Fillable Master of Teaching EMT512 / EMT522 PE1 (University of Tasmania)

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Master of Teaching EMT512 / EMT522 PE1 (University of Tasmania)

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1/8
Faculty of Education
Professional Experience
Master of Teaching – EMT512 / EMT522 PE1
Pre-service teacher:
Total number of days:
/ 15
Grade / Specialisation:
Supervising Teacher:
School:
Principal:
KEY FOR ASSESSMENT
A - Achieved and exceeded expected standard
C - Competently demonstrated expected standard
D - Developing towards expected standard
F - Failed to demonstrate expected standard
Australian Professional Standards for Teachers: Domains of Teaching
Professional Knowledge
Demonstrates developing professional knowledge and
skills to be able to plan for and manage learning programs
F D C A
Professional Practice
Demonstrates a developing capacity to plan, implement
and assess for effective teaching and learning as well as
maintaining a safe and supportive learning environment
F D C A
Professional Engagement
Demonstrates a developing capacity to develop effective
relationships with the school community to enhance
learning opportunities
F D C A
Please note
• In order to successfully pass PE1 pre-service teachers (PSTs) must not receive F for any Focus
or more than one D for any one Standard
• When completing the above summary of achievement, please make a judgement based upon
the PST’s overall achievement across the standards specifically relating to each of the above
Domains of Teaching, and as indicated by your reporting on the following pages.
On the basis of these assessments and in the context of the overall expectations of PSTs undertaking
Professional Experience 1, the following overall assessment is recommended:
SATISFACTORY
OR
UNSATISFACTORY
Signatures
Supervising Teacher:
Principal:
Pre-service teacher:
Date:
/ /
2/8
Professional Knowledge
Demonstrates developing professional knowledge and skills to be able to plan for and manage learning
programs
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
Focus & Evidence F D C A
1.1 Physical, social and intellectual development and characteristics
of students
Developmental indicator: Through observation and discussion with the
supervising teacher, the PST demonstrates a developing understanding
of the physical, social and intellectual development and characteristics of
learners and how this informs teaching of individuals or groups
1.2 Understands how students learn
Developmental indicator: Through observation and discussion with the
supervising teacher the PST demonstrates a developing understanding of
how students learn and how this informs teaching of individuals
or groups
1.3 Students with diverse linguistic, cultural, religious, and socio
economic backgrounds
Developmental indicator: Through observation and discussion with the
superising teacher, the PST demonstrates a developing understanding
of students with diverse linguistic, cultural, religious and socio economic
backgrounds and how this informs teaching of individuals or groups
1.5 Differentiate teaching to meet specific learning needs of students
across the full range of abilities
Developmental indicator: Through observation and discussion with the
supervising teacher, the PST demonstrates a developing understanding
of the need to differentiate teaching and how this informs teaching of
individuals or groups
1.6 Strategies to support full participation of students with disabilities
Developmental indicators :
Demonstrates a developing understanding of learning theories and
legislation that inform planning for students with disabilities
Demonstrates a developing understanding of the need to plan
appropriate learning experiences for individual students with
disabilities
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
3/8
Professional Knowledge
Demonstrates developing professional knowledge and skills to be able to plan for and manage learning
programs
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
Focus & Evidence F D C A
2.1 Content and teaching strategies of the teaching area
Developmental indicator:
Demonstrates appropriate content knowledge
Demonstrates a developing understanding of teaching strategies
commensurate with specific content/focus areas and is able to apply
same in practice
2.2 Content selection and organisation
Developmental indicator: Demonstrates a developing understanding and
familiarity of relevant curriculum documents, and how they are used to
create effective teaching and learning sequences
2.3 Curriculum, assessment and reporting
Developmental indicator: Demonstrates a developing awareness and
familiarity with relevant curriculum documents and how they are used to
inform assessment and reporting processes
2.5 Literacy and numeracy strategies
Developmental indicator: Collects a range of strategies and resources for
teaching literacy and numeracy, and discusses their appropriate use with
the supervising
teacher
2.6 Information and Communication Technology (ICT)
Developmental indicators:
• Investigates and discusses with supervising teacher the ways of
incorporating ICT into teaching/practice
• Uses ICT to support teaching/practice (as appropriate to context)
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
4/8
Professional Practice
Demonstrates a developing capacity to plan, implement and assess for effective teaching and learning
as well as maintaining a safe and supportive learning environment
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
Focus & Evidence F D C A
3.1 Establish challenging teaching and learning goals
Developmental indicator: Demonstrates an understanding of how teachers
set obtainable learning goals with reference to student needs and relevant
curriculum documents
3.2 Plan, structure and sequence learning programs
Developmental indicators: Demonstrates developing organisational and
planning skills, including
• Planning a short lesson/learning experience using an appropriate
proforma, hand written or typed
• Planning discussed with and approved by the supervising teacher
prior to delivery
• Planning demonstrates developing knowledge of students’ prior
learning, content and effective teaching strategies
• Consistently reflects on the teaching
session and considers the
