Short Term Goals

Section 1: AITSL

My goals for this

Actions to develop my capability:

Graduate Standard
Professional Practice

aspect:
By the end of

Standard 2: Know the

Semester 2 I will

numeracy units to research and

content and how to teach

know and

identify some strategies I may wish

it.

understand at least
2.5 Know and

10 teaching

understand

strategies for

literacy and

literacy and

numeracy

numeracy (5 for

teaching

each) that I can

strategies and

apply in the

their application

classroom.

in teaching areas

to apply.
Email previous tutors, asking for

Use of a range of literacy and

numeracy strategies while on

third year practicum.

Improved literacy and
numeracy results for students,

their advice on the best strategies to

due to the strategies catering for

use and how to apply them

the learning needs of the

effectively in the classroom.

Discuss with mentor teacher what

students.
Positive and constructive

feedback from mentor teachers

observe how they implement them

-

in the classroom.
Attend professional development

sessions.
Practice adapting strategies to meet

and supervisors.
Positive self-reflection and
evaluation of the use of a range
of literacy and numeracy
strategies.

the individual learning needs of

Australia, 2014).
By the end of my

Standard 3: Plan for

third year practicum

non-verbal communication

and implement effective

experience I will be

strategies of teachers at practicum

able to effectively

students.
Observe and identify the verbal and

Professional Practice

teaching and learning.

strategies they are using and

(Education
Services

Use resources from literacy and

Indicators of success:

school.

Use of a range of verbal and

non-verbal communication

strategies in the classroom.

Increased student engagement

3.5 Demonstrate

use a range of

a range of verbal

verbal and non-

Discuss with mentor teacher

different ways of communicating

and non-verbal

verbal

with students verbally and non-

communication

communication

verbally and the strategies that

strategies to

strategies to

would be best to practice and apply

support student

motivate, engage

in the classroom to suit the needs of

engagement

and support students

-

the students.
Attend professional development

sessions.
Practice and apply a range verbal

(Education
Services

in learning
experiences.

due to communication

Australia, 2014).

strategies.
Positive and constructive
feedback from mentor teachers

and supervisors.
Positive self-reflection and
evaluation of the use of verbal
and non-verbal communication
strategies.

and non-verbal communication

strategies while on practicum,

Professional Practice

By the end of my

Standard 5: Assess,

third year practicum

adapting them as needed.

Ask mentor teacher to model their

experience I will be

assessment to analyse how students

report on student

able to use the data

learning.

from student

are progressing.
Evaluate how students are

the capacity to

progressing, then compare analysis

assessment to make

with that of other teachers with the

an evaluation about

interpret student

how students are

assessment data

progressing. I will

to evaluate

also use this

Accurate evaluation of students

progress.
Continued modification of

evaluation practices of student

provide feedback and

5.4 Demonstrate

same data.
Attended professional development

sessions.
Discuss with mentor teacher how

teaching practices as a result of

-

evaluation of students progress.

Positive and constructive
feedback from mentor teachers
and supervisors about accurate
evaluation of student learning
and modification of teaching
practices.

student learning

information to

and modify

modify my own

teaching practice
(Education

teaching practices

they would use the evaluation to

-

modify teaching practices.

Practice modifying teaching

accordingly.

evaluation of student learning

and modification of teaching

progress.
My goals for this

Resilience Factors
Wellbeing:

aspect:
By the end of

Work-Life Balance

Semester 2 I will

(Mansfield et al., n.d.)

have developed the

ability to balance
my pre-service

Develop strong time management

Indicators of success:
-

skills through the use of goal

Positive feedback from family

and friends about how I am

setting and prioritising tasks.

Play a social sport at least once a

managing my time.
Continuously attending and

week (netball).
Spend time with friends at least

participating in social sports.

Read at least one fiction novel

once a week.
Read a fiction novel half an hour

during the week.

Positive self-reflection and

teacher studies with

life outside of

practices.

Actions to develop my capability:

-

Positive self-reflection and

evaluation about accurate

practices based on students

Services
Australia, 2014).
Section 2: BrITE

university and part-

before bed to wind-down from the

evaluation of balance between

Emotions:

time work.
By the end of my

day.
Practice the RADAR tool for

work and life.

Recognition of pessimistic

Developing Optimism

third year practicum

developing optimism. Start with the

(Mansfield et al., n.d.)

experience I will

first aspect, Recognise. Once that

have developed the

has been achieved moved onto the

ability recognise

next until all are mastered.

