Starting with Standard 3

Below you’ll find an overarching question that starts with Standard 2. (You’ll find entries for standards 2 through to 7 here.) All you need to do is read the overarching question and then pick the career stage you are working toward.  Each career stage will help you focus your evidence at the right stage.  If you want to maximise this opportunity, you can scroll down even further and check out how to turn this into a super duper evidence set!

Don’t forget that, where possible, you should include evidence or artefacts that can be annotated and commented on. For example, a lesson plan with your notes on, a picture of your notes or marking, copies of an assignment, photographs etc. that you then explore and elaborate on in your writing


Standard 3: Plan for and implement effective teaching and learning

F.A: Establish challenging learning goals


Overarching Question:

What impact can well constructed, challenging learning goals (lesson outcomes) have on the progress your students make?

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In theory: What is the importance of challenge in the classroom? Have a read of this blog post “What do high expectations actually look like”   Thinking about the theories mentioned in the post and any you have studied at uni, how could you write, present or question students about learning goals so that you do set high expectations? If this is something that you’ve already completed an assignment on then this is a great opportunity to upload that assignment and reflect on what you learnt in relation to this focus area.

On Prac: What informaion did you use to help inform the learning objectives for your lessons? How did students data (from assessment)  help you? to ensure that your expectations were clear and achievable? Did everything go as you planned?  What did you learn as you experimented with your learning objectives and classroom expectations?

Suggested Artefacts: Lesson Plans with annotations showing where your ideas link to your studies, notes from your conversations with mentors and other teachers,  heat mapped standards/assessment for your prac, examples of pupil work that show the impact of your choices,   etc

Give an example of a learning objective (or objectives if they’re differentiated) that you have set (or created with your students).  Use the S.T.A.R. method to explore why this objective is well constructed.

To do so, you might discuss some of the following:

  • The data you have on your students current learning,
  • How you’re connecting to prior learning,
  • What the end goal (or big picture) for your unit is,
  • How these objective help students navigate the pathway to success,
  • How they are differentiated or personalised to groups of students

Suggested Artefacts: notes from your conversations with students, examples of resources or other documents you have shared or implemented in your classroom, samples of student work/reports/ before and after you tried the new/amended technique. 

Describe the culture of learning in your classroom.  How does your use of language, visual aids (classroom displays etc), modelled exemplars etc all send a signal to your students about your level of expectation? If you can, use the S.T.A.R. model to explore on particular aspect of your teaching that enables learners to reach their highest potential.  What data to do you have to demonstrate the impact of these resources? Do they work for all or some of your students?

Has your practice influenced that of other colleagues around you?  How?

Suggested Artefacts: Data sets from students which show a significant impact on their learning.   Examples of lesson plans and learning objectives. Notes from your conversations, links to presentations you’ve shared (NOT commercial ones… your own work) in which you’ve coached others in this area, statements and comments from the staff you’ve been working with and the parents and community that advice has impacted. – In fact… ask them to comment on the

Is this something that you have been working on at a site level? Are you exploring the levels of challenge across your site? What was/is the data suggesting about levels of challenge? What barriers have/had you identified? What strengths? What program have/are you managed/ing to help raise levels of challenge at your site? What might you suggest going forward?

Suggested Artefacts: Plans for the initiative that you have created and implemented, research articles and papers that have informed your decision making, statements from colleagues and parents outlining the positive impact your work is having (or a comment on the post you write once you’re done!), data or student samples which show increased outcomes as a direct result of your initiative. 

Get even more out of this Reflection – 19 extra focus areas for you… in one piece!

It’s really rare for one artefact to lead to just one standard or focus area. By that, we mean that as you discuss your artefacts (notes, heat maps, pupil work etc) in relation to this standard and focus area, you should start to touch on other standards too…  Below are some suggestions about what you might be able to include – just expand the box:

We’re exploring learning objectives and expectations for our learners.  In doing that we’re highly likely to need to understand our learner in the first place. You might comment on the intellectual development of your students or the way in which their characteristics have informed your choices (1.1), you’re certainly likely to explore what works best for your students as they learn (1.2) and are extremely likely to note that they’re all working at different paces and in different ways. If you start differentiating by outcomes then 1.5 is definitely going to appear.

As you talk about the context of your learning objectives and outcomes you’re likely to do so in relation to the curriculum content you’re working with.  That means standard 2 might be relevant to you.  Have you talked about how you’re organising activities to create opportunities for challenge? (2.2) or how your assessment has informed the order in which these activities flow and grow? (2.3). Of course the challenge might not be one to do with content aquisition at all.  Perhaps we’re dealing with how we create challenge in movement or other factors (1.6)

Of course there’s 3.1 – that’s where we started bit how else is your planning informing the way you create challenges for your students of varying abilities and characteristics? You’re really likely to have used some teaching strategies in your planning (3.3) and to have planned and structured the learning in a way that enable opportunity for this challenge to manifest – did you talk about that? (3.2).  Were there any particular resources that you’ve selected? Why those? How did they contribute to  the challenge and meeting the needs of your students? (3.4).  How has your communication developed to help these challenges occur? (3.5) Did you evaluate what you were doing before and then make some changes? (3.6) Has there been an impact? Did you need to inform or involve parents as you increased challenge? (3.7)

Of course, by planning informing the way you create challenges for your students of varying abilities and characteristics, you’re likely to be ensuring that you’re supporting student participation (4.1) Have you seen any changes there? How about how you manage the new activities you’ve created? (4.2)

As you make these changes or select your strategies, what does the data show? Can you see the impact of what you’re implementing? Did you assess the students (5.1) to find out? Has the way in which you give feedback changed, or informed what you’re doing? (5.2) Are you able to compare where students were with where they’re at now? Can you see how students are moving at different rates by comparing work samples? (5.3) You’re having to interpret all this data to inform your choices? Well that’s 5.4

Did you engage with colleagues to either give or seek advice on this? (6.2 and 6.3)

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