Request accessible format of this publication.
Effective documentary evidence
Stage 1 item
Samples of effective documentary evidence
The following evidence item provides a sample of effective documentary evidence at the Proficient Teacher level of the Standards.
It includes:
- details about the item, including the stage and Evidence Category
- the Standard Descriptors achieved
- the annotation.
NESA comments outline how each item meets the characteristics of effective documentary evidence.
The sample is not definitive and should not be applied in a prescriptive way or used as a checklist or template.
Standard Descriptors achieved
- 1.6.2 - Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements.
- 2.5.2 - Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
- 3.7.2 - Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
Teacher’s annotation – Stage 1 item
This personalised learning and support plan (the PLSP) was developed to support the learning and participation of a student in my class (JS) who experiences difficulty with learning in literacy and numeracy. I collaborated with JS’s carer and specialist staff to develop the plan. At our initial meeting, we discussed assessment data and work samples that I had collected as well as in-class observations and information shared by the learning support teacher and the student’s carer (3.7.2). The assessment information helped us to identify specific SMART goals and syllabus outcomes that formed the basis of the PLSP as guided by the DoE Curriculum planning and programming, assessing and reporting to parents K-12 Policy (1.6.2).
A variety of instructional strategies have been included in the PLSP to support JS’s literacy development. JS enjoys drawing and I have used this interest as a stimulus for some of the writing tasks (example attached). The writing scaffolds used by myself and other team members (example attached) have been successful in engaging JS. She has developed confidence to engage in writing tasks and enjoys the imaginative component (2.5.2). The work samples attached demonstrate improvement against JS’s learning goals and she is now applying knowledge of vowel digraphs to spell unfamiliar words more consistently. The strategies and additional support provided have been successful in helping JS to develop specific reading skills, for example re-reading when meaning is lost and breaking words into syllables when decoding unfamiliar words (2.5.2).
At the initial team meeting, JS’s carer explained that she is working and has fairly limited time, but is still keen to be involved in JS’s learning. JS enjoys playing hands-on games. Some simple maths games were shared with JS’s family to play at home to reinforce the maths focus areas (3.7.2). During the review meeting at the end of Term 2 (notes attached), JS’s carer reported that JS is much more engaged in this type of homework. Results from post-testing have also shown an improvement in the numeracy skills targeted for Term 2. As a result, games to support mental strategies and knowledge of combinations up to 20 have been included for homework in Term 3 (2.5.2).
The PLSP has been successful in guiding the strategies that I implemented in the classroom as well as ensuring consistency in how other team members have supported JS’s learning. The assessment information, work samples (example included), evaluation and review meeting notes (examples included) demonstrate that our team has been successful in meeting the mandatory obligations of the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (1.6.2). We have provided JS with adjustments that are supplementary to the strategies and resources readily available to all students within the class and these adjustments are enabling JS to achieve identified outcomes.
NESA's comments
Accurate reflection of the Standard Descriptors
The personalised learning and support plan accurately reflects the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2. For example, the learning and support plan, the evaluation and the student work samples demonstrate the teacher has designed and implemented teaching activities to support the participation of a student who experiences difficulty with learning in literacy and numeracy (Standard Descriptors 1.6.2 and 2.5.2).
The team meeting notes and student work samples demonstrate that the implementation of adjustments are supplementary to the strategies and resources readily available to all students in the class enabling the student requiring adjustments to achieve the identified literacy and numeracy outcomes (Standard Descriptors 1.6.2 and 2.5.2). This evidence shows that the teacher has been successful in meeting the mandatory obligations of the Disability Discrimination Act 1992 and Disability Standards for Education 2005 (Standard Descriptor 1.6.2).
The evidence item shows that the teacher has planned and implemented relevant opportunities for the carer to be involved in their child’s learning. The carer has been included in the personalised learning and support plan at relevant points and the meeting notes show that the carer has actively participated in planning and review meetings to discuss their child’s interests, goals and achievements (Standard Descriptor 3.7.2).
Visible demonstration of teacher practice
Application of the teacher’s practice is visible in the personalised learning and support plan. The plan includes specific SMART goals that have been developed in consultation with learning support team members and the student’s carer to support the student’s literacy and numeracy achievement. The teacher’s evaluation shows that the plan has been implemented. The meeting notes demonstrate that opportunities for the carer to be involved in the student’s learning have taken place. The work samples show that the teaching activities and supplementary adjustments have been successful and have supported the student’s participation and learning, relevant to their learning goals.
Impact on child/student learning
This item of evidence is effective in demonstrating the impact of the teacher's practice on the student's learning. The inclusion of student work shows that the scaffold and guiding strategies have supported the student to engage successfully with the writing task. The two work samples that were collected at different points in time also demonstrate progress against the student's SMART goals, and therefore the impact of the teacher's practice (Standard Descriptors 1.6.2 and 2.5.2).
The meeting notes and parent/carer feedback communicate that the strategies implemented have been effective in supporting the student's literacy and numeracy learning, therefore demonstrating the impact of teacher practice.
Effective annotations
The annotation provides the context for the evidence and explains that the personalised learning and support plan has been used by the teacher to support the learning and participation of a student who experiences difficulty with learning in literacy and numeracy. The annotation explains that the plan was developed in consultation with specialist staff and the student’s carer.
The annotation clearly explains how the personalised learning and support plan demonstrates the practice described by Standard Descriptors 1.6.2, 2.5.2 and 3.7.2.
The annotation goes beyond a description of the evidence and explains the impact of the teacher’s practice on student learning in relation to the nominated Standard Descriptors. The annotation states that implementation of the literacy and numeracy strategies within the plan have enabled the student to develop the knowledge and skills related to the personalised SMART goals determined by the team.
Reflective practice
The teacher's annotation demonstrates reflective practice. It includes an explanation about why specific strategies have been used and the impact they have had on the student's learning. For example, the annotation explains that the teacher and other members of the student’s learning support team have used planning scaffolds and stimulus materials to support the student to engage successfully in creative writing tasks.
The annotation
- includes a reflection that the personalised learning and support plan has been successful in guiding the implementation of differentiated strategies to ensure consistency in how team members have supported the student’s learning.
- The annotation demonstrates professional reflection through the use of evaluative comments and goes beyond descriptions of the evidence.