Secondary Education Support Teacher | Western Australia | Integrated Facility (Mainstream Setting)
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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
I am a graduate teacher specialising in secondary Special Educational Needs support within an integrated mainstream setting in Western Australia. My teaching practice is grounded in evidence-based approaches including Universal Design for Learning, explicit instruction, visual communication supports, and trauma-informed pedagogy. I am passionate about creating inclusive learning environments where every student can access meaningful curriculum, develop functional skills, and experience success.
My journey into SEN teaching stems from a deep commitment to equity and a belief that all learners deserve high-quality, responsive instruction. I have developed expertise in differentiation, assessment for learning, positive behaviour support, and collaboration with multidisciplinary teams. Working alongside education assistants, speech pathologists, occupational therapists, psychologists, and families has strengthened my ability to design holistic, student-centred learning experiences. I am committed to ongoing professional learning and reflective practice as I transition towards full registration at the Proficient Teacher level.
I teach within a Special Educational Needs programme situated in a mainstream secondary school in Western Australia. This integrated facility model serves students in Years 7–12 with diverse needs including intellectual disability, autism spectrum disorder, attention deficit hyperactivity disorder, and complex communication requirements. The setting enables flexible inclusion into mainstream classes when appropriate, whilst providing specialist support in the SEN classroom for core learning.
My classroom is a carefully structured environment with visual supports, sensory-friendly design, flexible seating, and clear routines that promote safety, predictability, and independence. I work closely with a team of education assistants who provide essential support for individual students, and I regularly collaborate with allied health professionals to embed therapeutic strategies into daily learning activities.
I implement augmentative and alternative communication (AAC) systems, visual schedules, and social stories to support expressive and receptive language development.
I design learning experiences that meet students at their current level whilst providing pathways for growth, using multiple entry points, flexible groupings, and varied assessment methods.
I explicitly teach safe, responsible and ethical ICT use (privacy, respectful online communication, digital footprint), and use data tools to personalise learning, monitor growth, and celebrate progress with students.
I embed purposeful digital tools and assistive technologies, such as interactive whiteboards, learning apps, speech-to-text, visual timers, and OneNote) to increase access, engagement, and student independence.
I design and review IEPs with clear, measurable goals, aligning adjustments, teaching strategies, and assessment evidence to support meaningful progress for each learner.
I identify what students can do well and build learning around interests, motivators, and preferred communication styles to increase engagement and confidence.
I create predictable, safe environments and respond with empathy, co-regulation, and low-arousal strategies that protect dignity and support regulation.
I plan lessons with multiple ways to access content, engage in learning, and demonstrate understanding, so that all students can succeed.
I work seamlessly with education assistants, therapists, families, and mainstream teachers to create consistent, coordinated support for each learner.
I develop authentic learning experiences outside the classroom, including school-based enterprises, travel training, and community tasks, to promote generalisation.
I teach practical skills, such as self-care, community access, money, safety, and daily living routines, so learning transfers to real-world independence.
I teach foundational skills with real-world application, ensuring students develop competencies they can use in daily life beyond the classroom.
I build trust, routines, and inclusive norms so students feel safe, valued, and willing to take learning risks.
I continuously refine my practice through targeted professional learning, reflective notes, and evidence-based adjustments that improve student outcomes.
I proactively adjust lighting, seating, noise levels, movement breaks, and sensory tools to support student regulation, comfort, engagement, and equitable access to learning.
I explicitly teach students how to engage in positive and assertive social interactions by developing conversation skills, relationship skills, perspective-taking, self-advocacy, and repair strategies through modelling, role-play, visual supports, and real-life practice.
I use frequent formative checks, clear success criteria, and timely feedback to adjust instruction and ensure students experience success and growth.
I interpret behaviour within context and use proactive teaching, environmental adjustments, and skill instruction to reduce barriers to learning.
I use functional behaviour assessment, positive behaviour support frameworks, and restorative practices to understand behaviour as communication and to teach replacement skills.
I track progress through work samples, observations, rubrics, and baseline-to-growth measures to guide next steps and demonstrate impact over time.
I recognise early signs of dysregulation, use calm communication and choice-making, and support students to return to learning without shame or power struggles.
I teach routines, planning, time management, and task initiation using checklists, visual supports, chunking, and structured scaffolds to reduce cognitive load.
I break learning into small, teachable steps, model clearly, provide guided practice, and build independence through repetition, feedback, and gradual release.
I implement reasonable adjustments that are practical, consistent, and aligned with student needs, without lowering expectations for genuine progress.
My professional practice is guided by the Australian Professional Standards for Teachers (AITSL) and informed by a commitment to equity, inclusion, and high expectations for all learners. The following values underpin my work across all seven standards:
I value deep understanding of each student's strengths, needs, cultural background, and learning profile. I believe that knowing students as individuals is the foundation for responsive, effective teaching.
I value curriculum knowledge and pedagogical expertise, recognising that content must be made accessible through evidence-based strategies tailored to learner need.
I value intentional planning that is flexible, differentiated, and aligned to clear learning goals. Effective teaching requires both structure and responsiveness.
I value safety, predictability, and positive relationships as the foundation for learning. Every student deserves an environment where they feel valued and can take learning risks.
I value assessment as a tool for learning, not just measurement. Timely, specific feedback helps students understand their progress and next steps.
