Effective Proficient Teacher evidence

The evidence submitted is an excerpt from an emergent, interest-based curriculum. Part A is a written observation of children engaging in imaginative play and the follow up evidence demonstrates how I led and sought collaboration with my colleague to develop a sequence of learning. I used information gathered from children’s observations and interests to develop an effectively structured sequence of learning, reflecting the Early Years Learning Framework pedagogy: “educators are responsive to all children’s strengths, abilities and interests” (EYLF p.14). The sequential plan was designed to support children’s understanding and learning with a focus on bushfires and safety (2.2.2).

This evidence (Parts A - B) exhibits a range of intentional teaching strategies I used. This includes the creation of a supportive, play-based learning environment that extended children’s interest and developed knowledge. I guided children’s exploration by: modelling; balancing child-led learning with teacher directed instruction; and by prompting children to think creatively and critically. We explored the impact of bushfires on our environment and us, as people. The evidence highlights how I contributed to their imaginative play experience, providing them with a secure base to build upon their knowledge and scaffold their learning. I was intentional about my selection and use of questioning to engage the children and gain more information about their knowledge and understanding of fires (3.3.2).

A ‘yarning circle’ was an opportunity to guide the children to share their thoughts and feelings in a safe and supportive space and demonstrated our commitment to including and respecting Indigenous culture. Throughout the experience, children were able to transfer their knowledge to new contexts by engaging in a variety of learning experiences. This provided further opportunities for children to creatively engage with the learning content and led to the development of more in-depth knowledge (3.3.2).

I selected and used a range of engaging resources, including ICT, from reputable sources (Part B). The resources provided a focal point for extending the children’s understanding of the topic. They helped to support the children’s socio-emotional wellbeing by helping them to understand how to be prepared for bushfires. By explicitly modelling and guiding children in using these resources (3.3.2), they were able to develop the skills required to then share this information with their families and the broader community; allowing their learning to have a genuine impact (3.4.2).

Accurate reflection of the Standard Descriptors

This evidence item accurately reflects the practice described in Standard Descriptor 2.2.2. The evidence shows that the teacher has developed and sequenced the teaching and learning plans in response to observations identifying children's questions about bushfires. The intentional teaching plans and related activities have been organised to extend children's understanding of the impact of bushfires and fire safe practices. The content reflects the Early Years Learning Framework's pedagogy and specifically the learning outcomes of this Framework.

This evidence item also accurately reflects the practice described in Standard Descriptor 3.3.2. The intentional teaching plans show that the teacher selected and used teaching strategies to support the development of children's knowledge, skills, problem-solving and critical and creative thinking. Strategies included teacher directed instruction/questioning, play-based activities and child-led learning.

The evidence item accurately demonstrates the teacher’s selection and use of a range of resources, including ICT, to engage students in their learning (Standard Descriptor 3.4.2). Examples of resources used include texts, maps, charts and an app. The summary of learning states that the children were excited to explore and use the bushfire danger rating chart to represent and describe the real-world context of bushfires. The app successfully engaged the children in an activity designed to build their understanding of prepositions and mathematical language.

Visible demonstration of teacher practice

Application of the teacher’s practice is visible in the teacher’s observation notes and the interpretation/analysis of learning. The notes show that the teacher has recorded and analysed the children's inquiry following observations of their play and interactions. The teaching and learning plans show how the teacher used the children’s questions and inquiry to design and implement a sequence of learning responsive to the specific interests and needs of the children in the group. The evidence item also demonstrates that the teacher has observed and recorded children’s responses during the implementation of the teaching and learning plan.

The teacher’s annotation describes implementation of the Early Years Learning Framework pedagogy and practice that is ‘responsive to all children’s strengths, abilities and interests’ (EYLF, p. 14). This practice is visible throughout the evidence item, for example in the plans for learning, the interpretation/analysis of learning and the notes for future planning.

Impact on child/student learning

The intentional teaching plans, summary/observations and analysis of learning show that the teacher successfully supported the development of children's knowledge, skills, problem-solving and critical and creative thinking using a variety of strategies including a balance of child-led learning and teacher directed instruction, open-ended questioning and play-based activities. The children's responses and work samples demonstrate their application of critical thinking and creative exploration of the content focus, the impact of bushfires and fire safe practices.

Effective annotations

The annotation provides the context for the evidence and explains how the item demonstrates the practice described in the selected Standard Descriptors. The annotation clearly explains how the teacher has organised and sequenced content to develop teaching and learning programs (Standard Descriptor 2.2.2). The annotation describes how relevant teaching strategies and resources, including ICT, have been used to engage the children in their learning (Standard Descriptor 3.4.2) and develop knowledge, skills, problem-solving and critical and creative thinking related to the content focus; the impact of bushfires and fire safe practices.

The annotation goes beyond merely describing the evidence itself and explains the impact of the teacher’s practice on the learning of the children in the group. For example, the annotation explains that the supportive, play-based learning environment extended children’s interests and developed knowledge. The annotation also identifies the balance of child-led learning and teacher directed instruction contributed to the children’s imaginative play experience and development of higher order thinking skills.

Reflective practice

Professional reflection is demonstrated in the teacher's interpretation/analysis of learning and the subsequent planning. The teacher identified the children's inquiry in the observations of their play and interactions. The teacher used this knowledge to design and implement a sequence of learning that was responsive to the specific needs of the children. This item of evidence demonstrates ongoing professional reflection and practice that is responsive to the specific interests of the children in this group.

The teacher's annotation demonstrates professional reflection. The annotation includes an explanation about why specific strategies were used and the impact they had on the children's learning. For example, the annotation explains that questioning techniques were used to engage the children and to learn more about their knowledge and understanding of fires. The annotation demonstrates professional reflection because it goes beyond merely describing the evidence itself.

This personalised learning and support plan (the PLSP) was developed to support the learning and participation of a student in my class (JS) who experiences difficulty with learning in literacy and numeracy. I collaborated with JS’s carer and specialist staff to develop the plan. At our initial meeting, we discussed assessment data and work samples that I had collected as well as in-class observations and information shared by the learning support teacher and the student’s carer (3.7.2). The assessment information helped us to identify specific SMART goals and syllabus outcomes that formed the basis of the PLSP as guided by the DoE Curriculum planning and programming, assessing and reporting to parents K-12 Policy (1.6.2).

A variety of instructional strategies have been included in the PLSP to support JS’s literacy development. JS enjoys drawing and I have used this interest as a stimulus for some of the writing tasks (example attached). The writing scaffolds used by myself and other team members (example attached) have been successful in engaging JS. She has developed confidence to engage in writing tasks and enjoys the imaginative component (2.5.2). The work samples attached demonstrate improvement against JS’s learning goals and she is now applying knowledge of vowel digraphs to spell unfamiliar words more consistently. The strategies and additional support provided have been successful in helping JS to develop specific reading skills, for example re-reading when meaning is lost and breaking words into syllables when decoding unfamiliar words (2.5.2).

At the initial team meeting, JS’s carer explained that she is working and has fairly limited time, but is still keen to be involved in JS’s learning. JS enjoys playing hands-on games. Some simple maths games were shared with JS’s family to play at home to reinforce the maths focus areas (3.7.2). During the review meeting at the end of Term 2 (notes attached), JS’s carer reported that JS is much more engaged in this type of homework. Results from post-testing have also shown an improvement in the numeracy skills targeted for Term 2. As a result, games to support mental strategies and knowledge of combinations up to 20 have been included for homework in Term 3 (2.5.2).

The PLSP has been successful in guiding the strategies that I implemented in the classroom as well as ensuring consistency in how other team members have supported JS’s learning. The assessment information, work samples (example included), evaluation and review meeting notes (examples included) demonstrate that our team has been successful in meeting the mandatory obligations of the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (1.6.2). We have provided JS with adjustments that are supplementary to the strategies and resources readily available to all students within the class and these adjustments are enabling JS to achieve identified outcomes.

