Professional Experience Interim and Final Report · 3.3 Use teaching strategies - Include a range...

Professional Experience Interim and Final Report

Supervised Practicum 1: Introduction to Curriculum Planning and Assessment: Practicum 1 – EDU10001

Pre-service Teacher : Student number:

Number of days completed: Please note: Missed days should be made up in negotiation with the mentor.

Missed days: Days made up:

School address and contact details:

Mentor: Principal:

Pre Service Teacher Coordinator / Nominated Supervisor:

Year level:

The reporting responsibility of the Mentor:

1. To complete and submit an Interim Progress Report by midway through the professional experience (day 10). This is to be submitted to Swinburne Online.

2. If the Pre-service Teacher receives one or more CC results on the Interim Progress Report, the Mentor is required to contact the Professional Placement Team and complete the Professional Experience Support Plan. This is to be submitted to the Swinburne Online Professional Placement Team by the Mentor.

3. To complete and submit the final report form, immediately on or the day after the final placement day. The reporting responsibility of the Pre-service Teacher is:

1. To make sure all documents are completed in a timely manner and submitted by the required dates. Please note the Interim Progress Report is part of the practicum hurdle requirement.

2. To participate in the interim & end of assessment reporting process. Please note: Practicum EDU10001 is the first practicum in the Bachelor of Education (Early Childhood) and (Primary) courses. In order to satisfactorily complete this practicum, the Pre-service Teacher is required to meet the Australian Professional Standards for Teachers (Graduate) outlined in this report. To assist you in assessing the Pre-service Teacher, practical interpretations of each standard are situated in the shaded area on each page. Should you have any queries and/or concerns at any time throughout the practicum, please contact the Swinburne Online Professional Placement Team.

Swinburne Online Professional Placement Team Phone: 1300 797 765

Email: [email protected]

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mailto:[email protected]?subject=Placement%20Enquiry

Assessing Professional Practice We place great faith in the Mentor and the Nominated Supervisor’s professional judgement and request an honest validation of the Pre-service Teacher’s progress and final assessment. Considering the level expected for the particular professional experience, Mentor teachers and the Nominated Supervisors (if required) are asked to make a professional judgement and assess the overall performance of the Pre-service Teacher.

Interim Report – Progress against each Domain of Teaching

The Australian Professional Standards for Teachers are grouped into three broad Domains – Professional Knowledge (Standards 1and 2), Professional Practice (Standards 3, 4 and 5) and Professional Engagement (Standards 6 and 7). At the Interim Report stage, Pre-Service Teachers will be assessed as follows:

• SP Satisfactory Progress the student is making satisfactory progress towards this Domain at the level indicated.

• WT Working Towards the student is working towards satisfactory progress towards this Domain at the level indicated, or has not yet had a suitable opportunity to demonstrate competence in this Domain. In either case, this Domain may require attention in the second half of the placement (but no additional documentation is required).

• CC Cause for Concern the student is not making satisfactory progress towards this Domain at the level

indicated. This Domain will require focused attention in the second half of the placement and a Support Plan must be submitted along with the Interim Report.

Final Report - Level Achieved against each Graduate Standard

For each of the Graduate standards, Pre-service Teachers will be assessed as

• 0 Not demonstrated the student has not demonstrated the professional standard at a relevant level. If a Pre-service Teacher is awarded a 0 for any of the standards they must receive an UNSATISFACTORY overall result.

• 1 Demonstrated occasionally the student has been able to demonstrate the professional standard at a

relevant level, albeit occasionally.

• 2 Demonstrated regularly the student has demonstrated the professional standard regularly during their professional experience.

• 3 Demonstrated consistently the student has consistently demonstrated the Professional standard

throughout their professional experience.

Overall Performance

• Satisfactory. A teaching performance that is satisfactory in assuming the professional responsibilities of a graduating teacher for this stage of practice. The Pre-service Teacher has not received a 0 for any of the assessed Standards.

• Unsatisfactory. A teaching performance that is not satisfactory in assuming the professional responsibilities

of a graduating teacher for this stage of practice. The Pre-service Teacher has received a 0 for any of the assessed Standards and/or is deemed by the Mentor and the Nominated Supervisor to be not achieving the required level for the stage of practice.

• Not completed. Teaching performance has not yet reached a satisfactory level for this stage due to

exceptional circumstances and will be dealt with on a case to case basis. (For examples of ‘Result Deferred’ refer to the practicum handbook).

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INTERIM REPORT – EDU10001

Pre-service Teacher : Student number:

Number of days completed in this phase: Please note: Missed days should be made up in negotiation with the mentor.

