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Standard 1: Know students and how they learn

Maintenance report statements  


During my maintenance of accreditation period I have worked both collaboratively and individually to reflect upon NAPLAN data and other diagnostic tools to design and implement high-quality teaching and learning programs and activities that build on my students’ prior knowledge, strengths, interests and needs to ensure every student has the opportunity to succeed and meet the relevant learning outcomes.

In addition, I routinely access and contribute to existing Individual Learning Plans provided by the Learning Support Team to gain insight into my students’ physical, social and intellectual development. I then utilise this knowledge to plan learning activities that incorporate a range of teaching strategies that have improved student learning. These activities include KWL, think-pair-share, peer teaching, mnemonics and acronyms and Super Six comprehension strategies.

I have kept up to date with current research through professional reading, staff meetings and professional networks and have applied the recommendations to adapt and refine teaching practice. My recent PD on ‘Supporting Gifted and Talented Students’ has given me the confidence to develop and implement differentiated learning strategies to meet the needs of these students. Learning activities included compacting, tiering, high-level questioning, more open-ended tasks and independent projects that cater for all specific learning needs of my students, irrespective of ability. As a result student engagement has increased, while the work completion rates and student performance has improved. 

I have also had the privilege of working with students from a range of cultural and religious backgrounds, including Aboriginal and Torres Strait Islander students. I always am respectful and inclusive in my teaching practice and have committed to increasing my knowledge of effective teaching strategies relative to my students’ needs and their local community and cultural setting. I have applied the Eight Ways of Learning strategies into my teaching and contributed to the Aboriginal Learning Plans. This has resulted in the development of a strong rapport with my students and this has improved their acquisition of knowledge and learning outcomes. 

The teacher has explained how the specific learning needs of her students have been met through evaluation of data, working with colleagues with specialist skills, ongoing professional learning and implementation of differentiated strategies that supported the relevant learning needs of the students in her classes.

This explanation reflects on changes to teaching practices that improved student learning outcomes.This explanation clearly outlines how Standard 1 Descriptors have been maintained at Proficient level as it focuses on implementation of practice. 

Standard Descriptor 1.6.2 could be more explicitly referred to.

A broad-based reference to the impact on student learning is stated but this could be further detailed.

Standard 2: Know the content and how to teach it

Maintenance report statements 


As a HSIE teacher I teach primarily History. I research and prepare for lessons in advance, demonstrating thorough knowledge and understanding of content through the presentation of coherent, well-sequenced learning and teaching programs. I work collaboratively with my colleagues in creating units of work that are detailed, comprehensive and inclusive of varied teaching strategies and practical resources.

I actively continue to develop my knowledge through professional reading and research, including professional learning opportunities in History through professional networks including the NSW History Teachers Association, the University of Newcastle and attendance at seminars and conferences. I select significant resource examples to support students’ key learning outcomes, such as studying local peoples and cultures and historically meaningful buildings and transport routes in the local community. This also includes Indigenous histories, culture and languages through incorporation of stories, site studies and interaction with local Aboriginal Elders and community members to harness their knowledge and experience.

With the implementation of the National Curriculum, I have actively redeveloped lessons, programs and assessment tasks implementing the changes. My lessons are well sequenced, age appropriate, meaningful and cater for individual student needs incorporating effective integration of ICT including subject-specific websites, documents, interactive textbooks, games and Google Earth.

These comments provide an overview of the number of ways the teacher has remained current with her knowledge of her specific subject area and effective teaching strategies.

It does address most of the Standard Descriptors but could have provided more detail to explain how curriculum and assessment were designed alongside reporting requirements.

Explicit reference to literacy and numeracy strategies could be added to address 2.5.2

