Final Report EPR200 – Professional Experience 2 Complete the assessment rubric below and submit this final report following the completion of the 15-day placement. Returned completed form to inschool@cdu.edu.au Pre-Service Teacher: Student No.: Unit Code EPR200 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: Evaluation rubric - Assessment and Reporting Detailed evidence Satisfactory evidence Emerging evidence More evidence required Reflective practice Clearly communicated reflections. Evidence that the pre-service teacher is effectively and accurately applying related professional knowledge to teaching Pre-service teacher has identified own learning progress and is beginning to related professional knowledge about areas of teaching and learning Some evidence of personal reflective practice. There is scope for greater clarity, depth and/or breadth in some of them. More information needed to identify relevant professional knowledge about the area or standards addressed Teaching Points Relevant and through, insightful, accurate and clear with explicit detail throughout. Planning is provided well prior to teaching and format is logical and consistent. Informative, accurate and clear with appropriate levels of detail throughout. Planning is provided well prior to teaching and format is logical and consistent. Greater detail in some areas could enhance the overall effectiveness of this planning. Lessons provided with little time available prior to teaching for any adjustments to be made. More information and detail is required to ensure clarity, relevance and accuracy. Planning must be provided prior to teaching in order than adjustments can be made where needed. Assessment of learning Quality evidence clearly linked to the APSTs. The pre-service teacher clearly understands the process of planning, teaching and assessment. Satisfactory evidence in the presentation that the pre-service teacher understands the process of planning, teaching and assessment. Some evidence that the pre-service teacher understands the process of planning, teaching and assessment. More evidence needed to demonstrate that the teacher had sufficient evidence to support their understanding of this domain
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. 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.6 Strategies to support full participation of students with disability 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 3.2 Plan, structure and sequence learning programs 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.7 Engage parents / carers in the educative process Standard 4 Create and maintain supportive and safe learning environments 4.2 Manage classroom activities 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 Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 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 7.3 Engage with the parents/carers