SC1 Demonstrated knowledge and understanding of initiatives in student learning including the

Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to
implement curriculum programs consistent with their intent.
Throughout the duration of my Bachelor of Primary Teaching degree at La Trobe University, I have gained
a firm understanding that it is essential to be familiarised with, and have the ability to utilise educational
initiatives such as the Victorian Curriculum, Australian Institute for Teaching School Leadership (AITSL)
Standards, Principles of Learning and Teaching (PoLT) and AusVELS. I realise the importance of these
documents and understand that they have been designed with the intention of maximising learning outcomes
for all students, as well as ensuring teachers are continually developing and improving their teaching
methods.
I have incorporated the Principles of Learning and Teaching (PoLT) by:

Establishing what students know already and providing the opportunity for students to build on prior
knowledge in manageable steps. For example, in a Foundation classroom, I was able to use
assessment data to assist with planning a unit on text-to-self, text-to-text, and text-to-world
connections. Throughout the unit I was able to incorporate a range explicit teaching opportunities as
well as group and individual tasks to build on students understandings.
Arranging for time in each teaching session to give individual support to students in need of
particular attention, when planning lessons and weeks, I place a particular emphasis on having a
teacher focus group.
Analysing student understandings and perspectives early in a learning sequence to help plan
subsequent teaching sessions. For example, when teaching a unit on fiction and nonfiction texts, I
realised students were having difficulty understanding the concepts taught, and altered future lessons
to incorporate additional explicit modelling and group tasks.

I have demonstrated knowledge of the Assessment and Reporting advice by:

Conducting one-on-one reading conferences with students. This assists me to gain an understanding
of students reading and comprehension abilities, and helps me make informed decisions when
choosing texts for guided reading tasks.
Administering diagnostic assessments such as the Mathematics Online Interview and Progressive
Achievement Tests (PAT) in Reading and Mathematics.
Incorporating student share time at the completion of sessions, doing this allows students to ask
questions and share their understandings, whilst providing me with information on any difficulties or
misconceptions students are having.

I have demonstrated knowledge of the standards from AusVELS and the Victorian Curriculum by:

Consulting AusVELS and Victorian Curriculum document to plan for sequences of lessons, specific
to applicable learning areas, and to plan integrated units of work and to set student learning goals.
Determining the desired outcomes of a lesson sequence in order to stage learning for cohesion and
meaning.
Using the standards across domains to link different learning areas in integrated units of work.

I have demonstrated an ability to implement the AITSL Standards by:

Demonstrating knowledge and understanding of strategies for differentiating teaching to meet the
specific learning needs of students. An example of this is my ability to use assessment data to
determine reading materials and follow up tasks when planning weekly reading tasks in a Foundation
classroom.
Demonstrating an understanding of practical approaches to manage challenging behaviour, in line
with placement schools behaviour management strategies, one theorist whose strategies I have
learnt about and implemented is Ramon Lewis.

Utilising a range of assessment strategies, including informal and formal, diagnostic, formative and
summative assessment. An example of this is utilising ongoing assessment in the form of anecdotal
notes.
Seeking and applying constructive feedback from supervisors and teachers to improve teaching
practices. Over the course of my placement blocks, I have consistently sought feedback on lessons,
weeks and overall blocks with the aim of improving my teaching.

SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies
and the capacity to work with colleagues to continually improve teaching and learning.
Over the duration of my degree and in particular during placement blocks, I have discovered that students
learn differently and have varying levels of ability. Considering these factors, I have learnt about the
importance of utilising a range of teaching practices and assessment tools in the classroom, and using
assessment data to create tasks that are differentiated to suit each students needs. Differentiation can take
many forms, however when planning and teaching I use the work of Carol Ann Tomlinson as a guide. By
analysing assessment data in collaboration and guidance from my mentors, I have created differentiated
lessons and activities several times whilst on placement, for example:

A fractions unit in a composite grade three and four classroom, in which I was able use assessment
data to alter the Process, and had students working on tasks with varied support and complexity.
This allowed me to ensure all students were engaged, receiving appropriate levels of assistance and
working on tasks suited to their level of ability. One of the outcomes of this was the creation of a
teacher focus group during lessons, in which I was able to assist a small group of students,
incorporate additional hands on materials and provide further scaffolding.

Over the course of my placements, I have learnt how to incorporate a range of teaching and learning
strategies to ensure that all students are engaged and completing tasks suited to their level of ability
including:
Creating questions and tasks that are connected to real world situations, for example, a
mathematics lesson in which Foundation students went on a Shape Hunt around the classroom.
Doing this helped students understand that shapes are everywhere around us, whilst
demonstrating why objects are particular shapes.
Structuring my literacy sessions to ensure I incorporated modelled, shared, guided and
independent reading and writing. From my own teaching, theory presented at university, as well
as observations and discussions with mentors, I believe that this structure leads positive learning
outcomes for all students.
During my time as a pre service teacher, I have also seen how ICT tools can be used to enhance student
understandings, and that ICT is a great tool for students to demonstrate what they have learnt. An example
of when I have incorporated ICT into lessons is:

When teaching a unit on angles I decided to create a task that required students to work in pairs to
identify angles within structures in the schoolyard, then take photographs using iPads. Using the
photographs, students then utilised iPad software of their choice, such as iMovie, to create a
presentation demonstrating their understandings.

