EDF4006 TPA Assessment

Details: Published: 22 August 2025; Hits: 0

TPA: Assessment EDF 4006 has TWO (2) Assessment tasks worth 50% each = 2000 words per task

2个任务各2000字。
但是，完成一份TPA，需要做五六十页。您找优秀学长要一份ta们当时做的看一下就知道。
所以，高质完成此TPA任务，价格不低。

Overview of the Monash TPA
A teaching performance assessment (TPA) is a tool used to assess the practical skills and knowledge of pre-service teachers. In preparing their TPA, pre-service teachers collect evidence of practice (in the form of artefacts and written commentary) to complete a TPA in the final year of their initial teacher education program. The TPA is assessed by ITE providers and is a requirement for graduation.
While on placement, you will need to collect the following artefacts.
List of Artefacts
Artefact 1: School/centre data
Artefact 2: Learner group data
Artefact 3: Learning sequence as planned
Artefact 4: One learning experience - the immediate annotations and self-reflection you did on your lesson plan after teaching
Artefact 5: Feedback from your mentor on the same learning experience selected for Artefact 4
Artefact 6: Learning group assessment data
Artefact 7: Representation showing impact of teaching
Artefact 8: Focus learner’s work sample
Artefact 9: Feedback to learner
Artefact 10: Evidence against the Australian Professional Standards for Teachers - Graduate Level descriptors
In the Monash TPA, you will examine and explain your planning, teaching and assessment decisions, and reflect on your professional practice, using the artefacts you have collected during your final placement as evidence. The Monash TPA is your commentary and analysis of your teaching practice. Whilst each section is discrete, the sections build on each other to form an evidence-based narrative of your teaching and your learners’ learning. You will submit your TPA in two parts with each part containing the sections and artefacts as outlined below.

Monash TPA (Teaching Performance Assessment)

Contents

Contents 2

Introduction 3

Overview of the Monash TPA 4

Assessment and standards 4

Assessment Criteria 4

Professional Experience Journal 5

Saving your work 5

Word Count 6

Presentation 6

Terminology/phrasing 6

Glossary: 7

List of Artefacts 8

Planning your Professional Experience 9

Part 1 - Context, Planning & Teaching 10

Section 1: Context 10

Artefact 1 11

Artefact 2 12

Assessment criteria: 12

Section 2: Planning 13

Artefact 3 13

Assessment criteria: 14

Section 3: Teaching 15

Artefact 4 15

Artefact 5 15

Assessment criteria 15

Part 2 - Assessing and Reflecting 16

Section 4: Assessing 16

Artefact 6 16

Artefact 7 16

Artefact 8 16

Artefact 9 16

Assessment criteria: 17

Section 5: Reflecting 17

Assessment criteria: 18

Artefact 10 19

Introduction

This Guidebook contains the guidelines for successfully completing the Monash Teaching Performance Assessment (Monash TPA). Collectively, the activities that make up the Monash TPA are designed to authentically assess your readiness to begin teaching.

The Monash TPA aligns with the Australian Institute for Teaching and School Leadership (AITSL) Australian Professional Standards for Teachers (APST) at the Graduate Level

On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for learners. They demonstrate knowledge and understanding of the implications for learning of learners’ physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of learners across the full range of abilities.

Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret learner assessment data to evaluate learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve learning.

Graduate teachers demonstrate knowledge of practical strategies for creating rapport with learners and managing learner behaviour. They know how to support learners’ wellbeing and safety working within school and system curriculum and legislative requirements.

They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Graduate teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children’s education.

From: Teaching performance assessment (AITSL website)

By completing the Monash TPA, you will have the opportunity to:

●develop and document evidence of the impact of your teaching practice on the learning outcomes of the learners you teach;

●evaluate and reflect on your knowledge and skills as a professional and identify areas for future professional learning; and

●document and provide evidence of your professional practice against achievement of the Australian Professional Standards for Teachers at the Graduate level (the Graduate Standards).