Accurate reflection of the Standard Descriptors

The personalised learning and support plan accurately reflects the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2. For example, the learning and support plan, the evaluation and the student work samples demonstrate the teacher has designed and implemented teaching activities to support the participation of a student who experiences difficulty with learning in literacy and numeracy (Standard Descriptors 1.6.2 and 2.5.2). The team meeting notes and student work samples demonstrate that the implementation of adjustments are supplementary to the strategies and resources readily available to all students in the class enabling the student requiring adjustments to achieve the identified literacy and numeracy outcomes (Standard Descriptors 1.6.2 and 2.5.2). This evidence shows that the teacher has been successful in meeting the mandatory obligations of the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Standard Descriptor 1.6.2).

The evidence item shows that the teacher has planned and implemented relevant opportunities for the carer to be involved in their child’s learning. The carer has been included in the personalised learning and support plan at relevant points and the meeting notes show that the carer has actively participated in planning and review meetings to discuss their child’s interests, goals and achievements (Standard Descriptor 3.7.2).

Visible demonstration of teacher practice

Application of the teacher’s practice is visible in the personalised learning and support plan. The plan includes specific SMART goals that have been developed in consultation with learning support team members and the student’s carer to support the student’s literacy and numeracy achievement. The teacher’s evaluation shows that the plan has been implemented. The meeting notes demonstrate that opportunities for the carer to be involved in the student’s learning have taken place. The work samples show that the teaching activities and supplementary adjustments have been successful and have supported the student’s participation and learning, relevant to their learning goals.

Impact on child/student learning

This item of evidence is effective in demonstrating the impact of the teacher's practice on the student's learning. The inclusion of student work shows that the scaffold and guiding strategies have supported the student to engage successfully with the writing task. The two work samples that were collected at different points in time also demonstrate progress against the student's SMART goals, and therefore the impact of the teacher's practice (Standard Descriptors 1.6.2 and 2.5.2).

The meeting notes and parent/carer feedback communicate that the strategies implemented have been effective in supporting the student's literacy and numeracy learning, therefore demonstrating the impact of teacher practice.

Effective annotations

The annotation provides the context for the evidence and explains that the personalised learning and support plan has been used by the teacher to support the learning and participation of a student who experiences difficulty with learning in literacy and numeracy. The annotation explains that the plan was developed in consultation with specialist staff and the student’s carer.

The annotation clearly explains how the personalised learning and support plan demonstrates the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2.

The annotation goes beyond a description of the evidence and explains the impact of the teacher’s practice on student learning in relation to the nominated Standard Descriptors. The annotation states that implementation of the literacy and numeracy strategies within the plan have enabled the student to develop the knowledge and skills related to the personalised SMART goals determined by the team.

Reflective practice

The teacher's annotation demonstrates reflective practice. It includes an explanation about why specific strategies have been used and the impact they have had on the student's learning. For example, the annotation explains that the teacher and other members of the student’s learning support team have used planning scaffolds and stimulus materials to support the student to engage successfully in creative writing tasks. The annotation includes a reflection that the personalised learning and support plan has been successful in guiding the implementation of differentiated strategies to ensure consistency in how team members have supported the student’s learning. The annotation demonstrates professional reflection through the use of evaluative comments and goes beyond descriptions of the evidence.

The teaching activities in the Year 6 STEM unit ‘Beneath the stars’ included strategies to meet the specific learning needs of my students. I met with the learning support teacher last term to discuss strategies I could incorporate into my teaching to support 2 students who have been identified as having expressive/receptive language delay. Specific examples of strategies used within this unit included using a variety of stimulus materials such as images, texts, clips and word banks to support the development of new vocabulary. I also monitored the understanding of all students by providing small group support to explain or scaffold the learning. These strategies helped students engage with the content more successfully. During delivery of the unit, I used strategies that were differentiated to extend the thinking of students who were more confident with the skills and content. Examples of this can be seen in the ‘Reading the stars’ evidence, for example the use of open-ended questions and choice of research tasks aligned to their interests/questions 1.5.2.