I value lifelong learning and reflective practice. Continuous improvement is essential to meet the evolving needs of students and the profession.
I value collaboration and respectful partnerships. Working together with families, allied professionals, and colleagues creates the best educational outcomes for students.
The following pages provide a comprehensive overview of how my practice aligns with each of the seven Australian Professional Standards for Teachers at the Proficient level. Each standard is contextualised within my SEN teaching setting and linked to specific evidence items that demonstrate my competence across all descriptors.
In the SEN setting, knowing students deeply is non-negotiable. I must understand not only their diagnosed disabilities and learning profiles, but also their sensory preferences, communication methods, trauma histories, cultural backgrounds, family contexts, and individual interests. This knowledge informs every decision I make about curriculum access, differentiation, behaviour support, and relationship-building.
Teaching in SEN requires deep understanding of the Western Australian Curriculum alongside specialised knowledge of how to make content accessible, meaningful, and achievable for students with diverse learning needs. I break down complex concepts into manageable steps, use concrete materials and visual supports, and connect learning to functional, real-world applications.
Effective planning in SEN involves balancing structure with flexibility. I design lessons with clear learning intentions, explicit success criteria, and multiple pathways for students to demonstrate understanding. Implementation requires constant monitoring, adjustment, and individualisation based on student response.
Safety and support are paramount in SEN settings. Students need predictable routines, clear behavioural expectations, sensory-friendly spaces, and trauma-informed approaches. I create environments where students feel valued, where challenging behaviour is understood as communication, and where positive relationships enable learning.
Assessment in SEN must be flexible, authentic, and focused on growth. I use a range of formative and summative assessment methods to capture progress in academic skills, functional abilities, and social-emotional development. Feedback is frequent, specific, and multimodal to ensure accessibility.
The field of special education is constantly evolving, and I am committed to staying current with research, refining my practice through reflection, and seeking feedback from colleagues and mentors. Professional learning is not optional—it is essential for meeting the complex needs of my students.
Collaboration is the lifeblood of effective SEN practice. I work within a multidisciplinary team including education assistants, allied health professionals, mainstream teachers, school leadership, and families. Professional, respectful communication and shared decision-making are essential to achieve the best outcomes for students.
This portfolio provides comprehensive evidence for all descriptors within the seven Australian Professional Standards for Teachers at the Proficient level. Each descriptor is addressed through multiple evidence items, with detailed annotations demonstrating the situation, action, and outcome (SAO) framework. Evidence is cross-mapped throughout the portfolio to illustrate how individual teaching practices often address multiple standards and descriptors simultaneously.
Standard 1 focuses on understanding the diverse characteristics, learning needs, and backgrounds of students. It requires teachers to use knowledge of child and adolescent development, learning theories, individual learning profiles, cultural contexts, and assessment data to inform planning and teaching decisions. In the SEN context, this means having in-depth understanding of disability, developmental delay, communication needs, sensory processing, trauma, and cultural diversity.
I analyse psychological, speech pathology, occupational therapy, and paediatric reports to understand each student's cognitive strengths, processing differences, and functional abilities
I observe students across settings and times of day to identify patterns in engagement, communication, behaviour, and skill application
I consult with families to understand home contexts, cultural values, student interests, and family goals for their child's learning
I use ongoing formative assessment, work samples, and progress monitoring data to track learning and adjust instruction responsively
I recognise and honour the cultural, linguistic, and religious diversity of my students and their families, adapting communication and content accordingly
Year Level: 7-9 | Evidence Type: Student profiles and needs analysis
SAO Annotation:
Situation: At the commencement of the academic year, I was presented with the challenge of developing a comprehensive understanding of my new cohort of students, each presenting with diverse and complex learning profiles, including intellectual disability, autism, and significant communication needs. Essential information regarding individual strengths, needs, and learning goals was dispersed across psychological assessments, Individual Education Plans, and informal verbal handovers, which initially hindered my ability to form a holistic and accurate picture of each student's unique requirements.
Action: To address this, I systematically synthesised information from multidisciplinary reports, including those from psychologists, speech pathologists, and occupational therapists. I conducted comprehensive baseline assessments in both literacy and numeracy, and engaged in ongoing observation of students across a variety of contexts, such as arrival routines, structured lessons, unstructured breaks, and transitions. Additionally, I collaborated with families to gain insight into students' home environments, interests, and aspirations. Drawing upon this data, I developed detailed individual student profiles that encapsulated cognitive strengths, preferred communication methods, sensory preferences, behavioural triggers, and priority learning goals, ensuring that all aspects of student diversity were acknowledged and supported.
Outcome: The development of these comprehensive profiles directly informed all subsequent planning and instructional strategies, enabling me to implement targeted differentiation from the outset. For instance, I identified that three students required visual schedules to support their understanding of routines, two students benefited from regular movement breaks every fifteen minutes, and one student responded most effectively to verbal prompts in place of written instructions. This proactive approach not only minimised potential frustration and anxiety but also fostered positive relationships and a sense of belonging from the beginning of the year. Moving forward, I will continue to update these profiles each term, incorporating ongoing progress data to ensure that instructional approaches remain responsive and reflective of each student's evolving needs.
Year Level: 7–9 | Evidence Type: Observation notes and reflection
SAO Annotation:
Situation:Throughout my teaching practice, I observed that students responded differently to various instructional approaches. While some students demonstrated enthusiasm and engagement during hands-on activities, others appeared disengaged when instruction was delivered solely through auditory means. Recognising the importance of understanding individual learning preferences to enhance both engagement and knowledge retention, I sought to identify and accommodate these diverse needs within my classroom.
Action: Over a six-week period, I implemented a systematic approach to trialling visual, auditory, and kinaesthetic instructional modes. Utilising an observation checklist, I carefully monitored student responses to visual schedules, verbal prompts, and the use of manipulatives. I intentionally embedded all three modalities within each lesson, ensuring that explicit visual instruction, opportunities for hands-on practice, and structured verbal rehearsal were consistently provided. This approach aimed to create an inclusive learning environment that supported the diverse learning styles present in my classroom.
Outcome: As a result of these differentiated strategies, I observed a marked increase in student engagement. Learners who had previously avoided tasks began to participate actively when provided with concrete materials, and overall work completion rates improved from 60% to 85%. These outcomes informed the ongoing development of my planning templates, ensuring that multimodal instructional strategies remained embedded in my practice. Moving forward, I plan to extend this approach by providing targeted training for education assistants, focusing on the effective use of multimodal cueing, structured session delivery, resource development, and the implementation of feedback mechanisms to further support student learning.
Year Level: 8–12 | Evidence Type: Reflection
SAO Annotation:
Situation: During my teaching practice, I worked with a class comprising a student from a refugee background and two Aboriginal students. This experience highlighted the necessity of adopting a culturally responsive approach to both communication and curriculum content in order to foster trust, promote inclusion, and ensure that all students felt a genuine sense of belonging within the classroom environment.
Action: To address this, I engaged in professional reading focused on trauma-informed practice for refugee students and culturally responsive pedagogy. I collaborated closely with the school's Aboriginal and Islander Education Officer (AIEO) to ensure the authentic integration of Aboriginal perspectives within the curriculum. Recognising the importance of effective communication with families, I utilised an interpreter to facilitate meaningful engagement and adjusted my lesson content to incorporate diverse examples, intentionally avoiding assumptions regarding students' home experiences, such as celebrations or access to technology.
Outcome: As a result of these strategies, family engagement increased significantly, with parents who had previously not responded beginning to attend meetings when supported by an interpreter. Students demonstrated greater pride and confidence in sharing their cultural knowledge during classroom discussions. Moving forward, I aim to co-design a unit with the AIEO that incorporates local Aboriginal stories, further embedding culturally responsive practices within my teaching.
Year Level: 11-12 | Evidence Type: Unit plan
SAO Annotation:
Situation: While teaching a HASS unit on Australian history, I recognised the importance of authentically and respectfully embedding Aboriginal and Torres Strait Islander perspectives, particularly to support the two First Nations students in my class. At the same time, I was committed to ensuring that the content was accessible and meaningful for all learners, acknowledging the diverse needs within the classroom.
Action: To achieve this, I collaborated with the school's AIEO to ensure that all content was both accurate and culturally appropriate. I incorporated a range of instructional strategies, including the use of visual timelines, storytelling, and artefacts, to enhance student engagement and understanding. Lessons were structured to include explicit teaching of key vocabulary, visual supports, and hands-on activities such as creating visual representations of Dreaming stories, thereby catering to a variety of learning styles and abilities.
Outcome: These approaches resulted in all students engaging meaningfully with the content. The First Nations students expressed pride in sharing their knowledge, while the other students demonstrated respectful understanding and appreciation. Post-unit assessments indicated that every student was able to identify at least two significant aspects of Aboriginal and Torres Strait Islander cultures. As a next step, I intend to continue embedding First Nations perspectives across all learning areas to further promote inclusivity and cultural awareness.
Year Level: 7–8 | Evidence Type: Lesson plan
SAO Annotation:
Situation: Within my mixed-age Mathematics class, students' abilities ranged from developing pre-number concepts, such as one-to-one correspondence, to demonstrating early addition skills using concrete materials. I recognised that a single-level lesson would not effectively address the diverse learning needs present in the classroom.
Action: In response, I developed a tiered lesson on addition, differentiated across three levels to cater to the varying abilities within the class. Tier 1 focused on one-to-one correspondence using concrete objects, Tier 2 involved addition to five with the support of visual aids and manipulatives, and Tier 3 extended to addition to ten using part-part-whole models. Each tier was aligned to the same learning intention, 'We are learning to combine groups,' but featured differentiated success criteria and materials. I conducted pre-assessments to determine students' current levels of understanding and assigned them to appropriate tiers, ensuring flexibility for students to move between tiers as needed.
Outcome: As a result, every student was able to work at their instructional level and demonstrate measurable progress. Students in Tier 1 achieved 80 percent accuracy in one-to-one correspondence by the end of the lesson, Tier 2 students successfully added within five using visual supports, and Tier 3 students solved addition problems to ten. Engagement remained high throughout the lesson, as tasks were appropriately challenging and accessible. Moving forward, I plan to continue implementing tiered planning across all curriculum areas to ensure that all students experience success and growth.