Overview of the Monash TPA

A teaching performance assessment (TPA) is a tool used to assess the practical skills and knowledge of pre-service teachers. In preparing their TPA, pre-service teachers collect evidence of practice (in the form of artefacts and written commentary) to complete a TPA in the final year of their initial teacher education program. The TPA is assessed by ITE providers and is a requirement for graduation.

While on placement, you will need to collect the following artefacts.

List of Artefacts

Artefact 1: School/centre data

Artefact 2: Learner group data

Artefact 3: Learning sequence as planned

Artefact 4: One learning experience - the immediate annotations and self-reflection you did on your lesson plan after teaching

Artefact 5: Feedback from your mentor on the same learning experience selected for Artefact 4

Artefact 6: Learning group assessment data

Artefact 7: Representation showing impact of teaching

Artefact 8: Focus learner’s work sample

Artefact 9: Feedback to learner

Artefact 10: Evidence against the Australian Professional Standards for Teachers - Graduate Level descriptors

In the Monash TPA, you will examine and explain your planning, teaching and assessment decisions, and reflect on your professional practice, using the artefacts you have collected during your final placement as evidence. The Monash TPA is your commentary and analysis of your teaching practice. Whilst each section is discrete, the sections build on each other to form an evidence-based narrative of your teaching and your learners’ learning. You will submit your TPA in two parts with each part containing the sections and artefacts as outlined below.

Part Section Artefacts Description Whole TPA

Part One Context 1 & 2 In part one, you need to consider what influences the decisions you make when you are planning for quality learning and enacting teaching in a particular context, with particular students. We want to understand what you have drawn on (data, resources, people, literature etc.) and how you have used this information to shape your lessons and to support quality learning for all students. Parts one and two should be seen as a whole – your TPA. This means that what you do in earlier sections should connect with what you do in later sections. Your thinking and decision making as a teacher are a critical part of what should be in the document. As a whole, your TPA should provide evidence of your readiness to be a teacher.

Planning3

Teaching4 & 5

Part TwoAssessing6, 7, 8 & 9In part two, you need to consider how you assess student progress and what you do with the data from this assessment to drive change in your teaching and enhance student learning. Further, we want you to consider yourself as a professional and ongoing learner and indicate what you have learned, what you still need to learn and how you might go about continually developing your knowledge and skills as an educator.

Reflecting10

The focus of your TPA is a learning sequence that may be part of a larger unit or planning cycle (See the glossary for a definition of a learning sequence). The word counts indicated are for you to write your commentary and analysis. Artefacts are NOT included in the word count for each section.

Components of the Monash TPA and prescribed word length Maximum marks Approximate words (includes +10%)

TPA Part 1/50 marks

Context 15% 600 (660)

Planning 20% 800 (880)

Teaching 15% 600 (660)

TPA Part 2/50 marks

Assessing 30% 1200 (1320)

Reflecting 20% 800 (880)

Assessment and standards

The Monash TPA will be assessed according to a criterion referenced rubric. The rubric reflects the quality of performance and discriminates between levels of quality learning. Each section is aligned with aspects of the Australian Professional Standards for Teachers at the Graduate Level (Graduate Standards).

Professional experience journal

It is strongly recommended that you keep an electronic journal or folder of evidence and reflection for this task. This is to record your teaching, planning and reflections during Professional Experience and to serve as a prompt when completing the Monash TPA. You may even be able to use some of this writing in your commentary and analysis for your TPA.

Saving your work

This assessment task contains a number of components, which you will develop over time. While on placement, you will need to collect your artefacts as you go. Take photographs of student work before and after you assess it. Keep all of the notes and feedback you receive from your mentor; this may mean taking photographs of their written feedback or writing notes of your conversation straight after a meeting, so you don’t forget. Keep copies of all of your lesson plans from before you taught them so you are clear about what you intended to do and after you teach them include annotations about what worked well, what you might change and any ideas you might have for better supporting student learning in this lesson if you taught it again. These annotations could be made in word using the comment function or could be hand written and photographed and included as an image.

It is your responsibility to demonstrate your readiness to begin the next stage of your teaching career by ensuring all your work is saved and backed up. Remember, data does not exist unless it is in three different places. No special consideration will be given to students who lose their work, or experience known technical difficulties.

