zilongwang/ReadingBank huggingface dataset:
NO CLASS ON AUGUST 21 August 23 Introduction August 25 Eliot Cohen, “” Orbis, Vol. 49, No.4 Fall 2005, pp. 575-588. David Bell, “The Sound of Munich” The National Interest, May/June 2016, pp. August 28 Walter Russell Mead, “” Orbis, Vol. 49, No.4 Fall 2005, pp. 589-598. Barry Posen and Andrew Ross, “” International Security, Vol 21, No.3, Winter pp. 5-53. August 30 Gideon Rose, “What Obama Gets Right,” Foreign Affairs, Sept/Oct. 2015. Pp. 2-12. Bret Stephens, “What Obama Gets Wrong,” Foreign Affairs, Sept/Oct. 2015. Pp. Ionut Popescu, “Trump and Emergent Strategy” April 28, 2017. War on the Rocks blog Hal Brands, “The Incompetence Doctrine,” May 2, 2017, War on the blog September 1 Dimitri Simes, et al. “Course Correction” The National Interest, Nov/Dec 2016, Colin Dueck, Strategic Planning for the New Administration, Hoover Institution, December 2016. September 6 Clark Murdock and Kevin Kallmyer, “,” Orbis, Fall 2011. Hal Brands, The Promise and Pitfalls of Grand Strategy, Strategic Studies Institute 2012, pp. 1-15. Robert Kaplan, “The Devil you Know,” The National Interest, Nov/Dec 2016 pp.
Dmitri Trenin, “The Revival of the Russian Military,” Foreign Affairs, May/June 2016, pp.23-29. Philip Breedlove, “NATO’s Next Act,” Foreign Affairs, July/August 2016, pp. November 20-27 Charles Glaser, " Foreign Affairs, March/April 2011. Aaron Friedburg, “,” The National Interest, July/August 2011. Rajan Menon, “Asia’s New Balance of Power,” The National Interest, Nov/Dec 2016, pp. 68-78. Robert Kaplan, “Eurasia’s Coming Anarchy,” Foreign Affairs, March/April 2016, pp. 33-41. November 29-December 1 Wess Mitchell, “Predators on the Frontier,” The American Interest, Feb. 2016, pp. John Mearshimer and Stephen Walt, “The Case for Offshore Balancing,” Foreign Affairs, July/August 2016, pp. 70-83. December 4-6 Review Take Home Final Exam Due December 12 no later than 5:00 pm.
T.X. Hammes, “Raising and Mentoring Security Forces in Iraq and Afghanistan,” Orbis, Winter 2016, pp.52-72. 5 Shirley, Edward G. “Can’t Anyone Here Play This Game”, The Atlantic Monthly, Feb 1998. pp. 4-13. Michel Rubin (2016) “The Temptation of Intelligence Politicization to Support Diplomacy,’ International Journal of Intelligence and Counterintelligence, 29:1. Pp.1-25. Week 13-15: Thinking about the future Key questions: How can we gauge potential threats? Are there potential challengers to US hegemony and what is the range of potential responses? April 7 and 10 Stephen Kotkin, “Russia’s Perpetual Geopolitics,” Foreign Affairs, May/June 2016, pp.2-9. Fyodor Lukyanov, “Putin’s Foreign Policy,” Foreign Affairs, May/June 2016, Dmitri Trenin, “The Revival of the Russian Military,” Foreign Affairs, May/June 2016, pp.23-29. Philip Breedlove, “NATO’s Next Act,” Foreign Affairs, July/August 2016, pp. April 12 and 14 Charles Glaser, " Foreign Affairs, March/April 2011. Aaron Friedburg, “,” The National Interest, July/August 2011. Menon, “Asia’s New Balance of Power,” The National Interest, Nov/Dec 2016, pp. 68-78. Robert Kaplan, “Eurasia’s Coming Anarchy,” Foreign Affairs, March/April 2016, pp. 33-41. April 17 Wess Mitchell, “Predators on the Frontier,” The American Interest, Feb. 2016, pp.
