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1.1 Physical, social and intellectual development and characteristics of students

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1.1 Physical, social and intellectual development and characteristics of students

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Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

Evidence: Introduction Activity

How this evidence meets APST at proficient level: Teaching maths using interactive day-to-day activities will increase student focus and engagement by utilising strategies the for visual, auditory, reading/writing, and kinaesthetic learners. These activities help students demonstrate their creative ideas and integrate them with mathematical modelling.

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Structure teaching programs using research and collegial advice about how students learn.

Evidence: Reading records

How this evidence meets APST at proficient level: This reading record demonstrates continued research and development of an understanding of student learning.

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Reading record on Understand how students learn (1)

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1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

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Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Evidence: Simple interest lesson slides
How this evidence meets the APST at a proficient level: This lesson was carefully designed to provide inclusive learning to students from a strong Muslim background. This was a sensitive topic since in their culture getting interest and paying interest is stated as a negative concept, and it's important to be mindful of the student's individual beliefs and values. I framed "interest" as a measure of personal development. I explained that both borrowing and lending money involve an exchange of value: borrowers pay lenders for the use of their money, while banks pay depositors for the use of their funds to operate their business. The lesson was conducted with sensitivity and respect.

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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

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1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

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Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

Evidence: Department Education Aboriginal Education Strategy 2019-2029

How this evidence meets the APST at a proficient level: Even though I haven't had the opportunity to meet Aboriginal or Torres Strait Islander students, reading the above-attached strategic plan provides me with the knowledge to design and implement effective teaching strategies that are responsive to the local community and cultural settings.

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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

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Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.

Evidence: Mathspace individual lessons for a student who needs special support and following adjusted curriculum

How this evidence meets the APST at a proficient level:
This lesson task was designed to provide differentiated support to year 8 students in Maths, while giving braking down instructions. The activity was adjusted to align with the year 6 expectation level. This task was developed by customising questions which matches with the student's learning needs. Mathspace offers adaptive learning pathways. This means that the platform can be customized to align with the student's specific needs and learning goals within their adjusted curriculum. It can identify areas where the student struggles and provide targeted exercises and explanations to address those challenges.

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1.6 Strategies to support full participation of students with disability

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1.6 Strategies to support full participation of students with disability

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Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.

Evidence: Differentiated assessment for a student on adjusted curriculum

How this evidence meets APST at proficient level: This assessment was designed to a student with substantial NCCD level. Questions were broken-down instructions and clues to aid understand and recall of the methods.

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2.1 Content and teaching strategies of the teaching area

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2.1 Content and teaching strategies of the teaching area

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Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.

Evidence: Year 10 Maths Investigation task

How this evidence meets APST at proficient level: This investigation was designed to develop students' real-world problem-solving skills, enhance critical thinking and decision-making, integrate various mathematical concepts and develop communication and presentation skills.

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Major Assessment 1- Design and Cost a Deck.docx

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Organise content into coherent, well-sequenced learning and teaching programs.

Evidence: Year 10 Algebra and Quadratic Unit Plan

How this evidence meets the APST at a proficient level: This unit plan was designed to meet the Australian Curriculum achievement standards and engage students in a variety of activities and tasks that flow from early to more complex concepts.

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Year 10 Mathematics - Algebra and Quadratics - Unit Plan.docx (2)

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2.3 Curriculum, assessment and reporting

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2.3 Curriculum, assessment and reporting

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Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.

Evidence: Year 10 Measurements unit overview and see 2.1 attachment

How this evidence meets APST at proficient level: The above attached unit overview and the assessment attached in the section 2.1 illustrates how assessment relates to curriculum and learning outcomes.

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2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

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2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

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Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Evidence: Video slides of Ngarrngga PD masterclasses

How this evidence meets APST at proficient level: Ngarrngga's Professional Development offering takes a relational and reparative approach, enabling all participants to build their confidence to showcase Aboriginal and Torres Strait Islander knowledge systems, histories and cultures.

https://www.aitsl.edu.au/tools-resources/resource/ngarrngga-professional-development

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Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

Evidence: Probability and Statistics group activity

How this evidence meets APST at proficient level: Students were given opportunity to learn probability and statistics applications by communicating with peers by following the attached lesson plan. Also this activity helped students to learn data recording and reporting using Mathematical language( probability, data, mean, median, mode, likely, unlikely, etc.) to communicate their understanding.

Students developed and delivered presentations to the class, explaining their data analysis and conclusions. This enhanced their oral communication and presentation skills.

