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Summative Recommendation Assessment Report

(For Staff Who Already Have Full TQI Registration Status)

Education and Training Directorate Probation


Please scan or fax completed form to Manager HR Planning
Email: ETDTeacherReports@act.gov.au , Fax: (02) 6205 9294

Name
FEMKE MATTHEWS
Mentor
MATTHEW VEITCH
Principal
DENNIS YARRINGTON
Panel Recommendation
Confirmation of Appointment
No Appointment
Contract

School
HARRISON SCHOOL
Supervisor
HEATHER HILL
Probationary Period
30/01/2012
to 21/12/2012

AGS Number
Meeting Date
13/12/2012
Date of report
13/12/2012
HR Office Use Only

Recommendation Accepted
Recommendation Not Accepted

School Specific Context (Please provide information regarding the setting in which the teacher has worked.
Include year levels and or subjects taught)
Harrison School is a P - 10 school, currently open to Year 8. We have a policy of inclusion where diverse needs
students are part of the mainstream classroom. Femke is one of 12 Year 1/2 mainstream classroom teachers. She
has 22 students in her class including 7 EALD students, 2 students with ILPs and 1 LSU student who is integrated
without LSA support into the classroom most mornings, every middle session and afternoons. She also teaches
students from a wide range of cultural and socio - economic backgrounds.

Additional Comments (if required)


\

Probationers Comments (if required)

Page 1 of 9

Each Standard must be rated by checking the appropriate box


Professional Knowledge
Standard 1: Know students and how they learn

Not yet achieving

Developing

Achieving

1.1 Use teaching strategies based on knowledge of students physical, social and intellectual development and
characteristics to improve student learning

1.2 Structure teaching programs using research and collegial advice about how students learn
1.3 Design and implement teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Design and implement effective teaching strategies that are responsive to the local community and cultural
setting, linguistic background and histories of Aboriginal and Torres Strait Islander students
1.5 Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of
students across the full range of abilities.
1.6 Design and implement teaching activities that support the participation and learning of students with
disability and address relevant policy and legislative requirements.
Comments: Femke's planning and pedagogy demonstrates differentiation between activities. During
observations, she used the gradual release model, beginning with whole class instruction and modelling, leading
to small group activities. Femke first worked with the lowest ability group in guided reading. The other groups
clearly knew the expectations and routines and were able to independently organise and begin their literacy
activities. Once the group she was working on knew what to do, she checked the other groups before returning to
them for more explicit instruction.
Femke was also observed taking a Science lesson based on investigating light and shadows. As part of the lesson,
she had taken her class outside and students were paired up, one posing whilst the second student drew the
shape of their shadow. This was the third lesson in a series on shadows. The students were investigating the
position of the sun and the effect it had on where the shadows were cast. This lesson made real-life connections
and was achievable for all students, promoted collaboration and conversation. As students observed and worked
together, they shared their observations, changes in thinking and reinforced concepts covered in the classroom.
Femke's lesson demonstrated her understanding of how to motivate young students, encourage their intellectual
and social development and reinforced her expectations of cooperative and inclusive behaviours.
Femke's planning shows links with the Australian Curriculum, First Steps resources, the team planning documents
and individualised teaching and learning. In semester one, she used the previous teacher's Individual Learning
Plans as a guide to implementing differentiated teaching strategies to support the specific social and intellectual
needs of two of her students. This involved working with specialist staff to implement programs and allowing
students to participate in regular class activities with additional support and scaffolding. Early in semester two
Femke was part of the ILP reporting and reviewing process. She understood and developed SMART goals relevant
to her students. She has analysed her teaching strategies which have been particularly successful with a student
who is a selective mute.