IT skills including basic word processing and use of databases to input information Application/ skills assessment Knowledge and Understanding How mental health problems and associated problems can affect an individual’s life Application/ Interview The current NHS and Primary Care agenda Application/ Interview The current agenda of voluntary services in relation to current policy Application/ Interview Knowledge of current best practice in the field of mental health Interview The implications of clinical governance and clinical audit to the service Application In depth knowledge of policies and procedures relevant to safe guarding vulnerable adults Application/ Interview The involvement of service users in developing the service Application/ Interview Competencies Role model behaviours of integrity and dignity to other team members Interview Support the team to deliver at its best Interview Role model behaviours underpinned by respect of difference Interview Adapt communication to the audience Interview Identify the best outcomes, solve problems and overcome barriers to achievement Interview Identify new opportunities to seek and experience with others Interview Proactively identify own development needs and take action to meet them Interview Applicants for the post of Innovations Manager will be required to demonstrate evidence of competency at level 4.
Adam Berlinsky, “Assuming the of War: Events, Elites and American Public Support for Military Conflict,” The Journal of Politics, Vol. 69, No. 4 (Nov. 2007) pp. 975-997. Matthew Baum, “Sex, Lies and War: How Soft News Brings Foreign Policy to the Inattentive Public,” American Political Science Review, Vol. 96, No. 1 (March 2002) pp. 91-109. Tevi Troy, “Devaluing the Think Tank,” National Affairs (Winter 2012) pp. 75-90. April 20: Rising Powers and American Foreign Policy Andrew Hart and Bruce Jones, “How do Rising Power’s Rise?” Survival, December 2010. Evan A. Feigenbaum, “India’s Rise, America’s Interest,” Foreign Affairs, March/April 2010. Charles Glaser, "Will China’s Rise lead to War?" Foreign Affairs, March/April 2011. Aaron Friedburg, “Hegemony with Chinese Characteristics,” The National Interest, July/August 2011. Josef Joffe, “The Default Power,” Foreign Affairs, Sept/Oct. 2009. John Ikenberry, "The Future of the Liberal Order," Foreign Affairs, May 2011.
Ta-Nehisi Coates, Between the World and Me (New York: Spiegel & Grau, 2015) Week 3 – WHAT IS RACISM? Tuesday, January 23 Ibram X. Kendi, Stamped From the Beginning (New York: Nation Books, 2016) – Prologue George M. Frederickson, Racism: A Short History (Princeton: Princeton University Press, 2002) Thursday, January 25 “I am not your Negro” - Film Week 4 – COLONIALISM Tuesday, January 30 Ann Laura Stoler, “Sexual Affronts and Racial Frontiers,” in Frederick Cooper and Ann Laura Stoler (eds.) Tensions of Empire (Berkeley: University of California Press, 1997) Frederick Copper, “States, Empires, and Political Imagination,” a chapter from Colonialism in Question (Berkeley: University of California Press, 2005). Thursday, February 1 Frantz Fanon, The Wretched of the Earth (New York: Grove Press, 1963) - excerpts Week 5 – SLAVERY Tuesday, February 6 Browse and read through the documents and texts on UNESCO’s website SLAVE ROUTE. Thursday, February 8 Ta-Nehisi Coates, “The Case for Reparations,” The Atlantic, June 2014 Week 6 – IR AND RACE I Tuesday, February 13 Robert Vitalis, “The Graceful and Generous Liberal Gesture: Making Racism Invisible in American International Relations,” Millennium 29:2, June 2000 Thursday, February 15 Michel Rolph-Trouillot, “Haitian Revolution as a Non-Event” in Silencing the Past (Boston: Beacon Press, 1995)
Tuesday, March 20 Adam Hochschild, “In the Heart of Darkness,” New York Review of Books, October 6, 2005 Thursday, March 22 Lumumba - film Week 12 – BANDUNG AND NON-ALIGNED MOVEMENT Tuesday, March 27 Mustapha K. Pasha, The 'Bandung Impulse' and International Relations. In S. Seth. (ed) Postcolonial Theory and International Relations: A Critical Introduction (London: Routledge, 2012) Thursday, March 29 Robert Vitalis, "The Midnight Ride of Kwame Nkrumah and Other Fables of Bandung (Ban-doong)," Humanity: An International Journal of Human Rights, Humanitarianism, and Development, 4:2, 2013 Jelena Subotic and Srdjan Vucetic, “Performing Solidarity: Whiteness and Status Seeking in Non-Aligned World,” Journal of International Relations and Development, August 2017 Week 13 – ISA Conference Tuesday, April 3 - No class Thursday, April 5 - No class Week 14 – COLONIALISM AND ITS RACIALIZED AFTERLIFE Tuesday, April 10 – Sorayya Khan, City of Spies (Little A, 2017) Thursday, April 12 – Sorayya Khan, "Raising Brown Boys in Post 9/11 America," Longreads, September 2017 Week 15 – COLONIALISM AND ITS RACIALIZED AFTERLIFE Tuesday, April 17 Laleh Khalili, "Reckoning with Britain’s Racism and Xenophobia," Truthout.org, June 30, 2016 Gurminder K. Bhambra, "Brexit, Class and British National Identity," Discover Society, July 5, 2016 Naeem Inayatullah, “The Eternal Return of Benign Colonialism,” The Disorder of Things, October 7, 2017 Thursday, 19
