zilongwang/ReadingBank huggingface dataset:
Final Report: EPE510 - Education in context: preparation for practice and assessment Complete the assessment rubric and APST assessment below and submit this final report following the completion of the 20-day placement. The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the pre-service teacher can demonstrate. Pre-Service Teacher: Student No.: Unit Code EPE510 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader Applicable): Practicum Date: Practicum End Date: Assessment rubric Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects a detailed discussion with mentor 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 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. Student cohort described in terms of learning goal. 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 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 PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the APSTs. 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.
program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend room meetings Prepare draft learning plans and seek feedback Undertake further ongoing planning and teaching for groups/individuals. Begin discussions, planning and organisation with a focus on meeting APST 3 & 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, and feedback from mentor) at least two weeks incorporating solid/fulltime teaching. Check draft lesson plans and provide feedback Pre-service and mentor teacher discuss: the language of the profession emergent, 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 EYLF and/or Australian curriculum policy/planning documents practices in catering for diverse learning needs At the end of Week 2 - Complete Interim Report and send to: Weeks 3, 4, Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor) full days building up to a minimum of 10 lessons Continue reflective journal entries Ensure that your mentor has learning at least one day before they are to be taught Manage lesson transitions, task assessments, setting up for learning Research different ways of gathering Give the PST (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) Give the PST opportunities to complete and discuss planning and reflection Assist PST’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
1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning of students across the full range of abilities S D U 1.6 Strategies to support full participation of students with disability S D U 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. S D U 2.2 Organise content into an effective learning and teaching sequence. S D U 2.3 Curriculum assessment and reporting S D U 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians S D U 2.5 Literacy and numeracy strategies S D U 2.6 Information and communication technology (ICT) 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 3.2 Plan, structure and sequence learning program 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 3.6 Evaluate and improve teaching programs S D U 3.7 Engage parents/ carers in the educative process S D U Standard 4 Create and maintain supportive and safe 4.1 Support student participation S D U 4.2 Manage classroom activities S D U
learning environments 4.3 Manage challenging behaviour S D U 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 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 6.1 Identify and plan professional learning needs S D U 6.2 Engage in professional learning and improve practice S D U 6.3 Engage with colleagues and improve practice S D U 6.4 Apply professional learning and improve student learning 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 7.3 Engage with the parents/carers S D U 7.4 Engage with professional teaching networks and broader communities S D U
Focus on observations of the learners(es), the teacher(s), the program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend room meetings Prepare learning plans and seek feedback Undertake further ongoing planning and teaching for groups/individuals. Begin discussions, planning and organisation with a focus on meeting APST 3 & 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, input and feedback from mentor) at least two weeks incorporating solid/fulltime teaching. This may be split across the two age groups of learners Check draft lesson plans and provide feedback Pre-service and mentor teacher discuss: the language of the profession emergent, 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 EYLF policy/planning documents practices in catering for diverse learning needs At the end of Week 2 - Complete Interim Report and send to: Weeks 3, 4, Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor) full days building up to a minimum of 10 sequential lessons Continue reflective journal entries Ensure that your mentor has learning plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, task assessments, setting up for learning Give the PST (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) Give the PST opportunities to complete and discuss planning and reflection Assist PST’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
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 4.3 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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher)
Interim Report: EPE510 - Education in context: preparation for practice and assessment 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). EC focused students should also address and aim to meet the Australian Children’s Education & Care Quality Authority (ACECQA) Guidelines. The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the pre-service teacher can demonstrate and can contribute to the development of the PoE* that is submitted at the end of the course. Whilst pre-service teachers should strive to address and meet all APSTs, this unit provides focus on those indicated in bold below. Complete and submit this report following the completion of 10 days of the placement. Students specialising in EC should undertake this placement in a pre-school Pre-Service Teacher Student No. Unit Code EPE510 School 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 diverse linguistic, cultural, religious and socioeconomic backgrounds S D U 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students S D U
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 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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher)
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 their learning Standard 6 Engage in professional learning 6.1 Identify and plan professional learning needs 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
FORM B: EPR200 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: PRESENTATION OF A MINI PORTFOLIO – focus on 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 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 electronically 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 Pre-service 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
Form B: EPR202 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: PREPARE AND TEACH FOR APPROPRIATE LEARNING Highly comprehensive Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson Preparation Planning is carefully thought through, is engaging and uses a wide variety of appropriate resources and strategies to assist learning. Activities are well-structured, with appropriate assessment embedded Planning reflects a detailed prior discussion with mentor. Activities are sequential and relevant to age and ability level. Student cohort learning needs clearly embedded. Lesson plan reflects a discussion of details with mentor prior to delivery. Student cohort learning needs addressed and embedded. Some detail provided in lesson plan template. Curriculum outcome identified, with links to assessment. Student cohort learning needs addressed. More detail required on lesson plan template. Curriculum outcomes and assessment are vague and/or unrelated. Student cohort learning needs insufficiently addressed. Reflection On Teaching Reflection is detailed, drawing on academic reading and relevant classroom experience resulting in learner achievement and areas in need of pedagogical improvement. 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. Discussion of lesson delivery identifies areas of teaching success and areas in need of improvement with focus on how lesson could be changed for a better result for students 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.
