All evidence in this portfolio is organised in alignment with the Australian Professional Standards for Teachers (APST), as outlined by AITSL. Each piece of evidence is mapped to a specific Standard and its relevant Focus Areas and Descriptors, ensuring transparent demonstration of professional practice at the Proficient career stage.
Evidence has been collected across classroom teaching, collaborative planning, co-teaching arrangements, and professional learning activities undertaken while teaching within a Western Australian secondary special education setting and year 2-3 composite primary classroom.
7 Professional Standards
All evidence mapped to AITSL APST domains and descriptors
SAO Annotations
Each artefact includes an annotation explaining the situation, action and outcome.
Privacy Protected
Student identifiers removed or pseudonymised throughout
Reflective Practice
Personal reflection accompanies every piece of evidence
Navigate the Evidence Library
Evidence Categories
Use the categories below to navigate directly to evidence grouped by Australian Professional Standard or by evidence type. Each section contains detailed evidence cards with full annotations and reflections.
Know Students and How They Learn
Evidence in this section demonstrates knowledge of students' physical, social, intellectual, and cultural backgrounds, with particular attention to learners with disability and diverse learning needs in a secondary special education context. Focus Areas addressed include 1.1, 1.2, 1.5, and 1.6.
Individual Learning Profile Analysis
Evidence Details
Evidence Title: Individual Learning Profile Analysis
Standard/s: Standard 1
Descriptor/s: 1.1, 1.5, 1.6
Evidence Type: Planning Document
Privacy Note
Student information has been de-identified. All student names, identifiers, and school-identifying details have been removed or replaced with pseudonyms in accordance with the school's privacy policy and AITSL portfolio guidelines.
SAO Annotation
Situation: Students on the autism spectrum and with intellectual disability had diverse sensory, communication, and learning profiles that were not yet reflected in lesson planning.
Action: Reviewed and synthesised individual learning profiles for each student, using this information to structure lessons that reduced cognitive overload and matched individual processing styles.
Outcome: Measurable increase in on-task behaviour observed when activities were matched to individual processing styles. Supervisor noted: "Demonstrates thorough understanding of individual student profiles and applies this to differentiated planning decisions."
Reflection
Reviewing and synthesising individual learning profiles informed every planning decision I made during this placement. Understanding each student's sensory profile, communication preferences, and prior learning history enabled me to structure lessons that reduced cognitive overload and increased engagement.
Adjustments Register & IEP Goal Mapping
Evidence Details
Evidence Title: Adjustments Register & IEP Goal Mapping
Standard/s: Standard 1
Descriptor/s: 1.1, 1.2, 1.6
Evidence Type: Planning Document, Data Evidence
Privacy Note
Student information has been de-identified. IEP documentation has been de-identified. No student medical or diagnostic information is reproduced in this portfolio.
SAO Annotation
Situation: IEP goals existed for students but there was no systematic way to track whether classroom adjustments were consistently aligned to those goals across lessons.
Action: Developed an adjustments register to track which adjustments were applied per lesson and for which students, mapping each adjustment directly to relevant IEP goals.
Outcome: Enabled proactive rather than reactive differentiation. Associate Teacher noted: "Candidate demonstrates consistent alignment between IEP goals and classroom adjustments across all observed lessons."
Reflection
Mapping IEP goals to classroom adjustments required me to engage deeply with each student's documented learning targets. This process highlighted the importance of proactive rather than reactive differentiation, and reinforced my commitment to equity of access for all learners.
Know the Content and How to Teach It
Evidence in this section demonstrates knowledge of the content of the Western Australian Curriculum — including SCSA materials and the Curriculum Framework for students with disability — and the ability to apply a range of content-specific teaching strategies appropriate to a secondary SEN context. Focus Areas addressed include 2.1, 2.2, 2.3, and 2.5.
Adapted Curriculum Unit Plan — Functional Literacy
Evidence Details
Evidence Title: Adapted Curriculum Unit Plan — Functional Literacy
Standard/s: Standard 2
Descriptor/s: 2.1, 2.2, 2.5
Evidence Type: Planning Evidence
Privacy Note
Student information has been de-identified. Unit plan contains no student-identifying information. School name has been replaced with "placement school" throughout the document.
SAO Annotation
Situation: Students were working significantly below year-level expectations in literacy, requiring curriculum content to be adapted without reducing its meaningfulness or relevance.
Action: Designed a functional literacy unit drawing on UDL principles, sequencing activities from concrete to abstract and embedding literacy skills within real-world contexts aligned to SCSA English curriculum.
