Early Childhood Teacher

Evidence Guide

Elizabeth Bandy (registered teacher) with learners

Iris Ramsay Kindergarten

Last updated 1 July 2024

Introduction
This document is designed to assist provisionally registered early While the full registration process requires teachers to demonstrate
childhood teachers to understand the types of evidence they can gather proficiency against all 37 descriptors of the APST, one piece of evidence
in their teaching context to demonstrate the Australian Professional may be sufficient to cover a range of descriptors. Therefore, PRTs do not
Standards for Teachers (APST) at the Proficient teacher level. necessarily need to provide 37 separate pieces of evidence.
The APST are a public statement of what constitutes teacher quality. They The examples of evidence provided in this document are a guide only,
define the work of teachers and make explicit the elements of high-quality, and do not offer a comprehensive list of the types of activities and
effective teaching in 21st century schools and early childhood services that corresponding evidence that could demonstrate proficiency against each
will improve educational outcomes for learners. They are complementary of the descriptors.
to, and do not replace, other standards and codes that are applicable in Please note, the language of the APST refers to the involvement of parents
the early childhood sector. / carers – we recognise that early childhood teachers have strong
The full registration process requires all provisionally registered teachers to partnerships with parents, carers and families of the learners they teach
undertake an Inquiry into their practice and to gather evidence that their and therefore we have modified this language in some examples of
practice meets all 37 descriptors of the APST at the Proficient teacher level. evidence for particular descriptors.
Further information about the requirements can be found in the PRT Guide.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 1

PROFESSIONAL KNOWLEDGE

Professional knowledge
Standard 1: Know learners and how they learn

Descriptors Evidence examples

1.1 Physical, social and intellectual • plans for learning in a play-based curriculum that incorporate strategies to address the learner’s
development and characteristics of learners interests and abilities
Use teaching strategies based on knowledge • notes from formal and informal meetings with parents / carers / families that informed planning
of learners’ physical, social and intellectual • notes from meetings with other professionals that informed planning and curriculum decisions
development and characteristics to improve • evidence of collection of information for each learner.
their learning.

1.2 Understand how learners learn • plans for learning and development that reflect the Practice Principles and Learning Outcomes
from the Victorian Early Years Learning and Development Framework (VEYLDF)
Structure teaching programs using research
and collegial advice about learning. • plans for play-based learning that incorporate strategies for learners that are informed by
communication with parents / carers / families and / or other professionals
• plans for learning in a play-based curriculum that reflect conversations with learners
• plans for learning in a play-based curriculum that incorporates current research and theory
about teaching and learning
• written observation(s) of learner’s learning.

1.3 Learners with diverse linguistic, cultural, • plans for learning in a play-based curriculum that reflect the Practice Principle of Equity and
religious and socioeconomic backgrounds diversity in order to provoke interest, communication and challenge stereotypes
Design and implement teaching strategies that • reflective notes from meetings with families / carers to inform future planning based on
are responsive to learning strengths and needs information gathered about their background
of learners from diverse linguistic, cultural, • plans for learning in a play-based curriculum that reflect literacy-rich learning environments
religious and socioeconomic backgrounds. that reflect different languages
• provision of family information in a range of relevant languages
• resources / plans that cater for a range of learner backgrounds.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 2

PROFESSIONAL KNOWLEDGE

Descriptors Evidence examples

1.4 Strategies for teaching Aboriginal and • plans for learning in a play-based curriculum that incorporate the use of narrative to engage
Torres Strait Islander learners Aboriginal and Torres Strait Islander learners
Design and implement effective teaching • plans for learning in a play-based curriculum using symbols and images to demonstrate
strategies that are responsive to the local knowledge or learning
community and cultural setting, linguistic • plans for learning in a play-based curriculum that incorporate the use of elders to explore
background and histories of Aboriginal and themes, skills and ideas
Torres Strait Islander learners. • notes from consultations with parents / carers / families / elders or representatives of the
Aboriginal and Torres Strait Islander community to inform planning.

1.5 Differentiate teaching to meet the specific • plans for learning in a play-based curriculum that reflect the use of a variety of resources and
learning needs of learners across the full range strategies to support different learning needs and interests
of abilities • plans for learning in a play-based curriculum incorporating a range of assessment strategies to
Develop teaching activities that incorporate cater for different learning strengths and interests
differentiated strategies to meet the specific • photographs of learners working as individuals or in small and large groups based on their
learning needs of learners across the full range needs or interests
of abilities. • learning resources that have been used or developed to support and extend learners.

