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    Aitsl Table

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    api-375683452
    This document outlines goals and actions for developing skills in assessment, moderation, reporting, and record keeping of student learning. In the short term, goals include gaining understanding of moderation processes, collecting resources, and observing mentor teachers. Actions include asking questions, observing practices, and accumulating tools. Long term goals involve trialing approaches to determine effectiveness and collaborating with colleagues to expand skills. Indicators of success are ability to identify and implement strategies, and positive feedback on evaluation execution that enables consistent judgements of student learning.

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    Aitsl Table

    Uploaded by

    api-375683452
    71 views2 pages
    This document outlines goals and actions for developing skills in assessment, moderation, reporting, and record keeping of student learning. In the short term, goals include gaining understanding of moderation processes, collecting resources, and observing mentor teachers. Actions include asking questions, observing practices, and accumulating tools. Long term goals involve trialing approaches to determine effectiveness and collaborating with colleagues to expand skills. Indicators of success are ability to identify and implement strategies, and positive feedback on evaluation execution that enables consistent judgements of student learning.

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    aitsl table

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    This document outlines goals and actions for developing skills in assessment, moderation, reporting, and record keeping of student learning. In the short term, goals include gaining understanding of moderation processes, collecting resources, and observing mentor teachers. Actions include asking questions, observing practices, and accumulating tools. Long term goals involve trialing approaches to determine effectiveness and collaborating with colleagues to expand skills. Indicators of success are ability to identify and implement strategies, and positive feedback on evaluation execution that enables consistent judgements of student learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    71 views2 pages

    Aitsl Table

    Uploaded by

    api-375683452
    This document outlines goals and actions for developing skills in assessment, moderation, reporting, and record keeping of student learning. In the short term, goals include gaining understanding of moderation processes, collecting resources, and observing mentor teachers. Actions include asking questions, observing practices, and accumulating tools. Long term goals involve trialing approaches to determine effectiveness and collaborating with colleagues to expand skills. Indicators of success are ability to identify and implement strategies, and positive feedback on evaluation execution that enables consistent judgements of student learning.

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    of 2

    Section 1: AITSL My goals for this Actions to develop my Indicators of success:

    Graduate Standard aspect: capability:


    Short Term Goals (end of semester)
    Professional Practice Gain a general Observe different Ability to identify,
    Standard 5: Assess, understanding of what is moderation processes and describe and/or
    provide feedback and involved in the internal practices utilised by mentor implement a range of
    report on student moderation process and teacher and colleagues. moderation processes
    learning practices at my practicum and strategies.
    school.
    5.3 Demonstrate Collect a range of Ask mentor teacher and/or Accumulate a range of
    understanding of moderation resources colleagues questions about resources for moderation
    assessment moderation and sample rubrics. the moderation process to utilise in future
    and its application to and specific practice.
    support consistent and tools/resources they use.
    comparable judgments Save copies or source
    of student learning these.
    Professional Practice Understand general Ask mentor teacher what Ability to identify what is
    Standard 5: Assess, reporting processes and assessments/recordings necessary in order to
    provide feedback and practices. are necessary/utilised in report on student
    report on student the reporting process. learning.
    learning Observe what reporting
    format is utilised by the
    5.5 demonstrate school.
    understanding of a Recognise methods used Observe mentor teachers Ability to implement a
    range of strategies for to record student learning use of methods and variety of record-keeping
    reporting the students in the classroom. strategies in recording strategies.
    and parents/carers and student learning in class
    the purpose of keeping activities and assessment.
    accurate and reliable Observe how my mentor Observe how student Ability to implement a
    records of student teacher communicates learning is discussed, and variety of communication
    achievement. with students and if there are strategies.
    parents/caregivers routines/strategies in place
    throughout my practicum. before, after or during
    school hours.
    Accumulate a variety of Save copies or locate Accumulate a range of
    record-keeping resources/tools used by record-keeping
    tools/templates/resources mentor teacher to record resources/tools/templates
    from my mentor teacher. student learning. for future practice.
    Long Term Goals (internship/early career)
    Professional Practice Trial a variety of Experiment by Positive feedback from
    Standard 5: Assess, approaches to implementing a range of mentors, supervisors
    provide feedback and moderation to determine approaches to moderation and/or colleges regarding
    report on student the most effective and in the classroom, making how the evaluation is
    learning suiting. observations, reflecting executed in a way which
    and evaluating which were enables consistent and
    5.3 Demonstrate most successful in comparable judgements
    understanding of particular contexts. to be made of student
    assessment moderation learning.
    and its application to
    support consistent and
    comparable judgments
    of student learning
    Professional Practice Collaborate with Expand on existing Expanding record-
    Standard 5: Assess, colleagues to share and recording-keeping, keeping/reporting
    provide feedback and continue developing reporting, and resource collection and
    report on student reporting skills and communication resources demonstration of a wide
    learning practices. and strategies (particularly range of strategies for
    those aligned with the recording, reporting and
    5.5 demonstrate schools specific reporting communicating student
    understanding of a process). achievement.
    range of strategies for Trial a range of reporting Experiment by Positive feedback from
    reporting the students processes to determine implementing a range of mentors, supervisors
    and parents/carers and the most effective and record-keeping methods and/or colleges regarding
    the purpose of keeping appropriate for the and parent-teacher/parent- how strategies for
    accurate and reliable particular class/school. student-teacher recording and reporting
    records of student communication strategies, express accurate and
    achievement. making observations, reliable representations
    reflecting and evaluating of student learning.
    which were most
    successful in the particular
    class/school.

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