Date: Term 1–4, 2024 | Year Level: 9 | Evidence Type: Behaviour support plan and data
SAO Annotation:
Situation: A Year 9 student with a trauma history was exhibiting frequent dysregulation (aggression, withdrawal, refusal) approximately 5 times per week, disrupting learning for the student and peers. Traditional behaviour management strategies were ineffective and potentially re-traumatising.
Action: I collaborated with the school psychologist to conduct a functional behaviour assessment, identifying triggers (transitions, loud noises, perceived criticism). I designed a trauma-informed behaviour support plan including predictable routines, advance notice of changes, a safe space for self-regulation, visual emotion check-ins, co-regulation strategies (calm voice, breathing exercises), and positive reinforcement for use of replacement behaviours (asking for breaks). I trained all staff working with the student in trauma-informed responses.
Outcome: Within 8 weeks, dysregulation incidents decreased from 5 per week to 1 per week. The student began using the "break card" independently to self-regulate before escalation. Academic engagement improved, with work completion rising from 40% to 70%. Next step: fade intensive supports as independence increases.
Standard 2 focuses on curriculum knowledge, pedagogical content knowledge, and the ability to teach literacy and numeracy across all learning areas. It requires teachers to understand content deeply, select effective teaching strategies, and integrate ICT into learning. In the SEN context, this means making curriculum accessible through explicit instruction, concrete materials, visual supports, and evidence-based interventions for students with learning difficulties.
I ensure all teaching aligns to the Western Australian Curriculum whilst adapting complexity, language, and delivery mode to meet individual learning needs
I use clear, step-by-step teaching with modelling, guided practice, and immediate corrective feedback to teach literacy, numeracy, and functional skills
I select manipulatives, visual supports, and real-world contexts to make abstract concepts tangible and meaningful
I integrate literacy and numeracy instruction across all learning areas using consistent strategies and language
I apply research-informed strategies for students with specific learning difficulties, including phonics-based reading programmes and explicit numeracy instruction
Date: Term 3, 2024 | Year Level: 7–8 | Evidence Type: Unit plan | Learning Area: Science
SAO Annotation:
Situation: I needed to teach the Science curriculum outcome on states of matter to a mixed-ability group. Content involved abstract concepts (particles, energy, change) that are challenging for students with intellectual disability.
Action: I designed a unit using explicit instruction with concrete experiences. Lessons included: hands-on exploration of solids, liquids, and gases (ice, water, steam); visual particle models using counters; real-world sorting activities (categorising objects); simplified scientific vocabulary with visual glossaries; and multimodal assessments (photo sorting, verbal explanation, practical demonstration). I used the Concrete-Representational-Abstract (CRA) approach, starting with tangible materials before introducing diagrams.
Outcome: 100% of students demonstrated understanding at their level. All students could sort objects into solid/liquid categories. 75% could explain one property of each state using key vocabulary. Two students extended learning by exploring gas in balloons. Post-assessment showed significant growth from baseline (average 30% to 85% accuracy). Next step: apply CRA approach across all Science topics.
Date: Term 1, 2024 | Year Level: 7–10 | Evidence Type: Planning document
SAO Annotation:
Situation: The curriculum outcomes for functional literacy were too broad for my students. I needed to break down complex skills (e.g., "reading for information") into teachable, sequential steps.
Action: I conducted task analyses for key literacy and numeracy skills, identifying prerequisite skills and creating step-by-step learning sequences. For example, "reading for information" was broken into: identifying the purpose of text, locating key words using visuals, matching pictures to words, answering literal questions, and making simple inferences. I mapped these steps across terms, ensuring systematic skill-building with regular review and practice.
Outcome: Teaching became more targeted and systematic. Students showed consistent progress through the sequence, with 90% mastering each step before moving forward. This approach also clarified exactly what to teach next, reducing planning time. Next step: develop task analyses for additional functional skills (money, time-telling, cooking).
Date: Term 2, 2024 | Year Level: 8 | Evidence Type: Assessment tool | Learning Area: English
SAO Annotation:
Situation: I needed to assess students' ability to "write a simple recount" aligned to the Year 7 English curriculum, but standard assessments were inaccessible for students with limited writing skills and language processing difficulties.
Action: I designed an adjusted assessment offering multiple modes: written (with sentence starters and visual prompts), oral (recorded using iPad), or visual (sequenced photos with captions). All modes assessed the same criteria (orientation, sequence of events, past tense) but allowed students to demonstrate understanding in accessible ways. I developed a rubric that assessed content and structure, not handwriting or spelling accuracy.
Outcome: 100% of students completed the assessment successfully, compared to typical 40% completion with standard assessments. I gained accurate data on student understanding of recount structure. Students who used oral mode showed stronger vocabulary than their written samples suggested. This evidence informed future planning. Next step: expand multimodal assessment options across all learning areas.
Date: Term 1–4, 2024 | Year Level: 7–9 | Evidence Type: Programme documentation and data
SAO Annotation:
Situation: Five of my seven students were reading significantly below age level (pre-reading to Year 2 equivalent). They required intensive, systematic phonics instruction alongside comprehension development.
Action: I implemented a structured synthetic phonics programme (Sounds-Write adapted for older learners) with daily 20-minute lessons. Instruction was explicit: I modelled sound-letter correspondences, students practised blending and segmenting with manipulatives, then applied skills in decodable texts. I also taught comprehension strategies using visual supports (story maps, character webs). Progress was monitored weekly using running records and sight word assessments.
