MATHTRAK Australian Professional Standards Indicator


Overview

The Australian Professional Standards for Teachers comprise seven Standards which outline what teachers should know and be able to do. The Standards are interconnected, interdependent and overlapping.
The Standards are grouped into three domains of teaching; Professional Knowledge, Professional Practice and Professional Engagement. In practice, teaching draws on aspects of all three domains.
Within each Standard focus areas provide further illustration of teaching knowledge, practice and professional engagement. These are then separated into Descriptors at four professional career stages: Graduate, Proficient, Highly Accomplished and Lead.

Domains of TeachingStandards
Professional Knowledge 1. Know students and how they learn

2. Know the content and how to teach it

Professional Engagement 3. Plan for and implement effective teaching and learning

4. Create and maintain supportive and safe learning environments

5. Assess, provide feedback and report on student learning

Professional Practice 6. Engage in professional learning

7. Engage professionally with colleagues, parents/carers and the community

The following tables give a description of the standards as outlined in the AITSL "Australian Professional Standards for Teachers - February 2011" document and an indication of the possible standard achieved by a teacher in mastering the use of MATHTRAK in the classroom.

Professional Knowledge


Standard 1 Know students and how they learn
Focus Area Graduate Proficient Highly Accomplished Lead
1.1 Physical, social and intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning. Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • Physical development - being an online tool accessed via a browser, MATHTRAK allows all the usual features that a student has modified on their device to accomodate their physical state and development.
  • Social development - the co-operative learning strategies that are introduced in MATHTRAK encourage rich, positive student social engagement and interaction.
  • Intellectual development - MATHTRAK's design incorporating development of Understanding and Fluency, Problem Solving and Reasoning as well as the student's learning skills has proven high impact on student learning of mathematics and overall intellectual skills.
1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Structure teaching programs using research and collegial advice about how students learn. Expand understanding of how students learn using research and workplace knowledge. Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by being knowledgeable about and use effectively:
  • world's best practice of co-operative learning, compaction and differentiation and "flipping the classroom"
  • theories on Mindset and Executive function
  • cognitive behaviour theory with students displaying maths anxiety
  • classroom skill development using the ideas in Seven Deadly Skills, Fluency with number skills and the RAILS approach to Problem Solving
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Support colleagues to develop effective teaching strategies that address the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds.
Using MATHTRAK, a teacher can provide a resource that is designed to cater for students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Whilst MATHTRAK is an resource written in the English language, it was a deliberate decision in design not to add voices to the resources allowing the user to project his/her own voice on to the material. There are no cultural, religious or socioeconomic stereotypes in the MATHTRAK resources.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
Using MATHTRAK, a teacher can provide a resource that is designed to cater for students from Aboriginal and Torres Strait Islander backgrounds. Whilst MATHTRAK is an resource written in the English language, it was a deliberate decision in design not to add voices to the resources allowing the user to project his/her own voice on to the material. All MATHTRAK's resources reflect the goals of the Australian Mathematics Curriculum and can be used to help develop mathematical skill in all classrooms.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities. Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by being knowledgeable about and use effectively:
  • the teacher Skills Development Package on Compaction and Differentiation.
  • the pretest feature in MATHTRAK to 1. identify candidates for differentiation and 2. supply individualised compacted and differentiated coursework.
  • the enrichment resources at MATHTRAK to deepen and extend differentiated candidates.
1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Design and implement teaching activities that support the participation and learning of students with disability and address relevant policy and legislative requirements. Work with colleagues to access specialist knowledge, and relevant policy and legislation, to develop teaching programs that support the participation and learning of students with disability. Initiate and lead the review of school policies to support the engagement and full participation of students with disability and ensure compliance with legislative and/or system policies.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • being an online tool accessed via a browser, MATHTRAK allows all the usual features that a student has modified on their device to accomodate their disability.
  • being delivered via a computer or device, the student can progress through MATHTRAK's material at his/her own rate.
  • providing support to the severely visually impaired.
Standard 2 Know the content and how to teach it
Focus Area Graduate Proficient Highly Accomplished Lead
2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities. Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs. Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • viewing MATHTRAK's lessons to refresh knowledge and procedures of the Australian Mathematics Curriculum
  • being knowledgeable about and use effectively the teacher Skills Development Packages on co-operative learning, compaction and differentiation and "flipping the classroom".
  • being knowledgeable about and use effectively the skills described in the Habits for Success.
2.2 Content selection and organisation Organise content into an effective learning and teaching sequence. Organise content into coherent, well-sequenced learning and teaching programs. Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by selecting and sequencing the Key Concepts to be covered in the upcoming course. For each Key Concept MATHTRAK supplies an interactive lesson introducing the required knowledge and procedures, and a randomised (unique) quiz question that assesses mastery of the introduced skills.
2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements. Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. Lead colleagues to develop learning and teaching programs using comprehensive knowledge of curriculum, assessment and reporting requirements.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by viewing student progress on the Key Concepts, number facts, problem solving and Habits for Success. MATHTRAK supports the teacher in determining student readiness for the new coursework (using the pretest feature), student engagement with the learning process (using the task monitoring feature) and mastery of the work completed (using the results feature).
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Using MATHTRAK, a teacher can partially demonstrate what he/she knows and can do in this focus area by using a resource which avoids using voice on its resources allowing the user to project his/her own voice on to the material. There are no cultural, religious or socioeconomic stereotypes in the MATHTRAK resources.
2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement. Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement. Monitor and evaluate the implementation of teaching strategies within the school to improve students’ achievement in literacy and numeracy using research-based knowledge and student data.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • Numeracy - MATHTRAK's tools provide extensive support for the development of fluency with number skill, problem solving and content mastery of Mathematics.
  • Literacy - MATHTRAK's deliberate design choice not to use voice on most resources, requires students to develop proficiency with reading technical documents and to interpret, comprehend and take effective notes. MATHTRAK trains students in the use of highly effective note-taking system (based Cornell Notes) and requires student to be able to spell key words in some of its quizzes. MATHTRAK uses cloze exercises to assist students to take effective and accurate summaries of introduced skills.
2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful. Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. Lead and support colleagues within the school to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by being confident that they are using world's best practice, state-of-the-art ICT available anywhere/anytime on most (if not all) currently available devices.