planning and learning implications for the next learning experience
3.3 Use teaching strategies
Developmental indicators:
• In collaboration with the supervising teacher, demonstrates
a developing understanding of effective teaching strategies
• Demonstrates an understanding of a variety of questioning
techniques
3.4 Select and use resources
Developmental indicator: In collaboration with the supervising
teacher, selects and uses resources relevant to the learning
environment and
context
3.5 Use effective communication in the classroom/learning
environment
Developmental indicators:
Is able to communicate using grammatically correct language in
both oral and written situations
Uses appropriate language with staff and students
Uses appropriate pitch, pace, volume and projection of voice
Gives instructions/directions/explanations clearly
Demonstrate a capacity to use effective questioning techniques
such as open-ended questions
Demonstrates a developing discourse commensurate to the
profession
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
5/8
Professional Practice
Demonstrates a developing capacity to plan, implement and assess for effective teaching and learning
as well as maintaining a safe and supportive learning environment
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
Focus & Evidence F D C A
4.1 Support student participation
Development indicator: Through discussion with the supervising teacher,
demonstrates an understanding of appropriate and effective strategies to
support
Student participation
Student engagement
Student wellbeing
Student safety
4.2 Manage learning activities
Development indicators: In collaboration with the supervising teacher
Demonstrates the capacity to create and organise a classroom
environment conducive to learning
Prepares for learning activities prior to lesson
4.3 Manage challenging behaviour
Development indicator: Assists supervising teacher in implementing
routines
and rules when necessary and appropriate
4.4 Maintain student safety
Development indicator: In collaboration with the supervising teacher
Identifies strategies that promote student emotional, social and
physical wellbeing
Ensures student safety
4.5 Uses ICT safely, responsibly and ethically
Development indicator: Demonstrates an understanding of the ethical
issues related to ICT use
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
6/8
Professional Practice
Demonstrates a developing capacity to plan, implement and assess for effective teaching and learning
as well as maintaining a safe and supportive learning environment
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
Focus & Evidence F D C A
5.1 Assess learning
Development indicator: Through conversations with supervising
teacher
demonstrates an understanding of how and why teachers
select assessment strategies
5.2 Provide feedback to students on their learning
Developmental indicators: In collaboration with the supervising teacher
As relevant to context, develops a formative/summative assessment
strategy/task feedback strategy for a lesson/learning experience
Provides feedback for a lesson/learning experience which clearly
describes ways in which students can improve
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
Professional Engagement
Demonstrates a developing capacity to develop effective relationships with the school community to
enhance learning
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
Focus & Evidence F D C A
6.1 Identify and plan professional learning needs Developmental
indicator: In collaboration with the supervising teacher critically
reflects on the expectations for PE1 and recognises areas for
improvement where a need is identified
6.2 Engage in professional learning and improve practice
Developmental indicator:
Attends and participates in staff meetings
Actively engages in other professional learning opportunities (e.g.
collaborative planning, professional learning workshops)
Standard 6 continues on next page
7/8
6.3 Engage with colleagues and improve practice
Developmental indicator: Actively seeks collegial feedback on own practice
and acts on identified areas for improvement
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
Professional Engagement
Demonstrates a developing capacity to develop effective relationships with the school community to
enhance learning
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS / CARERS AND THE
COMMUNITY
Focus & Evidence F D C A
7.1 Meet professional ethics and responsibilities
Developmental indicator: Holds conversations with Principal and/or senior
staff and conducts him/herself in a manner that demonstrates an
understanding of
The importance of confidentiality
Ethical considerations
Conduct for the teaching profession
The importance of maintaining a dress code consistent with school
expectations
Specific school and discipline based requirements
7.2 Comply with legislative, administrative and organisational
requirements
Developmental indicator: Holds conversations with Principal and /or
senior staff and conducts him/herself in a
manner that demonstrates an
understanding of
Duty of care
Legislative requirements
Standard 7 continues on next page
8/8
7.3 Engage with parents/carers and centre/school community
Developmental indicator: Demonstrates an approachable respectful and
professional demeanour when talking with parents/carers and members of
the school community
Supervising Teacher comments:
(box will expand as you type if using an electronic form. If required, please attach additional pages)
In order to successfully pass PE1, PSTs must not receive F for any Focus or more than one D for any one Standard
Overall comments regarding Pre-service Teacher Impact
Supervising Teacher/Educator comments on the Pre-service Teacher's impact on student
learning (please provide examples where possible):
Report forms can be completed in digital form, keeping a copy for school files, and providing a copy to the pre-
service teacher submission.
Pre-service Teacher comments regarding impact on student learning (please provide examples
where possible):
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Master of Teaching EMT512 EMT522 PE1 (University of Tasmania)

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Completed 7 February 2022

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