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    A Short Guide To Referencing The Standards

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    Zhiyong Huang
    This document provides a guide for teachers to reference the evidence they provide against the Australian Professional Standards for Teachers. It lists each of the 37 descriptors across the 7 standards. For each descriptor, teachers should note the page number(s) in their evidence where they have demonstrated meeting that descriptor at the proficient level. This guide is intended to help teachers ensure they have addressed all required areas and have evidence to support their practice at an upcoming panel meeting to review their teaching against the standards.

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    A Short Guide To Referencing The Standards

    Uploaded by

    Zhiyong Huang
    302 views3 pages
    This document provides a guide for teachers to reference the evidence they provide against the Australian Professional Standards for Teachers. It lists each of the 37 descriptors across the 7 standards. For each descriptor, teachers should note the page number(s) in their evidence where they have demonstrated meeting that descriptor at the proficient level. This guide is intended to help teachers ensure they have addressed all required areas and have evidence to support their practice at an upcoming panel meeting to review their teaching against the standards.

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    A Short Guide to Referencing the Standards

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    A Short Guide to Referencing the Standards

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    This document provides a guide for teachers to reference the evidence they provide against the Australian Professional Standards for Teachers. It lists each of the 37 descriptors across the 7 standards. For each descriptor, teachers should note the page number(s) in their evidence where they have demonstrated meeting that descriptor at the proficient level. This guide is intended to help teachers ensure they have addressed all required areas and have evidence to support their practice at an upcoming panel meeting to review their teaching against the standards.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    302 views3 pages

    A Short Guide To Referencing The Standards

    Uploaded by

    Zhiyong Huang
    This document provides a guide for teachers to reference the evidence they provide against the Australian Professional Standards for Teachers. It lists each of the 37 descriptors across the 7 standards. For each descriptor, teachers should note the page number(s) in their evidence where they have demonstrated meeting that descriptor at the proficient level. This guide is intended to help teachers ensure they have addressed all required areas and have evidence to support their practice at an upcoming panel meeting to review their teaching against the standards.

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    A short guide to referencing the standards

    A workplace panel determines whether your evidence demonstrates your practice in relation to the APST and their
    descriptors.

    You should be able to demonstrate all 37 descriptors of the APST at the proficient level in your normal teaching practice. In
    some circumstances you may need to negotiate with leaders in your workplace to ensure there are opportunities to
    evidence all descriptors. Where there is a teaching context that means there are descriptors that cannot be evidenced at
    all, you must contact VIT to discuss your exceptional circumstances before you finalise your evidence.
    We suggest you reference where you have provided evidence against the standards using the guide below. This will ensure
    you have addressed all areas required and now have evidence to support you at the panel meeting. Please note: this can be
    used as a record for the recommendation meeting, but is not the recommendation report.

    STANDARD 1: KNOW LEARNERS AND HOW THEY LEARN


    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    1.1: Use teaching strategies based on knowledge of learners’ physical, social and
    intellectual development and characteristics to improve their learning.

    1.2: Structure teaching programs using research and collegial advice about learning.

    1.3: Design and implement teaching strategies responsive to learning strengths of


    learners from diverse linguistic, cultural, religious and socioeconomic backgrounds.

    1.4: Design and implement effective teaching strategies that are responsive to the
    local community and cultural setting, linguistic background and histories of
    Aboriginal and Torres Strait Islander learners.

    1.5: Develop teaching activities that incorporate differentiated strategies to meet the
    specific learning needs of learners across the full range of abilities.

    1.6: Design and implement teaching activities that support the learning and participation
    of learners with disability and address relevant policy and legislative requirements.

    STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT


    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    ■ 2.1: Apply knowledge of content and teaching strategies of the teaching area(s) to
    develop engaging teaching activities.

    ■ 2.2: Organise content into coherent, well-sequenced learning and teaching programs.

    ■ 2.3: Design and implement learning and teaching programs using knowledge of
    curriculum, assessment and reporting requirements.

    ■ 2.4: Provide opportunities for learners to develop understanding of, and respect for,
    Aboriginal and Torres Strait Islander histories, cultures and languages.

    ■ 2.5: Apply knowledge and understanding of effective teaching strategies to support


    learners’ literacy and numeracy achievement.

    ■ 2.6: Use effective teaching strategies to integrate ICT into learning and teaching
    programs to make selected content relevant and meaningful.

    Victorian Institute of Teaching 1


    STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    3.1: Set explicit, challenging and achievable learning goals for all learners.

    3.2: Plan and implement well-structured learning and teaching programs or lesson
    sequences that engage learners and promote learning.

    3.3: Select and use relevant teaching strategies to develop knowledge, skills, problem
    solving, and critical and creative thinking.

    3.4: Select and / or create and use a range of resources, including ICT, to engage
    learners in their learning.

    3.5: Use effective verbal and non-verbal communication strategies to support


    understanding, participation, engagement and achievement of learners.

    3.6: Evaluate personal teaching and learning programs using evidence, including
    feedback and assessment data from learners, to inform planning.

    3.7: Plan for appropriate and contextually relevant opportunities for parents / carers to
    be involved in their children’s learning.

    STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS


    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    4.1: Establish and implement inclusive and positive interactions to engage and support all
    learners in learning activities.

    4.2: Establish and maintain orderly and workable routines to create an environment
    where time is spent on learning tasks.

    4.3: Manage challenging behaviour by establishing and negotiating clear expectations


    with learners and address issues promptly, fairly and respectfully.

    4.4: Ensure the wellbeing and safety of learners within the learning environment by
    implementing curriculum and legislative requirements.

    4.5: Incorporate strategies to promote the safe, responsible and ethical use of ICT in
    learning and teaching.

    2 A short guide to referencing the standards


    STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON LEARNING
    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    5.1: Develop, select and use informal, formal, diagnostic, formative and summative
    assessment strategies to assess learning.

    5.2: Provide timely, effective and appropriate feedback to learners about their
    achievements relative to their learning goals.

    5.3: Understand and participate in assessment moderation activities to support


    consistent and comparable judgements of learning.

    5.4: Use assessment data from learners to analyse and evaluate understanding of
    content, identifying interventions and modifying teaching practice.

    5.5: Report clearly, accurately and respectfully to learners and parents / carers about
    achievement, making use of accurate and reliable records.

    STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING


    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    6.1: Use the Australian Professional Standards for Teachers and advice from colleagues
    to identify and plan for professional learning needs.

    6.2: Participate in learning to update knowledge and practice, targeted to professional


    needs and priorities of the education setting or system.

    6.3: Contribute to collegial discussions and apply constructive feedback from


    colleagues to improve knowledge and practice.

    6.4: Undertake professional learning programs designed to address identified needs of


    learners.

    STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS / CARERS AND THE COMMUNITY

    DESCRIPTORS EVIDENCED TEACHERS... REFERENCED ON PAGE NO.

    7.1: Meet codes of ethics and conduct established by regulatory authorities, systems
    and education settings.

    7.2: Understand implications of, and comply with, relevant legislative, administrative,
    organisational and professional requirements, policies and processes.

    7.3: Establish and maintain respectful collaborative relationships with parents / carers
    regarding their children’s learning and wellbeing.

    7.4: Participate in professional and community networks and forums to broaden


    knowledge and improve practice.

    Victorian Institute of Teaching 3

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