I plan for a variety of learning experiences within each unit of work that allow for students to participate in individual, pair-work, small-group and whole-class activities. I plan for lessons where students are involved in learning experiences that are interesting and engaging, using a variety of materials and activities to cater for a range of learning styles. I give students the opportunities to use different mediums in order to complete their work, such as hands-on materials, creating written work, using ICT, problem-solving and collaborative teamwork.  I refer to curriculum support documents when developing programs and assessment tasks. I have implemented all school policies when reporting to parents in parent / carer interviews and report writing. I also use anecdotal records, photographs, student work samples and observation to assess my students’ progress and make modifications to programs for individual student needs. I have used the Quality Teaching Framework within my lessons to elicit deep understanding and knowledge in literacy and numeracy and I have implemented knowledge gained through the Targeting Efficient Numeracy (TEN) program to develop mathematical thinking. On a daily basis I use relevant and effect ICT in my lessons using SMART notebook and additional technologies such as digital cameras in visual arts and iPad in reading groups. I have created units of work to develop students’ understanding of Aboriginal and Torres Strait Islander histories and cultures through stories, events in history and creative arts. I continually update my knowledge through discussions with colleagues at schools and my wider network, professional reading using online teacher websites and attendance at Professional Development courses. This comment is very concise and recounts the variety of tasks the teacher has consistently completed to meet this standard. It does address each Standard Descriptor but does not give specific detail. Specific details may include how the changes in practice and specific strategies have impacted on student learning outcomes.

Standard 3: Plan for and implement effective teaching and learning


Maintenance report statements 





I have consistently set realistic, challenging and achievable learning goals for all students based on prior knowledge of each student’s level of achievement. I have delivered structured lessons which begin by revising past content and skills and introducing new content. I have used a variety of teaching strategies to engage and present information to students including varied technologies and applications, for example, interactive quizzes, Smartboard simulations and YouTube clips, which enhance student enjoyment, engagement and understanding of concepts to be learnt. I have continued to develop my knowledge of new ICT through resource sharing with my colleagues. I have thoroughly planned all practical activities for Science experiments, which aimed to deepen understanding of theoretical concepts through relevant activities. I frequently used problem-solving activities, where students worked in groups to apply their understandings to real-life scenarios. This also provided opportunities for students to develop critical and creative thinking skills. In the development of formal assessment tasks, students were provided with the opportunity to give me feedback on how the unit could be improved, what they enjoyed and the learning approaches they liked / disliked or found most effective. I used this feedback to evaluate and reflect on my professional practice and future planning and modification of both programming and assessment tasks. To keep parents informed, I regularly email them regarding their child’s progress and send revision sheets prior to examination periods to provide them with an opportunity to be actively involved in their child’s preparation for examinations. Regular curriculum team meetings assisted in programming and lesson planning and with my ongoing professional learning relevant to my subject areas and teaching practice.

This comment provides a clear overview of the ongoing development of lesson planning and the focus areas and pedagogies relevant to the specific subject area. The comment has embedded the engagement and value of ongoing professional learning and its effect on developing teaching practice in the planning of teaching and learning experiences relevant to students.

All Standard Descriptors have been addressed in the personal reflections. The teacher has outlined a variety of processes that are used to maintain quality teaching practice and continue to develop and implement ongoing professional learning.

The comment could explain how the student feedback impacted on specific changes in programming and future planning.

During this period, I have devised meaningful learning experiences that challenge students, guided by a developing knowledge of the new syllabus outcomes. At a school with a significant EAL/D population, setting relevant learning experiences and achievable goals for students with differing levels of English language development is seminal. I have developed strategies to engage in explicit communication using inclusive language, non-verbal cues and ICT. I model formal language and subject-specific jargon and engage in an array of activities with the aim of providing opportunities to access challenging language. This includes the use of visual aids, margin notes and structured group work to communicate language-appropriate content to students. Collaborating with both the Curriculum Coordinator and Leader of Pedagogy, I have developed programs to support other classroom teachers to plan appropriate and explicit learning concepts and goals for each student. In response to an identified difficulty in students’ critical thinking skills based on NAPLAN data, I have devised units with explicit opportunities for students to engage in deduction. NAPLAN data the following year showed improvements in learning outcomes. As well as teacher evaluation of programs, I have implemented a comprehensive student feedback process in English. Student work samples are reviewed and discussed by the teaching team at the end of units to identify specific learning needs and reflect on planning future learning sequences and the implementation of teaching and assessment strategies. Standard 3 is addressed with the exception of 3.7.2. The comments outline the areas of focus for planning of effective teaching and learning specific to the needs of the school population. It outlines the numerous strategies that have been implemented and continually modified, based on the review of student data with colleagues.
Reference to the impact on student learning from the analysis of data and the resulting changes in teaching and learning strategies is clearly stated.

