PROFESSIONAL LEARNING PLAN

Section 1: AITSL My goals for this aspect: Actions to develop my capability: Indicators of success: What will you/others
Graduate Standard (SMART goals – Specific, (Be specific about what actions you intend see if your goal is achieved?
Measurable, Accurate, Relevant, and to undertake and the support and
Time bound) professional learning you will require).
Short Term Goals (that can be achieved within this semester)
By the end of Semester Two: 5.1: 5.1:
Professional Practice - I will watch and take notes on the - Display examples of diagnostic, formative and
Standard 5: Assess, videos on the AITSL website based on summative assessment activities and ideas that
provide feedback 5.1: I will research, develop and assessment strategies. I have used within the classroom on ePortfolio
and report on implement a combination of - I will discuss with my mentor teacher and in teaching file.
student learning. diagnostic, formative and what methods and types of - Successful use of a wide range of assessment
summative assessment strategies assessments they have found strategies will be evident within my classroom
5.1 Demonstrate to monitor student learning, and to successful within their classrooms. teaching.
understanding of shape future lessons. - I will implement assessment tasks and - Positive feedback and written comments from
assessment use reflection strategies to determine if my mentor teacher/supervisor.
strategies, including tasks were successful or not. - Can provide evidence of using the
informal and formal, - I will use the Western Australian assessment data to plan future lessons.
diagnostic, formative Curriculum to develop appropriate
and summative learning goals and success criteria for
approaches to assess each learning experience.
student learning.

5.3:
- I will ask for a copy of the school’s
policy and procedures for moderation of 5.3:
5.3 Demonstrate assessments, to familiarise myself with - I will gather and provide copies of student
understanding of 5.3: I will investigate, develop and the protocols. work samples with appropriate feedback and
assessment use assessment plans, tasks, - I will ask my mentor teacher for marking rubrics attached, to display my
moderation and its success criteria, marking keys examples of their moderated work understanding for assessment moderation and
application to support and rubrics to make consistent samples, to use as a guide. the importance of consistent and comparable
consistent and and comparable judgements, as - I will collaborate with my mentor judgements.
comparable well as, following school systems teacher to create appropriate - I will ensure the assessment tasks are
judgements of student for accurate moderation of student assessment plans, tasks, marking moderated fairly and demonstrate the school’s
learning. progress. rubrics and success criteria. reporting policy and procedure.
- I will attend Staff Meetings/PD’s on
school moderation procedures and
policy.

5.4:
PROFESSIONAL LEARNING PLAN

5.4: I will collect evidence of - I will seek out different methods of

student learning, make collecting evidence of student learning
5.4 Demonstrate the observations and analyse work through Scootle, Pinterest and teacher 5.4:
capacity to interpret samples to use as an resource books. - I will collect evidence of assessing students
student assessment interpretation of students needs - I will find templates of rubrics and understanding and show written plans of the
data to evaluate for future teaching and learning checklists that can be adapted across direction in which future lessons have been
student learning and all learning areas. developed based on the previous lessons
experiences.
modify teaching - I will discuss with colleagues and my assessment findings.
practice. mentor teacher the forms of data - I will notice myself changing plans throughout
collection they use. lessons, to assist knowledge construction. (e.g.
-- I will use a clipboard in class, to take If a diagnostic assessment indicates that
detailed and dated anecdotal notes of
students aren’t ready to move on to the next
students learning needs and
stage of the lesson, I will review previous
accomplishments to use as a reference
to develop the next lesson. content.)
- I will use analysis methods to cross-
examine student work, finding common
errors and misunderstandings to help
develop student understandings.

5.5 Demonstrate 5.5: 5.5:

understanding of a - I will discuss individual student
5.5:
range of strategies for achievement with my mentor teacher - I will provide evidence of a highly organised
- I will investigate a range of
reporting to students and discuss how they best collect their and accurate record of students’ assessment
and parents/carers methods of collecting, organising, assessment information. levels. This will include details of the method of
and the purpose of storing and displaying information - I will discuss how my mentor teacher assessment (diagnostic, formative, summative),
keeping accurate and gathered through assessment delivers assessment data to what the assessment task indicated, which
reliable records of activities, consciously following parents/carers. direction the child is moving into, and how the
student achievement. school reporting policy and - I will attend parent-teacher school child will get there.
procedures. interviews to observe how my mentor
teacher delivers assessment - I will successfully discuss with parents their
reports/information to parents/carers. child’s learning processes/activities/outcomes,
with the guidance of my mentor teacher.
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Professional Practice 7.3:

Standard 7: Engage 7.3: I will seek advice and - I will approach experienced 7.3:
Professionally with approach more-experienced colleagues to discuss effective and - I will feel more relaxed around parents.
colleagues, colleagues to discuss effective positive tips and strategies for
parents/carers and and positive tips and strategies for communicating with parents/carers. - I will understand student-parent/carer
the community. communicating with parents and -I will observe how other teachers relationships and connections.
7.3 Understand building trust within the school communicate with parents/carers.
- I will be greeted by parents around the school,
strategies for working community. - I will ask for advice from colleagues
before and after class.
effectively, sensitively on building trust and getting involved
and confidentially with within the school and wider community.
parents/carers. - I will practice the SIB Model (BRITE
Modules) to hep have effective
conversations with parents/carers.

Section Long Term Goals (those that can are more likely to be achieved beyond this semester)
2: BrITE Resilience
Factors

R: R: R:
I will be able to develop strategies to - I will practice using the SIB Model - I will feel confident and relaxed talking to
effectively communicate with parents, (Show a desire for cooperation, Identify parents/carers about student assessments.
and approach parents/carers with the needs of the parent, Brainstorm - I will engage in good, productive conversations
R – Relationships concerns regarding their child and their options/resolutions) when talking with with parents/carers to create plans around their
Parents assessments. parents about assessment,
child’s assessment and learning.
- I will engage with three parents each
- I will feel respected and valued by
day.
parents/carers, and they will support me in their
child’s assessment and learning.
T: - I will feel capable to resolve issues around
T: - I will ensure I am prepared to implement student progress with parents/carers..
I will be able to identify the need to Plan B’s by developing a range of
T – Taking Initiative implement “Plan B” and “think on my activities and strategies for dealing with T:
feet,” to manage unexpected changes changes within the classroom in terms of - I will gather a collection of different
within daily plans, routines and assessment. strategies/activities that I can use as ‘Plan B’s.’
assessments. - I will practice remaining calm within all - I will feel show confidence and calmness when
situations, even when my assessments implementing assessments, evaluating,
moderating and reporting.
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plans need to change for the benefit of - I will feel less anxious when plans need to be
the students. altered or adjusted when assessment progress is
- I will be creative in my development of not where it needs to be and create plans to
problem-solving strategies to overcome benefit student learning.
issues around assessment.
E – Emotions E:

E: - I will use a notebook to document self-reflections

- I will practice the use of the ACT model. on the positive points from each day and around
E: (Awareness, Check Thoughts, Try types of assessment I’ve implemented.
I will learn to be patient with myself, Alternatives) when reflecting on
“not take things to personally,” and see challenged around assessment. - I will feel more confident and capable to tackle
assessment challenges as - I will use positive self-talk. new challenges as I gain experience, develop
professional issues that can be - I will engage in self-reflections at the new assessment plans and implement them
resolved. end of each day, to focus on positive within the class.
things that have happened through
assessment tasks – “what went well?”. - I can take thorough notes of PD’s that I attend
- I will go to PD’s on self-development and to discuss with other colleagues.
and assessment strategies