Professional Experience Interim and Final Report... · 2017-02-07 · Interim Report – Progress against each Domain of Teaching The Australian Professional Standards for Teachers

Professional Experience Interim and Final Report

Supervised Practicum

Supervised Practicum C: Diversity and Inclusion – EDU80005

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 form 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 form is part of the practicum hurdle requirement.

2. To participate in the interim & end of assessment reporting process. Please note: Practicum EDU80005 is the final Ready to Teach practicum in Graduate Diploma of Teaching (Primary) course and the third Ready to Teach practicum in the Master of Teaching (primary) course. 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 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 – EDU80005

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 – EDU80005

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. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students* 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 - 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* - Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. *NOTE: Standards 1.3 and 1.4 can be addressed hypothetically if the placement setting does not provide opportunities to

dem onstrate 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)

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Professional Knowledge Examples of possible criterion

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

• Written observations, guided by supervisors, demonstrate understanding of the physical,social and intellectual development & characteristics of students

• Identify that all students learn in different ways. This is shown through their planning of arange of activities

• Follow the modelling of the supervisor in catering to difference

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

• Identify that all students learn in different ways. This is shown through the planning of arange of activities and consciousness of attention spans

• With supervisor guidance, observe individual students’ needs in a targeted learning area.Evidence would be in written observations

• With the guidance of the supervisor, plan and deliver lessons that demonstrate anunderstanding of the variety of ways students learn

• Set expectations for what the students will learn during the lesson• Reflect on how students are learning

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

• Identify the teaching strategies used to cater to diversity in written observations and, withthe guidance of the supervisor, transfer these to lesson planning

• Show awareness of the use of inclusive language and strategies and with guidance,implement strategies

• Record and reflect on own teaching practice

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

• Proactive in asking the mentor about the cultural identities of students and how to includecultural understandings.

• Identify the teaching strategies used to cater for students of language backgrounds otherthan English in written observations and transfers these to lesson planning

• Record and reflect on own teaching practice• Seek guidance from supervisor on effective strategies for inclusion• Proactive in planning learning experiences that include Aboriginal and Torres Strait

islander perspectives.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

• Observe, under supervisor guidance, the different learning needs within the classroom• Identify the teaching strategies used to cater for students’ individual learning needs in

written observations and with the help of the supervisor, transfers these to lessonplanning

• Written observations that record and reflect on own teaching practice

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability

• Identify, with supervisor guidance, the teaching strategies used to cater for students’individual needs in written observations and transfer these to lesson planning

• Follow modelled support programs• Liaise closely with the supervisor

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




2.1 Content and teaching strategies of the teaching area - Demonstrate 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 - Organise content into an effective learning and teaching sequence. 2.3 Curriculum, assessment and reporting- Use 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 non-Indigenous Australians - Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5 Literacy and numeracy strategies - Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6 Information and Communication Technology (ICT) - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. 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 2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

• Identify different strategies for teaching• Implement strategies developed and/or modelled by supervising teacher• Understand the importance of establishing the association between content

and strategy• Accurate use of language/terms/definitions and written resources.

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• Evidence of content knowledge in planning• Use resources provided by the mentor teacher and shows initiative in

sourcing additional resources• Ability to respond to supervisor feedback and adjust planning

2.2 Demonstrate knowledge and understanding of content selection and organisation

• Implement a plan as modelled/developed by the teacher• Beginning to develop well-structured lesson plans by the end of the

practicum• Identify the importance of sequencing in planning and delivery by outlining

the lesson purpose and structure, and uses a clear introduction andconclusion

• Developing strategies/approaches to test student understanding duringlessons

• Identify context of content within a unit/subject/continuum• Identify and focuses on the key content• With the guidance of the supervisor, reflect upon and adjusts lesson plans

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

• Demonstrate knowledge of the relevant curriculum documents• Observe assessment and moderation• Willing to reflect on teaching practice and respond to feedback to influence

future planning and teaching• Use evaluation techniques/assessment items to gain relevant feedback on

student learning (informal or formal)• Provide feedback in some form, as modelled by the teacher

