Graduate Teacher Performance Assessment (GTPA) - Management Assignment Help

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Introduction

The Graduate Teacher Performance Assessment (GTPA) is a culminating authentic summative assessment completed during a final-year professional experience placement. The GTPA is a core element of the corpus of evidence generated from the academic program and professional experience to demonstrate achievement of the Graduate Teacher Standards. It requires linking practice and theory so that practice itself becomes the subject of critical inquiry within disciplinary specialisations. It provides evidence of graduate teachers’ competence and readiness for classroom practice, matched against the APSTs.

The GTPA satisfies the requirements of National Program Standard 1.2 for ‘pre-service teachers to have successfully completed a final-year teaching performance assessment prior to graduation that is shown to be a reflection of classroom teaching practice including the elements of planning, teaching, assessing and reflecting’ (Australian Institute for Teaching and School Leadership [AITSL], 2018, p. 10). Informed by the Teacher Education Ministerial Advisory Group Report (Craven et al., 2014), the GTPA enables Initial Teacher Education (ITE) programs to demonstrate impact on graduate teacher preparedness for the profession. It also provides opportunity for preservice teachers to demonstrate impact of their teaching on student learning.

The GTPA is an integrated assessment of teaching practice. It is designed to:

1. provide evidence of competence in classroom teaching practices;
2. assess preservice teachers’ performance against the content of the Graduate Teacher Standards as listed in the Australian Professional Standards for Teachers (APST) (AITSL, 2011); and
3. identify clear, measurable and justifiable features that discriminate between meeting and not meeting the Graduate Teacher Standards.

Preparing for the GTPA

During your professional experience placement, you will be working with your mentor or supervising teacher and possibly other teachers in your school context. While there are aspects of the planning, teaching and assessing cycle that may be set by others, the GTPA requires you to sustain a focus on this cycle in one class over a sustained learning sequence that you teach across the duration of your placement and in which you take responsibility for the whole class.

Requirements for the learning sequence are that it is:

• undertaken in one class (this may be constituted by a single year level or a range of year levels and in composite or multi-age classes);
• sustained over the period of placement (minimum 4 weeks);
• focussed on a single learning or teaching area, or a combination of subjects in an integrated approach; and
• signficiant and implemented across a series of lessons that has clearly defined learning goals for the whole class and the three focus students selected to represent the full range of achievement levels in the class.

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