AITSL Graduate Standards 1- 7
Graduate Diploma of Teaching and Learning
Ashwani Rehal
Final Portfolio

My Teaching Philosophy
• I believe every child is an individual possessing different strengths and weaknesses. Every child is different and
they develop differently owing to social, cultural and individual differences. I understand the need of taking a
holistic approach towards emotional, social and psychological development of a child. I understand each child
has something to contribute and I will strive to inspire my students to achieve their goals
• My aim is to have an inclusive classroom where all students are given equal learning opportunities to achieve same
learning outcomes and where their individual learning styles, abilities ; family and cultural backgrounds are
valued and acknowledged.
• I believe every child has a desire to learn and I want to create a rich learning experience which engage all students.
• I intend to empower my students to take ownership of their learning and provide opportunity for them to reflect
on this learning.
• I will provide timely and constructive feedback to students to improve their learning and to foster their confidence
• I will incorporate latest technology into my teaching which will create an exciting, innovative environment
engaging students actively.
• I understand parents have the right to be involved in their children’s educational process and that as a key
stakeholders in their child’s education must receive effective and accurate feedback on their child's learning.
• I will work collaboratively with work colleagues to share ideas and maintain a cordial professional relationship.
• With ever evolving new technologies and strategies in education field, I will continue to learn and improve my
teaching by engaging in critical reflection. My teaching philosophy will continually evolve to guide me through
this noble profession.

1.1 Physical, social & intellectual development & characteristics of students.
1.2 Understand how students learn
A teacher must understand how students learn and develop strategies to accommodate differences i.e.
physical and intellectual. Taking initiatives to design differentiated learning pathways in response to
learners’ identified needs is a good practice.
Evidence
• Lesson plan showing
differentiation
• Clinic groups
• Blooms Taxonomy
• Mentor reflection

1.1 Physical, social & intellectual development & characteristics of students.
1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.4 Understanding and respect Aboriginal & Torres Strait Islander people to promote
reconciliation between Indigenous & non Indigenous Australians.
The program helps schools plan and take action to improve
educational outcomes for Australian Indigenous students.
Varied learner’s ability group
(Sasmit, ESL student, is mostly
quiet but can work
cooperatively in groups)

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
2.4 Understanding and respect Aboriginal & Torres Strait Islander people to promote
reconciliation between Indigenous & non Indigenous Australians.
Evidence
• My teaching philosophy
• Modelled writing
Reflection
• Clinic Groups
• Individual Observation
Form (Focus Students)
• Differentiation (unit plan)
• Dreaming story lesson
• Guest Speaker
• Mentor and professional
discussions
As highlighted in my teaching philosophy, I believe in providing equal opportunities to students’. I am aware that children come from many
different backgrounds and with a variety of experiences which influence their learning experiences. I am also aware that it is equally
important to recognize my own [personal background and how this can affect my teaching and perspectives. Knowing students and my
own background will help me understand and better cater for learning needs of the students from diverse backgrounds.

David Hornsby
presentation on guided
reading
1.5. Differentiate teaching to meet the specific learning needs of students across the full range of
abilities.
1.6. Strategies to support full participation of students with disabilities.
Worksheet provided to
student who is slow in
note taking
Drew a consequences
wheel for Mekim as she
was not engaged in the
activity and said that she
cannot make the wheel
Typing notes for Xhyane’s
ERP

1.5. Differentiate teaching to meet the specific learning needs of students across the full range of
abilities.
1.6. Strategies to support full participation of students with disabilities.
Evidence
• Guided Reading
• Differentiation in unit of
work
• Visual diagram designed
to cater for specific
learning needs (Xhyane)
• Kara’s work as a model
• EAP
• Professional discussion
with Special Ed Teacher
• Actively seeking guidance
from mentor about
student with disability
and the impact on student
learning
While planning lesson sequences, a teacher should recognize students’ specific learning needs and how they are
catered for within the classroom. Extension activities and higher order thinking tasks should be evident in lesson
planning. Actively liaise with supervisors and support staff in the school and community to develop learning
activities.
Kara’s work as a model
Visual diagram

2.1 Content and teaching strategies of the teaching area.
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and Numeracy strategies
Summarizing lesson (modelled writing)
Student’s work – A quest
Story
Modelled writing- Quest story
Mentor’s feedback

2.1 Content and teaching strategies of the teaching area.
2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.5 Literacy and Numeracy strategies
Evidence
• Lesson Reflections
• Lesson plan math's
• Lesson feedback
• Comprehension Task using
Blooms taxonomy
• Resources lists in planning
• Mentor discussions
• Assessment Rubric
• WLA pedagogy
• Lesson Plan literacy
• Modelled writing-fantasy story
• Summarizing lesson using
modeled writing
• Numeracy Strategies
Knowing the content and using a range of pedagogies to promote students’ understanding is linked with Standard 1. I have learned
to use different strategies to structure and sequence the learning within the wider curriculum context. I have also learned the
effectiveness of assessment and reporting to design learning sequences. I have gained knowledge of strategies in literacy and
numeracy through GDTL units, which has proved beneficial for me while on placement. I have used ICT (Standard 2.6, 4.5) to plan
most of my literacy and numeracy lessons.

