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 2

Support Plan

for “Murray” Stage 5 student

SUPPORT PLAN
Diagnosis and Identified Concerns	Neurodivergence, and ADHD Social difficulties and frequent self-criticism Emotional dysregulation including outbursts, aggression, and withdrawal Academic struggles at Stage 3 level despite mainstream curriculum Decline in interest, such as elective subjects he formerly enjoyed Recent traumatic family events contributing to anxiety and depression-like symptoms Risk-taking behaviours driven by peer influence
Student Goals	Improve ability to interpret social cues and engage in positive peer interactions [Tier 2] Develop emotional regulation strategies and coping mechanisms [Tier 2] Transition to Life Skills curriculum for English, Mathematics to reduce academic pressure and promote success [Tier 1] Build self-esteem through strength-based learning and validation [Tier 2]
Initial Considerations	Immediate implementation of a safety plan (Teacher/ Learning Support Head Teacher/ Principal) [Tier 3] Adjust curriculum to Life Skills for English and Mathematics (Learning and Support Teacher) [Tier 1] Establish predictable routines with visual schedules (Classroom Teacher, SLSO) [Tier 2]
School Supports Whole school level	Daily check-ins with House leader or Learning Support Head Teacher [Tier 2] Immediate implementation of a safety plan (Teacher/ Learning Support Head Teacher/ Principal) [Tier 3] Support classroom displays visual reminders of class rules Supervised break areas with structured peer engagement opportunities [Tier 2] Referral to school counsellor and regular sessions [Tier 3] Referral via Care Connect for outside professionals to help with positive psychology, mindfulness and developing his character strengths [Tier 3] Referral to the ‘Rock and Water’ program [Tier 2] Professional program offered internally during careers with maximum of 5 participants and two staff.
In Class – support / management	Student access to sensory tools and calm corner within the classroom and the support unit ‘break out’ space [Tiers 1 and 2] Flexible seating and reduced workload expectations (Classroom Teacher) [Tier 1] Student provided with exit pass [Tier 2] Pre-arranged movement breaks (SLSO) [Tier 2] Integrate Positive psychology components into mainstream KLA Calm environment, diffused lighting, own desk area with minimal visual distractions SLSO to work one to one in mainstream classes Different SLSO to accompany in electives and supervise during breaks Sensory space created within main classroom
Family Supports and partnership	Weekly email/phone updates from main classroom teacher [Tier 1] Share school strategies and resources for home use [Tier 1] Parent invited to participate in Student Support Group meetings [Tier 1] Parents invited to attend a ‘Positive Partnership’ parents/carers cause to assist with developing the common language with the classroom when discussing autism. Immediate parent contact after any incident or emotional dysregulation [Tier 2] Family to contact Learning Support Head Teacher and provide updates on any changes to formal diagnosis, specialist requests or changes in behaviour.
Student communication	Transparent communication enables staff to provide the most appropriate support, helping you to engage positively and meaningfully in your learning. You are encouraged to communicate, either verbally or through non-verbal cues, with the School Learning Support Officer (SLSO) or your classroom teacher as needed.
External Supports	Confirm referral and appointments with Child & Adolescent Mental Health Service (CAMHS) [Tier 3] Gain ongoing permission for collaboration between school and external professionals [Tier 3] Care Connect Team to coordinate external appointments and add them to Sentral [Tier 3]
Student is distressed or feels unsafe during recess or lunch breaks	Safe person identified each break (rotating staff support) [Tier 2] Supervised and structured lunchtime program (SLSO) [Tier 2] Regular risk assessments of play areas (Deputy) [Tier 2]

Changes in Level of Risk

Risk level reviewed at each Learning Support meeting (Fortnightly) [Tier 3]
Adjust supervision levels and support intensity as needed (Case Manager) [Tier 3]
Review safety plan if change in risky behaviour is identified

A Stage 5 student in my support class presented with complex needs, including neurodivergence, ADHD, emotional dysregulation, and social vulnerability, compounded by recent trauma.

Despite mainstream placement, he was functioning at Stage 3 academically and displayed increasing distress and disengagement.

I was responsible for developing a comprehensive, Tiered Support Plan in line with school policies. The goal was to reduce risk, improve access to learning, and foster wellbeing through tailored adjustments, family collaboration, and cross-agency coordination.

I followed the school’s multi-tiered response framework to co-develop the support plan.

This included:

• conducting a needs assessment,
• liaising with external providers,
• documenting classroom, whole school, and family based supports,
• embedding trauma informed and strength based strategies, and
• creating a clear pathway for regular review.

Collaboration with the Learning Support Team, school leaders, and parents fulfilled Standard 3.7.2 and 7.3.2 (HIPL Element 2), as communication was strategic, sustained, and transparent. I also met Standard 6.4.2 by evaluating the effectiveness of the plan using observation, student feedback, and behaviour tracking (HIPL Element 5).

Through differentiated adjustments tailored to the student’s neurodivergence and wellbeing, I addressed Standards 1.5, 1.6, and 4.1 (HIPL Element 1). The plan’s structure and clarity allowed me to contribute strategies to peer discussions, demonstrating Standard 6.3 (HIPL Element 3: Collaborative and applied professional learning). Moving forward, I will adapt this multi-tiered model as a baseline for similar support needs, aligning with Standards 6.1 and 6.2 (HIPL Element 4) strengthening evidence informed, student centred practice.

Artefact 1

Artefact 3