Secondary Education Support Teacher | Western Australia | Integrated Facility (Mainstream Setting)
I teach within a Special Educational Needs (SEN) programme embedded in a mainstream secondary school environment in Western Australia. My students range from Years 7 to 12 and present with diverse learning profiles including intellectual disability, autism spectrum disorder, and complex communication needs.
Student backgrounds are culturally and linguistically diverse, with several learners from refugee and migrant families. Many students experience co-occurring challenges such as trauma histories, sensory processing differences, and executive functioning difficulties. This diversity demands a highly individualised, responsive approach that honours each learner's strengths whilst systematically building functional skills for independence and participation.
Within the SEN context, demonstrating impact requires evidence that goes beyond standardised assessments. I systematically collect qualitative and quantitative data to show growth in functional literacy and numeracy, communication skills, social-emotional regulation, and independence. This includes pre- and post-intervention work samples, rubric-based assessments aligned to individual learning goals, observational records of skill transfer across settings, anecdotal notes documenting behavioural progress, and feedback from education assistants, therapists, and families.
Progress is often incremental and non-linear, so I use consistent data collection tools such as frequency charts for behaviour targets, photo documentation of task completion, video evidence of communication attempts, and curriculum-based measures that align with each student's Individual Education Plan (IEP). These multiple data sources enable me to adjust teaching strategies responsively, celebrate small wins, and communicate progress meaningfully to students, families, and the multidisciplinary team. My evidence demonstrates that when instruction is differentiated, explicit, and aligned to learner need, all students can and do make measurable progress.
Formative and summative assessment tools, rubrics aligned to curriculum outcomes and IEP goals, and data tracking systems
Meeting notes, co-planning documents, and records of team-teaching or consultation with specialists
Documentation of collaboration with families, allied health professionals, education assistants, and mainstream colleagues
Written and verbal feedback given to students, peer feedback protocols, and family communication about student progress
Detailed planning documents showing differentiation strategies, UDL principles, assessment design, and adjustments for individual learners
Records from formal and informal observations, including feedback from mentors, peers, and leadership
Certificates, notes, and reflections from workshops, courses, and collegial learning opportunities
Critical reflections on practice, linking theory to classroom actions and identifying areas for continued growth
De-identified student work demonstrating progress over time, annotated to highlight teaching strategies and learning growth
Use the top navigation menu to move between the main areas of my Graduate Teacher Portfolio.
View evidence organised by the Australian Professional Standards for Teachers and specific descriptors.
Each evidence card features a detailed Situation, Action, Outcome (SAO) annotation, highlighting teaching impact on student learning and progress.
All student information has been meticulously de-identified to safeguard privacy, replacing names and sensitive details with pseudonyms.
Artefacts are paired with my reflections, illustrating their connection to my teaching practice, professional growth, and the Australian Professional Standards.
Rebecca Murray | TRBWA Graduate Portfolio (Proficient)