Evidence
• Lesson plans showing use
of ICT- you-tube, or
PowerPoint presentation
• Use of interactive white
boards, cameras,
microphones
• Careful use of resources
online- making sure the
content is suitable for kids
• Use of computers by
students (monitored by
mentor and according to
the lesson planned)
2.6. Information & Communications Technology
4.5 Use ICT safely, responsibly & ethically
ICT is an essential part of all the curriculum areas to expand learning opportunities of the students. Use of ICT is
relevant within all the teaching and learning programs and I use it regularly as it helps promote engagement and
understanding; in resource development and planning as well.

3.1: Establish challenging learning goals
Evidence:
• Learning Management Plan designed with intent to achieve learning outcomes in all learners. It
outlines the sequential learning journey with a focus on the learning abilities of the learners and the
knowledge objectives.
• Differentiation in lesson sequences to accommodate the different learning styles in the classroom
so that all students have the best possible chance of learning.
• Clinic groups
I have always tried to plan my lessons by making sure that I set effective and challenging learning goals for students
of varying abilities. I tried to ensure that students know what is expected of them and plan strategies to assist
students to meet their goals. It is also critical to understand how to assess students' progress, while setting
learning goals, in order to enable students’ to effectively achieve them.

3.2: Plan, structure and sequence learning programs
3.3: Use teaching strategies
3.4: Select and use resources
With guidance and curriculum knowledge, I have made sure to use different strategies and resources
that would engage and assist students to achieve learning objectives. I always make sure to refer to my
reflections of the lesson and on the achievement of goals so that I can adjust activities where necessary.
Evidence
• Learning management Plan showing the sequencing and planning of lessons using range of resources
• Unit plans showing different strategies to engage all students in the learning process
• Reflecting and adjusting the teaching activities/sequence
• Photos showing use of various resources to support understanding for a student with a wide range of levels of
prior knowledge and understanding
• Mentor’s feedback stating use of effective questioning techniques that maximize participation and encourage
higher level thinking.
• Range of Strategies- ICT, WLA pedagogy, varying groups
• Stimulus in Lessons

Sodium Intake Misconception
Fat and Energy misconception
Stimulus
3.2: Plan, structure and sequence learning programs
3.3: Use teaching strategies
3.4: Select and use resources

3.5: Use effective classroom communication
Communication is essential in the classroom and it could be of many forms. I try to ensure that all
children are fully engaged and I have learned about these forms of communication (both verbal
and non-verbal) which can help students to grow and develop in their learning.
Evidence
• Mentor feedback stating good
engagement of students also
targeted students with use of
varied questions and activities
and clear instructions.
• Mentor discussions regarding
range of strategies to engage
all children – Voice, project
yourself, use the physical
presence to get students’
attention, deliberately
targeting, physical proximity.
• Communication Board – WLA’s
key aspect

3.5: Use effective classroom communication

3.6: Evaluate and improve teaching programs
The process of teaching and learning is often being constantly revised and adjusted – requiring a teacher
to revisit, evaluate and change the lesson and teaching sequence if need be. I always reflect on my
lessons and it has always helped me improve my future lesson planning. Discussions with other teachers
and collection of feedback from students to inform future planning and teaching is also useful.
Evidence
• Journal Reflections- Reflective teaching allows the teacher to
explore his/her own classroom practices and serves as one of the
teacher key competences.
• Mentor’s feedback is an important source of insight and informs
you about areas that need improvement. It served as a guide for
successful planning of activities for my future lessons and helped
me identify problems in the flow of the lessons.
• Designing assessment tasks with mentor’s guidance to evaluate
students’

3.6: Evaluate and improve teaching programs

3.7 Engage parents/carers in the education process
I understand parents have the right to be involved in their children’s educational process
and that as a key stakeholders in their child’s education must receive effective and accurate
feedback on their child's learning.
Evidence
• Parent Letter sent home introducing
myself and asking for permission of
taking photographs
• Mentor’s feedback for the notes
provided on parent’s request and
observation of my conversations
with parents.

