James Harlow
Domain 1: Know Students and How They Learn
Belief Statement
Understanding the diverse backgrounds, abilities, and learning styles of students is fundamental to effective teaching. Recognizing that each student brings unique experiences and perspectives to the classroom allows educators to tailor instruction that meets individual needs. The Universal Design for Learning (UDL) framework emphasizes providing multiple means of engagement, representation, and expression to accommodate all learners. By fostering an inclusive environment, teachers can promote equity and ensure that every student has the opportunity to succeed (CAST. 2018).
STAR Response for Standard 1
Situation: During my professional placement at Ripley Valley State High School, I taught a Year 9 Design and Technology class comprising students with diverse learning needs, including English as an Additional Language or Dialect (EAL/D) learners and students with Attention Deficit Hyperactivity Disorder (ADHD).
Task: My objective was to create an inclusive learning environment that addressed the varied needs of all students, ensuring engagement and comprehension of the curriculum content.
Action: I began by conducting informal assessments to gauge each student’s prior knowledge and learning preferences. Utilizing the UDL framework, I designed lessons that incorporated multiple means of representation, such as visual aids, hands-on activities, and digital resources, to cater to different learning styles
For EAL/D students, I provided bilingual resources and visual glossaries to support language development. To assist students with ADHD, I implemented structured routines and incorporated short, varied activities to maintain engagement. Additionally, I fostered a collaborative classroom environment by encouraging peer learning and group projects, allowing students to learn from one another’s strengths.
Result: The inclusive strategies led to increased student engagement and improved academic performance. EAL/D students demonstrated enhanced comprehension and participation, while students with ADHD exhibited better focus and task completion. Feedback from my mentor highlighted the effectiveness of the differentiated instruction and the positive classroom dynamics.
Analysis: The artefacts, including differentiated lesson plans, student work samples, and mentor feedback, demonstrate my capability to implement inclusive teaching practices that align with Standard 1. By applying the UDL framework, I effectively addressed the diverse needs of my students, fostering an equitable learning environment.
Standard 1 Detailed Artefacts With annotations.
Inclusive Lesson Plan
This lesson plan focuses on designing sustainable products for a diverse Year 9 Design and Technology class. The objective is for students to understand sustainable design principles and create a prototype while addressing varied learning needs.
Differentiation strategies include bilingual glossaries and step-by-step visual instructions for EAL/D students. For students with ADHD, tasks are divided into smaller segments with short-term objectives and clear, structured routines. Activities include a warm-up discussion with images, group work for brainstorming designs, and a hands-on prototype creation session. Assessment is both formative, through class participation and discussions, and summative, through the prototype evaluation rubric.
This plan demonstrates a commitment to inclusivity and ensures all students have equal opportunities for success.
Student Work Samples
Examples of prototypes include a biodegradable plant pot made from recycled newspaper by an EAL/D student, which demonstrates comprehension of sustainable materials. An ADHD student’s reusable shopping bag project shows creative application and focus achieved through hands-on tasks.
Annotated work highlights how tailored strategies supported these outcomes, emphasizing the importance of differentiation.
Mentor Feedback Report
The mentor’s feedback highlights effective differentiation strategies and improvements in engagement and participation. It validates the positive impact of inclusivity practices, with specific comments on scaffolding and collaborative activities promoting understanding.
Domain 2: Know the Content and How to Teach It
Belief Statement
A profound understanding of subject matter, coupled with effective pedagogical strategies, is essential for facilitating meaningful learning experiences. Educators must not only possess comprehensive content knowledge but also be adept at conveying complex concepts in accessible ways. The integration of digital technologies can enhance teaching and learning by providing interactive and engaging platforms for content delivery. By staying well-informed of current developments in their field and employing innovative teaching methods, educators can inspire students and foster a deep understanding of the subject matter (Timotheou, s. 2023).
STAR Response for Standard 2
Situation: While teaching a Year 10 Design and Technology unit on sustainable design, I observed that students struggled to grasp the concept of lifecycle analysis and its application in product development.
Task: My goal was to enhance students’
understanding of lifecycle analysis by connecting theoretical concepts to practical applications, thereby improving their ability to design sustainable products.
Action: I developed a series of lessons that integrated digital tools and real-world case studies to illustrate the principles of lifecycle analysis. Utilizing software such as Tinker cad, students engaged in virtual modelling of products, allowing them to visualize and assess the environmental impact of their designs. I incorporated project-based learning, where students collaborated to redesign everyday products with sustainability in mind. To support diverse learning needs, I provided resources in multiple formats, including videos, articles, and interactive simulations, aligning with UDL principles.
