zilongwang/ReadingBank huggingface dataset:
effective teaching and learning 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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher)
of national and state curriculum and assessment requirements. national and state curriculum and assessment requirements. national and state curriculum and associated assessment requirements. 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. PART 2: PORTFOLIO PRESENTATION PANEL REPORT Membership of Panel Panel Member Name School Position Signature 1 Click here to enter name Click here to enter position 2 Click here to enter name here to enter position 3 Click here to enter name Click here to enter position This panel finds that Click here to enter pre-service teacher has satisfactorily demonstrated evidence against the Australian Professional Standards for Teachers.
Week by week suggested guideline for Teaching and Learning 1 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 students’ growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks. 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 Nominate online Complete your criminal history check and forward to placement school and CDU Professional Experience Office Once placement is confirmed, contact your mentor teacher to establish a relationship and provide the details they will need (a visit is preferable) Clarify details regarding placement and initial expectations of placement (where possible) Prepare yourself for the commitment of a teaching day: You should be at the service/school 10 minutes before your shift starts or 20 minutes before the students start pre-school in the morning and at least 10minutes after your shift ends or one hour after pre-school finishes, depending upon the activities that the service/school has organised for staff. Some days may be even longer Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience handbook and with the assessment forms Week 1 Pre-service teachers can begin reflective journal and discussing 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 observations and individual summaries of children (refer to Resources heading under “Early Childhood” tab in the InSchool site) organising/settling children assisting and coordinating transitions attending staff/room meetings preparing lesson plans for next week and having discussions with mentors in regards to the lesson planning. Introduce pre-service teacher to the director/principal and other staff where appropriate Check with the pre-service teacher about the specific requirements of the professional experience and how they can be accommodated Discuss the reflective journal with pre-service teacher. Give feedback on how you will respond to planning and teaching Assist pre-service teacher identify focus children 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 Check draft lesson plans and provide feedback and suggestions
Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups Complete Form A ‘‘Form A: AITSL Standards for Graduating Teachers’, assessment and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “At Risk” procedures if necessary) 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 State/National Curriculum Week 2 Pre-service teachers should be involved this week with: marking attendance, yard duties observations and individual summaries of children (refer to Resources heading under “Early Childhood” tab in InSchool site) organising/settling children assisting and coordinating transitions attending staff/room meetings Continuing to add to reflective journal and discussing entries with mentor teacher Teach a minimum of 2 lesson plans Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals if mentor and teacher feel confident in this. Aim to build up to teach one half day/session. Give the pre-service teacher opportunities to complete and discuss observations and planning Assist pre-service teachers reflection through oral and written feedback on lesson plans and teaching Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups Discuss the reflective journal with teacher.
Time management Routinely uses time well to ensure things get done. Team members do not have to adjust deadlines or work responsibilities. Usually uses time well. Team members do not have to adjust deadlines or work responsibilities. Team members do not have to adjust deadlines or work responsibilities. Continued support with time management skills is needed. Team members have had to adjust deadlines or work responsibilities because of this person's inadequate Support with developing time management skills is needed. Quality of work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other team members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Actively looks for and suggests solutions to problems. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Does not try to problems or help others solve problems. Needs support in developing problem solving practices. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
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 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 State/National 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, input and feedback from mentor teacher) full weeks. attending staff/room meetings Continue reflective journal entries Week 3 - Complete Form A ‘‘Form A: Australian Professional Standards Graduating 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.
Form C: ECP120 Completed form must be sent to Pre-service Teacher: Unit code: ECP120 Student No: Date: Service/School: State or Territory: Class/year/room: Subject/teaching area: Mentor Teacher: Professional Learning Leader: (where applicable) ASSESSMENT Each task must be completed to gain an overall Pass DETAIL PLEASE INDICATE 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 and Mentor Teacher Form B has been filled out and submitted The daily journal Sighted by the mentor teacher 'Concern' Process’: Date initiated: Date completed: There are 30 professional experience days attached to Teaching and Learning 2 in the BECL and BTLIEC course. There are 10 professional experience days attached to Teaching and Learning 2 in the BTLEC course. Has the Pre-service Teacher completed the required number of days?