FORM A: EPR202 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: here to enter school State Or Territory: First Date Of Completion: Second Date Of Completion: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) click here to enter PLL DOMAIN EVIDENCE PERFORMANCE RATING Satisfactory, Developing Satisfactorily, Unsatisfactory Standard 1 Know students and how they learn Standard 2 Know the content and how to teach it Standard 3 Plan for and implement effective teaching and learning Standard 4 Create and maintain supportive and safe learning environments Standard 5 Assess, provide feedback and report on student learning Standard 6 Engage in professional learning Standard 7 Engage professionally with colleagues, parents/carers and the community) Goal For Next Period of Professional Experience (developed by pre-service teacher and mentor teacher) Click here to enter goal for next period of Professional Experience
Final Report EPR211 Complete the assessment rubric below and submit this final report following the completion of the 20-day placement. Return completed form to Pre-Service Teacher (PST) Student No. Unit Code EPR201 School or Territory Class/Year Level Subject/Specialist teaching area English STEM Health and PE ARTS LOTE Humanities and SS Indigenous Knowledges 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 whole of class and individual student learning needs. The unit of work is planned with some consideration of student and school needs. 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 areas. 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 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 S:Satisfactory D:DevelopingSatisfactorily U: Unsatisfactory L:Limited opportunity Standard 1 1.2 Understand how students learn S D U L 1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. S D U L 1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. S D U L
Assess, provide feedback and report on student learning 5.3 Make consistent and comparable judgements 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 and organisational requirements 7.3 Engage with the parents/carers 7.4 Engage with professional teaching networks and broader communities A completed portfolio of evidence PoE* presented to a school should provide evidence against all of the APSTs. The presentation at the school should be shaped as follows: Provide 2-5 rich pieces of evidence from portfolio shaped around own philosophy and journey of learning. Presentation to a panel made up of mentors, principal and, if possible the PST coordinator, or PLL in NT schools. This should also address: *What are your strengths? *What are your weaknesses *How do you see the role of colleagues, parents/carers and the community in your future career? TEACHING PORTFOLIO addressing each of the above APST Assessment Rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Presentation Quality of planning is high with explicit links to learning needs. Samples of evidence demonstrate sound knowledge of national and state curriculum and assessment requirements. Quality of planning is sound with well thought through links to learning needs. Evidence demonstrates knowledge of national and state curriculum and assessment requirements. Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of national and state curriculum and associated assessment requirements. Quality of planning is poor. There is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements. Readiness for the profession, The PST has embraced a culture of collaboration The PST is around the requirements of The PST has demonstrated some analysis of The PST fails to effectively critique own pedagogy. There is very
FORM B: ETP210 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 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: 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 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 Pre-service 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
FORM B: ETP220 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: APPLYING DEVELOPMENT PRINCIPLES TO PRACTICE 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 student and community needs. The unit of work is planned with some consideration of student and school needs The unit of work has little connection with the needs of student learning Outcomes Outcomes are appropriate for learners across 2 or more learning Learning outcomes are clearly identified and integrated. Outcomes are identified and detail appropriate strands and indicators across 2 or more learning areas 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 of unit outcomes rubric is satisfactory and identifies a number of areas in which the student/s can demonstrate meeting the learning outcomes of the unit. Assessment and/or rubric is unclear and does not identify how the students have met the outcomes of the unit. 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 Completed form must be returned to Pre-service Teacher: Click here to enter Pre-service Teacher Student No: Click here to enter student id Unit Code:ETP220 School: Click here to enter school State Or Territory: Class/year: Subject / teaching area: Click here to enter teaching area Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) click 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 Professional Experience Record of Graduate Standard 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 Teaching and Learning Methodologies Appropriateness of proposed strategy discussed with Mentor Teacher prior to development if unit of work. FORM B completed by Mentor Teacher and submitted to CDU Unit of work planned and implemented in the placement class 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:
Staff The PST can clearly identify and outline of the roles of relevant support staff in and beyond the school The roles of support staff in and beyond the school are identified and acknowledged by the PST The PST is aware of support staff in and beyond the school The PST has little awareness support staff that are involved with inclusive education EAP processes Very clearly communicated, logically sequenced documentation with explicit links to achievable outcomes Pre-service teacher is beginning to connect learners needs with explicit guiding outlines within formal documentation There is scope for greater clarity in describing EAP processes Documentation is fragmented and does not indicate clear processes. 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 Completed form must be returned to Pre-service Teacher: Click here to enter Teacher Student No: Click here to enter student id Unit Code:ETP310 School: Click here to enter school State Or Territory: Class/year: Subject / teaching area: Click here to enter teaching area Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) click here to enter PLL Practicum Date: Practicum End Date: ASSESSMENT Each task must be completed to gain an overall Pass DETAIL PLEASE INDICATE FORM A Inclusive Education Completed at the midpoint of the professional experience and at the end. Form A has been filled out and submitted FORM B: In-school task Planning an Educational Adjustment Plan Presented to a panel that includes the Mentor Teacher or PLL and assessment rubric completed Form B has been filled out and submitted A Sequence of lessons, planned taught and assessed Sighted by the Mentor Teacher “Concern” process: Click here to enter comment Date initiated: Date completed: There are 20 professional experience days attached to Teaching and Learning 5 ((Including 1 week block)) Has the Pre-service Teacher completed the required number of days? Has there been any variation to the number of professional experience days?
