A collection of annotated samples aligned to the Australian Institute for Teaching and School Leadership’s Proficient Standards
Standard 1- Know the students and how they learn
1.1- Physical, social and intellectual development and characteristics of students
1.2- Understand how students learn
1.3- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4- Strategies for teaching Aboriginal and Torres Strait Islander students
1.5- Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6- Strategies to support full participation of students with a disability
Addressing the Descriptors:
It is essential to develop authentic connections with all students, and this is especially crucial in a Learning Support Unit. Often within a Learning Support Unit, the class will be presenting with mixed ages, abilities and other complex needs. Knowing where and how to engage all students is essential (1.1, 1.2, 1.3, 1.5, 1.6).
I believe that engagement is priority and after this is achieved, learning will follow. Units of work are designed and developed, aimed to draw in even some of our most reluctant participants (1.1, 1.2).
I actively encourage participation and effort over outcome. With practice and exposure students gain confidence to explore their learning environment, in a way that is meaningful to them.
Visual supports with visual representations of scenarios are used to enhance learning and engagement (Denning & Moody, 2018, pp. 17–38). This strategy is especially beneficial for learners with high sensory needs, to enhance understanding of social interaction (1.5, 1.6).
To optimise relevance, value, and authentic learning for the students, options are provided for utilizing specific areas of interest. Special areas of focus have included lesson focuses on streetlights, Christmas lights, tulip bulbs, natural disasters and transportation disasters.
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Alternative visual information needs are offered in my classroom. Examples may include visual schedules and illustrations through multiple media presentations, to promote understanding across different area of the curriculum. (Denning & Moody, 2018, pp. 17–38). With greater access to more visual representation in the classroom, students will have the opportunity to develop information processing, visualisation and executive function skills.
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To support key mathematical concepts (that aren’t learned through repetition) a more multimodal approach from the educator is required. This can be achieved by providing students with manipulatives and visual illustrations to support decoding of notation and symbols.
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A dynamic approach to content delivery is relied upon to build engagement for all learners. By providing customisation of displayed visual and auditory information such as animations, symbols, and schedules student performance can be maximised (Denning & Moody, 2018, pp. 17–38) (1.1, 1.2, 1.3, 1.4, 1.5).
Impacts on Student Learning
At the end of each lesson students were asked to reflect on their own effort and were encouraged to allocate themselves an effort ranking. This process enabled the focus to be on participation rather than accuracy or achievement. With time, accuracy naturally occurred due to the effort of participation. Students were able to observe this for themselves after watching the before and after videos.
Areas of key learning focus included -sequence, pattern, percussions, repetition, creating dance sequences that fitted into counts of 4 and then 8.
Sample 2
Quite a few of my students have high sensory needs and require alternative kinaesthetic ways to approach a learning task. To encourage student engagement, regular sensory breaks are offered after periods of focus, as a brain break. In addition, handling manipulatives during learning times prove to be beneficial for assisting with concentration.
To encourage a multimodal learning approach , spelling practice is regularly completed with shaving foam on the desk. Students enjoy this process and are more likely to engage with the process of learning correct letter formation and structure (1.1, 1.2, 1.3, 1.4, 1.5, 1.6).
Sample 1:
For our Dance and Music program this year, two disciplines or curriculum areas were combined to create a hybrid tap-dancing routine focusing on rhythm, sequence, and pattern.
Cheap shoes were bought from Kmart and taps were added to the base of these shoes for every student. Boards were donated from Tuggeranong Bunnings. With guidance and help from all staff, students were encouraged to explore the sensory experience of creating beats, movement and simple choreography based on a few movement principals taught previously.
Over time and with a considerable amount of practice, all students collaboratively participated in creating tap dancing choreography that told a story. This was eventually compiled in a sequence and cued to music.
Students were given the opportunity to judiciously edit and reflect on the piece that was created as a team – with the objective of making a piece that was a full sensory experience (1.1, 1.2, 1.3, 1.4, 1.5, 1.6).
Sample 2 continued:
Visual supports are extensively used in my classroom to help students express emotions or to request assistance, sensory support or a break from the task. Visual supports can be very helpful for children who have a difficult time transitioning between activities or from one environment to another.
In addition to supporting communication needs of my students, equally as important is ensuring that additional sensory needs are also met. Supports that encourage full body movement are especially important for little learners who are still developing regulation skills.
