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    Sao - Evidence Set 3 Performance Management

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    Elena Roberts completed a self-reflection process as part of her Performance Management requirements at Campbell Primary School. She identified integrating ICT into her Dance program and ensuring she achieved cross-curricular priorities as areas for improvement. During a classroom observation, Elena was able to effectively incorporate ICT into her Dance lesson and demonstrate her ability to organize content coherently. As a result, students had opportunities to reflect on their Dance skills and goals using ICT. Elena also improved her classroom displays to include visual prompts for positive audience behaviors.

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    Sao - Evidence Set 3 Performance Management

    Uploaded by

    api-653318448
    39 views2 pages
    Elena Roberts completed a self-reflection process as part of her Performance Management requirements at Campbell Primary School. She identified integrating ICT into her Dance program and ensuring she achieved cross-curricular priorities as areas for improvement. During a classroom observation, Elena was able to effectively incorporate ICT into her Dance lesson and demonstrate her ability to organize content coherently. As a result, students had opportunities to reflect on their Dance skills and goals using ICT. Elena also improved her classroom displays to include visual prompts for positive audience behaviors.

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    sao - evidence set 3 performance management

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    Elena Roberts completed a self-reflection process as part of her Performance Management requirements at Campbell Primary School. She identified integrating ICT into her Dance program and ensuring she achieved cross-curricular priorities as areas for improvement. During a classroom observation, Elena was able to effectively incorporate ICT into her Dance lesson and demonstrate her ability to organize content coherently. As a result, students had opportunities to reflect on their Dance skills and goals using ICT. Elena also improved her classroom displays to include visual prompts for positive audience behaviors.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    39 views2 pages

    Sao - Evidence Set 3 Performance Management

    Uploaded by

    api-653318448
    Elena Roberts completed a self-reflection process as part of her Performance Management requirements at Campbell Primary School. She identified integrating ICT into her Dance program and ensuring she achieved cross-curricular priorities as areas for improvement. During a classroom observation, Elena was able to effectively incorporate ICT into her Dance lesson and demonstrate her ability to organize content coherently. As a result, students had opportunities to reflect on their Dance skills and goals using ICT. Elena also improved her classroom displays to include visual prompts for positive audience behaviors.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    of 2

    Professional Portfolio Evidence Example

    Name: Elena Roberts E Number: E4109274 School: Campbell Primary School Subject: Dance
    Situation: Briefly outloine the circumstances Action: Describe the Outcome: Describe the result of your action.
    surrounding the example of a situation that had skills/knowledge/competencies required to Summarise the results of the action and/or the
    a positive outcome or one in which professional address the situation – outline the steps you took professional growth that occurred. What was the
    growth occurred. Where, why and when did you to complete the task. What did you do? How did result of your action? How do you know? What
    do the task? you do it? went well?
    As an employee of the Education  I completed a meaningful self-  I evidenced my ability to organise
    Department, it is a requirement that we reflection which I was able to act on content in a coherent and effective
    engage in a Performance Management in attempt to improve my teaching learning sequence throughout my
    process. At Campbell Primary School, we and learning programs. During the classroom observation.
    complete a 3-step process including self- self-reflection phase I identified a  I was able to action my self-reflection
    reflection, a planning meeting/classroom need to integrate ICT into the Dance and effectively integrate the use of
    observation, and a review meeting. program and ensure that I am ICT into the Dance program. I have
    Throughout this process I was able to achieving all the cross-curricular done this by giving students the
    highlight areas of strength in my teaching priorities. opportunity to reflect on their ability
    skills as well as areas to improve. in Dance, future goals, and their use
    of the Creative Habits of Learning
    using ICT as a learning tool.
     I improved my classroom displays by
    ensuring I had visual prompts for
    positive audience member skills.

    Professional Knowledge Professional Practice Professional Engagement


    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 Create and Assess, provide Engage in professional learning Engage professionally with
    learn teach it implement maintain feedback and 6.1 Identify and plan colleagues, parents/carers and
    1.1. Physical, social and 2.1. Content and teaching effective teaching supportive and safe report on student professional learning needs the community.
    intellectual development strategies of the teaching area and learning learning learning 6.2 Engage in professional 7.1. Meet professional ethics
    and characteristics of 2.2. Content selection and 3.1. Establish environments 5.1. Assess student learning and improve practice. and responsibilities.
    students organisation challenging 4.1. Support learning 6.3 Engage with colleagues and 7.2. Comply with legislative,
    1.2. Understand how students 2.3. Curriculum, assessment, learning goals student 5.2. Provide improve practice administrative and
    learn and reporting 3.2. Plan, structure participation feedback to 6.4. Apply professional learning organisational requirements
    1.3. Students with linguistic, 2.4. Understand and respect and sequence 4.2. Manage students on their and improve student learning. 7.3. Engage with parents/carers
    cultural, religious and Aboriginal and Torres Strait learning programs classroom activities learning 7.4 Engage with professional
    socioeconomic Islander people to promote 3.3. Use teaching 4.3. Manage 5.3. Make teaching networks and broader
    backgrounds reconciliation between strategies challenging consistent and communities.
    1.4. Strategies for teaching Indigenous and non-indigenous 3.4. Select and use behaviour comparable
    aboriginal and Torres Australians resources 4.4. Maintain judgements
    Strait Islander students 2.5. Literacy and numeracy 3.5. Use effective student safety 5.4. Interpret
    1.5. Differentiate teaching to strategies classroom 4.5. Use ICT safely, student data
    meet the specific learning 2.6. Information and communication responsibly and 5.5. Report on
    needs of students across Communication Technology 3.6. Evaluate and ethically. student
    the full range of abilities (ICT) improve teaching achievement.
    Strategies to support full programs
    participation of students with a 3.7. Engage
    disability. parents/carers in
    the educative
    process.

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