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Standard 2: Know the content and how to teach it

Not yet achieving

Developing

Achieving

2.1 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching
activities
2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.3 Design and implement learning and teaching programs using knowledge of curriculum, assessment and
reporting requirements.
2.4 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.
2.5 Apply knowledge and understanding of effective teaching strategies to support students literacy and
numeracy achievement.
2.6 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected
content relevant and meaningful.
Comments: Over the year, Femke has demonstrated her ability to program engaging learning experiences that
cater for a range of abilities and interests. She has collaboratively designed and used rubrics to inform her
teaching and to moderate her assessment of students. Students were made aware of the rubrics and what they
needed to do to achieve maximum results. This further motivated students, assisted student-directed learning
and student self-responsibility for tasks. Where possible, Femke integrates other areas of the curriculum, such
as literacy and numeracy into her teaching, making connections between the classroom and real-life
experiences.
This term, Femke created a coherent sequence of lessons using the design, make and appraise model to teach
Health and Technology. This sequence had a logical progression and guided the students toward the specified
outcomes listed in the unit overview. Femke combined ICT and literacy to view and critique advertisements
relating to sun safety linking the persuasive writing genre to the Integrated Inquiry.
Femke's planning shows links with the Australian Curriculum, First Steps resources, the team planning
documents and individualised teaching and learning. She has used Individual Learning Plans as a guide to
implementing differentiated teaching strategies to support the social and intellectual needs of two of her
students. This has involved working with specialist staff to implement programs and allowing students to
participate in regular class activities with additional support and scaffolding. This has led to the successful
transition of one student from the LSU to being an active fulltime participant in his mainstream classroom
without LSA support.
Femke is very comfortable with using ICT to support her teaching. In the introductory lesson on shadows,
Femke used Scootle on the IWB. Students could manipulate the position of the sun and match up shadows to
its position and vice versa. Maths was also integrated into the lesson as students considered the position of the
sun in relation to the time on the clock. Through this activity, Femke was once again able to make connections
between the students' classroom and real-life experiences.
Femke effectively uses grouping in her teaching. Students are grouped both heterogeneously and
homogenously. Groups are composed with consideration of students' interests, needs, academic ability and
social awareness.

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Professional Practice
Standard 3: Plan for and implement effective teaching and
learning

Not yet achieving

Developing

Achieving

3.1 Set explicit, challenging and achievable learning goals for all students.
3.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage
students and promote learning.
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem solving and critical and
creative thinking.
3.4 Select and/or create and use a range of resources, including ICT, to engage students in their learning.
3.5 Use effective verbal and non-verbal communication strategies to support student understanding,
participation, engagement and achievement
3.6 Evaluate personal teaching and learning programs using evidence, including feedback from students and
student assessment data, to inform planning.
3.7 Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their
childrens learning.
Comments: Femke follows team developed programs. This allows consistency in what is being taught over the 12
Year 1/2 class and the assessment for and of teaching. Femke gathers assessment data and uses it to inform her
planning and teaching. This assessment data will be transferred to the students' 2013 teachers. Differentiation is
evident in her Literacy and Maths programs. In all areas, Femke differentiates the tasks, the scaffolding needed
and the expectations of students. Through this approach, every student is able to experience success and
challenge.
Relevant teaching strategies to develop knowledge, skills and problem solving include the use of open-ended
investigation in Maths, Literacy and Integrated Inquiry, opportunities to have new skills introduced, modelled,
practised and reinforced. An inquiry approach is used across all learning areas for example, the students are given
a maths problem with the answer and they are asked to discuss possible reasons why. Students are then further
challenged through opportunities to apply these skills in other areas. E.g. Knowledge of time being used when
comparing the length of shadows.
Femke continues to set high and yet realistic expectations of her students so they feel challenged without being
overwhelmed. Goals and expectations are made explicit, in addition to the recognition of achievements. This is
conveyed at both individual and whole class levels. Femke has successfully conveyed gains in academic and social
learning to parents and carers as part of the ILP review process. She has also engaged them in setting new and
realistic goals.
As part of the 1/2 team of 20, Femke has shared her planning and had the opportunity to look at the planning of
her colleagues. In addition, she has actively participated in team activities and professional dialogue aimed at
examining and improving pedagogy and practice.
Femke has made resources available which allow parents to support their child's learning. This includes sending
home First Step Reading and Writing Parent Cards.

