Standard Two
This week we will focus on collecting evidence to address Standard Two - Know the content and how to teach it.
The links below will take you to the individual sub-standard resource pages to help you identify evidence you can use to address each.
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Step One
Visit each sub-standard page and identity examples of evidence that you can collect, relevant to your context.
Step Two
Try to collect at least one piece of evidence for each of these sub-standards. Place each piece of evidence in the relevant folder / file.
Step Three
Identify relevant links to websites etc that have policies, curriculum frameworks and resources that can be used in your statements to show your understanding of each.
Step Four
Use pages 10-12 of the TRBWA Evidence Guide to help you determine how you will write your response for Standard 2. (If you haven't printed this off yet it is worth having it as a reference (or something similar if your state Registration Board has produced one)
Step Five
If you have time, start to make annotations on your pieces of evidence to show how they support your claim against the standard. See pages 3-6 of the TRBWA Evidence Guide for help.
EXTRA CHALLENGE
What do I do if I have no evidence for a standard?
If you find yourself in a situation where it is difficult to provide evidence against a standard that is not within your teaching contact then the following information may be helpful.
Taken from Guide to Evidencing the Professional Standards at the Proficient Level
Evidence presented by a teacher seeking Full Registration should cover a broad scope of the teacher’s knowledge, practice and engagement. Supporting evidence must take into account all of the focus areas and level descriptors under each of the seven standards. A determination of whether an applicant has met the Professional Standards will generally be based on the declarations contained in the application. Those making the declaration must be satisfied that the Standards have been met to the Proficient Level.
The evidence teachers can provide will vary depending on a number of contextual issues including level of schooling, position within a school, type of school and jurisdiction. Teachers are encouraged to use evidence that is specific to their own context.
It may not always be possible to provide direct evidence against each specific descriptor such as 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students or 1.6 Strategies to support full participation with disability
In these circumstances teachers are encouraged to use annotations to draw links and explain their knowledge of descriptors that may not be directly applicable to their current teaching context.
EXAMPLE
A teacher who has not had the opportunity to teach students with a disability may use annotation to show how teaching strategies they designed and implemented for managing diverse learning needs could be adapted to support the full participation and learning of students with a disability.
This week we will focus on collecting evidence to address Standard Two - Know the content and how to teach it.
The links below will take you to the individual sub-standard resource pages to help you identify evidence you can use to address each.
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)
Step One
Visit each sub-standard page and identity examples of evidence that you can collect, relevant to your context.
Step Two
Try to collect at least one piece of evidence for each of these sub-standards. Place each piece of evidence in the relevant folder / file.
Step Three
Identify relevant links to websites etc that have policies, curriculum frameworks and resources that can be used in your statements to show your understanding of each.
Step Four
Use pages 10-12 of the TRBWA Evidence Guide to help you determine how you will write your response for Standard 2. (If you haven't printed this off yet it is worth having it as a reference (or something similar if your state Registration Board has produced one)
Step Five
If you have time, start to make annotations on your pieces of evidence to show how they support your claim against the standard. See pages 3-6 of the TRBWA Evidence Guide for help.
EXTRA CHALLENGE
What do I do if I have no evidence for a standard?
If you find yourself in a situation where it is difficult to provide evidence against a standard that is not within your teaching contact then the following information may be helpful.
Taken from Guide to Evidencing the Professional Standards at the Proficient Level
Evidence presented by a teacher seeking Full Registration should cover a broad scope of the teacher’s knowledge, practice and engagement. Supporting evidence must take into account all of the focus areas and level descriptors under each of the seven standards. A determination of whether an applicant has met the Professional Standards will generally be based on the declarations contained in the application. Those making the declaration must be satisfied that the Standards have been met to the Proficient Level.
The evidence teachers can provide will vary depending on a number of contextual issues including level of schooling, position within a school, type of school and jurisdiction. Teachers are encouraged to use evidence that is specific to their own context.
It may not always be possible to provide direct evidence against each specific descriptor such as 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students or 1.6 Strategies to support full participation with disability
In these circumstances teachers are encouraged to use annotations to draw links and explain their knowledge of descriptors that may not be directly applicable to their current teaching context.
EXAMPLE
A teacher who has not had the opportunity to teach students with a disability may use annotation to show how teaching strategies they designed and implemented for managing diverse learning needs could be adapted to support the full participation and learning of students with a disability.