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Lesson plan for probability and statistics

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2.6 Information and Communication Technology (ICT)

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2.6 Information and Communication Technology (ICT)

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Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Evidence: Data Analysis investigation report

How this evidence meets APST at proficient level: Students were given demonstration of how to use google forms to collect data and how to analyse data using a spreadsheet or EXEL. Students were able to integrate mathematics skills and ICT knowledge to write their final report effectively.

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Year 10 Data Analysis Investigation task

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3.1 Establish challenging learning goals

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3.1 Establish challenging learning goals

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

Evidence: Year 7 Maths Unit Plan for Integers

How this evidence meets APST at proficient level: Developing this plan allowed me to set clear learning goals that were both challenging and achievable, ensuring all students had a clear path to success.

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Year 07 Mathematics - Integers - Unit Plan.docx

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3.2 Plan, structure and sequence learning programs

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3.2 Plan, structure and sequence learning programs

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

Evidence: Lesson Slides

How this evidence meets APST at proficient level: Lesson slides serve as a valuable tool for planning and implementing engaging activities. This approach allows me to cater to diverse learning styles, encourage student initiative, and ultimately promote deeper learning outcomes for all students.

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

Evidence: Student work sample which shows how self-directed work was promoted in class

How this evidence meets APST at proficient level:

Objectives of the above investigation were

1. To understand the concept of food miles and their environmental implications

2. To analyse primary and secondary data

3. To conduct statistical investigations using random and non-random sampling techniques

4. To infer about the population based on samples, considering ethical fairness and uncertainty

The attached student work demonstrates how i promoted self-directed work and and how the student successfully achieved the above objectives.

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

Evidence: Student work sample in Standard 3.3

How this evidence meets APST at proficient level: The student work sample attached in section 3.3 demonstrates that students were engaged in their learning and that a variety of resources, including ICT, were used. The student utilized online resources for food miles data, Excel to organize and analyse data, and reading resources to enhance the content of the report.

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3.5 Use effective classroom communication

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3.5 Use effective classroom communication

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

Evidence: Year 8 Google Classroom Homework Announcements and records

How this evidence meets the APST at a proficient level: All homework tasks were announced in Google Classroom, and a link was created for students to submit their work. They could submit their handwritten work by taking pictures. This approach facilitated communication between students and the teacher, allowing them to ask questions even after class. Additionally, it enabled the teacher to provide feedback to improve their future work. This communication strategy supported student understanding, participation, engagement, and achievement.

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3.6 Evaluate and improve teaching programs

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3.6 Evaluate and improve teaching programs

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

Evidence: Educator Impact report

How this evidence meets APST at proficient level: I developed the 360 degree yearly Educator Impact Professional Learning plan by setting goals based on valuable insights from student feedback and observations by my colleagues.

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3.7 Engage parents / carers in the educative process

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3.7 Engage parents / carers in the educative process

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

Evidence: Second Term Parent Teacher Interviews record

How this evidence meets APST at proficient level: The above record shows that the way I planned to communicate with parents to give opportunity for parents to be involved in their children learning.

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Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

Evidence: Differentiated Assessment attached in 1.6

How this evidence meets APST at proficient level: Differentiating assessments provided opportunities to establish and implement inclusive and positive interactions with students, ensuring that all learners felt supported and engaged in classroom activities.

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Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.

Evidence: Classroom Rules

How this evidence meets the APST at a proficient level: Setting feasible classroom rules at the beginning of the year and consistently monitoring them throughout the year helped to maintain an orderly and productive learning environment, ensuring that student time was dedicated to academic tasks.

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Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully.

Evidence: Behaviour support plan for a student on adjusted and individual learning plan

How this evidence meets APST at proficient level: Clear behavioral expectations and consistent consequences were communicated to the student. The management approach was applied fairly and respectfully, ensuring the student understood the reasoning behind any consequences.

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Ensure students’ well-being and safety within school by implementing school and/or system, curriculum and legislative requirements.

Evidence: Incident report to the relevant coordinator and the class teacher via processMaker

How this evidence meets the APST at a proficient level:
Prompt incident reporting is vital for school safety. It ensures timely responses, risk mitigation, and a culture of accountability, ultimately fostering a safe and secure environment for all.

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4.5 Use ICT safely, responsibly and ethically

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4.5 Use ICT safely, responsibly and ethically

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Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

Evidence: Documented guidelines to students on Ethical ICT use

How this evidence meets the APST at a proficient level: The referencing guide was gathered to support students in their ethical use of ICT

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Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

Evidence: Year 8 Statistical Investigation task and the Rubric

How this evidence meets APST at proficient level: A summative assessment was developed to assess student learning on various skills on applications of statistics. Students were first assessed based on their data collection, organising and analysing skills then they were assessed on their critical and creative thinking. The assessment also incorporated a cross-curricular element, requiring students to use their thinking skills to comment on food miles.