Result: Students demonstrated a deeper understanding of lifecycle analysis, as evidenced by their ability to critically evaluate and redesign products with sustainability considerations. The use of digital tools facilitated engagement and allowed for creative exploration of design concepts. Assessments reflected a significant improvement in students’ comprehension and application of sustainable design principles.
Analysis: The artefacts, including lesson plans, student projects, and assessment results, showcase my proficiency in integrating content knowledge with effective teaching strategies. By leveraging digital technologies and adhering to UDL guidelines, I enhanced students’ understanding and engagement with complex concepts, fulfilling the requirements of Standard 2.
Standard 2 Detailed Artefacts With Annotations
Sustainability Lesson Series
This lesson series introduces lifecycle analysis and sustainable design principles to Year 10 students over four weeks. Week 1 focuses on understanding sustainability concepts with interactive case studies and videos. Week 2 emphasizes lifecycle analysis using real-world product examples and student-created diagrams. Week 3 explores sustainable materials with guest speakers, and Week 4 integrates knowledge into hands-on projects using digital tools like Tinkercad. This series demonstrates a thorough understanding of content and how to teach it effectively.
Student Redesign Projects
One student redesigned a plastic water bottle into a reusable model with a built-in filter. Annotated diagrams and reflections showed understanding of lifecycle stages and material choices. Another student transformed a packaging box into a modular, multi-purpose container. These projects illustrate students’ comprehension and application of theoretical concepts to practical tasks.
Infographic Samples
Students created infographics summarizing lifecycle analyses of products such as smartphones and clothing items. Using tools like Canva, they combined visuals and data to present compelling narratives about sustainability. These artefacts highlight their ability to synthesize information and engage creatively with the material.
Domain 3: Plan for and Implement Effective Teaching and Learning
Belief Statement
Effective teaching begins with thoughtful planning and implementation of strategies that cater to the diverse needs of students. Lesson plans must align with curriculum standards while also being flexible to accommodate unexpected challenges. Utilizing evidence-based frameworks, such as Bloom’s Taxonomy, helps to structure lessons that encourage higher-order thinking and skill development (Anderson, L, 2001).
The integration of technology and hands-on learning activities engages students and fosters a deeper understanding of content. Teachers should continuously reflect on their practice and adapt strategies based on student feedback and assessment data. By implementing effective teaching and learning plans, educators create environments where all students can thrive (Brame, C. J. 2013).
STAR Response for Standard 3
Situation:
During a Year 8 DAT class. I noticed that students had varying levels of prior experience. Some students were proficient in programming and building, while others had no prior exposure to robotics.
Task:
My objective was to design a lesson sequence that accommodated all students, ensuring that beginners gained foundational skills while advanced students were challenged to extend their knowledge.
Action:
- I designed a differentiated lesson plan using Bloom’s Taxonomy to scaffold learning. Beginners worked on assembling pre-designed robots, while advanced students were tasked with programming autonomous functions.
- Incorporated peer mentoring, pairing advanced students with beginners for collaborative learning.
- Introduced a flipped classroom approach, where students accessed video tutorials and resources at home to prepare for hands-on activities in class.
- Used formative assessments, such as quick quizzes and group discussions, to monitor progress and adapt activities as needed.
Result:
All students engaged actively in the lessons. Beginners successfully built and programmed basic robots, while advanced students created autonomous robots with complex functionalities. Peer mentoring fostered collaboration and enhanced learning outcomes for both groups.
Analysis:
Artefacts such as differentiated lesson plans, student work samples, and formative assessment results demonstrate my ability to plan and implement effective teaching strategies that cater to diverse learning needs. By utilizing Bloom’s Taxonomy and collaborative techniques, I ensured that all students achieved meaningful progress.
Standard 3 Detailed Artefacts
Differentiated Robotics Lesson Plan
This lesson caters to diverse skill levels in a Year 8 robotics class. Beginners focus on assembling robots using step-by-step guides, while advanced students tackle programming challenges. Peer mentoring fosters collaboration, and formative assessments guide instruction. The plan demonstrates effective scaffolding and alignment with student needs.
Student Robot Designs
Beginner students successfully built functional robots, while advanced students programmed them to navigate mazes using sensors. These artefacts showcase the differentiated tasks and the students’ learning outcomes. Annotated photos and code samples provide additional insights into their progress.
