teacher
Alanna Ezard
AITSL STANDARDS
Standard| 01
Know students and how they learn
​​
AITSL St 1.5
Photo one shows differentiated spelling lists. I use the same grapheme throughout the groups during the week so that all students can participate in the games and literacy activities together, although learn through differentiated tasks and difficulty of words.
AITSL St 1.6
Photo two shows a PLP (Personalised Learning Plan) for a student with Asperger's Syndrome. This student is high functioning although struggles with social skills and requires a calm and structured classroom. This understanding through the student's PLP allows me to set up a learning environment where they are able to best meet their learning needs.
​
NB: Student details have been removed for privacy and confidentiality
Standard| 02
Know the content and how to teach it
​
AITSL St 2.2
Photo one shows an Australian Curriculum overview I designed from the year 5 curriculum outline. I rewrite into a comprehensive document the aspects needing to be covered throughout a year. This enables me to teach with more ease, in a cross curricular manner, and clearly see what has been covered, what is ongoing , and what is yet to be covered.
AITSL St 2.1
Photo two shows an English assignment designed from my year 5 curriculum overview. I was able to draw upon aspects from all the English learning areas, of Literacy, Literature, and Language, to ensure a well rounded, multi-faceted assignment.
Standard| 01
Standard| 01
Standard| 02
Standard| 02
Standard| 03
Standard| 03
Standard| 04
Standard| 03
Plan for and implement effective teaching and learning
​
AITSL St 3.2
Photo one shows my TfEL (Teaching for Effective Learning) Teachers Companion, which I use for my record keeping, student information, daily planning and school events diary. This is the third year I have utilised this planner as I find it a comprehensive tool with tips and suggestions for implementing teaching for effective learning.
AITSL St 3.7
Photos two and three show notes I use within the classroom to send home in the students personal diaries. I find the diaries a strong and effective form of communication between the classroom and home. There is a "Growing Mind of the Week" note where our students select a student who has shown their growth mindset in the classroom and a reason why they deserve this award. Also a personalised note to a parent regarding their child's increasing poor behaviour choices. We communicated initially through the student's diary, then in person to arrange a more formal meeting with the student to develop a behaviour plan.
AITSL St 3.3
Photos four, five, six, seven and eight show students engaged in a maths lesson. This lesson was about 3D shapes and their nets. Students had already some knowledge of nets and a large knowledge of 3D shapes. Students worked in teams to construct 3D shapes and their nets from a blank A4 piece of paper, little instruction or guidance was given to encourage students own problem solving and planning skills to develop. All students found some point of struggle, yet through collaboration and questioning all students succeeded in creating their net and ultimately 3D shape.
NB: Student details have been removed for privacy and confidentiality
Standard| 04
Create and maintain supportive and safe learning environments
​
AITSL St 4.3
Photo one shows our class rules, where students brainstormed what they believed was required in a classroom to make them feel safe and to foster strong learning. These posters were then made by the students in groups and presented to the rest of the class with an explanation. I find this method enables students to feel ownership of their rules and they have a deeper understanding of their behaviour expectations.
Photo two shows our reflection table where students sit to reflect upon the poor choice they have made. The table faces our school values, a "strong choices" poster about owning your behaviour and our class reflection book, which they complete a page of.
AITSL St 4.1
Photo three shows my classroom set up. I like to make my class a bright and welcoming environment where all students feel welcome and safe. The tables are set out as such that students can collaborate and work through challenges together.
Standard| 05
Standard| 05
Standard| 06
Standard| 05
Assess, provide feedback and report on student learning
​
AITSL St 5.1
Photos one and two show rubrics created with strong student voice and input for English and Media Arts assignments. Working with, and creating their own rubrics allows the student to see exactly what is expected of them and how they can work to achieve their best effort and result.
AITSL St 5.3
Photo three shows a collection of student reading comprehension tasks completed for moderation. Being in a school with large student numbers such as ours, we are able to have large section groups enabling us to compare across the same year level our teaching strategies, and moderate our marking consistency. We all completed this task across our year level and came together to establish our grading system and ensure they are consistent across the school and furthermore our partnership.
AITSL St 5.4
Photo four shows PAT-M and PAT-R data that I continually analyse to inform my teaching and planning. It is a good indicator when setting up a new class to understand the academic demographic of the new class, and further reflect on progress throughout the year. We as a school used this data to analyse student growth across a year and placed all student of a year level around the National Benchmark, photo five, helping us find those at risk, those excelling and those remaining stagnant. This is able to inform my teaching strategies through reflective practice.
​
NB: Student details have been removed for privacy and confidentiality
Standard| 06
Engage in professional learning
​
AITSL St 6.1
Photo one shows notes on my teaching practice, and areas I wish to seek improvement. This document outlines how I plan to improve and how I will see results. Having frequent Professional Development meetings with my Line Manager allows me to reflect upon my practice and ensure I am continually improving my effective teaching.
AITSL St 6.4
Photo two shows our multiplicative thinking wall where students were able to explain how to multiply using doubles and halving and made a wall to trigger their memory in class.
Standard| 07
Standard| 07
Engage professionally with colleagues, parents/carers and the community
​
AITSL St 7.3
Photo one shows notes home to parents to begin the year. This allows initial communication from the orientation day of the previous year. Parents know what to expect and how to contact me prior to the commencement of the school year.
The other letter home is a parent questionnaire. Parents complete and return this allowing me to gain greater knowledge of their child. Some of this information can be sensitive, it is important that I practice confidentiality in the way I handle and use this information.
Building these communication pathways early allows for effective communication and relationships all year.
AITSL St 7.4
Photo two shows training and development certificates from training days I undertook at Wirreanda Secondary School and Belair Park Country Club, from professionals in their field. The training days involved establishing responsible behaviour and developing resilience and learning about students emotions. With their professional expertise, I was able to gain an insight to add to my classroom behaviour management strategies.
NB: Student details have been removed for privacy and confidentiality