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Year 8 Statistical Investigation and the Rubric

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5.2 Provide feedback to students on their learning

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5.2 Provide feedback to students on their learning

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Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.

Evidence: Assessment Moderation Feedback from a Colleague

How this evidence meets APST at proficient level: Constructive criticism from peers helps me to refine my instructional strategies, better understand student learning needs, and ultimately create a more engaging and effective learning environment for my students. By sharing best practices and learning from each other, we can collectively enhance our teaching skills and improve student outcomes.

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5.3 Make consistent and comparable judgements

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5.3 Make consistent and comparable judgements

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Understand and participate in assessment moderation activities to support consistent and comparable judgments of student learning.

Evidence: Assessment plan and the rubric in section 5.1 and a student sample work in section 3.3

How this evidence meets the APST at a proficient level:
These rubrics were designed to enable consistent and comparable judgements of student learning.

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Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice.

Evidence: Comparison of Year 7 maths test marks

How this evidence meets APST at proficient level: Comparing test marks helps teachers to evaluate students' understanding of subject content. This provides valuable feedback to teachers, enabling them to identify areas where interventions are needed and modify their teaching practices accordingly.

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Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records.

Evidence: See the section 5.4 attachment

How this evidence meets APST at proficient level:  The report to parents and the comments were given based on the analysis of the above data.

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6.1 Identify and plan professional learning needs

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6.1 Identify and plan professional learning needs

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Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs.

Evidence: Professional Learning Summary Record 2024

How this evidence relates to APST at proficient level: Participating in professional development programs/ courses help to get advise on Australian professional standards for teachers from experts to identify and plan professorial learning needs.

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6.2 Engage in professional learning and improve practice

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6.2 Engage in professional learning and improve practice

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Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.

Evidence: Professional development participation Certificates

How this evidence meets APST at proficient level: To improve my teaching practice, I participated in workshops designed to enhance my mathematics teaching skills, with a focus on engaging students. I also learned about school and system priorities, including the effective use of ICT and AI and the importance of supporting student well-being.

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6.3 Engage with colleagues and improve practice

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6.3 Engage with colleagues and improve practice

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Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.

Evidence: Education Impact, Observers' Feedback Summary Report

How this evidence meets the APST at a proficient level:
This reflection record shows the feedback received on my development gals set in the middle of the year. Constructive feedback from colleagues helps to improve professional knowledge and practice.

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6.4 Apply professional learning and improve student learning

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6.4 Apply professional learning and improve student learning

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Undertake professional learning programs designed to address identified student learning needs.

Evidence: Educator Impact Phase 3 professional goal and the activities

How this evidence meets APST at a proficient level:

Considering the feedback in phase 1 a professional goal informed by that feedback was set. The evidence shows the goal and the professional learning activities completed to address identified student learning needs.

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7.1 Meet professional ethics and responsibilities

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7.1 Meet professional ethics and responsibilities

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Meet codes of ethics and conduct established by regulatory authorities, systems and schools.

Evidence: Pinnacle college code and Conduct Document

How this evidence meets APST at a proficient level: School encourages all teachers to adhere to the policy document and which was provided in the initial teacher induction. The document is checked and read regularly and updated regularly to align with the school system.

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7.2 Comply with legislative, administrative and organisational requirements

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7.2 Comply with legislative, administrative and organisational requirements

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Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes.

Evidence: See the section 7.1

How this evidence meets APST at proficient level: School encourages all teachers to adhere to the policy document and which was provided in the initial teacher induction. The document is checked and read regularly and updated regularly to align with the school system.

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Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

Evidence: COOLSIS Communication Log

How this evidence meets APST at proficient level: Recording all communication with parents is essential for maintaining a respectful and collaborative relationship. This documentation provides a clear record of interactions, ensuring that all parties are aware of discussions, agreements, and any concerns raised. By maintaining accurate records, teachers can demonstrate transparency and build trust with parents, fostering a strong and positive partnership in supporting student learning.

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7.4 Engage with professional teaching networks and broader communities

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7.4 Engage with professional teaching networks and broader communities

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Participate in professional and community networks and forums to broaden knowledge and improve practice.

Evidence: Facebook Australian Maths teacher Association groups memberships

How this evidence meets APST at proficient level: To improve my teaching practice, I joined the SA Mathematics Teachers Facebook groups to collaborate with other educators, share knowledge, and benefit from the collective expertise of both experienced and early career teachers.