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TEACHER EDUCATION PROGRAM

PROFESSIONAL EXPERIENCE REPORT


EPT315
*

EPT 321

EPT317

EPT441 (HPE)

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 : Craig Edwards

Pre-service Teacher ID: 11168546

School: West Wyalong High School

Associate Teacher: Annmarie Forster

Dates of Professional Experience: 10/02 till 28/02

University Liaison Officer

Absence dates and reasons:

Teaching contexts (description of subjects and year levels taught, nature of school and other relevant details):
Year 8 Geography, Yr 10 Geography, Yr9 Commerce (Business Basics) Yr 9/10 Commerce (Personal Finance), Yr 8 PDHPE, Yr 9/10 Commerce (Law, Work and Society)

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 Standard. The terms used to indicate the extent to which the pre-service teacher is meeting the professional standards during and at the conclusion of the
placement should be interpreted as follows:

Causing Concern
Working Towards
Achieved
Going Beyond

the pre-service teacher has demonstrated little or no evidence of this MANDATORY focus area during the placement;
the pre-service teacher has demonstrated some evidence of this focus area and has shown a willingness to address it further;
the pre-service teacher has demonstrated consistent evidence of achievement of the standard related to this focus area; and
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 midpoint of the placement and at its conclusion..
Details about this report: This report is to be completed at the mid-point and again 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 peu@csu.edu.au
PROFESSIONAL EXPERIENCE UNIT, FACULTY OF EDUCATION,
CHARLES STURT UNIVERSITY
EPT315 EPT317 EPT321 EPT441(HPE) Page 1 of 10

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 1: Teachers know students and how they learn
Focus Area

Descriptor

1.1 Physical, social and intellectual development and


characteristics of students

Demonstrates knowledge and understanding of physical,


social and intellectual development and characteristics of
students and how these may affect learning.

Mid
Final

Indicators

Causing
Concern

Working
Towards

Achieved

Demonstrates knowledge and understanding of research


into how students learn and the implications for teaching.

Final

Working
Towards

Achieved

Differentiates learning experiences for individual students diverse levels


of development within developmental stages.

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.

Going
Beyond

1.3 Students with diverse linguistic, cultural, religious and


socioeconomic backgrounds

Mid

Causing
Concern

Generates lessons that address learning outcomes for appropriate


developmental stages.

Going
Beyond

1.2 Understand how students learn


Mid

Demonstrates an awareness of the typical stages of students physical,


social and intellectual development.

Demonstrates knowledge of teaching strategies that are


responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.

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 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.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

1.4 Strategies for teaching Aboriginal and Torres Strait


Islander students

Mid
Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

EPT315, EPT317, EPT321 Page 2 of 10

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

1.5 Differentiate teaching to meet the specific learning needs


of students across the full range of abilities

Demonstrates knowledge and understanding of strategies


for differentiating teaching to meet the specific learning
needs of students across the full range of abilities.

Mid

Final

Causing
Concern

Working
Towards

Achieved

Going
Beyond

1.6 Strategies to support full participation of students with


disability

Mid

Demonstrates broad knowledge and understanding of


legislative requirements and teaching strategies that
support participation and learning of students with
disability.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

Employs a range of strategies that cater for varied student learning


styles (e.g., visual, auditory, kinaesthetic learners; Gardners multiple
intelligences; Blooms 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.

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


disabilities.
Works effectively with Teachers 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.

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 2: Know the content and how to teach it
Focus Area

Descriptor

2.1 Content and teaching strategies of the teaching area

Mid
Final

Demonstrates knowledge and understanding of the


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

Causing
Concern

Working
Towards

Achieved

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

Going
Beyond

2.2 Content selection and organisation

Organises content into an effective learning and teaching


sequence.

Mid

Indicators

Designs sequenced lessons to develop students understanding of a


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

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

2.3 Curriculum, assessment and reporting

Uses curriculum, assessment and reporting knowledge to


design learning sequences and lesson plans.

