Fill - Free fillable ED5488 Phase 3- Final Report Sept2017 (James Cook University of North Queensland) PDF form

College of Arts, Society & Education

GRADUATE DIPLOMA OF EDUCATION

Professional Experience Report

Return report to JCU Profex within 7 days of completion of practicum. Retain a copy before submitting original.

The following activities have been completed, as outlined in the Professional Experience Handbook:

JCU Preservice

Teacher:

JCU Student Id:

School:

SBTE/s:

Secondary

Subject/s:

Completed the required number of days (25 Days)

Completed learning portfolio

Minimum of ‘G’ (Graduate Level) in all descriptors against the QPERF Report.

ED5488

Supervising teachers are not required to provide an overall assessment score for the preservice teacher; this is determined

by higher education institutions as part of their assessment processes.

APST Graduate Career Stage descriptors have been grouped to assist the supervising teacher’s observation and assessment

of professional experience. All sections are weighted evenly. Some descriptors are dependent on context so may not be

assessable for all preservice teachers during the nal summative professional experience. A single piece of evidence may

address multiple descriptors, including those in several sections of this form.

Higher education institutions are encouraged to use this document as a basis for non-summative professional experience

reporting templates used at earlier professional experience placements.

Assessment ratings

Exceeding graduate level (E) Consistent evidence of knowledge, practice and engagement that exceeds the

APST descriptors at the Graduate Career Stage.

Graduate level (G) Consistent evidence of knowledge, practice and engagement that demonstrate

the APST descriptors at the Graduate Career Stage.

Developing towards graduate level (D) Awareness of the descriptors at the APST Graduate Career Stage but

demonstrates inconsistent knowledge, practice and engagement at this level.

Below graduate level (B) Little or no evidence of knowledge, practice and engagement or awareness

that meet the descriptors at the APST Graduate Career Stage.

Preservice teacher’s

name

Dates

(Full duration of professional experience): From / / to / /

School name and address

Number of days

(Including pre-placement

days)

School Context

(where applicable)

To complete this section

Please refer to:

www.schoolsdirectory.

eq.edu.au

Metropolitan

Remote

Provincial

Low socio-economic community

Rural

Indigenous community

Other (Please indicate):

Learning phase

Early childhood Primary Junior secondary Senior secondary

Curriculum specialisation

Class size

Number of students in

professional experience

class

Class 1 Class 2 Class 3

Classroom context

(where applicable)

Students with a disability Indigenous students Culturally and linguistically

diverse students

Summary of prior experience

Strengths identied

in your previous

teaching professional

experience/s

Teaching professional

experience/s you have

completed in a rural

and remote locations

Teaching professional

experience/s you

have completed with

Aboriginal groups or

Torres Strait Islander

communities

Teaching professional

experience/s you

have completed

with students with a

disability

Final professional experience recommendations

This page is to be completed by the preservice teacher.

Examples of evidence

Artefacts that have been modied by the preservice teacher to suit

the needs of the class such as:

• unit/lesson plans and resources

• school and system documents.

Documented feedback and evaluation of planning that reects:

• curriculum content, sequencing, scaffolding, learning activities,

differentiation and teaching strategies

• the preservice teacher’s written reections.

Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)

B D G E

Demonstrate knowledge and understanding of physical, social and intellectual development and

characteristics of students and how these may affect learning.

APST 1.1

Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs

of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

APST 1.3

Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the

specic 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 understand literacy and numeracy teaching strategies and their application in teaching

areas. APST 2.5

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

characteristics. APST 3.1

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

APST 3.2

Please leave blank if unable to assess in the school context

Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies

that support participation and learning of students with disability.

APST 1.6

Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section.

Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.

Section 1: Planning effectively — preparation for teaching

Examples of evidence

• Artefacts such as differentiated activity sheets, resources,

evidence of student learning including pre- and post-tests, and

annotated samples of student work.

• A supervising teacher’s observation notes including comments

on the range and effectiveness of demonstrated teaching

strategies, student engagement, content knowledge,

communication skills, and use of resources including ICTs.

• Documented feedback and reections about planning including

curriculum content, sequencing, scaffolding, learning activities

and teaching strategies.

• The preservice teacher’s reections and application of

supervising teacher feedback.

Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)

B D G E

Demonstrate knowledge and understanding of the concepts, substance and structure of the content

and teaching strategies of the teaching area.