Standard 2
Know the Content and How to Teach it.
2.1- Content and teaching strategies of the teaching area
2.2- Content selection and organisation
2.3- Curriculum, assessment and reporting
2.4- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5- Literacy and numeracy strategies
2.6- Information and Communication Technology
Addressing the Descriptors:
Having nearly 15 years of teaching has awarded me with experience and evidence to ensure best practice in the classroom. I am a committed and dedicated educator, who sees value in using the standards to inform a creative approach to the curriculum. With a student focussed cross curricula approach, all my lessons are created to cater for induvial need, while maintaining the philosophy that what benefits, one, benefits all. I design all my lessons and units of work myself and take pride in structuring work to draw on student need (2.1, 2.2, 2.3, 2.5).
Sample 1:
As part of a narrative focus for literacy, students were introduced to various symbols used in Aboriginal Art. Students chose symbols to create a monoprinting exercise, where they painted on the desk and then pulled the paint off the desk using a printmaking technique.
These prints were then collected and analysed, using art language to critique. These prints were then used as a starting point to create a collaborative class narrative where the symbols were woven into a larger narrative (2.1, 2.2, 2.4, 2.6).
To extend this narrative further, students then collaboratively created a full wall mural in the principal’s office. Students were immensely proud of this work, which can also be viewed from our sensory area.
Another way I have promoted intercultural understanding of Aboriginal and Torres Strait Islander histories, languages and culture is through our Units of Inquiry and Reconciliation Week activities (2.4). During our Social Sciences Inquiry, my class investigated the beliefs and values of the Ngunnawal people and their culture, the connection of their beliefs and values to the environment and how the Indigenous people demonstrate their cultural beliefs and values.
Impact on Student Learning:
Incorporating Aboriginal and Torres Strait Islander histories, languages and cultures into my everyday teaching practices is something I strive to do as it enriches my students' and my learning and promotes intercultural understanding. (2.4, 1.4)
work Sample
For this task, students were given a theme and some sight words to weave into a 1,2 poem. This student completed her work with LSA support for spelling.
Work Sample
For this task students were required to write a letter to their 20 year old selves. For students who lack Theory of Mind skills and creativity, this is a good exercise to develop cognitive skills required for future planning.
"Dear 20 Year Old Self,
I hope you are a street light electrician, and that you put up Christmas trees. I hope you can put in power points indoors and outdoors. When you are 20, you will put in light switched, Tv antennas and smoke detectors. You will be good at security cameras."
Report comment samples
Standard 3
Plan for and implement effective teaching and learning
3.1- Establish challenging learning goals
3.2- Plan, structure and sequence learning programs
3.3- Use teaching strategies
3.4- Select and use resources
3.5- Use effective classroom communication
Impact on Student Learning
Setting goals is an essential step in the educational process, providing a clear direction and purpose for both teachers and students. To achieve these goals, structuring lessons effectively is crucial, ensuring that the content is organized and presented in a coherent manner. Explicit teaching allows educators to convey concepts directly and comprehensively, while the use of worked examples helps students grasp complex ideas. Collaborative learning encourages students to engage with their peers, fostering a supportive and interactive environment. Multiple exposures to material increase retention and understanding. Questioning techniques promote critical thinking and active participation, and constructive feedback guides students toward improvement. Implementing metacognitive strategies helps learners become more self-aware and independent thinkers, while differentiation allows for tailoring instruction to meet individual needs. In education, these elements collectively form a comprehensive framework for effective teaching and learning (3.1, 3.2, 3.3, 3.4, 3.5).
The thoughtful set up of my classroom has established a culture of creative expression with very clear expectations and guidelines. Structure and routine are paramount – but so is experimentation and self-expression.
A challenge I faced was with a student who had complex needs and behavioural difficulties. During periods of heightened behaviour, the student would typically scream and cry for significant lengths of time. He would often hit staff and abscond from the classroom.
After trying many different strategies, I consulted with a colleague who specialised in complex behaviour. This colleague was able to observe my classroom for a period of 6 weeks to offer constructive feedback and advice for best meeting the child’s needs.
I also collaborated with this student’s speech language and occupational therapists. (6.2, 6.3, 6.4, 7.4).
After significant consultation with co-workers, executive teachers and occupational therapists, a collective strategy was created, which we are still using today.
Sample 1 and 2
The physical set up of a classroom can also have an impact on students learning. In my classroom I have set up two areas of group stations. We use one area for handwriting and literacy and the other for maths and creative curriculum. I do not have a desk in the room. Instead I float between each student to offer directives and one on one support (3.4, 3.2).
In addition, there are two Learning Support Assistants in the room, who also guide student learning.
Also in the room are a variety of spaces and equipment to support a variety of student needs. Towards the back of the room is a small tent and a large bean bag. These are items students may use if they need a sensory break or time away from the group to calm down and compose themselves. These have helped to prevent students from running out of the room when they need a break by providing a safer replacement behaviour. Additionally, we have a small trampoline and a 'peanut' ball in the classroom which students may use for their sensory needs or to support learning in multi-sensory ways. For example, we often use the trampoline during counting activities and some students like to sit on the peanut ball during readers and writers’ workshop to help them stay focussed and on task. (3.2, 3.3 3.4).
One of my students absconds regularly and has additional complex needs. He often works in the Quiet Room space with an LSA working on negotiated individual projects. Due to his complex needs it is necessary to always keep a watchful eye on him, to uphold his safety and that of others. Working with this student has both been a significant challenge as well as a blessing. It has been necessary to familiarise myself with a wide range of “new interests” including sinking ship data and railway facts to create an authentic connection.
This student and I created a sinking ship painting series and held a mini exhibition in a school classroom. The student managed the exhibition, creating invitations, hosting gallery tours where he spoke about the work and invited comments in the visitor book (3.1, 3.2, 3.3 3.4).
Also in the room are three book stations: fiction, non fiction and a themed book stand. Students are encouraged to borrow and take home these books from my personal collection.
It is very important to create a print rich classroom, with visual supports to act as an additional teacher (2.5).
Various anchor charts are displayed in my classroom that have been created during lesson time. Most of which have been scribed by the students.
I have also ensured that I have followed the school requirements related to student safety by displaying the school's safety procedures near the entrance of my room which includes those related to lock downs and fire drills. Throughout the school year my class has reviewed the importance of and participated in school safety drills to ensure their safety (4.4, 7.2).
To ensure best practice I am currently completing a Post Graduate Degree in Inclusive Education (Autism) through the Queensland University of Technology.
Sample
Example of a reverse schedule completed at the end of the student's school day.
Standard 4- Create and maintain supportive and safe learning environments
4.1- Support student participation
4.2- Manage classroom activities
4.3- Manage challenging behaviour
4.4- Maintain student safety
4.5- Use ICT safely, responsibly, and ethically
Sample 1:
I have ensured that I have followed the school requirements related to student safety by displaying the school's safety procedures near the entrance of my room which includes those related to lock downs and fire drills. Throughout the school year my class has reviewed the importance of and participated in school safety drills to ensure their safety (4.4, 7.2).
Sample 2:
Teaching and modelling social skills awareness is an important area of focus in our unit. We have implemented structures from the Safe and Supportive Schools model teaching protective behaviours.
Each week we conduct lessons addressing protective behaviours. Our students are taught about consent, personal body space and awareness, public and private spaces and places and the circle of trust. We utilise other opportunistic teachable moments to reinforce these messages with our students as well (4.4, 4.5).
Professional Reflection and Impact on Student Learning :
Up until 2019 I had not taught in a Learning Support unit before.
I have initiated extensive mentoring, self directed learning and formal learning to ensure that I deliver proficiency in my work.
As a team our staff collectively arrange the set up of the unit and share task responsibilities. We collaborate to consolidate expectations for student learning, class routines and student behaviour. Dedicating time each week to plan together helps to make our partnership successful (7.1).
Standard 5- Assess, provide feedback and report on student learning
5.1- Assess student learning
5.2- Provide feedback to students on their learning
5.3- Make consistent and comparable judgements
5.4- Interpret student data
5.5- Report on student achievement
Addressing the Descriptors
I am committed to a research informed teaching practice, which is why it is necessary to gather as much assessment data prior and post curriculum delivery.
Gathering student data prior to curriculum delivery ensures that teaching is targeted to exactly the right area.
Differentiation according to strengths and weaknesses can also be adjusted at the same time.
In my classroom, it is common to see six students working on six different levels of work. Post-delivery assessment is then collected at the end of program to ensure that students have grasped new content according to need (5.1, 5.2, 5.3, 5.4, 5.5).