1.6 Strategies to support full participation of • photographs or videos of the learning space that supports access for learners with mobility
learners with disability issues
Design and implement teaching activities • individual learning plans outlining the strategies to include the learner in learning programs and
that support the learning and participation of uphold their right to play
learners with disability and address relevant • notes from meetings with parents / carers / families / specialists or support teams that address
policy and legislative requirements. strategies to include a learner with a disability
• evidence of participation in / access to relevant research, training and professional dialogue to
support specific additional needs of learners.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 3

PROFESSIONAL KNOWLEDGE

Standard 2: Know the content and how to teach it

Descriptors Evidence examples

2.1 Content and teaching strategies of the • plans for learning in a play-based curriculum that include a variety of evidence-based teaching
teaching area(s) strategies and learning environments to extend and engage learners in learning
Apply knowledge of content and teaching • plans for learning and development that reflect the VEYLDF Practice Principles
strategies of the teaching area(s) to develop • documentation of the cycle of planning that allows flexibility to focus on learner’s strengths and
engaging teaching activities. interests as they arise and can be guided by their questioning
• plans for learning in a play-based curriculum that incorporate knowledge of child development
when designing learning spaces.

2.2 Content selection and organisation • plans for learning in a play-based curriculum that incorporate specific reference to content or
themes such as wellbeing, social connections, literacy, numeracy, music and the arts, physical
Organise content into coherent,
activity or sustainability
well-sequenced learning and teaching
programs. • documenting of the cycles of planning that show teaching strategies that support the
progression of learning
• evidence of learner voice as part of teaching and learning programs.

2.3 Curriculum, assessment and reporting • plans for learning in a play-based curriculum demonstrating links between observation,
planning, evaluation and assessment
Design and implement learning and teaching
programs using knowledge of curriculum, • plans for learning in a play-based curriculum that implement the curriculum with a range of
assessment and reporting requirements. learning activities, such as indoor / outdoor programs, planned and spontaneous experiences,
one-to-one scaffolding, group work times and play spaces
• plans for learning in a play-based curriculum that reflect the outcomes of the VEYLDF
• transition to school statements that provide an overview of children’s learning and development.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 4

PROFESSIONAL KNOWLEDGE

Descriptors Evidence examples

2.4 Understand and respect Aboriginal and • plans for learning in a play-based curriculum that incorporate perspectives and experiences of
Torres Strait Islander people to promote Aboriginal and Torres Strait Islanders
reconciliation between Indigenous and • plans for learning in a play-based curriculum that ensure learners are familiar with the history of
non-Indigenous Australians Aboriginal and Torres Strait Islander people and cultures
Provide opportunities for learners to develop • videos of learners engaging in Aboriginal and Torres Strait Islander ways of knowing and being
understanding of, and respect for, Aboriginal • notes from excursions / incursions that aim to develop an understanding of and respect for
and Torres Strait Islander histories, cultures and Aboriginal and Torres Strait Islander culture
languages.
• documentation that captures learner’s learning in relation to the understanding of and respect
for Aboriginal and Torres Strait Islander culture.

2.5 Literacy and numeracy strategies • plans for learning in a play-based curriculum that reflect diverse abilities and are inclusive of all
communications styles (e.g. signing, visual aids, nonverbal communication, braille)
Apply knowledge and understanding of
effective teaching strategies to support • plans for play-based experiences that include everyday language and literacy concepts and
learners’ literacy and numeracy achievement. expose learners to increasingly complex vocabulary and language structures
• observation records that show progression of learning in literacy and numeracy
• plans for learning in a play-based curriculum that include numeracy concepts and language.

2.6 Information and Communication • plans for learning in a play-based curriculum that reflect VEYLDF Practice Principles (including
Technology (ICT) Integrated teaching and learning approaches)
Use effective teaching strategies to integrate • photographs or videos of learners engaging meaningfully with ICT to enhance skills and
ICT into learning and teaching programs understanding
to make selected content relevant and • notes from meetings with parents / carers / families to discuss the relevant use of ICT with
meaningful. learners
• examples of learner’s work where they use ICT to represent their learning and interests
• examples of teaching tools created using ICT
• evidence of research created with learners during inquiry-based projects.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 5

PROFESSIONAL PRACTICE

Professional practice
Standard 3: Plan for and implement effective teaching and learning

Descriptors Evidence examples

3.1 Establish challenging learning goals • plans for learning in a play-based curriculum that reflect VEYLDF Practice Principles (including
High expectations for every child) and articulate challenging and achievable learning goals that
Set explicit, challenging and achievable
are linked to the outcomes of the VEYLDF as part of the learning cycle.
learning goals for all learners.
• assessment records that demonstrate learner’s progression against learning outcomes of the
VEYLDF
• records of discussions that outline the development of learning goals
• notes from meetings with families / carers / learners and / or other professionals to co-develop
learning goals for a learner
• samples of learning goals derived from observations
• reflections on learner’s development against learning goals.