Word Count

The word count is 2 x 2000 words. The word count includes the following: commentary (paragraphs, dot points, additional tables etc), headings, quotations and in text citations. The word count does not include any text included in the proforma, list of references, specified Artefacts or labels on specified Artefacts.

The penalty for exceeding this word count is that the TPA will not be read or assessed beyond the word limit for each section. This means that any commentary above the word limit of +10% will not be read, hence your assessment for that section/criterion may be affected.

A final word count, plus the word count for each section of the TPA must be included.

Presentation

The TPA will be collated into a single Word document using the template provided.

There are 2 parts for assessment:

Part 1: Context, Planning & Teaching

For Part 1 you will leave the Assessing and Reflecting sections blank.

You will submit 2 identical documents for assessment, in different formats, to the Unit Moodle Assignment Dropbox:

1. A single Word document, and

2. A single PDF version of your Word document

Part 2: Assessing & Reflecting

For Part 2 you will submit Part 1 and Part 2 as a single document. Please note: Part 1 will not be assessed again.

You will submit 2 identical documents for assessment, in different formats, to the Unit Moodle Assignment Dropbox:

1. A single Word document (with assessor's feedback on Part 1 removed, if applicable), and

2. A single PDF version of your Word document

All identifiers of school/centre and learners are to be removed and replaced with a pseudonym or code.

It is recommended that you either use the pre-formatted font or use a plain or Sans Serif font.

Terminology/phrasing

The terminology used throughout this document is consistent with the Australian Professional Standards for Teachers and inclusive of all sectors wherever possible. It is recognised that some word choices are different to those generally used but anticipate that the glossary (on the next few pages) will help you understand the equivalent terms being used.

You are welcome, and encouraged, to use sector specific terminology appropriate to your professional experience context in your written responses, but please be consistent with the terms you use.

Glossary

Analyse

Examine methodically and in detail, typically in order to explain and interpret it

Annotate

Add notes to a text or diagram giving explanation or comment

Artefact

Something characteristic of, or resulting from, a particular individual - in other words: evidence. In this TPA artefacts are your own ‘creations’ that represent your practice and identity. For example, a lesson plan, learning activity, assessment chart/table/spreadsheet and so forth.

Critical

Involving the objective analysis and evaluation of an issue in order to form a judgement; incorporating a detailed and scholarly analysis and commentary

Commentary

An expression of opinions or offering of explanations about an event or situation

Complete

Fill in all the gaps

Demonstrate

To show or make evident knowledge and/or understanding.

Describe

Give a detailed account in words

Discuss

Write about (a topic) in detail, considering different issues or ideas

Impact on learning

It is a fundamental expectation that every teacher education graduate will have met the Graduate Teacher Standards, succeeded on the Monash TPA and demonstrated a positive impact on learner learning. Equally, it is expected that graduates will continue to have a positive impact throughout their teaching career.

It is acknowledged there are measurement challenges in assessing teachers’ impact on learning, but it is expected that improved mechanisms will develop over time, given the importance of measuring this impact. The focus on impact does not imply that pre-service teachers must show evidence of learner growth on national or jurisdictional standardised tests. Rather the focus is on demonstrating the impact that a pre-service teacher has on the learning of learners.

Evidence

Data that is considered reliable and valid, and which can be used to support a particular idea, conclusion or decision.

Learner Group

The group of learners you will plan, teach and assess the learning sequence with. This may be a small group that is part of a larger learner group (i.e. 3 or more learners).

Learning Group

The group of learners you assessed. This may be a whole class or a small group (i.e. 3 or more learners).

Learning Experience

For example, a single lesson or session with learners. Learning experiences fit together to form a cycle or sequence.

Learning Sequence

In early childhood this might be a planning cycle. In primary and secondary this might be a lesson sequence, or part or all of a unit. For the purposes of this task, consider a learning sequence to be a series of 3 - 5 sequential and connected learning experiences that take place over the equivalent of 3 - 5 ‘lessons’.

