11/04/2019

Professional Portfolio Evidence Example

Name: Harriet Pugh E Number: e4063278 School: Fremantle College Yr Level/Subject Area: English Year 11

Situation: Action: Outcome:

In 2018, I was scheduled to teach a Year 11 General English class. I ran a diagnostic and discovered several students had dyslexia. One After a semester, the student was able to complete designated tasks
There were 28 students in the class, 19 of which had not met the student in particular was not able to complete a simple Year 8 task. I within the class time and received 58 per cent in English. The student
minimum literacy and numeracy requirements to graduate. Many kept the student back after class to have a private dialogue regarding passed all aspects of OLNA in September and went on to achieve a
students had attendance under 70 per cent, which was even more this work. He was very distressed and upset in his effort, and B grade at the end of the year. The student received a range of
evident after only 4 students submitted the first assessment in Week disclosed that he has a learning issue (4.1). I got permission from the commendations from various teachers and was now on track to
2. This class was a combination of South Fremantle and Hamilton student to contact his carers to discuss my concerns further. Before graduate. He developed several friends in that class, which he is still
Hill SHS, and were incredibly disengaged. They would not answer calling the carers, I looked up the student on the school system close with. I was able to up-skill my teaching in differentiation,
questions, complete work or submit assessments. The class average where there were not notes. I met with the school psychologist and collaboration with teachers and literacy instructional strategies. The
was 26 per cent after two assessments. I ran a diagnostic which several other teachers to discuss his work (6.3). No-one knew what carers sent various emails of praise and appreciation for my efforts in
made it evident that over a third of the class were below expected was the reason for his poor performance. After calling the carers, it supporting this student. I was also commended on my initiative of
skill level and several students were advanced. This student in was clear this student has a learning processing issue (3.7, 7.3). I creating an IEP and informing other teachers to improve their ability
particular had not passed any OLNA components or English the year developed an IEP with consultation of DSF and the student’s MESH to support this students.
before (5.4). He had good attendance and no behavioural concerns. teachers. I implemented six key strategies, incorporating the
student’s ability and access to resources, and differentiated lessons
to assist his learning (1.1, 1.3, 1.5, 3.3). I utilised his love for
technology and colours to form a new note-taking system (1.2). I had
lesson instructions written on the board so he could frequently
refocus on what to do next and be included in all class activities (1.6).
After reflecting on the IEP with the student, his carers and his
teachers at the end of the term, he began an individualised literacy
homework program to help him achieve the requirements he needed
for OLNA (2.5, 3.1) based on a literacy PL I requested to attend (6.1).
I was able to give meaningful feedback on his progress through both
formal and informal comments (5.2, 5.5).
Supporting Evidence: Year 11 Assessment Outline, Student Diagnostic Assessment Piece, Student Progress Assessment Piece, Draft IEP, Edited IEP, GEP, Parent Email, Colleague Email, Commendation
Certificate, Scaffolded Worksheet and Lesson Plan with Literacy Strategies.
1. Know students and how they learn 3. Plan for and implement effective teaching and learning 6. Engage in professional learning
1.1 Physical, social and intellectual development and 3.1 Establish challenging learning goals 6.1 Identify and plan professional learning needs
characteristics of students 3.2 Plan, structure and sequence learning programs 6.2 Engage in professional learning and improve practice
1.2 Understand how students learn 3.3 Use teaching strategies Include a range of teaching 6.3 Engage with colleagues and improve practice
1.3 Students with diverse linguistic, cultural, religious and strategies 6.4 Apply professional learning and improve student
socioeconomic backgrounds 3.4 Select and use resources learning
1.4 Strategies for teaching Aboriginal and Torres Strait 3.5 Use effective classroom communication 7. Engage professionally with colleagues, parents/carers and the
Islander students 3.6 Evaluate and improve teaching programs community
1.5 Differentiate teaching to meet the specific learning 3.7 Engage parents/carers in the educative process 7.1 Meet professional ethics and responsibilities
needs of students across the full range of abilities 4. Create and maintain supportive and safe learning environments 7.2 Comply with legislative, administrative and
1.6 Strategies to support full participation of students with 4.1 Support student organisational requirements
disability 4.2 Manage classroom activities 7.3 Engage with the parents/ carers
2. Know the content and how to teach it 4.3 Manage challenging behaviour 7.4 Engage with professional teaching networks and
2.1 Content and teaching strategies of the teaching area 4.4 Maintain student safety broader communities
2.2 Content selection and organisation 4.5 Use ICT safely, responsibly and ethically
2.3 Curriculum, assessment and reporting 5. Assess, provide feedback and report on student learning
2.4 Understand and respect Aboriginal and Torres Strait 5.1 Assess student learning
Islander people to promote reconciliation between 5.2 Provide feedback to students on their learning
Indigenous and non-Indigenous Australians 5.3 Make consistent and comparable judgements
2.5 Literacy and numeracy strategies 5.4 Interpret student data
2.6 Information and Communication Technology (ICT) 5.5 Report on student achievement