This is the document given to teachers to help identify their PDP goal for 2015.

1. Bianca
Hewes
2015
DIFFERENTIATION
1 2 3 4 5 6 7 8 9 10
___________________________________________________
ASSESSMENT AS LEARNING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
ASSESSMENT FOR LEARNING/ FORMATIVE ASSESSMENT
1 2 3 4 5 6 7 8 9 10
___________________________________________________
MENTORING/COACHING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
COLLECTIVE
COMMITMENTS
(EVIDENCE-BASED GATS PRACTICES)
All students work on the same tasks, all
of the time.
Learning activities offer a variety of
entry points for students who differ in
abilities, knowledge and skills.
Students do not take responsibility for their
own learning, and cannot use assessment
to determine learning goals.
In my classes students monitor their own learning, ask
questions and use a range of strategies to decide what they
know and can do, and how to use assessment for new
learning.
I never modify my teaching practice based
on student’ knowledge, understanding and
skills.
I frequently use evidence about students' knowledge,
understanding and skills to inform my teaching
throughout the teaching and learning process.
I don’t feel confident coaching or guiding
other teachers in delivering quality
teaching.
I confidently and regularly provide
coaching and guidance to teachers in
delivering quality teaching.

2. Bianca
Hewes
2015
CREATIVE THINKING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
CRITICAL THINKING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
RESEARCH SKILLS
1 2 3 4 5 6 7 8 9 10
___________________________________________________
LITERACY SKILLS
1 2 3 4 5 6 7 8 9 10
___________________________________________________
CONNECTEDNESS/AUTHENTIC LEARNING EXPERIENCES
1 2 3 4 5 6 7 8 9 10
___________________________________________________
I find it difficult to incorporate creative
thinking strategies into my lessons.
I frequently provide students with opportunities
to respond to authentic situations through
design, imagination and innovation.
I rarely include opportunities for students to
recognise or develop an argument, use evidence in
support of that argument, draw reasoned
conclusions, or use information to solve problems.
I create learning opportunities that require students to be
broad, flexible and adventurous thinkers, make plans and
be strategic, demonstrate metacognition, and display
intellectual perseverance and integrity.
I do not teach research skills to students.
I confidently teach students how to locate, organize,
analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media.
I rarely employ teaching strategies to
support students’ literacy achievement in
my subject area.
I have deep knowledge and understanding of
effective teaching strategies to support students’
literacy achievement in my subject area.
Students cannot see the connection between the work
completed in class and real-life contexts or problems,
and never apply their learning beyond the classroom or
school.
Lesson activities rely on the application of school
knowledge in real-life contexts or problems, and
provide opportunities for students to share their work
with audiences beyond the classroom and school.

3. Bianca
Hewes
2015
STUDENT DIRECTION
1 2 3 4 5 6 7 8 9 10
___________________________________________________
ENGAGEMENT
1 2 3 4 5 6 7 8 9 10
___________________________________________________
EXPLICIT QUALITY CRITERIA
1 2 3 4 5 6 7 8 9 10
___________________________________________________
HIGHER ORDER THINKING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
ORGANISATION SKILLS
1 2 3 4 5 6 7 8 9 10
___________________________________________________
Students are passive learners, and are
given no direction over the learning that
takes place in class.
Students exercise some direction over the
selection of activities related to their learning and
the means and manner by which these activities
will be done.
Students are completing set tasks but lack
enthusiasm, attention or interest.
Most students, most of the time, are seriously engaged in
the lesson or assessment activity, rather than going
through the motions. Students display sustained interest
and attention.
Students never, or are rarely ever, given
explicit criteria for the quality of work they
are to produce.
Students are provided with explicit criteria for the quality of
work they are to produce and those criteria are a regular
reference point for the development and assessment of
student work.
Work set for students simply requires them
to identify, define, describe, remember or
understand content.
Students are regularly engaged in thinking that
requires them to organise, reorganise, apply,
analyse, synthesise and evaluate knowledge and
information.
Many students are disorganised,
unprepared and overwhelmed by the work
they are required to complete.
I provide students with a range of strategies to ensure they
are organised and prepared for learning in my classes, and
manage their time effectively to complete all work to the
best of their abilities.

4. Bianca
Hewes
2015
COLLABORATION
1 2 3 4 5 6 7 8 9 10
___________________________________________________
STUDY SKILLS
1 2 3 4 5 6 7 8 9 10
___________________________________________________
WELLBEING
1 2 3 4 5 6 7 8 9 10
___________________________________________________
BEHAVIOUR MANANGEMENT
1 2 3 4 5 6 7 8 9 10
___________________________________________________
ICT INTEGRATION
1 2 3 4 5 6 7 8 9 10
___________________________________________________
Students only ever work individually in
class, and at home.
Students frequently work collaboratively with others,
including online, to support individual learning and
contribute to the learning of others.
I do not teach students how to study for my
subject.
I explicitly teach students effective study strategies to
support their learning, including chunking assessment
tasks, examination strategies and how to use online
study aids.
I don’t feel confident using strategies to
support my students’ emotional, social and
intellectual wellbeing.
I use a wide range of strategies with my
students to support the emotional, social
and intellectual wellbeing of my students.
Students are often off task in class, or
unable to work without frequent teacher
instruction.
Students always work productively and
never need teacher to manage off task
behaviour.
Technology use in my classes is peripheral
to the learning activity, and used only to
deliver information.
Technology is used to construct and build
knowledge, facilitates collaboration in and out
of the classroom, and is mostly being used by
students.

5. Bianca
Hewes
2015
Sources:
BOSTES:
http://syllabus.bos.nsw.edu.au/support-­‐materials/assessment/
QTF:
https://www.det.nsw.edu.au/proflearn/docs/pdf/qt_EPSColor.pdf
ISTE
NETS:
https://www.iste.org/docs/pdfs/20-­‐14_ISTE_Standards-­‐S_PDF.pdf
AUSTRALIAN
CURRICULUM:
http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/Critical-­‐and-­‐creative-­‐thinking
DETE
QLD:
http://deta.qld.gov.au/great-­‐teachers/excellence/mentoring.html
Australian
Professional
Standards:
6.2.3,
6.2.4,
6.3.3,
6.3.4,
1.2.2,
1.2.3