TEACHER EDUCATION PROGRAM

PROFESSIONAL EXPERIENCE REPORT

EPT426

EPT432

EPT441

EPT435

EPT442 (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 : Isabel Horton

Pre-service Teacher ID: 11477162A

School: Queanbeyan High School

Associate Teacher:

Dates of Professional Experience: 27/10/14 - 14/11/14

University Liaison Officer Catherine Cutler

Tamara Malcolm

Absence dates and reasons:

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

Year 7 Geography, Year 8 History, Year 10 Geography, Year 10 Elective History.

I have also been involved in a number of other activities including the high school production, plotting literacy competencies on the K-12 continuum, staff meetings and a
Professional development session.
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.

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

EPT317 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

Final

Causing
Concern

Working
Towards

Achieved

Demonstrates knowledge and understanding of research

into how students learn and the implications for teaching.

Final

Causing
Concern

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

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.

Going
Beyond

1.4 Strategies for teaching Aboriginal and Torres Strait

Islander students

Mid

1.3 Students with diverse linguistic, cultural, religious and

socioeconomic backgrounds

Mid

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.

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

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 2 of 10

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.

Causing
Concern

Working
Towards

Achieved

Final

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

Causing
Concern

Working
Towards

Achieved

Final

Achieved

Mid

Final

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

Designs sequenced lessons to develop students understanding of a

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

Going
Beyond

2.3 Curriculum, assessment and reporting

Causing
Concern

Organises content into an effective learning and teaching

sequence.

Mid

Working
Towards

Going
Beyond

2.2 Content selection and organisation

Causing
Concern

Demonstrates knowledge and understanding of the

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

Indicators

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.

Going
Beyond
EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 3 of 10

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

Causing
Concern

Working
Towards

Achieved

Knows and understands literacy and numeracy teaching

strategies and their application in teaching areas.

Implements teaching strategies for using ICT to expand

Going
Beyond

2.6 Information and Communication Technology (ICT)

curriculum learning opportunities for students.

Mid

Final

Causing
Concern

Working
Towards

Achieved

Actively incorporates explicit teaching of subject-appropriate literacy and

numeracy strategies.

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

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.

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 4 of 10

3.2 Plan, structure and sequence learning programs

Mid

Includes a range of teaching strategies.

Demonstrates ability to structure activities effectively.

Demonstrates flexibility when teaching and changes lessons when
appropriate.

Final
Causing
Concern

3.3

Plans lesson sequences using knowledge of student

learning, content and effective teaching strategies.

Working
Towards

Achieved

Going
Beyond

Use teaching strategies

Mid

Final
Causing
Concern

Working
Towards

Achieved

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

Demonstrates knowledge of a range of resources,

including ICT, that engage students in their learning.

Mid

Demonstrates a range of effective questioning techniques.

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.

Final
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.

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.

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 5 of 10

3.7 Engage parents/ carers in the educative process

Mid

Final

Causing
Concern

Working
Towards

Achieved

Describes a broad range of strategies for involving

parents/carers in the educative process.

Going
Beyond

4.1 Support student participation

Identifies strategies to support inclusive student

Mid

Achieved

Going
Beyond

4.2 Manage classroom activities

Demonstrates the capacity to organise classroom

Mid
Final
Working
Towards

Achieved

Demonstrates knowledge of practical approaches to

Mid

Final

Working
Towards

Achieved

Working
Towards

Achieved

safety working within school and/or system, curriculum

and legislative requirements.

Causing
Concern

Describes strategies that support students wellbeing and

Final

manage challenging behaviour.

Going
Beyond

4.4 Maintain student safety

Mid

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.

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

4.3 Manage challenging behaviour

Causing
Concern

activities and provide clear directions.

Causing
Concern

participation and engagement in classroom activities.

Final
Working
Towards

Demonstrates the capacity to communicate effectively with parents and

caregivers.

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

Focus Area

Causing
Concern

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.

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 6 of 10

4.5 Use ICT safely, responsibly and ethically

Mid

Final

Causing
Concern

Working
Towards

Achieved

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.

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

Focus Area
5.1 Assess student learning

Demonstrates understanding of assessment strategies,

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).

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

5.2 Provide feedback to students on their learning

Demonstrates an understanding of the purpose of

Mid

providing timely and appropriate feedback to students

about their learning.

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

Demonstrates understanding of assessment moderation

Explains and defends assessment practices chosen, and process of

awarding students grades and ranking.

