Final Report: EPE110 (ECPrim) - Education in context: preparation for practice and assessment Complete the assessment rubric and submit this final report following the completion of the 15-day placement. Pre-Service Teacher: Student No.: Unit Code EPE110 Educational Setting: or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum Start Date: Practicum End Date: INSCHOOL OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects a detailed discussion with mentor prior to delivery. Activities are sequential and relevant to age and ability level. Timings are realistic. Assessment of learning links with outcome. Lesson plan reflects a discussion with mentor prior to delivery. Lesson template completed in detail, including: pupil prior knowledge, learning outcome, learning sequence, timings, and assessment Some detail provided in lesson plan template. Curriculum outcome identified, with links to assessment. More detail required on lesson plan template. Curriculum outcomes and assessment are vague and/or unrelated. Student cohort described insufficiently in terms of learning goal.
Reflection on planning Lesson reflection includes sections on what can be done better or different, less or more and reflection describes areas for success and improvement in detail. Lesson adaptions are justified. Reflection considers the extent of learners’ achievements. Discussion of lesson identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of students’ learning loosely based on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of planning. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Few links to appropriate pedagogy are apparent. Professional Engagement PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the graduate standards for teaching PST is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. PST does not have clear ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom PST has vague or inappropriate aspirations for teaching and is yet to demonstrate a readiness in terms of meeting ethical requirements and graduate standards for teaching. DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they learn 1.1 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 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Standard 2 Know the content and how to teach it 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Organise content into an effective learning and teaching sequence. Standard 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals
Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 10 lessons planned & taught 15 days of placement completed Concern process initiated (If yes provide dates, initial and completion, in comments) Final Grade Overall Rating Mentor Teacher Comments (Should more time be required the “Procedure for Reporting Degrees of Concern” should accompany this report unless previously supplied) Please send a copy to the Preservice Teacher: Mentor teacher signature: