning and teaching

sequence.

2.3 Curriculum assessment and reporting

Use curriculum assessment and reporting knowledge to

design learning sequence and lesson plans.

2.4 Understand and respect Aboriginal and

Torres Strait islander people to promote
reconciliation between Indigenous and nonIndigenous Australians

Demonstrate broad knowledge of, understanding of and

respect for Aboriginal and Torres Strait Islander histories,
culture and languages.

I have had limited experiences with both Aboriginal and Torres Strait islander
people. I have completed the theory at university to gain the knowledge however I
am yet to put that into practice.
Put it into practice at a school with indigenous Australians volunteer my time in
a classroom setting to effectively put theory into practice.

2.5 Literacy and numeracy strategies

Know and understand literacy and numeracy teaching

strategies and their application in teaching areas.

2.6 Information and Communication

Technology (ICT)

Implement teaching strategies for using ICT to expand

curriculum learning opportunities for students.

PROFESSIONAL KNOWLEDGE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT:

Working closely with in Professional Learning Teams/Community

Completing reflective practice regularly (job-embedded learning)

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING:

Using the inquiry cycle within the PLT

Using student data when preparing to plan for future lessons
Ensuring Im aware of current research in relation to how my students learn best
Using peer observation and evaluation from colleagues and senior teachers

Domain of Teaching: B:
PROFESSIONAL PRACTICE
Standard 3. Plan for and implement effective teaching and
learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges

for students of varying abilities and characteristic.

3.2 Plan, structure and sequence learning

programs
Plan lesson sequences using knowledge of student
learning, content and effective teaching strategies.

3.3 Use teaching strategies

Include a range of teaching strategies.

3.4 Select and use resources

Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.

3.6 Evaluate and improve teaching

programs

Currently I am not clear on the correct strategies to evaluate teaching programs to

effectively improve student learning.
PLT work: Learning from colleagues, reflection with supervising teacher and research
on my own behalf.

3.7 Engage parents/carers in the educative

process

I have seen parents involved within schools, however am unclear on how they would
be involved in the educative process other than helping with reading programs.
PLT/C work: Learning from colleagues through discussion and questioning in
professional learning teams/communities on their processes for parent involvement in
the educative process.

Demonstrate broad knowledge of strategies that can

be used to evaluate teaching programs to improve
student learning.

Describe a broad range of strategies for involving

parents/carers in the educative process.

Standard 4. Create and maintain supportive and safe

learning
AITSL PROFESSIONAL STANDARDS

PROFESSIONAL LEARNING STRATEGIES

4.1 Support student participation

Identify strategies to support inclusive student

participation and engagement in classroom activities.

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom

activities and provide clear directions.

Currently I am able to provide clear instructions to a whole class, however need to

find some strategies that provide multi-level classes (prep-year 2) with clear
instructions all at once without repetition throughout lessons.
Observe a leading teacher to gain knowledge on the strategies they use. Will also
attend off site professional development seminars with a community of teachers in a
similar classroom setting.

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to

manage challenging behaviour.

4.4 Maintain student safety

Describe strategies that support students wellbeing and

safety working within school and/or system, curriculum
and legislative requirements.

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues
and the strategies available to support the safe,
responsible and ethical use of ICT in learning and
teaching.

Standard 5. Assess, provide feedback and report on student

learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS
5.1 Assess student learning

Demonstrate understanding of assessment strategies,

including informal and formal, diagnostic, formative
and summative approaches to assess student learning.

PROFESSIONAL LEARNING STRATEGIES

At this time I have limited knowledge on the range of assessment strategies available
that can be used to evaluate student learning, and would like to widen this range.
PLT work: working closely with my professional learning team to share strategies and
reflect on the effectiveness of them with the inquiry cycle.

5.2 Provide Feedback to students on their

learning

Demonstrate and understanding of the purpose of

providing timely and appropriate feedback to students
about their learning.

5.3 Make consistent and comparable

judgements

Demonstrate understanding of assessment

moderation and its application to support consistent
and comparable judgements of student learning.

Currently I need to develop strategies on understanding and making consistent and

comparable judgements on student learning.
Professional discussions and reflections on strategies with professional learning teams
and supervising teacher to ensure all assessment are done with consistent judgements.

5.4 Interpret student data

Demonstrate the capacity to interpret student

assessment data to evaluate student learning and
modify teaching practice.

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.

PROFESSIONAL PRACTICE:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT:

Working closely with in Professional Learning Teams/Community

Attending off site professional development seminars on rich assessment

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING:

Using the inquiry cycle within the PLT

Using student data to effectively improve student learning
Ensuring Im aware of current research in relation to rich assessment
Reflection with colleagues on how to best use assessment to inform and improve
student learning

Domain of Teaching: C
PROFESSIONAL ENGAGEMENT
Standard 6. Engage in professional learning
GRADUATE
AITSL FOCUS AREA DESCRIPTORS
6.1 Identify and plan professional learning
needs
Demonstrate an understanding of the role of the
Australian Professional Standards for Teachers in
identifying professional learning needs.

PROFESSIONAL LEARNING STRATEGIES

I currently have a great understanding of the Australian Professional Standards for
teachers however must continue developing on these standards in my practice.
Continue working on my professional learning plan throughout the remainder of my
career through self reflection and evaluation.

6.2 Engage in professional learning and

improve practice

Understand the relevant and appropriate sources of

professional learning for teachers.

6.3 Engage with colleagues and improve

practice

Seek and apply constructive feedback from supervisors

and teachers to improve teaching practice.

6.4 Apply professional learning and improve

student learning
Demonstrate an understanding of the rationale for
continued professional learning and the implications for
improved student learning.

Standard 7.
Engage professionally with colleagues, parents/carers and the
community
GRADUATE
AITSL FOCUS AREA DESCRIPTORS

PROFESSIONAL LEARNING STRATEGIES

7.1 Meet professional ethics and

responsibilities

I need to make myself aware and clear of the codes of ethics and conduct for the
teaching profession.

Understand and apply the key principles described in

codes of ethics and conduct for the teaching profession.

Research undertaken on my own terms, with questions directed to my supervising

teacher when needed.

7.2 Comply with legislative, administrative

and organisational requirements

Currently I am aware of the basic legislative, administrative and organisational

policies and process however I need to extend this knowledge to ensure I am well
aware.

Understand the relevant legislative, administrative and

organisational policies and processes required for
teachers according to school stage.

Research undertaken on my own terms, with questions directed to my supervising

teacher when needed. Will also need to put the legislation into practice with in the
classroom/school setting.

7.3 Engage with the parents/carers

Understand strategies for working effectively,

sensitively and confidentially with parents/carers.

7.4 Engage with professional teaching

networks and broader communities

Understand the role of external professionals and

community representatives in broadening teachers
professional knowledge and practice.

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PROFESSIONAL ENGAGEMENT:
STRATEGIES PLANNED TO FACILITATE IMPROVEMENT in PROFESSIONAL
ENGAGEMENT:

Working closely with in Professional Learning Teams/Community with leading

teachers
Attending off site professional development seminars on legislations
Undertaking research online on my own accord

TARGETED PROFESSIONAL DEVELOPMENT AND/OR COACHING:

Questions directed to mentor/coach and professional learning team to reflect on

strategies
Ensuring Im up to date with current research in relation to legislations with action
research
Self reflection and evaluation on my own practice with the legislations

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