Outcome: All students showed measurable progress. Average phonics knowledge increased from 40% to 75% over two terms. Reading accuracy improved by an average of 1.2 year levels. One student moved from pre-reading to independent reading of simple texts. Next step: continue programme and add fluency-building activities.
Date: Term 3, 2024 | Year Level: 8–9 | Evidence Type: Lesson plan and student work samples | Learning Area: HASS
SAO Annotation:
Situation: Students were researching Australian landmarks for a HASS project. Written research and note-taking were barriers for students with limited literacy and fine motor skills.
Action: I integrated assistive technology to support research and presentation. Students used iPads with text-to-speech to access simplified online articles. I pre-loaded websites with appropriate reading levels and visual content. Students used speech-to-text to record notes, and created presentations using Book Creator (adding photos, voice recordings, and simple text). I provided explicit instruction on using each app, with visual step-by-step guides.
Outcome: Technology enabled all students to access curriculum independently. Students who typically avoided writing tasks engaged enthusiastically. Final presentations were of high quality, showcasing student knowledge. Students developed ICT skills transferable to other contexts. Next step: expand use of assistive technology across all writing tasks.
Standard 3 focuses on designing and delivering effective lessons and learning sequences. It requires teachers to set clear goals, select appropriate strategies and resources, use ICT effectively, and work with support staff. In the SEN context, this means planning with high expectations whilst providing intensive scaffolding, using evidence-based strategies, and collaborating closely with education assistants to ensure consistent implementation.
Every lesson has explicit learning intentions and success criteria aligned to IEP targets and curriculum outcomes
I design learning progressions that build systematically from prior knowledge with appropriate challenge and support
I select teaching methods based on research evidence and student response data, including explicit instruction and visual supports
I brief education assistants clearly, provide resources, and work together to implement strategies consistently
Date: Term 2, 2024 | Year Level: 7–9 | Evidence Type: Lesson plans
SAO Annotation:
Situation: Each student has individualised IEP goals, and I needed to ensure daily lessons addressed these goals whilst also aligning to curriculum outcomes. Without clear planning, students could miss targeted instruction on priority skills.
Action: I developed a lesson planning template that explicitly links learning intentions to both curriculum outcomes and individual IEP goals. Each lesson states: "We are learning to..." (curriculum outcome) and "This helps us..." (connection to student goal). Success criteria are differentiated for each student. For example, in a numeracy lesson on addition, one student's success criterion was "I can count objects to 5," whilst another's was "I can add two numbers to 10 using a number line." I shared learning intentions visually at the start of every lesson.
Outcome: Students understood what they were learning and why it mattered. IEP goal progress accelerated because every lesson contributed systematically to targets. Data showed 85% of IEP goals were met or exceeded by mid-year review. Next step: involve students more explicitly in setting their own learning goals.
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Planning document
SAO Annotation:
Situation: Without a clear term overview, I risked teaching content in isolation without building on prior learning or preparing for upcoming skills. Students with intellectual disability benefit from systematic, cumulative instruction.
Action: I created term overviews for English, Mathematics, and HASS, mapping out units and ensuring learning sequences built logically. For example, in Mathematics, I planned a sequence starting with number sense (counting, one-to-one correspondence), then addition with concrete materials, then addition with visual supports, then problem-solving with addition. Each skill was taught to mastery before moving forward. I built in weekly review and cumulative practice to support retention.
Outcome: Teaching was more coherent and effective. Students retained skills better because learning built systematically. I could see gaps in my planning early and adjust. End-of-term assessments showed 80% of students mastered foundational skills, compared to 50% the previous year. Next step: share planning sequences with education assistants for greater consistency.
Date: Term 3, 2024 | Year Level: 8 | Evidence Type: Lesson plan and video | Learning Area: English
SAO Annotation:
Situation: I was teaching students to write simple sentences using capital letters and full stops. Students struggled with this concept when taught implicitly or through discovery learning.
Action: I used explicit instruction following the "I do, We do, You do" model. First, I modelled writing a sentence on the board, thinking aloud about capital letters at the start and full stops at the end, using a visual checklist. Then, we wrote sentences together as a class, with students directing me. Finally, students wrote sentences independently using individual visual checklists and sentence starters. I provided immediate corrective feedback and positive reinforcement. Education assistants used the same language and checklist.
Outcome: 100% of students demonstrated improvement in sentence writing accuracy. Average accuracy increased from 30% (baseline) to 75% (post-instruction) over four lessons. Students began using the checklist independently without prompting. Next step: extend strategy to writing paragraphs.
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Resource collection
SAO Annotation:
Situation: Commercial resources rarely meet the specific needs of my students. I needed to develop custom resources that were visually clear, developmentally appropriate, and aligned to learning goals.
Action: I created a portfolio of resources including: visual schedules (now-next boards, daily timetables), task analysis charts (step-by-step instructions with photos), communication supports (choice boards, visual sentence starters), mathematics manipulatives (ten frames, number lines, counters), and literacy tools (alphabet charts, sound mats, word banks). All resources used consistent symbols and formatting. I laminated materials for durability and stored them in accessible locations.