Date ____________________ Deposit returned amount: The amount of ____________________ Was returned on: Date ____________________
Effective Sentence Openers (Action Verbs) Absorbed Accelerated Accomplished Achieved Added Administered Advised Analyzed Applied Appraised Approved Arranged Assembled Assisted Attained Attended Automated Balanced Bought Budgeted Built Carried Catalogued Centralized Changed Checked Clarified Classified Cleaned Closed Coached Collaborated Collated Compared Compelled Composed Computed Conceived Condensed Conducted Controlled Converted Conveyed Coordinated Corrected Corresponded Counseled Created Cut back on Dealt with Decided Decreased Defined Delegated Delivered Demonstrated Designed Determined Developed Devised Diagnosed Differentiated Directed Discovered Disseminated Distributed Diverted Doubled Drove Duplicated Earned Edited Eliminated Employed Enabled Enacted Encouraged Enlarged Enlisted Ensured Equipped Established Evaluated Examined Executed Exceeded Expanded Expedited Experimented Extracted Facilitated Fed Finalized Financed Folded Forecasted Formulated Fostered Found Furnished Generated Grouped Guaranteed Guided Handled Headed Helped Hired Hypothesized Identified Illustrated Implemented Improved Incorporated Increased Informed Influenced Initiated Innovated Inspected Installed Instituted Instructed Integrated Interpreted Interviewed Introduced Invented Invested Investigated Judged Launched Learned Lectured Led Leveraged Listed Located Logged Lowered Maintained Managed Marketed Masterminded Measured Mediated Merged Minimized Moderated Modernized Modified Motivated Negotiated Notified Numbered Observed Obtained Opened Operated Organized Originated Outlined Overhauled Oversaw Packaged Patrolled Performed Persuaded Photocopied Picked out Pioneered Planned Positioned Posted Prepared Presented Presided Processed Produced Programmed Promoted Provided Published Purchased Qualified Questioned Recommended Recorded Recruited Rectified Redesigned Reduced Refined Related Repositioned Reorganized Reported Researched Reshaped Resolved Responded Restored Restructured Reviewed Revised Scheduled Searched Secured Selected Served Set up Shipped Showed Sold Solved Sorted Staffed Standardized Structured Studied Summarized Supervised Surpassed Synthesized Tabulated Taught Traced Tracked Traded Trained Transferred Translated Trimmed Tripled Turned around Uncovered Undertook Unified Updated Upgraded Used Utilized Verbalized Verified Withdrew Withstood Won Wrote
Discuss the reflective journal with teacher. Final Day of Placement Discuss with your mentor teacher and complete placement assessment forms, and discuss progress. Take a copy of forms for your records to keep as part of your teaching portfolio. Show evidence where these competencies are being addressed Send original copies of completed Assessment forms and Time sheet to: Work as a co-professional in the classroom supporting students in small groups and individually Continue reflective journal entries Mentor teacher to complete Form B & C. Revisit and review progress made by teachers and complete 2nd instance of Form A. Use the reflective journal as a tool to facilitate discussion with the pre-service teacher Discuss progress made by pre-service teacher After the placement Ensure that you have completed the required in-school days. If not, negotiate with your mentor teacher about suitable times to complete this requirement Submit all paperwork to the Professional Experience Office Complete all relevant paperwork and return to the Professional Experience Office
