PROFESSIONAL EXPERIENCE TEACHING GOALS

Name: Claudia McKimmie

Goal and rationale Action Evidence

Goal 1: Professional - Discuss with Supervising - Class profile identifying

Knowledge Teacher (ST) students’ students’ individual
To employ effective individual learning needs learning needs.
differentiation strategies in my and strategies to cater
teaching and planning of for their individual - Create a list of things to
lessons to support full educational needs. consider when planning
participation and learning of a lesson with identified
students with disabilities. - Prepare a list of student disabilities.
considerations when
Standard 1: Know students and planning a lesson with - Copies of lesson plans
how they learn. students with Individual clearly identifying
Focus area: 1.6 Strategies to Learning Plans (PLP). differentiation strategies
support full participation of to cater for a range of
students with disabilities. - Embed these disabilities.
considerations with
Rationale: planned differentiation - Notes from discussion
I would like to extend my strategies into with Student Support
knowledge and experience in differentiated lesson Staff and Supervising
further supporting students with plans. Teacher on ability to plan
intellectual and physical and differentiate to
disabilities that I was not able to - Reflect with ST on the include students with
achieve on my previous effectiveness of disabilities.
placement. It is fundamental that strategies presented in
I develop greater confidence in my lessons to support - Copies of differentiated
applying strategies to support full participation of resources that are
full participation of students with students with disabilities. practical for a range of
disabilities in my lessons to students with disabilities.
ensure all students are provided
with high-quality education.
Goal 2: Professional Practice - Seek guidance from - List of class behaviour
To improve my behaviour supervising teacher issues and ST’s
management and extend my about common recommended strategies
awareness of positive behaviour behavioural issues to to address these
management strategies. look out for and suitable behaviours.
 strategies to use.
Standard 4: Create and - Lesson plans with
maintain supportive and safe - Apply a range of the appropriate behaviour
learning environments. discussed behaviour management strategies
Focus area: 4.3 Manage management strategies incorporated into them.
challenging behaviour. and ask my ST to
provide feedback on the - Written feedback from
Rationale: effectiveness of my supervising teacher on
In reflecting on my EPT241 application of these the effective behaviour
placement and current teaching strategies. management strategies I
position, I recognised the need have developed in my
for teachers to have a broad - Discuss with ST taught lessons.
range of behaviour management unsuitable behaviours
strategies to address a diverse that are not being - Daybook and lesson
range of behaviour issues. This addressed using the evaluations noting
is vital in creating a positive recommended strategies effective management of
classroom environment that and use alternatives, as behaviour and
enhances students’ engagement needed. improvement in student
and provides effective learning engagement.
opportunities.
- Ongoing personal
reflections on the
development of my
behaviour management
abilities in my lesson
plans.

- Reworked lesson plans

with alternate strategies
to address the
outstanding behaviour
issues presented in the
lesson.
Goal 3: Professional - Send information home - Copy of information sent
Experience informing them of the home and any feedback
teaching placement, e.g. received.
To engage professionally with parent email.
parents and caregivers - Annotated conversation
throughout my practicum, - Send information home with supervising teacher
 gathering related evidence to regarding lesson content about expectations in
show how I have communicated that will be taught in relation to parents.
effectively, sensitively, and upcoming classes, e.g.
confidentially with parent email or cloud- - Annotated
parents/carers. based classroom parent/teacher interviews
notification. (if applicable) and/or
Standard 7: Engage assembly script (if
professionally with colleagues, - Converse with speaking).
parents/carers and the supervising teacher in
community. regard to parents and
Focus Area: 7.3 Engage with school communication
the parents/carers. expectations.

Rationale: - Attend parent/teacher

When completing my portfolio night (if applicable),
for my most recent EPT subject whole school assemblies
I recognised a ‘gap’ in the (parents included), and
collection of evidence with any other extra-curricular
regard to connecting with activities involving
parents, carers, and the students and parents.
community. Involving the
broader school community in the
education process is vital in
maintaining a holistic approach
to education that sees a shared
goal of maximising learning and
wellbeing outcomes for all
students.
Other aims you may have for this professional experience:
 Build rapport with all members of the school community including teaching staff, students, and
parents/carers.
 Build student-teacher relationships (e.g. lunchtime duty).
 Participate in any extra-curricular opportunities being offered by the school.
 Work on improving my teacher voice and movement around the classroom.
 Increase understanding of strategies for teaching ATSI students/students with disabilities.
 Acquire resources for teaching and assessment.

Teacher Education Student: Date:

Supervising Teacher: Date:

Subject Coordinator/Marker: Deanne Everett Date: 17th April, 2023