Outline

A general description or plan showing the essential features of something but not the detail

Pre-service teacher (PST)

You - please refer to yourself as a pre-service teacher (PST) in order to distinguish yourself from your learners

Professional Experience

Professional Experience is a requirement of all teaching courses. You may also know it as “practicum”, "professional placement", "placement", "teaching rounds" or "teaching practice".

Range

The set of available strategies or tools that can be used in different situations.

Reflection

Serious thought or consideration

Learner

A school student or a child in an early childhood centre

Planning your Professional Experience

To make the most of your Professional Experience you need to plan ahead in order to collect the necessary artefacts to complete your TPA. Please read this Guidebook carefully in conjunction with this checklist.

When What Started Completed

Before Professional Experience begins Ensure your mentor teacher has an understanding of the TPA and the relevant material regarding the requirements for completion of the TPA.

This video may help your mentor to understand what is required.

Provide a (written/verbal) summary for your mentor teacher including your need to:

●plan a Learning Sequence (including literacy and numeracy strategies and strategies using ICT), teach the sequence, and assess the learners (formative and/or summative assessment);

●keep a journal & collect artefacts; and

●discuss the TPA Learning Sequence with them on a regular basis

Professional Experience Day 1 Start your journal. Past students have suggested it may be easier to keep an electronic journal rather than a handwritten one. Your journal is not assessed but will contain valuable information that you will draw upon in creating your final TPA submission.

Scan or photograph any handwritten notes, artefacts, work samples etc. (remember to de-identify any learner’s work samples)

During the first week of Professional ExperienceGet to know the context of your school/centre. Gather evidence; talk to a range of staff; take (or download from the school website) photographs of the (empty) learning space/s, technologies, community environment etc.

Gather a class list of learners and information about your group/class.

Negotiate with your mentor teacher which Learning Sequence you will be planning, teaching and assessing for your TPA, and begin planning for teaching and assessment.

When What Started Completed

From the first week onwardsPlan, teach and assess

Write up all Learning Experience plans using an appropriate format. Provide space for comments from your mentor teacher and for your own reflection.

Keep a record of formative and summative assessments – your own planning and learners’ work.

Select one sample learner for ‘Assessing’ – collect/copy work samples.

Keep a record of written and/or verbal feedback given to learners.

Keep a record of any adjustments/deviations from your plans that you make to your TPA Learning Experiences as you are actually teaching, and the reasons for these changes.

Reflect on each segment in your TPA Learning Sequence.

After your Professional Experience period has ended Collate and de-identify your artefacts.

Complete each section of the TPA as outlined in this guide.

Part 1 - Context, Planning & Teaching

Section 1: Context

The purpose of this section is to consider the way the school or centre context shapes teaching and learning (and vice versa), how the physical, social and intellectual characteristics of learners undertaking the learning sequence may affect learning and what the learners in your group already know in relation to the topic or topics to be covered in the learning sequence.

The following resources/information may support your understanding:

The school or early childhood centre website, My School, ABS data, ICSEA (Index of Community Socio-Educational Advantage), AEDC (Australian Early Development Census), MyChild (Early Childhood settings) and AIATSIS (Aboriginal Institute of Aboriginal and Torres Strait Islander Studies) map, Your Mentor Teacher, Learning Support Officers working with students in your class, Your observations of your class.

Context section - Artefacts 1 & 2 + 600 words

Artefact 1 - School/Centre data that shapes teaching and learning

School/centre pseudonym

The traditional owners of the land (The X People) and how they are acknowledged within the school/centre

Location type - Metropolitan, Rural, Regional, Remote

School/centre type - independent, government, catholic, kindergarten, etc.

Curriculum taught

School/centre values, philosophical approaches, and/or frameworks

Enrolment

Socio economic factors

% of learners who have a language background other than English

School/centre policies and practices aligned with codes of ethics & conduct

School/centre policies and practices that support participation and learning of learners with disability

Special programs

Other features important to context

Artefact 2 - Learner Group data that shapes planning, teaching and assessing for the Learning Sequence

Grade/Year/Age level

Learning Area/Subject/Topic

Number of learners

Range of learner abilities

Linguistic, cultural, religious and socioeconomic factors

Learners who identify as Aboriginal or Torres Strait Islander

Learners identified with a disability (include a brief description of the disability(ies) and any support provided)

Other

Complete Artefacts 1 and 2.

