professional experience interim and final report · page 1 of 12 professional experience interim...

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Professional Experience Interim and Final Report Supervised Practicum

Curriculum Planning and Assessment for Primary Practicum 2 – EDU20006

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 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 part of the practicum hurdle requirement.

2. To participate in the interim & end of assessment reporting process. Please note: Practicum EDU20006 is the second practicum in the Bachelor of Education (Early Childhood) and (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:

mailto:[email protected]?subject=Placement%20Enquiry

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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

1.2 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.

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 Knowledge Examples of possible criterion

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 Mentor guidance, observe individual students’ needs in a targeted learning area. Evidence would be in written observations

With the guidance of the Mentor, 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 Mentor, 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

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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)





2.3 Curriculum, assessment and reporting- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.





Professional Knowledge Examples of possible criterion

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

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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)





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.

3.6 Evaluate and improve teaching programs - Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.





Professional Practice Examples of possible criterion

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

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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

3.6 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 Mentor suggestions

Use Mentor 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)





4.2 Manage classroom activities - Demonstrate the capacity to organise classroom activities and provide clear directions.

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




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

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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)





5.4 Interpret student data - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.






5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching 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)





6.3 Engage with colleagues and improve practice - Seek and apply constructive feedback from supervisors and Teachers to improve teaching practices.




Professional Engagement Examples of possible criterion

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

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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)





7.1 Meet professional ethics and responsibilities - Understand and apply the key principles described in code of ethics and conduct for the teaching profession.




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

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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]


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