Form B: Planning and teaching assessment Rubric

This form must be returned to the Professional Experience Office Sem1: by 15 June Sem 2: by 2 November.
Pre-service Teacher

Student number

Ben Shanahan

s269009

Date of Completion

Unit Code: ETP410

04/11/14

School

State or Territory

Mentor teacher

Craigmore High School

SA

Meagan Hill

Professional Learning Leader (Where applicable)

Deborah Henderson/ Cheryl Ball

Prepare and teach a lesson

Highly comprehensive

Detailed evidence

LESSON

PREPARATION

Lesson is carefully thought

through, is engaging and uses a
variety of appropriate resources
to assist learning. Learner
needs and backgrounds are
considered and learning is
scaffolded according to pupil
need.

Lesson reflects a discussion

with mentor prior to delivery.
Activities are sequential and
interesting and relevant to age
and ability level. Timings are
realistic. Assessment of learning
links with curriculum outcome.

Satisfactory evidence

Lesson reflects a discussion

with mentor prior to delivery.
Lesson template completed in
detail and includes: curriculum
outcome, learning sequence,
timings, resources identified and
assessment of learning.

ETP410

Form B

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Emerging evidence

Some detail provided in lesson

plan template. Curriculum
outcome identified, with links to
assessment.

More evidence required

More detail required on lesson

plan template. Curriculum
outcomes and assessment are
vague and/or unrelated.
Student cohort described
insufficiently in terms of learning
goal.

REFLECTION

on LESSON/s

Pre-service teacher identifies

specific areas of the lesson
resulting in learner achievement
and areas in need of
pedagogical improvement.
Reflection draws on wide
academic reading and relevant
classroom experience.

Lesson reflection includes

sections on what can be done
better or different, less or more
and reflection describes areas
for success and improvement in
detail. Lesson adaptions are
justified.

Reflection considers the extent

of learners achievement against
curriculum outcomes.
Discussion of lesson delivery
identifies areas of teaching
success and areas in need of
improvement.

Discussion of students learning

loosely based on assessment
evidence. Reflection requires
greater clarity, depth and/or
breadth in some areas of the
lesson plan. Few links to
appropriate pedagogy are
apparent.

The description of the learning

experience is vague. More
detailed information is needed to
determine student achievement
of curriculum outcomes.

MENTOR TEACHER COMMENT

During his time here at Craigmore High School, Ben has engaged students in a thoughtful and supportive manner.
Ben has included the knowledge of his students into his planning process of unit plans, to establish challenging and achievable lesson plans, and keep to a schedule of work. He was happy to
reflect on and evaluate his planning and make changes where needed.
Ben has demonstrated the capacity to develop meaningful, respectful, explicit and timely units of work. He reported back to his students positively with informal communication regarding
formative assessment.
Ben has established a positive, enriching and safe learning environment (following WHS guidelines) that supported all students. He had clear expectations for learners and their interaction
within the classroom. Positive student wellbeing, independence and self-esteem were evident throughout his lessons. Strategies were utilised in order to provide positive, challenging, and
inclusive learning for all students participating in his classes.

Yes

Please send a copy to the Preservice Teacher :

Mentor teachers signature

meagan hill

ETP410

Digitally signed by meagan hill

DN: cn=meagan hill, o=craigmore high
school, ou=visual arts teacher,
email=meagancourtney@hotmail.com,
c=AU
Date: 2014.11.04 14:26:42 +10'30'

Form B

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No