Rich Evidence Set: Instructional Strategies

Name: Jodie Wilde School: Cassia PS Yr. Level/Subject Area: Kindergarten

Situation: Briefly outline the circumstances surrounding the Action: describe the skills/knowledge/competencies Outcome: Describes the results of your action.- summarise
example of a situation that had a positive outcome or one in required to address the situation- outline the steps you took to the results of the action and/or the Professional Growth that
which professional growth occurred. complete the task. occurred.

Where, why and when did you do the task?
 Graduate teacher with no ECE experience teaching
Kindergarten
 Multicultural classroom: 30% indigenous/ESL
 Wide variety of abilities: no/little previous exposure
to print through to students who knew the majority of
letters and sounds
 Quickly realised concepts needed to be taught over an
extended period and in multiple ways to reinforce
learning
What did you do? How did you do it?
 Selected the teaching strategy of Input or Information
 A specific concept was taught over an extended
period in a variety of ways with multiple opportunities
to practice
 Input/information methods included: visual aids
(flashcards/posters), manipulatives, verbal aids
(stories/songs), movement activities, structured play
(role play/games) ICT and art/craft
 Progress was tracked continuously to ensure the
input/information strategy was appropriate and
achieving results.
What was the result of your action? How do you know? What
would you do differently next time?
 Student achievement increased as their engagement
increased
 Each student was able to select the input method
most meaningful to them to consolidate learning and
reinforce concepts
 This was an extremely useful experience
professionally and personally as it reinforced the
importance of teaching in way that is meaning for the
students

Supporting Evidence: e.g. Planning Documents- Short Mid & Long term /IEPs/IBMPs/ Data/ Work samples/ Emails/ Photographs/Certificates/Reports

Professional Knowledge Professional Practice Professional Engagement

Standard 1 Standard 2
Know students and how
they learn
 Physical, social and
intellectual development
and characteristics of
students
 Understand how students
learn
 Students with linguistic,
cultural, religious and
socioeconomic backgrounds
 Strategies for teaching
Aboriginal and Torres Strait
Islander students
 Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities.
 Strategies to support full
participation of students
with disability
Know content and how to
teach it
 Content and teaching
strategies of the teaching
area
 Content selection and
organisation
 Curriculum, assessment and
reporting
 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
 Literacy and numeracy
strategies
 Information and
Communication Technology
(ICT)
Standard 3
Plan for and implement
effective teaching and
learning
 Establish challenging learning
goals
 Plan, structure and sequence
learning programs
 Use teaching strategies
 Select and use resources
 Use effective classroom
communication
 Evaluate and improve
teaching programs
 Engage parents/carers in the
educative process
Standard 4
Create and maintain
supportive and safe learning
environments
 Support student participation
 Manage classroom activities
 Manage challenging
behaviour
 Maintain student safety
 Use ICT safely, responsibly
and ethically
Standard 5
Assess, provide feedback and
report on student learning
 Assess student learning
 Provide feedback to students
on their learning
 Make consistent and
comparable judgements
 Interpret student data
 Report on student
achievement
Standard 6
Engage in professional
learning
 Identify and plan professional
learning needs
 Engage in professional
learning and improve practice
 Engage with colleagues and
improve practice
 Apply professional learning
and improve student learning
Standard 7
Engage professionally with
colleagues, parents/carers
and the community
 Meet professional ethics and
responsibilities
 Comply with legislative,
administrative and
organisational requirements
 Engage with the
parents/carers
 Engage with professional
teaching networks and
broader communities