Evidence Set 1
This evidence set demonstrates my achievement in reaching the Australian Professional Standards for Teachers subsection: Professional Knowledge.
Professional Knowledge is made up of 2 standards:
Standard 1: Know Students and how they learn
Standard 2: Know the content and how to teach it
Context
​
Positive relationships have many benefits within the classroom and are a predictor of student success (Elias & Arnold, 2006; Noble & McGrath, 2008; Rogers, 1983). These factors, along with my psychology background, mean that I approach every classroom with the goal of connecting with students. I aim to bond with students as quickly as possible and get to know them not only as a student, but a person. I want to know what their strengths and interests are inside the classroom, as well as what their hobbies and interests outside of it. I believe it too is important that the students know who I am as a person, including what some of my interests and hobbies are. Furthermore, I wish for students to gain positive relationships with each other to garner a positive learning environment. A positive learning environment, as Duchesne et al. (2022) highlights, further student engagement and motivation in the classroom. Building these positive relationships with all my students will ensure I know the students and how they learn, which will result in more effective strategies in teaching the content.
Action
​
I want to build positive relationships that is clearly beneficial as soon as possible. I want the get to know the students as soon as possible and successfully build these positive relationships with students, so I ask for any background information I can gather including Individualised Education Plans, learning interests, or additional needs any students have. (Figure 1). Once I have background information, I aim to build positive relationships with the students themselves through getting to know them (Figure 2). Additionally, I tend to introduce myself early on to the students and present myself as a person, as well as a teacher (Figure 3). This can break down the power imbalance, make students feel calm in my presence, and give students a chance to bond with me over similar interests or hobbies. These outcomes cultivate a positive learning environment where I know students are prepared to learn.
When the learning environment is positive, I actively gather further information on how the class operates as a whole and the potential strengths in the classroom (Figure 4). I meticulously plan lessons and sequences that are tailored towards the class and are differentiated in order to ensure students are actively learning at their readiness level (Figure 5). I understand that all students are unique and learn in their own individual ways and have strategies that support different learning styles (Figure 6; Figure 7; Figure 8).
Figure 1 (Above): Excerpt from compiled comments from my mentor teacher commenting on my preparedness to getting to know the class, the students and their routines. Focus Areas: 1.1; 1.2; 1.3; 1.6.
Figure 2 (Above): Excerpt from compiled comments from my mentor teacher highlighting my ability to foster positive relationships with each child. This creates a positive, supportive learning environment for all. Focus Areas: 1.1; 1.2; 1.3; 1.6.
Figure 3 (Above): Photo of me introducing myself through a PowerPoint with information and photos. Students will view me as a person first and foremost, which can aide in building positive connections with them. Focus Areas: 1.1; 1.2.
Figure 4 (Above): Diary entry after the first few days with a new class. I acknowledge the social element in the class and start to formulate how I could create positive learning opportunities for the students. Focus Areas: 1.2; 2.1.
Figure 5 (Above): Example of a lesson plan designed towards the end of a lesson sequence. The exploration task during the lesson was differentiated to ensure optimal learning, motivation, and engagement during the lesson. Focus Areas: 1.2; 1.3; 1.5; 1.6; 2.1; 2.2.
Figure 6 (Right): Photo of a student using counters in mathematics, which enables them to visualise the problem and make it easier to understand. Focus Areas: 1.2; 1.5; 1.6; 2.1; 2.2; 2.5.
Figure 7 (Above): Excerpt from compiled comments from my liaison where they highlight my appropriate use of technology as a teaching tool. Focus Areas: 1.2; 2.1; 2.6.
Figure 8 (Right): Photo of a student interacting with a ‘Smart’ board to engage in mathematics content. Focus Areas: 1.2; 2.1; 2.2; 2.5; 2.6.
Results
​
It is evident that I prioritise building positive relationships with all the students within the classroom I am placed. The positive relationships that I build mean I bond with the students on a deeper level (Figure 9), which leads to improved student learning outcomes and high achievers in my classroom (Figure 10).
When I am in a classroom, I ensure a positive learning environment that encourages students of all abilities to learn at their own readiness level. I ensure that tasks are differentiated so students can develop at their appropriate readiness levels and achieve in their own learning (Figure 11; Figure 12). Although I am deliberate in my lesson sequences, I am flexible and confident in my ability to address necessary learning areas where required (Figure 13), which again, leads to positive student learning outcomes (Figure 11).
I endeavour to provide different learning strategies for my students that are appropriate for learning outcomes. The use of technology in my classroom develops understanding and digital literacy skills in students (Figure 14); use of small group work (Figure 15); and hand-on activities (Figure 16) are all different teaching strategies that I have used effectively to deepen and broaden skills, knowledge, and understanding (Figure 17).