Recognize what youre thinking

when I am thinking

about (metacognition).

thoughts and alteration of them

-

for a more optimistic outlook.

Positive self-reflection and
evaluation of changes in

thinking.
Positive feedback from family,

pessimistically, and

Assess the accuracy (everything we

friends and colleagues about

alter those thoughts

tell ourselves is not true).

outlook towards setbacks and

to a more optimistic

Dispute the negative (That was a

negative experiences.

outlook.

long time agoThat doesnt

always happen).
Add the alternatives (What else
could be true?).
Rehearse
(Practice in your mind so youre
ready to beat the negative thoughts)
(Conyers & Wilson, 2002)

Long Term Goals

Section 1: AITSL

My goals for this

Actions to develop my capability:

Indicators of success:

Graduate Standard
Professional Practice

aspect:
By the end of my

Standard 3: Plan for and

teaching degree I

that mentor teachers use to involve

allow for parent/career

implement effective

will have developed

parents/careers in the educative

involvement in the educative

teaching and learning.

at least 5 strategies

3.7 Describe a

to involve

broad range of

parents/careers in

strategies for

the educative

involving

process.

Observe and identify the strategies

process.
Discuss with mentor teachers what

Use of a range of strategies that

process.
Greater parent/career

strategies they are using and how

involvement in the classroom to

they implement them effectively.

Attend professional development

aide with student learning and

engagement.

parents/carers in
-

the educative

sessions.
Practice and apply a range of

feedback from mentor teachers

strategies to involve parents/careers

process

in the educative process while on

(Education

practicum.

Services

and supervisors.
Positive self-reflection and
evaluation of strategies that
involve parents/carers in the

Australia, 2014).
Professional Practice

By the end of my

Standard 5: Assess,

teaching degree I

provide feedback and

Positive and constructive

accurately moderate

learning.

student assessment.

5.3 Demonstrate

I will be able to use

understanding of

the information

assessment

from accurately

moderation and

moderated student

its application to

assessment to make

educative process.
Accurate moderation of student

learning.
Consistent and comparable

teachers accurately moderate

will be able to

report on student

Observe and identify how mentor

student assessment.
Observe and identify how mentor
teachers make consistent and

learning that is then use for

comparable judgements about

modification of teaching to suit

student learning.
Practice moderating student

the learning needs of students.

Positive and constructive

assessment and applying the

feedback from mentor teachers

moderation to make consistent and

and supervisors.
Positive self-reflection and

comparable judgments of student

support consistent consistent and

judgements about student

learning.
Moderate student assessment, and

evaluation of the ability to

and comparable

comparable

judgements of

judgements about

then compare moderation of the

assessment and use this

student learning

student learning.

same assessment with that of other

information to make consistent

teachers.
Attend professional development

and comparable judgments

(Education
Services

accurately moderate student

about student learning.

Australia).
-

sessions.
Make judgements about student
learning, and discuss judgements
with mentor teachers to evaluate

Professional Practice

By the end of my

Standard 7: Engage

teaching degree I

involvement of external

evaluation of understanding of

professionally with

will have a

professionals and community

the role of external

colleagues, parents/carers knowledge and

representatives can aide in

professionals and community

and the community.

broadening a teachers professional

7.4 Understand

consistency.
Discuss with tutors how the

understanding of
how external

the role of

professionals and

external

community

professionals and

representatives

community

broaden teachers

representatives in

professional

broadening

knowledge and

teachers

practice.

knowledge.
Observe and identify how external

Positive self-reflection and

representatives.
Enlist the aid of external
professionals and community

professionals and community

representatives to broaden

representatives impact the school,

professional knowledge and

the teachers and the students while

-

on practicum.
Attend professional development

sessions.
Discuss with external professionals

professional

and community representatives

knowledge and

about how they broaden teachers

practice

professional knowledge and

(Education

practice, thus providing an

Services

opportunity to network.

practice.
Use external professionals and
community representatives to
aid student learning and
development.

Australia, 2014).
Section 2: BrITE

My goals for this

Actions to develop my capability:

Indicators of success:

Resilience Factors
Relationships:

aspect:
By the end of my

Maintaining Support

first year of

friends and family at least once a

friends and peers about

Networks (Mansfield et

teaching I will have

maintaining contact even when

al., n.d.)

developed habits

week.
Continue to play social sport at

least once a week (netball).