Form C: Overall Professional Experience Evaluation Record ECP210 – BECL Completed form must be returned to Pre-service Teacher: Click here to enter Pre-service Teacher Student No: Click here to enter student no Unit Code:ECP210 School: Click here to enter school State Or Territory: Class/year: Subject / teaching area: here to enter teaching area Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) here to enter PLL Practicum Start Date: Practicum End Date: ASSESSMENT COMMENTS PERFORMANCE RATING FORM A Australian Professional Standards for Graduate Teachers Provides examples of evidence that could be used in the final portfolio. This form is kept by the Pre-service Teacher Form A has been filled out and submitted FORM B Collaborative Evaluation Collaboratively completed by the Pre-service and Mentor Teacher Form B has been filled out and submitted The daily journal Sighted by the Mentor Teacher 'Concern' Process Click here to enter comment Date initiated: Date completed: There are 30 professional experience days attached to Teaching and Learning 3 in the BECL course. Has the Pre-service Teacher completed the required number of days? Has there been any variation to the number of professional experience days? Note: If Yes please provide details of variation: Click here to provide details OVERALL RATING (Pass, Fail or requires more time): Date:
FORM B: ECP210 (BECL) A copy of this form should be kept by the pre-service teacher and may be used to contribute towards evidence in his or her electronic portfolio to be presented at the completion of the course. Completed form needs to be sent to Pre-Service Teacher: Click here to enter Teacher Student No: Click here to enter student id School: Click here to enter school State Or Territory: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader Applicable) Click here to enter Mentor Teacher Date of Completion: PRESENTATION OF A MINI PORTFOLIO – ASSESSMENT AND REPORTING Highly comprehensive Detailed evidence Satisfactory evidence Emerging evidence More evidence required REFLECTIVE PRACTICE Presentation of evidence to school based panel demonstrated very clear understanding of the links between academic educational theory and Professional Practice Clearly communicated reflections. Evidence that the pre-service teacher is effectively and accurately applying related professional knowledge to teaching Pre-service teacher can accurately identify and is beginning to related professional knowledge about a particular area of teaching and learning There was scope for greater clarity, depth and/or breadth in some of them. More information was needed to identify relevant professional knowledge about the area or domain chosen PLANNING The portfolio was well laid out, contained outstanding evidence demonstrating that the pre-service teacher understands the process planning, teaching and assessment. All evidence was educationally relevant samples. Quality evidence clearly linked to the Professional standards. The panel is satisfied the pre-service teacher 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 clear evidence in the presentation that the Teacher understands the process of planning, teaching and assessment. More evidence was needed in the presentation to demonstrate that the pre-service Teacher had sufficient evidence to support their understanding of his domain
preparing draft lesson/day book plans Teach a minimum of 2 lessons Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals, teaching a minimum of three full days. NB: Use Day Book Format (refer to Resources heading under “Early Childhood” tab in InSchool site). Pre-service teacher and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, finding common ground in teacher philosophies/beliefs development of positive attitudes and perceptions – room culture, physical and aesthetic environment of room, room routine and layout teacher and child interaction techniques – fostering relationships with children, communication strategies, discussion of teaching strategies, verbal and cues for gaining children’s attention positively Observation techniques duty of care learning objectives, outcomes, indicators the EYLF and/or Curriculum planning for assessment timetabling, teaching strategies, ways of gathering evidence and report writing policy/planning documents teaching students with special needs special education policy and other related documents practices in catering for diverse learning needs E-learning role of ICT in the classroom Weeks 2, 3, 4, 5 and 6 Pre-service teachers should be involved in: marking attendance, yard duties organising/settling students Planning and teaching (with collaboration, and feedback from mentor teacher) full weeks. attending staff/room meetings Continue reflective journal entries Week 3 - Complete Form A: Australian Professional Standards for Graduate Teachers, mid-point assessment and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “At Risk” procedures if necessary) Give the pre-service teacher opportunities to complete and discuss planning and reflection Assist pre-service teacher’s reflection through oral and written feedback on day book plans and teaching Allow the pre-service teacher opportunities to teach Discuss the reflective journal with teacher.
