During my maintenance of accreditation period I have worked both collaboratively and individually to reflect upon NAPLAN data and other diagnostic tools to design and implement high-quality teaching and learning programs and activities that build on my students’ prior knowledge, strengths, interests and needs to ensure every student has the opportunity to succeed and meet the relevant learning outcomes.
In addition, I routinely access and contribute to existing Individual Learning Plans provided by the Learning Support Team to gain insight into my students’ physical, social and intellectual development. I then utilise this knowledge to plan learning activities that incorporate a range of teaching strategies that have improved student learning. These activities include KWL, think-pair-share, peer teaching, mnemonics and acronyms and Super Six comprehension strategies.
I have kept up to date with current research through professional reading, staff meetings and professional networks and have applied the recommendations to adapt and refine teaching practice. My recent PD on ‘Supporting Gifted and Talented Students’ has given me the confidence to develop and implement differentiated learning strategies to meet the needs of these students. Learning activities included compacting, tiering, high-level questioning, more open-ended tasks and independent projects that cater for all specific learning needs of my students, irrespective of ability. As a result student engagement has increased, while the work completion rates and student performance has improved.
I have also had the privilege of working with students from a range of cultural and religious backgrounds, including Aboriginal and Torres Strait Islander students. I always am respectful and inclusive in my teaching practice and have committed to increasing my knowledge of effective teaching strategies relative to my students’ needs and their local community and cultural setting. I have applied the Eight Ways of Learning strategies into my teaching and contributed to the Aboriginal Learning Plans. This has resulted in the development of a strong rapport with my students and this has improved their acquisition of knowledge and learning outcomes.
The teacher has explained how the specific learning needs of her students have been met through evaluation of data, working with colleagues with specialist skills, ongoing professional learning and implementation of differentiated strategies that supported the relevant learning needs of the students in her classes.
This explanation reflects on changes to teaching practices that improved student learning outcomes.This explanation clearly outlines how Standard 1 Descriptors have been maintained at Proficient level as it focuses on implementation of practice.
Standard Descriptor 1.6.2 could be more explicitly referred to.
A broad-based reference to the impact on student learning is stated but this could be further detailed.