The excerpt from ‘Beneath the stars’ demonstrates the way I used high quality resources and reference material to inform my own knowledge as well as content within the learning sequence (see References and resources). My evaluation of the learning sequences shows that the scientific inquiry approach used to guide the teaching and learning cycle was an effective strategy. It encouraged students to ask and explore questions. I also incorporated a balance of explicit, guided, independent and small group/team tasks and challenges, as can be seen in the excerpt. The variety of teaching strategies resulted in high levels of participation and students focusing on the learning tasks. The strategy of organising students into small teams, each with a specific role (researcher, data analyst and communications manager) during some activities resulted in teams being more productive and collaborative 2.1.2.

The learning sequence ‘Reading the stars’ enabled students to develop understandings about how Aboriginal Peoples use observations of the night sky to inform decisions about resources and record significant cultural events. This learning sequence provided a rich opportunity for students to develop understanding of and respect for Aboriginal histories and cultures and was developed in partnership with our school Aboriginal Education Committee and a local Elder. This demonstrates that I have followed the advice provided in the syllabus documents: involve local Aboriginal communities and/or appropriate knowledge holders in determining suitable resources. The involvement of local Elder, Aunty BW, supported student learning in an ongoing way. The respect the students held for Aunty BW as well as the knowledge that she shared with them was highly visible. Students showed a deep interest by asking many questions and they were highly engaged to learn about Aboriginal Peoples as the first astronomers 2.4.2.

Accurate reflection of the Standard Descriptors

The learning sequence includes teaching strategies that have been differentiated to meet the needs of the students in the class (Standard Descriptor 1.5.2).

The teacher’s evaluation demonstrates that selected strategies were successful in meeting the specific learning needs of students across the range of abilities. For example, the teacher modelled the use of a retrieval chart and explained in the evaluation how this supported specific students to engage with the research task more successfully (Standard Descriptor 1.5.2).

Application of the teacher’s knowledge of Science and Technology and Mathematics content has been demonstrated throughout the planned learning sequence as well as within the teacher background information (Standard Descriptor 2.1.2).

A variety of teaching strategies have been included in the design of the learning sequence to engage students in the learning. Examples include use of inquiry questions to stimulate discussion and to provide a context for the research tasks, using a variety of modelled, guided and independent tasks as well as team challenges (Standard Descriptor 2.1.2).

The unit has been designed to provide students with opportunities to connect with a community Elder to develop an understanding of and respect for Aboriginal histories and cultures in relation to local astronomy (Standard Descriptor 2.4.2).

Learning activities have been designed to enable students to explore and develop knowledge about how astronomical patterns and observations of the night sky are used by Aboriginal people to track time, inform decisions about resources and record significant cultural events (Standard Descriptor 2.4.2).

Visible demonstration of teacher practice

Application of the teacher’s practice is visible in the sequence of learning. The teacher has developed the sequence of learning to reflect the local context of the students. The teacher has also included teaching and learning activities that have been personalised to meet the needs of the students across the full range of abilities within the class (Standard Descriptor 1.5.2).

The teacher's evaluation demonstrates they have implemented the learning sequence. The evaluation includes a critical reflection of the teaching strategies used and observations of student learning aligned to learning goals and inquiry questions.

Impact on child/student learning

The teacher's evaluation demonstrates the teaching strategies were effective in helping the students to develop new understandings. For example, the demonstration activity helped the students to conceptually visualise how the constellations seem to change according to the time of day/night/year. The teacher's evaluation demonstrates that modelling was effective in supporting the development of students' research skills.