Over the past four years, my placements and involvement in school sport programs have demonstrated my
abilities to build strong rapport with students. I believe that building effective relationships with students is
one of the most important aspects of teaching and learning. By knowing students individually, I am able to
plan differentiated lessons and implement appropriate management strategies.
Lukes strengths are predominately in his interactions with the students. He is genuinely interested in them
as people, in them as students and most of all in their wellbeing (Sallianne Griffith, Overnetwon Anglican
Community College).

Since my second year of placements, I have worked and planned collaboratively in Professional Learning
Teams. I have demonstrated my capacity to work with colleagues and improve my learning and teaching by:
Constantly observing and asking questions, as well as providing suggestions and feedback during
weekly planning meetings.
Assisting with weekly, term and unit planning.
Taking the time throughout the day to discuss both future and past lessons and activities with my
mentor and other teachers within the school.
As a graduate teacher, I believe my studies and placements have provided me with a solid foundation in
understanding how students learn, as well as opportunities to practice a range of classroom teaching and
classroom management skills. I have thoroughly enjoyed my time in a diverse range of schools, and working
with a variety of teachers. I have used this time to communicate with staff, ask questions and offer
suggestions. Through these interactions, I continue to develop my understandings and practices to deliver
better student outcomes.
SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform
teaching for improved student learning.
According to the Victorian Department of Education and Training assessment is the ongoing process of
gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve
future student learning. Assessment provides data that informs teachers about what students know and
assists with planning what needs to be taught during lessons, activities and units. Assessment also provides
teachers with information that will assist with differentiation as well as the formation of groups. The data
obtained from assessment can be used to determine which students need extra scaffolding or extension. I am
aware that assessment is an ongoing process that takes many forms including: assessment for learning
(diagnostic), assessment as learning (formative) and assessment of learning (summative).
Throughout my teaching experience, I have placed an emphasis on learning about a range of assessment
tools used by various teachers and schools, and implemented these into my own teaching practice, for
example:

Administering paper versions of the Progressive Achievement Tests (PAT) in both mathematics and
reading in a Foundation classroom. I was then able to gain an understanding of how the data is used
to inform planning of future lessons, including the creation of ability groups. I also realise that these
tests can be used as a summative assessment tool.
Conducting the addition component of the Mathematics Online Interview, I have since attended a PD
session that demonstrated ways to better interpret and utilise the data obtained by the MOI.
Incorporating ongoing assessment into lessons through the use of anecdotal notes, observational
assessment and discussions with students, then using this information to alter future lessons. For
example, during a unit on ordinal numbers, I observed that several students were having difficulty
with the concepts being presented. To solve this, I incorporated additional explicit modelling, and
elaborated further on where ordinal numbers are used.
Assessing students workbooks to gain further knowledge of their understandings and
misconceptions. When doing this during a fractions unit I was able to use this information to alter
follow up lessons by changing teacher focus groups as well as incorporating the use of ICT.
Observing and noting the ways students choose to solve questions, and using this to inform future
planning. An example of this was during an addition lesson, in which I assessed if concrete
materials, counting on, or other methods were used to solve problems. I observed that the majority of
students used concrete materials to assist them. In subsequent lessons I incorporated additional
concrete materials where possible.
Utilising post-test data, bookwork and student presentations to determine how effective a unit has
been. For example, during a unit on The First Fleet, students were placed in groups and presented
their understandings using the iPad application Puppet Pals. My mentor teacher used a rubric to
assess students on key understandings from the unit, as well as their oral presentation skills.

Observing running records, and gaining an understanding of how the data obtained is used to
determine students independent and instructional reading levels.
Taking reading conferences with students in a Foundation classroom, this was done to determine
comprehension levels and to ensure students were reading appropriately levelled texts.

