Reflection against the standards
Reflection informs professional practice
Reflective practice against the Australian Professional Standards for Teachers (the Standards) helps beginning teachers improve their teaching practice to effectively meet the learning needs of their students. It is undertaken not just to revisit enacted practice, but to guide future action.
Ongoing reflection on teaching practice against the Standards can help align and inform:
- the performance and development process
- proficient accreditation of beginning teachers.
SSGT supports reflection against the Standards
Induction and accreditation processes provide the ideal opportunity for beginning teachers to develop the ‘learned skills’ of reflective practice against the Standards as a teacher.
Strong start, Great teachers phase 2 learning object reflective practice and the Using teaching standards as a framework for reflective practice template supports reflection against 37 Proficient Standard Descriptors. It can be adapted by beginning teachers and their supervisors/ mentors to:
- record insights, experiences, successes and challenges
- seek and provide feedback
- identify areas of strength
- determine next steps for professional development
- act as a springboard for gathering evidence for Proficient Teacher accreditation.
Further resources to support reflection against the Standards
The department and AITSL provide further resources to assist beginning teacher reflection against the Standards. For a list of these resources, refer to further support for reflecting on teaching practice at Proficient.
Targeted support for key areas of need identified through reflection
When beginning teachers detect areas of need during their reflections, it is important they receive targeted support and relevant professional learning to develop these areas. For a list of resources that support the development of key areas of teaching practice for beginning teachers as identified in the research and in the Standards at Proficient, refer to Support for the development of beginning teacher’s key practices.
Resources to support in-school mentors of beginning teachers
In-school mentors play an important role in supporting beginning teachers to reflect on and develop their teaching practice through practice-focused mentoring.
AITSL describes practice-focused mentoring as the strong professional relationship that involves ongoing observation, conversations, evidence about and assessment of practices, goal-setting, and technical and emotional support.
For a list of resources to support in-school mentors, refer to Further support for in-school mentors.