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EPT436 Transition to the Teaching Profession

Assignment Criteria and Mark Sheet


Assessment Task 1
Professional Experience Goals for Placement
Student Name Brieanna Galvin
Student Number 11601294
Due Date 22/07/19
Date submitted 22/07/19
Assignment Satisfactory / Unsatisfactory
Grade:
Comments:

Criteria Satisfactory (SY) Unsatisfactory (US)

Goals for Professional Goals link to the Australian Goals do not adequately
Experience are clearly Professional Standards for align with the Australian
identified, with a Teachers (AITSL), drawing Professional Standards for
rationale, actions and on each domain, and the Teachers (AITSL) or the
evidence included. prior learning of the learning needs of the
teacher education student. teacher education student.
Goals are SMART: Specific, Goals are not SMART:
Measurable, Achievable, Specific, Measurable,
Relevant, and Time- Achievable, Relevant, and
phased. There is a clear Time-phased. A rationale
rationale given for each for each goal is either not
goal. Actions are given or is minimal. Actions
sequenced and logical in and/or evidence are
achieving the identified unclear/confused.
goals. Evidence is
documented.

Professional standards Formal language is Professional standards of


of literacy are maintained throughout. literacy are not evident,
demonstrated through Spelling, grammar and either through slippage
the use of formal punctuation are accurate, from formal language,
language, consistent demonstrating a inconsistent formatting or
formatting and accurate professional standard. the presence of marked
spelling, grammar, and Formatting throughout is problems with spelling,
punctuation. consistent (e.g. font style grammar and/or
and size) and everything is punctuation that disrupt
aligned left. the meaning of the text.
PROFESSIONAL EXPERIENCE TEACHING GOALS

Goal and Rationale Action Evidence


Goal 1: Professional Knowledge • Clearly articulate and accurately • Supervising teacher’s feedback
explain the content of the lesson (written) on success of strategies by
To use a range of content and • Accurately answer content- the end of week three.
teaching strategies to related questions from students • Copies of lesson plans that
effectively teach English • Explore teaching and learning document clear teaching strategies of
concepts. strategies that link to syllabus English concepts.
outcomes/objectives that are • Documented strategies that were
This aligns with Standard 2.1: suitable to the learning context. used at the end of each week.
Demonstrate knowledge and • Prepare teaching and learning • Annotations that describe the ways
understanding of the concepts, programs and/or lesson plans content was linked to strategies for
substance and structure of the using a variety of teaching and students to be engaged.
content and teaching strategies of learning strategies (e.g. • Examples of any visual or written
the teaching area. differentiated curriculum, strategies used.
collaborative learning, ICT, higher • Written reflections and annotations I
Rationale: order thinking) that link to syllabus have made about my teaching that
Through thorough reflection on my outcomes/objectives has been discussed with my
portfolio I became aware that • Demonstrate appropriate supervising teacher at the end of
there is room for improvement in knowledge of the central concepts week four.
the area of teaching strategies of of the subject through lesson
the concepts, substance and planning, explanation and linking
structure of English.
of content and outcomes to
syllabus documents

Goal 2: Professional Practice • Develop and employ a range of • Supervising teacher’s feedback
strategies to cater for the diverse (written) on success of strategies.
To identify strategies to range of learners within the class • Copies of lesson plans that
evaluate, assess and reflect my • Access assessment criteria in document clear teaching strategies
teaching strategies to increase consultation with the supervising that increase student learning with
student learning. teacher reflections completed after the lesson
• Reflect on lessons to inform by the end of week four.
future planning and to improve • Written reflections and annotations I
This aligns with Standard 3.6:
pedagogy have made about my teaching that
Demonstrate broad knowledge of • Ensure assessment is an integral has been discussed with my
strategies that can be used to part of the teaching and learning supervising teacher and assessed on
evaluate teaching programs to cycle and that lesson planning their effectiveness.
improve student learning. indicates appropriate links • Visual and written feedback from
between outcomes and students on what strategies worked
Rationale: assessment for them in the classroom by the end
I identified in my portfolio that • Inform students by accessing of week three.
there was room for improvement and deconstructing explicit quality • Collect evidence of a range of
in my professional practice in the criteria for assessment different assessment strategies used
area of assessing and identifying • Demonstrate a broad knowledge in teaching throughout weeks two,
strategies that allow me to of strategies that can be used to three, four and five.
evaluate and reflect on the evaluate teaching programs to
improve student learning
teaching strategies that I use to
improve student learning in the
classroom.
Goal 3: Professional Engagement • Participate in discussions about • Annotated conversations that have
the benefits of ongoing taken place between myself and my
To engage in continual professional learning and collegial supervising teacher showcasing the
professional learning that aids sharing of knowledge and professional learning and sharing of
in improving student learning. resources knowledge and resources by the end
• Reflect on my own teaching and of week four.
seek advice on ways to develop • Written reflections I have composed
This aligns with Standard 6.4:
professionally and improve in regard to my professional
Demonstrate an understanding of performance development at the end of each week.
the rationale for continued • Engage innovatively within the • Engage in discussions with other
professional learning and the
implications for improved student limit of my responsibilities and staff members and document
learning. capabilities resources throughout all weeks of
• Demonstrate a commitment to placement.
Rationale: teaching and to continuous • Conduct research and explore ways
Whilst working on my final improvement of my practice to continually improve student
portfolio it was evident that I have learning through professional learning
by the start of week six.
not engaged in professional
learning as much as I would have
liked too. Continual professional
learning is extremely valuable in
improving student learning and
demonstrates my commitment to
continually improve my practice.

Other aims you may have for the professional experience:


- Continually improve my classroom management strategies.
- Ensure that I am organised and use my time effectively.
- Engage with professional teaching networks and broader communities.
- Learn new strategies to manage challenging behavior.

Teacher Education Student: _____________________________ Date: __22/07/19_________

Supervising Teacher: ___________________________________ Date: __________________

Subject Coordinator: Date: ___26/07/19________

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