Professional Experience Placement 1: Interim Report

1

Introduction

The purpose of this template is to guide reflective discussions between the Mentor Teacher and the Pre-Service Teacher early in the Professional Experience Placement to establish initial performance against the APST. These discussions will inform actions for improvement and setting shared understandings of the expectations of the Pre-Service Teacher’s performance at your School.

Where a standards has not been met because there has not been an opportunity to demonstrate capabilities or knowledge in that area, this should be noted explicitly in the rubric.

If the Mentor Teacher believes that the Pre-Service Teacher reflected the tenor of the rating, but their attributes are not reflected in the examples given, they should give the rating that they think best reflects the Pre-Service Teacher’s standard and provide supportive evidence in their qualitative feedback. Clarifying comments can be added.

Prior learning and preparation for practice

The following is offered as a guide for what to expect students to know and be able to do by the time they commence Professional Experience Placement 1

Bachelor of Teaching Master of Teaching

1st

yea

r Schools and Policy

Primary School Interaction (including 5 days observation focussed placement in primary schools)

2n

d

ye ar Introduction to Teaching and Learning

Issues in Contemporary Education

3rd

yea

r Secondary School Interaction (including 5 days observation focussed placement in country schools)

Professional Practice and Research

4th

yea

r

Student Teacher Interactions in the Classroom

Curriculum and Methodology A1 &

Curriculum and Methodology B (one in each of their 2 or 3 subject specialisations)

Professional Experience A (12 hours of lectures plus 20 days Professional Experience Placement)

Professional Preparation

Professional Experience B (45 days

Professional Experience Placement)

Pra

ctic

e P

has

e (T

erm

s 1

-3)

Student Teacher Interactions in the Classroom

Curriculum and Methodology A & Curriculum and Methodology B (one in each of their 2 or 3 subject specialisations)

Professional Experience A (12 hours of lectures plus 20 days Professional Experience Placement)

Professional Preparation

Professional Experience B (45 days

Professional Experience Placement)

Res

earc

h P

has

e

(Ter

m 4

+)

Safe and Supportive Learning Environments

Education for Inclusion

Online Learning

Professional Engagement

Research Design

Researcher in Residence Project

1 The attached courses outlines are for English Curriculum and Methodology and serve as an indicator only. All Curriculum and Methodology

courses share the same learning outcomes, and assessment types.

2

Click on the embedded links in the Course titles above, to access the Course Outlines. The Course Outlines provide a summary of the learning outcomes and assessment requirements of each course, aligned to the APST. They also summarise the topics covered. NB: Grey type = not yet covered

Of particular note is the coursework, completed in the terms immediately prior to the Professional Experience Placements, and co-taught with the 4th year Bachelor of Teaching and 1st year Master of Teaching students.

In the Curriculum and Methodology courses the focus is on both the theory and concepts underpinning effective planning, teaching and assessment, and its specific application in the context of the subject areas in which the Pre-Service Teachers will be teaching while on Professional Experience Placement. Topics covered include:

Principles of learning and teaching Curriculum Frameworks: • SACE curriculum and quality assurance • Australian Curriculum • Using curriculum frameworks to inform planning and practice • International Baccalaureate • Steiner Using ICT for teaching, learning and assessment Planning learning: • Underlying principles and concepts • Sourcing and evaluating teaching and learning resources • Planning to meet student needs - getting from intentions to outcomes • Developing capabilities as well as subject matter knowledge • Aligning and sequencing learning

Assessment: • Assessment as an integral part of learning • Forms of assessment of learning progress and achievement • Identifying and meeting individual needs • Criterion based assessment • Rubrics and marking schema • Peer and self-assessment • Seeking, giving and receiving feedback • Formative assessment • Identifying strengths and challenges Measuring and reporting on achievement: • Benchmarking and Moderation • Making and justifying professional judgement • Recording Evidence and Reporting Research as Learning: • Research Project and Personal Learning Plans Learning Stakeholders: • Working with parents and carers • Students as partners

Student and Teacher Interactions in the Classroom is focussed on classroom management, behaviour management, students as diverse learners and strategies for engaging students in learning. The course is structured to develop practical skills and strategies underpinned by current theory. The assessment for this course is:

Developing a handbook on promoting a positive learning environment, and

Classroom Simulation Reflections

The Professional Experience lectures focus on the expectations of schools, strategies for effective practice regardless of subject specialisation, and understanding of the Graduate level ASPT in practice.

Following this Professional Experience Placement Pre-Service Teachers return for a week long intensive where they will focus on preparation for professional practice. This will include consideration of employment processes and requirements, engagement with professional learning, establishing professional networks and engaging parents/carers in their children’s learning. They will then go to their 2nd Professional Experience Placement.

Professional Experience Placement 1: Interim Report

3

APST Pre-Service Teachers should be rated against the Australian Professional Standards for Teachers – Graduate Career Stage

2

Below Graduate Standard Little or no evidence of meeting the APST Graduate Career Stage

Developing Toward Graduate Standard Shows potential to develop to the APST Graduate Career Stage

Meets Graduate Standard Meets the expectations of the APST Graduate Career Stage

Exceeds Graduate Standard Shown to be capable beyond the expectations of the Graduate Career Stage.

Additional Comments No

op

po

rtun

ity

to d

emo

nstra

te

Classroom Practice

APST 1: Know the students and how they learn

Little willingness to engage with the needs of individual students and with the school as a place of learning.

Some willingness to engage with the needs of individual students and with the school as a place of learning.

Clear evidence of initiative and willingness to engage positively with the needs of individual students and with the school as a place of learning.

Strong initiative and willingness to engage positively with the needs of individual students and with the school as a place of learning.

X

Knowledge of Content and curricula

APST 2: Know the content and how to teach it

Scant/erroneous knowledge of content and curricula.

Knowledge of most content, but several gaps: able to meet curricular requirements.

Sound knowledge of content; clear understanding of curricular needs.

Strong and self-reliant knowledge of content; imaginative application of curricula.

X

Planning and preparation

APST 3: Plan for and implement effective teaching and learning

Little evidence of planning or preparation for teaching.

Minimal evidence of planning and preparation for teaching.

Clear evidence of planning and preparation for teaching.

Planning and/or preparation for teaching that extends beyond the student’s own class.

X

2 http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

4

APST Pre-Service Teachers should be rated against the Australian Professional Standards for Teachers – Graduate Career Stage

Below Graduate Standard Little or no evidence of meeting the APST Graduate Career Stage

Developing Toward Graduate Standard Shows potential to develop to the APST Graduate Career Stage

Meets Graduate Standard Meets the expectations of the APST Graduate Career Stage

Exceeds Graduate Standard Shown to be capable beyond the expectations of the Graduate Career Stage.

Additional Comments No

op

po

rtun

ity

to d

emo

nstra

te

Classroom Management and Discipline

APST 4: Create and maintain supportive and safe learning environments

Poor/unethical classroom management skills.

Some classroom management skills, with potential to develop.

Effective classroom management skills.

Confident classroom management skills.

X

Assessment and Feedback

APST 5: Assess, provide feedback and report on student learning

Little evidence of the use of assessment as a tool to understand student achievement and the effectiveness of teaching.

Some evidence of competent assessment. Limited/ late feedback.

Little differentiation in assessment processes.

Competent and considered assessment. Useful and timely feedback. Evidence of differentiation in assessment processes.

Proficient and reflective assessment. Timely and useful feedback linked to strengths and weaknesses of individual school students. Creativity in assessment processes.

X

Professional Relationships

APST 6: Engage with Professional Learning

APST 7: Engage professionally with Colleagues, parents/carers and the community

Little/no commitment to the school, professional colleagues and students.

Minimal commitment to the school, professional colleagues and students.

Sound commitment to the school, professional colleagues and students.

Strong commitment to the school, professional colleagues and students.

X