Graduate teacher professional conversation log
Name: Izzy Roberts Coach: Sue Knight School: Christmas Island DHS Year Level: 5
Date: 22-2-2024 Start Time: 1.30 Finish Time: 2.20
Goal: learning is authentic and valued
What’s Working: Current Focus:
Cohort are more respectful and friendly to each other Want to get grad portfolio done, modules finishes
They are better at doing group work Engaging the students
It is a strength of theirs Engaging content
They like to talk School wide approaches eg spelling. Make it more engaging and still align with school focus.
They have the skills to collaborate Continue to do collaborative work
They have the foundational skills of cooperation
Criteria:
I have a relationship with them Facilitate
Enjoyment
Doing a lot more placemat activities, working in groups, play games. Movement
I feel more comfortable doing group work – kids have skills, I am Able to talk to other people
more confident doing group work. Challenge
More successful as a group than an individual
Cooperative learning. I already build in Give the accountability back to them as a group and the reflection on how they contributed in the group
• F2f
• Individual accountability Measure (what evidence I will collect):
• Positive interdependence – goal Remember what they reflect on and build it into practice the second time.
I am working on Group processing. Once they have presented, we Be able to see an improvement in their participation
have a discussion what the other groups have done, elements of Have an impact on how they participate whole class – discussion
reflecting Collect their reflections – their interpretation
Anecdotal notes, checklist
Options Insights/ Affirmations
Branch out and give them opportunities to be collaborative in other • I am doing more than I realise
areas • How significant the social skills are for students and the class climate
Get them to work in groups of three and come up with words • Set up the toolkit for collaboration
• Collaborative skills – open to sharing, letting partners have a • Having the confidence to be able to do things – how much I have grown in one year.
turn, equal participation Next meeting date and time:
• Group processing – individually reflect, scale of 1-10, how Wednesday 20th March, 11.10-12.10 CITime (12.10-1.10)
much did you have, how much did your partner have? What
could you do next time to share more? Focus for next meeting:
• How much did they participate? How did it make them
Teacher feedback for coach:
effective?
Good to start thinking about it – get back into it.
• Help and Hinders. WWW/ EBI
Give them a goal or a challenge/ success criteria.
Lot more shared activities – more We Do.
1
Graduate teacher professional conversation log
Continue to promote the idea of positive interdependence – how
does the success of one contribute to the group.
Teacher’s next action:
I will do Group processing – reflect on what they are contributing to
the team so that they are more collaborative and accountable to
working in the group
Teacher thoughts/ conclusions/ outcomes/ ideas:
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Graduate teacher professional conversation log
Australian Professional Standards for Teachers - Proficient Phase
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how they Know content and how to Plan for and implement Create and maintain Assess, provide feedback Engage in professional Engage professionally
learn teach it effective teaching and supportive and safe and report on student learning with colleagues,
learning learning environments learning parents/carers and the
community
1.1 Use teaching strategies 2.1 Apply knowledge of the 3.1 Set explicit, challenging 4.1 Establish and 5.1 Develop, select and use 6.1 Use the APS for
based on knowledge of students’ content and teaching and achievable learning goals implement inclusive and informal and formal, Teachers and advice from 7.1 Meet codes of ethics
physical, social and intellectual strategies of the teaching for all students. positive interactions to diagnostic, formative and colleagues to identify and and conduct established by
development and characteristics area to develop engaging engage and support all summative assessment plan professional learning regulatory authorities,
to improve student learning. teaching activities. 3.2 Plan and implement well- students in classroom strategies to assess student needs. systems and schools.
structured learning and activities. learning.
1.2 Structure teaching programs 2.2 Organise content into teaching programs or lesson 6.2 Participate in learning to 7.2 Understand the
using research and collegial coherent, well-sequenced sequences that engage 4.2 Establish and maintain 5.2 Provide timely, effective update knowledge and implications of and comply
advice about how students learning and teaching students and promote orderly and workable and appropriate feedback to practice, targeted to with relevant legislative,
learn. programs. learning. routines to create an students about their professional needs and administrative,
environment where student achievement relative to school and/or system organisational and
1.3 Design and implement 2.3 Design and implement 3.3 Select and use relevant time is spent on learning their learning goals. priorities. professional requirements,
teaching strategies that are learning and teaching teaching strategies to develop tasks. policies and processes.
responsive to the learning programs using knowledge knowledge, skills, problem 5.3 Understand and 6.3 Contribute to collegial
strengths and needs of students of curriculum, assessment solving and critical and 4.3 Manage challenging participate in assessment discussions and apply 7.3 Establish and maintain
from diverse linguistic, cultural, and reporting requirements. creative thinking. behaviour by establishing moderation activities to constructive respectful collaborative
religious and socioeconomic and negotiating clear support consistent and feedback from colleagues relationships with
backgrounds. 2.4 Provide opportunities for 3.4 Select and/or create and expectations with students comparable judgments of to improve professional parents/carers regarding
students to develop use a range of resources, and addressing discipline student learning. knowledge and practice. their children’s learning and
1.4 Design and implement understanding of and including ICT, to engage issues promptly, fairly well-being.
effective teaching strategies that respect for Aboriginal and students in their learning. and respectfully. 5.4 Use student 6.4 Undertake professional
are responsive to the local Torres Strait Islander assessment data to analyse learning programs designed 7.4 Participate in
community and cultural setting, histories, cultures and 3.5 Use effective verbal and 4.4 Ensure students’ well- and evaluate student to address identified professional and community
linguistic background and languages. non-verbal communication being and safety within understanding of student learning needs. networks and forums to
histories of Aboriginal and strategies to support student school by implementing subject/content, identifying broaden knowledge and
Torres Strait Islander students. 2.5 Apply knowledge and understanding, participation, school and/ or system, interventions and modifying improve practice.
understanding of effective engagement and curriculum and legislative teaching practice.
1.5 Develop teaching activities teaching strategies to achievement. requirements.
that incorporate differentiated support students’ literacy 5.5 Report clearly,
strategies to meet the specific and numeracy achievement. 3.6 Evaluate personal 4.5 Incorporate strategies to accurately and respectfully
learning needs of students teaching and learning promote the safe, to students and
across the full range of abilities. 2.6 Use effective teaching programs using evidence, responsible and ethical use parents/carers about
strategies to integrate ICT including feedback from of ICT in learning and student achievement,
1.6 Design and implement into learning and teaching students and student teaching. making use of accurate and
teaching activities that support programs to make selected assessment data, to inform reliable records.
the participation and learning of content relevant and planning.
students with disability and meaningful.
address relevant policy and 3.7 Plan for appropriate and
legislative requirements. contextually relevant
opportunities for parents/
carers to be involved in their
children’s learning.
3
Graduate teacher professional conversation log
Australian Professional Standards for Teachers – Highly Accomplished Phase
Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7
Know students and how they Know content and how to Plan for and implement effective Create and maintain Assess, provide feedback Engage in professional Engage professionally
learn teach it teaching and learning supportive and safe and report on student learning with colleagues,
learning environments learning parents/carers and the
1.1 Select from a flexible and 2.1 Support colleagues using 3.1 Develop a culture of high 6.1 Analyse the Australian community
effective repertoire of teaching current and comprehensive expectations for all students by 4.1 Model effective practice 5.1 Develop and apply a Professional Standards for
strategies to suit the physical, knowledge of content and modelling and setting challenging and support colleagues to comprehensive range of Teachers to plan personal 7.1 Maintain high ethical
social and intellectual teaching strategies to develop learning goals. implement inclusive assessment strategies to professional development standards and support
development and characteristics and implement engaging strategies that engage and diagnose learning needs, goals, support colleagues to colleagues to interpret codes
of students. learning and teaching programs. 3.2 Work with colleagues to plan, support all students. comply with curriculum identify and achieve of ethics and exercise sound
evaluate and modify learning and requirements and support personal development goals judgement in all school and
1.2 Expand understanding of 2.2 Exhibit innovative practice in teaching programs to create productive 4.2 Model and share with colleagues to evaluate the and preservice teachers to community contexts.