Professional Practice


Standard 3 Plan for and implement effective teaching and learning
Focus Area Graduate Proficient Highly Accomplished Lead
3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Set explicit, challenging and achievable learning goals for all students. Develop a culture of high expectations for all students by modelling and setting challenging learning goals. Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • Learning goals - MATHTRAK's design is based on SMART (Specific,Measureable,Achieveable,Rewarding,Trackable) goals. Teachers and students are trained in the use of these as part of a course in Change Theory called The Improvement Cycle.
  • Once the teacher has chosen the Key Concepts that are going to be covered in a course, the students can view these as a a statement of intended learning goals (called a Work Register) and follow their progress with the concepts throughout the course.
  • Teachers and students can view individual progress with the course at any time with mastery of course content the explicit expectation.
3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning. Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • Once the teacher has chosen the Key Concepts that are going to be covered in a course, the students can complete a pre-test of those concepts allowing the teacher to gain an insight into each student's prior knowledge and readiness. Results from the pretest inform the teacher about individual differences within the class and possible candidates for compaction/differentiation/enrichment as well as sequencing, and effective teaching practice.
  • Student progress can be viewed at all times throughout the course, informing both students and their teachers of any difficulty mastering the coursework, allowing intervention and modification of lessons.
  • the use of MATHTRAK makes the learning of mathematics visible.
3.3 Use teaching strategies Include a range of teaching strategies. Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. Work with colleagues to review, modify and expand their repertoire of teaching strategies to enable students to use knowledge, skills, problem solving and critical and creative thinking.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by learning about, and using effectively, teaching strategies such as:
  • co-operative learning, compaction and differentiation and "flipping the classroom"
  • theories on Mindset and Executive function
  • cognitive behaviour theory with students displaying maths anxiety
  • classroom skill development using the ideas in Seven Deadly Skills, Fluency with number skills and the RAILS approach to Problem Solving
3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. Select and/or create and use a range of resources, including ICT, to engage students in their learning. Assist colleagues to create, select and use a wide range of resources, including ICT, to engage students in their learning. Model exemplary skills and lead colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • using interactive lessons and randomised, unique quiz questions as well as a highly effective number skill tool and problem solving tutorial.
  • being confident that they are using world's best practice, state-of-the-art ICT available anywhere/anytime on most (if not all) currently available devices.
3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. Use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement and achievement. Assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. Demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • Non-verbal - The teacher "flips the classroom" and uses a MATHTRAK lesson to introduce students to new work. The student works individually through the lesson taking notes, and attempts to gain mastery with the associated quiz question.
  • Verbal - The teacher projects the lesson to introduce students to new work. The students take notes and work co-operatively in groups to gain mastery with the associated quiz question.
3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. Evaluate personal teaching and learning programs using evidence, including feedback from students and student assessment data, to inform planning. Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. Conduct regular reviews of teaching and learning programs using multiple sources of evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/carers, students and colleagues.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • using student progress charts to gain insight into course effectiveness for future modification
  • the teacher can create a 25-item survey to gain feedback from students about course effectiveness
3.7 Engage parents/carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process. Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning. Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by informing parents/carers of MATHTRAK's features. The parent/carer can access (anywhere/anytime) the student's site and view all records of the student's engagement with the learning process and mastery of coursework. This data is invaluable to tutors, who can see at a glance where the student may need intervention. MATHTRAK makes the learning of mathematics visible.
Standard 4 Create and maintain supportive and safe learning environments
Focus Area Graduate Proficient Highly Accomplished Lead
4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. Establish and implement inclusive and positive interactions to engage and support all students in classroom activities. Model effective practice and support colleagues to implement inclusive strategies that engage and support all students. Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by being knowledgeable about and use effectively:
  • the teacher Skills Development Package on Co-operative Learning which advises that effective learning experiences follow the PIES (have elements of Positive interdependence, Individual accountability Equal participation and Simultaneous interaction) principle.
