Beruflich Dokumente
Kultur Dokumente
EPT 321
EPT317
EPT441 (HPE)
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
Mid
Final
Indicators
Causing
Concern
Working
Towards
Achieved
Final
Working
Towards
Achieved
Going
Beyond
Mid
Causing
Concern
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 2: Know the content and how to teach it
Focus Area
Descriptor
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Indicators
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
EPT315, EPT317, EPT321 Page 3 of 10
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 3: Plan for and implement effective teaching and learning
Focus Area
Descriptor
Indicators
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
3.3
Working
Towards
Achieved
Final
Causing
Concern
Working
Towards
Achieved
Final
Going
Beyond
Mid
Going
Beyond
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Focus Area
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
Working
Towards
Final
Causing
Concern
Working
Towards
Achieved
Achieved
Going
Beyond
Working
Towards
Causing
Concern
Final
Achieved
Indicators
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 4: Create and maintain supportive and safe learning environments
Descriptor
Going
Beyond
EPT315, EPT317, EPT321 Page 6 of 10
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 5: Assess, provide feedback and report on student learning
Descriptor
Focus Area
Final
Mid
Indicators
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Final
Working
Towards
Achieved
Going
Beyond
Mid
Causing
Concern
Going
Beyond
Final
Causing
Concern
Working
Towards
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 6: Engage in professional learning
Descriptor
Final
Working
Towards
Achieved
Indicators
Final
Evaluate current teaching and plan for future development using the
Australian Professional Standards for Teachers.
Sets goals for personal professional development.
Going
Beyond
Going
Beyond
Focus Area
Causing
Concern
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Going
Beyond
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
Going
Beyond
Mid
Going
Beyond
Going
Beyond
Indicators
Going
Beyond
At conclusion of placement:
Sign:
At mid-placement
Sign:
At conclusion of placement
Date:
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.
Date: 27/02/2014
Date:
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:
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.
Date: 27/02/2014
Date: 27/06/2014
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
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
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: