Standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Proficient
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
Highly Accomplished
Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander studentsusing knowledge of and support from community representatives.
Lead
Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.
Highly Accomplished
Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander studentsusing knowledge of and support from community representatives.
Lead
Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
My response
Teaching and learning programs and/or unit/lesson plans that include teaching strategies that have been designed and implemented by the teacher based on the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
• Individual learning programs for students from the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students that include teaching strategies that have been designed based on information gathered about students’ learning strengths and needs
• Evidence of having sought advice, assistance and guidance from persons such as supervisors, colleagues, Aboriginal Education Assistants, itinerant teachers, Elders of Aboriginal communities, Counselors and other relevant professionals, such as emails, conversation records, file notes, participation in blogs, about teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
• Lesson plans, notes and/or communications documenting team teaching and collaborative planning with Aboriginal Education Assistant or local community representative/s that include effective teaching strategies for Aboriginal and Torres Strait Islander students
• Lesson observation notes and discussion about effective teaching strategies that have been modified to reflect the learning needs and histories of Aboriginal and Torres Strait Islander students
• Individual learning programs for students from the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students that include teaching strategies that have been designed based on information gathered about students’ learning strengths and needs
• Evidence of having sought advice, assistance and guidance from persons such as supervisors, colleagues, Aboriginal Education Assistants, itinerant teachers, Elders of Aboriginal communities, Counselors and other relevant professionals, such as emails, conversation records, file notes, participation in blogs, about teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
• Lesson plans, notes and/or communications documenting team teaching and collaborative planning with Aboriginal Education Assistant or local community representative/s that include effective teaching strategies for Aboriginal and Torres Strait Islander students
• Lesson observation notes and discussion about effective teaching strategies that have been modified to reflect the learning needs and histories of Aboriginal and Torres Strait Islander students
Evidence
Professional Development |
Programs / Policies/ Reports |
Classroom evidence |