The annotation explains the impact differentiated teaching strategies had on the learning of students across the full range of abilities within the class. For example, the use of a variety of stimulus materials and word banks supported the development of new vocabulary. The use of open-ended questions and choice of research tasks resulted in high levels of student engagement who as a result were more confident with the content and skills.

Effective annotations

The annotation provides the context for evidence. It explains how the learning sequence has been planned and implemented by the teacher to develop students’ understandings and skills aligned to identified syllabus outcomes.

The annotation clearly identifies how the learning sequence demonstrates the Standard Descriptors. For example, the annotation explains the differentiated strategies within the plan that were used to support the learning and engagement of all students in the class. Small group support was used to explain and scaffold the learning and enabled students to engage with new content more successfully (Standard Descriptor 1.5.2). The annotation explains the scientific inquiry approach used to guide the teaching and learning cycle was effective in encouraging students to ask and explore questions. This was also supported in the teacher evaluation. This explanation demonstrates the teacher’s understanding of practice described in Standard Descriptor 2.1.2.

The annotation goes beyond a description of the evidence and explains the impact of the teacher’s practice on student learning. For example, the use of stimulus materials and word banks supported students’ vocabulary development. The use of differentiated teaching strategies, open-ended questions and choice of research tasks resulted in high levels of student engagement across the full range of abilities.

Reflective practice

The teacher's evaluation following the implementation of 'Our view of the constellations’ includes a critical reflection of the teaching strategies the teacher used to support students’ exploration of the inquiry questions. For example, the teacher reflected on the demonstration used to help students conceptually visualise how constellations seem to change according to the time of day/night/year. The teacher concluded that the concrete nature of the activity was successful in engaging students and helped them to make connections to more complex concepts.

Both lesson evaluations include a reflection about strategies and resources the teacher could use towards the end of the unit to revise/consolidate/extend students’ understandings and skills.

The final evaluation demonstrates the teacher’s reflective practice through the analysis and evaluation of the process of developing the assessment criteria with students. The teacher concluded that the joint construction helped students to be more successful in their presentations because they were familiar with the success criteria and the specific areas for assessment.

Completion of the anaphylaxis e-training, as recorded in my professional learning log demonstrates that I actively engage in professional learning activities to ensure the wellbeing and safety of students and staff within my school. This specific professional learning has enabled me to refresh and update my knowledge of the recommended approach to prevention, recognition and emergency treatment of anaphylaxis as a result of my completion of this training. There are no students in Stage 4 with an anaphylaxis healthcare plan however, our staff communication and record keeping systems have enabled me to be aware of the students with anaphylaxis healthcare plans across the school, as guided by the Anaphylaxis Procedures for Schools 2012 and the Australasian Society of Clinical Immunology and Allergy (ASCIA) Action Plans (6.4.2).

My professional learning log demonstrates that I participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities. My participation in the ICT update session helped me to update my knowledge and skills aligned to the school Strategic Directions of Innovative Teaching and Learning. The integration of effective information and communication technologies is a priority for our whole school (6.2.2). This professional learning opportunity also enabled me to develop my knowledge and use of a wider repertoire of teaching strategies to engage the students more effectively in their learning, a need that has been identified across this year’s Stage 4 cohort. The Stage 4 and 5 students have responded positively to the sense of autonomy that Google Classroom and Google Slides gives them and this has resulted in increased levels of engagement and participation (6.4.2).

Our Learning Support Team identified that there was a need to streamline the process we take to connect identified children and their families to relevant specialist services. In Term 3, I represented our school at a meeting that was delivered by a representative from Family Referral Services. The meeting helped me to broaden my knowledge about how to provide advocacy and support to parents/carers regarding their children's wellbeing and learning. As a result of the professional learning, I have a clearer understanding of the process that we need to take as a school to refer students/families/carers to specialist services and I shared this information with our school Learning Support Team. My participation in this professional/community support network and following feedback has informed my own learning as well as the processes that our Learning Support Team take to connect identified children and their families to relevant specialist services (6.2.2).

