professional experience interim and final report
TRANSCRIPT
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Professional Experience Interim and Final Report Supervised Practicum
Supervised Practicum B: Literacy and Numeracy 2 – EDU70003
Pre-service Teacher : Student number:
Number of days completed: Please note: Missed days should be made up in negotiation with the mentor.
Missed days: Days made up:
School address and contact details:
Mentor: Principal
Nominated Supervisor Year level:
The reporting responsibility of the Mentor: 1. To complete and submit an Interim Progress Report form by midway through the professional experience
(day 10). This is to be submitted to Swinburne Online. 2. If the Pre-service Teacher receives an UNSATISFACTORY result on the Interim Progress Report, the Mentor is
required to contact the Professional Placement Team and complete the Professional Experience Support Plan in consultation with the Nominated Supervisor. This is to be submitted to the Swinburne Online Professional Placement Team by the Mentor.
3. To complete and submit the final report form, immediately on or the day after the final placement day. The reporting responsibility of the Pre-service Teacher is:
1. To make sure all documents are completed in a timely manner and submitted by the required dates. Please note the Interim Progress Report form is part of the practicum hurdle requirement.
2. To participate in the interim & end of assessment reporting process. Please note: Practicum EDU70003 is the second practicum in the Master of Teaching (primary) and Graduate Diploma of Teaching (Primary) courses. In order to satisfactorily complete this practicum, the Pre-service Teacher is required to meet the Australian Professional Standards for Teachers (Graduate) outlined in this report. To assist you in assessing the Pre-service Teacher, practical interpretations of each standard are situated in the shaded area on each page. Should you have any queries and/or concerns at any time throughout the practicum, please contact the Swinburne Online Professional Placement Team.
Swinburne Online Professional Placement Team Phone: 03 8525 5606
Email: [email protected]
Based on the level achieved for each standard the final overall result for the Pre-service Teacher is assessed as:
Interim report Final report
Satisfactory Satisfactory
Unsatisfactory (Must complete support plan)
Unsatisfactory
Not completed Not completed
Signatures Signatures
Mentor : Mentor :
Pre-service Teacher: Pre-service Teacher:
Nominated Supervisor: Nominated Supervisor:
Date: Date:
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Assessing Professional Practice We place great faith in the Mentor and the Nominated Supervisor’s professional judgement and request an honest validation of the Pre-service Teacher’s progress and final assessment. Considering the level expected for the particular professional experience, Mentor teachers and the Nominated Supervisors are asked to make a professional judgement and assess the overall performance of the Pre-service Teacher.
Level Achieved against each Graduate Standard
For each of the Graduate standards, Pre-service Teachers will be assessed as
0 Not demonstrated the student has not demonstrated the professional standard at a relevant level. If a
Pre-service Teacher is awarded a 0 for any of the standards they must receive an UNSATISFACTORY
overall result.
1 Demonstrated occasionally the student has been able to demonstrate the professional standard at a
relevant level, albeit occasionally. It is accepted that Pre-service Teachers enrolled in EDU10001,
EDU20006 and EDU60008 may mostly reflect this level in their Interim and final assessments.
2 Demonstrated regularly the student has demonstrated the professional standard regularly during their
professional experience. It is accepted that Pre-service Teachers enrolled in EDU30003, EDU30015 and
EDU70003 may mostly reflect this level in their Interim and final assessments.
3 Demonstrated consistently the student has consistently demonstrated the Professional standard
throughout their professional experience. It is accepted that Pre-service Teachers enrolled in EDU40005, EDU40006, EDU400012 and EDU80005 may mostly reflect this level in their Interim and final assessments
Overall Performance
Satisfactory. A teaching performance that is satisfactory in assuming the professional responsibilities of a
graduating teacher for this stage of practice. The Pre-service Teacher has not received a 0 for any of the
assessed Standards.
Unsatisfactory. A teaching performance that is not satisfactory in assuming the professional responsibilities
of a graduating teacher for this stage of practice. The Pre-service Teacher has received a 0 for any of the
assessed Standards and/or is deemed by the Mentor and the Nominated Supervisor to be not achieving the
required level for the stage of practice.
