Welcome to the Success in Professional Experience website.
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Student resources
The student resources below are available to users of the book and require a username and password.
- The username is: success
- The password can be found in Chapter 5 of the book, and is the first word under the heading ‘Knowing your students (differentiation)’ (page 71 of the print book).
This material is the content indicated by the web icons in the book.
You can navigate to a specific chapter using the following links:
- Chapter 1: Introduction
- Chapter 2: Ethical considerations
- Chapter 3: Expectations
- Chapter 4: Observations
- Chapter 5: Planning for successful learning
- Chapter 6: Assessing for successful learning
- Chapter 7: Classroom management
- Chapter 8: Mentoring and reflective practice
- Chapter 9: Portfolios and reflective practice
- Chapter 10: Building relationships for working with Indigenous students
- Chapter 11: Building relationships for working with highly able and gifted students
- Chapter 12: Pre-service teachers from a non-English-speaking background
- Appendix: Australian Professional Standards for Teachers
AITSL resources
- Australian Institute for Teaching and School Leadership (AITSL) – ‘My Standards app’
- Australian Institute for Teaching and School Leadership (AITSL) – ‘Learning from Practice’ complete workbook series
Chapter 2: Ethical considerations
State codes – Activity 2.1
| State or territory | Code of Ethics or Code of Conduct |
|---|---|
| Australia wide | Code of Ethics for early childhood educators |
| Australian Capital Territory | Code of Professional Practice |
| New South Wales | Code of Conduct and Statement of Ethics |
| Northern Territory | Code of Ethics |
| Queensland | Code of Ethics and accompanying guideline on professional boundaries |
| South Australia | Code of Ethics |
| Tasmania | Code of Ethics |
| Victoria | Code of Conduct, which incorporates a Code of Ethics |
| Western Australia | Code of Conduct |
Professional Boundaries – Activity 2.2
- Queensland College of Teachers – Professional Boundaries: A Guideline for Queensland Teachers (May 2016, updated July 2017)
Victorian Institute of Teaching – Activity 2.3
AEU networks – Activity 2.4
State registering bodies
| State | Body |
|---|---|
| Australian Capital Territory | ACT Teacher Quality Institute (TQI) |
| New South Wales | NSW Education Standards Authority (NESA) |
| Northern Territory | Teacher Registration Board of the Northern Territory |
| Queensland | Queensland College of Teachers |
| South Australia | Teachers Registration Board of South Australia |
| Tasmania | Teachers Registration Board Tasmania |
| Victoria | Victorian Institute of Teaching |
| Western Australia | Teacher Registration Board of Western Australia |
Queensland Professional Experience Reporting Framework – Activity 3.7
- Queensland Government, Department of Education and Training – Queensland Professional Experience Reporting Framework: A Guide for the Supervision and Assessment of Preservice Teachers
TEMAG resources – Activity 3.8
- Teacher Education Ministerial Advisory Group (TEMAG) – Action Now: Classroom Ready Teachers (December 2014)
- Australian Government, Department of Education and Training, Teacher Education Ministerial Advisory Group – Action Now: Classroom Ready Teachers. Australian Government Response (February 2015)
GTPA – Activity 3.10
Looking at Classroom Practice – Activity 4.1
APST – Activity 4.2
- Australian Institute for Teaching and School Leadership (AITSL) – Australian Professional Standards for Teachers:
Lesson observation notes – Activity 4.5
Chapter 5: Planning for successful learning
State curriculum documents
Details of the curriculum in each state and territory can be found at the following sites.