Accurate reflection of the Standard Descriptors

The professional development log accurately reflects the practice described by Standard Descriptors 6.2.2 and 6.4.2. The content and reflection noted in the professional development log demonstrates that the teacher has participated in learning to update knowledge and practice targeted to professional needs and school/system priorities, ie training to update knowledge about the recommended approach in preventing, recognising and treating anaphylaxis in an emergency situation (Standard Descriptor 6.2.2). The language used in the annotation accurately relates the practice described by the selected Standard Descriptors to the professional development log. The annotation provides further explanation about how specific professional development activities supported the development of knowledge and practice targeted to specific school and system priorities (Standard Descriptor 6.2.2).

The content and reflection within the professional development log demonstrates that the teacher has undertaken professional learning designed to address identified student learning needs, ie increasing the engagement and participation of Stage 4 students through the use of online collaborative technologies (Standard Descriptor 6.4.2). The annotation provides further explanation about how the specific professional development activities have addressed identified student learning needs (Standard Descriptor 6.4.2).

Visible demonstration of teacher practice

The professional development log demonstrates that the teacher participated in learning to update knowledge and practice and that they have a sound understanding of the Standards. The teacher related new learning to the relevant Standard Descriptors and reflected on how they applied the learning to their own context to address student learning needs. The inclusion of meeting notes or a certificate of completion could further demonstrate that the teacher engaged in the practice described by the selected Standard Descriptors, ie participate in/undertake professional learning.

Impact on child/student learning

In the professional development log, the teacher describes the impact the professional learning activities had on student learning, however impact on student learning is not demonstrated in the item of evidence itself. Student work samples/evaluated lesson plans/assessment information/student feedback relating to the professional learning activity could demonstrate impact on child/student learning more effectively.

Effective annotations

The annotation clearly explains how the professional learning log has been used by the teacher to demonstrate the practice described in Standard Descriptors 6.2.2 and 6.4.2. As an example, the teacher identifies how they applied the learning, which focused on the effective implementation of innovative learning and teaching strategies. In the annotation, the teacher also explains that this has been identified as a school priority, thereby demonstrating the practice described in Standard Descriptor 6.2.2.

The annotation explains the impact the teacher's professional learning has had on student learning. As an example, the annotation explains how the teacher used specific online collaborative technologies following a professional learning activity. Use of the new technology tools resulted in increased levels of student engagement and participation, previously identified as a need across the cohort. The annotation reflects the practice and impact described in Standard Descriptor 6.4.2, by undertaking professional learning programs designed to address identified student learning needs.

Reflective practice

The professional learning log includes a reflection by the teacher following each professional learning activity. The teacher reflects on the content of the professional learning and briefly explains how it relates it to the practice described in specific Standard Descriptors.

The teacher has successfully demonstrated reflective practice by explaining how they have applied the new learning and the impact this had on teaching practice and student learning.

I developed this assessment task notification to align to the Business Studies Syllabus Year 11 topic ‘Business Planning’. The task provided students with the opportunity to apply their learning to construct a plan for a hypothetical business and to develop their use of business terminology and concepts. The task assessed a considerable amount of content, and as such, was given a weighting of 30%. This aligns with the weightings for formal school-based assessment as detailed in the NESA Assessment and Reporting in Business Studies document (5.1.2). The scaffold was provided to support students in the development of their response, while allowing them flexibility to interpret and respond to the scenario. Students of all abilities had the opportunity to access this task and display their learning. Students were encouraged to further develop the hypothetical scenario presented, in order to strengthen their business plan with additional information.

