Self-Reflection Tool
What does it look like to improve your classroom practice?
Watch a video of your practice and self-reflect on your areas of strength and growth
Classroom Practice - Proficient
Explains lesson structure & timeframes
Outlined structure for Year 2’s and 3’s.
Materials and resources for lesson are ready
Elicit prior knowledge & clarify current
understanding student comment ‘real’
shapes, clarified to mean regular. Used
non examples.
Establish learning goals*Goal set*
Establish assessment criteria
Supports students to develop Literacy and
Numeracy skills
Models English language conventions
& uses the language of the learning area
Vertex – vertices. Use and reinforce vocab
Uses a variety of questioning strategies
Why is it not? Closed questions, leading
questions.
Models the language of thinking
Allows students opportunities to self-assess and
reflect on their own work
Uses a variety of behaviour management
strategies Movement breaks, checking in,
Dojo points, non-verbal, proximity, moved
students, clear instructions, verbal
reminders
Communication is direct, repeated, specific and
positive Repeat points from animation, draw
shapes for clarification, clarify terms
Model respectful interactions with students, using
verbal and non-verbal. Express interest in
students’ thoughts and opinions
Attention, non-verbal, opportunities to talk
Discusses connections between student goals,
activities and assessment requirements*
Learning expectations are clearly articulated
Explains what high quality work looks like,
outlines success criteria. Link with assessment
strategies. Provide assessment rubrics*
Adapt learning task to student readiness
Yr 3 small group work modified
Presents information through a range of
modalities and uses a range of relevant
resources sml grp, animations, visuals,
Adjusts pacing through the lesson to enable all
students to understand content and participate
in the lesson sml group slower pace
To reinforce and consolidate skills - provides
students with a variety of opportunities to
practice mat questions then bookwork and
iPads - Prodigy
Designs Individual and/or group activities to suit
lesson purpose Graffiti to establish prior
knowledge and show learning progress
Support students to set individual or group goals
for behaviour and participation and monitors
these
Monitor students who need extra assistance or
extension sml grp, EA
Demonstrates different ways of expressing
numeric and academic language specific to the
learning area to ensure understanding by
students of all levels and abilities
Support students to think critically and
encourage students to articulate what they hear
Asks clarifying questions so that student talk
predominates teacher talk
Teach and model respectful interaction
(listening, sharing and communication skills)
 Self-Reflection Tool

Models and maintains safety protocols in the Monitor and maintains responsible use of ICT
learning environment discussed patience,
This material was adapted from the Professional Practice Continuum developed by the Australian Institute for Teaching and
School Leadership (AITSL). AITSL was formed to promote excellence in teaching and school leadership, with funding provided
by the Australian Government.