Report: EPE101 - Education in context: preparation for practice and assessment Complete the assessment rubric below and submit this final report following the completion of the 20-day placement. Pre-Service Teacher (PST) Student No. Unit Code EPE101 Educational Setting State or Territory Completion Dates: From: To: Level Subject/Specialist teaching area Mentor Teacher Professional Learning Leader (Where Applicable) Detailed evidence Satisfactory evidence Emerging evidence More evidence required EPE101 Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Working with Others 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 person. Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices. Consistently stays focused on the task and what needs to be done. Very Works with initiative Focuses on the task and what to be done most of the time. Other team members can count on this person. Focuses on the task some of the time. team members must prompt to keep this person on task. Continued support in self-direction is needed. Rarely focuses on the task. Other team members constantly prompting, to keep this person on task. Needs support in developing self-direction. Little initiative Attitude - Always has a positive attitude and models professionalism. Never publicly critical of the setting or of the children/families or other staff Often has a positive attitude and models professionalism. Rarely publically critical of the setting or of the children/families or other staff. Usually has a positive attitude and models professionalism. Occasionally publicly critical of the setting or of the children/families or other staff Needs to develop a positive attitude and model professionalism. Often publicly critical of the setting or of the children/families or other staff.
Week 2 Pre-service teacher’s involvement this week is as for week one plus the following: 2 lessons (minimum). Reflect on lessons with mentor. Continue reflective journal entries. Complete general observation activities to "observation forms" under "student resources" see InSchool). These will become part of your reflective journal and your PoE*. Undertake further planning and teaching for groups/individuals. Teach planned lessons, self-reflect and ask for written and verbal feedback. Meet with mentor teacher and discuss the Interim report. Support mentor teacher with his or her planned teaching activities. Make notes about established classroom rules and protocols in readiness for block placement. Provide pre-service teacher with progressive feedback. Pre-service teacher and mentor teacher discuss: The language of the profession. Emergent teacher identity, developing and shaping philosophies/beliefs. Development of positive attitudes and perceptions – room culture, physical and aesthetic environment of room, room routine and layout. Fostering relationships with learners, communication and teaching strategies; verbal and non-verbal cues for gaining learners attention. Observation techniques. Duty of care. Learning objectives, outcomes, indicators. EYLF and/or Australian Curriculum. Complete Interim report by end of this week giving the PST, and CDU timely feedback as to progress. (See “Degrees for Concern” procedures if required.) Email to . Weeks3 & 4 Pre-service teacher’s involvement this week is as for weeks one and two plus the following: Plan and teach a minimum of 2 lessons (minimum) over the two weeks. Reflect on lessons with mentors. Give the PST opportunities to complete and discuss observations and planning. Assist PST’s reflection through oral and written feedback on lesson plans and teaching. Allow the PST opportunities to manage lesson transitions and working with small groups. Discuss the reflective journal with PST.
Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 5 sequenced Lessons planned & taught 10 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:
Standard 5 Assess, provide feedback and report on 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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher) 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: Date Sent: Mentor teacher signature:
3.6 Evaluate and improve teaching programs S D U Standard 4 4.4 Maintain student safety S D U 4.5 Use ICT safely, responsibly and ethically S D U Standard 5 Assess, provide feedback and report on student learning 5.1 Assess student learning S D U 5.2 Provide feedback to students on their learning S D U 5.3 Make consistent and comparable judgement S D U 5.4 Interpret student data S D U 5.5 Report on student achievement S D U Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs S D U Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities S D U 7.2 Comply with legislative, administrative and organisational requirements S D U 7.4 Engage with professional teaching networks and broader communities S D U Goal for Next Period of Professional Experience (developed by pre-service teacher and mentor teacher)
Standard 3 Plan for and implement effective teaching and learning 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 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process Standard 4 Create and maintain supportive and safe learning environments 4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 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 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning 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 7.4 Engage with professional teaching networks and broader communities
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 on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of planning. The description of the learning experience is 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. ßDOMAIN STANDARDS PERFORMANCE RATING Select from: Developing, Developing Satisfactorily, Unsatisfactory, Limited Opportunities 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 of students across the full range of abilities 1.6 Strategies to support full participation of students with disability Standard 2 Know the content and how to 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
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 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 ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom PST has 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 1.6 Strategies to support full participation of students with disability 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
program(s) and the resources, assisting as a co- teacher/aide in: organising/settling children assisting and coordinating transitions Attend staff/room meetings Prepare draft lesson plans and seek feedback Reflect on lessons with Mentors Undertake further ongoing planning and teaching for groups/individuals. discussions, planning and organisation with a focus on planning, for student learning needs. draft lesson plans and provide feedback Pre-service teacher and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, development of positive attitudes and perceptions – culture and environment of room, routines and layout teacher and child interaction techniques fostering relationships with children, teaching strategies duty of care the Australian Curriculum policy/planning documents practices in catering for diverse learning Weeks 3, 4, & 5 Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor teacher) full days building up to a minimum of 5 sequential lessons Continue reflective journal entries Ensure that your mentor has lesson plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, assessment of tasks, setting up for teaching and learning Research different ways of gathering At the end of Week 3 - Complete Interim Report and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) Give the pre-service teacher opportunities to complete and discuss planning and reflection Assist pre-service teacher’s reflection through oral and written feedback on day book plans and teaching Allow the PST opportunities to teach Discuss the reflective journal with PST
Interim Report: EPE110 (Prim) This report can assist the pre-service (PST) and mentor teacher to identify and notate examples of teaching practices that demonstrate understanding and competence against the Australian Professional Standards for Teachers qualifications comprise a mix of curriculum, learning and pedagogical theory, professional studies, practicum experiences, and cultural studies. The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the PST can demonstrate. Whilst PSTs should strive to address and meet all APSTs, this unit provides focus on those listed below. Complete and submit this report following the completion of 7 days of the placement. Pre-Service Teacher Student No. Unit Code EPE110 School State or Territory Date of Completion Mentor Teacher Professional Learning Leader (Where Applicable) DOMAIN STANDARDS PERFORMANCE RATING S:Satisfactory D:DevelopingSatisfactorily U: Unsatisfactory 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. S D U 1.2 Understand how students learn S D U 1.3 Students with divers linguistic, cultural, religious and socioeconomic backgrounds S D U 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students S D U 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 S D U
