Pre-service Teacher Development of Professional Teaching Standards

Standard Level 1 (Novice) Level 2 (Emerging) Level 3 (Graduate) Satisfactory Level 4 (Graduate) Good Level 5 (Graduate) Outstanding
Standard 1  Has a naive view of how  Can articulate theories of  Uses theoretical Planning is significantly  Planning is significantly
Know students learn, learning that influences understanding of learning influenced by key theories of influenced by key theories of
students and  View of students learning is their practice when planning. learning to meet the needs of a learning and the needs of
how they opinion based with no  Uses learning activities that  Teaching reflects class the class/individuals
learn evidence to support are based on theory but not understanding the needs of Teaching reflects a sound  PST shows a sophisticated
 Has poor knowledge of necessarily able to make students and applies understanding the needs of understanding of individual
individuals in class. the connection to theory strategies to support their individual students and applies needs of students, including
 Little connection between  Makes some decisions learning a range of strategies to support linguistic, cultural and
class/students and their based on knowledge of  Identifies students with their learning socioeconomic.
professional practice class/students specific needs and acts
appropriately

Standard 2  Significant gaps in content  Has sound content  Good understanding of  Strong understanding of  Excellent content
Know the knowledge or not able to knowledge within teaching content and matches level content combined with a knowledge, which is
content and articulate knowledge at a but may need support to well to teaching. good understanding of how communicated in a variety of
how to teach level appropriate to adjust to appropriate level.  Good organisation of to communicate this ways including ICT use to
it students being taught.  Some success in organising content including well- knowledge to students support student learning
 No awareness of curriculum content, although not structured sequences.  Evidence of well-structured  Planned learning sequences
documents or not able to necessarily with sequences  Has good knowledge of learning sequences are coherent and
interpret them of learning Australian Curriculum.  Sound knowledge of the progressive.
 No awareness of ATISI  Has some but limited Australian Curriculum &  Excellent understanding of
issues success in understanding relevant resources the Australian Curriculum &
ATSI issues. able to implement across
strands and learning areas

Standard 3  Needs significant support to  Can plan single learning  Sets appropriate goals and  Implements well-  Sets challenging and
Plan for and plan learning episodes, or episodes without significant plans learning sequences constructed learning goals differentiated learning goals
implement not able to articulate support. effectively.  Excellent planning,  Uses a broad range of
effective planning in a written format  Learning sequences  Planning takes account of adapted to class context, strategies and resources to
teaching and  Low aspirations for student planned with support. individual needs of students which utilises a range of address individual needs of
learning learning.  Planning is well  Evaluates experiences to teaching strategies students
 Teaching approach documented and structured improve practice  Demonstrates the ability to  Very good use of resources
ineffective and limited, and and pitched at the improve practice through  High levels of reflexive
not able to adjust to suit appropriate level reflection practice and evaluation
learners

Standard 4  Little attention is paid to  Some success in organising  Develops safe and  Demonstrates the capacity  Creates a very well managed
Create and the learning environment. and managing the learning productive learning to design & support a safe and supported and safe
maintain  Inconsistent application of environment. environment where & supported learning learning environment, which
supportive strategies to manage  Environment is students are encouraged to environment to enable all is inclusive for students, and
and safe behaviour or ineffective predominantly safe and take chances in their students to learn where challenging
 learning strategies implemented productive for students. learning. behaviours are managed
environments  Successfully applies  Applies a range of skilfully
strategies for student strategies to support the
participation, sometimes learning environments,
with support. which are well organised
and where challenging
behaviour is appropriately
managed
Standard 5  Not able to assess students  Able to assess students  Assessment is used to aid  Utilises various types of  Able to use formative and
Assess, learning using limited range of student learning. assessment to support the summative assessment
provide  Feedback is poorly timed, strategies  Feedback is timely and learning process productively as part of the
feedback and inconsistent and ineffective  Feedback is used with useful  Feedback is timely and learning process
report on some, but limited effect, on relevant  Feedback is timely,
student learning. continuous, and supports
learning students learning
Standard 6  Does not engage with  Engages in professional  Engages appropriately in  Seeks out opportunities to  Listens carefully and
Engage in professional learning learning in a limited way professional learning engage in professional responds positively to
professional  Sporadic listening to advice and may struggle to opportunities and applies learning advice, feedback and
learning or acting on it. incorporate this into to teaching where relevant. professional learning
 Attends professional teaching  Seeks to improve practice opportunities
learning activities but does  Listens to feedback but from feedback.
not use them to inform doesn't always have the
practice. desire or capacity to
 No effective use of employ in own practice.
feedback
Standard 7  Reluctant to engage with  Communicates with  Engages with colleagues in  Proactively engages in  Contributes current
Engage teaching colleagues, colleagues as required pedagogical discussions. pedagogic discussions with educational knowledge to
professionally mentors and other PSTs.  Adequate communication  Communicates colleagues pedagogic discussions with
with  No useful relationships built with parents, where professionally with parents  Seeks to build relationships colleagues
colleagues, with the wider school appropriate. as required. with parents  Develops a productive
parents/carers community or  Works positively with  Engages with colleagues to relationship with parents
and the parents/carers. colleagues. improve professional  Engages with colleagues and
community practice actively works to improve
professional practice.
Students in PE 1 will need to be mostly at Level 2 with some at Level 1 Students in PE 2 will need to be at Level 2 or above Students in RP1 will need to be at Level 2 or above
Students in PE 3 will need to be at Level 3 or above Students in PE 4 will need to be at Level 4 or above Students in RP2 will need to be at Level 3 or above

Key =

_______ Before Placement

_______ = Interim Placement