Missed days: Days made up:

Mentor: Principal/Director:


Year level/Age group:

Based on the level achieved in the first phase of this placement, the Pre-Service Teacher is assessed at the following level of achievement:

Australian Professional Standards for Teachers: Domains of Teaching

Professional Knowledge: Demonstrates current professional knowledge and skills to begin planning for and managing learning programs.

SP WT CC

Professional Practice: Demonstrates a growing capacity to begin to plan, implement and assess for effective teaching and learning as well as maintaining a safe and supportive learning environment.

SP WT CC

Professional Engagement: Demonstrates the capacity to begin developing effective relationships with the school community to enhance learning opportunities.

SP WT CC

Key for assessment: SP – Satisfactory Progress WT – Working Towards CC – Cause for Concern

Important note: If one or more CC results are indicated against the Domains of Teaching above, submission of this Interim Report must be accompanied by a completed Professional Experience Support Plan.

When completing the above assessment of interim progress, please make a judgement based on the Pre-Service Teacher’s achievement to date against the practical interpretations of each standard, situated in the shaded area underneath each.

Comments (Optional): Mentor Teacher

Names and Declaration Mentor: Pre-service Teacher: Pre Service Teacher Coordinator / Nominated Supervisor: Date: ☐ I acknowledge that the above mentioned persons have sighted and approved this form and that the information contained within this form is true and correct at the time of submission.

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Professional Experience Support Plan

To be completed by the Mentor teacher following consultation with the Nominated Supervisor and Pre-Service Teacher.

Pre-service Teacher:

Student number:

Date:

Number of days completed: Missed days: Days made up:

School address and contact details: Year Level:

Mentor:


The following three sections are to be completed by the Mentor teacher:

Major areas of concern Please identify which areas from the Australian Professional Standards for Teachers (Graduate) and/or any other areas of concern regarding teacher professional conduct that need to be improved on by the Pre-service Teacher.

1. 2. 3.

Actions required by the Pre-service Teacher

1. 2. 3.

Support from the Mentor and collaboration with Nominated Supervisor

The following four sections are to be completed by the Swinburne Online Professional Placement Team:

Support from Swinburne Online

Date for completion

Date for review

Review comments/notes

To be returned to:

Swinburne Online Professional Placement Team Phone: 1300 797 765

Email: [email protected]

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mailto:[email protected]?subject=Placement%20Enquiry

FINAL REPORT – EDU10001

Professional Knowledge Standard 1- Know the students and how they learn: (0-3 to be placed in column to indicate level of achievement)

0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently

Elements of Criterion Level Achieved

Final Report Results

1.1 Physical, social and intellectual development and characteristics of students - 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 – Demonstrate knowledge and understanding of research into how students learn and the implications for teaching 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds * Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds *NOTE: Standard 1.3 can be addressed hypothetically if the placement setting does not provide opportunities todemonstrate understanding through practice. Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor

Final Report Comments: Mentor

Nominated Supervisor: (Optional if required)

Professional Knowledge Examples of possible criterion

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of children and how these may affect learning.

• In collaboration with mentor teacher, plan age appropriate learning experiences thatsupport children’s development

• Identify domains of development in discussions, observations and planning• Follow the modelling of the mentor in accommodating difference.

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1.2 Demonstrate knowledge and understanding of research into how children learn and the implications for teaching

• Identify that children learn in different ways. • With mentor guidance, observe individual children’s strengths and skills • With the guidance of the mentor, plan and deliver play and routine based learning

experiences. • Reflect on how children are learning.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of children from diverse linguistic, cultural, religious and socioeconomic backgrounds

• Demonstrate an awareness of different learning dispositions, skills and interests and respond accordingly

• Collects information about children’s backgrounds with the aim to understand diversity within the group

• Identify strategies to support diversity and difference with the guidance of mentor • Reflect on modifications to the environment and practices to support inclusion

Professional Knowledge Standard 2- Know the content and how to teach it: (0-3 to be placed in column to indicate level of achievement)




2.3 Curriculum, assessment and reporting- Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Comments by the Mentor providing further evidence of the Pre-service Teacher’s performance in relation to the above mentioned criterion. Interim Report Comments: Mentor



Professional Knowledge Examples of possible criterion 2.3 Use knowledge of curriculum and assessment to plan, implement and evaluate learning plans

• Take observations of children’s interactions, play, learning and routines • Plan indoor, outdoor and routine based learning experience based on

strengths and interests observed • Identify and discuss appropriate teaching strategies with guidance from

mentor • Make relevant links to the EYLF and curriculum documents of the practicum

setting in discussions and learning plans

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Professional Practice Standard 3- Plan for and implement effective teaching and learning: (0-3 to be placed in column to indicate level of achievement)




3.1 Establish challenging learning goals - Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.3 Use teaching strategies - Include a range of teaching strategies.

