Standard 3.1:

Set explicit, challenging and achievable learning goals for all learners.

Utilising goal setting in our learning environments allows for students to own their learning path, and strive towards success. Learning goals should link to the learning intentions and success criteria of a particular learning task, and/or unit of work; therefore, highlighting the students’ path to success. 

Using the SMART goal setting protocol allows for teachers and students to set realistic, yet challenging learning goals. This process calls for teachers and students to determine whether the goal is: 

Specific

Measureable

Attainable

Relevant

Time-bound

More resources can be found;

Three ways to practice goal setting with your students; video

Individual learning goals and targets; pdf

Standard 3.2:

Plan and implement well-structured learning and teaching programs or learning sequences that engage learners and promote learning. 

In order to plan and implement effective lesson sequences it is important to first know your students and how they learn, the content in which to be taught and teaching strategies which will engage students. Once this reflective process is complete, we can begin to map out a developmentally appropriate learning sequence for the content/concept area.

Using appropriate professional resources to support this work is vital to ensure that we are providing content that is delivered in a manner deemed best practice, giving our students the learning experience they deserve!

Academic textbooks provide sample unit outlines and developmental sequences which can support the range of learners in your class.

Teacher magazines and subscription services can also provide insight into best practice across all content areas. 

Standard 3.3: 

Select and use relevant teaching strategies to develop knowledge, skills, problem solving, and critical and creative thinking.

In order to effectively teach, a wide range of teaching strategies will have to be employed. The way in which information is taught can have an enormous effect on what students actually learn. The selection and implementation of teaching strategies have many variables. Which can include-

• They ways in which students learn

• Students knowledge of the topic

• Access to resources 

• How students want to learn

• Strategies chosen through trial and error

• Strategies chosen through recommendations 

These include-

• Collaborative learning

  • Think-pair-share

• Low stakes knowledge tests

  • Sticky note

    • Students answer a simple question on somthing they learnt from last lesson then stick it on the board. A few of these notes are chosen randomly and read out.

• The use of a wide variety of ICT

  • Education Perfect, Quizlet, Kahoot, Youtube, google doc, animations, PowerPoint

• Use of visual aids

• Use of pre-designed table

  • Allows students to clearly have information in writing books

• Traditional learning 

  • Taking notes, Questions from the Textbook

  • Self motivated learning 

• Class discussion

  • Using appropriate wait time for answers

• Scaffolding for tasks

  • Includes fill in the blanks and clear structured explanation of new activities   

Standard 3.4: 

Select and/or create, and use a range of resources, including ICT, to engage learners in their learning.

There are fantastic resources at our fingertips in a world of digital technologies and online resource marketplaces - but at what cost?
Many teachers fall into the trap of finding “pretty” resources, especially those downloaded online, and from that - create learning activities to support their use. However, this is quite the opposite to best practice. We need to refer to our planned learning path, and source developmentally appropriate materials and resources to support the attainment of the proposed learning goals for the unit and/or activity.
Digital technologies, applets and website resources can also fall into a similar trap - the most important question that we can ask is WHY?
Standard 3.5: 

Use effective verbal and non-verbal communication strategies to support understanding, participation, engagement and achievement of learners.

As a teacher both verbal and non-verbal communication skills are needed to form a successful learning environment. Verbal communication is seen as the most common form but non-verbal skills take time to master as you need to know your students well.
Some of these strategies include:

• Verbal communication 

  • Changing voice level when the situation arises 

  • Talking to students as a whole class

    • Content delivery and class discussions

  • Talking to students individually 

    • Knowing student names

    • Asking specific questions

    • Checking on progress

    • Reprimand poor behaviour

    • Praise good behaviour 

• Non-verbal communication

  • Use of silence

  • Body language 

    • Eye contact

    • Hand gestures

  • Teacher placement within the room

 

Standard 3.6:

Evaluate personal teaching and learning programs using evidence, including feedback and assessment data from learners, to inform planning.

Being able to evaluate and improve teaching practices which  lead to the improvement of student achievement is one of the key responsibilities for teachers. This can range from simple reflective questions at the end of a lesson, or unit of work, through to the use of assessment data and student achievements to the success criteria.

Asking questions (did my students achieve the learning that I had hoped for? How do I know this?) of the data enables for teachers to quickly determine the success of the learning and teaching program.
Collecting feedback from the students about their personal success and the success of the learning and teaching program can provide thoughtful and honest opportunities for teachers to improve their practice, and allows for the students to be active participants in future planning.
Actively using the assessment data for future learning can enable for the needs of the students to be individually acknowledged, and for future learning goals and priorities to be made. Encouraging student participation during this process allows for authentic and rich learning experiences to flourish.

Further resources can be found:
Evaluate the impact of your teaching

Standard 3.7:

Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their child’s learning.

Online platforms allow instant access and participation of parents/carers in their child’s learning journey as they can interact with the content, and see uploads in real time. Many of these are now used for the upkeep and display of portfolios, allowing for students to add to their learning journey, providing real time content of their learning process. These tools also allow for the students to recognise that it is not necessary for portfolios to only showcase published, edited work pieces; rather they are to include a range of work samples, from all stages of the learning process. 

AITSL’s Teacher self-assessment tool enables educators to reflect on their teaching practice, identify where this is highlighted in the Professional Standards for Teachers, and plan for future professional development targeted to their individual