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Standard 4: Create and maintain supportive and safe learning


environments

Not yet achieving

Developing

Achieving

4.1 Establish and implement inclusive and positive interactions to engage and support all students in classroom
activities.
4.2 Establish and maintain orderly and workable routines to create an environment where student time is spent
on learning tasks.
4.3 Manage challenging behaviour by establishing and negotiating clear expectations with students and address
discipline issues promptly, fairly and respectfully.
4.4 Ensure students wellbeing and safety within school by implementing school and/ or system, curriculum and
legislative requirements.
4.5 Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
Comments: Femke uses positive behaviour support plans to engage and encourage students to behave in an appropriate
manner. Examples include; sticker charts for individual students where after earning a pre-determined number of stickers,
they receive a negotiated reward. This may include use of educational Apps on the iPad, additional reading or fine motor
activity time.
Considered seating arrangements, clear and consistent routines and graduated release of students from whole-class to
independent work form part of the classroom structure Femke has in place to establish and maintain an orderly and
workable learning environment where time on learning tasks is maximised.
Femke's classroom environment promotes inclusivity and respect. Learning is scaffolded and delivered at appropriate levels
for each child. Children are encouraged to do the right thing through verbal praise, the use of incentive charts and 'warm
fuzzies'. Femke has implemented an individualised positive support plan for one student which is proving to be effective.
The daily timetable is visually displayed so students are prepared for any changes.
Some of the students in Femke's class can be challenging. After discussions with her team leader, she contacted parents and
established home - school communication and an incentive system in which parents also reward their child for achieving set
goals.
Femke sets high yet achievable expectations. She uses a quiet, yet firm tone and is proactive in her approach. For example,
one parent wanted to know how their child was progressing and if they should have any concerns. Femke gathered together
First Steps Reading and Writing Maps of Development, BEE Spelling data, PM Benchmarking and SENA assessments and
samples of the students work. She met with the parent and her team leader and explained the student's learning, areas she
was excelling in and areas she felt needed consolidation. She then explained how she gathered the information of what
explicit teaching and activities were needed to consolidate or expand on the learning and how she delivered it as part of her
program.

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Standard 5: Assess, provide feedback and report on student


learning

Not yet achieving

Developing

Achieving

5.1 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to
assess student learning.
5.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their
learning goals.
5.3 Understand and participate in assessment moderation activities to support consistent and comparable
judgements of student learning.
5.4 Use student assessment data to analyse and evaluate student understanding of subject/content, identifying
interventions and modifying teaching practice.
5.5 Report clearly, accurately and respectfully to students and parents/carers about student achievement,
making use of accurate and reliable records
Comments: Femke contributed significantly to the development of a Numeracy assessment toolkit, drawing on
the AC Achievement Standards and work samples to which others examples have been added. This toolkit has
contributed to creating a school wide approach for Maths assessment.
Femke was required to write Semester One reports after having been on the class for only 6 weeks. The reports
demonstrated a clear knowledge of the students, their abilities, academic level, learning styles and personalities.
Femke moderated with the 12 year 1/2 teachers and was able to provide evidence which justified her A to E
decisions. We have also implemented Accelerus at Harrison this year and despite some challenges, Femke
efficiently navigated the new system and supported her colleagues by explaining shortcut features of the
program.
Femke maintains her data collection to inform her of student progress and needs. The data influences her
planning and the differentiation of her teaching. She was mentored on the implementation and use of SENA
earlier in the year. Femke is now able to independently administer the assessment, interpret the results and
translate this into her planning and differentiated teaching.
During term three, Femke completed the ILP review process in which she clearly articulated student progress
against the earlier set goals and in consultation with the parents, set new relevant and realistic goals for the
students.
In line with school procedures, she has maintained whole school data collection including PM Benchmarks, SENA,
BEE Spelling, First Steps Reading and Writing Maps of Development. Femke uses appropriate language when
reporting, recognising the diversity of our multi - cultural community and incorporates verbal and written
methods of reporting to convey a clear understanding.

