Pre-service Teacher: Date: I have discussed and approve these learning plans: Mentor Teacher: …………………… Date: I have discussed and approve these learning plans: University Liaison: ………………………… Date: PROFESSIONAL EXPERIENCE Review of my School Teaching Experience Pre-Service Teacher Student ID: School Date Please forward a copy of this review to your university liaison by Friday 26th August 2016. (If this is not possible then please email it to Please provide a self-assessment about working towards the goals of your personal learning plan in the last week of your placement: Personal Learning Plan: preparation for my final professional experience What learning or teaching performance goals will you set for your final professional experience? 3rd Year Undergraduate or 1st Year MTeach PROFESSIONAL EXPERIENCE REPORT 2016 Pre-service Teacher Student ID School Mentor Teacher(s) Year Level School Co-ordinator University Liaison Coordinator Jackie Thomson
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Able to verbalise that Aboriginal and Islander students need teachers with a deep understanding of the impact of their backgrounds on their educational needs. Can discuss the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and attempts to address such issues when planning for learning. 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. 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrates knowledge of a variety of strategies for teaching a particular year level but not yet able to plan to meet the needs of students with differing learning needs. Seeks guidance and help in differentiating teaching to meet the specific learning needs of the students in a particular class. Demonstrate knowledge and understanding of strategies for differentiating 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 Awareness of disability and response to students with disability depends largely on personal experience. Shows awareness of legislation about students with disabilities in Australian schools. Asks for help in selecting teaching strategies that support the participation and learning of students with disability in a particular class. Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
Standard 2 Know the content and how to teach it Focus Novice Emerging Graduate 2.1 Content and teaching strategies of the teaching area Content knowledge and teaching largely influenced by imitation and guidance of the teacher mentor. Applies and adapts teaching strategies appropriate to the curriculum content. Demonstrates knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Content selection and organisation Dependent on the guidance of a mentor teacher in selecting and organising content. Able to organise a series of lessons for the content of a particular teaching area. Organises content into an effective learning and teaching sequence. 2.3 Curriculum, assessment and reporting Assessment is treated as a postscript activity in the teaching learning process. Attempts to plan assessment as an integral component of the teaching and learning process and to gather data for reporting purposes. Uses curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and Australians Expresses respect for Aboriginal and Islander people and understanding that reconciliation between Indigenous and non-Indigenous Australians is an important attitude to inculcate in the curriculum. Looks for opportunities to include notions of indigenous culture and reconciliation between indigenous and Australian into teaching plans and teaching content Demonstrates broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
Focus Novice Emerging Graduate 3.1 Establish challenging learning goals Sets student activities without awareness of learning goals that provide achievable challenge. Establishes learning goals that provide achievable challenge for some but not all students. Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2 Plan, structure and sequence learning programs Planning largely focuses on the delivery of content and providing activities for students. Reliant on guidance to structure and sequence an effective learning program. Able to plan effective lesson sequences that will scaffold student learning in a topic or teaching area. Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3 Use teaching strategies Largely imitates the teaching strategies of the mentor. Dependent on guidance in selecting and trying new or different strategies. Aware of a range of teaching strategies and shows increasing independence in selecting and trying new teaching strategies from a limited, but growing repertoire. Include a range of teaching strategies. 3.4 Select and use resources Requires ongoing guidance to find and choose resources appropriate to the teaching context and area. Shows increasing independence in locating and selecting resources appropriate for the context and the content. Seeks resources, including ICT resources, that will engage and motivate student learning. Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Use effective classroom communication Largely imitates the classroom teacher and practices a limited variety of communication styles and techniques Uses a growing range of communication styles and techniques in the classroom Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Focuses mostly on personal performance rather than on what the student will do. Looking for compliance rather than engagement. Beginning to identify and plan for inclusive learning events that will engage and motivate student participation and learning. Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2 Manage classroom activities Dependent on mentor support in organizing and managing classroom activities. Beginning to demonstrate the capacity to independently organize classroom activities and is developing the skill of giving clear directions. Demonstrate the capacity to organize classroom activities and provide clear directions. 4.3 Manage challenging behaviour Attempts to apply existing classroom rules or school-based behaviour management policies. Will need support in managing challenging behaviours. Beginning to practice proactive, ethical and pedagogical strategies for preventing challenging behaviour amongst students and can apply a growing range of strategies to manage challenging behaviour. Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4 Maintain student safety Requires support to implement practices that maintain student safety, may not always respond quickly when Shows awareness of school, system, curriculum and legislative requirements and is Describe strategies that support students' wellbeing and safety working within school and/or system,
students are at risk. increasingly able to maintain student safety and support for student well-being. curriculum and Legislative requirements. 4.5 Use ICT safely, responsibly and ethically Follows established school protocols for the safe, responsible and ethical use of ICT. May need advice on the appropriate and ethical use of ICT when planning teaching. Recognises the need to practice safe, responsible and ethical use of ICT in learning and teaching. Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Standard 5 Assess provide feedback and report on student learning Focus Novice Emerging Graduate 5.1 Assess student learning Able to use assessment protocols which are assessment of (rather than for) learning. Uses an array of formative and summative assessment strategies, including informal and formal approaches. Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2 Provide feedback to students on Feedback to students is largely Shows increasing ability to Demonstrate an understanding of
Domain 3 Professional Engagement Standard 6 Engage in professional learning Focus Novice Emerging Graduate 6.1 Identify and plan professional learning needs Attempts to relate their university studies to their professional experiences. Is aware of the Australian Professional Standards for Teachers as a way of identifying professional learning needs. Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. 6.2 Engage in professional learning and improve practice Relies on university studies as the source of professional learning. Is aware of multiple sources to improve practice and meet professional learning needs. Understand the relevant and appropriate sources of professional learning for teachers. 6.3 Engage with colleagues and improve practice Able to discuss aspects of their teaching practice with a supervising teacher/mentor. Able to identify major areas of practice where improvement is needed and discuss these with a supervisor/mentor. Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4 Apply professional learning and improve student learning Needs support to identify personal learning needs and help in applying professional learning to improve Identifies professional learning needs to improve personal teaching practices that could Demonstrate an understanding of the rationale for continued professional learning and the