3. Plan for and implement effective teaching and learning
Focus |
Graduate |
Proficient |
Highly Accomplished |
Lead |
3.1 Establish challenging learning goals |
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
Set explicit, challenging and achievable learning goals for all students. |
Develop a culture of high expectations for all students by modelling and setting challenging learning goals. |
Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. |
3.2 Plan, structure and sequence learning programs |
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. |
Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. |
Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills. |
3.3 Use teaching strategies |
Include a range of teaching strategies. |
Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. |
Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking. |
3.4 Select and use resources |
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
Select and/or create and use a range of resources, including ICT, to engage students in their learning. |
Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. |
Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. |
3.5 Use effective classroom communication |
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. |
Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. |
Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. |
3.6 Evaluate and improve teaching programs |
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. |
Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning. |
Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. |
Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. |
3.7 Engage parents/ carers in the educative process |
Describe a broad range of strategies for involving parents/carers in the educative process. |
Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning. |
Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. |
Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities. |