AUSTRALIAN PROFESSIONAL
TEACH IT
TEACHING STANDARDS
TOM SHALDERS SUMMARY SHEET
The information included is a brief collection of evidence
demonstrating knowledge and understanding of the
Professional Teaching Standards. Even as a Graduate
Teacher, I feel I have achieved exposure and progress in all
of the standards, the below mentioned are just examples.
These are by no means exhaustive and further information
on any of these standards can be obtained by contacting
me via phone or email.
STANDARD 1 KNOW STUDENTS & HOW THEY
LEARN
1.5 DIFFERENTIATED TEACHING
Through my Masters unit, a unique unit is Differentiating
The Curriculum, highlighting the importance and benefit
of being proactive in differentiation. This was achieved by
adapting the curriculum through either the content, the
process, the product or the learning environment,
through an understanding of their readiness, interests
and learning profile. These skills were put the test at both
ends of the spectrum as I had the fortunate combination
of a low performing school struggling with race and
funding issues, as well as a gifted school.
1.6 - PARTICIPATION & INCLUSION
While the majority of my experience with these standards
was achieved through Practicum, my experience in
inclusion began prior my teaching studies. Developing
swimming skills and self-belief in a young man with
cerebral palsy, enabled him to join his classmates in a
mainstream swimming squad. Through my Minor in
Special Education, I helped a young man in the
Residential community where I have spent many years to
develop his reading skills, as well as his social skills in
what can be a challenging environment for those that
may not fit in.
0400 997 508 TOM SHALDERS
STANDARD 2 KNOW THE CONTENT & HOW TO
2.5 - LITERACY & NUMERACY STRATEGIES
I observed on my first teaching practicum that my Yr 9s
were really struggling with the numeracy and basic
formulas associated with atomic modelling. Equally my
Yr 11s were having difficulty distinguishing mitosis and
meiosis and the Latin roots. I developed a series of
lessons that involved formulas, mnemonics and hands on
for the chemistry lessons, and word training when it
comes to prefixes of scientific words. Both classes
enjoyed the lessons and their understanding improved.
2.6 INFORMATION & COMMUNICATION
TECHNOLOGY
While the practical aspects of the Google
Docs/Forms/Sheets I have created through my work in a
residential community with 116 boys have not been used
in the classroom as yet, these worksheets used together
can create a unique opportunity to gather information
about how the students learn and what they would like.
STANDARD 3 EFFECTIVE TEACHING &
LEARNING
3.1 ESTABLISH CHALLENGING LEARNING GOALS
Challenging work is often thought of as only applicable
for gifted students, like those at my second practicum.
However, all students must be challenged, and even
remedial tasks, set with the right context can be a perfect
challenge. At the gifted school, most students were
operating at the year above, while many were able to
complete the work in half the time and I had to extract
work from ATAR units for them to complete as a reward.
3.4 SELECT & USE RESOURCES
I found this most relevant at my second practicum, at the
gifted school, where students are moving through the
content at tremendous speeds. This requires more of a
variety of work, strategies and resources. Resources that
challenge students and develop their critical and
analytical thinking are often non-traditional and as such
require more planning and collaborative teaching
approaches, something I look forward to and encourage
for teaching science.
thomas.shalders.88@gmail.com
STANDARD 4 SUPPORTIVE & SAFE LEARNING
4.2 MANAGE CLASSROOM ACTIVITIES
Time can run away from you in classes that are 52
minutes long on a particular day, let alone science classes
with practical activities. The positive is that the need to
instruct students about safety, tidy up, check back in
resources and summaries requires management of class
activities down to the last set of forceps, beaker, battery
and minute.
4.3 MANAGE CHALLENGING BEHAVIOUR
Again, the term challenging summons negative
conceptions about students. Yes some students poor
behaviour is challenging and as such classroom
management is the key. Building student rapport in
challenging schools helps to alleviate student conflict and
issues with teachers, while challenging students at gifted
schools require flexibility and awareness of ability.
STANDARD 5 ASSESSING & PROVIDING
FEEDBACK
5.2 PROVIDE FEEDBACK TO STUDENTS
I had the opportunity to use online assessment platforms
like Connect and Education Perfect on my previous
practicum. They not only give students the opportunity to
self-pace their own learning, but provide teachers with an
easy avenue to leave detailed feedback to the student
one-on-one. For every homework piece submitted, which
can be done with the click of a iPhone camera, I was able
to leave a quick encouraging remark, that at least gives
the students acknowledgement that Im looking at the
homework Im assigning, while also keeping them
accountable.
5.4 INTERPRET STUDENT DATA
Interpretation of student data has been limited to the
usual averages, stanines, percentiles etc. A UWA unit
aimed at understanding student misconceptions in
science enabled an in-depth analysis of student writing;
and my major Interventions unit assessed a students former role in research, health promotion and aboriginal
written work to help improve his writing science and
reduce waffling. This combined with previous work in
0400 997 508 TOM SHALDERS
Health Promotion research across WA will enable me to
use and create data with confidence.
STANDARD 6 ENGAGE IN PROFESSIONAL
LEARNING
6.1 IDENTIFY PROFESSIONAL NEEDS
Science teachers that arent interested in all forms of
science, dont have the flexibility they probably should. It
seems obvious to me that I not only want to improve my
understanding for the benefit of the students but myself
also. As teachers, we must be aware of our own personal
gaps and those of the teaching workforce. I have
undertaken further online studies in robotics, coding and
psychology to align with student demand.
6.2 ENGAGE IN PROFESSIONAL LEARNING
I have aimed to improve my own understanding through
reflection and I actively seek more PD opportunities. I am
an active member of STAWA and attended the 2017
conference, workshops in EES in 2016 and 2017 and
sessions from EDMED and Scitech.
STANDARD 7 ENGAGING WITH OTHERS
7.1 PROFESSIONAL ETHICS & RESPONSIBILITIES
Working so much in a tight-knit community of 116 young
boys, entails duties far beyond that of a regular teacher
and as such there are a number of tasks that require
attention to ethical considerations and responsibilities.
That is dealing with conflict management, personal
issues, safety issues, racial and cultural conflict and this is
all before you begin dealing with puberty and
testosterone!
7.4 ENGAGING WITH COMMUNITY
While I have had limited opportunity to engage with
parents in practicum, aside from the occasional email or
phone call, my work in a residential community results in
talking to parents on a weekly basis. In addition to
teaching, my work in remote communities both in my
employment, both at Royal Life Saving Society and
volunteering through FairGame, has given my extensive
experience in balancing the intricacies of communities.
thomas.shalders.88@gmail.com