Australian Professional Standards for Teachers

Reflections on teaching and learning


About this Illustration of Practice

In a linguistically and culturally diverse preschool setting, a teacher builds on emerging student interests. The teacher trials a number of learning opportunities where students can observe phenomena and the properties of everyday materials and develop concepts about the relationships of volume/sound/pitch. Through observation, she develops an understanding of the importance of responding to the stage of development of individual students. With an educational leader from her local government area she discusses how she might further develop her teaching skills. She outlines the value of to her own professional development of informal conversations with colleagues, independent research and professional learning with peers across the area.

Standard 1
Know students and how they learn
Focus area 1.3
Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Career stage
Proficient
Descriptor
Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Other descriptors
Standard 6
Engage in professional learning
Focus area 6.2
Engage in professional learning and improve practice
Career stage
Proficient
Descriptor
Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities.
  1. What can you learn from colleagues about teaching and learning strategies that could be used in your class/es?
  2. Reflecting on a lesson that didn’t achieve what you planned, what changes might you make to ensure it is more successful next time?
School
Atherton Gardens Preschool
Victoria
Year level
Early Childhood
Stage of schooling
Pre-school
School type
Non Government
School location
Metropolitan
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Atherton Gardens Preschool is located in the City of Yarra in inner-suburban Melbourne. At the preschool, the teacher who graduated from her course in the previous year teaches a part-time program for four-year-olds in a prior-to-school setting. The preschool is linked to other preschools and kindergartens in the local government area. In addition to gaining professional support from her colleagues, the teacher is able to gain support from a local government appointed educational leader, and to access professional learning opportunities provided for preschools and kindergartens.

Content provider
Organisation
Early Childhood Australia (ECA)

© Australian Institute for Teaching and School Leadership (AITSL), 2012 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.