Transition from Provisional to (full) Registration - Summary record of sources of evidence

Work Report for Emma Pinney as provided by Rox Boyce, Deputy Principal, Amata Anangu School, 2015.
Personal details:
Current name:

Emma Pinney

Registration number:

Date of birth:

Record of sources of evidence used to substantiate meeting each Standard at the Proficient career stage

Professional Knowledge

Domai
ns
of
teachi
ng

Standards

1 Know students and

how they learn

Focus areas (For proficient careers stage descriptors - refer to

the Proficient career stage descriptors in the application form
Section 5)

Sources of evidence

1.1 Physical , social and intellectual development and characteristics

of students
1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and
socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander
students
1.5 Differentiate teaching to meet the specific learning needs of
students across the full range of abilities
1.6 Strategies to support full participation of students with disability

Emma has evidenced her

ability to provide a learning
programme which is based
upon differentiation, catering
for Anangu students and
embracing cultural diversity.
Emma makes strong links
with the APY Australian
Curriculum. Emma has
demonstrated her skills in
ensuring the learning needs
for special needs students are
addressed appropriately and
creatively. Her learning
programs are reflected in
student individual learning
plans and in her curriculum
delivery. Emma has surpassed

Transition from Provisional to (full) Registration - Summary record of sources of evidence

the proficiency standard for
knowing how students learn.
Emma has established strong
connections with her students
and families and community
service providers.

2 Know the content

and how to teach it

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander
people to promote reconciliation between Indigenous and nonIndigenous Australians
2.5 Literacy and numeracy strategies
2.6 Information and Communication Technology (ICT)

Emma
has
been
a
proactive and interested
educator
in
PLCs,
Polycoms
and
during
Professional Development
sessions. Emma is keen to
develop her skills and
practices in teaching. She
willingly embraces new
methodologies and ideas
to
strengthen
her
curriculum delivery. Emma
is a reflective educator
and has participated in
many
learning
conversations that she has
initiated to bring about
positive
outcomes
for
students.
Emma
has
particularly focussed on
developing her pedagogy
around assessment and
reporting
and

Transition from Provisional to (full) Registration - Summary record of sources of evidence

Professional Practice

strengthening
her
knowledge
of
the
Australian Curriculum. She
has demonstrated a good
understanding of Tefl and
the Bitl and knowing the
content
and
what
to
teach.

3 Plan for and

implement effective
teaching and learning

4 Create and maintain

supportive and safe
learning
environments

3.1
3.2
3.3
3.4
3.5
3.6
3.7

4.1
4.2
4.3
4.4
4.5

Establish challenging learning goals

Plan, structure and sequence learning programs
Use teaching strategies
Select and use resources
Use effective classroom communication
Evaluate and improve teaching programs
Engage parents/carers in the educative process

Support student participation

Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and ethically
3

Emma displays proficiency

in establishing rigor and
challenge in her learning
plans and is implementing
visible learning into her
classroom
environment.
She maintains a wellresourced,
tidy
and
engaging classroom which
promotes instils pride in
her students and their
achievements.

Emma maintains a calm

and
focused
classroom
with shared rules and
responsibilities
for
learning
shared
and
owned by students. She
encourages
student

Transition from Provisional to (full) Registration - Summary record of sources of evidence

participation
and
incorporates
strategies
from Dylan William to
enhance her behaviour
management skills and to
ensure inclusive practices.
Emma embeds ICT into her
classroom program and
pedagogies and ensures
DECD
protocols
and
practices are adhered to.
Emma is
has managed
challenging
behaviours
well and ensures the wellbeing of her students is
central to all that she does
and

5 Assess, provide
feedback and report
on student learning

5.1
5.2
5.3
5.4
5.5

Assess student learning

Provide feedback to students on their learning
Make consistent and comparable judgements
interpret student data
Report on student achievement

Emmas assessment and

feedback
to
students
strategies are authentic,
contextualised
and
empowering.
Emma
ensures
her
students
understand the learning
intention
and
learning
goals are displayed and
can be articulated by all.
Emma initiated a process
for monitoring, reporting
and
reviewing
student
walk out data. This data is

Transition from Provisional to (full) Registration - Summary record of sources of evidence

Professional Engagement

now
maintained
and
emailed to all staff each
week
and
has
been
promoted as a good
practice process to other
APY Lands schools. She is
operating
beyond
proficiency in this domain.

6 Engage in
professional learning

6.1
6.2
6.3
6.4

Identify and plan professional learning needs

Engage in professional learning and improve practice
Engage with colleagues and improve practice
Apply professional learning and improve student learning

Emma
initiated
professional
learning
conversations based upon
personal areas for growth
and she has followed up
on feedback and advise
given. She is able to
reflect upon areas for
growth and has worked
hard to address these
areas and turned them
into areas of growth and
strength.
Emma
is
displaying the qualities of
a very strong practioner
and is developing her
expertise in teaching in an
Anangu context.

Transition from Provisional to (full) Registration - Summary record of sources of evidence

7

Engage
professionally
with
colleagues,
parents/carers
and
the community

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational
requirements
7.3 Engage with parents/carers
7.4 Engage with professional teaching networks and broader
communities

Emma
is
a
very
professional,
dedicated
and committed educator
who
is
developing
networks across the APY
Lands and beyond. She
makes all efforts to ensure
her families are informed
about student learning.
Emma initiates home visits
to strengthen home school
partnerships
and
community
ties.
Emma
reflects upon the AITSL
and is knowledgeable in
DECD
protocols
and
ethical standards. Emma
conducts herself with a
quiet
confidence
and
professionalism.
She
interacts
well
with
students, families, staff,
AEWs and visitors alike.
Emma
is
collaborative
team member and always
respectful.

Emma has evidenced her ability to teach in one of the most remote schools in South Australia and to work and live in
Amata in the APY Lands. Emma has displayed resilience and dedication to teaching in a very challenging context and
always focuses her efforts in ensuring the students in her class are well supported and catered for. I have observed Emma
6

Transition from Provisional to (full) Registration - Summary record of sources of evidence

teaching on numerous occasions throughout 2015.
As her line manager I have shared many engaging learning
conversations with Emma and I can verify her application to transition from Provisional to (full) Registration and support
her application. Emma has provided evidence and demonstrated her proficiency as an educator. I highly commend her
practices as an educator and believe she has the making of an outstanding lead teacher in the future years. Emma is an
asset to the teaching and learning team at Amata Anangu School and I wish her every success in future placements. I look
forward to working with Emma again in 2016 and know it will be a rewarding year for herself and her students.

I declare that the above is a true and correct summary record and work report of the sources of evidence I can verify and
attest to as Emmas line manager how she has successfully demonstrated and substantiated meeting each of the
Australian Professional Standards for teachers at the Proficient career stage for the purpose of applying to transition from
Provisional to (full) Registration.
Signed:

Rox Boyce,
Deputy Principal, Amata Anangu School, 2015.

Dated: 16/11/2015

Signed:
Verified: Greg Wirth,
Principal Amata Anangu School, 2014- 2015 Inc.