Evidence addressing the AITSL standards
Below are details of various evidence showing how I have met each of the Standards at a Graduate level. As mentioned above as the Standards are interconnected, I have found it easier to provide the evidence with each of the applicable subsections of the Standards listed where applicable.
ETL411: Teaching the Curriculum 1 - Integrating Literacy
Assignment One - AITLS Standards addressed in this assignment:
2.5
Assignment One - AITLS Standards addressed in this assignment:
2.5
etl411_assignment_1.pdf | |
File Size: | 41 kb |
File Type: |
Assignment Two - AITLS Standards addressed in this assignment:
1.5
1.5
etl411_assignment_2.pdf | |
File Size: | 41 kb |
File Type: |
ETL421: Teaching the Curriculum 2 - Integrating Numeracy
Assignment One - AITLS Standards addressed in this assignment:
2.5
6.2
Assignment One - AITLS Standards addressed in this assignment:
2.5
6.2
greene_j_etl421_assignment_one.pdf | |
File Size: | 2102 kb |
File Type: |
greene_j_etl421_assignment_one.2.pdf | |
File Size: | 328 kb |
File Type: |
Assignment Two - AITLS Standards addressed in this assignment:
3.6
4.2; 4.3
5.1; 5.3
3.6
4.2; 4.3
5.1; 5.3
greene_j_etl421_assignment_two.pdf | |
File Size: | 8749 kb |
File Type: |
ETL414: Productive Learning in Diverse Classrooms
Assignment One - AITLS Standards addressed in this assignment:
1.1; 1.3; 1.6
4.1
Assignment One - AITLS Standards addressed in this assignment:
1.1; 1.3; 1.6
4.1
greene_j._etl414_ss_2013_assignment_one.docx | |
File Size: | 411 kb |
File Type: | docx |
ETP410: Teaching and Learning 1 - Essential Learnings
Assignment One - AITLS Standards addressed in this assignment:
2.1; 2.2; 2.3
3.3; 3.5
Assignment One - AITLS Standards addressed in this assignment:
2.1; 2.2; 2.3
3.3; 3.5
greene__j_etp410_assignment_one.docx | |
File Size: | 56 kb |
File Type: | docx |
ETP410: Teaching and Learning 1 - Essential Learnings
Practicum at Newcastle Waldorf School:
Practicum at Newcastle Waldorf School:
Learning Management Plan for Year 7 Science - AITLS Standards addressed with this Learning Management Plan:
3.1
3.1
learning_management_plan_for_year_7_science.docx | |
File Size: | 133 kb |
File Type: | docx |
Lesson Plan for Year 7 Mathematics - AITLS Standards addressed with this Lesson Plan:
3.2; 3.5
4.2
3.2; 3.5
4.2
lesson_plan_yr_7_maths_etp410_practical.docx | |
File Size: | 19 kb |
File Type: | docx |
Lesson Plan for Year 7 Science - AITLS Standards addressed with this Lesson Plan:
3.2; 3.5
4.2
3.2; 3.5
4.2
lesson_plan_yr_7_science_etp410_practical.docx | |
File Size: | 19 kb |
File Type: | docx |
Feedback from Mentor Teachers - AITSL Standards addressed during this practicum:
1.2
2.1; 2.2; 2.3; 2.6
3.2; 3.3
6.3
"Josephine engaged well with the students and developed growing confidence both in preparing and delivering material during her three weeks. She worked using a range of strategies and practical skills in both Science and Mathematics. Josephine constantly sough feedback and utilised this in her planning and was active in engaging with staff members to gain a clear understanding of the school and to discuss pedagogical issues. This was a very pleasing first professional experience for Josephine."
"Josephine displayed a growing confidence in lesson preparation and delivery during her three weeks, reflecting critically on her practice and incorporating feedback into subsequent lessons. She achieved a pleasing level to build on in subsequent experiences."
"Josephine achieved a pleasing level during her first professional experience. She showed a growing confidence in engaging with students and produced well prepared lesson sequences which targeted learning for specific outcomes in both Science and Mathematics using a range of skills and strategies. Josephine at all times took careful note of feedback from the mentor teachers and incorporated this into subsequent lessons along with her own critical reflection."
1.2
2.1; 2.2; 2.3; 2.6
3.2; 3.3
6.3
"Josephine engaged well with the students and developed growing confidence both in preparing and delivering material during her three weeks. She worked using a range of strategies and practical skills in both Science and Mathematics. Josephine constantly sough feedback and utilised this in her planning and was active in engaging with staff members to gain a clear understanding of the school and to discuss pedagogical issues. This was a very pleasing first professional experience for Josephine."
"Josephine displayed a growing confidence in lesson preparation and delivery during her three weeks, reflecting critically on her practice and incorporating feedback into subsequent lessons. She achieved a pleasing level to build on in subsequent experiences."
"Josephine achieved a pleasing level during her first professional experience. She showed a growing confidence in engaging with students and produced well prepared lesson sequences which targeted learning for specific outcomes in both Science and Mathematics using a range of skills and strategies. Josephine at all times took careful note of feedback from the mentor teachers and incorporated this into subsequent lessons along with her own critical reflection."
