A SHORT GUIDE TO REFERENCING
THE STANDARDS
A school panel determines whether a teacher’s evidence of
professional practice demonstrates proficient practice in relation to
the professional standards and their associated descriptors.
We suggest that you reference where you have provided evidence against the standards
using the guide below. This will ensure that you have addressed all areas required and have
evidence to support you at the panel meeting.
Please note: this can be used as a record for the recommendation meeting, but is
not the recommendation report.
Standard 1: Know students and how they learn
ALL 4 STATEMENTS NEED TO BE MET
MET
☐
☐
STATEMENTS REFERENCING THE
DESCRIPTORS
REFERENCED
ON PAGE NO.
Uses teaching strategies based on knowledge of students’
physical, social and intellectual development and
characteristics to improve student learning.
Uses research and collegial advice about how students
learn to structure teaching programs.
Designs and implements teaching strategies that are
responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
☐
This could include:

Awareness and responsiveness to the background
of Aboriginal and Torres Strait Islander students.
Develops teaching activities that incorporate differentiated
strategies to meet the specific learning needs of students
across the full range of abilities.
☐
This could include:

Development of activities to support the
participation and learning of students with
disability.
1
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 2: Know the content and how to
teach it
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE
DESCRIPTORS
☐
Applies knowledge of content/teaching strategies of the
teaching area to develop engaging teaching activities.
☐
Organises content into coherent, well-sequenced learning
and teaching programs.
REFERENCED
ON PAGE NO.
Designs and implements learning and teaching programs
using knowledge of curriculum, assessment and reporting
requirements.
This could include:
☐

Providing opportunities for students to develop
understand and respect Aboriginal and Torres Strait
Islander histories, cultures and languages.
☐
Uses effective strategies to support literacy and numeracy
achievement.
☐
Integrates ICT effectively into programs ensuring
meaningful learning.
2
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 3: Plan for and implement
effective teaching and learning
6 OUT OF 7 STATEMENTS NEED TO BE MET
MET
☐
STATEMENTS REFERENCING THE
DESCRIPTORS
REFERENCED
ON PAGE NO.
Sets explicit, challenging learning goals for all students.
☐
Plans and implements well-structured learning and
teaching programs/lesson sequences that engage students
and promotes learning.
☐
Selects and uses relevant teaching strategies to develop
knowledge, skills, problem solving and critical and creative
thinking.
☐
Selects/creates and uses a range of resources, including
ICT, to engage students in learning.
☐
Uses effective verbal and non-verbal communication
strategies to support student understanding, participation,
engagement and achievement.
☐
Uses a variety of evidence, including student feedback and
student assessment data, to inform planning and evaluate
personal teaching and learning programs.
☐
Plans for appropriate and contextually relevant
opportunities for parent/carers to be involved in their
children’s learning.
3
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 4: Create and maintain
supportive and safe learning
environments
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE
DESCRIPTORS
☐
Establishes and implements inclusive and positive
interactions to engage and support all students in
classroom activities.
☐
Establishes and maintains orderly, workable routines to
create an environment where student time is spent on
learning tasks.
☐
☐
☐
REFERENCED
ON PAGE NO.
Manages challenging behaviour by establishing and
negotiating clear expectations with students and
addresses discipline issues promptly, fairly and
respectfully.
Implements school/system curriculum and legislative
requirements to ensure students’ well-being and safety.
Incorporates strategies to promote the safe, responsible
and ethical use of ICT in learning and teaching.
4
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 5: Assess, provide feedback
and report on student learning
4 OUT OF 5 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE
DESCRIPTORS
☐
Develops, selects and uses informal, formal, diagnostic,
formative and summative assessment strategies to assess
student learning.
☐
Provides timely, effective, appropriate feedback to
students about their achievements relative to their
learning goals.
☐
Understands and participates in assessment moderation
activities to support consistent and comparable
judgements of student learning.
☐
Uses student assessment data to analyse and evaluate
student understanding of subject/content, identifying
interventions and modifying teaching practice.
☐
Reports clearly, accurately and respectfully to students
and parents/carers regarding student achievement,
making use of accurate and reliable records.
REFERENCED
ON PAGE NO.
5
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 6: Engage in professional
learning
ALL 4 STATEMENTS NEED TO BE MET
MET
STATEMENTS REFERENCING THE
DESCRIPTORS
☐
Uses the Australian Professional Standards for Teachers
and advice from colleagues to identify and plan for
professional learning needs.
☐
Participates in learning to update knowledge and
practice, targeted to professional needs and school/
system priorities.
☐
Contributes to collegial discussions and applies
constructive feedback from colleagues to improve
knowledge and practice.
☐
REFERENCED ON
PAGE NO.
Undertakes professional learning programs designed to
address identified student learning needs.
6
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.
Standard 7: Engage professionally with
colleagues, parents/carers and the
community
3 OUT OF 4 STATEMENTS NEED TO BE MET
MET
☐
STATEMENTS REFERENCING THE
DESCRIPTORS
REFERENCED
ON PAGE NO.
Meets codes of ethics and conduct established by
regulatory authorities, systems and schools.
☐
Understands implications of and complies with relevant
legislative, administrative, organisational and professional
requirements, policies and processes.
☐
Establishes and maintains respectful collaborative
relationships with parents/carers regarding their children’s
learning and well-being.
☐
Participates in professional and community networks and
forums to broaden knowledge and improve practice.
The ‘Guide for making a recommendation for full registration’ is a useful document for
recording information at the panel meeting. For a copy of this guide please go to the
‘Resources’ section of the PRT website:
<vit.vic.edu.au/prt>
Please note: this can be used as a record for the recommendation meeting, but is
not the recommendation report.
7
Note: This is from page 34-37 of the ‘Supporting Provisionally Registered Teachers’ folder.