Standard 4: Create and maintain supportive and safe learning environments


Maintenance report statements 





At the beginning of each year I discuss and establish with my classes explicit and reasonable instructions, expectations and processes. This provides students with knowledge of the routines and order within their learning environment. The school procedures and classroom responsibilities are exercised daily. Positive acknowledgement of student cooperation both verbally and through school diary and reward systems as well as reminders, warnings and follow up consequences are implemented. By implementing school policies and processes consistently, my management of challenging behaviours is equitable and through a ‘three warning system’ students are accountable for actions and have autonomy of their decisions. I model respectful, considered and organised behaviour that I expect of my students. The focus is therefore on learning.

I have participated in professional learning that has further developed my skills in this area. Data from student surveys and unit evaluations provided me with information about student feelings of safety in my classes and my approachability as their teacher. I have been involved with the Peer Support program and completed the Peer Support Implementation Workshop which provided me with insight into the importance of resilience and optimism in the learning process and strategies that I have implemented to promote a classroom where positive attitudes and risk-taking is valued and rewarded with merits and positive feedback.

I have also implemented more planned and better-structured activities, based on cooperative learning and problem-solving tasks, which created a classroom of inclusion and acceptance through organised routines. These activities ensured all students were given the opportunity to contribute and utilise skills; this was enhanced by providing job cards and strategically planned group activities. Attendance at a Teaching Strategies for Improving Wellbeing and Achievement workshop provided many skills I have now implemented in my classroom.

As a pastoral coordinator, I am required to facilitate case management meetings to discuss with colleagues, strategies and processes to assist specific students with identified learning / behaviour needs. I encourage positive and productive discussion where teachers share strategies, set realistic routines and develop learning and behaviour goals.

I monitor and implement all school policies in the use of ICT resources in my classes. I also demonstrate my safe and responsible use of ICT when instructing students. As a pastoral coordinator, I have organised presentations on cyber safety from local authority groups for both students and parents. Students are encouraged to interact responsibly on class blogs with an awareness of the public and permanent nature of posts. Issues are discussed and as class teacher, I actively monitor the use of this communication.

A broad inclusion of all Standard Descriptors of this Standard with classroom and school examples of implementation of policies and procedures that are relevant to the classroom environment, student wellbeing and learning. The comments directly reference the use of classroom strategies and school-wide strategies. The role of students, teachers and the wider community are included.

Continual reference is made to the impact on student learning.

The benefit of a variety of ongoing professional learning experiences is embedded into the teaching practice discussed in this comment.

Further reference could be made to how the strategies outlined impact on student needs and learning outcomes.

In the classroom I employ explicit instruction and clear expectations for all students, while maintaining strong successful individual student behaviour management plans and organisational skills aligned with the school’s welfare and discipline policy. I use a range of positive reinforcement strategies to encourage students to learn and take risks based on school values, including reward systems. In my leadership role I manage support staff to enhance student needs and learning within the classroom. I ensure conferences with students experiencing difficulties, parents and other integral community members are timely and allow students to feel comfortable in contributing to decision-making in a well-supported and respectful learning environment. I am a committed member of the learning support meetings where individual student needs are discussed. I have used the Mandatory Online Reporter Guide and met with the learning support team, school counsellor and Brighter Futures team to ensure further support is provided to individual students and their families.

To continue to create and maintain relationships with students I have managed the development of Year 6 leadership programs and mentored prospective leaders. As Relieving Assistant Principal, I worked with students to develop their understanding and skills of Restorative Practice theory. I also established a Stage 1 Social Skills Program to develop skills and strategies for students to actively self-monitor their own behaviour including, playing fairly, cooperation and teamwork.

I consistently aim to create and maintain a supportive environment for all students where they feel safe to learn, take risks and express themselves, as well as feel challenged to reach their full potential.

This comment identifies that this teacher has held a number of changing leadership roles within the maintenance period. While the roles changed the nature of responsibility and interaction with students, the standard descriptors were still demonstrated. 

Specific reference to school policies provides explicit examples of how the teacher demonstrated practice at Proficient teacher standard while working with different student groups and individual students, families and community groups. A link was made directly to classroom teaching strategies, but this could be strengthened with specific examples of how the strategies used impacted on student learning.

No direct reference to 4.5.2 has been included.