Figure 9 (Left): Photo of a student dressing up in a blazer, chino pants and sneakers because he wanted to look like me. Focus Areas: 1.1 1.2.
Figure 10 (Below): Excerpt from compiled comments from my mentor teacher discussing how the positive relationships I built with students excelled their learning. Focus Areas: 1.1; 1.2; 1.3; 1.5; 1.6.
Figure 11 (Left): Results of a unit of work I taught where no one failed the final project. This class of 28 students had 16 students with learning differences/considerations. Focus Areas: 1.1 1.2; 1.3; 1.5; 1.6; 2.3.
Figure 12 (Above): Excerpt from compiled comments from my mentor highlighting my ability to cater to a range of students’ abilities. Focus Areas: 1.1; 1.2; 1.3; 1.5; 1.6; 2.1.
Figure 13 (Above): Work sample of students work two lessons apart. After the first lesson (sample on the left), I changed my plan for the following lesson to readdress the learning area as I was not content with the student output. After the second lesson (sample on the right), student output was more appropriate and at standard. Focus Areas: 2.2; 2.3.
Figure 14 (Above): Teaching a lesson using PowerPoint that has interactive slides, built in YouTube videos and educational games familiarises students with the possibilities of technology Focus Areas: 1.2; 2.1; 2.6.
Figure 15 (Above): Photo of my working with a small group of students during a literacy lesson, taking general notes that can be used for formal assessment. Focus Areas: 1.1; 1.2; 2.1; 2.3; 2.5.
Figure 16 (Right): A lesson where students were learning about the sun and shadows. It was a cloudy day so instead of observing shadows outside, I created a hands-on, collaborative activity where students could explore the relationship between lights, objects, and shadows. Focus Areas: 1.1; 1.2; 1.6; 2.1.
Figure 17 (Above): Excerpt from compiled comments from my mentor highlighting the inclusiveness I adapt in my teaching, along with the ability to deliver different learning opportunities and strategies for students. Focus Areas: 1.1; 1.2; 1.3; 1.5; 1.6;2.1.
Evaluation
​
My goal is to always foster positive relationships with the students that are in my classroom. My caring, responsive, and positive attitude towards teaching and students highlight both my priority and my ability to foster such relationships (Figure 1; Figure 8; Figure 9). This means that students happy and secure in my classroom and the positive relationships I cultivate with students provide a positive learning environment.
​
​
The enriched learning environment that is a result of my teaching style, allows every student to flourish in the learning (Figure 10; Figure 11). I am extremely structured (Figure 4), yet diligent in my teaching, as I provide a range of learning opportunities where necessary (Figure 5; Figure 6; Figure 7; Figure 13; Figure 14; Figure 15; Figure 16). I can track my students learning and provide them with what they need to achieve their learning goals (Figure 10; Figure 11; Figure 12).
​
​
As aforementioned in my philosophy statement, I am a lifelong learner and value the ability to reflect and improve on my own teaching practice. I have had the chance to create and teach some lessons that incorporate Aboriginal and Torres Strait Islander histories, cultures, and traditions (Figure 18). I do believe, however, that I could incorporate these learning opportunities more consistently in my teaching and aim to do so. Furthermore, I have not had any chance to teach any Aboriginal and Torres Strait Islander students. I am, however, in the process of completing a course called ‘Critical Indigenous Pedagogical Approaches’ (Figure 19) where I am learning culturally appropriate pedagogies I can use when I do have any Aboriginal and Torres Strait Islander students in my classroom. Burnham (2021) suggests the importance of allowing students to explore themselves and proudly express their own identity. Dei (2008) highlights the value in creating a community-driven classroom. These are both pedagogical approaches I value, as they typically align with creating positive relationships and learning environments.
Figure 18 (Above): A Humanities lesson plan that I created where students learn about Australia and its relationships around the world. There are a few lessons in the unit (especially this one) which focus on Aboriginal and Torres Strait Islander histories, cultures, and traditions. Focus Areas: 2.1; 2.2; 2.4.
Figure 19 (Above): Screenshot of me enrolled in a course called ‘Critical Indigenous Pedagogical Approaches’ where I am learning appropriate ways to teach Aboriginal and Torres Strait Islander students. Focus Areas: 1.2; 1.3; 1.4.