In addition to these forms of assessment, I have witnessed the National Assessment Program Literacy and
Numeracy (NAPLAN) tests being conducted in a year three classroom. I have also participated in a meeting
in which the schools NAPLAN results were being analysed, with areas of concerns and strength being
discussed.
My experience both at university and in schools has helped me to not only learn about and use a wide range
of assessment tools and techniques, but also realise the importance of utilising a wide range of assessment
tools. The data obtained can and should be used for a variety of classroom practices, with the aim of
improving learning outcomes for all students.
To ensure I am constantly improving as a teacher, I also use the data obtained from a variety of assessments
to reflect on the lessons and units I have taught. Reflecting on the highlights, aspects that were effective and
parts I could have improved has helped me to become a better teacher. My development this year has seen
me shift from teaching content to now ensuring that student learning is occurring through the practice of
diagnostic, ongoing and summative assessments. I will continue my reflection process throughout my
teaching practice for ongoing development.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal
skills including a capacity to develop constructive relationships with students, parents and other staff.
I strongly believe that, for a teacher, effective written and verbal communication is vital to convey
expectations to students, liaise and converse with other staff, and inform parents of student progression.
Open lines of communication are essential for building professional relationships within the school and
wider community. I have a high level of written and verbal communication skills, which I have continually
developed through life experiences and studies. Prior to commencing full time study, I worked in customer
service full time at Foot Locker Australia, including two years as a store manager, and continue to work
with the company on a casual basis. During my 10 years employment with the company, I have been able to
develop and improve my interpersonal, written and verbal communication skills by interacting with
colleagues, management and customers on a daily basis.
I have a calm, respectful and benevolent disposition, which are qualities that allow me to develop
professional and effective relationships. I believe that I will be able to use these qualities to cultivate and
retain successful relationships with teachers and students and the wider school community.
I am aware of the importance of having open-lines of communication with students, parents and staff in
order to be an effective member of the school community and have demonstrated my abilities whilst on
placement. I have developed positive relationships with students and staff within schools by:
Spending time getting to know students and staff members as individuals, this allows me to become
aware of their personalities and experiences.
Explicitly outlining behaviour and work expectations to students.
Being approachable, supportive and making time for students and colleagues.
Keeping an open mind and remaining flexible to new ideas and perspectives.
Respecting students interests, capabilities and backgrounds.
Contributing to team planning meetings by offering suggestions and listening to advice.
My experience in running after school sport programs over the course of approximately 18 months has
further enhanced my communication and management skills. Some of my duties included:
Teaching new skills to groups of up to 30 students, through explicit instruction and demonstration.
Managing the behaviour of groups of very enthusiastic students.
Liaising with schools to arrange times when sessions will take place, as well as receiving
information about the school and students participating.

Over the two terms I spent at Creekside College in 2016, I was able to build a strong rapport with parents
and carers. I often spoke to them during drop off and pick up times and was able to discuss their childrens
progress or if they had any concerns. I also interacted with the wider school community at special events
such as a Mothers Day Card Making Evening and the schools Literacy and Numeracy afternoon. In
addition, I have been employed as a tutor for the past two years which has allowed me to not only work oneon-one with students to improve academic outcomes, but also communicate with parents.
Developing positive relationships with students is important to me, and aligns with my teaching philosophy.
As a graduate teacher within your school, I will endeavour to form positive and ongoing relationships with
students, parents and staff, based on respect and professionalism.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school
activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.
I am strongly committed to being involved in schools extra-curricular activities, as these are the times
schools often need extra assistance and it is in these environments where you can gain greater insight into
students and their interests. During my teaching placements, I have continually volunteered my time to
support students and have contributed to a range of co-curricular programs within each of my placement
schools.
I have actively participated in the following extra-curricular activities:
2013: Regional Cross Country Carnival Albion North Primary School
2015: Book Talk Oral: Language in the Early Years Program (Whole Term) Charles La Trobe
College
2015: Assisting with Regional Athletics Carnival Charles La Trobe College
2015: Year Three and Four Sleepover Charles La Trobe College
2016: Literacy and Numeracy Evening Creekside College
2016: Mothers Day card making night Creekside College
2016: Prep Information Evening Creekside College
Since 2015, I have placed an emphasis on reflecting on lessons, days, weeks and overall placement blocks
both individually and through discussions with mentor teachers. Doing this has allowed me to enjoy the
success Ive had, whilst analysing the areas in which I could have made improvements. I also use reflections
with mentor teachers to seek clarification on what worked well, possible reasons for aspects that did not go
well and seek suggestions for future improvement. I believe taking both forms of reflection has improved
my teaching and will continue to do so.
Luke is very reflective of his teaching practice and actively seeks feedback as well as self reflects. He uses
this information to modify his lessons and adjust his teaching (Carla Cropley, Creekside College).
I view learning as a life long journey, and ongoing professional learning is integral to my practice remaining
effective and efficient. Whilst I have learnt a lot over the course of my studies and placements, I have also
completed a range of Professional Development sessions including:

2016: AEU Student Teacher Conference

As a graduate teacher, I will continue refining my pedagogical skills and knowledge through reflection,
professional development and learning from colleagues. Over the course of my degree, I have not only been
fully committed to my studies and placement blocks, but also taken up the many professional development
opportunities that have arisen. In a constantly changing world, I believe in the importance of continually
remaining updated with contemporary ideas, concepts, teaching strategies and theories. I intend to continue
pursuing varied opportunities and experiences, with the aim of improving and refining my teaching practice.