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Professional Engagement
Standard 6: Engage in professional learning

Not yet achieving

Developing

Achieving

6.1 Use the National Professional Standards for Teachers and advice from colleagues to identify and plan
professional learning needs.
6.2 Participate in learning to update knowledge and practice, targeted to professional needs and school and/or
system priorities.
6.3 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional
knowledge and practice.
6.4 Undertake professional learning programs designed to address identified student learning needs.
Comments: Femke attended the Special Educators Conference during the school holidays and gained knowledge
of the effective use of ICT with diverse needs students which has been utilised in her classroom practise. Femke
has attended First Steps Reading and completed MYMC Professional Learning. She has participated in peer
sharing of programs and reports and adapted these documents to reflect feedback given in these sessions. Femke
provided constructive and timely feedback on colleagues reports, helping to construct and clarify comments. She
is a member of the ICT and Maths committees within the school, focusing on developing a whole school approach
to assessment and reporting.
Femke actively engages in regular constructive discussions including feedback aimed at supporting and improving
professional practice. An example of this is the feedback she gave and received when sharing planning, group
development of rich assessment tasks and Integrated Inquiry units.
Femke undertakes professional reading to further her understanding of student learning needs, for example
action research projects relating to the implementation of technology into 21 Century classrooms. This has
increased her efficiency when using an IWB and ability to choose appropriate Apps for iPad use.
Robinson, K. 2011. Out of Our Minds: Learning to be Creative
Robinson, K. 2009. The element: How finding your passion changes everything
Robinson, K. 2006. Do Schools Kill Creativity? (transcript from TED Talk)
Duffy, B. 1998. Supporting creativity and imagination in the early years
Collins, C. 2008. 21st Century Education.
Femke has completed First Steps Writing professional learning during stand-down. This has been a priority as the
school completed the First Steps Writing last year, before Femke joined us. She now understands how to use First
Steps data to inform her teaching.
Femke successfully completed a Geology short course run by ANU. This was to prepare her for her teaching
position next year in Years 7 - 9, teaching Science, Maths, English, SoSE and IT.
As part of the 1/2 team, Femke has deeply investigated the Australian Curriculum, particularly in the areas of
Maths, Science and English.
She has identified future priorities for learning through the Professional Pathways process. This includes
developing a mentoring program where Year 9 students consolidate their own learning by enriching the learning
of students in the junior school.

Page 7 of 9

Standard 7: Engage professionally with colleagues,


parents/carers and the community

Not yet achieving

Developing

Achieving

7.1 Meet codes of ethics and conduct established by regulatory authorities, systems and schools.
7.2 Understand the implications of and comply with relevant legislative, administrative, organisational and
professional requirements, policies and processes.
7.3 Establish and maintain respectful collaborative relationships with parents/ carers regarding their childrens
learning and wellbeing.
7.4 Participate in professional and community networks and forums to broaden knowledge and improve
practice.
Comments: Femke quickly established a rapport with the students and their parents. She has daily incidental
conversations with parents as they collect their students at the end of the day. Femke has also set up
communication between home and school via email and phone calls. She is a member of the Australian Science
Communicators and regularly attends their events. Femke's reports, assessments and record keeping have all
been completed in a professional and timely manner demonstrating her time management and administrative
skills. Femke has active classroom positive behaviour strategies in place which align to the school's and system's
behaviour management policies and procedures. These have proved very effective and along with an increase in
student engagement, the classroom climate is settled, students are active learners and parental feedback has
been positive.
Femke continues to maintain respectful and professional relationships with parents and carers. She recently had
an international student join her class and has ensured that the parents feel included in the school community
and that they are comfortable approaching her to discuss the education and social wellbeing of their child.
Femke is an active participant in team meetings where she listens and responds respectfully to other team
members.
She attended the Maths and Literacy evening organised as part of Literacy and Numeracy Week and interacted
with parents and students in a professional capacity.
She has highly developed interpersonal skills and quickly establishes respectful relationships. This makes her a
valued member of any team she contributes to and she is sought after as a partner in team planning activities, in
which she demonstrates her ability to guide others and make intelligent, worthwhile contributions.

Page 8 of 9

Panel signatures (must be originals)

Probationers signature

Supervisors signature

Mentors signature

Principals signature

I certify that all prescribed probationary procedures have been undertaken.

Principals signature

Human Resources Delegate

Date

Date

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