During parent meeting and interviews I listen respectfully to parent comments and concerns and document them for future reference. I reflect on these notes later as I review student ILPs and update them to reflect any agreed upon changes. I take extreme care to ensure that sensitive student information, as well as any documents with such information, are kept confidential and secured with my students' records. I also make sure to use the secure waste bin to discard report drafts or other documents containing student information (7.1, 7.2, 7.3).
Below are de-identified notes from an ILP review meeting/parent interview.
Throughout the school year I administer a range of formal and informal assessments to measure the progress of my students on their ILP goals as well as on their achievement of the Australian Curriculum Standards and ABLES. Some of my students receive A-E grades in addition to their ILP based report. Participating in moderation tasks within my year group has helped me make consistent and comparable judgments of my students' learning. (5.3) Each term, as a team, we review and compare the results of maths assessments such as the rich task and place value assessments. We also moderate student writing samples and review our students' reading data.
Evidence - Individual Learning Plans
Links to Standards:
1.1 Use teaching strategies based on knowledge of students’ physical, social and intellectual
development and characteristics to improve student learning.
1.3 Design and implement teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and socioeconomic
backgrounds.
1.5 Develop teaching activities that incorporate differentiated strategies to meet the
specific learning needs of students across the full range of abilities.
1.6 Design and implement teaching activities that support the participation and learning of
students with disability and address relevant policy and legislative requirements.
2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.5 Apply knowledge and understanding of effective teaching strategies to support students’
literacy and numeracy achievement.
3.1 Set explicit, challenging and achievable learning goals for all students.
4.1 Establish and implement inclusive and positive interactions to engage and support all
students in classroom activities.
4.4 Ensure students’ well-being and safety within school by implementing school and/ or
system, curriculum and legislative requirements.
5.5 Report clearly, accurately and respectfully to students and parents/carers about student
achievement, making use of accurate and reliable records.
EPs assist students who require a range of supports with their education.
Sample of de identified ILP
Standard 6
Engage in Professional Development
Standard 6- Engage in professional learning
6.1- Identify and plan professional learning needs
6.2- Engage in professional learning and improve practice
6.3- Engage with colleagues and improve practice
6.4- Apply professional learning and improve student learning
Addressing the Descriptors:
One of my students is nonverbal and requires additional visual supports for effective communication. To maximise communication opportunities with this child, my co teacher and I participated in a 6 hour professional development course learning Key Sign Language. The course was extremely useful and some of these communication devises have been taught to other students so they can also communicate with their peers 6.1, 6.2, 6.3, 6.4.
I believe that creating a supportive environment in a classroom is vital to student growth. In my classroom students are encouraged to be independent, to self- advocate while building the necessary skills to be an engaged learner 6.1.
This year, I have also commenced a Post Graduate Degree, Inclusive Education
(Autism) through the Queensland University of Technology. The course requires 15 hours of study time each week plus additional assignments. This additional professional learning impacted my practice greatly 6.2, 6.4.
The framework of the Berry Street Model (BSEM) values at my school has helped me to build such a community and been a great structure for the establishment of respectful relationships within my classroom and across the school. Using this model allows students to label and identify social and emotional tools required to be ready to learn 6.3, 6.4.
Impact on Student Learning:
During our daily class meetings, we often review our BSEM values as they relate to issues which have come up in our classroom, year group or on the playground such as issues related to respecting school property or using technology or the toilets responsibly. When conflicts arise among students, I use restorative questioning to help students process what has happened, reflect on their behaviour and think about what can be done to amend the situation and prevent future conflict(s) (1.1, 4.2, 4.3, 4.4). Most of our social and emotional learning integrates the Zones of Regulation Program, of which was a Professional Learning program that all of the LSU staff partook (1.1, 4.2, 4.3, 4.4).
At the start of each school year class expectations are created collaboratively with the students. In addition to the students feeling safe and, I want them to fell as though they have ownership in class procedures to help it run smoothly.
Standard 7- Engage professionally with colleagues, parents/carers and the community
7.1- Meet professional ethics and responsibilities
7.2- Comply with legislative, administrative and organisational requirements
7.3- Engage with the parents/carers
7.4- Engage with professional teaching networks and broader communities
A child’s parents know them best and have provided me with much insight into their child's interests, strengths and needs, as well as, information about their prior experiences. Parents have also shared information with me about their home language, culture, beliefs and areas of expertise which I make efforts to connect with and capitalise on in my lessons throughout the year 7.1, 7.2, 7.3.