  • the approaches described in the Habits for Success which assist students to value mathematics, manage maths anxiety, develop a growth mindset, inhibit impulsivity, develop effective classroom skills and improve their problem solving ability.
4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. Establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks. Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities. Initiate strategies and lead colleagues to implement effective classroom management and promote student responsibility for learning.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by using MATHTRAK's built-in features of:
  • homework and task setting
  • task monitoring
  • completion table to make a student's engagement with the learning process visible.
4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. Manage challenging behaviour by establishing and negotiating clear expectations with students and address discipline issues promptly, fairly and respectfully. Develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience. Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by using MATHTRAK's unique design of goal-setting, visible measures of learning engagement and mastery progress, as well as individualised, targeted advice about improvement and skills development to set timely, precise and clear expectations; one of the most effective behaviour management strategies.
4.4 Maintain student safety Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements. Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety. Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • providing world's-best-practice online security and privacy.
  • ensuring that the only on-site communication is one-way between teacher and class. MATHTRAK provides no on-line facility for teacher-student or student-student communication.
4.5 Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Model, and support colleagues to develop, strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by (as in 4.4):
  • providing world's-best-practice online security and privacy.
  • ensuring that the only on-site communication is one-way between teacher and class. MATHTRAK provides no on-line facility for teacher-student or student-student communication.
Standard 5 Assess, provide feedback and report on student learning
Focus Area Graduate Proficient Highly Accomplished Lead
5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning. Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. Evaluate school assessment policies and strategies to support colleagues with: using assessment data to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • creating a pre-test to use as formative assessment to determine student readiness and possible candidates for differentiation and enrichment at the beginning of the course.
  • creating homework tasks that require students to master the key concepts of the course as they are presented, and conducting interventions for those that are having difficulty.
  • creating a post-test to use as formative assessment to determine student mastery of the presented coursework prior to the final test.
  • creating a final-test of a sample of Key Concepts to use as summative assessment for reporting on progress.
5.2 Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals. Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning. Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • creating a pre-test so that students gain an insight into the sorts of key concepts that will be covered in the course as well as their ability to recall concepts that have been previously covered.
  • creating homework so that students gain an insight into their mastery of the key concepts covered so far in the course, and conducting interventions for those that are having difficulty.
  • creating a post-test so that students gain an insight into their mastery of the key concepts covered in the course prior to the final test.
5.3 Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning. Organise assessment moderation activities that support consistent and comparable judgements of student learning. Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by creating a final-test of a sample of the Key Concept quizzes, teachers are ensured of:
  • consistent item selection across the cohort.
  • that all students should be familiar with the style of question.
  • consistent marking and collating of results.
5.4 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. Use student assessment data to analyse and evaluate student understanding of subject/content, identifying interventions and modifying teaching practice. Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by using the inbuilt features that make student learning of mathematics and engagement with learning visible such as:
  • homework and task setting
  • task monitoring
  • completion table to make a student's engagement with the learning process visible.
5.5 Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. Report clearly, accurately and respectfully to students and parents/carers about student achievement, making use of accurate and reliable records. Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by:
  • using the Snapshot to get the individualised student feedback on
    • MATHTRAK Learning Mathematics Survey (MLMS) results
    • completion of Habits for Success
    • MATHTRAK Index of Learning Engagement (MILE)
    • mastery of Key Concepts
    • completion of the Problem Solving tutorial
    • fluency with number facts
  • referring to the results of each student's MATHTRAK Learning Mathematics Survey that gives an insight into:
    • how much the student values mathematics
    • if the student shows maths anxiety
    • the student's mindset and executive function
    • the students study skills

