Final Report: EPE210 (Pr Sec) - Education in context: preparation for practice and assessment Supervising/mentor teacher(s) must forward completed reports to . Reports will not be accepted from preservice teachers. Complete the assessment rubric below and submit this final report following the completion of the 25-day placement. Pre-Service Teacher: Student No.: Unit Code EPE210 Educational Setting: State 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: OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects activities that are sequential, and relevant to age and ability level. Timings are realistic. Assessment of learning links with learning outcome. Lesson template completed in detail, including: development progress of learning outcome, learning sequence, timings, and assessment included Some detail provided in lesson plan template. Learning outcome identified, with links to assessment. More detail required on lesson plan template. Learning 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 delivery identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of children’s learning loosely based on assessment evidence. Reflection requires greater clarity. Few links to appropriate pedagogy are apparent. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Professional Engagement Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others. Focuses on the task and what needs to be done most of the time. Team members can usually count on this Rarely listens to, shares or supports the efforts of others. Needs support in developing collaborative practices.
person. DOMAIN STANDARDS PERFORMANCE RATING Standard 2 Know the content and how to teach it 2.2 Organise content into an effective learning and teaching sequence. 2.3 Curriculum, assessment and reporting Standard 3 Plan for and implement effective teaching and learning 3.1 Establish challenging learning goals 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process Standard 4 Create and maintain supportive and safe learning environments 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning 5.2 Provide feedback to students on their learning 5.3 Make consistent and comparable judgement 5.4 Interpret student data 5.5 Report on student achievement Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative & organisational requirements 7.4 Engage with professional teaching networks and broader communities