Form B: South Australian Standards for Graduating Teachers

(http://www.trb.sa.edu.au/pdf/Standards_Entry-to-Register.pdf as at 28/9/10 Terrell Neuage Ph.D http://neuage.co

This checklist is to be completed by the Exit Interview Panel at the completion of the exit interview. It constitutes an assurance of the Preservice Teacher’s demonstration of evidence against the SA Professional Standards for Graduating Teachers. The Preservice Teacher is to include the completed form in their electronic portfolio for use in creation of Resumes and Curriculum Vitae.

Preservice Teacher

Student Number

Unit ETP320 Unit ETP426

Please circle relevant unit

School

State or Territory

Date of Completion

Mentor Teacher

Professional Learning Leader (Where applicable)

NOTE: S = satisfactory D = developing satisfactorily U = unsatisfactory

CORE PRINCIPLES	STANDARDS FOR ENTRY TO THE REGISTER
Professional Relationships	Professional & Collegial Learning Teachers actively engage in personal and collegial learning within the professional community Example characteristics of the standards (other characteristics may be added): Reflect on and evaluate their individual professional learning needs and, with support, identify areas for further development and improvement Demonstrate awareness of the importance of and a commitment to professional learning and can, with guidance, use effective professional learning strategies Accept guidance and work cooperatively with colleagues and other professionals in discussion, review and reflection to improve knowledge and practice Endeavour to fulfil administrative, professional and industrial expectations within legal and ethical frameworks	S	D	U
	Learner Respect Teachers foster trusting and respectful relationships with all learners Example characteristics of the standards (other characteristics may be added): Understand the critical relationship between teacher and learner and can intentionally develop and maintain trusting and professional relationships with a diversity of learners, within legal, ethical and other requirements Communicate clearly and show a capacity to build appropriate rapport with learners Promote the value of education and understand the importance of nurturing an enthusiasm for lifelong learning Foster collaborative learning environments, which encourage and support learners to value and respect various life contexts and backgrounds Positively advocate for the teaching profession by conveying personal enthusiasm for teaching and learning Assist learners to identify learning goals and support them to achieve success	S	D	U
	Parent/ caregiver & Community Partnerships Teachers work effectively with parents/caregivers and the wider community Example characteristics of the standards (other characteristics may be added): Promote the teaching profession and the value of education and learning in communications with parents/ caregivers and the wider community Further develop skills in building respectful and productive partnerships with parents/ caregivers and the wider community to provide broader educational opportunities and enrich teaching and learning programs Contribute to ethical and professional relationships that support the learning and wellbeing of learners Provide opportunities for and promote parent/ caregiver and community involvement in school life and learning in meaningful and collaborative ways Manage confidential information, negotiation, and conflict in a sensitive and ethical manner	S	D	U

Professional Knowledge	Learning Processes Teachers know about learning processes and how to teach and implement Example characteristics of the standards (other characteristics may be added): Demonstrate an understanding of teaching and learning principles Demonstrate an ability to design and evaluate programs, locate and use various resources and structure learning opportunities to enthuse and engage learners Further develop knowledge of contemporary learning theory and research, child and adolescent development and connections between pedagogy and practice Understand the philosophy and structure of relevant curriculum frameworks Understand the connections between pedagogy and assessment Further develop knowledge of how assessment of and for learning can be structured to support the learner and influence learning Demonstrate conceptual knowledge, confidence and personal skills related to literacy, numeracy and information and communication technologies (ICT)	S	D	U
	Learning Content Teachers know the content they teach Example characteristics of the standards (other characteristics may be added): Understand the content, processes and skills relevant to the educational levels and areas of learning in which they teach Demonstrate knowledge of current curriculum statements, conceptual frameworks and programs associated with relevant teaching areas and levels Demonstrate knowledge of a range of methods, resources and assessment techniques to support independent and collaborative learning Understand equity, vocational and socially-critical perspectives Demonstrate knowledge of a range of strategies to support literacy, numeracy and ICT learning in their teaching areas Demonstrate an ability to effectively integrate learning, literacy, numeracy and ICT across the curriculum	S	D	U
	Learner Context Teachers know about learner contexts and diversity Example characteristics of the standards (other characteristics may be added): Understand how to build on prior learning and analyse individual needs to plan strategies for and negotiate future learning Employ a variety of professional and responsive strategies for managing learning environments and a range of learner behaviours Demonstrate an awareness of the impacts of disadvantage and understand that personal, social and cultural factors may influence learning and relationships, and may impact on student engagement and performance Demonstrate professional behaviour in seeking information about learners and their personal contexts	S	D	U
Professional practice	Planning & Teaching Teachers plan and implement teaching strategies for successful learning experiences Example characteristics of the standards (other characteristics may be added): Employ a range of teaching and learning resources and strategies to actively engage all learners and address their interests, learning needs and learning preferences Demonstrate and ability to plan experiences for in-depth learning and to cater for individuals and groups of learners Recognise a learner’s specific learning needs and seek specialised support Demonstrate an ability to plan and manage inquiry-based learning Establish challenging and achievable learning goals within relevant curriculum frameworks Demonstrate skills in negotiating and scaffolding learning experiences to support learners to be successful Employ a range of strategies that help develop learners’ personal and group identity Display an understanding of the importance of fostering learners’ creativity and optimism in shaping the future for themselves Demonstrate an ability to gather, analyse and use relevant strategies, tools and criteria to evaluate learner progress and plan teaching and learning	S	D	U
	Feedback & Reporting Teachers assess and report learning outcomes Example characteristics of the standards (other characteristics may be added): Negotiate, use and reflect on a range of assessment strategies, tools and criteria to evaluate learner progress and plan teaching and learning Gather evidence of learning in a variety of ways, monitor progress and maintain accurate records Demonstrate a capacity to provide meaningful, respectful, explicit and timely feedback to learners and parent/caregivers Report on progress to learners and parent/caregivers, using a range of communication and reporting strategies, both formal and informal	S	D	U
	Learning Environment Teachers create a safe, challenging and supportive learning environment Example characteristics of the standards (other characteristics may be added): Demonstrate an ability to establish clear expectations for learners, their behaviour and interactions within the learning environment, consistent with broader behaviour management policies Establish enriching and safe learning environments that support and challenge learners, using a range of flexible learning styles, materials, resources and physical space Demonstrate skills in meeting expectations for learner wellbeing, and work within legislative and other broader requirements Utilise a variety of strategies to provide positive, challenging and inclusive learning environments that enable learners to fully participate in their learning Establish learning environments where diversity is valued and individual differences are respected Create supportive environments in which learners can respectfully express their views Create inclusive learning environments in which learners are supported to develop personal identity, a positive self-image, self-esteem and a positive understanding of others	S	D	U

Form B: South Australian Standards for Graduating Teachers

CORE PRINCIPLES

STANDARDS FOR ENTRY TO THE REGISTER

Professional Relationships

Learner Respect

Parent/ caregiver & Community Partnerships

Professional Knowledge

Learning Processes

Learning Content

Learner Context

Professional practice

Planning & Teaching

Feedback & Reporting

Learning Environment