Formative Assessment Results
Formative assessments included quizzes, observation checklists, and self-assessment reflections. Data showed progressive improvement in student understanding and collaboration. Adjustments were made based on assessment insights to ensure continuous learning.
Domain 4: Create and Maintain Supportive Learning Environments
Belief Statement
A supportive learning environment fosters student engagement, collaboration, and well-being. Students learn best when they feel safe, respected, and valued. Effective classroom management strategies, combined with a focus on building positive relationships, are essential for creating such an environment (Wachtel, T. 2016).
Restorative practices help resolve conflicts constructively, while clear behavioural expectations establish consistency. Teachers should celebrate diversity, encouraging all students to bring their unique perspectives and experiences into the classroom. By creating inclusive and supportive spaces, educators empower students to take risks and achieve their full potential (Marzano, R. J., & Marzano, J. S. 2003).
STAR Response for Standard 4
Situation:
During my placement at Ripley valley state secondary college, I observed that a Year 7 class struggled with behaviour issues, leading to frequent disruptions and low engagement.
Task:
My task was to create a positive classroom culture by implementing proactive behaviour management strategies that encouraged respect, responsibility, and collaboration.
Action:
- Established clear expectations for behaviour, co-creating classroom rules with students to foster ownership and accountability.
- Introduced a points-based reward system to recognize positive behaviours and achievements.
- Used restorative practices to address conflicts, facilitating discussions that helped students understand the impact of their actions.
- Incorporated team-building activities, such as group problem-solving tasks, to promote collaboration and mutual respect.
Result:
Classroom behaviour improved significantly, with fewer disruptions and increased engagement. Students took greater responsibility for their actions, and the reward system motivated them to contribute positively. Feedback from the supervising teacher highlighted the improved classroom culture.
Analysis:
Artefacts such as the classroom management plan, team-building activity outlines, and feedback from the supervising teacher demonstrate my ability to create and maintain supportive learning environments.
Standard 4 Detailed Artefacts
Classroom Management Plan
The plan includes proactive strategies like co-created classroom rules and positive reinforcement systems. Restorative practices are used to address conflicts constructively. The classroom is organized for collaboration, creating a supportive and respectful learning environment.
Team-Building Activity Outlines
Activities like ‘Design Challenge Relay’ and ‘Communication Maze’ encourage teamwork, problem-solving, and trust. These tasks are structured to foster a sense of community and mutual respect among students.
Supervising Teacher Feedback
Feedback highlights improved classroom behavior and engagement due to proactive management strategies. The mentor notes the positive atmosphere and students’ enthusiasm for collaboration and learning.
Domain 5: Assess, Provide Feedback, and Report on Learning
Belief Statement
Assessment is a critical component of effective teaching, guiding both instruction and student learning. Formative assessments provide valuable insights into student progress and help teachers adjust their strategies accordingly. Summative assessments evaluate students’ mastery of content and skills, ensuring alignment with learning objectives.
Feedback should be timely, specific, and constructive, empowering students to take ownership of their learning. Transparent reporting practices foster communication and collaboration with parents and other stakeholders. By employing a variety of assessment methods and providing meaningful feedback, educators support continuous improvement for all learners (Brookhart, S. M. 2017).
STAR Response for Standard 5
Situation:
In a Year 9 Design and Technology class, students were working on a project to design sustainable packaging. Many students struggled with self-assessment and understanding how to improve their work.
Task:
My task was to implement assessment strategies that guided students in evaluating their progress and improving their designs.
Action:
- Developed a rubric with clear criteria for assessing design functionality, sustainability, and aesthetics.
- Incorporated peer assessments, where students provided constructive feedback on each other’s work.
- Provided detailed individual feedback, focusing on strengths and specific areas for improvement.
- Held one-on-one conferences to discuss progress and set achievable goals.
Result:
Students demonstrated significant improvement in their designs, with peer and self-assessments fostering deeper reflection and ownership. The final projects exceeded expectations, and students expressed appreciation for the feedback process.
Analysis:
Artefacts such as assessment rubrics, peer feedback forms, and annotated student work demonstrate my ability to assess, provide feedback, and report on learning effectively. These practices align with Standard 5 by promoting transparency and continuous improvement.
Standard 5 Detailed Artefacts
Assessment Rubrics
Rubrics for design projects include criteria for functionality, sustainability, aesthetics, and presentation skills. Clear descriptors help guide students in self-assessment and peer feedback. These artefacts illustrate fair and transparent assessment practices.