Standard 5: Assess, provide feedback and report on student learning


Maintenance report statements





I have individually and collaboratively planned SMART data analysis and our school management plan to set targets when programming. I have used formative, summative and diagnostic testing and analysis to guide my planning, as this ensures that learning is authentic and aimed at moving individual students towards achieving outcomes. I backward map lessons and ensure students know explicitly what the learning intentions are and how we are going to achieve these. Learning goals and expectations are scaffolded and student engagement is as I provide all students with knowledge of what they are going to learn, why they are learning this and how they are going to achieve at the beginning of programs and assessment tasks. Working with my teaching team, I have developed assessment rubrics by reflecting on indicators for each grade and looking at exemplars to determine what should be achieved at each level.

The team also compares work samples to ensure consistency when marking and reporting, which has given me a deeper understanding of what is expected for each level. By using the benchmarking for assessment of reading strategies, data could be analysed to identify specific learning needs, which assisted me to modify learning tasks, and by using a literacy continuum I could monitor student progress. 

Students are provided with ongoing feedback informally, both verbally and in written forms, in all areas of their work.Following school policies, I have written reports, documented student learning, led parent information evenings and interviews, reported to agencies and community workers to inform on student attainment, behaviour and social needs. 

The comment includes reference to the various ways that the teacher has used feedback provided to students, parents and colleagues. It discusses how data has informed modifications to teaching and assessment practice.

All standard descriptors in this standard have been addressed.

The teacher has also discussed how they have further developed their own understanding when working with colleagues. 

Reference is made to new knowledge and implementation of policy.

Comments could be added to describe how strategies such as scaffolding and feedback improved learning outcomes and student engagement.

Standard 6: Engage in professional teaching

Maintenance report statements 


I have created a professional learning plan each year based on the focus areas of the school management plan and the areas I identified as needing additional development in my teaching practice and subject areas to meet the needs of my students. These plans were developed as part of a regular group professional development session that occurred one period per fortnight and included input discussions with group members. These sessions focused on targeted professional needs that were largely consistent with the school-wide focus areas. The mixed KLA group discussions enabled me to develop my knowledge and teaching practice with perspectives from other faculties.  The focus areas have included literacy, numeracy, ICT, behaviour management, program and assessment modifications.

I have also participated in mandatory training each year including child protection, WHS, resuscitation and anaphylaxis.

Outside of school I have completed a Master’s degree in EducationI supported colleagues to develop their ability in using various ICT applications and implementing these in their lessons competently.

Each of the four standard descriptors is addressed in the comment. It identifies PD planning, independent and school directed professional learning. The comment does not only list PD which has been undertaken but discusses the benefits of working with other colleagues in an ongoing learning school culture.

The teacher includes their contribution to the learning of others.

Both formal learning and incidental learning is included. The impact on teaching practice has been linked but discussion on how teaching practice has been improved by the PL could be more specifically identified.

Standard 7: Engage professionally with colleagues, parents/carers and the community

Maintenance report statements 


At all times I have a strong sense of my professional responsibilities. I am prompt and well-prepared for all lessons. I actively meet supervision requirements and meet my duty of care obligations. I acknowledge that teachers are role models and I endeavour to lead by example on school grounds and in the wider community.

I am familiar with staff and student policies and continued to update my knowledge of changes through attendance at meetings and professional reading. I have undertaken training to assist in identifying students at risk of harm and training restorative practices that promote strong relationships among teachers, students and parents. I have undertaken training in WHS consultation, first aid and anaphylaxis, which has improved my ability to respond to student needs and incidents.

I engage in respectful and collaborative relationships with parents and carers regarding student learning and wellbeing. I achieve this through phone conversations, emails, letters and semester reports. I record logs of all communication with parents. I engage parents at parent–teacher interview evenings and I am regularly involved in presenting at information, subject selection and orientation evenings. Annually I am involved in the Creative Arts and TAS Major Work showcase events.

I maintain communication with professional networks discussing teaching strategies, sharing resources and teaching experiences with colleagues. I have established a range of industry-based connections with material suppliers and employers and local business owners to support the ongoing needs of the VET curriculum, industry experience requirements and supplies of materials for classes.

Addresses each of the standard descriptors in the standard. The examples of practice show the teacher understands the application of each standard descriptor.

Provides examples of how the teacher has continued to address and demonstrate the practice at Proficient Teacher standard.

Has used PD to reinforce how the teacher’s knowledge and skills have maintained practice that is up to date.

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