Outcome: Sustained student engagement across the unit. Supervisor noted: "Unit plan demonstrates sound knowledge of functional literacy content and appropriate sequencing for this cohort."
Reflection
Designing this unit required me to reconcile the SCSA English curriculum with the functional literacy needs of students working significantly below year-level expectations. Sequencing activities from concrete to abstract, and embedding literacy skills within real-world contexts, proved effective in maintaining student engagement across the unit.
Use of Assistive Technology in Content Delivery
Evidence Details
Evidence Title: Use of Assistive Technology in Content Delivery
Standard/s: Standard 2
Descriptor/s: 2.1, 2.6
Evidence Type: Planning Evidence, Collaboration Evidence
Privacy Note
Student information has been de-identified. Device settings and screenshots have been cropped to remove student names and school identifiers.
SAO Annotation
Situation: Students required AAC devices and text-to-speech tools to access content, but these were not yet integrated into lesson planning in a purposeful or consistent way.
Action: Collaborated with the school's speech-language pathologist to ensure devices were configured to support specific lesson objectives, and adjusted planning mid-unit to incorporate assistive technology as a core delivery tool.
Outcome: Assistive technology became a consistent and purposeful component of content delivery. Own annotation: "Integrating AAC devices and text-to-speech tools required collaboration with the speech-language pathologist and planning adjustments mid-unit."
Reflection
Incorporating assistive technology into content delivery was a significant professional learning curve. I now approach ICT not as an add-on, but as a core component of equitable content access.
Plan for and Implement Effective Teaching and Learning
Evidence in this section demonstrates the ability to plan structured, sequenced, and differentiated lessons and programs that respond to the assessed needs of students with disability. Focus Areas addressed include 3.1, 3.2, 3.3, 3.4, and 3.5.
Differentiated Lesson Sequence — Life Skills Mathematics
Evidence Details
Evidence Title: Differentiated Lesson Sequence — Life Skills Mathematics
Standard/s: Standard 3
Descriptor/s: 3.1, 3.2, 3.3, 3.5
Evidence Type: Planning Evidence
Privacy Note
Student information has been de-identified. Student work samples referenced in annotations are stored separately with full de-identification applied.
SAO Annotation
Situation: Students had varying levels of numeracy and required a lesson sequence on practical money skills that maintained high expectations while remaining accessible across ability levels.
Action: Planned a five-lesson sequence using tiered task design with multiple entry points, setting clear and measurable learning goals and adjusting delivery iteratively based on student responses after each lesson.
Outcome: All students accessed the core concept at an appropriate level of challenge. Associate Teacher noted: "Lesson sequence is clearly structured with multiple entry points. Candidate demonstrates capacity to maintain high expectations while adjusting delivery mode."
Reflection
Planning this sequence strengthened my understanding of responsive planning. Using tiered task design and reflecting after each lesson allowed me to adjust iteratively and ensure all students were appropriately challenged.
Create and Maintain Supportive and Safe Learning Environments
Evidence in this section demonstrates an understanding of strategies to create inclusive, respectful, and safe learning environments for students with disability in a secondary setting. Focus Areas addressed include 4.1, 4.2, 4.3, and 4.4.
Behaviour Support Plan Implementation
Evidence Details
Evidence Title: Behaviour Support Plan Implementation
Standard/s: Standard 4
Descriptor/s: 4.1, 4.3, 4.4
Evidence Type: Collaboration Evidence, Planning Evidence
Privacy Note
Student information has been de-identified. BSP details have been fully de-identified. No student name, diagnosis, or school-specific behaviour data is included in this portfolio.
SAO Annotation
Situation: A student with complex needs had an existing Behaviour Support Plan (BSP) that required consistent implementation across all staff, including the graduate teacher.
Action: Studied the BSP to understand the function of behaviours, applied antecedent strategies proactively, and collaborated with the supervising teacher and school psychologist to ensure responses were consistent with the agreed plan.
Outcome: Consistent implementation of the BSP across the classroom. Supervisor noted: "Candidate applied the school's positive behaviour support framework consistently and sought guidance appropriately when escalation occurred."
Reflection
This experience deepened my understanding of trauma-informed practice and reinforced the value of a team-based approach to behaviour support in SEN settings. I now approach behaviour as communication requiring a considered, collaborative response.
Assess, Provide Feedback and Report on Student Learning
Evidence in this section demonstrates the ability to use a range of assessment strategies appropriate to students with disability, to provide meaningful feedback, and to document and report on student progress in a secondary SEN context. Focus Areas addressed include 5.1, 5.2, 5.3, 5.4, and 5.5.
Formative Assessment Portfolio — Observational Data
Evidence Details
Evidence Title: Formative Assessment Portfolio — Observational Data
Standard/s: Standard 5
Descriptor/s: 5.1, 5.2, 5.4
Evidence Type: Data Evidence, Assessment Evidence
Privacy Note
Student information has been de-identified. All observational data records have been de-identified. Frequency data and graphs do not contain student names or other identifying information.
SAO Annotation
Situation: Traditional assessment formats were not appropriate for students with disability, and there was no consistent system for tracking IEP goal progress across the placement period.
Action: Developed a structured observational data tracking tool using task analysis and performance-based records, reviewing data weekly to identify trends and make timely instructional adjustments.
Outcome: Teaching remained evidence-informed throughout the placement. Associate Teacher noted: "Candidate used systematic observation records and anecdotal notes effectively to track IEP goal progress across the placement period."
Reflection
Collecting and interpreting formative assessment data in a SEN context required me to move beyond traditional assessment formats. Reviewing data weekly helped me identify emerging trends and make timely instructional adjustments, ensuring my teaching remained evidence-informed rather than impressionistic.
Written Feedback Samples — Student Progress Reports
Evidence Details
Evidence Title: Written Feedback Samples — Student Progress Reports
Standard/s: Standard 5
Descriptor/s: 5.3, 5.5
Evidence Type: Data Evidence
Privacy Note
Student information has been de-identified. Progress report samples have been fully de-identified. All student and family names have been replaced with initials or pseudonyms.
SAO Annotation
Situation: Progress reports for students with disability needed to be strengths-based, specific, and accessible to families who may have limited familiarity with educational jargon.
Action: Drafted progress report comments describing observable behaviours and skills in concrete terms, referencing specific IEP goals and ensuring language was positive, precise, and meaningful to families.
Outcome: Reports were well-received by families and supervising staff. Supervisor noted: "Written feedback is strengths-based, specific, and clearly linked to IEP goals. Language is accessible for families."
Reflection
Drafting progress reports for students with disability required careful attention to language. Feedback from my supervising teacher highlighted the importance of consistency between verbal communication with families and written reporting, which I will carry forward into my professional practice.
Engage in Professional Learning
Evidence in this section demonstrates active engagement in professional learning activities relevant to special education practice in Western Australia, including attendance at school-based professional development, self-directed learning, and reflection on practice. Focus Areas addressed include 6.1, 6.2, 6.3, and 6.4.
Professional Learning Log — SEN-Specific Training
Evidence Details
Evidence Title: Professional Learning Log — SEN-Specific Training
Standard/s: Standard 6
Descriptor/s: 6.1, 6.2, 6.3
Evidence Type: SAO Reflection, Professional Learning
Privacy Note
Student information has been de-identified. Professional learning log contains no student information. School name has been generalised.
SAO Annotation
Situation: Teaching in a SEN context required specialist knowledge in areas not fully covered during initial teacher education, including positive behaviour support and trauma-informed practice.
Action: Attended school PD sessions on Positive Behaviour Support and Trauma-Informed Practice, and completed self-directed study on UDL principles between practicum blocks, maintaining a structured professional learning log.
Outcome: Professional learning directly influenced planning and practice. Own annotation: "Attended school PD sessions on Positive Behaviour Support and Trauma-Informed Practice. Completed self-directed study on UDL principles between practicum blocks."
Reflection
Engaging in professional learning during my placement reinforced that teaching in a SEN context requires ongoing, deliberate upskilling. Self-directed reading on UDL directly influenced my planning, as evidenced in my lesson sequences. I am committed to maintaining a structured professional learning plan as I transition into provisional registration.
Engage Professionally with Colleagues, Parents/Carers and the Community
Evidence in this section demonstrates professional conduct in working with colleagues, allied health professionals, families, and the broader school community. Focus Areas addressed include 7.1, 7.2, 7.3, and 7.4.
Collaborative Planning & Family Communication
Evidence Details
Evidence Title: Collaborative Planning & Family Communication
Standard/s: Standard 7
Descriptor/s: 7.1, 7.3, 7.4
Evidence Type: Collaboration Evidence
Privacy Note
Student information has been de-identified. No family names, student diagnoses, or school-identifying information appears in this evidence. Communication samples are paraphrased and de-identified.
SAO Annotation
Situation: As a graduate teacher, participating in IEP meetings and transdisciplinary team planning required professional communication skills and an awareness of family perspectives and power dynamics.