Has there been any variation to the number of professional experience days? OVERALL RATING (pass, fail or requires more time): Date: Note: If more professional experience is required, please provide details: Please keep a copy of this comment to add to final portfolio Mentor Teacher Comment: Please send a copy to the Pre-service Teacher : Date sent: Mentor Teacher’s signature:
FORM B: ECP210 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 Or Territory: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where 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 apply related professional knowledge about a particular area of teaching and learning 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
or other staff or other staff. other staff Time Very clearly communicated and logically sequenced with explicit links between learning concepts The PST is beginning to connect lessons actually with implicit learning concepts addressed at each stage Learning is sequenced satisfactorily. There is scope for greater clarity and get in some lessons Lessons are fragmented and do not explicitly connect learning concepts Quality of Work Consistently provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/ redone by other team members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Needs prompting to provide written work. DOMAIN 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 Demonstrate knowledge and understanding of strategies for differentiating 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 Set learning goals that provide achievable challenges for students of varying abilities and characteristics Family and Developing family and community partnerships
community contexts: Aboriginal and Torres Strait Islander perspectives Culture, diversity and inclusion Education and curriculum studies Early Years Learning Framework The Australian curriculum Curriculum planning, programming and evaluation Psychology and child development: Learning, development and care Language development Social and emotional development health, wellbeing and safety Early intervention Diversity, difference and inclusivity Learners with special Transitions and continuity of learning (including transition to school Teaching pedagogies: Play based pedagogies Guiding behaviour / engaging young learners Children with diverse needs and backgrounds Working with children who speak languages other than English Contemporary society and pedagogy Early childhood professional practice: Advocacy History and philosophy of early childhood: Contemporary theories and practice Checklist Interim report Planning and teaching (Assessment Rubric completed) Journal Sighted 20 days of placement completed Minimum 4 lessons planned & taught 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 “Procedures 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: Date:
Standard 3 Plan for and implement effective teaching and learning 3.1 Set learning that provide achievable challenges for students of varying abilities and characteristics Family and community contexts: Developing family and community partnerships Aboriginal and Torres Strait Islander perspectives Culture, diversity and inclusion Education and curriculum studies Years Learning Framework The Australian curriculum Curriculum planning, programming and evaluation Psychology and child development: Learning, development and care Language development Social and emotional development Child health, wellbeing and safety Early intervention Diversity, difference and inclusivity Learners with special needs Transitions and continuity of learning (including transition to school) Teaching pedagogies: Play based pedagogies Guiding behaviour / engaging young learners Children with diverse needs and backgrounds Working with children who speak languages other than English Contemporary society and pedagogy Early childhood professional practice: Advocacy
FORM B: EPE101 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: here to enter Mentor Teacher Professional Learning Leader Applicable) Click here to enter Mentor Teacher Date of Completion: INSCHOOL OBSERVATIONS AND TEACHING 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. Focussed Consistently stays focused on the task and what needs to be done. Very self-directed. Works with initiative Focuses on the task and what needs to be done most of the time. Other team members can count on this person. Focuses on the task and needs some of the time. Other team members must prompt and remind to keep this person on task. Continued support in is needed. Rarely focuses on the task. team members constantly prompting, to keep this person on task. Needs support in developing Little initiative Attitude - professionalism 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. Time Management Very clearly communicated and logically sequenced with The preservice teacher is beginning to connect lessons Learning is sequenced satisfactorily. There is Lessons are fragmented and do
explicit links between learning concepts actually with implicit learning concepts addressed at each stage scope for greater clarity and get in some lessons not explicitly connect learning concepts Quality of Work Consistently provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/ redone by other team members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Needs prompting to provide written work. Mentor Teacher Comment: here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
Final Report: EPE110 (EC) - 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 10-day placement. Pre-Service Teacher: Student No.: Unit Code EPE110 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum 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 and/or unrelated. Student cohort described insufficiently in terms of learning goal.
Diversity, difference and inclusivity Learners with special Transitions and continuity of learning (incl transition to school) Teaching pedagogies: Play based pedagogies Guiding behaviour / engaging young learners Children with diverse needs and backgrounds Working with children who speak languages other than English Contemporary society and pedagogy childhood professional practice: Advocacy History and philosophy of early childhood: Contemporary theories and practice Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 10 lessons planned & taught 10 days of placement completed Concern process initiated (If yes provide dates, initial and completion, in comments) Final Grade Overall Rating
FORM B: EPE110 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 (Where Applicable) Click here to enter Mentor Teacher Date of Completion: 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 interesting and relevant to age and ability level. Timings are realistic. Assessment of learning links with curriculum outcome. Lesson plan reflects a discussion of details with mentor prior to delivery. Lesson template completed in detail, including: description of pupil prior knowledge related to curriculum outcome, learning sequence, timings, and assessment included 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 delivery 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 More detailed information is needed to determine student achievement of curriculum outcomes. Few links to appropriate pedagogy are apparent.