APST 2.1

Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. APST 2.6

Include a range of teaching strategies. APST 3.3

Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. APST 3.4

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

engagement.

APST 3.5

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

student learning.

APST 3.6

Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. APST 6.3

Please leave blank if unable to assess in the school context

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.

APST 1.4

Please leave blank if unable to assess in the school context

Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait

Islander histories, cultures and languages.

APST 2.4

Please leave blank if unable to assess in the school context

Describe a broad range of strategies for involving parents/carers in the educative process.

APST 3.7

Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section.

Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.

Section 2: Teaching effectively – enactment of teaching

Examples of evidence

• Artefacts such as annotated school policies, classroom

organisation notes, classroom rules, classroom management

plans, and individual student behaviour plans.

• A supervising teacher’s observation notes including comments

on communication skills, behaviour management strategies,

inclusive participation and engagement.

• Documented reections and records of professional

conversations.

• The preservice teacher’s written reections and application of

supervising teacher feedback.

Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)

B D G E

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

Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.

Comments are required if ‘Developing Towards Graduate Level’ or ‘Below Graduate Level’ has been identied for any of the descriptors.

Section 3: Managing effectively —

create safe and supportive learning environments

Examples of evidence

• Artefacts such as assessment tasks and instructions, tests,

guides to making judgements, written feedback to students,

evidence of student learning including pre- and post-tests,

completed worksheets, completed tasks, moderation meeting

notes, annotated sample student responses or work and lesson

plans.

• A supervising teacher’s observation notes including comments

on formal and informal feedback, questioning techniques and

assessment.

• The preservice teacher’s written reections and application of

supervising teacher feedback.

• Data gathering tools such as checklists developed or adapted by

preservice teacher.

Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)

B D G E

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,

formative and summative approaches to assess student learning.

APST 5.1

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to

students about their learning.

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 parents/carers and

the purpose of keeping accurate and reliable records of student achievement.

APST 5.5

Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.

Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.

Section 4: Assessing and recording learning

Examples of evidence

• Artefacts such as annotated school and system policies and

procedures, and communication with parents/carers.

• A supervising teacher’s observations including comments on

understanding and adherence to legislative requirements.

• Documentation of participation in school activities including

duties, staff meetings and professional development.

• Professionalism including punctuality, dress and interpersonal

communication.

• Demonstration of engagement with school staff and external

professionals.

Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)

B D G E

Describe strategies that support students’ wellbeing and safety working within school and/or system,

curriculum and legislative requirements.

APST 4.4

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.

APST 4.5

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

profession.

APS T 7.1

Understand the relevant legislative, administrative and organisational policies and processes required

for teachers according to school stage.

APS T 7.2

Understand the role of external professionals and community representatives in broadening teachers’

professional knowledge and practice.

APST 7.4

Please leave blank if unable to assess in the school context

Understand strategies for working effectively, sensitively and condentially with parents/carers.

APS T 7.3

Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.

Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.

Section 5: Professional conduct

All descriptors can be assessed in a professional experience setting; however to focus the nal professional experience the following

four descriptors will be assessed in coursework and do not require assessment in the nal professional experience.

Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. APST 1.2

Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in

Identifying professional learning needs.

APST 6.1

Understand the relevant and appropriate sources of professional learning for teachers. APST 6.2

Demonstrate an understanding of the rationale for continued professional learning and the implications for improved

student learning.

APST 6.4

Section 6: Excluded descriptors

Please use this space to describe the preservice teacher’s overall strengths and areas for development.

Section 7: Overall comments

Please identify who has moderated the assessment of the preservice teacher.

Moderation may be completed through classroom visit/s or as a panel discussing the evidence and awareness demonstrated by the

preservice teacher.

Site coordinator’s name Signature

Date

/ /

Higher education institution

(HEI) representative’s name

Signature

Date

/ /

Name of HEI representative who

conducted school visits

Signature

Dates of school visit/s

/ /

Date

/ /

Other moderator name and

position if applicable

Signature

Date

/ /

Each of the signatories must retain a copy of this report for their records.

The preservice teacher’s signature indicates they have sighted this completed report.

Preservice teacher’s name Signature

Date

/ /

Supervising teacher’s name Signature

Date

/ /

Other supervising teacher’s

name

Signature

Date

/ /

Section 8: Moderation

Section 9: Signatures

Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images

(www.education.qld.gov.au/home/copyr).

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