Final Report EPR201 Supervising/mentor teacher(s) must forward completed reports to . Reports will not be accepted from preservice teachers. 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 Teachers (APST). The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the PST can demonstrate and can contribute to the development of the PoE* that is submitted at the end of the course. Complete the assessment rubric below and submit this final report following the completion of the 20-day placement. Pre-Service Teacher: Student No.: Unit Code EPR201 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: Planning and Teaching assessment Rubric Plan, teach and assess a ‘unit of work’ Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Rationale The unit of work meets the needs of the student learning and works in harmony with classroom /school practices. The unit of work identifies of class and individual student learning needs. The unit of work is planned with some consideration of student and school The unit of work has little connection with the needs of student learning. Outcomes: Outcomes are appropriate for learners across 2 or more learning areas. Learning outcomes are clearly identified and integrated. Outcomes are identified and detail appropriate strands and indicators across 2 or more learning Outcomes are indicated with indicators supplied. Outcomes do not address the requirements of the curriculum.
Teaching Points Relevant and thorough, insightful, accurate and clear with explicit detail throughout. Informative, accurate and clear with appropriate levels of detail throughout. Greater detail in some areas would have enhanced the overall effectiveness of this unit. More information and detail was needed throughout to ensure clarity, relevance or accuracy. Sequence of Learning Very clearly communicated and logically sequenced with explicit links between learning concepts. Pre-service teacher is beginning to connect lessons sequentially with implicit learning concepts addressed at each stage. Learning is sequenced satisfactorily. There is scope for greater clarity and depth in some lessons. Lessons are fragmented and do not explicitly connect learning concepts. Assessment Assessment rubric is comprehensive in design and intuitive in its use. Assessment and/or rubric is well designed and thorough in its coverage of outcomes addressed. Assessment rubric is satisfactory and identifies a number of areas in which the student/s can demonstrate meeting the learning outcomes. Assessment and/or rubric is unclear and does not identify how the students have met the outcomes of the unit. 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 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 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. 2.3 Curriculum, assessment and reporting 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (ICT) 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 3.6 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 4.4 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 Standard 6 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 7.3 Engage with the parents/carers ASSESSMENT Each task must be completed to gain an overall Pass DETAIL OUTCOME (Please indicate) Interim report Professional experience record of Graduate Standard Provides examples of evidence that be used in the final PoE*. Assessment rubric Unit of work planned and implemented in the placement class. Teaching and Learning Methodologies Appropriateness of proposed strategy discussed with Mentor Teacher prior to development of unit of work: The daily journal Sighted by the Mentor Teacher: 'Concern' Process: Date initiated: Date completed: EPR201 - Professional Experience 3 requires completion of 20 days, including a two week block of fulltime teaching