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Teaching Profile
  • Personal Statements
  • Clearances
  • Reflection & Evidence for Graduate Teacher Standards
  • Standard 1: Know students and how they learn
  • 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
  • Standard 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 non-Indigenous Australians
  • 2.5 Literacy and Numeracy Strategies
  • 2.6 Information and Communication Technology (ICT)
  • Standard 3: Plan for and implement effective teaching and learning
  • 3.1 Establish Challenging Learning Goals
  • 3.2 Plan, Structure and Sequence Learning Programs
  • 3.3 Use Teaching Strategies
  • 3.4 Select and Use Resources
  • 3.5 Use Effective Classroom Communication
  • 3.6 Evaluate and Improve Teaching Programs
  • 3.7 Engage Parents / Carers in the Educative Process
  • Standard 4: Create and maintain supportive and safe learning environments
  • 4.1 Support Student Participation
  • 4.2 Manage Classroom Activities
  • 4.3 Manage Challenging Behaviour
  • 4.4 Maintain Student Safety
  • 4.5 Use ICT Safely, Responsibly and Ethically
  • Standard 5: Assess, provide feedback and report on student learning
  • 5.1 Assess Student Learning
  • 5.2 Provide Feedback to Students on Their Learning
  • 5.3 Make Consistent and Comparable Judgements
  • 5.4 Interpret Student Data
  • 5.5 Report on Student Achievement
  • Standard 6: Engage in professional learning
  • 6.1 Identify and Plan Professional Learning Needs
  • 6.2 Engage in Professional Learning and Improve Practice
  • 6.3 Engage With Colleagues and Improve Practice
  • 6.4 Apply Professional Learning and Improve Student Learning
  • Standard 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 the Parents/Carers
  • 7.4 Engage with Professional Teaching Networks and Broader Communities

3.7 Engage Parents / Carers in the Educative Process This page is part of the collection 'Teaching Profile'.

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Luke Miller's profile picture

Luke Miller
18 September 2020 at 20:40

Hi Rachel, 

Thanks for sharing this artefact! Building strong relationships with parents is crucial, and providing parents with a flyer like this one would surely put you on the right foot with the students’ parents. Your assessment flyer is clear and concise, aesthetically pleasing, informative, and conveys transparency. 

Great artefact!

 

Luke

Emily Mcintosh's profile picture

Emily Mcintosh
20 September 2020 at 23:07

Rachel great use of  CANVA

The use of a visual  diagram shows the ongoing nature of assessment and how it not only supports learning but teaching practices and allows you to meet the students needs as they learn.  The dynamic nature  of assessment is easily conveyed and supports  authentic and transparent teaching practices and inclusive welcoming learning environments for parents and carers. 

As a parent of primary school age children I really appreciate teachers who make the effort to explain assessment practices and why they have a place in my child's class routine. 

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