Not completed. Teaching performance has not yet reached a satisfactory level for this stage due to
exceptional circumstances and will be dealt with on a case to case basis. (For examples of ‘Result Deferred’
refer to the practicum handbook).
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Professional Knowledge Standard 1- Know the students and how they learn: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
1.1 Physical, social and intellectual development and characteristics of students - Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn – Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds – Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities - Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion.
Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
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Professional Knowledge Examples of possible criterion
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
Written observations, guided by supervisors, demonstrate understanding of the physical, social and intellectual development & characteristics of students
Identify that all students learn in different ways. This is shown through their planning of a range of activities
Follow the modelling of the supervisor in catering to difference
1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
Identify that all students learn in different ways. This is shown through the planning of a range of activities and consciousness of attention spans.
With supervisor guidance, observe individual students’ needs in a targeted learning area. Evidence would be in written observations.
With the guidance of the supervisor, plan and deliver lessons that demonstrate an understanding of the variety of ways students learn.
Set expectations for what the students will learn during the lesson.
Reflect on how students are learning.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Identify the teaching strategies used to cater to diversity in written observations and, with the guidance of the supervisor, transfer these to lesson planning
Show awareness of the use of inclusive language and strategies and with guidance, implement strategies
Record and reflect on own teaching practice
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
Observe, under supervisor guidance, the different learning needs within the classroom
Identify the teaching strategies used to cater for students’ individual learning needs in written observations and with the help of the supervisor, transfer these to lesson planning
Written observations that record and reflect on own teaching practice
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Professional Knowledge Standard 2- Know the content and how to teach it: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
2.1 Content and teaching strategies of the teaching area - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation - Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.5 Literacy and numeracy strategies - Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT) - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion.
Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
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Professional Knowledge Examples of possible criterion
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
Identify different strategies for teaching
Implement strategies developed and/or modelled by supervising teacher.
Understand the importance of establishing the association between content and strategy
Accurate use of language/terms/definitions and written resources
Evidence of content knowledge in planning
Use resources provided by the mentor teacher and shows initiative in sourcing additional resources
Ability to respond to supervisor feedback and adjust planning
2.2 Organise content into an effective learning and teaching sequence
Implement a plan as modelled/developed by the teacher
Beginning to develop well-structured lesson plans by the end of the practicum
Identify the importance of sequencing in planning and delivery by outlining the lesson purpose and structure, and uses a clear introduction and conclusion
Developing strategies/approaches to test student understanding during lessons
Identify context of content within a unit/subject/continuum
Identify and focuses on the key content
With the guidance of the supervisor, reflect upon and adjusts lesson plans
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans
Demonstrate knowledge of the relevant curriculum documents
Observe assessment and moderation
Willing to reflect on teaching practice and respond to feedback to influence future planning and teaching
Use evaluation techniques/assessment items to gain relevant feedback on student learning (informal or formal)
Provide feedback in some form, as modelled by the teacher
2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas
Awareness of the curriculum documents and policies within the school.
Awareness of importance of and ability in teaching/modelling of grammatical and English language conventions
Awareness of importance of and ability in teaching/modelling of appropriate numerical conventions
Explicit teaching of the language of a content discipline
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Awareness of school policy
Employ ICT strategies developed and/or modelled by supervising teacher
Source resources within the school that would be appropriate for learning experiences.
Proficiency with selected ICTs
Use of ICT in resource development and planning
Assisting the Mentor with the monitoring of the ethical use of ICT in the classroom
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Professional Practice Standard 3- Plan for and implement effective teaching and learning: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
3.1 Establish challenging learning goals - Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning programs - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies - Include a range of teaching strategies. 3.4 Select and use resources - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
3.5 Use effective classroom communication - Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 Evaluate and improve teaching programs - Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion.
Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
Professional Practice Examples of possible criterion
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics
Follow objectives/goals for students as established by the school/faculty/unit
Under guidance, set learning objectives and develop a lesson plan that attempts to enable acquisition of this learning objective
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Articulate goals for strategies used in class
Identify different types of goals/objectives; o content based/driven o classroom management o skills o values
Lesson plan includes strategies / activities for different learners e.g. visual/ aural / tactile etc.