Prepare and teach a lesson Highly comprehensive Detailed evidence Satisfactory evidence Emerging evidence More evidence required LESSON PREPARATION Lesson is carefully thought through, is engaging and uses a variety of appropriate resources to assist learning. Learner needs and backgrounds are considered and learning is scaffolded according to pupil need. Lesson reflects a 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 reflects a discussion with mentor prior to delivery. Lesson template completed in detail and includes: curriculum outcome, learning sequence, timings, resources identified and assessment of learning. 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 LESSON/s Pre-service teacher identifies specific areas of the lesson resulting in learner achievement and areas in need of pedagogical improvement. Reflection draws on wide academic reading and relevant classroom experience. 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’ achievement against curriculum outcomes. Discussion of lesson delivery identifies areas of teaching success and areas in need of improvement. 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. Mentor Teacher Comment: here to enter Mentor Teacher comments Please send a copy to the Pre-service Teacher Date sent: Mentor teacher’s signature:
Day 7 of the Professional Experience • Undertake further planning and teaching for groups/individuals • Work as a co-professional in the classroom supporting students in groups and individually as directed by the mentor teacher • Continue reflective journal entries • Ensure pre-service teacher is clear about small group and individual support required • Provide opportunities for further planning and teaching if appropriate Day 8 of the Professional Experience • Work as a co-professional in the classroom supporting students in small groups and individually as directed by the mentor teacher • Continue reflective journal entries • Ensure pre-service teacher is clear about small group and individual support required • Provide opportunities to manage classroom routines Day 9 of the Professional Experience • Discuss with your mentor teacher and complete placement assessment revisit Form A and discuss progress • Keep a copy of this form as part of your teaching portfolio. Show evidence where these competencies are being addressed • Work as a co-professional in the classroom supporting students in small groups and individually • Continue reflective journal entries • Mentor teacher to complete Overall Professional Experience Evaluation Record (Form C). Use the reflective journal as a tool to facilitate discussion with the pre-service teacher • Direct the pre-service teacher in small group and individual teaching load • Revisit and review progress made by pre-service teachers and complete 2nd instance of Form A Day 10 of the Professional Experience • Continue to work as a co-professional with the mentor teacher • Direct the pre service teacher in small group and individual teaching load the placement • Ensure that you have completed the required in-school days • Maintain copies of completed Assessment Forms (A, B & C) • Complete all relevant paperwork and return (A, B & C) to the Professional Experience Office by email:
Form B: ETP503 (425) 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: PRESENTATION OF A MINI PORTFOLIO – ASSESSMENT AND REPORTING Highly comprehensive evidence 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 Pre-service 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
DOMAIN STANDARDS PERFORMANCE RATING Standard 1 Know students and how they learn 1.2 Understand how students learn 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 Engage in professional learning 6.1 Identify and plan professional learning needs 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
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 1.2 Understand how students learn 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 4.1 Support student participation 4.2 Manage classroom activities 4.4 Maintain student safety
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 A completed portfolio of evidence PoE* presented to a school panel should provide evidence against all of the APSTs. The presentation at the school should be shaped as follows: Provide 5-8 rich pieces of evidence from portfolio shaped around own philosophy and journey of learning. Presentation to a panel made up of mentors, principal and, if possible the PST coordinator, or PLL in NT schools. This should also address: *What are your strengths? *What are your weaknesses *How do you see the role of colleagues, parents/carers and the community in your future career? TEACHING PORTFOLIO addressing each of the above APSTs Assessment rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Presentation Quality of planning is high with explicit links to learning needs. Samples of evidence demonstrate sound knowledge of national and state curriculum and assessment requirements. Quality of planning is with well thought through links to learning needs. Evidence demonstrates knowledge of national and state curriculum and assessment requirements. Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of national and state curriculum and associated assessment requirements. Quality of planning is poor. is little to no evidence to demonstrate knowledge of 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.
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 4.3 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 Goal for Next Period of Professional Experience (developed by pre-service and mentor teacher)