- Australian Capital Territory
- New South Wales
- Northern Territory
- Queensland
- South Australia
- Tasmania
- Victoria
- Western Australia
Edutopia – Activity 5.3
Sample planning templates – Box 5.4 and 5.5
- Suggested lesson plan
- Session structure
Chapter 6: Assessing for successful learning
Victorian Department of Education – Activity 6.1
- ‘Assessment’
- For other states and territories, see the relevant state curriculum documents websites above
Dylan Wiliam Center – Activity 6.3
GTPA – Activity 6.5
McGill University checklist – Activity 6.7
Geoff Masters – Activity 6.9
Assessment: Feedback to Promote Student Learning – Activity 6.10
Chapter 7: Classroom management
Restorative practice – Activity 7.4
- Victorian Government, Department of Education and Training (DET) – ‘Restorative practice’
- Transforming Conflict – ‘Restorative approaches’
SWPBS – Activity 7.5
- Positive Behavioral Interventions and Supports (PBIS) home page
- Queensland Government, Department of Education and Training – ‘Why adopt a school-wide approach with PBL?
- Victorian Government, Department of Education and Training (DET) – ‘Whole school engagement strategies and supports’
Chapter 8: Mentoring and reflective practice
AITSL training program – Activity 8.7
Chapter 9: Portfolios and reflective practice
AITSL app – Activity 9.1
Moran et al. ePortfolio article – Activity 9.3
Barrett ePortfolio article – Activity 9.4
Evidence Guide – Activity 9.5
Emergent Teacher Professionalism – Activity 9.6
ePortfolio platforms – Table 9.1
| Name of platform | Benefits |
|---|---|
| EDUFOLIOS | No free version User friendly Links directly with APST |
| Weebly | Has a free version User-friendly Range of easy access options, including ‘drag and drop’ |
| Wix |
Similar to Weebly Free version Range of options including ‘drag and drop’ (See also this demonstration video) |
| PebblePad | No free version High level of functionality |
| Mahara | Many universities offer this platform for free with privacy and sharing capabilities Has functionality with Moodle (Mahoodle) Not as user-friendly as other platforms |
ePortfolio case study – Activity 9.7
Example ePortfolio
Chapter 10: Building relationships for working with Indigenous students
Indigenous disadvantage reports – Activity 10.1
- Australian Government, Department of Families, Housing Community Services and Indigenous Affairs (FaHCSIA) – Closing the Gap on Indigenous Disadvantage: The Challenge for Australia (February 2009)
- Steering Committee for the Review of Government Service Provision (SCRGSP) – Overcoming Indigenous Disadvantage: Key Indicators 2011
Indigenous communities – Activity 10.3
- Australian Government, Australian Institute of Family Studies – ‘Working with Indigenous children, families, and communities: Lessons from practice’
- New South Wales Government, Department of Community Services – ‘Brighter futures: Engaging with Aboriginal children and families’ (January 2008)
AIATSIS – Activity 10.4
Government Indigenous education resources – Activity 10.5
| State/Territory | Departmental resource |
|---|---|
| Australian Capital Territory | Education Directorate – 'Aboriginal and Torres Strait Islander education' |
| New South Wales | Department of Education – 'Aboriginal education and communities' |
| Northern Territory |
Department of Education – 'Indigenous education review' and 'Indigenous Education Strategy' |
| Queensland | Department of Education and Training – 'Indigenous portal' |
| South Australia | 'Aboriginal education' |
| Tasmania | Department of Education – 'Support for Aboriginal students in Tasmanian Government schools' |
| Victoria | Department of Education and Training – 'Supporting Aboriginal Children and Their Families' |
| Western Australia | Department of Education – 'Aboriginal education' |
Chapter 11: Building relationships for working with highly able and gifted students
GERRIC Professional Development Package for Teachers – Activities 11.1, 11.2, 11.4, 11.5 and 11.11
AAEGT
Gagné’s model in the Australian Curriculum
Hoagies’ Gifted Education Page – Activity 11.3
Raven’s Progressive Matrices
Inquiry into gifted education
Gifted underachievers checklist – Activity 11.6
Dual Exceptionality – Activity 11.8
Acceleration of Gifted Students Procedures – Activity 11.9
Accelerated learning options – Activity 11.10
Chapter 12: Pre-service teachers from a non-English-speaking background
ATRA – Activity 12.3
University of Tasmania – Activity 12.5
Appendix: Australian Professional Standards for Teachers
Complete APST
- Australian Institute for Teaching and School Leadership (AITSL) – Australian Professional Standards for Teachers: