In this evidence sample, some specific professional learning goals were created prior to the EPT329 practical learning experience. These goals were created prior to going on placement and aimed to identify and fill in any gaps found in the National Australian Standards for Teachers at the graduate level. These goals were signed off by the supervising teacher, subject coordinator and student teacher, and were continually revisited over the duration of the placement to ensure these new gaps were filled. Whitton, Barker, Nosworthy, Humphries, & Sinclair (2016) indicate that setting professional learning goals is an important tool for mapping out knowledge and progress, in order to move forwards professionally (p. 77). Weatherby-Fell agrees with the significance of identifying, planning and improving areas of teaching practice, noting that there is a ‘responsibility for continuing to learn, develop and improve’ (p.245). Weatherby-Fell further notes that teaching standards are a measure of accountability, and a reflective, goal oriented practice ensures that all standards are achieved to maintain a quality teaching practice (2015, p.247). These goals identified areas of improvement needed, and providing a pathway, a ‘map’ towards achieving and fulfilling these gaps. The learning goals identified within evidence sample six perform a dual task; they map out progress and areas of improvement, and demonstrate the importance of continually learning and improving. This evidence sample therefore aligns with the graduate descriptor 6.1 identifies the importance of using professional teaching standards in order to meet and improve on professional learning needs.