4.1 Support student participation
Evidence
• Individual observation form
to cater for the individual
needs not just academic but
emotional, social needs
• Mentors feedback
Encouraging and supporting student participation is a key part of creating a supportive learning
environment. Building an inclusive and supportive classroom allows students to express their
viewpoints comfortably and should be followed by constructive feedback and acknowledgement of
student effort.
Throughout my teaching I have endeavored to support and encourage student participation. As
discussed in standard 3.3 and 3.4, I have used a range of strategies and resources to provide stimulus
for student participation.
Individual Observation Form

4.1 Support student participation

4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
Evidence
• Classroom Management Plan
• Mentors feedback
• Visual Reminders
• Student Work as a model
• Professional Discussions
• Sun Safety Practices & use of
gardening tools
• Social Skills Lesson- Resisting
Peer pressure
• Managing ICT safely

4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
Visual reminders

5.1: Assess student learning
5.2: provide feedback to students on their learning

5.1: Assess student learning
5.2: provide feedback to students on their learning
Evidence
• Lexile Framework
• Assessment Rubric
• Assessment
strategies
• Individual
Observation form
• Positive
Reinforcement and
range of strategies
(guided by mentor
discussions)
• Small Groups during
guided reading
Assessment is a central element in the overall quality of teaching and
learning which forms and shapes virtually all that teachers do. Different
forms of assessment informs teachers about how to teach students,
whether they have learned effectively and identify any
misunderstandings or misconceptions that the students have. The
information collected inform teachers of their teaching practices and
how they can refine their teaching programs and sequences. While
assessment shapes the course of student’s learning, timely and effective
feedback to students’’ of their work is equally important to improve
their learning.

5.1: Assess student learning
5.2: provide feedback to students on their learning

5.3: Make consistent and comparable judgements
5.4: interpret student data
Assessment moderation is an important process; enabling teachers to compare judgments to either
confirm or adjust them. Teachers work towards making judgments that are consistent and comparable
and the process ensures that teachers’ judgments on students’ work are fair, and that no students’ are
unfairly disadvantaged. Another important aspect of assessment is to able to effectively interpret
student data, which can aid teachers by informing their future teaching.
Evidence
• Plan, Discuss and review
planned diet assessment
task
• Persuasive text assessment
marking
• Professional discussions
with the mentor and
Teacher assistant.
• Assess, plan and Reflect
• Observation and mentor
discussions on how to keep
and access student data

5.5: Report on student achievements
Evidence
• Merit awards
• Mentor’s discussion
regarding keeping
accurate records and
methods of gathering
evidence
• Teacher student parent
interview
• Report Writing
A teacher should know a range of strategies to assess and gather reporting information on students.
These need to be organized to form an in-depth analysis of the student which is then written in their
report. I have had the opportunity to be able to observe the reporting process in action, the form
which it takes and gather advice on how best to complete the process.

6.1 Identify & plan professional learning needs
6.2 Engage in professional learning & improve practice
6.3 Engage with colleagues & improve practice
6.4 Apply professional learning & improve student learning
Evidence
• Self Reflect Assessment AITSL Tool
• Attend Whole school Professional Development
program
• Professional Learning resources
• Maths Dictionary
• Attend Staff meetings
• Discussions with special Ed teacher and other staff
members regarding their roles
• Seek and apply feedback from my mentor and
supervisors
• Continued development through mentor’s
guidance
• WLA implementation
• Continued Professional learning and improving
practice

6.1 Identify & plan professional learning needs
6.2 Engage in professional learning & improve practice
6.3 Engage with colleagues & improve practice
6.4 Apply professional learning & improve student learning

7.1 Meet professional ethics & responsibilities
7.2 Comply with legislative, administrative & organisational requirements

7.1 Meet professional ethics & responsibilities
7.2 Comply with legislative, administrative & organisational requirements
Evidence
• Attend Staff meetings
• Treat With Respect
• Letter sent home for parents
consent
• Mentor discussions
• Code of Ethics
• Yard Duties
• Safety policies
To ensure students get every opportunity for a quality education and can grow in a safe environment, it
is essential for a teacher to be aware of and comply with professional ethics and responsibilities. There
are many legalities and administrative requirements which a teacher has to meet

7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks & broader communities

7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks & broader communities
Evidence
• Parental discussions
• Letters sent home
• WLA Facebook Page
• A visit from a Nurse
Consultant
• Professional learning
communities
/wesbites
• Discussions with
other Professionals
(special Need
Teacher)
Maintaining good relationships with parents and carers is an important part of a teacher’s role. This
is in lines with standard 3.7. Being a teacher involves developing strong engagement with a wider
community. These communities can be a valuable resource to develop and discuss teachers’
professional knowledge and skills, as well as forming a support network which teachers can use to
aid each other.

THANK YOU