Commentary (600 words)

Describe the school or centre context, and physical, social and intellectual characteristics of learners in the learning sequence group/class. Explain how these characteristics may affect learning (Graduate standard 1.1). Describe what the learners in your group already know in relation to the topic or topics to be covered in the learning sequence (Graduate standard 5.4) and the sources of information you used to gather this information.

Do not repeat what is already in the artefacts but refer to them to show how it will influence your thinking as the teacher of these students in this school.

Section 2: Planning

The purpose of this section is to plan your learning sequence, and then reflect on your planning using these prompts:

●What process did I employ to plan my learning sequence?

●Who did I consult or work with during the planning stage, and what insights did I gather from them?

●How did I determine the importance of the topic for the learners?

●How did I cater for diverse learners in the learner group?

●How and when did I consider curriculum, assessment and reporting in relation to the planning of the learning sequence?

●How will I cater for learners’ specific learning needs?

You might refer to literature on planning processes, differentiation, inclusivity, curriculum, literacy and numeracy, technology, indigenous perspectives, holistic development, learner agency, emergent curriculum (Early Childhood) and more.

Planning section - Artefacts 3 + 800 words

Artefact 3

This will be your documented plan of the learning sequence.

Commentary (800 words)

Outline a rationale for your content/topic/skill in the learning sequence.

What is important for learners to know?

What is the central teaching focus of your planned learning experiences?

How will this learning be assessed? (Graduate standards 2.1, 2.2, 3.2, 5.1)

Your plan will should pay attention to supporting the literacy and numeracy needs of your learners, where relevant (Graduate Standard 2.5) and demonstrate the use of ICT strategies to expand learning opportunities for learners when appropriate (Graduate Standard 2.6). While we encourage you to see relevant and appropriate links to opportunities for literacy, numeracy and ICT learning in your planning, these should not be forced or superficial.

All planning must include the safe, responsible and ethical use of ICT in learning and teaching (Graduate Standard 4.5).

Also, in this section, discuss your knowledge and understanding of:

●the importance of planning for diverse learners through differentiated teaching (Graduate Standards 1.5, 3.1, 4.1)

●planning a range of teaching strategies to expand opportunities for all learners (Graduate standard 3.3)

Your planning should also include discussion about how your planning is informed by

●research into how learners learn (Graduate Standard 1.2), learning theories, pedagogical models, and/or discipline theories; and

●curriculum (for example: Victorian Early Years Learning and Development Framework, Early Years Learning Framework; Victorian Curriculum; Australian Curriculum; VCAL; VET; VCE, International Baccalaureate etc), assessment and reporting requirements. (Graduate standard 2.3)

Section 3: Teaching

Narrow your focus onto one learning experience from your learning sequence and describe how you taught that lesson or session to someone who has never seen you teach.

Teaching section - Artefacts 4 & 5 + 600 words

Artefact 4

One learning experience - the immediate annotations and self-reflection you did on your lesson plan after teaching.

Artefact 5

The feedback from your mentor on this learning experience.

Commentary (600 words)

Discuss the following:

●the enactment of inclusive teaching strategies (Graduate Standards 2.1, 3.3 and 4.1) and verbal and non-verbal communication strategies (Graduate Standard 3.5) that had a positive impact on learning;

●your use of feedback (Graduate Standard 5.2) and resources (Graduate Standard 3.4) to support and engage learners; and

●the management of classroom/group activities (Graduate Standard 4.2), including giving of directions, organising transitions between activities, distribution of materials, supporting emotional regulation, guiding challenging behaviour (Graduate Standard 4.3) and ensuring learner safety (Graduate Standard 4.4) within the learning experience, including how your actions were modified at the time/in the moment.

Part 2 - Assessing and Reflecting

Section 4: Assessing

The purpose of this section is to demonstrate your understanding of assessment for, as, and of learning.