Professional Engagement


Standard 6 Engage in professional learning
Focus Area Graduate Proficient Highly Accomplished Lead
6.1 Identify and plan professional learning needs Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. Use the Australian Professional Standards for Teachers and advice from colleagues to identify and plan professional learning needs. Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by being aware of all the built-in features such as:
  • MATHTRAK Learning Mathematics Survey (MLMS) results
  • Habits for Success
  • setting and monitoring tasks and lessons
  • co-operative learning, compaction and differentiation and "flipping the classroom"
  • theories on Mindset and Executive function
  • cognitive behaviour theory with students displaying maths anxiety
  • classroom skill development using the ideas in Seven Deadly Skills, Fluency with number skills and the RAILS approach to Problem Solving
MATHTRAK monitors the teacher's engagement with the tool and creates a CPD Certificate that details the Professional Development codes and time expended.
6.2 Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers. Participate in learning to update knowledge and practice, targeted to professional needs and school and/or system priorities. Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable. Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by using effectively all the built-in features such as:
  • MATHTRAK Learning Mathematics Survey (MLMS) results
  • Habits for Success
  • setting and monitoring tasks and lessons
  • co-operative learning, compaction and differentiation and "flipping the classroom"
  • theories on Mindset and Executive function
  • cognitive behaviour theory with students displaying maths anxiety
  • classroom skill development using the ideas in Seven Deadly Skills, Fluency with number skills and the RAILS approach to Problem Solving
MATHTRAK monitors the teacher's engagement with the tool and creates a CPD Certificate that details the Professional Development codes and time expended.
6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice. Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by engaging with colleagues to reflect on the data that MATHTRAK generates and planning interventions that can support student learning.
6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Undertake professional learning programs designed to address identified student learning needs. Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by using effectively all the built-in features such as:
  • MATHTRAK Learning Mathematics Survey (MLMS) results
  • Habits for Success
  • setting and monitoring tasks and lessons
  • co-operative learning, compaction and differentiation and "flipping the classroom"
  • theories on Mindset and Executive function
  • cognitive behaviour theory with students displaying maths anxiety
  • classroom skill development using the ideas in Seven Deadly Skills, Fluency with number skills and the RAILS approach to Problem Solving
MATHTRAK monitors the teacher's engagement with the tool and creates a CPD Certificate that details the Professional Development codes and time expended.
Standard 7 Engage professionally with colleagues, parents/carers and the community
Focus Area Graduate Proficient Highly Accomplished Lead
7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. Meet codes of ethics and conduct established by regulatory authorities, systems and schools. Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues and the community.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by ensuring the security, privacy and confidentiality of each student's data.
7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. Understand the implications of and comply with relevant legislative, administrative, organisational and professional requirements, policies and processes. Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. Initiate, develop and implement relevant policies and processes to support colleagues' compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
Using MATHTRAK's exceptional administration and organisation, a teacher can be confident that he/she demonstrates what he/she knows and can do in this focus area by complying with legislative, administrative and organisational requirements.
7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers. Establish and maintain respectful collaborative relationships with parents/carers regarding their children's learning and well-being. Demonstrate responsiveness in all communications with parents/carers about their children's learning and well-being. Identify, initiate and build on opportunities that engage parents/ carers in both the progress of their children's learning and in the educational priorities of the school.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by informing parents/carers about MATHTRAK's features and encouraging them to show an interest in their student's progress. MATHTRAK's data is an invaluable focus for discussions about a student's progress when conducting student/parent interviews. The data and what it makes visible about the student's learning becomes the focus of discussion.
7.4 Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers' professional knowledge and practice. Participate in professional and community networks and forums to broaden knowledge and improve practice. Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.
Using MATHTRAK, a teacher can demonstrate what he/she knows and can do in this focus area by contributing to the Resource Portal at MATHTRAK where participating teachers share ideas and resources.