Year 3 – First of two placements in the mid-stage of Professional Experience.

Please refer to the following guidelines but be aware the Professional Experience Office staff
welcome calls/email contact, particularly if you have questions

As a Pre-Service Teacher, you are expected to:

 take part in pre-placement and placement meetings with the university representatives;
 make contact with your school based coordinator prior to placement to discuss starting details
and expectations;
 ensure your first meeting with your mentor teacher/team clarifies teaching time and specific
expectations for the placement;
 learn about the context of the school, its culture, community and values;
 understand and follow all school based expectations;
 set learning goals based on the Australian Professional Standards for Teachers and collect
evidence of having attained them;
 document all lesson plans and discuss content and planning approaches prior to and after
classes;
 be actively involved in the school community (yard duty, professional learning activities etc.);
 be open and proactive about collecting feedback from students, mentors and other colleagues;
 reflect in order to monitor progress, identify learning needs and interests and critically examine
teaching practice;
 keep a copy of the completed Professional Experience Report.

As a School Mentor teacher, you agree to:

 meet with the PST to discuss professional goals and expectations;
 support the PST by welcoming them to the school introducing them to students and colleagues,
providing resources, workspace, timetables, policies and curriculum materials;
 arrange regular meeting times with the PST to discuss lesson plans, offer support and reflect on
progress;
 share personal professional knowledge/readings, teaching experiences and passion for teaching;
 offer both written and verbal feedback in a timely, ongoing manner;
 pose thoughtful, open questions to encourage the PST to think about their practice and justify
their actions;
 be involved in the PST’s final assessment by completing the report, sharing the contents, having
the student sign off and ensuring that he/she takes a copy and that the school based coordinator
is able to return the evaluation form to the Professional Experience Office as soon as possible
after the placement.
By completion of this placement, the PST is expected to have:
 observed a range of students in different contexts and subject areas;
 planned and assessed sequential units of curriculum so that student learning is effectively conceptualized,
evaluated and organized;
 discussed lesson plans with their school mentor teacher/s prior to each lesson as well as after;
 reflected on their strengths and future needs as learners and teachers;
 familiarised themselves with the school policies and practices;
 engaged in extra-curricular activities, attended meetings and become familiar with the diversity of roles and
expectations of being a teacher;
 reflected on their learning and researching questions as they arise;
 continue to develop a professional portfolio that provides evidence of professional knowledge, professional
practice and professional engagement based on the Australian Professional Standards for Teachers
(Graduate)

The Coordinator is asked to:

 allocate pre-service teachers to appropriate supervising teachers;
 meet with pre-service teachers at the beginning of the placement and provide them with information
relating to the school procedures, programs and administration;
 provide pre-service teachers with information about what materials and resources are available within the
school to assist their planning and teaching;
 receive and distribute Deakin University material;
 see each pre-service teacher and provide them with feedback if possible;
 ensure that assessment and report forms are completed, discussed with the pre-service teacher and then
email back to Deakin University at the conclusion of the placement (please keep a copy for school records);
 ensure that any days a pre-service teacher is absent are made up;
 contact Deakin University if a pre-service teacher fails to attend at all, is absent for more than 2 days, is likely
to receive an unsatisfactory or “at risk” report or is experiencing difficulties;
 forward the claim forms for payment to Deakin University Professional Experience Office

Supporting Professional Experience “At Risk” or “Unsatisfactory”

Deakin has developed the Pre-service Teacher at Risk Procedure. This process is to be used only when a PST has
been identified as being ‘at risk’ of failure during placement.
1. Mentor teacher identifies the likelihood of an “At Risk” or “Unsatisfactory” assessment and contacts the School
Based Coordinator (SBC).
2. The SBC arranges a visit from a Deakin representative as soon as possible.
3. Shared consultation and support for all stakeholders offered with direction to continue or options.
4. A Deakin representative must be engaged before an “At Risk” or “Unsatisfactory” assessment can be recorded.ded.
Deakin will conduct a formal review process for every pre-service teacher deemed “At Risk” or “Unsatisfactory”.
A Deakin representative will be available “at call’ every placement. Every pre-service teacher will meet with a Deakin
representative at least once for every placement from the beginning of second year

Assessing the PST and completing the Report Form

 The Report Form includes criteria that are aligned with the Australian Professional Standards for Teachers
(Graduate).
 Report Forms must be completed before the end of the placement. Mentor Teachers should arrange a
meeting with the PST to discuss the feedback and PSTs should complete a personal reflection on their
learning during the placement.
 The PST should be assessed against the expectations for a competent beginning teacher in a school at the
completion of their placement.
 Report Forms must be promptly returned within one week of the completion of the placement, to the
Professional Experience Administrator at Deakin University, located at the Professional Experience Office
Year 3 – Mid Stage of
Professional Experience Office
Professional Experience
Faculty of Arts and Education
ETP 301 Deakin University
(10 consecutive days) 221 Burwood Highway
BURWOOD VIC 3125
Theme for the Practicum – Pedagogy – Return email ETP301
students will examine, plan and develop r.stephenson@deakin.edu.au
pedagogic strategies to promote student
growth and learning. Phone 9244 5077

PLACE CURSOR ON EACH GREY FIELD AND KEY IN THE RELEVANT DETAILS

Pre-service teacher name: Lucy Catherine Deakin PST #:

Walton
School: Old Orchard P.S School ABN:

Name of supervising teacher: Matthew O’Hern Total number of days:

Dates of attendance: Dates absences made up:

Dates of absence:

Guidelines for using this report form:

This is the pre-service teacher’s fourth experience in a primary education setting. Supervising
teachers should review the expectations laid out here with pre-service teachers on or before day
one of their placement. The focus of this placement is: Pedagogy – students will examine, plan
and develop pedagogic strategies to promote student growth and learning.
The pre-service teachers will require guidance and support. The experience should begin with
observation of supervising teacher, supervision of learning activities set by supervising teacher
and move quickly to preparing and teaching for two lessons per day and move toward full control
for a day by end of the placement. Supervising teachers may wish to comment on whether the
pre-service teachers have taken up opportunities to assist and learn in both the classroom
learning routines and school activities. The information in this report should refer to the degree to
which the pre-service teacher has embraced the role of teacher in the primary learning
environment but focus on their use of curriculum documents to develop individual lesson plans,
units and weekly planners.
This report should be used as a catalyst for constructive discussion and be completed by the supervising
teacher in consultation with the pre-service teacher.

* In each rubric, codes are used to identify the domain, standard and focus from the AITSL National
Professional Standards for Graduate Teachers to which the attribute can be associated.
Professional Knowledge – Mid Stage – Third Interaction with students and teachers.
Please click on the appropriate check box to make one selection only for each standard. Simply click again if you wish to remove
the check.

CRITERIA No opportunity Needs work Meets Exceeds

to observe on meeting expectations expectations
expectations

plans curriculum taking into account the physical, social and

intellectual development and characteristics of students and
how these may affect learning
PK1.1, PP3.2
plans curriculum to embrace the diverse linguistic, cultural,
religious and socioeconomic backgrounds of their learners
PK1.3, PK1.4, PP3.1, PP4.1
understands how students learn and the implications for
teaching
PK1.2
plans curriculum that promotes reconciliation between
Indigenous and non-Indigenous Australians
PK2.4
demonstrates knowledge and understanding of the concepts,
substance and structure of content of teaching area
PK2.1
utilises effective pedagogical approaches specific to the
content area being taught
PK2.1

Comments

Pre-service Teacher Evidence, including impact on student learning(space will expand as you add text)
I believe I have used different techniques to engage students and try my best to meet the needs of all
students in a diverse classroom. I have used Math’s games before a lesson to get them excited and
engaged for the main topic being discussed. I have adjusted some things so that I am including every
student constantly, by providing them with more work if they finish early or providing my assistance for
those students who are finding a task difficult.

Teacher Comment, including impact on student learning (space will expand as you add text) Lucy has a
good understanding of what is required to develop engaging lessons. She has independently planned a
variety of lessons, which has adequately catered for a variety of learners.
Professional Practice – Mid Stage – Third interaction with students and teachers.

