Australian Professional Standards for Teachers (APST) Management Assignment Help

Assignment Task

Task
IntroductionThis Guidebook contains the guidelines for successfully completing the Monash Teaching Performance Assessment (Monash TPA). Collectively, the activities that make up the Monash TPA are designed to authentically assess your readiness to begin teaching.

The Monash TPA aligns with the Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers (APST) at the Graduate Level
On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for learners. They demonstrate knowledge and understanding of the implications for learning of learners’ physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of learners across the full range of abilities.
Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret learner assessment data to evaluate learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve learning.
Graduate teachers demonstrate knowledge of practical strategies for creating rapport with learners and managing learner behaviour. They know how to support learners’ wellbeing and safety working within school and system curriculum and legislative requirements.
They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Graduate teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children’s education.
From: Teaching performance assessment (AITSL website) HYPERLINK “https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment”
By completing the Monash TPA, you will have the opportunity to:
develop and document evidence of the impact of your teaching practice on the learning outcomes of the learners you teach;
document and provide evidence of your professional practice against achievement of the Australian Professional Standards for Teachers at the Graduate level (the Graduate Standards); and
evaluate and reflect on your knowledge and skills as a professional and identify areas for future professional learning
Overview of the Monash TPAIn the Monash TPA, you will examine and explain your planning, teaching and assessment decisions, and reflect on your professional practice.
The Monash TPA is your commentary and analysis. Whilst each section is discrete, they build on each other to form an evidence-based narrative of your teaching and your learners’ learning.
The focus is a Learning Sequence that may be part of a larger unit or planning cycle (See the glossary for a definition of a Learning Sequence).
Components of the Monash TPA and prescribed word length Maximum marks Approximate words (includes +10%)
TPA Part 1 /50 marks Context 15% 600 (660)
Planning 20% 800 (880)
Teaching 15% 600 (660)
TPA Part 2 /50 marks Assessing 30% 1200 (1320)
Reflecting 20% 800 (880)
Assessment and standardsThe Monash TPA will be assessed according to a criterion referenced rubric. The rubric reflects the quality of performance and discriminates between levels of quality learning. Each section is aligned with aspects of the Australian Professional Standards for Teachers at the Graduate Level (Graduate Standards).
Assessment CriteriaPart 1 CR1 – Demonstrated understanding of how context affects learning
Artefact 1 and Artefact 2
Description of school/centre context, including physical, social and intellectual characteristics of learners in the Learning Sequence group. Discuss how these characteristics may affect learning. Describe what learners already know in relation to the content/skill and how this information was gathered.
Part 1 CR2 – Discussion of planning for teaching, learning, assessing and reporting learning
Artefact 3
Outline a rationale for your content/topic/skill in the Learning Sequence for learners. What is the central teaching focus of your planned Learning Experiences? What literacy and numeracy teaching strategies will be relevant in this Learning Sequence? How will you implement teaching strategies for using ICT to expand curriculum learning opportunities for learners? How will learning be assessed and reported? Discuss your knowledge and understanding of:
– the importance of planning for diverse learners through differentiated teaching
– a range of teaching strategies to expand opportunities for all learners
Part 1 CR3 – Discussion of teaching for learning
Artefact 4 & 5
Discuss the enactment of inclusive teaching and communication strategies, and the use of resources to engage learners. Discuss the management of classroom activities, directions, challenging behaviour and learner safety within a Learning Experience, including how these were modified within the Experience.
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Part 2 CR1 – Discussion and analysis of assessment for, as and of learning
Artefact 6, 7, 8 & 9
Discuss the type/s of assessment strategies that can generate effective assessment data. Analyse whole group data patterns including evidence of learner growth. Discuss areas for learners’ further learning. Conduct an analysis of a learner’s work sample and your feedback, for moderation.
Part 2 CR2 – Critical reflection on planning for and enactment of teaching, learning, and assessment
Artefact 10
Critical reflection on the planning and enactment of the Learning Sequence: For example: One area you would keep the same & why? One area you would refine & how? Discuss how the Learning Sequence supports/could support the learning and participation of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds. Discuss strategies you could use to involve parents in the educative process, and report to learners’ parents/carers. How might this be communicated effectively, sensitively and confidentially? List areas for further development & discuss possible professional learning that you could undertake to develop these areas.
