o— CHARLES DARWIN School of “7 UNIVERSITY | Education FORM A: ETP310 Inclusive Education This form is used to assist the pre-service teacher (PST) and mentor teacher to identify and notate examples that demonstrate intial understanding and beginning competence against the AITSL Professional Standards for Teachers. Please complete twice: at the mid-point and again at the end of the professional experience. (Jamie Cordy ‘Student No. IS206046 || Unit code: ETP310 School ort Elliot Primary School _ ||$*°°r T°” [South Australia i [First Date of Completion || Second Date of Completion ; | [26/05/2015 Mentor Teacher [Stig Dorward & Lynne James||Ptt (if applicabtey Dr ase Wy aan Nas oui DU relevant and recommended focus areas listed his prac) “Not applicable/required for this unit AITSL Standard 1 ]1.3 Demonstrate knowedge of teaching strategies that ae responsive to the learning strengths and needs of stents frm diverse Inguistic, cal ious and socioeconomic backgrounds. . 1A Demonstrate broad knowiedge and understanding ofthe impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Stat islander backgrounds. 15 Demonstrate knowledge and understanding of strategies for Aiferentiaing teaching to meet the specific learning needs of students |____across the ful range of abies, 1.6 Demonstrate broad knowiedge and understanding of legislative x o 3s € requirements and teaching strategies that support panticoation and ls lu learning of studonis with cisabity, AITSL Standard 2 | 2.4 Demonstrate broac knowledge of, understanding of and reepect for is bulb [ou ‘Aboriginal and Torres Strat stander histones, cultures and languages| AITSL Standard 3 [3.1 Setleaming goals that provide achievable challenges for students of varying abties and characteristics, 3 Ince a range of texching strategies, ‘3-4 Demonstrate knowledge of a range of resources, including ICT, that engage stucents in their learning. ‘3.6 Demonstrate broad knowledge of strategies that can be used to ‘evaluate teaching programs to improve student learning AITSL Standard 4 | 42 Domonsao the capacy to ogaibe classroom atvis and prove S| S'|S 5155 8/8 3 = lear cretion. is lu AITSL Standard § | 6.1 Demonstrate understanding of assessment sategies, ncuding informal and formal, agnostic, formative and summative approaches| [|S [To [f ]u 2 Demonstrate an understanding ofthe purpose of prowaing timely ard | [5 ay appropriate feedback to students about het leaning. lu 5.3 Demonstrate understanding of essesoment moderation and fs applcaton to support consistent and comparable judgements of Is u Student earning 5A Demonstrate the capacity to interpret stent assessment data to 7% J 3 < evaluate student leaming and modify teaching practice. 5.5 Demonstrate understanding of a range of strategies for reporting to students and pareniicarers andthe purpose of Keeping accurate ond [|S relable records of student achieverent “ AITSL Standard 6 [6.3 Seo and apply constructive feedback rom superdsors and teachers to improve teaching practices, Vv FQ] o e Compete infu, sign electonicaly and send form to: InSchool@cdu.edu.2u re-service teachers are required to keep their own copies of assessment forms for use in final course portfolio ETP310 FORMA Page 1 of 2[AITSL Standard 7 [71 Understand and apy the Key pnopes essibed mcodescfeneS |. ay Tay and conduct forthe teaching profession v| 72 Understand erent lgslativ,adriiaive and oparatonal pokes and process rogue foreach accocingwsscnoar (LS [¥Jo [ju Sige 7-3 Understand strategies for working eflecvely, sensitively and confidently with parentsearers, ¥| TA tiara pea cfoneral poten nd corny | reoerelaos in beatonrgtoacas poesienamonezeand [[¥]s [Jo [Jv mae Goal for next period of professional experience (developed by PST and mentor teacher) [Developing further strategies for establishing a consistently smooth changeover of lessons. Being aware of students level of engagement and adjusting his plan accordingly to suit the learners needs. | Mentor Teacher Comment: [uring this practicum Jamie has been punctual and has demonstrated a high level of organisational skills; being well prepared for all Jessons Jemie us) saw the ned er cferensaing the ering in curve. Using hs pir knowledoo and sting oh our oavce ho evetped earning that as appropriate or he siden our clas. Janie hasbeen sveceea i acteung a hgh velo! engagement ror allsurts trough fis sity erat onl fron to learn, catrng ore wie range of sbiies, butts te varina |interests and preferred learning styles of the students in our class. Jamie developed great relationships with the children and their parents lc came to se him as apeteen they could approach for asstancn and ay concemethay may have. dans win embraced any Fesponsibiy bat was dlogataa im and aces on aie that wes Gvenor suc he earing and ramnacing Caesicom rushes. tis cles evident that deme possesses oral skis successfly incorporating these no is teaching, Ho ls made gral seo hisuslpromps when providing ling er he students morass. Janie aso demonstated reat agers in shar is wnoledge of els which were unfamarto us ard then wily eslsted uso Ineemporste thers no out las rogram, Jamie wae veld in essing wh siting ane. Come Outexcursone cura is teaching praca, ' Please send a copy to the pre-service teacher. Date sent: | 24/5 As ; Barcel sF Complete in ful, sign electronical and send form to: InSchool@cdu.edu.au Pre-service teachers are required to keep thelr own copies of assessment forms for use in final course portfolio. ETP310 FORMA, Page 20f 2