Professional Engagement Preservice teacher has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the graduate standards for teaching Preservice teacher is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. Preservice teacher does not have clear ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom Preservice teacher 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. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
FORM C: Overall Professional Experience Evaluation Record (EC) 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:EPE110 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 Each task must be completed to gain an overall Pass DETAIL PLEASE INDICATE FORM A: Skill Development 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 (Check appropriate) FORM B: In-school task : In-school Experience Rubric Form B has been filled out and submitted Five sequenced lessons, planned taught and assessed Sighted by the Mentor Teacher prior to teaching The daily journal Sighted by the Mentor Teacher 'Concern' Process: Click here to enter comment Date initiated: Date completed: There are 15 professional experience days attached to this Professional Experience Placement. Has the Pre-service Teacher completed the required number of days?
Day 5 - Complete Form A ‘Form A: Australian Children’s Education and Care Quality Authority, (ACECQA) mid- point assessment guideline and send to: Week 2 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 Give the teacher (and if necessary, CDU) feedback as to progress. (See “At Risk” procedures if necessary) Give the 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
Week by week suggested guideline for EPE110 Professional Experience: Teaching for Learning EC Professional experience helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, educational settings and practices and most importantly about teaching and learning strategies that foster students’ growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and site-based learning tasks. The schedule can be varied according to the needs/situations, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Before the Professional Experience Nominate online Complete your criminal history check and forward to placement school and CDU Professional Experience Office Once placement is confirmed, contact your mentor teacher and provide the details they will need (a visit is preferable) Clarify details regarding placement and initial expectations of placement (where possible) Prepare yourself for the commitment of a teaching day: Typically you should arrive 20 minutes before the students start and at least one hour after children leave. Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience handbook and with the assessment forms Check with the pre-service teacher about the specific professional
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. All missed days including public holidays must be made up. Submit all paperwork to the Professional Experience Office Complete all relevant paperwork and return to the Professional Experience Office
the assessment Check with the teacher about the specific experience 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 either 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 program(s) and the resources, assisting as a co- teacher/aide in: Introduce teacher to the director/principal and other staff where appropriate Discuss the reflective journal with the teacher. Give feedback on how you will respond to pre- service
FORM A: EPE210 This form is used to assist the pre-service and mentor teacher to identify and notate examples of teaching practices that demonstrate initial understanding and competence against the Australian Professional Standards for Graduate Teachers. The identification of this evidence forms the basis of professional dialogue based on the demonstrable skills and understandings of the pre-service teacher. Note also that Pre-service teachers are required to provide planning documentation at least one day prior to the teaching of the relevant lessons. Complete this form at the mid-point and again at the end of the Professional Experience. Pre-Service Teacher: Click here to enter Pre-service Teacher Student No: Click here to enter student id School: Click here to enter school State Or Territory: Date Of Completion: Second Date Of Completion: Mentor Teacher: here to enter Mentor Teacher Professional Learning Leader (Where Applicable) click here to enter PLL DOMAIN STANDARDS PERFORMANCE RATING Satisfactory, Developing Satisfactorily, Unsatisfactory 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 Set learning goals that provide achievable challenges for students of varying abilities and characteristics 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs Standard 4 4.4 Maintain student safety 4.5 Use ICT safely, responsibly and ethically Standard 5 5.1 Assess student learning
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 3.3 Use teaching strategies 3.4 Select and use resources 3.5 Use effective classroom communication 3.6 Evaluate and improve teaching programs Standard 4 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 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 Standard 7 Engage professionally with colleagues, parents/carers and the community 7.1 Meet professional ethics and responsibilities 7.2 Comply with legislative, administrative and organisational requirements 7.4 Engage with professional teaching networks and broader communities
Professional Engagement Preservice teacher has demonstrated readiness for teaching, is meeting ethical requirements and is attentive to the graduate standards for teaching Preservice teacher is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. Preservice teacher does not have clear ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom Preservice teacher has or inappropriate aspirations for teaching and is yet to demonstrate a readiness in terms of meeting ethical requirements and graduate standards for teaching. 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 what needs to be done. Very Works with initiative Focuses on what to be done most of the time. Other team members can count on this person. Focuses on needs some of the time. Other team members must prompt and remind to keep this person on task. Continued support in self-direction is needed. Rarely focussed. Other team members constantly prompting, to keep this person on task. Little initiative. Needs support in developing self-direction. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
