Professional Learning Artefacts & Reflections
Showcasing professional growth, STAR model reflections, and classroom impact (2025)
Artefact 1
Positive Partnership
Autism Awareness Course
Artefact 2
Support Plan
for “Murray” Stage 5 student
Artefact 3
Extract from my critical literature review
(Wellbeing Course in Master of Education)
Artefact 1
Positive Partnership
Autism Awareness Course
Course Participation:
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- Completed preparatory online modules
- Attended 2-day offsite professional learning workshop
- Engaged in follow-up modules linked to:
- Practical classroom implementation
- Parent engagement strategies
- Collegial reflection and pedagogy review
Structured Reflection:
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- Reflected on existing strengths, areas for growth, and student needs
- Shared learning with colleagues and embedded feedback into classroom practice
- Conducted term-long evaluation of strategy impact
- Composed a final report identifying successes, improvement areas, and recommendations for broader school adoption
I teach a Stage 5 mixed-category support class, with 74% of students on the autism spectrum. In 2025, I set a professional goal to deepen my use of evidence-based strategies to improve engagement, focus, and self-advocacy, particularly as students often struggle with transitions and articulating goals in formal settings.
To address this, I completed the Positive Partnerships Autism Awareness program, which included online modules, a two-day workshop, and follow-up learning focused on classroom application, family engagement, and collegial reflection.
To address the persistent engagement, transition, and self-advocacy challenges faced by my Stage 5 mixed category support class of which 72% of students are on the autism spectrum. I undertook the 2025 Positive Partnerships Autism Awareness professional learning.
My aim was to deepen my understanding of evidence based strategies to increase participation, differentiate more effectively, and build trust with families. I completed preparatory modules, attended a two-day workshop, and engaged in follow-up learning that linked classroom actions, parent communication, and collegial reflection. I implemented these strategies through explicit self-determination instruction, differentiated supports, and structured goal-setting opportunities.
These actions demonstrated AITSL Standards 1.6.2 and 1.6.3, by embedding inclusive practices and modelling them for colleagues, 1.5.2 through targeted adjustments, 3.7.2 by strengthening family partnerships, and 6.2.2 by directly applying professional learning to improve student outcomes.
The task reflected HIPL principles by responding to identified student needs, encouraging collaborative and applied practice, and requiring ongoing evaluation of student impact. Research by Moran et al. (2020) and Wehmeyer (2013) confirmed the importance of self-determination in supporting autistic learners, validating the focus of my practice and guiding continuous improvement.
Students demonstrated noticeable improvements in engagement and autonomy, including initiating task selections and articulating transition goals—outcomes that exceeded initial expectations. These gains directly reflect Standard 1.5.2 by affirming the impact of differentiated strategies and extend into 1.6.3 as the shared practices influenced wider collegial adoption.
The results also reinforced 3.7.2 through improved parent collaboration and 6.4.2 in maintaining high-impact practices. Following HIPL’s principle of evaluating and sustaining impact, I tracked student progress, reviewed adjustments with colleagues, and documented the process through a final report. This experience has deepened my long-term commitment to embedding self-determination frameworks and continuous reflection into classroom planning, strengthening inclusive practice across future teaching cycles.