CRITERIA No Needs work Meets Exceeds

opportunity on meeting expectations expectations
to observe expectations

demonstrates empathy, and a positive regard for and rapport

with learners
PP3.5, PP4.1, PP4.4, PE7.1
is aware of and can use a range of strategies to establish a positive
and inclusive learning environment
PP3.3, PP4.1
establishing challenging learning goals.
PP3.1
plan lesson sequences consistent with relevant curriculum
statements and frameworks
PP3.2
is aware of and can use a range of resources, including ICT, to
engage learners
PP3.4, PP4.1, PP4.4
use ICT and other learning technologies safely, responsibly and
ethically
PP4.5, PP4.4 PP3.4, PP4.1
implements classroom management routines and practical
approaches to manage challenging behaviour
PP4.2, 4.3
is aware of and uses a range of strategies to challenge learners in
their thinking and skills
PP3.1, PP3.3
evaluates to improve teaching programs
PP3.6

Comments

Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I believe i am empathetic towards learners. I learnt their names as quickly as I could and I tried to get to
know a bit about them so I can adapt my teaching to their interests. I am continually learning new ways
to use ICT within my teaching and will use this as a way to engage students and make the lesson more
interesting and exciting.

Teacher Comment, including impact on student learning (space will expand as you add text) Lucy has
adapted well to open planned learning and has used the surrounding areas to their full potential. She has
demonstrated her ability to effectively plan as an individual and with a group of teachers. Lucy has good
classroom management strategies and is able to maintain a safe and orderly learning environment. She
has begun to build ICT into her program to create another element of engagement.
Professional Engagement – Mid Stage – Third Interaction with students and teachers.

CRITERIA No opportunity Needs work on Meets Exceeds

to observe meeting expectations expectations
expectations

demonstrates an understanding of the complex nature of the

learning community and the teacher’s role
PE7.2, PE6.1
performs in a manner that demonstrates a willingness to become
a member of the teaching profession
PE7.1, PE7.2
demonstrates an understanding of professional engagement and
conversation as an integral part of the learning process for
teachers
PE6.2, PE6.3, PE7.1
applies the key principles described in codes of ethics and conduct
for the teaching profession
PE7.1, PP4.3
engage with parents/carers
PE7.3

Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I have wanted to be a teacher since my first day of prep and I believe I have watched teachers and
noticed how they teach ever since. Teaching is a profession where you are always learning and I am a
willing learner, as I want to develop into the best teacher that I can be. I have tried my best to engage
with all aspects of the school and help out in any way I can.

Teacher Comment, including impact on student learning (space will expand as you add text) Lucy has been
an active student teacher during her 10 day placement. She settled into the daily routine at Old Orchard
very quickly and was eager to participate in a range of teaching opportunities. She volunteered to work
with a range of students and was able to build meaningful relationships.
Lucy is a willing student teacher and demonstrated all the signs of being a quality graduate teacher in
the future.
 Reflections (completed by pre-service teacher): Areas of strength, areas needing development
I have loved these past 10 days on placement. They have gone extremely quickly which is always a
good sign that I was having fun. I have learnt a large range of new teaching skills that I have observed
from Matthew and will use in my future teaching practices. Thanks to Matthew I have been given lots
of opportunities to teach the classroom, which has given me more confidence in front of the students. I
have also learnt in staff meetings how to give appropriate feedback to students in the classroom, which
has developed my knowledge even more. I have developed positive relationships with the students in
the classroom and hopefully I will be able to come in and help out when needed. The staffs have been
very inclusive and willing to include me in all aspects of the profession. I have really enjoyed my time
here and would love to volunteer my time more in the future.
Thankyou Old Orchard.

General Comments (completed by supervising teacher): Areas of strength, areas needing development
Lucy has been a wonderful student teacher over the past 10 days. She has been willing and able to participate in
a range of classroom activities, demonstrating great confidence and excellent. Lucy has also been willing to assist
with other school events such as athletics day and cross-country trials.

General Comments (completed by School PST Coordinator, Assistant Principal or Principal):

 In relation to the relevant developmental stage and in response to the comments made above
please tick the appropriate comment for this pre-service teacher.

Has exceeded the expectations for this Professional Experience

Has satisfied the expectations for this Professional Experience

Is at risk, having fulfilled some but not all expectations for this Professional
Experience
Will require support to meet the expectations of the next placement.

Has not satisfied the expectations for this Professional Experience

Signature of pre-service teacher coordinator: Matthew O’Hern

Date: 2/5/2017

Signature of pre-service teacher: Lucy Walton

(verifying they have sighted this report)

Date: 2/5/2017

“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”

Signature of supervising teacher:

Date: