11/04/2019
Professional Portfolio Evidence Example
Name: Harriet Pugh E Number: e4063278 School: South Fremantle SHS
Situation: Action:
In 2017, I was teaching a Year 10 English class. There were When the class started, I establish a set of classroom rules and expectations
32 students and it was term 1. This was a SAER class with low
(4.2, 4.3, 4.4). Within the first week, it was clear this was not sufficient in
literacy, poor engagement and poor attendance. There were managing the classes behaviour. I began a behavioural tracking sheet and
two students who were consistently late, would swear at other
reward system to minimise behaviours, as well as keep a reliable record of
students, spit inside and threaten students, and myself. Both
incidents (7.1). I requested the Head of Learning Area to observe my class and
students were on an E grade since they had not completed provide feedback (6.3). She suggested a debrief between teachers and to
any assessments. There were ongoing complaints from contact their parents. I set up a meeting between their teachers and the director
teachers and these students were frequently suspended. Both of Student Services (6.3, 7.4). We produced a list of SAER and common issues
students achieved a Band 4 or lower in NAPLAN, for the testssuch as swearing, refusing teacher instructions and leaving the classroom
they had sat. The students refused to write in class. Both without permission. From this meeting I was able to share the strategies that had
students were of Aboriginal and Torres Strait Islander been working with the rest of the class, such as the visual tracking sheet and
background (1.4). Wrote observational notes and began a reward system (6.3). I contacted each student’s parents and had them come in
checklist of common issues. for a meeting where we agreed on expected behaviours and consequences
(7.3). The students then developed and agreed upon an individualised behaviour
contract (1.1, 1.4, 3.5). This contract took into consideration their developmental 7.3). At the end of the Semester, each student attempted the
needs and social characteristics. Since the students were able to develop the
contract, they had an established sense of ownership which empowered them in
following their rules (1.4). This sense of empowerment and not shaming was
crucial to the success of this process. I ended the meeting by identifying the
students’ interests in football, which I then kept up-to-date on to promote
common ground (4.1). I research a behaviour management course and asked
colleagues of effective professional learning (6.1, 7.4). After consultation I
requested my Head of Learning Area to complete the Classroom Management
Strategies PL, which was accepted (6.1). The PL highlighted the benefits of
‘Bump Theory’ and private dialogue which I saw to be two functional strategies to
incorporate into class (6.3, 6.4). I immediately modified my communication in the
classroom and developed a non-verbal cue for these students if they were not
complying with their contract (3.5).
Supporting Evidence: Observation Notes and Tracking Sheet, Teacher Meeting Notes, Teacher Feedback Communication, CMS Certificate, Whole Class Reward System Sheet, Student Contracts and Letters of
Commendation for Students.
1. Know students and how they learn 3. Plan for and implement effective teaching and learning
1.1 Physical, social and intellectual development and 3.1 Establish challenging learning goals
characteristics of students 3.2 Plan, structure and sequence learning programs
1.2 Understand how students learn 3.3 Use teaching strategies Include a range of teaching strategies
1.3 Students with diverse linguistic, cultural, religious and 3.4 Select and use resources
socioeconomic backgrounds 3.5 Use effective classroom communication
1.4 Strategies for teaching Aboriginal and Torres Strait 3.6 Evaluate and improve teaching programs
Islander students 3.7 Engage parents/carers in the educative process
1.5 Differentiate teaching to meet the specific learning 4. Create and maintain supportive and safe learning environments
needs of students across the full range of abilities 4.1 Support student
1.6 Strategies to support full participation of students with 4.2 Manage classroom activities
disability 4.3 Manage challenging behaviour
2. Know the content and how to teach it 4.4 Maintain student safety
2.1 Content and teaching strategies of the teaching area 4.5 Use ICT safely, responsibly and ethically
2.2 Content selection and organisation 5. Assess, provide feedback and report on student learning
2.3 Curriculum, assessment and reporting 5.1 Assess student learning
2.4 Understand and respect Aboriginal and Torres Strait 5.2 Provide feedback to students on their learning
Islander people to promote reconciliation between 5.3 Make consistent and comparable judgements
Indigenous and non-Indigenous Australians 5.4 Interpret student data
2.5 Literacy and numeracy strategies 5.5 Report on student achievement
2.6 Information and Communication Technology (ICT)
Yr Level/Subject Area: English Year 10
Outcome:
The students responded positively to their individualised
contracts. The parents were impressed with the level of
intervention and collaboration amongst teachers. In class, the
students began with 20 minutes of silent work and would
receive a reward. They followed basic instructions and would
make requests of me after class if I had not followed the plan,
such as “You didn’t remind us to start work” and “We didn’t
leave the class so we get free time tomorrow”. The students
stopped intimidating other students, took their hats off in class
and wrote on basic worksheets. On challenging days, we had
an arrangement that if their heads were on the desk I would not
ask them for anything (1.1, 1.4, 3.5, 4.1). I frequently informed
parents and teachers of strategies that were working and
praised their improvements via phone calls and letters (6.3,
end of unit exam with one student achieving a pass. One
student went on to be accepted to TAFE with a reference from
myself and the other is due to graduate in 2019. I met my
professional responsibilities by ensuring a safe learning
environment, and endeavouring to improve my practice for the
benefit of all students (7.1).
6. Engage in professional learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7. Engage professionally with colleagues, parents/carers and the
community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational
requirements
7.3 Engage with the parents/ carers
7.4 Engage with professional teaching networks and broader
communities