FORM B: EPE210 Primary/Secondary 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: here to enter Teacher Student No: 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 (Where Applicable) Click here to enter Mentor Teacher Date of Completion: 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 interesting and relevant to age and ability level. Timings are realistic. Assessment of learning links with curriculum outcome. Lesson plan reflects a discussion of details with mentor prior to delivery. Lesson template completed in detail, including: description of pupil prior knowledge related to curriculum outcome, learning sequence, timings, and assessment included 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 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 students’ learning loosely based on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of the lesson plan. 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 Preservice teacher has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the graduate standards for teaching Preservice teacher is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. Preservice teacher does not have clear ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom Preservice teacher 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. Mentor Teacher Comment: Click here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
Week 2 Pre-service teacher’s involvement continues plus the following Planning and teaching full days. Planning and teaching building up to 5 sequential lessons with a on teaching methodologies and embedded assessment Give the pre-service teacher feedback as to progress 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 pre- service teacher. Final Day of Discuss with your mentor teacher and complete placement assessment forms, and discuss progress. Take a copy of these 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: with a cc to your mentor teacher 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 teacher Discuss progress made by pre-service teacher After the Ensure that you have completed the required in-school days. If not, negotiate with your mentor teacher about suitable times to complete this requirement. All missed days including public holidays must be made up Submit all paperwork to the Professional Experience Office Complete all relevant paperwork and return to the Professional Experience Office
Week 1 Use 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 either individual observations and individual summaries of children or general observations to gain an understanding of the teaching context Focus on observations of Introduce teacher to the director/principal and other staff where appropriate Discuss the reflective journal with the teacher. Give feedback on how you will respond to planning and teaching Give the teacher opportunities to complete and discuss observations Provide access and time to discuss your observations and how you plan your program and
the class(es), the teacher(s), the program(s) and the resources, assisting as a co- teacher/aide children Assisting and transitions Attending staff/room meetings Preparing lesson/day book plans and seek feedback Undertake ongoing planning and teaching for teaching a minimum of three full days. undertake observations Check draft lesson plans and provide feedback and suggestions the teacher opportunities to manage lesson transitions and working with small groups Pre-service teacher and mentor teacher discuss: The language of the profession Emergent teacher identity, personal philosophies, developing and shaping finding common ground in teacher
report writing documents Weeks 2, 3 Pre-service teacher’s involvement continues plus the following Planning and teaching (with collaboration, input and feedback from mentor teacher) for two weeks of solid/fulltime teaching. Planning and teaching a sequence/unit of work with a focus on teaching methodologies with embedded assessment Day 11 - Complete Form A - Interim Report and send to: Give the teacher feedback as to progress Give the 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 teacher opportunities to teach Discuss the reflective journal
with pre- service teacher. Final Day of Discuss with your mentor teacher and complete placement assessment and discuss progress. Take a copy of these 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: 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 teacher Discuss progress made by teacher
Preparing draft lesson/day book plans and seek feedback Undertake ongoing planning and daily teaching for groups/individuals, teaching a minimum of three full days. Emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, finding common ground in teacher philosophies/beliefs Development of positive attitudes and perceptions – culture and aesthetic environment of room, routine and layout Teacher and child interaction techniques – fostering relationships with children, teaching strategies Duty of care The EYLF and/or Australian curriculum Planning for assessment Ways of gathering evidence and report writing Policy/planning documents Weeks 2, 3, 4, & 5 Pre-service teacher’s involvement continues with the following: Planning and teaching (with collaboration, and feedback from mentor teacher) at least two weeks incorporating solid/fulltime teaching. Planning and teaching a sequence/unit of work with a focus on teaching methodologies with embedded assessment Week 3 - Complete Form A, Interim Report and send to: Give the pre-service teacher feedback as to progress 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 pre- service teacher.
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 learning 5.3 Make consistent and comparable judgement 5.4 Interpret student data 5.5 Report on student achievement Standard 6 Engage in professional 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 and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities Goal For Next Period of Professional Experience (developed by pre-service teacher and mentor teacher) here to enter goal for next period of Professional Experience
Week 1 Pre-service teachers can begin reflective journal and discussing 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 either individual observations and individual summaries of children (refer to Resources in the InSchool site) 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 program(s) and the resources, assisting as a co- teacher/aide in: organising/settling children assisting and coordinating transitions Attending staff/room meetings Preparing draft lesson plans/day book format Teach a minimum of 2 lessons Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals a minimum of three full days Introduce teacher to the director/principal and other staff where appropriate Check with the teacher about the specific requirements of the professional experience and how they can be accommodated Discuss the reflective journal with pre- service teacher. 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
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 6.2 Engage in professional learning and improve practice 6.3 Engage with colleagues and improve practice 6.4 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 Checklist Interim Report Planning and Teaching (Assessment Rubric completed) Journal Sighted Min. 10 sequenced lessons planned & taught 20 days of placement completed Concern process initiated (If yes provide 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)