Action: Prepared thoroughly for IEP meetings, listened actively to family contributions, affirmed their expertise, used jargon-free language, and collaborated with the occupational therapist and speech-language pathologist in joint planning sessions.
Outcome: Families felt heard and respected during IEP discussions. Supervisor noted: "Candidate communicated professionally with families during IEP meetings and demonstrated respect for family perspectives and cultural backgrounds."
Reflection
Participating in an IEP meeting as a graduate teacher required careful preparation and an awareness of power dynamics. Collaborating within a transdisciplinary team strengthened my ability to work across professional boundaries — a skill I consider essential to effective SEN practice in Western Australia.
SAO Reflections Overview
The following summary maps all Supervisor, Associate, and Own (SAO) annotations collected across the placement period. SAO annotations are a required component of the Graduate Teacher Portfolio and must be linked to specific APST standards and descriptors.
Supervisor Annotations
Provided by the supervising classroom teacher during formal observation cycles. Observations were conducted across a range of lesson types including whole-class instruction, small group sessions, and one-to-one support.
Associate Annotations
Provided by the professional experience coordinator and visiting university associate. These annotations draw on observations, professional conversations, and review of planning documentation submitted during the placement.
Own Annotations
Self-generated reflective annotations authored by the graduate teacher candidate. These are grounded in lesson reflections, journal entries, and analysis of student outcome data collected during the practicum.
Data Evidence Summary
Data evidence within this portfolio encompasses a range of quantitative and qualitative sources used to monitor student progress, inform instructional decisions, and demonstrate the impact of teaching practice across the placement period.
IEP Goal Progress Tracking
Frequency and interval data collected across the placement to monitor progress toward individual IEP goals. Data collected using structured observation tools and task analysis records.
Observational Assessment Records
Anecdotal notes and structured observation summaries used to document student learning behaviours, skill acquisition, and response to instructional adjustments across lesson sequences.
Pre- and Post-Intervention Data
Comparative data collected before and after targeted instructional interventions to demonstrate measurable learning gains and inform future planning decisions.
Planning Evidence Summary
Planning evidence demonstrates the capacity to design, sequence, and adapt learning programs in response to the assessed needs of students with disability. All planning documents are presented alongside reflections on their design rationale and their effectiveness in practice.
Lesson Plans
Individual differentiated lesson plans aligned to SCSA curriculum and IEP goals
Unit Plans
Multi-lesson sequences with tiered task design and embedded assessment checkpoints
Adjustments Register
Documented reasonable adjustments mapped to individual students and specific lesson activities
Resource Design
Adapted materials, visual supports, and task cards developed to support access and participation
Collaboration Evidence Summary
Collaboration evidence demonstrates professional engagement with supervising teachers, allied health professionals, families, and the broader school community. Effective collaboration is central to quality SEN practice in Western Australian secondary schools.
Evidence Matrix: Visual Coverage Map
The Evidence Matrix below provides a visual overview of evidence coverage across all descriptors for Standards 1–7. Checkmarks indicate that the descriptor is addressed by at least one evidence item. This matrix ensures transparency and demonstrates comprehensive coverage of all Proficient-level requirements.
Portfolio Navigation
Evidence Standards Mapping at a Glance
The table below provides a quick-reference overview of how each piece of evidence maps to the Australian Professional Standards for Teachers. Use this table alongside the individual evidence cards to navigate the full library.
A Note on Privacy and Ethics
All evidence in this portfolio has been collected, stored, and presented in accordance with the Privacy Act 1988 (Cth), the Department of Education Western Australia privacy guidelines, and AITSL's guidance on professional portfolios. Student identities, school identifiers, and sensitive case information have been fully de-identified throughout.
De-Identification
All student names replaced with pseudonyms or initials throughout all artefacts
Consent
School permission obtained prior to collection and inclusion of any school-based documentation
Secure Storage
Original artefacts stored securely and separately from this portfolio document
Graduate Teacher Portfolio
Closing Reflection
Teaching in a special education setting has confirmed my belief that every student, regardless of their disability or additional learning need, deserves a teacher who knows them deeply, plans with intention, and reflects honestly on the impact of their practice.
This Evidence Library represents a curated selection of artefacts, reflections, and annotations gathered across my practicum experience in a Western Australian secondary SEN setting. Each piece of evidence has been selected because it tells an honest and meaningful story about my growth as a graduate teacher working toward the Australian Professional Standards for Teachers.
I am committed to continued professional learning, collaborative practice, and reflective inquiry as I transition into provisional registration and beyond.
Evidence Library Overview