Full registration.  You’ve taught the right number of hours and now you’re getting emails from your TRB.  It’s time. Time to get your evidence base sorted and submitted.  What does proficient evidence even look like? How is it different from Graduate evidence? Let us walk you through it.

What’s the difference between graduate and proficient?

If you were to grab a copy of the standards right now and read through the descriptors, you would notice that there are some subtle changes as we move along the career stages.  At the graduate level you are often asked to show your understanding of a theory or strategy.  You need to be able to articulate that understanding in assignments, basic lesson plans and when you’re on prac.  When you’ve been working for a little while and you’re ready to demonstrate you’re proficient, you’re going to need to show that you can adapt that understanding to meet the needs of your students and school’s context. The difference is actually very simple.

Graduate = Show understanding

Proficient = Adapt that understanding to the context you’re teaching in

How do I know if I’ve covered the whole focus area?

Breaking down the standards - edufoliosWhat if I told you, that one of the best techniques I’ve seen for breaking down the descriptors in the focus areas, involved a fish?  This technique was first shown to me by Leila Kasprzak (President of the Lead Teachers Association of SA).  The fish bone diagram helps us to take each of the key words from the descriptor and place it in context.  The result is a clear diagram of the key components and how they work together.

How do I know what other standards connect with this focus area?

If you take the fish bone diagram and start adding to it, breaking it down even further, you’ll soon find that you’re hitting a lot more focus areas.  For example, in standard 2.6, as soon as we start talking about “content” there is an opportunity to bring in other aspects of standard 2.  When we look at how ICT is empowering learning, we can start bringing in standard 1. We have to know our students and how they learn in order to make great choices about ICT integration, standard 3 could also come in as we explore the teaching strategies we selected whilst planning this activity.. and so on.

Don’t forget that, the more focus areas you can hit within one set of evidence the easier it will be for you to explore your teaching and learning.  It also gets you the evidence you need much more efficiently! If you need more help and support with this, then don’t forget that subscribers get exclusive access to monthly prompts to support you to create these evidence sets from the work you’re doing right now! Check them out.

 

  Still need an online space to curate, create and reflect on your evidence?
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