Suggested guidelines for EPE210 Professional Experience: Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster pre-service teachers (PSTs) growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks for EPE210. The schedule can be varied or added to according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Before the Professional Experience Contact your mentor teacher to clarify details regarding placement and initial expectations of placement. Prepare yourself for the commitment of a school day: 20 minutes before the students start school at least one hour after school finishes, depending upon the school activities Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience and with the assessment Week 1 (Days 1 – 5) & Week 2 Begin reflective journal and discuss entries with mentor teacher Introduce yourself to the children and other staff Pre-service teachers should be involved this week with: Marking attendance, yard duties Undertaking individual observations and individual summaries of children or general observations (refer to the "student resources" tab in InSchool) to gain an understanding of the teaching context Focus on observations of the class(es), the teacher(s), the Introduce PST to the director/principal and other staff where appropriate Discuss the reflective journal with the PST. Give feedback on how you will respond to planning and teaching Give the pre-service teacher opportunities to complete and discuss observations Provide access and time to discuss your observations and program as well as how you plan your program and undertake observations Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups
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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher) 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: Date Sent: Mentor teacher signature:
Interim Report: EPE210 (Pr). This report can assist the pre-service and mentor teacher to identify and notate examples of teaching practices that demonstrate understanding and competence against the Australian Professional Standards for Graduate Teachers (APSTs). Teaching qualifications comprise a mix of curriculum, learning and pedagogical theory, professional studies, practicum experiences, and cultural studies. The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the pre-service teacher (PST) can demonstrate. Whilst PSTs should strive to address and meet all APSTs, this unit provides focus on those listed below. Complete and submit this report following the completion of 7 days of the placement. Pre-Service Teacher Student No. Unit Code EPE210 School State or Territory Date of Completion Mentor Teacher Professional Learning Leader (Where Applicable) DOMAIN STANDARDS PERFORMANCE RATING S:Satisfactory D:DevelopingSatisfactorily U: Unsatisfactory Standard 2 Know the content and how to it 2.2 Organise content into an effective learning and teaching sequence. S D U 2.3 Curriculum assessment and reporting S D U Standard 3 Plan for and implement effective teaching and learning 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics S D U 3.3 Use teaching strategies S D U 3.4 Select and use resources S D U 3.5 Use effective classroom communication S D U
EPE210 Professional Experience: Teaching for Learning (EC) 15 days Unit title Professional Experience: Learner Development Number of professional experience days 25 days total in two blocks Part 1 (earlier placement) to school setting: This component requires 10 days (including a 1 week block) Part 2: this placement: School setting: This component requires 15 days (3 week block) Completed in a school setting in ‘Year 1 minus 1’ also known as Transition, Reception, Preparatory. Academic requirements Critique of planning document Prepare, teach and evaluate unit of work/program In-school tasks Planning and teaching methodologies assessment Daily journal Mentor feedback Forms to be verified by mentor teacher Unit of work Placement Assessment Forms (Interim and Final) Forms to be submitted to the Professional Experience Office Placement Assessment Forms (Interim and Final) Timesheet Unit Title and Code EPE210 Professional Experience: Learner Development Unit Purpose This unit provides student teachers with for designing and delivering learning sequences to achieve student-learning outcomes in schools and educational settings. There is a focus on evaluation and assessment, emphasizing how it informs teaching and learning in classrooms. It makes explicit the concepts of formative and summative assessment, and explores reporting practices in educational settings. This unit requires successful completion of two components. The first is up to seven weeks of in-depth study of learning theories, literature and quality pedagogical approaches. The second component consists of professional experience in specific school and prior to school settings. Pre-service teachers will undertake specific assessable activities, including personal reflection, planning and teaching that align to the theoretical focus provided. Pre-service teachers must provide current criminal history clearances prior to the commencement of the professional experience.
