Day 3 Begin discussions, planning and organisation for the in-school task: ‘Mini Portfolio’ – meeting the APSTs for Standard 3 and 5: planning, and assessment and reporting. Teach prepared lesson/s and ask mentor for verbal and written feedback. Evaluate your planning and teaching in your reflective journal. Make this a regular practice after each teaching opportunity Support small groups of students and co- teach with mentor teacher. Gather resources for future lessons guidance and support for PST to access assessment and evaluation tools in the school. The focus for this unit is monitoring, assessment and reporting and the impact on student learning. Provide written and verbal feedback on PST planning, teaching and assessment. Feedback templates are available at : Continue to offer opportunities for co- teaching Discuss the reflective journal with PST. Day 4 Continue discussion with mentor about the development of your mini portfolio Teach prepared lesson/s and ask for verbal and written feedback Be as active in the class as possible Support small groups of students and co- teach with mentor teacher Begin to prepare for your block of teaching. Consult with your mentor about the content and curriculum area/s for these block lessons. Begin to prepare a sequence of lessons (minimum 5) and collect resources Check progress of the preparation of the mini portfolio (APST standard 3 and 5) Provide verbal and written feedback on lessons taught PST for their block of full time teaching. Discuss and where appropriate, provide templates for lesson sequences, timetable, resources, term overviews and other significant documents • ) Day 5 Teach planned lessons, self-reflect and ask for written and verbal feedback Meet with mentor teacher and discuss the interim assessment form Support mentor teacher with his or her planned teaching activities. Make notes about established classroom rules and protocols in readiness for block placement Consider what the PST will need to know or have access to during their teaching block Check on the development of their lesson sequences and help PSTs timetable their block of continuous teaching Discuss the reflective journal with PST on sections he or she is willing to Complete Interim report by end of this week giving the PST, and CDU timely feedback as to progress. (See “Degrees for Concern” procedures if required)
Two-week block with at least one week continuous teaching Engage in as much teaching as possible Ensure that your mentor has lesson plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, assessment of tasks, setting up for teaching and learning Research different ways of gathering evidence of student learning Attend staff and unit meetings and yard duties and if possible, attend a parent teacher interview Continue reflective journal entries. Summarise your learning for this period Prepare and present mini portfolio: to your mentor and PLL or Assistant Principal.(5 min presentation) Show evidence where APSTs (3 and 5) are addressed Maintain a copy of completed Assessment Reports in your teaching PoE*. Provide feedback that will help with construction, location of resources and suggestions for management of the class before the PST teaches the lesson/lesson sequence Share ways that you gather evidence of student learning Organise for the PST to experience working with other teachers in the school Invite PST to be part of additional professional learning opportunities they may find useful Organise a time for the presentation of the Assessment and Reporting mini portfolio. Complete Final Assessment Report. Use the reflective journal as a tool to facilitate discussion with the PST and discuss with PST After the placement Ensure all fifteen days have been completed. Maintain a copy of completed Assessment Forms. Ensure that forms have been emailed to Complete Final Assessment Reports and email copies to *Portfolio of Evidence (POE)– completed online portfolio presented to host school at the conclusion of the course. The PoE provides the explicit demonstration of evidence that addresses the Australian Professional Standards for Teacher (APSTs). Pre-service teachers are encouraged to collect evidence towards this portfolio from the commencement of the first Professional Experience.