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Partnerships - EMTS: End-of-Practicum Report

COIIEGE OT EDUCATION
TIiASTER OT TTACHI}IG IN

IU&EF,++

St(OilDANY EDU(IilOII

PROJECT PARTI{ERSHIPS

IMIS $ID

PRA(TI(UT

OT

MELBOURNE AUSTRALIA

REPORT

Master ofTeaching in Secondary Education preservice teachers can b expected to display interest in teaching as a career, awareness ofpersonal
relations in teaching and an inquiring attitude to teaching and leaming. There are three domains, Professional Knowledge, Professional Practice and
Professional Engagement alongside seven core standatds that we ask you to reflect and write upon when providing feedback to preservice teachers.
The criteria in the report are derived from the Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teacher
Standards. A copy ofthe Sandards can be found at htto://www.aitsl.edu.aulverve/ resourceVAccreditation of initial teacher education tile.pdf.
This report should be completed in consultation with the preservice teacler and other relevant colleagues. A brief comment for each main Standard
will be suffrcient. Mentor teachers are encouraged to describe specific achievements, identift areas ofconcem and make recommendations for future
development.
Preservice teachers are expected to keep ajournal containing reflections, evaluations and thoughts about this Project Partnership work. These
become examples and evidence ofhow they meet each ofthe seven core standards ofteaching. This evidence should be shared with the mentor
teacher prior to the completion ofthis report.
PP End of Practicum Report Deedline:Week beginning 1 2th October 20 I 5 - Preservice teachers must read and actnowledge that they have read
this report by checking the tick box nextto Presemice Teacher artd enbring their name under lhe Compulsory Signatwes section. Mentor teachers
required to do the same before the report can be sent to Victoria University. Two copies ofthis report (one for the mentor and one for the preservice
teacher) must be printed while sending the report electronically to Victoria University.
PRESERVICf, TEACTIER Df, TAILS

4526447

Family Name:
Level/Grade: Year 7-12

IDl,

MCCLOSKf,Y

Given Name: ROWA-II

WILIAM

Teaching Method:

Humanities Year

PARTNERSHIP SCHOOL DETAILS

School Name: Footscray City College -

Mentor Teacher: Stephen

Croci

GDSE

Street: Kinnear

Street

Suburb:

Footscray

Post code:

3011

Phone: E3E7 1500

School Parnrership Coordinator: Mustafa Eyiam

EN'D OF PRACTICUM ASSESSMENT

a level ofpractice and understanding expected in the Master ofTeaching the preservice teacher is consolidating their understanding of
professional knowledge. This graduating competence needs to address all aspects ofteacher knowledge, practice and engagement as listed. At a
level ofpractice expected ofthe gra.duating teacher, please comment on areas ofstrength and/or aspects needing improvement in relation to the

At

following

standards.

Note: Please refer to the AITSI- National Graduate Teacher Standards for a listing ofthe specific characteristics expected under each ofthe seven
standards below.
These characteristics ofteachers' knowledge, practice and profesional engagement have been identified by teachers and teacher educators as
essential for the preparation ofmembers ofthe teaching profession. This list ofstandards and characteristics provides a guide to effectiye teaching
practices that all teachers graduating from a course ofpreservice teacher education should have the opportunities to consider, understand and develop
as identified by the Arstralian Institute for Teaching and School Leadership.

Please complete

the

form using these symbols - A: above expectation B: at exryclation C: below expectation NA: not applicable
PROFESSIONAL KNOWLEDGE

Preservice teechers in the Master of Teaching will develop their understanding of how teachers:

.
.

know students and how they

learn
it

A
A

know the content and how to teach

COMMENTS ON PROFESSIONAL KNOWLEDGE:

Rowan used a variety of pedagogical techniques to deliver the arriculumfor Legal Sndies and Year 7 English. He closely monitored the
preJerred learning styles of a diverse group of sndents. Rowan has a very good undersanding of the contenl but also, importantly, he lotows
how to deliver it in an inleresfingwoy.
Please indicate development in relation to the Professional Knowledge

domain:

(S- Satisfactory;

N-

Unsatisfaclory)

PROFESSIONAL PRACTICE

Preservice teechers in the Master of Teaching will develop their underslanding of how teachers:

.
.

leaming
environments
feedback and report on student leaming

plan for and implement effective teaching and

create and maintain supportive and safe leaming

assess, provide

COMMENTS ON PROFESSIONAL PRACTICE:

Rowan engaged in both long and short term planning of the topics he taught at Year 7 and Year I L The short term planning particularly
allowedfor effective teaching and learning. Safe learning erwironments were always maintained and detailed summative assessment/feedback
was prwided to each student.
Please indicate development in relation to the Professional Practice

domain:

S (S: Satisfactory; N:

Unsatisfactory)

PROFESSIONAL f, NGAGEMENT

Preservice teachers in the Master of Teaching will develop their understanding of how teachers:

.
.

engage in professional

leaming

engage professionally with colleagues, parents/carers and the

community

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Partrrerships - EMTS: End-of-Practicum Report

COMMENTS ON PROFESSIONAL ENGAGEMENT:

Rowan attended Parent/Teacher evening and engaged in discassions with parents regarding the work of sudents. He also took part in
exarsions involving extenral organisations such as the Community Semice Agencies. Took part in Professional Development at the school.
Please indicate development in relation to the Professional Engagement

domain:

S (S: Satisfactory; N:

Unsatisjoctory)

OVERALL ASSESSMf,,NT

(S: Satisfactory;

N:

Unsatisfactory)

MENTOR TDACHER'S Rf, SPONSX

Rowan seems tofit comfortably inlo the learning erwironment. Students see him as qproachabk andfriendly while still recognising his
professionalism and lcnowledge. He developed a good rapport with students and teachers andwas able to adapt his methods of
communication accordingly. Rowan regularly offered to take part in activities additional to the standard classroom asks. If he was asked to
assist tsith other tasl<s (eg supemision during Ancient Studies Day) he did so willingly and entlrusiastically. His teaching continued outside of
the classroom during the many 'City Experience' excursions withyear 9 students. He adapted his teaching methods depending on the year
level and subject mattel and made sure to use a range of techniques to engage dffirent barning styles. Technologt was regularly used in the
classroom both as a teaching tool andfor the students to research and harness for assessments. He addressed the other cross-curricalum
priorities of sustainability in English/Hutnanities aild current Aboriginal and Toftes Strait Island issues during discussions in Legal Studies.
PRESf,RVICE Tf,ACHER'S REFLECTIVE RESPONSE
Steve and I developed a good rapport during my time at Footscrry City College and took part in regular and detailed communications. Due to
this fact this report doesn't contain surprises but rather emphasises strengths and areas for improvement that we've had many discttssions
about. I have been pleasedwith my detelopmeni as a teacher over my time at the school but also recognise that this dettelopment isjust
beginning and to constantly strivefor improvement in all pedagogical areas.
SIGNATURES

Preservice

Teacher: M

Mentor Teacher:

I have read this

I have read this

report

report

Nsme: Rowan McCloskey Date: Septemb er

Name: Stephen

Croci Date:

17

,2015

September 17,2015

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