3.2 Plan, structure and sequence learning • plans for learning and development that show evidence of the planning cycle and leaner
programs interests and current developmental levels
Plan and implement well-structured learning • plans for learning in a play-based curriculum that demonstrate how intentional teaching
and teaching programs or learning sequences decisions and care routines are adapted for learner interests, needs or strengths
that engage learners and promote learning. • notes from meetings demonstrating the development of ideas for curriculum content, transitions
and routines
• annotated examples of learner documentation of their own learning including drawing and
writing, mapping and planning.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 6

PROFESSIONAL PRACTICE

Descriptors Evidence examples

3.3 Use teaching strategies • plans for learning in a play-based curriculum demonstrating a variety of teaching and learning
strategies and link to VEYLDF learning outcomes
Select and use relevant teaching strategies to
develop knowledge, skills, problem solving, and • reflective practice notes reflecting on conversations with other teachers about effective teaching
critical and creative thinking. strategies
• records of learning that show the inclusion of content to engage learners in higher order thinking,
problem solving and critical thinking
• plans for learning in a play-based curriculum which show the selection and use of appropriate
ICT based strategies to develop knowledge, skills and problem solving.

3.4 Select and use resources • plans for learning and development that demonstrate a broad selection of resources including
ICT to engage learners in meaningful learning across a wide range of experiences
Select and / or create and use a range of
resources, including ICT, to engage learners in • critical reflections relating to the use of ICT with learners
their learning. • evidence of privacy and ethical considerations in the selection and use of ICT
• photographs of the learning environment with annotations of resources and why they were
selected
• communication records with parents / carers / families suggesting appropriate apps or
programs based on their learner’s interests or needs.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 7

PROFESSIONAL PRACTICE

Descriptors Evidence examples

3.5 Use effective communication (with • mentor feedback addressing your ability to use effective verbal and nonverbal communication
learners) with learners
Use effective verbal and non-verbal • film / photographs demonstrating the use of verbal and nonverbal communication strategies in
communication strategies to support interactions with learners
understanding, participation, engagement and • plans for learning that demonstrate the VEYLDF Practice Principles (including Respectful
achievement of learners. relationships and responsive engagement) and include a range of communication strategies
used to engage learners
• evidence of different communication strategies to work with all learners, including those with
English as an additional language.

3.6 Evaluate and improve teaching programs • plans for learning in a play-based curriculum that include adjustments based on continuous
assessment and / or feedback from learners, families, colleagues and assessment records
Evaluate personal teaching and learning
programs using evidence, including feedback • records from meetings with experienced colleagues reflecting on teaching, planning and
and assessment data from learners, to inform learner’s learning
planning. • reflections on learner’s learning and how this has impacted the selection of teaching strategies
• reflections on planning cycle and how each of these areas are being addressed.

3.7 Engage parents / carers in the educative • e-mails, newsletters and other records of communications between the teacher and parents /
process carers / families encouraging involvement in service activities, curriculum decisions, experiences
and programs
Plan for appropriate and contextually relevant
opportunities for parents / carers to be involved • records of shared decision making in parent-teacher meetings
in their children’s learning. • reflections on the involvement of parents / carers / families / learners on an individual learning
plan
• evidence of parent advisory group meetings
• evidence of meaningful engagement with families (e.g. displays, surveys, joint celebrations,
photos).

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 8

PROFESSIONAL PRACTICE

Standard 4 – Create and maintain supportive and safe teaching environments

Descriptors Evidence examples

4.1 Support participation of learners • plans for learning in a play-based curriculum that reflect VEYLDF Practice Principles (including
High expectations for every child, Respectful relationships and responsive engagement and
Establish and implement inclusive and positive
Assessment for learning and development) and include specific reference to strategies for
interactions to engage and support all learners
supporting learners to learn about negotiation, collaboration, problem solving and conflict
in learning activities.
resolution
• records of learner’s involvement in the development of expectations for behaviour and resolution
of conflicts (e.g. rules created by learners)
• photographs of the learning environment which demonstrate how the environment assists in the
full participation of all learners in all learning experiences
• photographs of resources displayed in the learning environment that are used to promote
positive interactions.

4.2 Manage learning and teaching activities • plans for learning and development that show options available for learners and a balance of
opportunities for learner-led, teacher-led and teacher-guided play and learning (as per the
Establish and maintain orderly and workable
integrated teaching & learning helix, VEYLDF)
routines to create an environment where time
is spent on learning tasks. • minutes / reflections from meetings with colleagues where decisions about routine and
environment have been discussed
• plans for learning in a play-based curriculum that include transitions designed to minimise
waiting time and to engage learners in learning.

4.3 Manage challenging behaviour • plans for learning in a play-based curriculum that reflect the setting’s policies in relation to
behaviour guidance
Manage challenging behaviour by establishing
and negotiating clear expectations with • records of learning that include reflection on behaviour guidance
learners and address issues promptly, fairly • individual learning plans / behaviour management plans that reflect the VEYLDF Practice
and respectfully. Principles (including Partnerships with families) and demonstrate input from parents / carers
and the learner
• records of learner’s involvement in the development of expectations for behaviour and resolution
of conflicts
• evidence of program expectations detailing how they are represented with meaning for learners.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 9

PROFESSIONAL PRACTICE

Descriptors Evidence examples

4.4 Maintain safety of learners • reflections on the implementation of relevant child safety policies in the setting
Ensure the wellbeing and safety of learners • records of implementation of hazard checklist and / or risk management procedures
within the learning environment by • excursion plans and risk assessments which demonstrate the steps taken to maintain the safety
implementing curriculum and legislative of learners
requirements. • reflections on how the National Quality Framework (NQF) Standards 2 and 3 are implemented
into daily teaching practice
• reflections on professional learning relating to regulations (such as the NQF, service policies
and procedures, Child Protection and Work Health and Safety) including how this learning has
influenced teaching practice and strategies.

4.5 Use ICT safely, responsibly and ethically • plans for learning in a play-based curriculum which show explicit strategies to promote safe,
responsible and ethical use of ICT in play and learning
Incorporate strategies to promote the safe,
responsible and ethical use of ICT in learning • records of learning that incorporate learner interests and the use of technology to promote
and teaching. learning
• reflections and actions on monitoring the use of ICT to ensure it is safe and purposeful
• newsletters / guidance for parents / carers on the use of media / ICT for learners based on
current research.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 10

PROFESSIONAL PRACTICE

Standard 5: Assess, provide feedback and report on learning

Descriptors Evidence examples

5.1 Assess learning • assessments such as analysed observations, jottings, learning stories or examples of learner’s
representation of their learning
Develop, select and use informal and formal,
diagnostic, formative and summative • records of learning which include analysis in relation to the outcomes in the VEYLDF
assessment strategies to assess learning. • documentation that includes analysis and assessment of learner’s learning and development
• transition to school statements which include a range of summative and formative assessments.

5.2 Provide feedback to learners about their • observations records with examples of formative and summative assessments
learning • reflections and records of conversations with learners about their progress and understanding of
Provide timely, effective and appropriate learning experiences or tasks
feedback to learners about their achievement • records of learner’s responses to feedback (e.g. trying again, developing the idea, showing
relative to their learning goals. another learner).

5.3 Make consistent and comparable • plans for learning which reflect VEYLDF Practice Principles (including High expectations for every
judgments child, Partnerships with families and Assessment for learning and development) and that are
individualised for learners to address specific issues identified by observations, family feedback
Understand and participate in assessment
and learner records
moderation activities to support consistent and
comparable judgements of learning. • notes from discussions with other educators or parents / carers to support consistent strategies
for learning and development in the five outcomes of VELDYF
• minutes of meetings discussing learner assessment and implications for future teaching and
learning plans.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 11

PROFESSIONAL PRACTICE

Descriptors Evidence examples

5.4 Interpret data from learners • plans for learning in a play-based curriculum that demonstrate the planning cycle and identify
individual learner’s learning goals
Use assessment data from learners to analyse
and evaluate understanding of content, • records of meeting with other professionals regarding a learner’s progress towards learning
identifying interventions and modifying outcomes
teaching practice. • records of any interventions or supports based on assessments of a learner’s progress towards
learning outcomes
• individual learning plans with progress notes
• transition to school statements that draw on summative and formative assessments.

5.5 Report on achievement of learners • clear, reliable and respectful learner records that are shared with their parents / carers
Report clearly, accurately and respectfully • notes from meetings with other professionals or parents / carers to discuss a learner’s progress
to learners and parents / carers about • clear, reliable and respectful summative assessment, analytical summaries and / or transition to
achievement, making use of accurate and school statements
reliable records. • communication records (e.g. emails / notes from meetings or phone calls) demonstrating
regular liaison with parents / carers regarding a learner’s learning and development
• learning portfolios which make learning visible to parents / carers and other professionals
involved in the learner’s learning
• documentation of the involvement of learners in feedback loops focused on achievement of
goals.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 12

PROFESSIONAL ENGAGEMENT

Professional engagement
Standard 6: Engage in professional learning

Descriptors Evidence examples

6.1 Identify and plan professional learning • meeting records with supervisors or colleagues regarding performance review / appraisal that
needs reflect the APST and organisational purpose and vision
Use the APST and advice from colleagues to • professional learning plans linked to the APST, NQS and VEYLDF
identify and plan professional learning needs. • certificates or records from professional learning activities that link to the APST.

6.2 Engage in professional learning and • reflections on participation in professional learning activities to update knowledge and practice
improve practice • reflective notes from group discussions or professional reading
Participate in learning to update knowledge • evidence of participation in and application of an induction process
and practice, targeted to professional needs • professional learning journal that contains self-analysis and reflection about professional
and priorities of the education setting or learning needs and service priorities
system.
• evidence of participation in professional learning communities
• evidence of internal and / or external communities of practice groups
• reflections on professional reading or professional conversations linked to the APST.

6.3 Engage with colleagues and improve • minutes of professional team meetings relating to professional knowledge and practice
practice • feedback from supervisors / educational leaders from discussions around professional practice
Contribute to collegial discussions and apply and knowledge
constructive feedback from colleagues to • professional learning journals where feedback is considered and goals are established and
improve professional knowledge and practice. monitored
• notes from planning meetings for collaborative planning and teaching
• notes from involvement in network groups.

6.4 Apply professional learning and improve • reflection on learners learning and assessment records to inform the choice of professional
learning (of learners) learning activities
Undertake professional learning programs • professional reading log showing contemporary reading, research and reflection undertaken
designed to address identified needs of which addresses identified professional challenges / interests
learners. • professional learning plans which shows a range of professional learning activities that are
based on identified professional learning needs.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 13

PROFESSIONAL ENGAGEMENT

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

Descriptors Evidence examples

7.1 Meet professional ethics and • reference or endorsement (including observational visits) from an experienced colleague /
responsibilities mentor
Meet codes of ethics and conduct established • reflections on VIT Code of Conduct and Ethics and how this is upheld in practice
by regulatory authorities, systems and • explanation of examples of personal practice which has adhered to the Early Childhood Australia
education settings. Code of Ethics
• notes from meetings with colleagues discussing professional ethics and responsibilities.

7.2 Comply with legislative, administrative and • reflections on your understanding of relevant legislation, policies and processes within the education
organisation requirements setting
Understand the implications of, and comply • certificates from engagement in relevant professional development activities (e.g. mandatory
with, relevant legislative, administrative, reporting, first aid)
organisational and professional requirements, • excursion / incursion risk assessments
policies and processes. • understanding of service governance structures.

7.3 Engage with parents / carers • reflections on how you have demonstrated the VEYLDF Practice Principles (including Respectful
relationships and responsive engagement and Partnerships with families)
Establish and maintain respectful collaborative
relationships with parents / carers regarding • planning notes for meetings with parents / carers regarding the learner’s health and wellbeing,
their children’s learning and wellbeing. learning and development
• written feedback from parents / carers demonstrating respect and collaboration regarding the
learner’s health and wellbeing, learning and development
• notes from meetings with parents / carers.

7.4 Engage with professional teaching • reflections on participation in teacher and professional networking meetings
networks and broader communities • membership or subscriptions to professional organisations
Participate in professional and community • record of activities undertaken in professional networks.
networks and forums to broaden knowledge
and improve practice.

EARLY CHILDHOOD TEACHER EVIDENCE GUIDE 14

Victorian Institute of Teaching
717 Bourke Street, Docklands VIC 3008
PO Box 531, Collins Street West VIC 8007
t. 1300 888 067
e. vit@[Link]
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