Standards
​
Know Students and How They Learn
​
1.1 - Physical, social, and intellectual development and characteristics of students
When I have been present in the classroom where I am going to be teaching, I take time to ask teachers/staff about the students. Figure 1 highlights my willingness to seek out information about students about their physical, social, and intellectual development. Additionally, through getting to know my students and building positive relationships with them, I was able to gain this type of information myself, as can be seen in Figure 2, Figure 9, Figure 10, Figure 11, and Figure 12.
​
1.2 - Understand how students learn
Building those positive relationships with students meant I was able to get to know them inside the classroom and understand how they learn. Figure 2 and Figure 3 showcase me building strong relationships with students shortly after I enter the classroom. Figure 4, Figure 5, and Figure 13 show how I can plan lessons for students based on how they learn and each students learning differences. Figure 6, Figure 7, Figure 8, Figure 10, Figure 12, Figure 14, Figure 15, Figure 16, and Figure 17 demonstrate my ability to use different teaching strategies for optimal student learning outcomes. Figure 11 shows the results I can garner when I do this efficiently.
1.3 - Students with diverse, linguistic, cultural, religious, and socio-economic backgrounds
I have implemented teaching strategies that are responsive to students regardless of their linguistic, cultural, religious, and socio-economic backgrounds. Figure 1, Figure 2 Figure 5, Figure 6, Figure 10, Figure 12, and Figure 17 show my ability to cater to these diversities. Figure 11 represents my ableness to teach a unit of work to a diverse class. Additionally, Figure 19 showcases my willingness to improve my awareness and broaden my teaching strategies related to these diversities.
​
1.4 - Strategies for teaching Aboriginal and Torres Strait Islander Students
I have enrolled in a course called ‘Critical Indigenous Pedagogical Approaches’, as Figure 19 shows, that is teaching me appropriate strategies to incorporate when teaching Aboriginal and Torres Strait Islander students.
1.5 - Differentiate teaching to meet the specific learning needs of students across the range of abilities
I have been able to consistently showcase my ability to differentiate learning tasks according to a range of abilities in the classroom. Figure 5 is one example of my built-in differentiation in my lesson plans. Figure 6 shows different learning strategies I incorporate in my lessons for students who need additional help. Figure10, Figure 12, and Figure 17 support the inclusiveness built into my teaching to successfully teach different learning needs. Figure 11 is an example of my success in teaching a wide range of abilities.
1.6 - Strategies to support full participation of students with disability
I value a positive learning environment for all my students and along with that comes the ability to promote full participation of students with disabilities. Figure 6 shows my willingness to differentiate work for full participation of students. Figure 1, Figure 2, Figure 10, Figure 12, and Figure 17 highlight my passion for inclusiveness. Figure 11 shows the results students with disabilities can achieve in my classroom.
Know the Content and How to Teach it
​
2.1 - Content and teaching strategies of the teaching area
It is crucial for a teacher to understand the content and strategies to teach it. Figure 4, Figure 5, Figure 7, Figure 12, Figure 17 and Figure 18 showcase my ability to plan the content and the teaching strategies I plan to use within those lessons. Figure 6, Figure 8, Figure 14, Figure 15, and Figure 16 capture the teaching strategies I use in different learning areas for different learning outcomes.
2.2 - Content selection and organisation
Content selection and organisation is important to grasp and perfect, as doing so can propel student learning. Figure 5 and Figure 18 are lesson plans to prove my ability to seek appropriate content and organise it for teaching purposes. Figure 13 showcases my ability to actively select content and reorganize my lessons to optimize student learning.
2.3 - Curriculum, assessment, and reporting
Using curriculum, assessment and reporting to inform lessons sequences and plans are crucial for learning. Figure 13 and Figure 15 highlight my use of formative assessment to plan the next lesson, where I had to be flexible with my planning and teach what I thought was important for the students. Figure 11 showcases the results that happen when paying attention to what students need to progress their learning.
2.4 - Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Understanding the history, culture and traditions of Aboriginal and Torres Strait Islander people is of the upmost importance while teaching in Australian schools. Figure 18 shows my ability to recognize and plan student learning about these people to promote reconciliation between Indigenous and non-Indigenous people.
2.5 - Literacy and numeracy strategies
Providing different literacy and numeracy strategies for students can be the difference in their competency. Figure 6 and Figure 8 show some different numeracy strategies that I utilize in my teaching which can progress student learning. Figure 15 shows me recording student output on reading, which I can use later to inform literacy strategies I want to incorporate.
2.6 - Information and Communication Technology (ICT)
Utilising Information and Communication Technology can be advantageous for a teacher to utilise in the digital age. Figure 8 and Figure 14 showcase examples of me using technology in the classroom, which furthers student digital literacy. Figure 7 supports this evidence in my confident use in technology as a learning tool.