Mid
Final

Causing
Concern

Working
Towards

Achieved

Going
Beyond
EPT315, EPT317, EPT321 Page 3 of 10

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

Demonstrates broad knowledge and understanding of and


respect for Aboriginal and Torres Strait Islander histories,
cultures and languages.

Mid

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.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

2.5 Literacy and numeracy strategies

Mid
Final

Knows and understands literacy and numeracy teaching


strategies and their application in teaching areas.

Implements teaching strategies for using ICT to expand

Actively incorporates explicit teaching of subject-appropriate literacy and


numeracy strategies.

Causing
Concern

Working
Towards

Achieved

Going
Beyond

2.6 Information and Communication Technology (ICT)

curriculum learning opportunities for students.


Mid

Final

Causing
Concern

Working
Towards

Achieved

Going
Beyond

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.

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 3: Plan for and implement effective teaching and learning
Focus Area

Descriptor

3.1 Establish challenging learning goals

Sets learning goals that provide achievable challenges for


students of varying abilities and characteristics.

Indicators

Mid

Final

Causing
Concern

Working
Towards

Achieved

Going
Beyond

EPT315, EPT317, EPT321 Page 4 of 10

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


Mid

Final

Causing
Concern

3.3

Working
Towards

Achieved

Plans lesson sequences using knowledge of student


learning, content and effective teaching strategies.

Includes a range of teaching strategies.

Final
Causing
Concern

Working
Towards

Achieved

Demonstrates knowledge of a range of resources,


including ICT, that engage students in their learning.

Final

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.

Going
Beyond

3.4 Select and use resource

Mid

Demonstrates flexibility when teaching and changes lessons when


appropriate.

Going
Beyond

Use teaching strategies


Mid

Demonstrates ability to structure activities effectively.

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.

Causing
Concern

Working
Towards

Achieved

Going
Beyond

3.5 Use effective classroom communication

Demonstrates a range of verbal and non-verbal


communication strategies to support student engagement.

Mid

Final
Causing
Concern

Working
Towards

Achieved

Final

Causing
Concern

Working
Towards

Achieved

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

Going
Beyond

3.6 Evaluate and improve teaching programs


Mid

Demonstrates broad knowledge of strategies that can be


used to evaluate teaching programs to improve student
learning.

Going
Beyond

EPT315, EPT317, EPT321 Page 5 of 10

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


Mid

Final

Causing
Concern

Describes a broad range of strategies for involving


parents/carers in the educative process.

Working
Towards

Achieved

Going
Beyond

Focus Area

Identifies strategies to support inclusive student

participation and engagement in classroom activities.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

Final

Causing
Concern

Working
Towards

Final

Causing
Concern

Working
Towards

Achieved

Demonstrates knowledge of practical approaches to

Achieved

Going
Beyond

Describes strategies that support students wellbeing and

Working
Towards

safety working within school and/or system, curriculum


and legislative requirements.

Causing
Concern

manage challenging behaviour.

Final

Plans for parent participation in school


activities where appropriate, utilising parent skills or interests.

Achieved

Indicators

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

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

Going
Beyond

4.4 Maintain student safety


Mid

activities and provide clear directions.

4.3 Manage challenging behaviour


Mid

Demonstrates the capacity to organise classroom

4.2 Manage classroom activities


Mid

Demonstrates an understanding of the importance of links between


school and home.

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 4: Create and maintain supportive and safe learning environments
Descriptor

4.1 Support student participation


Mid

Demonstrates the capacity to communicate effectively with parents and


caregivers.

Going
Beyond
EPT315, EPT317, EPT321 Page 6 of 10

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.

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.

Demonstrates an understanding of the relevant issues and

4.5 Use ICT safely, responsibly and ethically


Mid

Final

Causing
Concern

Working
Towards

Achieved

the strategies available to support the safe, responsible


and ethical use of ICT in learning and teaching.

Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 5: Assess, provide feedback and report on student learning
Descriptor

Focus Area

Demonstrates understanding of assessment strategies,

5.1 Assess student learning

Final

including informal and formal, diagnostic, formative and


summative approaches to assess student learning.

