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EPT115 EPT431 Page 1 of 14

INITIAL TEACHER EDUCATION PROGRAM

PROFESSIONAL EXPERIENCE REPORT

EPT431 EPT115

* THIS REPORT REMAINS THE PROPERTY OF CHARLES STURT UNIVERSITY. PLEASE ENSURE A COPY IS GIVEN TO THE PRE-SERVICE TEACHER.

Name of Pre-service Teacher : ________________________________________________ Pre-service Teacher ID: ______________________________________

School: __________________________________________________________________ Associate Teacher: ______________________________________ Dates of Professional Experience: _____________________________________________ University Liaison Officer ______________________________________ Absence dates and reasons_____________________________________________________________________________________________________________________

Teaching contexts (description of subjects and year levels taught, nature of school and other relevant details):

This report gives a broad indication of the extent to which the pre-service teacher is beginning to demonstrate their ability to meet the Australian Professional Standards for Teachers at the Graduate career stage. The terms used to indicate the extent to which the pre-service teacher has met the professional standards should be interpreted as follows: ▪ Causing Concern the pre-service teacher has demonstrated little or no evidence of this MANDATORY focus area during the placement; ▪ Working Towards the pre-service teacher has demonstrated some evidence of this focus area and has shown a willingness to address it further; ▪ Achieved the pre-service teacher has demonstrated consistent evidence of achievement of the standard related to this focus area; and ▪ Going Beyond the pre-service teacher has demonstrated consistent evidence of achievement of the standard related to this focus area and displayed initiative and

competence not normally expected at this stage of their learning continuum. Please note that the focus areas highlighted are OPTIONAL for this professional experience placement. The remaining focus areas are MANDATORY for this placement. Pre-service teachers are encouraged to take up opportunities presented in their placement for addressing optional focus areas and Associate Teachers are asked to report on these only where appropriate. As even one Causing Concern in a MANDATORY focus area at the conclusion of the placement may be grounds for an Unsatisfactory grade, supervising teachers should comment on the circumstances for which a Causing Concern was given for a MANDATORY focus area at the mid-point of the placement and at its conclusion.

Details about this report: This report is to be completed at the conclusion of the placement. The report has 3 purposes. 1. It is an educative document designed to assist pre-service teachers to improve their teaching practice; 2. It is an assessment document used by the University as part of subject requirements; 3. It is used for employment and accreditation purposes.

Please email completed report to: PROFESSIONAL EXPERIENCE UNIT, FACULTY OF EDUCATION,

CHARLES STURT UNIVERSITY

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DOMAIN: PROFESSIONAL KNOWLEDGE

Standard 1: Teachers know students and how they learn

Focus Area Descriptor Indicators

1.1 Physical, social and intellectual development and characteristics of students

Causing Concern

Working Towards

Achieved Going Beyond

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

Demonstrates an awareness of the typical stages of students’ physical, social and intellectual development.

Generates lessons that address learning outcomes for appropriate developmental stages.

Differentiates learning experiences for individual students’ diverse levels of development within developmental stages.

1.2 Understand how students learn

Causing Concern

Working Towards


Demonstrates knowledge and understanding of research into how students learn and the implications for teaching.

Applies a range of teaching strategies that are informed and appropriate to students’ learning stages.

Designs and implements intellectually challenging learning experiences.

Engages students in relevant and purposeful learning experiences.

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

Causing Concern

Working Towards


Demonstrates knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Conveys sensitivity in classroom interactions, lesson design and teaching strategies towards students from diverse backgrounds (e.g., social, cultural, ethnic and religious backgrounds).

Designs lessons that identify and address students’ prior knowledge, backgrounds and histories.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

Causing Concern

Working Towards


Demonstrates 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.

Conveys sensitivity towards students from Aboriginal and Torres Strait Islander backgrounds in programming, lesson planning, and classroom environment and student interaction..

Demonstrates capacity to connect with students’ prior knowledge & experiences.

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DOMAIN: PROFESSIONAL KNOWLEDGE

Standard 1: Teachers know students and how they learn (continued)


1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.

Causing Concern

Working Towards


Demonstrates knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Employs a range of strategies that cater for varied student learning styles (e.g., visual, auditory, kinaesthetic learners; Gardner’s multiple intelligences; Bloom’s taxonomy).

Designs lessons that provide differentiated content and learning processes for diverse levels of ability.

Designs lessons that provide opportunity to demonstrate independent learning, and knowledge and understanding of abstract or complex content and/or processes.

Uses questioning to acknowledge and support different levels of ability.

1.6 Strategies to support full participation of students with Disability

Causing Concern

Working Towards


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

Works with specialist and/or support staff to engage students with disabilities.

Works effectively with Teacher’s Aides to support student learning

Makes adjustments and/or accommodations within the learning environment for students with disabilities.

Plans lessons which are appropriately differentiated to meet the needs of students with disabilities.

