EDU411InterimReportForm(Primary)v2

DueDate28/10/201612:00AM

INTERIMREPORT:EDU411
(Primary)
ProfessionalLearning:TransitioningintotheProfession

NB:IfthestudenthashadmorethanoneSupervisingTeacher,onlyonecollaborativereportwillberequired.

PlacementParticulars
Placement Site Name:

StAndrew'sAnglicanCollege(Primary)
Preservice Teacher ID:

1070302

Preservice Teacher First Name:

Daryn

Preservice Teacher Last Name:

Brook

Instructions
This report indicates your recommended assessment of the Preservice Teachers achievement at one of the following standards:
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
This is the nal Supervised Professional Experience (SPE) for the Preservice Teacher you are supervising. This interim report is to provide feedback to the Preservice Teacher at the midpoint of this nal SPE
(end of Week 3). As this placement is the nal SPE before the Preservice Teacher graduates, it is essential that they receive feedback to assist their demonstration of evidence at least at Level G on all criteria
on the Final Report.
Where there are concerns, the Preservice Teacher must be given clear actions to be followed that are required for improvement. If the Interim Report indicates unsatisfactory progress in any of the reporting

on the Final Report.

Where there are concerns, the Preservice Teacher must be given clear actions to be followed that are required for improvement. If the Interim Report indicates unsatisfactory progress in any of the reporting
clusters, the Preservice Teacher may be deemed to be "At Risk" (of Failure). Should this be the case, it is recommended that the At Risk (of Failure) process be activated as per the SPE Handbook.

ReportingCluster1:Planningeffectivelypreparationforteaching

The Preservice Teacher:

APST 1.1

APST 1.3

Demonstrate knowledge and understanding of strategies for differentiating teaching

to meet the specic learning needs of students across the full range of abilities.

APST 1.5

Organise content into an effective learning and teaching sequence.

APST 2.2

Use curriculum, assessment and reporting knowledge to design learning sequences

and lesson plans.

APST 2.3

Know and understands literacy and numeracy teaching strategies and their application

APST 2.5

APST 3.1

APST 3.2

Demonstrate knowledge and understanding of physical,

Australian Professional Standard

(APST)

social and intellectual development and characteristics

of students and how these may affect learning.

Demonstrate knowledge of teaching strategies that are

responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and socioeconomic
backgrounds.

in teaching areas.

Set learning goals that provide achievable challenges for students of varying
abilities and characteristics.

Plan lesson sequences using knowledge of student learning, content and

effective teaching strategies.

Pleaseleaveblankifunabletoassessintheschoolcontext

APST 1.6

Demonstrate broad knowledge and understanding of legislative requirements

and teaching strategies that support participation and learning of students with
disability.

Overall Attainment For Section 1

ReportingCluster2:Teachingeffectivelyenactmentofteaching

Blank

The Preservice Teacher:

APST 2.1

APST 2.6

Include a range of teaching strategies.

APST 3.3

Demonstrate knowledge of a range of resources, including ICT, that engage students

APST 3.4

APST 3.5

APST 3.6

APST 6.3

APST 1.4

Demonstrateknowledgeandunderstandingoftheconcepts,substanceand

Australian Professional Standard

(APST)

structureofthecontentandteachingstrategiesoftheteachingarea.

Implement teaching strategies for using ICT to expand curriculum learning

opportunities for students.

in their learning.

Demonstrate a range of verbal and non-verbal communication strategies to support

student engagement.

Demonstrate broad knowledge of strategies that can be used to evaluate teaching

programs to improve student learning.

Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices.

Pleaseleaveblankifunabletoassessintheschoolcontext
Demonstrate 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.

Pleaseleaveblankifunabletoassessintheschoolcontext

APST 2.4

APST 3.7

Demonstrate broad knowledge of, understanding of and respect for Aboriginal

and Torres Strait Islander histories, cultures and languages.

Pleaseleaveblankifunabletoassessintheschoolcontext
Describeabroadrangeofstrategiesforinvolvingparents/carersinthe
educa veprocess.

Overall Attainment For Section 2

ReportingCluster3:Managingeffectivelycreatesafeandsupportivelearning
The Preservice Teacher:

Australian Professional Standard (APST)

Identify strategies to support inclusive student participation and engagement in classroom activities.

APST 4.1

Demonstrate the capacity to organise classroom activities and provide clear directions.

APST 4.2

Demonstrate knowledge of practical approaches to manage challenging behaviour.

APST 4.3

Overall Attainment For Section 3

ReportingCluster4:Assessingandrecordinglearning

The Preservice Teacher:

Australian Professional Standard (APST)

APST 5.1

APST 5.2

Demonstrate understanding of assessment moderation and its application to

support consistent and comparable judgements of student learning.

APST 5.3

Demonstrate the capacity to interpret student assessment data to evaluate student

learning and modify teaching practice.

APST 5.4

Demonstrate understanding of a range of strategies for reporting to students and

APST 5.5

Demonstrate understanding of assessment strategies, including informal and formal,

diagnostic, formative and summative approaches to assess student learning.

Demonstrate an understanding of the purpose of providing timely and appropriate

feedback to students about their learning.

parents/carers and the purpose of keeping accurate and reliable records of student achievement.

Overall Attainment For Section 4

ReportingCluster5:Professionalconduct

The Preservice Teacher:

APST 4.4

APST 4.5

APST 7.1

Understand the relevant legislative, administrative and organisational policies and

processes required for teachers according to school stage.

APST 7.2

Understand the role of external professionals and community representatives in

broadening teachers professional knowledge and practice.

APST 7.4

Pleaseleaveblankifunabletoassessintheschoolcontext

APST 7.3

Describe strategies that support students wellbeing and safety working within

Australian Professional Standard (APST)

school and/or system, curriculum and legislative requirements.

Demonstrate an understanding of the relevant issues and the strategies available to

support the safe, responsible and ethical use of ICT in learning and teaching.

Understand and apply the key principles described in codes of ethics and conduct for
the teaching profession.

Understand strategies for working effectively, sensitively and condentially with

parents/carers.

Overall Attainment For Section 5

Section6:Overallcomments

Please use this space to describe the preservice teachers overall strengths and areas for development at this interim point of the nal SPE. Commentsarealsoencouragedifachievementisnotedbeyond
ProgressingSa sfactorily[PS].

DarynhassettledinreallywellatSt.Andrew's.Heisconfidentinhisteachingabilityandheiskeentocontributeinanyway.
Manyofthe'D'recommendationshavebeengiventoDarynbecauseoflimitedopportunitieswithintheclassroomduetothe
resultofthestartofthetermandtheearlystagesofthispracticalexperience.Darynsimplyhasnotbeenrequiredtoshow
theseskillsyet.
Section7:ResultforInterimReportFormative

If the Interim Report indicates unsatisfactory progress in any of the reporting clusters, the Preservice Teacher may be deemed to be "At Risk" (of Failure). Should this be the case, it is recommended that the At
Risk (of Failure) process be activated as per the SPE Handbook.

Unsatisfactory Progress

Progressing Satisfactorily

AT RISK

SATISFACTORY

Save/Sign/Submit
Once you have completed the form, you must click SUBMIT / ELECTRONICALLY SIGN for it to be completed. Only click save if you plan to return to the form at a later date or if a coSupervising Teacher would like to also add comments. Once the form has been submitted, it is locked and cannot be edited. If it has been mistakenly submitted, please email
edprofessionallearning@usc.edu.au for the form to be unlocked.

SPE Site Supervising Teacher 1 Name:

JessRock
SPE Site Supervising Teacher 2 Name (if applicable):

SPE Site Supervising Teacher 3 Name (if applicable):

If there is more than one supervising teacher, each of the supervisor's names should be recorded in the boxes above. One supervisor only is required to click on the "SUBMIT / ELECTRONICALLY SIGN"
button to sign on behalf of all Supervising Teacher's. By entering your name in the above box, it signies that you agree to the contents of the form.

ActionedbyJessRockon24/10/201611:11:38AM

Section8:PreserviceTeacherreflection

Preservice teachers are required to respond to the comments and feedback in the Interim Report by the end of Week 3. They are advised to use the headings identied in the Interim Report as the basis of their
reective responses.

See link: h p://educa on.qld.gov.au/hr/recruitment/teaching/docs/profexpreec on.pdf.

Itotallyagreewithmymentoronwhathasbeenputforwardinthisdocument.
DuetothetimeoftheyearIhavehadlimitedtimetoshowmyknowledgeonassessingstudents.Throughoutmytimeheremy
mentorhasshownmemanygreatnewstrategiesofteachingthatIwillincludewithinmypedagogy.IhaveallfaiththatIwill
achievewhereIwanttobeunderherguidanceinthisPracticum.AllareasthatIneedtoimprovehavebeenexplainedandI
havetotallyagreedwiththecurrentmarking.Certainexpectationswithinthisdocumentarenonapplicableand/orIhavenot
hadanopportunitytopresentmyabilitiesintheseareas.Thisismainlyduetothetimeoftheyearandtheschoolhasan
assessmentprocessalreadyestablished.IwillensureIworkharderwithinthenextthreeweekstoachievethebestresult.

Student Name:

Brook,Daryn
ActionedbyDarynBrook(1070302)on28/10/20165:50:46PM