Mid

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).

Indicators

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


questioning, observation).

Causing
Concern

Working
Towards

Achieved

Going
Beyond

5.2 Provide feedback to students on their learning

providing timely and appropriate feedback to students


about their learning.

Mid

Demonstrates an understanding of the purpose of

Provides constructive and timely feedback, orally and in writing, on


students work.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

5.3 Make consistent and comparable judgements

Mid

Final

Causing
Concern

Working
Towards

Achieved

Final

Working
Towards

assessment data to evaluate student learning and modify


teaching practice.

Achieved

Explains and defends assessment practices chosen, and process of


awarding students grades and ranking.

Going
Beyond

Demonstrates the capacity to interpret student

Mid

and its application to support consistent and comparable


judgements of student learning.

5.4 Interpret student data

Causing
Concern

Demonstrates understanding of assessment moderation

Going
Beyond

EPT315, EPT317, EPT321 Page 7 of 10

Incorporates student assessment data into programming and planning


to improve student outcomes.

Demonstrates understanding of a range of strategies for

5.5 Report on student achievement


Mid

Final

Causing
Concern

Working
Towards

reporting to students and parents/carers and the purpose


of keeping accurate and reliable records of student
achievement.
Achieved

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 6: Engage in professional learning
Descriptor

Demonstrates an understanding of the role of the National

6.1 Identify and plan professional learning needs


Mid

Final

Working
Towards

Achieved

Professional Standards for Teachers in identifying


professional learning needs.

Prepares and presents appropriate reports of student learning to


student, colleagues and /or parents.

Indicators

Understands the relevant and appropriate sources of

professional learning for teachers.

Final

Produces written documentation for assessment and reporting purposes


that is consistent with school expectations.

Evaluate current teaching and plan for future development using the
Australian Professional Standards for Teachers.
Sets goals for personal professional development.

Going
Beyond

6.2 Engage in professional learning and improve practice


Mid

Is familiar with schools reporting system.

Going
Beyond

Focus Area

Causing
Concern

Seeks information about professional learning within and outside the


school environment
Collects, evaluates and uses resources related to professional learning

Causing
Concern

Working
Towards

Achieved

Going
Beyond

Seeks and applies constructive feedback from supervisors

6.3 Engage with colleagues and improve practice


Mid

Final

Causing
Concern

Working
Towards

Achieved

Final

Causing
Concern

Working
Towards

Achieved

Engages in professional discussion with supervising teacher and


colleagues
Utilises feedback from professional discussions to improve planning and
teaching

Going
Beyond

6.4 Apply professional learning and improve student learning


Mid

and teachers to improve teaching practices.

Demonstrates an understanding of the rationale for


continued professional learning and the implications for
improved student learning.

Going
Beyond

EPT315, EPT317, EPT321 Page 8 of 10

Evaluates own teaching and explains mode and content of own learning
Relates own learning to observed improvements in teaching and
student learning

DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 7: Engage professionally with colleagues, parents/carers and the community
Descriptor

Focus Area
7.1 Meet professional ethics and responsibilities
Mid

Final

Causing
Concern

Working
Towards

Achieved

Final

Causing
Concern

Working
Towards

Achieved

Final

Causing
Concern

Working
Towards

Achieved

Final

Causing
Concern

Working
Towards

Achieved

Understands strategies for working effectively, sensitively


and confidentially with parents/carers

Understand the role of external professionals and


community representatives in broadening teachers
professional knowledge and practice.

Examines the policies of the school or setting.


Complies with required procedures, policies and practices.

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

Going
Beyond

7.4 Engage with professional teaching networks and broader


communities

Mid

Understands the relevant legislative, administrative and


organisational policies and processes required for
teachers according to school stage.

Accesses the school/system/settings Code of Ethics when necessary to


resolve emergent questions, concerns or issues.

