professional experience interim and final report...the reporting responsibility of the mentor: 1. to...

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Professional Experience Interim and Final Report Supervised Practicum

Supervised Practicum C: Diversity and Inclusion – EDU80005

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 EDU80005 is the final Ready to Teach practicum in Graduate Diploma of Teaching (Primary) course and the third Ready to Teach practicum in the Master of Teaching (primary) course. 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

1.1 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.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students - Demonstrate 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 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.

1.6 Strategies to support full participation of students with disability - Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

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

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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

1.4 Demonstrate 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

Proactive in asking the mentor about the cultural identities of students and how to include cultural understandings.

Identify the teaching strategies used to cater for students of language backgrounds other than English in written observations and transfers these to lesson planning

Record and reflect on own teaching practice

Seek guidance from supervisor on effective strategies for inclusion

Proactive in planning learning experiences that include Aboriginal and Torres Strait islander perspectives.

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, transfers these to lesson planning

Written observations that record and reflect on own teaching practice

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability

Identify, with supervisor guidance, the teaching strategies used to cater for students’ individual needs in written observations and transfer these to lesson planning

Follow modelled support programs

Liaise closely with the supervisor

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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)





2.1 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.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians - Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

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.





Professional Knowledge Examples of possible criterion

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.

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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

Demonstrate knowledge and understanding of content selection and organisation

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

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

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

Awareness of the policies within the curriculum

Modelling of respectful/empathetic language and discourse in dealing with indigenous issues

Consult with mentor about cultural sensitivities

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

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 supervisor 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)





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.

3.7 Engage parents/carers in the educative process - Describe a broad range of strategies for involving parents/carers in the educative process.





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

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attempts to enable acquisition of this learning objective

Articulate goals for strategies used in class

Identify different types of goals/objectives; • content based/driven • classroom management • skills • 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

3.7 Describe a broad range of strategies for involving parents/carers in the educative process

Observes supervising teacher in engagement with parents

Awareness of school policies/protocols for parent-teacher contact • Use of diaries (homework, feedback) • Observe PT interviews (if available)

Collecting school newsletters

Record keeping (where appropriate) for supervising teacher of student performance for future reporting

Observation of and reflection on the way the supervisor and school build rapport with parents

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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)





4.1 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




4.1 Identify strategies to support inclusive student participation and engagement in classroom activities

Observe the methods used by the supervisor

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

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Plan activities for a range of learners (e.g. fast finishers & those with difficulties)

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 behaviour

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 beforehand.

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)





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.

5.5 Report on student achievement - Demonstrate 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.





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.

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Through discussion with mentor demo differentiation between informal/formal/summative/formative assessment etc.

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 exists 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.

5.5 Demonstrate 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

Awareness of the process that takes place within a school/dept.

Discuss with supervisor and observe the processes

Identify a range of strategies used by mentor/school 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)





6.1 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.




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)





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.




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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7.2 Understand the relevant legislative, administrative and organisational policies and processes required for Teachers according to school stage

Seek advice from supervisor on the relevant legislative, administrative and organisational policies and processes required for teachers

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers

Observe supervisors interactions with parents/carers, and note effective strategies

Investigate the use of digital resources for communicating effectively, ethically, sensitively and confidentially with teachers, and parents or carers where applicable

7.4 Understand the role of external professionals and community representatives in broadening teacher’s professional knowledge and practice

Seeks advice from supervisor/mentors 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]

professional experience interim and final report...the reporting responsibility of the mentor: 1. to...

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