You will provide evidence of your capacity to monitor and assess learning, generate assessment data, and use this data to inform teaching for improved learning. As assessment data comes in many forms you must be prepared to justify the way you gather, record and moderate data; and provide feedback to learners.

The work sample you collect from your learner is Artefact 8. This needs to be assessed and then moderated with your mentor teacher. After moderation, Artefact 9 is your feedback to the learner about this work. This should include feedback that outlines what they have learnt and what they don’t yet fully understand. When you return this feedback to the learner, try to observe what impact your feedback has on this particular learner and their ongoing learning. Examine the work sample and analyse this with the intention of identifying successful learning and future learning needs.

Assessing section - Artefacts 6, 7, 8 & 9 + 1200 words

Artefact 6 Learning group data (could be an indication of prior knowledge, a pre-test, a formative assessment, a summative assessment during the unit)

Artefact 7 Evidence of impact of teaching - data indicating change since the data you gathered for artefact 6

Artefact 8 Focus learner’s work sample (annotated and ready for moderation, so think about what you would say to another teacher about the students work.)

Artefact 9 Feedback to learner (annotated and ready to return to the student, what feedback and guidance would you to support this students’ ongoing learning in this area?)

It is helpful if artefacts 8 and 9 are based on the same piece of student work. Artefact 8 or Artefact 9 can be a photograph or scan of written documentation (before and after you have marked it up). If your feedback was verbal, then Artefact 9 can be a written transcript of (your recollection of) this feedback.

Commentary (1200 words)

Assessment strategies

●Describe the assessment strategies that have been used to assess the learning outcomes of this learning sequence (Graduate Standard 5.1).

Learning group data

●Analyse the whole group learning represented in Artefact 6. Include assessment criteria where relevant.

●Discuss the data in Artefact 6. Explain the criteria score/mean/numbers or data represented. What did most learners appear to understand? Describe any misconceptions, confusions, or needs that became apparent for some or most learners and why.

●Identify and describe patterns of growth, including evidence of teaching impact (Artefact 7).

●Evaluate the whole group achievement. This could be a focus on one aspect of your data or all the data. As a result of this evaluation, identify your next steps (enacted or planned) for improved learning (Graduate Standard 5.4).

Focus learner’s feedback

●Moderate the work sample (Artefact 8) with your mentor teacher and report on the moderation process used. (Graduate Standard 5.3)

●Provide feedback to the learner (Artefact 9). Discuss how your feedback supports this learner’s learning and addresses their individual needs and learning goals (Graduate Standard 5.2).

Section 5: Reflecting

The purpose of this section is to evaluate your teaching by reflecting on your planning, teaching and assessment of the learning outcomes intended for your Learning Sequence

Reflection - Artefact 10 + 800 words

Artefact 10

Use Artefact 10 to indicate where each Standard is addressed within the TPA task (Parts 1 and 2)

Professional Knowledge Evidence that can be found in my TPA

1. Know learners and how they learn Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

1.1 Physical, social and intellectual development and characteristics of learners

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of learners and how these may affect learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

1.2 Understand how learners learn

Demonstrate knowledge and understanding of research into how learners learn and the implications for teaching. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

1.3 Learners with diverse linguistic, cultural, religious and socioeconomic backgrounds

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

1.4 Strategies for teaching Aboriginal and Torres Strait Islander learners

Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of learners from Aboriginal and Torres Strait Islander backgrounds. This Graduate Standard is not assessed by the Monash TPA.

However, if you have evidence that you have met this standard while teaching your TPA Learning Sequence, please delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

1.5 Differentiate teaching to meet the specific learning needs of learners across the full range of abilities

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of learners across the full range of abilities. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

1.6 Strategies to support full participation of learners with disability

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of learners with disability. This Graduate Standard is not assessed by the Monash TPA.

2. Know the content and how to teach it Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

2.1 Content and teaching strategies of the teaching area

Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

2.2 Content selection and Organization

Organise content into an effective learning and teaching sequence. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

2.3 Curriculum, assessment and reporting

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. This Graduate Standard is not assessed by the Monash TPA.