Standard 2: Know the content and how to teach it


2.1 Content and teaching strategies of the teaching area

Causing Concern

Working Towards


Demonstrates knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Demonstrates knowledge of appropriate Key Learning Areas, subject syllabuses or teaching-learning frameworks

Represents relevant concepts in a variety of modes that are easily accessible to students

Presents content accurately and with confidence

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2.2 Content selection and organisation

Causing Concern

Working Towards


Organises content into an effective learning and teaching sequence.

Designs sequenced lessons to develop students’ understanding of a concept.

Critiques, selects and uses a range of resources that support syllabus outcomes.

Standard 2: Know the content and how to teach it (continued)


2.3 Curriculum, assessment and reporting

Causing Concern

Working Towards


Uses curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

Integrates a range of data sets about student achievement when planning lessons.

Integrates syllabus outcomes and student interests and needs when planning lessons.

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

Causing Concern

Working Towards


Demonstrates broad knowledge and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Incorporates knowledge and understanding of Aboriginal and Torres Strait Islander people into teaching and actively promotes student knowledge of reconciliation

Demonstrates cultural competence when planning, teaching and interacting with students, staff, parents/carers and members of the community.

2.5 Literacy and numeracy strategies

Causing Concern

Working Towards


Knows and understands literacy and numeracy teaching strategies and their application in teaching areas.

Actively incorporates explicit teaching of subject-appropriate literacy and numeracy strategies.

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2.6 Information and Communication Technology (ICT)

Causing Concern

Working Towards


Implements teaching strategies for using ICT to expand curriculum learning opportunities for students.

Demonstrates basic operational skills with a variety of technologies (e.g. CD player, overhead projector, digital camera, photocopier, computer, interactive white board; data projector; Connected Classroom).

Uses ICT as a resource for designing learning experiences (e.g. internet, word processor, DVDs).

Uses subject-specific ICT competently.

Demonstrates sound pedagogical reasoning in making critical choices of technology for teaching and learning.

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DOMAIN: PROFESSIONAL PRACTICE

Standard 3: Plan for and implement effective teaching and learning


3.1 Establish challenging learning goals

Causing Concern

Working Towards


Sets learning goals that provide achievable challenges for students of varying abilities and characteristics.

Identifies and articulates clear and appropriate learning goals for student needs.

Uses knowledge of students’ progress to inform and guide decision making.

Models an enthusiastic and positive attitude towards learning.

3.2 Plan, structure and sequence learning programs

Causing Concern

Working Towards


Plans lesson sequences using knowledge of student learning, content and effective teaching strategies.

Demonstrates ability to structure activities effectively.

Demonstrates flexibility when teaching and changes lessons when appropriate.

3.3 Use teaching strategies

Causing Concern

Working Towards


Includes a range of teaching strategies. Demonstrates a range of effective questioning techniques.

Listens to students and engages them in classroom conversations.

Organises small group activities effectively to support student learning.

Selects strategies that are appropriate for content and for student diversity.

3.4 Select and use resources

Causing Concern

Working Towards


Demonstrates knowledge of a range of resources, including ICT, that engage students in their learning.

Creates a motivating classroom environment to maintain student engagement.

Uses a range of resources such as people, places and varied materials.

Uses resources creatively to connect with students’ interests.

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Standard 3: Plan for and implement effective teaching and learning (continued)


3.5 Use effective classroom communication

Causing Concern

Working Towards


Demonstrates a range of verbal and non-verbal communication strategies to support student engagement.

Communicates clear directions to students

Clearly explains the focus of the lesson to students

Speaks clearly using appropriate tone, volume and expression

Is able to lead a class discussion effectively

3.6 Evaluate and improve teaching programs

Causing Concern

Working Towards


Demonstrates broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

Reflects critically on teaching practice through written evaluation in order to improve practice..

Questions own practice, and investigates, implements and evaluates ways of improving teaching.

3.7 Engage parents/ carers in the educative process

Causing Concern

Working Towards


Describes a broad range of strategies for involving parents/carers in the educative process.

Demonstrates the capacity to communicate effectively with parents and caregivers.

Demonstrates an understanding of the importance of links between school and home.

Plans for parent participation in school activities where appropriate, utilising parent skills or interests.

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DOMAIN: PROFESSIONAL PRACTICE

Standard 4: Create and maintain supportive and safe learning environments


4.1 Support student participation

Causing Concern

Working Towards


Identifies strategies to support inclusive student participation and engagement in classroom activities.

Establishes supportive learning environments where students feel safe to risk full participation.

Establishes and sustains respect and rapport with, and among, all students.

Promotes a classroom atmosphere of acceptance that is free of negative personal comments or “put-downs”.

Creates a motivating classroom environment to maintain student engagement

4.2 Manage classroom activities

Causing Concern

Working Towards


Demonstrates the capacity to organise classroom activities and provide clear directions.

Provides students with explicit expectations in relation to the work they are to produce.

Demonstrates organisational skills that minimise disruption.

Conducts well-paced lessons that sustain student engagement.

4.3 Manage challenging behaviour

Causing Concern

Working Towards


Demonstrates knowledge of practical approaches to manage challenging behaviour.

Implements a variety of practical and effective approaches to managing student behaviour.