Going
Beyond

5.4 Interpret student data

Demonstrates the capacity to interpret student

assessment data to evaluate student learning and modify
teaching practice.

Mid

and its application to support consistent and comparable

judgements of student learning.

Incorporates student assessment data into programming and planning

to improve student outcomes.

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 7 of 10

5.5 Report on student achievement

Demonstrates understanding of a range of strategies for

Mid

Final

Causing
Concern

Working
Towards

Achieved

reporting to students and parents/carers and the purpose

of keeping accurate and reliable records of student
achievement.

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 KNOWLEDGE
Standard 6: Engage in professional learning
Descriptor

6.1 Identify and plan professional learning needs

Mid

Final

Working
Towards

Is familiar with schools reporting system.

Going
Beyond

Focus Area

Causing
Concern

Achieved

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.

Going
Beyond

6.2 Engage in professional learning and improve practice

Mid

Indicators

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

Final
Causing
Concern

Working
Towards

Achieved

Going
Beyond

6.3 Engage with colleagues and improve practice

Seeks and applies constructive feedback from supervisors

Mid

Final

Causing
Concern

Working
Towards

Achieved

Mid

Final

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

Causing
Concern

and teachers to improve teaching practices.

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

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 8 of 10

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

Understands the relevant legislative, administrative and

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

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.

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

resolve emergent questions, concerns or issues.

Examines the policies of the school or setting.

Complies with required procedures, policies and practices.

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.

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

Actively participates in extra-curricular activities

Mid

Final
Causing
Concern

Working
Towards

Achieved

Indicators

Going
Beyond

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 9 of 10

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:

Isabel is developing her rapport with the students throughout her placement. She
spends time getting to know them and the time she takes building these
relationships is aiding her in the classroom.

Sign Tamara Malcolm

Digitally signed by Tamara Malcolm

DN: cn=Tamara Malcolm, o=Queanbeyan High School, ou,
email=tamara.stacker@det.nsw.edu.au, c=AU
Date: 2014.11.14 10:56:15 +11'00'

Date: 14.11.2014

Date:

Isabel has developed her rapport with students and this is evident in their interaction with
her. She has developed a calm and positive environment in the classroom and students
are working effectively. Her lesson plans are detailed and involve thorough planning and
organisational skills, including quality teaching elements and the eight Aboriginal ways of
learning. Isabel has also impressed the school her involvement in extra-curricula
activities such as helping out with Breakfast Club and whole school priorities.
Digitally signed by Tamara Malcolm
DN: cn=Tamara Malcolm, o=Queanbeyan High School, ou, email=tamara.stacker@det.nsw.edu.au,
c=AU
Date: 2014.11.14 10:55:55 +11'00'

Sign: Tamara Malcolm

Date: 14.11.2014

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:

During my first week at QHS, I learnt that I am able to work consistently to assist in
many areas throughout the school. I assisted in the Special Education unit,
Agriculture Plot and many classrooms. I also enjoyed working with the teacher
librarian to incorporate the Literature continuum into school assessment.

By the final day of my placement at QHS I have learnt that I thoroughly enjoy teaching
history. This is something that I am glad to have found, as being a business studies
major, I may be working in many HSIE classrooms. I worked in elective and ancient
history, and this was really beneficial to my professional learning and planning skills.

Sign:

Isabel Horton

Digitally signed by Isabel Horton

DN: cn=Isabel Horton, o, ou, email=isabelhorton@hotmail.com, c=AU
Date: 2014.11.14 11:04:51 +11'00'

Date:

Sign:

Digitally signed by Isabel Horton

DN: cn=Isabel Horton, o, ou, email=isabelhorton@hotmail.com, c=AU
Date: 2014.11.14 11:07:34 +11'00'

Isabel Horton

Date:

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

Isabel has been a great asset to the faculty and the whole school. Isabel has been an excellent classroom practitioner and has taken on board the
challenges of day to day school life. Her positive and bubbly personality has 'brightened' our staffroom and she will be sadly missed. She is a
consummate professional and she will be an asset to the teaching profession.

Sign:

Margaret Elliott

Digitally signed by Margaret Elliott

DN: cn=Margaret Elliott, o=Queanbeyan High
School, ou=English Faculty,
email=margaret.elliott@det.nsw.edu.au, c=AU
Date: 2014.11.14 15:07:55 +11'00'

Date:
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:

Unsatisfactory

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

Date:

EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 10 of 10