2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

• Awareness of the policies within the curriculum• Modelling of respectful/empathetic language and discourse in dealing with

indigenous issues• Consult with mentor about cultural sensitivities

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas

• Awareness of the curriculum documents and policies within the school• Awareness of importance of and ability in teaching/modelling of

grammatical and English language conventions• Awareness of importance of and ability in teaching/modelling of appropriate

numerical conventions• Explicit teaching of the language of a content discipline

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students

• Awareness of school policy• Employ ICT strategies developed and/or modelled by supervising teacher• Source resources within the school that would be appropriate for learning

experiences• Proficiency with selected ICTs• Use of ICT in resource development and planning• Assisting the supervisor with the monitoring of the ethical use of ICT in the

classroom

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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.

3.2 Plan, structure and sequence learning programs - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

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.

3.6 Evaluate and improve teaching programs - Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

3.7 Engage parents/carers in the educative process - Describe a broad range of strategies for involving parents/carers in the educative process.

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 Practice Examples of possible criterion 3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics

• Follow objectives/goals for students as established by the school/faculty/unit

• Under guidance, set learning objectives and develop a lesson plan that attempts to enable acquisition of this learning objective

• Articulate goals for strategies used in class • Identify different types of goals/objectives;

• content based/driven • classroom management

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• skills • values

• Lesson plan includes strategies / activities for different learners e.g. visual / aural / tactile etc.

• Developing strategies to check that learning goals have been met 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

• Capacity to complete research/preparation to understand content specific to a learning unit

• Range of strategies, not just whole class e.g. group, pair, individual • Use of agreed/accepted lesson structure • Achievement of appropriate internal timing of lessons is developing

3.3 Include a range of teaching strategies • Beginning to plan and use a range of strategies where appropriate - whole group, small group, individual

• Show awareness of different learning styles and attempts to incorporate aural, visual and kinaesthetic activities

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning

• Seek advice on the use of most appropriate resources • Beginning to source and develop own resources (Where appropriate) • Use ICT to engage students

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement

• Show an ability to relate to and work with students e.g. attempts to learn names, converses with individuals, listens, smiles

• Effective movement within a learning space • Body language is open, encouraging and ‘safe’ • Use of appropriate: volume, pitch, tone, language, forms of address, body

language, eye contact, gestures (hands-up) • Ability to assert themselves in a classroom environment as relevant. Gives

clear instructions. Corrects student behaviour • Verbal communication clear, concise, positive, whole class can hear

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning

• Reflection at the end of the lesson to inform future work (what worked well, what didn’t, what to change)

• Attempt to adapt lessons as a result of supervisor suggestions. • Use supervisor guided assessment for evaluation • Use of student response/feedback to inform planning • Questioning used to check understanding of students

3.7 Describe a broad range of strategies for involving parents/carers in the educative process

• Observes supervising teacher in engagement with parents • Awareness of school policies/protocols for parent-teacher contact

• Use of diaries (homework, feedback) • Observe PT interviews (if available)

• Collecting school newsletters • Record keeping (where appropriate) for supervising teacher of student

performance for future reporting • Observation of and reflection on the way the supervisor and school build

rapport with parents

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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)




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

4.2 Manage classroom activities - Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Manage challenging behaviour - Demonstrate knowledge of practical approaches to manage challenging behaviour.

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

4.5 Use ICT safely, responsibly and ethically - Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use if ICT in learning and teaching.




Professional Practice Examples of possible criterion 4.1 Identify strategies to support inclusive student participation and engagement in classroom activities

• Observe the methods used by the supervisor • Identify that there are different types of learning • Distinguish between various student behaviours, needs and understanding • Identify a range of learning styles and can “connect with” at least a few

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• Plan activities for a range of learners (e.g. fast finishers & those with

difficulties) • Encourage wide participation

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

• Seek advice in relation to time frames for activities • Micro skills/teaching activity planning and executing • Stand before a class and gives directions/instructions for brief periods. • Write up the lesson agenda • Have simple routines for entering the room, distributing and using

equipment, and transitions 4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour

• Follow supervising teacher’s expectations for behaviour management • Identify behaviour problems in the classroom and seek advice • Discuss range of possible strategies to manage various types of classroom

behaviour • Observe and identify various class room behaviours • Experiment with a range of strategies in simple environments • Understand the difference between proactive and reactive strategies • Learn school policy and attempt to reinforce these policies

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

• Gain knowledge of school policies • Discuss potential risks with supervising teacher beforehand. • Respond to potentially unsafe situations • Document what strategies/ policies and legislation are relevant to

school/student/teachers • Demonstrate independent reflective practices/capacity which they can

translate to future actions 4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use if ICT in learning and teaching

• Follow school protocol in relation to ICT use • Display ‘common sense’ in relation to appropriate resources • Demonstrate within planning a broad range of issues/strategies for safe/

ethical/responsible ICT use (e.g. inappropriate site/content/language etc.) • Where and how to access /copy • Know and relate school rules and policies with regards ICT use • Follow the modelling and program of the supervisor

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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.

5.3 Make consistent and comparable judgements - Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Interpret student data - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify student practice.

5.5 Report on student achievement - Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.




Professional Practice Examples of possible criterion 5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning

• They ask to see assessment items/strategies and processes of mentor/school (seek out these things)

• Acknowledge that assessment is driven by work programs/syllabus etc. • Through discussion with mentor demo differentiation between

informal/formal/summative/formative assessment etc. Page 13 of 19

• Use formal and informal strategies in the single lesson • Observation of marking

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

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

• Observe the supervisor and records a range of feedback strategies • Use opportunities to give feedback to students on their learning e.g.

response to answers, response to class work, response to homework 5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning

• Have an awareness that moderation processes exists within schools and how and when it occurs within the particular school

• Observe aspects of the process if the opportunity arises

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify student practice

• Acknowledge that previous student work/responses/outcomes can be used to reflect and plan future curriculum/assessment development

• Observe and understand the process used by a school /dept. etc.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement

• Awareness of the process that takes place within a school/dept. • Discuss with supervisor and observe the processes • Identify a range of strategies used by mentor/school etc.

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


Elements of Criterion Level Achieved Final Report Results

6.1 Identify and plan 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 - Understand the relevant and appropriate sources of professional learning for Teachers.

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

6.4 Apply professional learning and improve student learning - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.




Professional Engagement Examples of possible criterion 6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

• Understands the importance of regular professional development in all learning areas

• Considers how ICT can improve personal goals and professional practice • Understands the Australian professional Standards and how to use them for

setting improvement goals 6.2 Understand the relevant and appropriate sources of professional learning for Teachers

• Attends professional learning sessions with supervisor where applicable • Keeps up to date with educational ICT resources and tools

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices

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

teaching practices

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• Seeks feedback for improvement

6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning

• Feedback from Mentors/Supervisors should be reflected in future planning and practice

• Discusses with Mentors/Supervisors ways to implement professional learning to improve student feedback

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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.

7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative, administrative and organisational policies and processes required for Teachers according to school stage.

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

7.4 Engage with professional teaching networks and broader communities - Understand the role of external professionals and community representatives in broadening Teacher’s professional knowledge and practice.




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

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7.2 Understand the relevant legislative, administrative and organisational policies and processes required for Teachers according to school stage

• Seek advice from supervisor on the relevant legislative, administrative and organisational policies and processes required for teachers

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

• Observe supervisors interactions with parents/carers, and note effective strategies

• Investigate the use of digital resources for communicating effectively, ethically, sensitively and confidentially with teachers, and parents or carers where applicable

7.4 Understand the role of external professionals and community representatives in broadening teacher’s professional knowledge and practice

• Seeks advice from supervisor/mentors and teachers on external professional development

• Investigates the range of opportunities for sharing and enhancing professional practice available through online communication with experts and community representatives, and contribution to professional and community sites , online discussions and forums

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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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Documents

Professional Experience Interim and Final Report... · 2017-02-07 · Interim Report – Progress against each Domain of Teaching The Australian Professional Standards for Teachers