Professional Practice
Standard 3. Plan for and implement effective teaching and learning
3.1
Establish challenging learning goals |
Graduate
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
Proficient
Set explicit, challenging and achievable learning goals for all students. |
Highly Accomplished
Develop a culture of high expectations for all students by modelling and setting challenging learning goals. |
Lead
Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. |
3.2
Plan, structure and sequence learning programs |
Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
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Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
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3.3
Use teaching strategies |
Include a range of teaching strategies.
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Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking.
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Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
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3.4
Select and use resources |
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
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Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning.
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Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
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3.5
Use effective classroom communication |
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
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Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.
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Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement.
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Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
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3.6
Evaluate and improve teaching programs |
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
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Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
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Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
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3.7
Engage parents/ carers in the educative process |
Describe a broad range of strategies for involving parents/carers in the educative process.
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Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
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Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
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