Meghann Bailey
Annotations
A succinct and thoughtful annotation of why each document demonstrates achievement of the standards is a significant feature of evidence.
Each piece of supporting evidence must be annotated by the teacher to demonstrate achievement of one or more standard descriptors of the
Australian Professional Standards for Teachers at the level of Graduate Teacher (BOSTES, 2015, p. 7).
Note the focus area and standard
descriptor/s the artefact /
document reflects
3.2 - Plan, structure and
sequence learning
programs
Plan lesson sequences using
knowledge of student
learning, content and
effective teaching strategies
3.3 Use teaching
strategies
Include a range of teaching
strategies.
3.4 Select and use
resources
Demonstrate knowledge of a
range of resources, including
ICT, that engage students in
their learning.
Additional APST focus areas
that would be applicable to
this artefact:
22231934 Southern Cross University
Note the type of Describe the artefact / document and
artefact / document indicate the possible impact or result on
teaching and/ or student learning
Excerpt from an This artefact is a full day of teaching
assignment- organised into the transitional day
Transitional Daybook book developed for assignment 1 for
planner for the 7th of the unit TCH300002: Professional
February 2017: Experience III. The sequence of the
Literacy session, lessons has been determined by my
Mathematics and mentor teacher and school. The
Creative arts. sequence consists of three sessions,
English, Mathematics and Creative
Arts.
As a pre-service teacher, I am always
looking for new ways to engage
students as well as develop myself as
a teacher. This artefact supports my
development as a teacher as it
demonstrates that I am willing to use
many different innovative ways to
engage students such as the use of
YouTube videos, interactive white
board presentations and slide shows.
An innovative teacher is one that takes
opportunities to challenge the old
ways of presenting information, try
Describe how the artefact /
document
meet the standard descriptors you
have identified.
This artefact demonstrates
my ability to plan learning
sequences covering a range
of key learning areas. It was
planned using the deep
understanding of student
knowledge and strategies
that are effective for these
students. Prior observation,
conferencing and
communicating with my
mentor teacher and the
students allowed for the
development of
understanding of students
and an awareness of the
school routine (APST 3.2).
My mentor teacher wrote:
Meghann confidently plans
sequenced series of lessons
which motivate students.
A range of teaching
Meghann Bailey
1.5 Differentiate teaching
to meet the specific
learning needs of students
across the full range of
abilities
2.1 - Content and teaching
strategies of the teaching
area
2.2 - Content selection
and organisation
2.5 - Literacy and
numeracy strategies
2.6 Information and
Communication
Technology (ICT)
22231934 Southern Cross University
new strategies for teaching that are
stimulating as well as challenging, and
developing skills in students ways
that will help them become
contributing members of the society of
the future (Education and Training,
2013, 2016; Ministerial Council on
Education, Employment, Training and
Youth Affairs, 2008). As a pre-service
teacher, I strive to be innovative and
will continue to work towards
developing my skills and knowledge of
new ways of teaching and learning.
Throughout the daybook planner, I
have demonstrated my understanding
of planning, teaching strategies and
selecting resources.
The effective planning and
implementation of teaching and
learning positively impacts on
students learning. Planning is an
essential step for all teachers.
Planning ensures that openings to
lessons motivated and engage
students (Marsh, 2010). Using a range
of teaching strategies and selecting
resources as part of this planning
ensures that students can easy
connect prior learning, their interests
and support relationships with the
teacher (Marsh, 2010).
strategies were used
throughout the day plan to
engage and challenge
students (APST 3.3).
My mentor teacher wrote:
The use of the game bingo as
a warm up was great. Got the
students focused. Use of the
interactive game also
motivated students.
I selected resources that
supported the teaching of
content but also ones that
would support and engage
student learning (APST 3.4).
My mentor teacher wrote:
I liked the way you used
music/sound as the intro to
the lesson. The use of the
YouTube clip was good and
the students were very
focused. The use of classical
music during the drawing
activity was terrific. Kept the
kids focussed and also set a
mellow calm atmosphere in
the room.
Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School Leadership. (2014). Australian Professional Standards for Teachers. Retrieved
from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Education and Training (2013). Why Innovate? Retrieved from

http://www.education.vic.gov.au/school/teachers/support/Pages/ihwhy.aspx

Education and Training (2016). Innovation in Education. Retrieved from

http://www.education.vic.gov.au/school/teachers/support/Pages/ innovatehere.aspx

Marsh, C. (2010). Becoming a Teacher: Knowledge, skills and issues (2nd ed.). Frenchs Forest, NSW: Pearson Australia.

Ministerial Council on Education, Employment, Training and Youth Affairs [MCEETYA] (2008). National declaration on
educational goals for young Australians. Retrieved
http://www.mceecdya.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_
young_australians.pdf