Demonstrates an ability to apply classroom management techniques that are prompt, firm, fair and consistent and acknowledge specific students’ needs.

Manages practical classes effectively.

4.4 Maintain student safety

Causing Concern

Working Towards


Describes strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Is aware of, and follows, specific requirements for ensuring student safety (e.g., code of conduct, occupational health and safety procedures, duty of care, child protection).

Maintains safe learning spaces, especially in practical classes.

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4.5 Use ICT safely, responsibly and ethically

Causing Concern

Working Towards


Demonstrates an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Demonstrates an understanding of regulations and statutes related to teachers’ and students’ responsibilities in the use of ICT (especially in the use of social media).

DOMAIN: PROFESSIONAL PRACTICE Standard 5: Assess, provide feedback and report on student learning


5.1 Assess student learning

Causing Concern

Working Towards


Demonstrates understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Uses formal and informal strategies to assess student learning (e.g., questioning, observation).

5.2 Provide feedback to students on their learning

Causing Concern

Working Towards


Demonstrates an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Provides constructive and timely feedback, orally and in writing, on students’ work.

5.3 Make consistent and comparable judgements

Causing Concern

Working Towards


Demonstrates understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Explains and defends assessment practices chosen, and process of awarding students’ grades and ranking.

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Standard 5: Assess, provide feedback and report on student learning (continued)


5.4 Interpret student data

Causing Concern

Working Towards


Demonstrates the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

Incorporates student assessment data into programming and planning to improve student outcomes.

5.5 Report on student achievement

Causing Concern

Working Towards


Demonstrates 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.

Is familiar with school’s reporting system.

Produces written documentation for assessment and reporting purposes that is consistent with school expectations.

Prepares and presents appropriate reports of student learning to student, colleagues and /or parents.

DOMAIN: PROFESSIONAL ENGAGEMENT

Standard 6: Engage in professional learning Focus Area Descriptor Indicators

6.1 Identify and plan professional learning needs

Causing Concern

Working Towards


Demonstrates an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

Evaluate current teaching and plan for future development using the National Professional Standards for Teachers.

Sets goals for personal professional development.

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Standard 6: Engage in professional learning (continued)


6.2 Engage in professional learning and improve practice

Causing Concern

Working Towards


Understands the relevant and appropriate sources of professional learning for teachers.

Seeks information about professional learning within and outside the school environment

Collects, evaluates and uses resources related to professional learning

6.3 Engage with colleagues and improve practice

Causing Concern

Working Towards


Seeks and applies constructive feedback from supervisors and teachers to improve teaching practices.

Engages in professional discussion with supervising teacher and colleagues

Utilises feedback from professional discussions to improve planning and teaching

6.4 Apply professional learning and improve student learning

Causing Concern

Working Towards


Demonstrates an understanding of the rationale for continued professional learning and the implications for improved student learning.

Evaluates own teaching and explains mode and content of own learning

Relates own learning to observed improvements in teaching and student learning

Sample


DOMAIN: PROFESSIONAL ENGAGEMENT

Standard 7: Engage professionally with colleagues, parents/carers and the community


7.1 Meet professional ethics and responsibilities

Causing Concern

Working Towards


Understands and applies the key principles described in codes of ethics and conduct for the teaching profession.

Accesses the school/system/setting’s Code of Ethics when necessary to resolve emergent questions, concerns or issues.

7.2 Comply with legislative, administrative and organisational requirements

Causing Concern

Working Towards


Understands the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Examines the policies of the school or setting.

Complies with required procedures, policies and practices.

7.3 Engage with the parents/carers

Causing Concern

Working Towards


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

Interacts positively with parent/carers in response to enquiry or concern.

Presents a professional image in all communication and interactions with members of the school and local community

7.4 Engage with professional teaching networks and broader communities

Causing Concern

Working Towards


Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Actively participates in extra-curricular activities

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Associate Teacher Comments: (please sign and date each entry)

Pre-service Teacher (Please sign and date each entry). Please note: By signing this report you are indicating that you have discussed this with your Associate Teacher but that does not necessarily mean that you agree with what has been written. Outline what you have learnt about yourself and about teaching during this placement

Principal/In-school Coordinator (Please comment, sign and date at conclusion of placement)

OFFICE USE ONLY: OVERALL ASSESSMENT AND SUMMARY STATEMENTS – This will be finalised by the University Subject Co-ordinator based on the ratings provided by the Associate Teacher

Satisfactory

Unsatisfactory

Grade Pending

(to be used only with consultation with CSU staff) University Subject Coordinator:……………………………………………………. .Date:……………………………………………………….

As even one “Causing Concern” in a mandatory focus area may be grounds for an unsatisfactory grade at the time of final reporting, please comment on the circumstances for which a “Causing Concern” was given

Strengths and areas for further development observed

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INITIAL TEACHER EDUCATION PROGRAM PROFESSIONAL EXPERIENCE ... · PDF fileINITIAL TEACHER EDUCATION PROGRAM PROFESSIONAL EXPERIENCE REPORT ... strategies that cater for varied student