End of Experience/Placement Assessment Report: Masters of Teaching (Primary) Graduate Diploma of Teaching (Primary)

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1 End of Experience/Placement Assessment Report: Unit Code LEM503 Unit Title Supervised Practicum A: Literacy and Numeracy 1 Pre-service Teacher s name: Name of Education Setting: Mentor Teacher 1 (name): Masters of Teaching (Primary) Graduate iploma of Teaching (Primary) Placement ates of Professional Experience Type 20 days From to Mentor Teacher 2 (name): (if applicable) Total number of placement days completed: Important Information for the Mentor and Pre-service Teacher 1. This report should be used by both the Mentor Teacher and the Pre-service Teacher as a guide to observing and analysing the teaching performance. It forms part of the Pre-service Teacher s formative assessment. 2. This report should be completed by the last day of placement and discussed with the Pre-service Teacher discussion is essential if the report is to have maximum value. The report should reflect the level of performance of the Pre-service Teacher, against the National Graduate Standards, at this stage of their development. 3. Swinburne University of Technology have developed an extensive list of examples for judging achievement of graduate standards. It covers 1-7 of AITSL Graduate Standards at each stage of practice and incorporates the use of learning technologies. These examples can be found on the Professional Experience website. ers_standards_swinburne_inventory_of_evidence.pdf Pre-service Teachers are to be assessed for each non-shaded descriptor of each Graduate Standard as either: N Not demonstrated, or emonstrated. The non-shaded descriptors have been deemed appropriate for this stage of the Pre-service Teacher s development. The shaded out Graduate Standards have been included in the event that evidence of meeting additional standards is observed. Note 1: If any descriptors are marked as N Not demonstrated, please provide an explanation within the relevant Comment section. Note 2: If during the current experience/placement the Pre-service Teacher has also had the opportunity to demonstrate one of the descriptors that have been shaded below, and you feel it is appropriate, you may enter a against the relevant descriptor. 4. Please do not hesitate to indicate areas in which the Pre-service Teacher needs to gain further professional experience. Appropriate assistance can only be provided if these areas are identified. 5. If problems arise during the placement period, Mentor Teachers are requested to discuss this immediately with the person in your setting who is responsible for organising the placement or directly with the Professional Placements Office at Swinburne Online, rather than wait until the end of the placement period when the report is to be written. MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 1

2 National Professional Standards for Graduate Teachers Please use a tick ( ) in the relevant column against each Graduate Teacher Standard descriptor. Professional Knowledge Standard 1 Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students emonstrate 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 emonstrate 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 emonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students emonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5 ifferentiate teaching to meet the specific learning needs of students across the full range of abilities emonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6 Strategies to support full participation of students with disability emonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. N Comment on the Pre-service Teacher s knowledge of students and how they learn please include an explanation of descriptors shown above as Not demonstrated. Professional Knowledge Standard 2 Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area emonstrate 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. 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians emonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. N MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 2

3 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. Comment on the Pre-service Teacher s knowledge of content and how to teach it please include an explanation of descriptors shown above as Not demonstrated. Professional Practice Standard 3 Plan for and implement effective teaching and learning 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 emonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Use effective classroom communication emonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6 Evaluate and improve teaching programs emonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7 Engage parents/carers in the educative process escribe a broad range of strategies for involving parents/carers in the educative process. N Comment on the Pre-service Teacher s ability to plan and implement effective teaching and learning please include an explanation of descriptors shown above as Not demonstrated. Professional Practice Standard 4 Create and maintain supportive and safe learning environments 4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. N MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 3

4 4.2 Manage classroom activities emonstrate the capacity to organise classroom activities and provide clear directions. 4.3 Manage challenging behaviour emonstrate knowledge of practical approaches to manage challenging behaviour. 4.4 Maintain student safety escribe 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 emonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use if ICT in learning and teaching. Comment on the Pre-service Teacher s ability to create and maintain supportive and safe learning environments please include an explanation of descriptors shown above as Not demonstrated. Professional Practice Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning emonstrate 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 emonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3 Make consistent and comparable judgements emonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4 Interpret student data emonstrate the capacity to interpret student assessment data to evaluate student learning and modify student practice. 5.5 Report on student achievement emonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. N Comment on the Pre-service Teacher s ability to assess, provide feedback and report on student learning please include an explanation of descriptors shown above as Not demonstrated. MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 4

5 Professional Engagement Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs emonstrate an understanding of the role of the National 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 emonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. N Comment on the Pre-service Teacher s engagement in professional learning please include an explanation of descriptors shown above as Not demonstrated. Professional Engagement Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in code of ethics and conduct for the teaching profession. 7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for Teachers according to school stage. 7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers. 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. N Comment on the Pre-service Teacher s professional engagement with colleagues, parents/carers and the community please include an explanation of descriptors shown above as Not demonstrated. MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 5

6 Complete and return to Swinburne Online Professional Placements Office at the end of the placement period: Swinburne Online student I have read and discussed the report with my Mentor Teacher(s) and, (select one): I wish to make no further comment, or I wish to make the following self-evaluation comments Signature The Pre-service Teacher s overall performance for this professional placement is deemed to be (select one): Satisfactory Unsatisfactory Result eferred # ate Comments, including suggestions (if appropriate) for areas in which the Pre-service Teacher should endeavour to gain further professional experience : Mentor Teacher 1 Signature ate Mentor Teacher 2 (if applicable) Signature ate # Refer to the Exceptional Circumstances section of the Placement Handbook for further information on deferred results. This form should be completed in triplicate. 1. ORIGINAL: Return with the (1) Tax Invoice/Claim Form and (2) Professional Experience/Placement Attendance iary to the Swinburne Online Professional Placements Office by the end of the week following the completion of the placement. 2. Copy 1: To be retained by the Pre-service Teacher 3. Copy 2: To be retained by the Education Setting Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: (03) Web: MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 6

7 Swinburne Online Professional Placements Office Use Only Checklist: Report has been returned Complete Incomplete (List follow up action taken) Placement Attendance iary has been returned Complete Incomplete (List follow up action taken) Tax Invoice has been returned Complete Incomplete (List follow up action taken) Overall assessment recorded as: Satisfactory Unsatisfactory Result eferred Copy of Report sent to Program irector ate by Comments: Receipt of report has been advised to Education Setting Phone call ate by ate report recorded on PPO database by MTeach (Primary) & Grad ip (Primary) - End of Placement Assessment Report - LEM503 7

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