Self-Assessment Tool & Audit

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1. Self-assessment Tool & Reflection

Consider the graduate standards in terms of the consistency/frequency of demonstration during your placement teaching. Rate yourself in the column ‘Self-evaluation of standard achieved: Consistently (C) Usually (U) Sometimes (S) Rarely (R) *Please note that while you are expected to consistently demonstrate all graduate standards by the completion of your degree, it is unlikely that you will do this yet at the current stage of your degree unless you have had previous teaching experiences. Graduate standard descriptor*

Self-evaluation of standard achieved.

What are your strengths and weaknesses in relation to this standard?

My reflection on professional experience supervisor feedback and reports in relation to this standard

What evidence do you have to support your claims? (link to DEP evidence)

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN Consistently (C) Usually (U) Sometimes (S) Rarely (R) 1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning

Usually

A variety of strategies were used. However, there were inadequate opportunities for differentiation.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching

Usually

Some of the best practices in learning were utilized. Inadequate opportunities to tap all the practices, e.g., limited use of ability groups and learning aids/resources

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

Usually

Verbal, visual and tactile approaches in teaching and learning were utilized. In addition, some inclusive measures were used. However, there were limited opportunities to be responsive to all needs.

The flexibility in classroom learning was rated M.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds

Usually

Exhibits knowledge and understanding of some aspects of culture, cultural identity and linguistic backgrounds. There were some difficulties in differentiating this knowledge.

Pointed out the need to look for opportunities to demonstrate skills in differentiation and knowledge in this area.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

Usually

I was able to differentiate instruction. However, this could not be done across the full range of abilities.

Expectations were met in this regard (M), and the need to improve was clearly pointed out.

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and

Usually

Legislative framework undergirding teaching of students with disability well understood. However, I was still unable to use a variety of methods to address this group's needs.

Comments pointed to room for improvement in this area.

1

Supervisor feedback gave more insight on the areas that were to be addressed in this standard. The feedback was aligned with my professional experience, given that I felt that the areas were giving me many difficulties. For instance, differentiating learning to fully address the diverse needs of students, especially for learners with disabilities, had consistently proved to be a challenge. With consistent feedback, I was starting to garner the confidence to teach such learners.

Was rated (M) in this aspect, i.e., was able to use some support strategies.

Was rated M, i.e., portrayed some understanding of research into how students learn.


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