What does this descriptor look like at different levels?
Report on student achievement is the fifth descriptor of the fifth standard of the Australian Professional Standards for Teachers.
See more: Australian Professional Standards for Teachers Terminology Explained
Graduate
What does it look like?
At the Graduate level, teachers are expected to develop foundational skills in reporting on student achievement, communicating academic progress to students, parents/carers, and relevant stakeholders.
As a Graduate teacher, you understand the importance of effectively communicating student achievement to all stakeholders involved in the educational process. Your focus should be on providing clear and informative reports that highlight students’ academic progress, strengths, and areas for improvement. While you may have limited experience, you must demonstrate your ability to create comprehensive and understandable reports on student achievement.
What evidence can I collect?
To provide evidence for this descriptor, you can showcase:
- Sample student reports: Prepare examples of student achievement reports that you have created during your teaching experience.
- Parent/Carer feedback: Include feedback from parents/carers on the clarity and usefulness of the reports you have provided.
- Reflections on reporting practices: Write reflective notes on your experiences with reporting on student achievement and any adjustments you plan to make based on these reflections.
See more: Student Work as Evidence – How Teachers can Delve Deeper.
Proficient
What does it look like?
At the Proficient level, teachers are expected to report on student achievement effectively and comprehensively, using a range of assessment data and evidence to inform the reports.
As a Proficient teacher, you have developed the ability to use various assessment data and evidence to create comprehensive reports on student achievement. Your reports provide a holistic view of students’ progress and learning outcomes, allowing parents/carers and other stakeholders to have a deeper understanding of student performance.
What evidence can I collect?
To demonstrate proficiency in reporting on student achievement, you can present evidence such as:
- Diverse data sources: Showcase how you use a range of assessment data, including formative and summative assessments, to inform your student achievement reports.
- Parent/Carer engagement: Provide evidence of how your reports have facilitated meaningful conversations with parents/carers about student progress and growth.
- Student support plans: Demonstrate how you use the information in your reports to develop targeted support plans for students with specific learning needs.
See more: Calling Your Students’ Parents – A Uniquely Powerful Teaching Strategy.
Highly Accomplished
What does it look like?
At the Highly Accomplished level, teachers are expected to lead and drive a whole-school approach to reporting on student achievement, collaborating with colleagues to implement consistent and meaningful reporting practices.
As a Highly Accomplished teacher, you go beyond individual reporting practices to lead efforts in creating a school-wide culture of effective reporting on student achievement. You collaborate with colleagues to develop and implement consistent and meaningful reporting practices that align with educational goals and support student growth.
See more: Is it Worth Becoming a Highly Accomplished Teacher?
What evidence can I collect?
To showcase your highly accomplished level of reporting on student achievement, consider the following evidence:
- Whole-school reporting initiatives: Provide documentation of your involvement in developing and implementing whole-school reporting programs or initiatives.
- Collaborative projects: Showcase initiatives or projects where you worked with colleagues to improve reporting practices across the school.
- Parent/Carer feedback and satisfaction: Include feedback from parents/carers on the effectiveness and usefulness of the school’s reporting practices.
See more: School Reports Have Changed – And it Will Have Consequences.
Lead
What does it look like?
At the Lead level, teachers are expected to drive systemic approaches to reporting on student achievement, collaborating with school leaders to ensure comprehensive reporting practices that support educational excellence.
As a Lead Teacher, your focus is on systemic change and creating a cohesive approach to reporting on student achievement that involves all stakeholders. You collaborate with school leaders and colleagues to develop comprehensive reporting frameworks that align with educational goals and support student growth and excellence.
What evidence can I collect?
To demonstrate your leadership in reporting on student achievement, gather the following evidence:
- School-wide reporting policy: Provide documentation of your contributions to the development and implementation of a school-wide reporting policy or framework.
- Collaborative partnerships: Showcase instances where you collaborated with school leaders and colleagues to ensure comprehensive reporting practices that support educational excellence.
- Impact assessment: Present evidence of how your efforts have positively influenced student learning outcomes and contributed to a culture of continuous improvement through effective reporting practices.