3.4 Select and use resources - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

3.5 Use effective classroom communication - Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.




Professional Practice Examples of possible criterion 3.1 Set learning goals that provide achievable challenges for children with diverse strengths and interests

• Articulate clear, suitable learning objectives in the learning experience plans • Objectives demonstrate respect for diversity and high expectations for

children as learners learning goals have been met 3.3 Include a range of teaching strategies. • Beginning to plan and use a range of strategies where appropriate - whole

group, small group, individual. • Identify, practice and reflect on a range of teaching strategies such as

modelling, co-constructing, questioning, describing, listening 3.4 Demonstrate knowledge of a range of resources that engage children in their learning.

• In consultation with Mentor, select appropriate resources to implement planned learning experiences

• Include consideration of natural and improvised materials 3.5 Demonstrate a range of verbal and non-verbal communication strategies to support children’s engagement.

• Demonstrate awareness of positioning and body language • Gets down on children’s level • Offers respectful verbal encouragement and positive feedback • Engages in experiences with children

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Professional Practice Standard 4- Create and maintain supportive and safe learning environments: (0-3 to be placed in column to indicate level of achievement)


Elements of Criterion Level Achieved Final Report Results

4.1 Support student participation - Identify strategies to support inclusive student participation and engagement in classroom activities.

4.4 Maintain student safety - Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.




Professional Practice Examples of possible criterion 4.1 Identify strategies to support all children’s participation and engagement in all aspects of the curriculum

• Observe the methods used by the mentor • Distinguish between various children’s skills, interests, behaviours, needs

and understandings. • Identify a range of strategies that support children’s learning and

discovery. • Enthusiastically engages with children and participates in routines and

experiences 4.4 Describe strategies that support children’s wellbeing and safety working within educational setting, curriculum and legislative requirements

• Awareness of relevant policies and procedures of early childhood setting • Follows the settings hygiene procedures in routines • Identify areas of the EYLF that relate to children’s wellbeing • Positions self for effective supervision of children

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Professional Practice Standard 5 - Assess, provide feedback and report on student learning: (0-3 to be placed in column to indicate level of achievement)




5.1 Assess student learning - 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 their learning - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.



Nominated Supervisor (Optional if required)

Professional Practice Examples of possible criterion 5.1 Demonstrate understandings of assessment strategies, including informal and formal approaches to assess children’s learning.

• Pre-service Teacher is familiar with to the assessment and documentation used within the setting

• Share observations of children’s learning, both informally through conversations and in written work

• Demonstrates a basic understanding of how the EYLF supports assessment • With mentor support has effectively evaluated learning plans

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to children about their learning.

• Demonstrates an understanding of the place of feedback within the teaching process

• Gives positive guidance and instructional verbal feedback to children on their learning during play and routine experiences.

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Professional Engagement Standard 6 – Engage in professional learning: (0-3 to be placed in column to indicate level of achievement)




6.3 Engage with colleagues and improve practice - Seek and apply constructive feedback from supervisors and Teachers to improve teaching practices.




Professional Engagement Examples of possible criterion 6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

• Discusses with Mentors/Supervisor areas for improvement • Applies constructive feedback from Mentors/Supervisors to improve

teaching practices • Seeks feedback for improvement

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Professional Engagement Standard 7 – Engage professionally with colleagues, parents/carers and the community: (0-3 to be placed in column to indicate level of achievement)




7.1 Meet professional ethics and responsibilities - Understand and apply the key principles described in code of ethics and conduct for the teaching profession.

7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers.




Professional Engagement Examples of possible criterion 7.1 Understand and apply the key principles described in code of ethics and conduct for the teaching profession.

• Dresses, speaks and behaves in a professional manner • Interactions with children, families and staff are respectful • Familiar with the ECA code of ethics and the settings and jurisdictional

professional codes of conduct 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

• Records reflections about how the mentor communicates and maintains relationships with families

• With the support of the mentor applies strategies to communicate and establish professional relationships with families. E.g. greets and farewells parents by name on arrival and introduces self as a Pre-service Teachers when appropriate

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Based on the level achieved for each standard the final overall result for the Pre-service Teacher is assessed as: Satisfactory

Unsatisfactory

Not completed

Names and Declaration Mentor: Pre-service Teacher: Pre Service Teacher Coordinator / Nominated Supervisor: Date: ☐ I acknowledge that the above mentioned persons have sighted and approved this form and that the information contained within this form is true and correct at the time of submission. Final professional experience summary and comments of Pre-service Teachers progress Mentor comments:

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________ Pre-Service Teacher comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ Nominated Supervisor comments (Optional if required) ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ___________________________________________________________________________

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Professional Experience Interim and Final Report · 3.3 Use teaching strategies - Include a range...

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