In order to demonstrate my understanding of strategies for working effectively, sensitively and confidentially with parents/ carers, I am including a de-identified letter from a parent as part of my evidence. At the beginning of each school year, teachers at my school invite parents to write a letter to share their insights and important things they think we should know about their child. I think this is an amazing idea as it gave me a “jump start” on getting to know my students, let me know how the parents view their child, as well as made me aware of their concerns and priorities. opposite is a de-identified letter sent to me from a parent. (3.7)
To facilitate home/school communication, each child in my class has a communication folder which they take home. This folder is where I place school notifications and can write reminders and where parents can do the same. I have found over the years that it is best to ask parents how they prefer to be contacted and use that method (3.7).
I have also found with parents that being proactive and persistent helps to build strong collaborative relationships. For example, I have one student in my class who is very anxious and who often perseverates on minor incidents which happen in the classroom or playground such as a teacher raising their voice over a safety concern or a friend not wanting to play with him on the playground. Although these incidents are discussed and resolved at school using restorative questioning, the student, who has speech and language needs, often goes home and relates the events incompletely as if they have not been resolved. After having this child's parent write me a note to please call her about an incident which occurred during one of our bike riding sessions, I have found it is best to contact her proactively on days when such incidents occur. Recently I called this parent to let her know that an incident had occurred in the classroom which made her son upset and that he would probably bring it up at home. The students were following our afternoon routine by packing up their bags and putting the chairs away before we headed off to assembly. This student, who follows our routines religiously, started to pull a chair out from under one of his classmates who was about to sit on it. I raised my voice from across the room in order to stop him and he became upset. We discussed the incident and I assured him that he wasn't in trouble but I made a phone call home as I knew he was upset by the situation and likely to bring it up. I also explained to him that I would be calling his mum to let her know that there was a problem but we solved it. This student's mother was very appreciative that I called as she shared that she often has a difficult time understanding what her son relates from school due to his being EALD as well as having speech and language needs. Additionally, having both his teacher and parent review the situation with this student helped support him to understand the serious nature of the situation as well as support his language development. (1.5, 1.6, 3.7)
Impact for Student Learning
Parent-Teacher Collaboration: By maintaining an open line of communication with parents and proactively addressing concerns, you build a strong collaborative relationship between home and school. This collaboration ensures that parents are aware of what's happening in the classroom and can support their child's learning and emotional well-being.
Understanding and Supporting Individual Needs: proactive communication helps bridge the gap between the school and home environments. It enables parents to gain a better understanding of their child's experiences, challenges, and achievements at school. This increased understanding allows parents to provide more targeted support and resources at home.
Emotional and Behavioural Support: Addressing minor incidents promptly and involving parents when necessary helps manage and mitigate emotional distress and behavioural issues that may arise due to misunderstandings or miscommunication. This can prevent incidents from escalating, reducing disruptions in the classroom, and providing a conducive environment for learning.
continued:
4. Language Development: involving both the teacher and the parent in reviewing the situation helps the student not only understand the seriousness of the situation but also supports his language development. Having multiple perspectives and conversations about an incident can help the student improve communication skills and clarification.
5. Increased Student Engagement: When parents are actively involved and informed about their child's school experiences, students often feel more supported and engaged. They are more likely to share their concerns and experiences with their parents, leading to a better home-school partnership and, ultimately, better academic and emotional outcomes.
6. Enhanced Social and Emotional Learning: Through proactive communication and problem-solving, students can learn valuable social and emotional skills. They learn how to resolve conflicts, express themselves effectively, and cope with challenging situations, which are essential life skills that contribute to their overall development.
7. Reduced Misunderstandings: Clear and timely communication helps prevent misunderstandings between home and school. Parents can feel confident that they are getting the full picture of what's happening in the classroom, reducing the chances of misinterpreting their child's experiences.
A proactive and persistent communication approach not only benefits individual students by addressing their specific needs but also contributes to a positive and supportive learning environment overall. It fosters collaboration, emotional support, and a clearer understanding of students' experiences, which, in turn, promotes their holistic development and success in school.