Engage in professional learning 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning 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 7.4 Engage with professional teaching networks and broader communities TEACHING evidence addressing each of the above APSTs Assessment rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Readiness for the profession, including response to TPA. The PST has embraced a culture of collaboration and personal has demonstrated a commitment to the ethical and practical requirements of the profession. The PST is clear around the requirements of the profession and has demonstrated readiness to become a teacher. The PST has demonstrated some analysis of own teaching practice in terms of curriculum and pedagogy. Attention to ethical and practical requirements of the profession is evolving. The PST fails to effectively critique own pedagogy. There is very limited analysis of own teaching practice and minimal attention to the professional needs of a teacher. Presents work professionally; articulate and coherent. Well prepared and well structured; explicitly identifies the key issues; cohesive, wide range of structures and extensive vocabulary; no typographic or spelling errors. Preparedness evident. Sound structure; effective grammatical expression; student’s voice supported by literature; appropriate terminology; minor typographic and/or spelling errors. Adequate preparation. Generally clear presentation; developed with student’s voice; Coherent and appropriate language; some spelling and/or typographic errors. Underprepared Presentation lacks structure; over reliance on quotes; little evidence of proofing; language and terminology inappropriate; frequent spelling and/or typographic errors. This supervising teacher/s finds that has satisfactorily demonstrated evidence against the Australian Professional Standards for Graduate Teachers.
Standard 3 Plan for and implement effective teaching and learning 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 3.6 Evaluate and improve teaching programs 3.7 Engage parents / carers in the educative process Standard 4 Create and maintain supportive and safe learning environments 4.1 Support student participation 4.2 Manage classroom activities 4.3 Manage challenging behaviour 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 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 Apply professional learning and improve student learning 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 7.4 Engage with professional teaching networks and broader communities
EPE310 Professional Experience: Learning for All Unit title EPE310 Professional Experience: Learning for all Number of professional experience days 30 day placement (6 week block) Academic requirements Profile-Critical Practice in ‘Learning for All’ Teacher Performance Assessment Task Multimedia Presentation In-school tasks 30 days (6 week block) with at least 4 weeks incorporating fulltime teaching. Planning and teaching methodologies assessment Daily journal Mentor feedback Presentation Forms to be verified by mentor teacher Unit of work Placement Assessment Forms (Interim and Final) Forms to be submitted to the Professional Experience Office Placement Assessment Forms (Interim and Final) Unit and Code EPE310 Professional Experience: Learning for All Unit Purpose This unit provides a basis for advocacy and practice about inclusive education for teaching students with special learning needs. The terms and concepts related to inclusive practices and principles are defined in this unit. Pre-service teachers will promote effective instruction, assessment, evaluation and monitoring of learning and develop educational programs for typical and a typical students in a number of curriculum areas. Students undertaking this unit will be completing their final placement. Theywill demonstrate their classroom readiness and complete Teacher Performance Assessment (TPA) requirements that are designed to reflect data-informed planning, differentiated teaching and authentic assessment. This unit requires successful completion of two components. The first is up to seven weeks of in-depth study of learning theories, literature and quality pedagogical approaches. The second component consists of professional experience in school settings. Pre-service teachers will undertake specific assessable activities,
Reflection on first lesson Lesson reflection includes focus on what can be done better or different, and describes areas for success and improvement in detail. Lesson adaptions are justified. Reflection considers the extent of learners’ achievements. Discussion of lesson identifies of teaching success and areas to focus upon 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. 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. Reflection on second lesson PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the Australian Professional Standards for Teaching (APST). 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 Assessment of learning is vague or inappropriate aspirations for teaching is yet to demonstrate a readiness to meet ethical requirements and APSTs. DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they learn 1.1 Physical, social and intellectual development and characteristics of students 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. Standard 3 Plan for and implement effective teaching and learning 3.2 Plan, structure and sequence learning programs 3.4 Select and use resources Standard 4 Create and maintain supportive and safe learning environments 4.1 Support student participation 4.5 Use ICT safely, responsibly and ethically Standard 5 Assess, provide feedback and report on student learning 5.2 Provide feedback to students on learning Standard 6 6.1 Identify and plan professional learning
Engage in professional learning 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 Checklist Journal Sighted Planning and Teaching (Assessment Rubric completed) Min. 1 lesson planned, taught & retaught 5 days of placement completed Concern process initiated (If yes provide dates, initial and completion, in comments) 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: * Portfolio of Evidence (PoE) – is a collection of evidence that shows how you are working at the graduate level of the APST. It is useful to demonstrate the ways in which you have met the APSTs for future employers, performance development processes or promotions.