![]() Standard 1: Know students and how they learnġ.1.2 What teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics have you used to improve student learning?ġ.2.2 How have you structured teaching programs using research and advice from colleagues about how students learn?ġ.3.2 Which teaching strategies have you designed and implemented that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds?ġ.4.2 What effective teaching strategies have you designed and implemented that are responsive to the local community, cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students?ġ.5.2 What teaching activities have you developed that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities?ġ.6.2 Which teaching activities have you designed and implemented that support the participation and learning of students with disability? How do these activities address policy and legislative requirements? Reflections, insights, experiences, successes, challenges, next steps: Reflection questions related to standard descriptors: Since it can take up to 2 years to demonstrate that all proficient standards are met, it is vital that beginning teachers' needs are initially prioritised so they can be addressed over time.Īs beginning teachers - and their supervisors, mentors or coaches - reflect against the teaching standards during their induction, their areas of strength will increase as their needs decrease. Prioritise needs over timeīeginning teachers may identify many areas of need early on in their induction process. See NESA for more information on the processes for gaining accreditation. The questions can provide a springboard for formulating and gathering evidence for the purposes of gaining accreditation at the proficient career stage. determine next steps for professional development.record insights, experiences, successes and challenges.They can be used by beginning teachers - and their supervisors and mentors/ coaches - across the first 2 years of their career to: The reflection questions are intended to guide reflection rather than be used as an evaluative tool, not for comparison or judgement. The NSW Department of Education is committed to employing the best and brightest teachers who can teach and make a difference in NSW public schools. ![]() Information for parents and carers including learning and wellbeing resources, advice, study skills, a quick guide glossary, homework help, tools for learning remotely, support for additional needs and more.
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