Outcome: Teaching was more efficient because materials were ready and fit-for-purpose. Students used resources independently, reducing reliance on adult prompting. Education assistants could implement lessons consistently using the same resources. Student engagement and success rates increased. Next step: digitise resources for use on iPads.
Date: Term 2, 2024 | Year Level: 7–10 | Evidence Type: Reflection and documented strategies
SAO Annotation:
Situation: My class includes non-verbal students, students with limited receptive language, and students with auditory processing difficulties. Standard verbal instruction was insufficient.
Action: I implemented multimodal communication strategies: pairing verbal instructions with visual symbols and gestures, using simplified language (short sentences, key words), providing wait time for processing, checking for understanding (thumbs up/down, repeat back), and using visual schedules to preview activities. I also used communication devices (AAC apps, PECS) for non-verbal students and trained education assistants in these strategies.
Outcome: Communication breakdowns decreased significantly. Students followed instructions more accurately, reducing frustration and behaviour incidents. Non-verbal students increased communication attempts using AAC from 2 per day to 10 per day on average. Feedback from allied health professionals confirmed improved communication skills. Next step: expand AAC vocabulary to support curriculum content.
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Reflective journal
SAO Annotation:
Situation: Not every lesson goes as planned, particularly with diverse learner needs. I needed a systematic way to reflect on effectiveness and adjust practice.
Action: After each lesson, I briefly noted: what worked, what didn't, student engagement and outcomes, and adjustments for next time. For example, after a failed lesson on fractions using abstract diagrams, I reflected that students needed concrete materials first. I adjusted the next lesson to use pizza slices and chocolate bars, which was highly effective. I shared reflections with my mentor and used them to inform future planning.
Outcome: Teaching improved iteratively. I identified patterns (e.g., students always engage better with hands-on tasks, certain times of day are better for demanding content). Success rates increased over the year as I refined strategies. Mentor feedback confirmed growth in reflective practice. Next step: expand reflections to include student voice (asking students what helped them learn).
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Communication records
SAO Annotation:
Situation: Students make better progress when learning is reinforced at home, but families varied in their capacity and confidence to support learning. I needed to engage families meaningfully in the educative process.
Action: I established regular communication with families via weekly emails (with visual summaries), phone calls, and termly meetings. I provided practical, accessible strategies families could use at home: simple literacy games, counting activities using household items, and visual schedules for homework routines. I asked for family input on goals and celebrated progress together. I also offered flexible meeting times and interpreters when needed.
Outcome: Family engagement increased significantly. Response rates to communication rose from 40% to 90%. Families reported feeling more confident supporting learning at home. Students whose families implemented home strategies showed faster progress (average 1.5x growth rate). Next step: run family workshops on specific strategies (e.g., supporting reading at home).
Standard 4 focuses on creating classroom environments where students feel safe, supported, and ready to learn. It requires teachers to establish clear expectations, manage behaviour positively, and build respectful relationships. In the SEN context, this means creating predictable routines, using trauma-informed approaches, implementing positive behaviour support, and designing sensory-friendly spaces that promote independence and emotional regulation.
I establish consistent daily routines with visual schedules to reduce anxiety and build independence
I prioritise safety, connection, and co-regulation, understanding that behaviour is communication
I teach and reinforce expected behaviours explicitly, using proactive strategies and positive reinforcement
I design physical spaces that accommodate sensory needs, reduce distractions, and promote focus
I build trust through consistency, empathy, and high expectations combined with high support
Date: Term 2, 2024 | Year Level: 7–9 | Evidence Type: Lesson plan | Learning Area: HASS
SAO Annotation:
Situation: Students in my class have vastly different abilities and communication methods. A single-entry-point lesson would exclude some learners from meaningful participation.
Action: I designed a HASS lesson on "Communities" with multiple entry points. Some students sorted picture cards of community helpers, others matched helpers to workplaces using a simplified text, and others researched a community role using iPads and created a poster. All students engaged with the same concept (community roles) but at different levels. I ensured every student could participate meaningfully by providing appropriate materials, supports, and success criteria.
Outcome: 100% of students participated actively throughout the lesson. Observational data showed high engagement (90%+ on-task behaviour). Students demonstrated understanding at their level through varied outputs. No students were passive or reliant on adult prompting. Next step: apply this inclusive design approach to all lessons.
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Classroom management documentation and photos
SAO Annotation:
Situation: Students with autism and intellectual disability thrive with predictability and clear expectations. Without visual supports and routines, anxiety and dysregulation increased, and time was wasted on transitions.
Action: I established explicit classroom routines for arrival, lesson structure, breaks, and pack-up. I created visual schedules displayed prominently (whole-class timetable, individual now-next boards). I taught routines explicitly using modelling, practice, and positive reinforcement. I used visual timers to signal time remaining, verbal and visual cues for transitions, and consistent language. Routines remained stable across terms to build mastery and independence.
Outcome: Transition times decreased from 10 minutes to 3 minutes on average. Student anxiety reduced, evidenced by fewer dysregulation incidents (from 8 per week to 2 per week). Students began following routines independently, freeing up adult time for instruction. Next step: teach students to self-manage their own schedules using personal visual planners.
Date: Term 1–4, 2024 | Year Level: 8–9 | Evidence Type: Behaviour support plans, data charts, and reflections
SAO Annotation:
Situation: Two students exhibited frequent challenging behaviours (aggression, task refusal, elopement) that disrupted learning for themselves and peers. Traditional reactive behaviour management was ineffective.