2.5 Literacy and numeracy Strategies

Know and understand literacy and numeracy teaching strategies and their application in teaching areas. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

2.6 Information and Communication Technology (ICT)

Implement teaching strategies for using ICT to expand curriculum learning opportunities for learners. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

Professional Practice Evidence that can be found in my TPA

3. Plan for and implement effective teaching and learning Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

3.1 Establish challenging learning goals

Set learning goals that provide achievable challenges for learners of varying abilities and characteristics. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.2 Plan, structure and sequence learning programs

Plan lesson sequences using knowledge of learner learning, content and effective teaching strategies. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.3 Use teaching strategies

Include a range of teaching strategies. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.4 Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage learners in their learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.5 Use effective classroom communication

Demonstrate a range of verbal and non-verbal communication strategies to support learner engagement. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.6 Evaluate and improve teaching programs

Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

3.7 Engage parents/carers in the educative process

Describe a broad range of strategies for involving parents/carers in the educative process. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

4. Create and maintain supportive and safe learning environments Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

4.1 Support learner participation

Identify strategies to support inclusive learner participation and engagement in classroom activities. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

4.2 Manage classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

4.3 Manage challenging behaviour

Demonstrate knowledge of practical approaches to manage challenging behaviour. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

4.4 Maintain learner safety

Describe strategies that support learners’ well-being and safety working within school and/or system, curriculum and legislative requirements. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

5. Assess, provide feedback and report on learning Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

5.1 Assess learning

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

5.2 Provide feedback to learners on their learning

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to learners about their learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

5.3 Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of learning. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

5.4 Interpret learner data

Demonstrate the capacity to interpret learner assessment data to evaluate learning and modify teaching practice. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

5.5 Report on learner achievement

Demonstrate understanding of a range of strategies for reporting to learners and parents/carers and the purpose of keeping accurate and reliable records of learner achievement. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

Professional Engagement Evidence that can be found in my TPA

6. Engage in professional learning Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

6.1 Identify and plan professional learning needs

Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

6.2 Engage in professional learning and improve practice

Understand the relevant and appropriate sources of professional learning for teachers. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

6.3 Engage with colleagues and improve practice

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. This Graduate Standard is not assessed by the Monash TPA.

6.4 Apply professional learning and improve learner learning

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved learner learning. This Graduate Standard is not assessed by the Monash TPA.

7. Engage professionally with colleagues, parents/carers and the community Refer to artefact/s and/or commentary in your TPA – for example: headings, page numbers, specific reference to a section, etc.

7.1 Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. This Graduate Standard is not assessed by the Monash TPA.

7.2 Comply with legislative, administrative and organizational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. This Graduate Standard is not assessed by the Monash TPA.

7.3 Engage with parents/carers

Understand strategies for working effectively, sensitively and confidentially with parents/carers. Delete this text and insert your reference here. Eg. See ‘Context section, p. 3 paragraph/artefact…’

7.4 Engage with professional teaching networks and broader communities

Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. This Graduate Standard is not assessed by the Monash TPA.

Commentary (800 words)

Provide a reflective commentary on your planning, teaching and assessment of your learning sequence.

Reflect on:

the planning and teaching of the Learning Sequence: What is one area you would keep the same and why? What is one area you would improve and why? How would you improve it? (Graduate Standard 3.6);

how the learning sequence demonstrates knowledge of teaching strategies that are responsive to the learning strengths and needs of learners from diverse linguistic, cultural, religious and socioeconomic backgrounds (Graduate Standard 1.3, 4.1);

the strategies you could use to involve parents/carers in the educative process (Graduate Standard 3.7) and work with them effectively, sensitively and confidentially (Graduate Standard 7.3);

the strategies for reporting to parents/carers and why it’s important to keep accurate and reliable records of learner achievement (Graduate Standard 5.5); and

areas for further development, including possible professional learning that you could undertake to develop these areas (Graduate Standards 6.1, 6.2).

If there are standards that you can provide evidence of meeting but have not demonstrated in teaching this particular learning sequence, you can also refer to these experiences. (You may have met the standards through other professional experiences or assessment tasks.)

写作案例

EDF4006 TPA Assessment