how students learn using the selection and organisation of learning environments that engage all colleagues a flexible effectiveness of their improve classroom practice.
research and workplace content and delivery of learning students. repertoire of strategies for approaches to assessment. 7.2 Support colleagues to
knowledge. and teaching programs. classroom management to 6.2 Plan for professional review and interpret
3.3 Support colleagues to select and ensure all students are 5.2 Select from an effective learning by accessing and legislative, administrative,
1.3 Support colleagues to 2.3 Support colleagues to plan apply effective teaching strategies to engaged in purposeful range of strategies to critiquing relevant research, and organisational
develop effective teaching and implement learning and develop knowledge, skills, problem activities. provide targeted feedback engage in high quality requirements, policies and
strategies that address the teaching programs using solving and critical and creative based on informed and targeted opportunities to processes.
learning strengths and needs of contemporary knowledge and thinking. 4.3 Develop and share with timely judgements of each improve practice and offer
students from diverse linguistic, understanding of curriculum, colleagues a flexible student’s current needs in quality placements for 7.3 Demonstrate
cultural, religious and assessment and reporting 3.4 Assist colleagues to create, select repertoire of behaviour order to progress learning. preservice teachers where responsiveness in all
socioeconomic backgrounds. requirements. and use a wide range of resources, management strategies applicable. communications with
including ICT, to engage students in using expert knowledge and 5.3 Organise assessment parents/carers about their
1.4 Provide advice and support 2.4 Support colleagues with their learning. workplace experience. moderation activities that 6.3 Initiate and engage in children’s learning and
colleagues in the implementation providing opportunities for support consistent and professional discussions with wellbeing.
of effective teaching strategies students to develop 3.5 Assist colleagues to select a wide 4.4 Initiate and take comparable judgements of colleagues in a range of
for Aboriginal and Torres Strait understanding of and respect for range of verbal and nonverbal responsibility for student learning. forums to evaluate practice 7.4 Contribute to
Islander students using Aboriginal and Torres Strait communication strategies to support implementing current school directed at improving professional networks and
knowledge of and support from Islander histories, cultures and students’ understanding, engagement and/or system, curriculum 5.4 Work with colleagues to professional knowledge and associations and build
community representatives. languages. and achievement. and legislative requirements use data from internal and practice, and the educational productive links with the
to ensure student wellbeing external student outcomes of students. wider community to improve
1.5 Evaluate learning and 2.5 Support colleagues to 3.6 Work with colleagues to review and safety. assessments for evaluating teaching and learning.
teaching programs, using implement effective teaching current teaching and learning programs learning and teaching, 6.4 Engage with colleagues
student assessment data that strategies to improve students’ using student feedback, student 4.5 Model, and support identifying interventions and to evaluate the effectiveness
are differentiated for the specific literacy and numeracy assessment data, and knowledge of colleagues to develop, modifying teaching practice. of teacher professional
learning needs of students achievement. curriculum and workplace practices. strategies to promote the learning activities to address
across the full range of abilities. safe, responsible and ethical 5.5 Work with colleagues to student learning needs.
2.6 Model high level teaching 3.7 Work with colleagues to provide use of ICT in learning and construct accurate,
1.6 Work with colleagues to knowledge and skills and work appropriate and contextually relevant teaching. informative and timely
access specialist knowledge, with colleagues to use current opportunities for parents/carers to be reports to students and
and relevant policy and ICT to improve their teaching involved in their children’s learning. parents/carers about student
legislation, to develop teaching practice and make content learning and achievement.
programs that support the relevant and meaningful.
participation and learning of
students with disability.