Peer Feedback Forms
Students provided constructive feedback on peers’ projects using structured forms. This process promoted critical thinking and collaboration, as evidenced by the thoughtful comments and actionable suggestions provided.
Annotated Student Work
Student submissions include teacher annotations highlighting strengths and areas for improvement. Revisions based on feedback show how formative assessment guided their learning process.
Professional Development Goals
- Inclusive Practices: Attend workshops on differentiation and culturally responsive teaching.
- Technology Integration: Obtain certifications in educational technologies like Adobe Creative Suite and 3D modeling tools.
- Collaboration and Research: Join professional networks like the Design and Technology Teachers’ Association (DATTA) to share resources and stay updated.
OneSchool PD response
OneSchool is an essential tool that can significantly assist beginning teachers in managing their administrative and organizational responsibilities. It streamlines various tasks, allowing teachers to focus more on instruction and student support while ensuring compliance with important educational standards and processes. Two key areas where OneSchool is particularly helpful are student management and curriculum planning.
In terms of studentmanagement, OneSchool allows teachers to track student attendance, behavior, and academic progress efficiently. By providing a centralized platform for recording and monitoring this data, teachers can easily identify patterns and make informed decisions regarding interventions and support. This is crucial for beginning teachers, as staying on top of student needs and maintaining detailed records can be overwhelming without the right tools.
The second key area is curriculumplanningandreporting. OneSchool provides resources for planning lessons in alignment with the required curriculum, enabling teachers to organize their teaching materials and track student progress against learning outcomes. The platform also facilitates the generation of reports, which simplifies the process of meeting reporting requirements for both student assessments and communication with parents or guardians.
Overall, OneSchool enhances administrative efficiency and helps beginning teachers stay organized, which is critical to their success in the classroom.
Professional engagement PD response
Education unions in Australia play a crucial role in improving working conditions for teachers and the learning environment for students. By advocating for teachers’ rights, unions ensure that educators have fair wages, reasonable workloads, and access to professional development. This helps retain skilled teachers, which is vital for maintaining a high standard of education. Unions also lobby for better classroom conditions, such as smaller class sizes and adequate resources, which directly benefit students by allowing teachers to provide more individualized attention and support.
Furthermore, education unions engage in policy discussions with governments, pushing for reforms that improve both the teaching profession and educational outcomes. They often address issues like funding disparities and the provision of adequate support for students with diverse needs. Through collective bargaining and industrial actions, unions can secure improvements in school infrastructure, technology, and overall learning environments.
By fostering a better working environment for teachers, unions create conditions where educators can focus on delivering high-quality instruction, free from the stress of poor working conditions or inadequate resources. This leads to improved student outcomes, as well-supported teachers are more effective in the classroom. Therefore, education unions are essential in promoting the overall well-being of both teachers and students in Australia.
Career readiness PD response
The Queensland College of Teachers (QCT) plays a critical role in maintaining the professional standards and development of teachers in Queensland. Three key functions of the QCT are teacher registration, professional development, and enforcing professional standards.
First, the QCT manages the registration of teachers, ensuring that only qualified individuals enter the profession. This protects the integrity of the profession and guarantees that students are taught by educators with the necessary qualifications. As a beginning teacher, registration serves as a mark of your readiness and adherence to the professional standards expected in the classroom.
Second, the QCT supports teachers’ ongoing professional development by offering resources and guidance. This ensures that teachers continue to develop their skills and stay up-to-date with educational trends. For a beginning teacher, this function is essential as it provides access to professional growth opportunities, helping you become a more effective educator.
Finally, the QCT enforces professional standards and codes of conduct. It holds teachers accountable for their behaviour and performance, ensuring the safety and well-being of students. As a new teacher, understanding and adhering to these standards is vital to building a successful, ethical career in education.
These functions are crucial for ensuring a high-quality education system and supporting your growth as a beginning teacher.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon.
Brame, C. J. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
Brookhart, S. M. (2017). How to give effective feedback to your students (2nd ed.). ASCD.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
CAST. (2018). Universal Design for Learning guidelines version 2.2. Retrieved from https://udlguidelines.cast.org
Timotheou, S., Miliou, O., Dimitriadis, Y., Villagrá Sobrino, S., Giannoutsou, N., Cachia, R., Martínez Monés, A., & Ioannou, A. (2023). Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: A literature review. Education and Information Technologies, 28, 6695–6726. https://doi.org/10.1007/s10639-022-11431-8
Wachtel, T. (2016). Restorative practices and the classroom. International Institute for Restorative Practices.
EDC1002 E-portfolio 
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