Check in with family and friends

that enable me to

maintain my

work life.

and social media.

Continue to keep in contact with

Positive feedback from family,

busy with teaching

-

through phone calls, text messages

support networks
even with a busy

Make sure I create time to see

responsibilities.
Continuous participation in
social sports and events with

peers and tutors from university as

family and friends.

Positive self-reflection and
evaluation of the support

they can provide support and

networks around me.

knowledge throughout my teaching

By the end of my

Going Professional

first year of

organisations, paying attention to

professional development

Learning (Mansfield et

teaching I will have

when they host valuable

sessions throughout my last

al., n.d.)

attended at least 10

professional development sessions.

Focus on going to professional

year of university and my first

professional

career.
Join professional networks and

Taking Initiative: On-

development sessions that not only

development
sessions that allows
my teaching

Attendance of at least 10

year of teaching.
Positive self-reflection and

meet my learning needs buts also

evaluation of attendance to

focus on my strengths as a teacher.

Discussion with teaching

professional development
sessions that meet my learning

practices to thrive

colleagues about what professional

and therefore

development sessions are valuable,

improve the

focusing on my learning needs and

outcomes of my

strengths. This includes drawing

students.

upon their professional opinion

needs and strengths.

about my strengths and areas of

development as a teacher.

AITSL Graduate Standards

(Low)

10
(High)

Standard one title:

Know students and how they learn
1.1 Demonstrate knowledge and understanding of physical,
social and intellectual development and characteristics of
students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research
into how students learn and the implications for teaching.
1.3 Demonstrate knowledge of teaching strategies that are
responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.4 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 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 Demonstrate broad knowledge and understanding of

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

Standard two title:

Know the content and how to teach it
2.1 Demonstrate knowledge and understanding of the
concepts, substance and structure of the content and
teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching
sequence.
2.3 Use curriculum, assessment and reporting knowledge to
design learning sequences and lesson plans.
2.4 Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories,
cultures and languages.
2.5 Know and understand literacy and numeracy teaching
strategies and their application in teaching areas.
2.6 Implement teaching strategies for using ICT to expand
curriculum learning opportunities for students.

Standard three title:

Plan for and implement effective teaching and
learning
3.1 Set learning goals that provide achievable challenges for
students of varying abilities and characteristics.
3.2 Plan lesson sequences using knowledge of student
learning, content and effective teaching strategies.
3.3 Include a range of teaching strategies.
3.4 Demonstrate knowledge of a range of resources,

including ICT, that engage students in their learning.

3.5 Demonstrate a range of verbal and non-verbal
communication strategies to support student
engagement.
3.6 Demonstrate broad knowledge of strategies that can be
used to evaluate teaching programs to improve student
learning.
3.7 Describe a broad range of strategies for involving
parents/carers in the educative process.

Standard four title:

Create and maintain supportive and safe learning
environments
4.1 Identify strategies to support inclusive student
participation and engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom
activities and provide clear directions.
4.3 Demonstrate knowledge of practical approaches to
manage challenging behaviour.
4.4 Describe strategies that support students well-being and
safety working within school and/or system, curriculum
and legislative requirements.
4.5 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 five title:

Assess, provide feedback and report on student
learning
5.1 Demonstrate understanding of assessment strategies,
including informal and formal, diagnostic, formative and
summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of

providing timely and appropriate feedback to students

about their learning.
5.3 Demonstrate understanding of assessment moderation
and its application to support consistent and comparable
judgements of student learning.
5.4 Demonstrate the capacity to interpret student
assessment data to evaluate student learning and modify
teaching practice.
5.5 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.

Standard six title:

Engage in professional learning
6.1 Demonstrate an understanding of the role of the
National Professional Standards for Teachers in
identifying professional learning needs.
6.2 Understand the relevant and appropriate sources of
professional learning for teachers.
6.3 Seek and apply constructive feedback from supervisors
and teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale for
continued professional learning and the implications for
improved student learning.

Standard seven title:

Engage professionally with colleagues,
parents/carers and the community
7.1 Understand and apply the key principles described in
codes of ethics and conduct for the teaching profession.
7.2 Understand the relevant legislative, administrative and
organisational policies and processes required for

teachers according to school stage.

7.3 Understand strategies for working effectively, sensitively
and confidentially with parents/carers.
7.4 Understand the role of external professionals and
community representatives in broadening teachers
professional knowledge and practice.