Students were given 3 weeks to complete the task. I facilitated class discussion at key points. This enabled students to share their progress and ask questions. I shared feedback with every student to guide their planning during one-to-one discussions (5.2.2). I recorded brief summary notes of the feedback on the students planning documents and provided each student with a copy (see example in the evidence). I also used the summary notes to review the way that students applied my feedback to develop their final submission. An excerpt of a final submission/assessment task has been included in the evidence. I arranged for all Year 11 Business Studies teachers to be involved in a pilot marking process once the tasks had been submitted. Year 11 Business Studies teachers reviewed and marked a selected range of student responses to ensure we were consistent in our approach. Some tasks were marked twice, by different teachers, ensuring that we remained consistent in our judgement (5.3.2). Tasks were returned to students within a fortnight, allowing for timely feedback (5.2.2). Teachers met following the marking of the task to develop a one-page summary of strengths and weaknesses identified across the classes. This was shared with all students and assisted us to revise the task in the future.

On review, the task was successful overall, however some students struggled with the financial aspects of the plan. On reflection, a template and examples of the relevant financial statements may have assisted some students. Following the task, I guided my students through areas for improvement and provided examples of a range of responses (5.2.2). This supported them to identify the strengths and weaknesses of their own response. The program for this unit of work has been amended to strengthen areas of content, which the task identified as challenging for students.

Accurate eflection of the Standard Descriptors

The assessment task sample accurately reflects the practice described by Standard Descriptors 5.1.2, 5.2.2 and 5.3.2. The evidence demonstrates that students were provided with timely feedback through discussions and one-to-one conferencing supporting their progress against the learning goals (Standard Descriptor 5.2.2). The excerpt from the final assessment sample demonstrated that students applied the teacher’s feedback to develop and refine their final assessment task to successfully demonstrate their learning and knowledge of business terminology and concepts (Standard Descriptor 5.1.2). The marking criteria included in the evidence shows the teacher understands the resources and processes used to support assessment moderation activities and consistent teacher judgments when assessing student learning (Standard Descriptor 5.3.2).

Visible demonstration of teacher practice

Application of the teacher’s practice is visible in the assessment task sample. The work samples demonstrate that the teacher has used a formal, summative assessment task as a strategy to assess student learning (Standard Descriptor 5.1.2). The timely and effective feedback given by the teacher to the student is visible in the teacher’s summary notes/student’s planning document (Standard Descriptor 5.2.2). The marking criteria included in the evidence shows that the teacher understands the resources and processes used to support assessment moderation activities and consistent teacher judgments when assessing student learning (Standard Descriptor 5.3.2). Although the teacher explained they participated in a pilot marking process with colleagues in the annotation, this was not directly visible in the evidence sample. The inclusion of notes from the pilot marking meeting or a small sample of student assessment tasks could have been included to more effectively demonstrate the teacher’s participation in assessment moderation activities (Standard Descriptor 5.3.2).

Impact on child/student learning

The teacher’s feedback notes within the assessment task sample show that the teacher provided timely, effective and appropriate feedback to the student about their initial business plan. The work sample demonstrates the student used the feedback provided in the planning meeting to guide their learning and successful completion of the assessment task.

Effective annotations

The annotation explains how the teacher has used the documentary evidence to demonstrate the practice described within Standard Descriptors 5.1.2, 5.2.2 and 5.3.2.

The annotation also describes the impact of the teacher's practice on the learning of students. The development and implementation of the assessment task enabled students to apply their learning and knowledge of business terminology and concepts (Standard Descriptor 5.1.2). The annotation explains that all students were provided with timely feedback through discussions and one-to-one conferencing resulting in students sharing their progress, asking questions and refining their understanding of the subject matter (Standard Descriptor 5.2.2).

Reflective practice

The annotation includes an explanation of why the teacher implemented specific strategies to demonstrate reflective practice. For example, the annotation explains the business plan scaffold was used to help all students of all abilities access the task and display their learning. In the annotation, the teacher:

• reflects on the impact their practice had
• explains their facilitation of discussions and one-to-one planning/feedback meetings resulting in students sharing their progress, asking questions and refining their understanding of the subject matter
• evaluates the success of the task
• reflects on strategies they could have used to support specific students more effectively
• comments on amendments that have been made to the teaching program to strengthen areas of content, which the task identified as challenging for the students.