Resource information
These 2 case studies will help you understand how to evidence the Teacher Standards at the Highly Accomplished career stage.
Cooperative reading unit
A teacher developed and implemented a cooperative reading program, which she is responsible for leading.
The main goals are to stimulate a love of reading; encourage confidence in peer and group discussions about literature in a supportive and structured environment; and promote high engagement in reading by encouraging students to choose what they read.
Jump start induction
The teacher led the creation and implementation of the Jump Start: New Student Induction Program, in collaboration with 2 colleagues. This resulted from an identified need to support the smooth transition of new students into the school.
The goals of Jump Start include improving student well-being, attendance, retention and engagement through a program targeted at developing a shared understanding about school procedures and expectations and students’ rights and responsibilities.
The teacher led the implementation and evaluation of this program at the middle years level, with student well-being data indicating success in achieving the program’s goals across all year levels, and suggested improvements to the program for the following year.
The teacher is a primary years practitioner, currently teaching a year 7 class at a school in the Northern Adelaide region. She designs engaging and intellectually challenging learning and teaching programs and leads colleagues in the development of integrated units of work based on rich tasks, thus immersing students in the variety of topics covered.
She manages a year 7–8 transition program, which demonstrates her leadership of student wellbeing initiatives. She is also a member of the Parent Advisory Council, Governing Council and Planning and Review Team, and leads the involvement of the school in external programs such as the Tournament of the Minds and Wakakirri.