Throughout the Monash TPA pre-service teachers will take professional responsibility to demonstrate their ability to connect the relevant commentary to the Graduate Standard descriptors, thereby ‘Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs’ (Graduate Standard 6.1)
Professional Experience JournalIt is strongly recommended that you keep an electronic journal or folder of evidence and reflection for this task. This is to record your teaching, planning and reflections during Professional Experience and to serve as a prompt when completing the Monash TPA.
Saving your workThis assessment task contains a number of components, which you will develop over time. It is your responsibility to demonstrate your readiness to begin the next stage of your teaching career by ensuring all your work is saved, and backed up. Remember: data does not exist unless it is in 3 different places. No special consideration will be given to students who lose their work, or experience known technical difficulties.
Word CountThe word count is 2 x 2000 words. The word count includes: commentary (paragraphs, dot points, additional tables etc), headings, quotations and in text citations. The word count does not include: any text included in the proforma, list of references, specified Artefacts or labels on specified Artefacts.
The penalty for exceeding this word count is that the TPA will not be read or assessed beyond the word limit for each section. This means that any commentary above the word limit of +10% will not be read, hence your assessment for that section/criterion may be affected.
A final word count, plus the word count for each section of the TPA must be included.
PresentationThe TPA will be collated into a single Word document using the template provided.
There are 2 parts for assessment:
Part 1: Context, Planning & Teaching
For Part 1 you will leave the Assessing and Reflecting sections blank.
You will submit 2 identical documents for assessment, in different formats, to the Unit Moodle Assignment Dropbox:
1. A single Word document, and
2. A single PDF version of your Word document
Part 2: Assessing & Reflecting
For Part 2 you will submit Part 1 and Part 2 as a single document. Please note: Part 1 will not be assessed again.
You will submit 2 identical documents for assessment, in different formats, to the Unit Moodle Assignment Dropbox:
1. A single Word document (with assessor’s feedback on Part 1 removed, if applicable), and
2. A single PDF version of your Word document
All identifiers of school/centre and learners are to be removed and replaced with a pseudonym or code.
It is recommended that you either use the pre-formatted font, or use a plain or sans serif font.
Terminology/phrasingThe terminology used throughout this document is consistent with the Australian Professional Standards for Teachers and inclusive of all sectors wherever possible. It is recognised that some word choices are different to those generally used but anticipate that the glossary (on the next few pages) will help you understand the equivalent terms being used.
You are welcome, and encouraged, to use sector specific terminology appropriate to your professional experience context in your written responses, but please be consistent with the terms you use.
Glossary:Analyse
Examine methodically and in detail, typically in order to explain and interpret it
Annotate
Add notes to a text or diagram giving explanation or comment
Artefact
Something characteristic of, or resulting from, a particular individual – in other words: evidence. In this TPA artefacts are your own ‘creations’ that represent your practice and identity. For example, a lesson plan, learning activity, assessment chart/table/spreadsheet and so forth.
Critical
Involving the objective analysis and evaluation of an issue in order to form a judgement; incorporating a detailed and scholarly analysis and commentary
Commentary
An expression of opinions or offering of explanations about an event or situation
Complete
Fill in all the gaps
Demonstrate
To show or make evident knowledge and/or understanding.
Describe
Give a detailed account in words
Discuss
Write about (a topic) in detail, considering different issues or ideas
Impact on learning
It is a fundamental expectation that every teacher education graduate will have met the Graduate Teacher Standards, succeeded on the Monash TPA and demonstrated a positive impact on learner learning. Equally, it is expected that graduates will continue to have a positive impact throughout their teaching career.
It is acknowledged there are measurement challenges in assessing teachers’ impact on learning, but it is expected that improved mechanisms will develop over time, given the importance of measuring this impact. The focus on impact does not imply that pre-service teachers must show evidence of learner growth on national or jurisdictional standardised tests. Rather the focus is on demonstrating the impact that a pre-service teacher has on the learning of learners.
Evidence
Data that is considered reliable and valid, and which can be used to support a particular idea, conclusion or decision.
Learner Group
The group of learners you will plan, teach and assess the Learning Sequence with. This may be a small group that is part of a larger Learner Group (i.e. 3 or more learners).
Learning Group
The group of learners you assessed. This may be a whole class or a small group (i.e. 3 or more learners).
Learning Experience
For example, a single lesson or session with learners. Learning experiences fit together to form a cycle or sequence.
Learning Sequence
In Early Childhood this might be a Planning Cycle. In Primary and Secondary this might be a Lesson Sequence, or part or all of a Unit. For the purposes of this task, consider a Learning Sequence to be a series of 3 – 5 sequential and connected Learning Experiences that take place over the equivalent of 3 – 5 ‘lessons’.
Outline
A general description or plan showing the essential features of something but not the detail
Pre-service teacher (PST)
You – please refer to yourself as a pre-service teacher (PST) in order to distinguish yourself from your learners
Professional Experience
Professional Experience is a requirement of all teaching courses. You may also know it as “practicum”, “professional placement”, “placement”, “teaching rounds” or “teaching practice”.
Range
The set of available strategies or tools that can be used in different situations.
Reflection
Serious thought or consideration
Learner
A school student or a child in an early childhood centre
List of ArtefactsArtefact 1: School/centre data
Artefact 2: Learner group data
Artefact 3: Learning Sequence as planned
Artefact 4: One Learning Experience – the immediate annotations & self-reflection you did on your lesson plan after teaching
Artefact 5: Feedback from your Mentor on the same Learning Experience selected for Artefact 4
Artefact 6: Learning Group assessment data
Artefact 7: Representation showing impact of teaching
Artefact 8: Focus learner’s work sample
Artefact 9: Feedback to learner
Artefact 10: Evidence against the Australian Professional Standards for Teachers – Graduate Level descriptors
Planning your Professional ExperienceTo make the most of your Professional Experience you need to plan ahead in order to collect the necessary artefacts to complete your TPA. Please read this Guidebook carefully in conjunction with this checklist.
When What Started Completed
Before Professional Experience begins Ensure your mentor teacher has an understanding of the TPA and the relevant material regarding the requirements for completion of the TPA.
This video may help your mentor to understand what is required.
Provide a (written/verbal) précis for your mentor teacher including your need to:
plan a Learning Sequence (including literacy and numeracy strategies and strategies using ICT), teach the sequence, and assess the learners (formative and/or summative assessment);
keep a journal & collect resources; and
discuss the TPA Learning Sequence with them on a regular basis Professional Experience Day 1 Start your journal. Past students have suggested it may be easier to keep an electronic journal rather than a handwritten one. Your journal is not assessed but will contain valuable information that you will draw upon in creating your final TPA submission.
Scan or photograph any handwritten notes, artefacts, work samples etc. (remember to de-identify any learner’s work samples) During the first week of Professional Experience Get to know the context of your school/centre. Gather evidence; talk to a range of staff; take (or download from the school website) photographs of the learning space/s, technologies, community environment etc. Gather a class list of learners and information about your group/class. Negotiate with your mentor teacher which Learning Sequence you will be planning, teaching and assessing for your TPA, and begin planning for teaching and assessment. When What Started Completed
From the first week onwards Plan, teach and assess Write up all Learning Experience plans using an appropriate format. Provide space for comments from your mentor teacher and for your own reflection. Keep a record of formative and summative assessments – your own planning and learners’ work. Select one sample learner for ‘Assessing’ – collect/copy work samples. Keep a record of written and/or verbal feedback given to learners. Keep a record of any adjustments/deviations from your plans that you make to your TPA Learning Experiences as you are actually teaching, and the reasons for these changes. Reflect on each segment in your TPA Learning Sequence. After your Professional Experience period has ended Collate and de-identify your artefacts.
Complete each section of the TPA as outlined in this guide. Part 1 – Context, Planning & TeachingSection 1: ContextThe purpose of this section is to consider the way the school or centre context shapes teaching and learning (and vice versa), how the physical, social and intellectual characteristics of learners undertaking the Learning Sequence may affect learning and what the learners in your group already know in relation to the topic or topics to be covered in the Learning Sequence.
The following resources/information may support your understanding:
The school or early childhood centre website, My School, ABS data, ICSEA (Index of Community Socio-Educational Advantage), AEDC (Australian Early Development Census), MyChild (Early Childhood settings) and AIATSIS (Aboriginal Institute of Aboriginal and Torres Strait Islander Studies) map.
Context section – Artefacts 1 & 2 + 600 words
Complete Artefacts 1 & 2 and then describe the school or centre context, and physical, social and intellectual characteristics of learners in the Learning Sequence group/class. Explain how these characteristics may affect learning (Graduate standard 1.1). Describe what the learners in your group already know in relation to the topic or topics to be covered in the Learning Sequence (Graduate standard 5.4), and the sources of information you used to gather this information.
In this section, you will present and refer to Artefact 1 and Artefact 2
Artefact 1 – School/Centre data that shapes teaching and learning
School/centre pseudonym
The traditional owners of the land (The X People) and how they are acknowledged within the school/centre
Location type – Metropolitan, Rural, Regional, Remote
School/centre type – independent, government, catholic, kindergarten, etc.
Curriculum taught School/centre values, philosophical approaches, and/or frameworks
Enrolment
Socio economic factors
% of learners who have a language background other than English
School/centre policies and practices aligned with codes of ethics & conduct
School/centre policies and practices that support participation and learning of learners with disability Special programs
Other features important to context
Artefact 2 – Learner Group data that shapes planning, teaching and assessing for the Learning Sequence
Grade/Year/Age level
Learning Area/Subject/Topic
Number of learners
Range of learner abilities
Linguistic, cultural, religious and socioeconomic factors
Learners who identify as Aboriginal or Torres Strait Islander
Learners identified with a disability (include a brief description of the disability(ies) and any support provided) Other
Assessment criteria:Part 1 CR1 – Demonstrated understanding of how context affects learning
Artefact 1 and Artefact 2
Description of school/centre context, including physical, social and intellectual characteristics of learners in the Learning Sequence group. Discuss how these characteristics may affect learning. Describe what learners already know in relation to the content/skill and how this information was gathered.
Section 2: Planning
The purpose of this section is to plan your learning sequence, and then reflect on your planning using these prompts:
What process did I employ to plan my Learning Sequence?
Who did I consult or work with during the planning stage, and what insights did I gather from them?
How did I determine the importance of the topic for the learners?
How did I cater for diverse learners in the learner group?
How and when did I consider curriculum, assessment and reporting in relation to the planning of the Learning Sequence?
How will I cater for learners’ specific learning needs?
You might refer to literature on planning processes, differentiation, inclusivity, curriculum, literacy and numeracy, technology, indigenous perspectives, holistic development, learner agency, emergent curriculum (Early Childhood) and more.
Planning section – Artefact 3 + 800 words
Artefact 3This will be your documented plan of the Learning Sequence.
Rationale
Outline a rationale for your content/topic/skill in the Learning Sequence. What is important for learners to know? What is the central teaching focus of your planned Learning Experiences? How will this learning be assessed? (Graduate standards 2.1, 2.2, 3.2, 5.1)
Your plan will need to pay attention to supporting the literacy and numeracy needs of your learners (Graduate Standard 2.5) and demonstrate the use of ICT strategies to expand learning opportunities for learners (Graduate Standard 2.6).
All planning must include the safe, responsible and ethical use of ICT in learning and teaching (Graduate Standard 4.5).
Planning
Discuss your knowledge and understanding of:
the importance of planning for diverse learners through differentiated teaching (Graduate Standards 1.5, 3.1, 4.1)
planning a range of teaching strategies to expand opportunities for all learners (Graduate standard 3.3)
Your planning will also include discussion about relevant research into, and evidence of:
how research into how learners learn (Graduate Standard 1.2), learning theories, pedagogical models, and/or discipline theories informed your planning and sequencing; and
how your planning is informed by curriculum (for example: Victorian Early Years Learning and Development Framework, Early Years Learning Framework; Victorian Curriculum; Australian Curriculum; VCAL; VET; VCE, International Baccalaureate etc), assessment and reporting requirements. (Graduate standard 2.3)
In this section, you will also present and refer to Artefact 3 (Learning Sequence as planned)
Assessment criteria:Part 1 CR2 – Discussion of planning for teaching, learning, assessing and reporting learning
Artefact 3
Outline a rationale for your content/topic/skill in the Learning Sequence for learners. What is the central teaching focus of your planned Learning Experiences? What literacy and numeracy teaching strategies will be relevant in this Learning Sequence? How will you implement teaching strategies for using ICT to expand curriculum learning opportunities for learners? How will learning be assessed and reported? Discuss your knowledge and understanding of:
– the importance of planning for diverse learners through differentiated teaching

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