3.1 Establish challenging learning goals

 

Proficient: Set explicit, challenging and achievable learning goals for all students.

 

Evidence: 

• The purpose statement is always written on the board at the beginning of each lesson

• Students are provided with a clear example of expectation and level of work required before the task is set

 

3.2 Plan, structure and sequence learning programs

 

Proficient: Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

 

Evidence: 

• STEM lessons follow a specific flow and pattern that build student's knowledge before leading to the next STEM subject

• STEM lessons teach the same strand of science across all year levels (Prep through to 6 Year 6)

3.3 Use teaching strategies

 

Proficient: Select and use relevant teaching strategies to develop knowledge, skills, problem-solving and critical and creative thinking.

 

Evidence: 

• Using the Fisher and Frey model within the learning communities and in the STEM classroom - Adapting this model by showing each stage of the lesson through "I do, we do, you do" labels

• Using and incorporating ResourceSmart Ceres programs into the STEM program, both through sustainability lessons and in environmental data collection

3.4 Select and use resources

Proficient: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

 

Evidence: 

• Students know what to do when asked to move around the STEM room using visual board cues

• Students have clear expectations when using the iPads and/or computers in STEM lessons

• Online programs used throughout all year levels (SeeSaw)
   

3.5 Use effective classroom communication

 

Proficient: Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement.

 

Evidence: 

• Using the school's 3 S policy in the STEM room to help resolve any behaviour issues

• Using Google Translate to communicate with ESL students

• Noise-O-Meter is used to set expectations regarding mini-lesson, main lesson and reflection

 

3.6 Evaluate and improve teaching programs

 

Proficient: Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning.

 

Evidence: ​

• Own reflective journal that promotes lesson reflection

• Reflective notes from observing practicum students and other staff members

 

3.7 Engage parents/carers in the educative process

 

Proficient: Plan for appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.

 

Evidence: 

• STEM Blog that encourages students to work from home through answering WIKI posts

• Student's own SeeSaw accounts that can be logged onto using the correct school account