Template: evidence of professional

practice

PRT name Registration no.

Workplace

Inquiry question

1. Content and context for learning

1a. The education setting context

My learning environment (demographics of the area, primary, secondary, early childhood, location,
workplace educational priorities or philosophy)

1b. The cohort of learners

My class / group of learners (composition, range of learning abilities)

1c. The focus learners

My focus learners [literacy and numeracy levels, factors affecting learning, relevant personal
information (e.g. socialisation / group working skills)]

What is the link between these learners and my Inquiry question?

1d. Program of learning (brief overview)

What knowledge and skills am I trying to address in the Inquiry? What curriculum am I using?
(attach any annotated planning documents to the end of this template as your evidence)

1e. Targeted learning outcomes

The learning outcomes I want the learners to achieve. What change(s) would I expect to see in my
focus learners after the Inquiry?

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2. The Inquiry question, professional learning and professional
responsibilities

2a. The Inquiry question

Why and how did I choose my Inquiry question?

2b. Professional learning

When I’ve observed the teaching practice of others (at least one observation)

Observation 1

Date of observation

Who I observed (colleague’s name and VIT registration no.)

Name Registration no.

Signature

What I saw / heard / experienced

What I learned

How this helps me address my Inquiry

Professional conversations (based on at least two discussions about the Inquiry)

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 Discussion 1

Date of discussion

Who I talked with (colleague’s name and VIT registration no.)

Name Registration no.

Signature

What we discussed and what I learned

How this helps me address my Inquiry

Discussion 2

Date of discussion

Who I talked with (colleague’s name and VIT registration no.)

Name Registration no.

Signature

What we discussed and what I learned

How this helps me address my Inquiry

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A professional conversation on child safety and wellbeing, including maintaining appropriate
professional boundaries. This conversation should be supported by referring to the Victorian
Teaching Profession’s Code of Conduct and any relevant workplace policies or procedures.

Discussion 3

Date of discussion

Who I talked with (colleague’s name and VIT registration no.)

Name Registration no.

Signature

What we discussed

2c. Professional Responsibilities report

After your professional conversation (Discussion 3) write a brief report describing

 your legal obligations as a teacher in relation to child safety and wellbeing
 two examples of how you have met these legal obligations
 a reflection on the Victorian Teaching Profession’s Code of Conduct, including how you maintain
appropriate professional relationships with learners.

3. Apply knowledge to teaching practice through action plan

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The action plan

Inquiry question

Informing data

Assessment data, observations, learning plans, learner files, reports / factors affecting learning
(e.g. medical reports)

Professional learning

Learning I will undertake to support the Inquiry

Purpose of the Inquiry

Knowledge and skills I am trying to address in the Inquiry

Inclusive practice

How I will cater for

 Aboriginal and Torres Strait Islander learners

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 learners who need extension
 learners with disability
 learners who need additional support to access the learning.

Success criteria

Learning outcomes I want the learners to achieve

Resources

What I will use to teach the Inquiry

Strategies

What I will do to deliver the content and skills

Activities

What the learners will be doing during the Inquiry

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Assessment

Assessment to be done during the Inquiry (allowing for a range of opportunities for learners to
demonstrate their knowledge, including annotated learner work samples)

Formative Summative

Reflections

Prompts / questions to help guide reflection

4. Implement your action plan

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4a. Observations of practice

Based on a minimum of 3 visits by your mentor or other fully registered experienced colleague

Visit 1

Date of discussion

Who observed me (colleague’s name and VIT registration no.)

Name Registration no.

Signature

Summary of the feedback received and a reflection on what I have learned (any observation
templates used can be attached as further evidence)

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 Visit 2

Date of discussion

Who observed me (colleague’s name and VIT registration no.)

Name Registration no.

Signature

Summary of the feedback received and a reflection on what I have learned (any observation
templates used can be attached as further evidence)

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 Visit 3

Date of discussion

Who observed me (colleague’s name and VIT registration no.)

Name Registration no.

Signature

Summary of the feedback received and a reflection on what I have learned (any observation
templates used can be attached as further evidence)

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4b. Gathering other evidence

Not all descriptors of the standards may be demonstrated in your Inquiry.

You may need to demonstrate some descriptors outside of the Inquiry - this may include evidence
from previous teaching experience as a provisionally registered teacher with your current group or
a different group of learners.

Your mentor / experienced colleague may have witnessed actions or practices you used that could
evidence a descriptor - where descriptors have not been evidenced in the documentation of your
Inquiry into practice, this additional evidence can be used.

This section may be completed by you or your mentor / experienced colleague where you wish to
provide additional evidence - specific details of your actions or practice need to be documented.

Please note: you do not need to complete this section if your Inquiry already includes evidence of
all APST descriptors.

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5. Evaluate effectiveness of practice

Use these questions to guide you in reflecting on your Inquiry

 Did the assessments of learners demonstrate progress towards / achievement of learning goals?
(use your data to explain what progress has or hasn’t been made - annotated learner work
samples should be included in an appendix)
 Did changes to my practice improve the learning of my learners?
 How do I know?
 What impact did my Inquiry have on my teaching practice?
 How will I develop my learning further?
 Can I share my learning with others?

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Appendix
Attach annotated evidence that you have collected to demonstrate proficiency against the APST
descriptors.
This should be authentic evidence that was gathered during the Inquiry and may include
• work samples
• other assessments
• planning documents
• observation templates
• resources
• meeting notes
• correspondence with parents / carers
• photos, video or audio of learner work.
Please note: one piece of evidence may cover a range of standards – you do not need 37 separate
pieces of evidence. You should discuss with your mentor whether the evidence you have included
is sufficient to demonstrate proficiency.

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