Developing strategies to check that learning goals have been met
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Capacity to complete research/preparation to understand content specific to a learning unit
Range of strategies, not just whole class e.g. group, pair, individual.
Use of agreed/accepted lesson structure
Achievement of appropriate internal timing of lessons is developing
3.3 Include a range of teaching strategies Beginning to plan and use a range of strategies where appropriate - whole group, small group, individual
Show awareness of different learning styles and attempts to incorporate aural, visual and kinaesthetic activities
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Seek advice on the use of most appropriate resources
Beginning to source and develop own resources (Where appropriate).
Use ICT to engage students
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
Show an ability to relate to and work with students e.g. attempts to learn names, converses with individuals, listens, smiles
Effective movement within a learning space
Body language is open, encouraging and ‘safe’
Use of appropriate: volume, pitch, tone, language, forms of address, body language, eye contact, gestures (hands-up)
Ability to assert themselves in a classroom environment as relevant. Gives clear instructions. Corrects student behaviour
Verbal communication clear, concise, positive, whole class can hear
3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
Reflection at the end of the lesson to inform future work (what worked well, what didn’t, what to change)
Attempt to adapt lessons as a result of supervisor suggestions
Use supervisor guided assessment for evaluation
Use of student response/feedback to inform planning
Questioning used to check understanding of students
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Professional Practice Standard 4- Create and maintain supportive and safe learning environments: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
4.1 Support student participation - Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities - Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3 Manage challenging behaviour - Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Maintain student safety - Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
4.5 Use ICT safely, responsibly and ethically - Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use if ICT in learning and teaching.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
Professional Practice Examples of possible criterion
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities
Observe the methods used by the Mentor
Identify that there are different types of learning
Distinguish between various student behaviours, needs and understanding
Identify a range of learning styles and can “connect with” at least a few
Plan activities for a range of learners (e.g. fast finishers & those with difficulties)
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Encourage wide participation
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions
Seek advice in relation to time frames for activities.
Micro skills/teaching activity planning and executing.
Stand before a class and gives directions/instructions for brief periods.
Write up the lesson agenda.
Have simple routines for entering the room, distributing and using equipment, and transitions
4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour
Follow supervising teacher’s expectations for behaviour management
Identify behaviour problems in the classroom and seek advice
Discuss range of possible strategies to manage various types of classroom behaviours
Observe and identify various class room behaviours
Experiment with a range of strategies in simple environments
Understand the difference between proactive and reactive strategies
Learn school policy and attempt to reinforce these policies
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements
Gain knowledge of school policies
Discuss potential risks with supervising teacher before hand
Respond to potentially unsafe situations
Document what strategies / policies and legislation are relevant to
school/student/teachers
Demonstrate independent reflective practices/capacity which they can translate to future actions
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use if ICT in learning and teaching
Follow school protocol in relation to ICT use
Display ‘common sense’ in relation to appropriate resources
Demonstrate within planning a broad range of issues/strategies for safe/ ethical/responsible ICT use (e.g. inappropriate site/content/language etc.)
Where and how to access /copy
Know and relate school rules and policies with regards ICT use
Follow the modelling and program of the supervisor
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Professional Practice Standard 5 - Assess, provide feedback and report on student learning: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
5.1 Assess student learning - Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Provide feedback to students on their learning - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3 Make consistent and comparable judgements - Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
5.4 Interpret student data - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify student practice.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
Professional Practice Examples of possible criterion
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning
They ask to see assessment items/strategies and processes of mentor/school (seek out these things)
Acknowledge that assessment is driven by work programs/syllabus etc.
Through discussion with mentor demo differentiation between informal/formal/summative/formative assessment etc.
