Primary Personal Learning Pathway

The teacher has shown responsiveness to the student’s needs by following their school’s process to implement a Personalised Learning Program through which Aboriginal and Torres Strait Islander students and families collectively set learning and Cultural goals relevant to the student’s needs. The PLP, Mathematics lesson plan and observation of the applicant’s teaching practice demonstrate a range of strategies that were used to support the student. (Standard Descriptor 1.4.2).

Engagement in professional learning has been demonstrated in the notes recorded by the teacher that highlight the importance of three-way relationships between students, parents and school community. The implementation of each step of the student’s PLP confirms the teacher’s updated knowledge and practice (Standard Descriptor 6.2.2).

The ongoing involvement of the student’s family and Aboriginal Wellbeing and Education Officer in developing and reviewing their PLP demonstrates the respectful and collaborative relationship the teacher has built. For example, the PLP meeting notes include input from the student, their family and the Aboriginal Education and Wellbeing Officer (Standard Descriptor 7.3.2).

Application of the teacher’s practice is visible in their professional learning notes and implementation of the school’s PLP process model to review student learning.  The teacher has included meeting notes, learning goals and lesson plans developed in response to their engagement with families and the Aboriginal Education and Wellbeing Officer. (Standard Descriptors 1.4.2, 7.3.2).

The teacher has worked with student learning data and the student’s SMART goals to identify, plan for and use strategies that will support achievement of numeracy goals in a culturally appropriate way (Standard Descriptor 1.4.2). Their understanding is shared through the lesson observation where their coaching buddy identifies student engagement in response to the strategies used (Standard Descriptor 6.2.2).

Impact on student learning is demonstrated through the achievement of the numeracy and cultural goals in the student’s PLP. For example, the sample of student’s work in using a range of subtraction strategies and the post-assessment data show the growth in student learning (Standard Descriptors 1.4.2, 6.2.2).

The parents are involved in their child’s learning and feel respected because of the ongoing relationship with the teacher and school. For example, the parent’s email to the school principal communicates how the family feels connected and supported by the school community. (Standard Descriptors 1.4.2, 6.2.2, 7.3.2).

The annotation provides the context for evidence. It explains how the teacher engaged with the school’s policies and PLP Implementation Process Model to build partnerships with her student and their family (Standard Descriptors 6.2.2, 7.3.2).

The annotation clearly describes how the teacher worked with an Aboriginal Education and Wellbeing Officer and the family to support the student to create their personalised SMART goals.  The teacher explains how the student goal to learn different subtraction strategies and their review of pre-assessment data informed a need to develop a lesson plan that implemented a range of strategies to support Aboriginal and Torres Strait Islander students (Standard Descriptors 1.4.2, 6.2.2, 7.3.2).

The annotation also identifies opportunities to support the student’s achievement of their cultural goals. The teacher describes how the Aboriginal Education and Wellbeing Officer supported the identification of appropriate resources for the student to learn the Dharawal Language. There is also specific accounts of planned meetings with the student, Aboriginal Education and Wellbeing Officer and the family to review the achievement of goals, set new goals and build trusting and respectful relationships with Aboriginal and Torres Strait Islander students and their families (Standard Descriptors 1.4.2, 7.3.2).

The teacher’s annotation and evidence demonstrate reflective practice.

The teacher’s evidence includes the initial student SMART goal. Reflective practice is demonstrated through the example of a lesson plan that responds to the goals outlined and the pre-assessment data.

The teacher has included notes that show reflection on professional learning they have attended. The notes are used to reflect on the school’s PLP Implementation Process Model and outline the steps taken by the teacher to support their Aboriginal and Torres Strait Islander student. Each stage of the PLP Model is visibly represented by correlating evidence.

The teacher has initiated a process where their teaching practice is observed by a coaching buddy. The evidence provided demonstrates a process where the teacher reflects on the strategies used to improve their own teaching practice and student engagement.

Further evidence of reflective practice is visible through the inclusion of the new student SMART goal. The teacher has encouraged the student to reflect on their achievement of the goal set before and, to set new goals collaboratively with their family.