Going
Beyond

7.3 Engage with the parents/carers


Mid

Going
Beyond

7.2 Comply with legislative, administrative and organisational


requirements
Mid

Understands and applies the key principles described in


codes of ethics and conduct for the teaching profession.

Indicators

Going
Beyond

EPT315, EPT317, EPT321 Page 9 of 10

Actively participates in extra-curricular activities

Associate Teacher Comments (Please sign and date each entry)


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

At mid-placement: If there are significant concerns with a pre-service teachers


progress, please initiate a Developmental Support Plan in consultation with the
Professional Experience coordinator.

At conclusion of placement:

Sign:
At mid-placement

Sign:
At conclusion of placement

Date:

Mr Edwards is able to gather relevant resources and listen to feedback which is


allowing him to improve his execution of different activities. He is able to reflect on
his teaching practises and identify his own strengths and weaknesses. Mr Edwards
is able to effectively integrate ICT into his lessons to enhance student learning. He
shows empathy towards students and cares about their welfare. He is confident in
working individually with students.

Sign Nathalie Markham

Digitally signed by Nathalie Markham


DN: cn=Nathalie Markham, o=West Wyalong High School, ou=High School,
email=nathalie.mclean@det.nsw.edu.au, c=AU
Date: 2014.02.27 16:26:26 +11'00'

Mr Edwards is able to plan relevant lessons utilising excellent ICT resources and skills.
He communicates well with students and is able to provide support and assistance when
needed. Mr Edwards values feedback and makes an effort to improve in areas that he
requires further development being behaviour management and timing of lessons. He has
utilised opportunities to consult with various teachers to further enhance his teaching
practice.

Sign: Annmarie Forster

Date: 27/02/2014

Date:

Digitally signed by Annmarie Forster


DN: cn=Annmarie Forster, o=West Wyalong High School, ou=HSIE,
email=annmarie.forster@det.nsw.edu.au, c=AU
Date: 2014.06.24 12:01:39 +10'00'

Date: 27/06/2014

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

At mid-placement:

At conclusion of placement:

Articulate my instructions in a clear manner. Ensure handouts have clear


instructions. Need to have engaging activities importantly at the start of lesson to get
students attention. Highly important to forward plan several lessons and making
activities relevant and stage appropriate.

Sign: Craig Edwards

Digitally signed by Craig Edwards


DN: cn=Craig Edwards, o, ou=CSU Albury, email=craig.edwards21@det.nsw.edu.au,
c=AU
Date: 2014.02.27 16:39:06 +11'00'

Planning a lesson is not an issue, its working on the timing. Finding the balance with
classroom management, when enough is enough and it is impacting on other students.
Forward planning at the start made each lesson planned much less stressful and ensured
deeper knowledge and understanding and for some differentiating when possible.

Sign: Craig Edwards

Date: 27/02/2014

Digitally signed by Craig Edwards


DN: cn=Craig Edwards, o=CSU 11168546, ou, email=craigedwards030378@gmail.com,
c=AU
Date: 2014.06.24 14:11:29 +10'00'

Date: 27/06/2014

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

Craig has engaged in a range of whole school professional learning activities focussed on assessment for learning. Craig contributed to
collegial discussions and provided relevant insights into teaching and learning. At all times he engaged professionally with colleagues and
students.

Sign:

Jenene
McGrath

Digitally signed by Jenene McGrath


DN: cn=Jenene McGrath, o=West
Wyalong High School, ou=DEC,
email=jenene.mcgrath@det.nsw.edu.au,
c=AU
Date: 2014.06.25 10:26:08 +10'00'

Date: 27/06/2014

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

Satisfactory

University Subject Coordinator:

Stephanie
Garoni

Unsatisfactory
Digitally signed by Stephanie Garoni
DN: cn=Stephanie Garoni, o=Charles
Sturt University, ou=School of Education,
email=sgaroni@csu.edu.au, c=AU
Date: 2014.07.17 15:27:30 +10'00'

Grade Pending
(to be used only with consultation with CSU staff)

Date:

EPT315, EPT317, EPT321 Page 10 of 10

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