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Use formal and informal strategies in the single lesson
Observation of marking
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning
Demonstrate an understanding of the place of feedback within the teaching process
Observe the supervisor and records a range of feedback strategies
Use opportunities to give feedback to students on their learning e.g. response to answers, response to class work, response to homework
5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning
Have an awareness that moderation processes exist within schools and how and when it occurs within the particular school
Observe aspects of the process if the opportunity arises
5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify student practice
Acknowledge that previous student work/responses/outcomes can be used to reflect and plan future curriculum/assessment development
Observe and understand the process used by a school /dept. etc.
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Professional Engagement Standard 6 – Engage in professional learning: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
6.1 Identify and plan professional learning needs – Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2 Engage in professional learning and improve practice - Understand the relevant and appropriate sources of professional learning for Teachers.
6.3 Engage with colleagues and improve practice - Seek and apply constructive feedback from supervisors and Teachers to improve teaching practices.
6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
Professional Engagement Examples of possible criterion
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs
Understands the importance of regular professional development in all learning areas
Considers how ICT can improve personal goals and professional practice
Understands the Australian professional Standards and how to use them for setting improvement goals
6.2 Understand the relevant and appropriate sources of professional learning for Teachers
Attends professional learning sessions with supervisor where applicable
Keeps up to date with educational ICT resources and tools
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6.3 Seek and apply constructive feedback from supervisors and Teachers to improve teaching practices
Discusses with Mentors/Supervisors areas for improvement
Applies constructive feedback from Mentors/Supervisors to improve teaching practices
Seeks feedback for improvement
6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
Feedback from Mentors/Supervisors should be reflected in future planning and practice
Discusses with Mentors/Supervisors ways to implement professional learning to improve student feedback
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Professional Engagement Standard 7 – Engage professionally with colleagues, parents/carers and the community: (0-3 to be placed in column to indicate level of achievement)
0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently
Elements of Criterion Level Achieved
Interim Report Results
Final Report Results
7.1 Meet professional ethics and responsibilities - Understand and apply the key principles described in code of ethics and conduct for the teaching profession.
7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening Teacher’s professional knowledge and practice.
Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor
Final Report Comments: Mentor
Nominated Supervisor: (Optional if required)
Professional Engagement Examples of possible criterion
7.1 Understand and apply the key principles described in code of ethics and conduct for the teaching profession
Dresses, speaks and behaves in a professional manner
Interactions with children, families and staff are respectful
Familiar with the ECA code of ethics and the settings and jurisdictional professional codes of conduct
7.4 Understand the role of external professionals and community representatives in broadening Teacher’s professional knowledge and practice
Seeks advice from Mentors/Supervisors and teachers on external professional development
Investigates the range of opportunities for sharing and enhancing professional practice available through online communication with experts and community representatives, and contribution to professional and community sites , online discussions and forums
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Final professional experience summary and comments of Pre-service Teachers progress Mentor comments:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________ Pre-Service Teacher comments __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ Nominated Supervisor comments (Optional if required) ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________
To be returned to: Swinburne Online Professional Placement Team
Phone: 03 8525 5606 Email: [email protected]
A satisfactory result indicates that the student is meeting all of the necessary requirements at the interim report stage of the professional experience. An UNSATISFACTORY result requires the mentor, in consultation with the Nominated Supervisor to complete and submit the attached Professional Experience Support Plan.
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Professional Experience Support Plan To be completed by the Mentor teacher following consultation with the Nominated Supervisor and Pre-Service Teacher.
Pre-service Teacher:
Student number:
Date:
Number of days completed: Missed days: Days made up:
School address and contact details: Year Level:
Mentor:
Nominated Supervisor:
The following three sections are to be completed by the Mentor teacher:
Major areas of concern
Please identify which areas from the Australian Professional Standards for Teachers (Graduate) and/or any other areas of concern regarding teacher professional conduct that need to be improved on by the Pre-service Teacher.
1. 2. 3.
Actions required by the Pre-service Teacher
1. 2. 3.
Support from the Mentor and collaboration with Nominated Supervisor
The following four sections are to be completed by the Swinburne Online Professional Placement Team:
Support from Swinburne Online
Date for completion
Date for review
Review comments/notes
To be returned to: Swinburne Online Professional Placement Team
Phone: 03 8525 5606 Email: [email protected]