Action: I collaborated with the school psychologist to develop positive behaviour support plans based on functional behaviour assessments. Plans identified triggers (difficult tasks, sensory overload, transitions), taught replacement behaviours (requesting breaks, using communication cards), and used proactive strategies (visual supports, advance warnings, choice-making) and positive reinforcement (specific praise, token systems). I collected frequency data weekly to monitor progress and adjust strategies. All staff were trained in consistent implementation.
Outcome: Challenging behaviours decreased significantly over 10 weeks. Student A: aggression reduced from 5 incidents per week to less than 1. Student B: task refusal decreased from 70% of tasks to 20%. Both students increased use of replacement behaviours. Academic engagement improved. Data demonstrated clear impact of positive behaviour support over punishment-based approaches. Next step: fade intensive supports as skills generalise.
Date: Term 1, 2024 | Year Level: 7–10 | Evidence Type: Safety audit checklist and risk management plan
SAO Annotation:
Situation: My classroom includes students with physical disabilities, students who engage in unsafe behaviours (climbing, throwing objects), and students who require close supervision. I needed to ensure a physically safe environment.
Action: I conducted a classroom safety audit, identifying hazards (furniture placement, sharp objects, cleaning products). I reorganised the classroom to create clear pathways, secured heavy items, stored hazardous materials out of reach, and ensured emergency exits were accessible. I developed a risk management plan for specific students (e.g., additional supervision during cooking activities). I taught safety rules explicitly (walking feet, safe hands) and reinforced them consistently.
Outcome: Zero serious safety incidents occurred throughout the year. Minor incidents (trips, bumps) decreased by 80% after environmental adjustments. Students learned and followed safety rules, demonstrating increased independence in navigating the classroom safely. Next step: involve students in identifying and solving safety issues to build risk-awareness skills.
Date: Term 3, 2024 | Year Level: 8–9 | Evidence Type: Lesson plan and student work
SAO Annotation:
Situation: Students were using iPads regularly for learning but lacked understanding of safe, responsible, and ethical ICT use. I needed to teach digital citizenship in an accessible way.
Action: I designed a unit on "Being Safe Online" using explicit instruction, visual supports, and role-play. Lessons covered: keeping personal information private (name, address, photos), recognising trusted websites, asking an adult for help, and being kind online (no mean messages). I used social stories, video examples, and practised scenarios. I also established classroom protocols: iPads used only for approved apps, always visible to adults, and immediate reporting of anything uncomfortable.
Outcome: 100% of students could identify at least two safety rules by the end of the unit. Students began applying rules independently (e.g., checking with an adult before clicking links). No unsafe ICT incidents occurred. Families reported students sharing safety rules at home. Next step: revisit content regularly and extend to social media awareness as students mature.
Standard 5 focuses on using assessment to inform teaching, providing effective feedback, and reporting on student progress. It requires teachers to design appropriate assessments, analyse data, give timely and specific feedback, and communicate learning outcomes to students and families. In the SEN context, this means using flexible, authentic assessment methods, tracking small incremental progress, and making feedback accessible through visual and verbal modes.
I use multiple assessment methods (observation, work samples, performance tasks, checklists) to capture learning accurately
I track incremental progress using rubrics, data charts, and annotated work samples aligned to IEP goals
I provide immediate, specific, visual and verbal feedback that students can understand and act upon
I communicate progress to families and teams using clear language, data, and work samples
Date: Term 2–3, 2024 | Year Level: 7–9 | Evidence Type: Assessment tools, data, and analysis | Learning Area: English (Reading)
SAO Annotation:
Situation: I needed to measure the impact of my explicit phonics instruction on student reading skills to determine whether the intervention was effective and to identify which students required additional support.
Action: I conducted pre-assessment at the start of Term 2 using running records, sight word assessments, and phonics screening checks. I collected the same data again at the end of Term 3 (post-assessment). I analysed results to identify growth, patterns, and students not progressing as expected. For example, data showed that all students improved in phonics knowledge (average 35% growth), but two students plateaued in reading fluency, indicating a need for additional fluency practice.
Outcome: Data confirmed the effectiveness of the phonics programme for the majority of students. It also identified specific needs requiring adjustment. I modified instruction for the two students by adding repeated reading activities. This responsive use of assessment data ensured all students continued progressing. Next step: implement more frequent progress monitoring (fortnightly) to catch issues earlier.
Date: Term 1–4, 2024 | Year Level: 7–10 | Evidence Type: Documented feedback examples
SAO Annotation:
Situation: My students require feedback to improve, but standard written comments are often inaccessible due to limited reading skills and language processing difficulties.
Action: I provided multimodal feedback tailored to individual needs. For written work, I used visual symbols (smiley faces, stars) alongside simple written comments ("Great capital letters!"). I gave immediate verbal feedback during lessons ("I like how you used the number line"). I created visual feedback tools like checklists where students could see what they achieved (ticked boxes for each success criterion). I also modelled correct responses and had students self-correct with guidance.
Outcome: Students responded positively to multimodal feedback. They began self-correcting more independently using visual checklists. Student surveys (visual) showed 90% felt they understood what to improve. Work quality improved over time as students applied feedback. Next step: increase use of video feedback for students who prefer auditory/visual input.