ETP420: Teaching and Learning 2 - Child and Adolescent Development
Assignment One - AITLS Standards addressed in this assignment:
3.3; 3.5; 3.7
7.3; 7.4
Assignment One - AITLS Standards addressed in this assignment:
3.3; 3.5; 3.7
7.3; 7.4
etp420_assignment_1.pdf | |
File Size: | 225 kb |
File Type: |
ETP425: Teaching and Learning 3 - Assessment and Reporting
Assignment One - AITLS Standards addressed in this assignment:
5.3; 5.4
Assignment One - AITLS Standards addressed in this assignment:
5.3; 5.4
etp425_assignment_1.pdf | |
File Size: | 159 kb |
File Type: |
ETP425: Teaching and Learning 3 - Assessment and Reporting
Practicum at Cooks Hill Campus
Financial Literacy Lesson Material: students from disadvantaged socioeconomic - AITLS Standards addressed with this Lesson Material:
1.3; 1.4
2.4
Practicum at Cooks Hill Campus
Financial Literacy Lesson Material: students from disadvantaged socioeconomic - AITLS Standards addressed with this Lesson Material:
1.3; 1.4
2.4
earning_an_income.docx | |
File Size: | 270 kb |
File Type: | docx |
spending_and_saving.docx | |
File Size: | 56 kb |
File Type: | docx |
Stage 6 Preliminary General 2 Mathematics Course Delivery - AITLS Standards addressed with these quizzes, particularly their delivery
2.6
3.4
4.5
2.6
3.4
4.5
ETP426: Teaching and Learning 6 - Theory to Practice
Practicum at Hunter Sports High School
Feedback from Mentor Teachers - AITSL Standards addressed during this practicum:
1.3; 1.4
2.4
4.4
5.5
6.1; 6.4
7.1; 7.2
"Jo has made a valuable contribution during her time on professional experience with Big Picture Education at Hunter Sports High School. She showed a maturity and skill level far above what is normally shown by student teachers. Jo demonstrated a comprehensive knowledge of the effects on learning by students from many and varied backgrounds including Aboriginal students, autistic students, and those from disadvantaged socioeconomic backgrounds. Her understanding and respect for these students made a lasting and positive impact on the effective learning and general development of the students she worked with."
"Jo always behaves in a professional and courteous manner to students and fellow staff. Her presentation showed a good understanding of the AITSL Standards and how she had gone about addressing those applicable to a Graduate Teacher. We look forward to welcoming Jo to the Big Picture training at the end of 2014 which would allow her to apply for a role as an Advisor in any Big Picture School. She has the qualities to be successful in any Advisory."
"Jo put together a proposal that was taken, with my support, to the School Principal and the Head Teacher Mathematics. She proposed that she would rewrite the Mathematics Syllabus including its delivery and redesign of assessment, for all Year 7-10 students in Big Picture Education at Hunter Sports High School. Both the Principal and Head Teacher Mathematics welcomed this proposal. It is expected that this syllabus will be delivered in 2015. This demonstrates a high level of familiarity with the outcomes of the NSW curriculum, and the way the pedagogical approach in Big Picture learning differs from mainstream delivery. She also has a good working knowledge of the applicable school organisational policies.The assessment strategies in the new syllabus allow recording and reporting of different assessment methods to students, parents/carers, and other educational professionals."
"Through Jo's time with Hunter Sports High School, she has formed positive and influential relationships with the students. She has worked positively towards ensuring the wellbeing and safety of students working in different environments."
Practicum at Hunter Sports High School
Feedback from Mentor Teachers - AITSL Standards addressed during this practicum:
1.3; 1.4
2.4
4.4
5.5
6.1; 6.4
7.1; 7.2
"Jo has made a valuable contribution during her time on professional experience with Big Picture Education at Hunter Sports High School. She showed a maturity and skill level far above what is normally shown by student teachers. Jo demonstrated a comprehensive knowledge of the effects on learning by students from many and varied backgrounds including Aboriginal students, autistic students, and those from disadvantaged socioeconomic backgrounds. Her understanding and respect for these students made a lasting and positive impact on the effective learning and general development of the students she worked with."
"Jo always behaves in a professional and courteous manner to students and fellow staff. Her presentation showed a good understanding of the AITSL Standards and how she had gone about addressing those applicable to a Graduate Teacher. We look forward to welcoming Jo to the Big Picture training at the end of 2014 which would allow her to apply for a role as an Advisor in any Big Picture School. She has the qualities to be successful in any Advisory."
"Jo put together a proposal that was taken, with my support, to the School Principal and the Head Teacher Mathematics. She proposed that she would rewrite the Mathematics Syllabus including its delivery and redesign of assessment, for all Year 7-10 students in Big Picture Education at Hunter Sports High School. Both the Principal and Head Teacher Mathematics welcomed this proposal. It is expected that this syllabus will be delivered in 2015. This demonstrates a high level of familiarity with the outcomes of the NSW curriculum, and the way the pedagogical approach in Big Picture learning differs from mainstream delivery. She also has a good working knowledge of the applicable school organisational policies.The assessment strategies in the new syllabus allow recording and reporting of different assessment methods to students, parents/carers, and other educational professionals."
"Through Jo's time with Hunter Sports High School, she has formed positive and influential relationships with the students. She has worked positively towards ensuring the wellbeing and safety of students working in different environments."
Transcripts of one-on-one interviews with students - AITSL Standards addressed with student interviews:
4.1; 4.3
5.2; 5.3
4.1; 4.3
5.2; 5.3
one-on-one_15_july_student_1.pdf | |
File Size: | 76 kb |
File Type: |
one-on-one_15_july_student_2.pdf | |
File Size: | 61 kb |
File Type: |