Secondary

The school as a community and education institution.

• Develop knowledge of and involvement in the placement school as a community and learning institution. E.g., staff meetings, school policies (e.g., student voice and welfare) protocols, extracurricular activities, school ‘culture and ethos’, parents and the broader community.

Professional identity and conduct.

• Develop an understanding of the professional roles and responsibilities of teachers, including the VIT code of conduct.

Getting to know students and how they learn

• Develop knowledge and understanding of physical, social, and intellectual development and characteristics of students and how these may affect learning.

Assisting teaching and Team teaching 

• Develop strategies to support the mentor teacher in the classroom, for example, in lesson planning and preparation and in working with individual pupils and small groups. Use relevant curriculum documents in designing evidence-based learning experiences. Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

ePortfolio 

• Develop and maintain an ePortfolio with fully documented lesson observations, plans, reflections and evaluations and relevant school and learning area documents.

Curriculum content and Lesson planning 

• Write detailed plans for individual lessons that demonstrate an understanding of how content should be best organised to aid optimal student learning.

• Develop knowledge and understanding of the concepts, substance, and teaching strategies of the teaching area.

Digital Technologies

• Plan for the use of digital tools and resources to engage students and promote student learning. Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Independent teaching

• Begin to demonstrate the capacity to organise classroom activities and provide clear directions including a range of teaching strategies using relevant curriculum documents in designing learning experiences. Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

ePortfolio 

• Develop and maintain an ePortfolio with fully documented lesson observations, plans, reflections and evaluations and relevant school and learning area documents.

Establishing and consolidating independent teaching practice

• Organise lesson content and teaching and learning strategies into a logical sequence over a series of lessons/learning experiences.

Unit planning and design. 

• Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Maintaining safe learning environments and classroom management

• Demonstrate and refine strategies that support students’ well-being and safety.

ePortfolio 

• Develop and maintain an ePortfolio with fully documented lesson observations, plans, reflections and evaluations and relevant school and learning area documents.

Assessment, feedback, and reporting 

• Plan lessons and learning experiences which include formative assessment strategies to identify the learning that has or has not occurred

• Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative, and summative approaches to assess student learning.

Diverse classrooms: differentiation and inclusive practice 

• Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious, and socioeconomic backgrounds

• Demonstrate, through lesson plans, an appropriate differentiation of content and/or teaching and learning strategies and/or resources that cater for differing ability levels.

ePortfolio 

• Develop and maintain an ePortfolio with fully documented lesson observations, plans, reflections and evaluations and relevant school and learning area documents.

• In consultation with the Mentor Teacher, disseminate and collect principal AfGT consent forms

• In consultation with the Mentor Teacher get advice on the dissemination and collection of parent/guardian, and Student AfGT Video consent forms

• Identify the focus of one’s Assessment for Graduate Teachers (AfGT) in consultation with one’s mentor teacher(s)

• Collate diagnostic data on the school and classroom environment, relationships, routines, and policies

• Actively engage and develop relationships with students, staff and, where opportunities arise, parents and guardians

• Reflect on teachers’ practice in the setting

• Draft lesson observation and lesson delivery schedule for the placement period in consultation with one’s Mentor Teacher(s)

• Conduct small group lessons and/or whole class lessons as directed by one’s Mentor Teacher(s)

• File fully documented lesson plans, reflections, and evaluations in one’s ePortfolio

• Proactively seek to undertake lesson observations

• Gather diagnostic data on individual student learning needs and learning profiles, classroom/school challenges and affordances and school and classroom contextual factors impacting student learning

• Craft overarching and component learning intentions for one’s AfGT

• Respond professionally with parents/guardians and other relevant stakeholders on AfGT-related queries, including the video capturing of one’s teaching segments, resolving issues where appropriate

• Conduct lesson observations and lesson delivery (evaluating one’s own and others’ behaviour management strategies implemented to inform future practice)

• Demonstrate ‘ready to teach’ status through increased teaching and administrative responsibilities.

• Seek feedback from the Mentor Teacher throughout one’s placement and identify areas of improvement and areas of success in relation to verbal and non-verbal communication received.

• Deliver and evaluate lessons whilst documenting relevant artefacts, lesson plans, in ePortfolio.

• Continue lesson observations whilst working towards whole-day teaching.

• Provide feedback to students and analyse and reflect on one’s impact on student learning outcomes, while identifying next steps.