8/2/2019 Standards for Graduating Teachers Jan 09

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have a sound knowledgeof current learningtheories and ofpedagogical models

from which they drawtheir practice

have knowledge oftheory and contemporaryresearch in child and

adolescent developmentand other fields of studywhich contribute to anunderstanding ofstudent learning

know the principles andskills of instruction andprogram design andknow how to engagestudents actively inlearning

have a sound knowledgeof the role of languageand literacy in learning,of the conceptual,cognitive ordevelopmental stepsstudents make andof barriers to learning

have a criticalunderstanding ofboth formative andsummative assessmentincluding the usesof both

be aware of howcurriculum andassessment is structuredto support learning

have knowledge ofeffective pedagogicalapproaches specific tothe content areas theyintend to teach.

have a criticalunderstanding of thecontent, processes andskills of the content areasthey intend to teach

be aware of the keyconcepts, structure anddevelopments in theircontent areas

know the pedagogicalapproaches, resourcesand technologies usedto support and assessstudent learning withintheir content areas

know the importanceof literacy and numeracyto their content areaand can incorporatestrategies to supportliteracy and numeracyin their teaching

know how to integratelearning and studentunderstanding across anumber of content areas

be aware of tools andpractices for assessing,

recording and reportingstudent learningprogress to parents andother stakeholders.

demonstrate empathyand positive regard for,and rapport with,students

regard all studentsas capable of learningand demonstrate anunderstanding of, andcommitment to, equity

in their practiceknow how to identifythe prior knowledge,the learning strengthsand weaknesses ofstudents, and other

factors which impacton learning

have an understandingof cultural and religiousdiversity and ofsocioeconomic factorswhich may influencethe students they teach

be aware of teachingand classroommanagement challengesand develop appropriateprofessional responsesto them

understand the legaland ethical dimensionsof teaching, includingduty of care and thenature of their professional

commitment to students

appreciate the positionof trust they are given byparents/guardians andthe community and areaware of ways parent/teacher partnerships canbe developed.

Within the context of a course of pre-service teacher education which providesat least 45 days of supervised professional practice, graduating teachers will ...

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use their professionalknowledge to establishclear, challenging andachievable learninggoals for students asindividuals and groups

design lesson and unitplans which integratea range of activities,

resources, and materialsto support learning,including the useof ICT and otherlearning technologies

evaluate studentresponses and worksamples, using a varietyof strategies and toolsto make appropriateassessments of learningand plans for futureteaching and learningactivities

plan learning sequencesand units which areconsistent withcurriculum statements,

frameworks andassessment structures

commonly used inschools

monitor and recordstudent learning,providing appropriate

feedback to studentson their progress andhow to improve, and forreporting to parents.

establish clearexpectations ofbehaviour for a safelearning environment

for all students, includinglearning environmentsutilised outside schoolenvironments

model exemplary

behaviour forcooperative learningand positive interactionswith others

be aware of andcan use a range ofstrategies to establisha positive and inclusivelearning environmentwhere all students canlearn and are challenged

manage the materials,resources and physicalspace within the schoolto ensure a safe andchallenging environment

for learning

work within the legaland ethical frameworkexpected of all teachersand maintain appropriateprofessional relationshipswith students

work cooperativelyand purposefully withcolleagues and otherprofessionals who shareresponsibility for thelearning and welfareof their students.

understand and employstrategies for buildingeffective relationshipswith students, parentsand colleagues

model curiosityand enthusiasm

for learning and areaware of strategies

to make the contentthey teach accessibleand relevant

create opportunitiesfor students to exploreideas and emergingunderstandings andto develop skills

use a range of teachingapproaches which fosterindependent andcooperative learning,cater for differentlearning needs andrespond flexibly tothe dynamics of theclassroom

access and use arange of teaching andlearning resources andtechnologies to supportstudent learning

use effective oral,written and electroniccommunication skillsto communicate withstudents, their parentsand colleagues.

recognise the valueof regularly reflectingon their professionalknowledge and practice,and develop strategies

for reflection individuallyand collectively

be aware of their ownstrengths, preferences

and needs as a learner,and can identify areasfor development as anemerging practitionerand member of theprofession

engage in discussionof contemporaryissues and researchin education

demonstrate acommitment tocontinuing professionallearning and employeffective strategies todevelop their knowledgeand refine theirprofessional practice

understand thestructures and skillswhich underpincollegiate practice anddemonstrate a capacityto work collaborativelywithin the profession.

be aware of theways teachers typicallyengage with theirprofession, anddemonstrate a capacityto do so themselves

demonstrate acapacity to contributeto a professional

learning community,in a school and in thewider community(e.g. by engagementwith a professionalteaching body)

understand the social,political and ethicaldimensions of educationand within that

framework can articulatea vision or philosophy ofthe role of a teachergenerally, and of theirwork specifically

understand theprofessional behaviourand ethical conductexpected of a teacherand demonstrate

attitudes which supportprofessional behaviour

be aware of stakeholders,industrial structures,career opportunities, andregulatory requirementswhich impact on theirprofession

be aware of commonadministrative andprofessional duties andexpectations of teachers,and can fulfill thesecompetently.

Within the context of four years of tertiary education including at least one year ofpre-service teacher education and specific subject guidelines, graduating teachers will ...

1 Teachers know howstudents learn andhow to teach themeffectively.

2 Teachers know thecontent they teach.

3 Teachers know theirstudents.

4 Teachers plan and assessfor effective learning.

5 Teachers create andmaintain safe andchallenging learning

environments.

6 Teachers use a range ofteaching practices andresources to engagestudents in effective

learning.

7 Teachers reflect on,evaluate and improvetheir professionalknowledge and practice.

8 Teachers are activemembers of their

profession.

ProfeSSIonal PraCtICeProfeSSIonal knoWledge ProfeSSIonal engagement

STANDARDS FOR GRADUATING TEACHERS