Date: Term 4, 2024 | Year Level: 8–9 | Evidence Type: Work samples, rubrics, and moderation notes
SAO Annotation:
Situation: Assessing SEN students' work can be subjective, particularly when students are working towards individualised goals. I needed to ensure my judgements were consistent and aligned with curriculum standards.
Action: I selected a range of student work samples from a HASS assessment (researching Australian landmarks). I developed a rubric aligned to curriculum outcomes but with differentiated criteria. I met with a colleague teaching a similar SEN class to moderate samples together, discussing which samples met criteria and why. We calibrated our judgements, ensuring consistency. I documented our discussion and adjustments to rubrics.
Outcome: Moderation improved consistency and clarity of my assessment judgements. I refined rubrics to be more specific and measurable. This process also validated my judgements—colleague feedback confirmed I was assessing appropriately. Families received clearer, more justified feedback on student achievement. Next step: participate in whole-school moderation to align SEN assessment with mainstream standards.
Date: Term 2, 2024 | Year Level: 7–8 | Evidence Type: Data charts and reflection | Learning Area: Mathematics
SAO Annotation:
Situation: I was collecting weekly numeracy data but not systematically analysing it to inform instruction. Students were not progressing as quickly as expected.
Action: I created a data tracking system using simple charts (frequency correct on weekly addition tasks). I analysed data every fortnight, looking for patterns: which students were progressing, which were stuck, and which skills needed re-teaching. For example, data showed that three students consistently made errors on addition crossing 10, indicating they needed explicit instruction on place value before continuing. I adjusted groupings and instruction based on data patterns.
Outcome: Progress rates improved once instruction was data-informed. Students who were stuck began moving forward when I re-taught foundational skills. Average accuracy on weekly tasks increased from 60% to 85% over six weeks. Data analysis also saved time by focusing teaching on actual gaps rather than assumptions. Next step: use data walls to make progress visible to students and build self-monitoring skills.
Date: Term 2 and Term 4, 2024 | Year Level: 7–10 | Evidence Type: School reports and meeting notes
SAO Annotation:
Situation: Families needed clear, meaningful information about their child's progress, but standard reports often used jargon and lacked specific examples. I needed to communicate achievement in accessible, evidence-based ways.
Action: I wrote reports in clear, jargon-free language, using specific examples and work samples. Instead of "working towards grade-level expectations," I wrote "Sam can now count to 20 independently and add numbers to 5 using a number line." I included data (baseline vs. current), celebrated growth, and identified next steps. In parent-teacher meetings, I used visual progress charts, work samples, and videos of student learning. I asked families for input and collaboratively set goals.
Outcome: Families reported high satisfaction with reports and meetings. Feedback forms showed 95% understood their child's progress and next steps. Families felt included and valued. Collaborative goal-setting led to increased home support for learning. Next step: develop a digital portfolio accessible to families throughout the term, not just at reporting time.
Standard 6 focuses on continuous professional growth through learning, reflection, and collaboration. It requires teachers to identify needs, engage in professional learning, apply new knowledge, and contribute to the profession. In the SEN context, this means staying current with evidence-based practices, seeking feedback actively, reflecting critically on teaching, and sharing expertise with colleagues.
I reflect on my practice, seek feedback, and identify areas where I need to develop knowledge and skills to better meet student needs
I participate in courses, workshops, professional reading, and collegial learning focused on evidence-based SEN practices
I trial new strategies in my classroom, collect data on impact, and refine practice based on student outcomes
I share successful strategies with colleagues, participate in mentoring, and contribute to professional discussions
Note: A comprehensive Professional Learning Log documenting all professional learning activities, reflections, and applications is available in the Evidence Library and on the dedicated Professional Learning Log page.
The Evidence Library is the central hub of this portfolio, containing all evidence items mapped to the Australian Professional Standards for Teachers. Use the filters to search by Standard, Descriptor, Evidence Type, Year Level, or Learning Area. Each evidence item includes detailed SAO annotations demonstrating impact on student learning.
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.
Name: Alexandra Mitchell
Role: Secondary Education Support (SEN) Teacher
School: [School Name], Western Australia
Email: alexandra.mitchell@[school].wa.edu.au
Phone: Available upon request
This portfolio demonstrates comprehensive evidence of meeting all descriptors within the seven Australian Professional Standards for Teachers at the Proficient level. Through detailed SAO annotations, I have illustrated how my teaching practice in a Special Education Needs context addresses the diverse learning needs of students with intellectual disability, autism, and complex communication needs. My practice is grounded in evidence-based pedagogy, differentiation, positive behaviour support, and collaborative partnerships with families and colleagues.
I am committed to ongoing professional growth and to continuing to refine my practice to achieve the best possible outcomes for every student. Thank you for reviewing this portfolio.
Placeholder for downloadable portfolio summary PDF and supporting documentation.
I would like to acknowledge the support of my mentor, colleagues, education assistants, allied health professionals, and the families of my students. Your collaboration and feedback have been invaluable in my development as a teacher. I also acknowledge that this work takes place on the traditional lands of the [Local Indigenous Group] people, and I pay my respects to Elders past, present, and emerging.
Rebecca Murray | TRBWA Graduate Portfolio (Proficient)