Federation 3:8 UNIVERSITY “AUSTRALIA Faculty of Education and Arts Professional Experience Assessment Report 7 z Course Code: | EEBED 3102 Section 1 - Placement Details ‘Admin Only FOL ora Desee Program Details Bachelor of Eaucation ao Diverse Context 1 EEBEDSI02 00100 KETESEI 2r vear am B Pre-Service Teacher (PST) Details — to be completed by PST (Student) aes EER 20720 ESRI edetarargstuens federation edu au (eos orton a 0) GRECE MN 20d of une - 2710 of une SEEM 101 ot ne 14 Co er FedUniMentorNane MCMIEMAC Federation University Contact Details Professional Exparience Office, School of Education nd Ars, Federation University, POBox 69 Ballarat 2259 FTIR 22 protersionserpeence@ederationedu.au Placement Details » 10 B& COMPLETED BY MENTOR TEACHER / EDUCATOR OR SCHOOL PROFESSIONAL EXPERIENCE CO-ORDINATOR PLEASE NOTE. School Profesional Experience Co-ordinator willbe abbreviated fo S.PE.C. when reaured. ray Bue Myrniong Primary Schoo! burke kathy I@ecumal vic govau EGEAIN 620 Voneomond onan cone? Professional Experience Final Assessment (cont. from Final Evaluation - Part 3) > TO BE COMPLETED BY MENTOR TEACHER ON COMPLETION OF PLACEMENT Final Overall Assessment (Please tick one box) Coo oe oe Coo cooFederation 3:2 UNIVERSITY* AUSTRALIA Section 3 - Evaluation Part One / Mid-placement Evaluation » comp.eten ay MENTOR TEACHER/EDUCATOR Professional Experience Assessment Report received via email from Pre-Service Teacher (PST) Y PST has discussed the identified learning tasks to be completed Y Two (2) Learning Goals discussed with PST - (Refer to Learning Log Section 4) Yea Two (2) Leaning Goals documented by PST - (Refer to Learning Log Section 4) Ye6r3 PST Mid-Placement reflection discussed Yo swerne PST Mic-Placement reflection documented Yo tate PST End of placement reflection discussed Yaar PST End of placement reflection documented Yo areng Part Two / Mid-placement Evaluation» comp.eten ay MENTOR TEACHERIEDUCATOR Based on > your discussions with the PST > observations oftheir teaching > feedback concering completed learning tasks > progress towards addressing learning goals, oth te ent rere «Jade spent her frst week observing the classroom and getting a feel for the Kathy Walker program, Dally 5 and Cafe ‘routines in the classroom. She provided support during this time by listening to chidren read, attending specialist programs ‘and working primary withthe lower cohort in the grade, The Two learning goals were identfied for Mid placement were 1. To learn how to conduct and interpret @ running record 2. To ensure that tme management of lessons was consistent During week 2 Jade took on a huge workload, She conducted her fist running record, which we identfied as being Paramount in preparation for her fourth year placement. Jade observed two running records using the Fountas and Pinel ‘Bench Marking System. The first was a Level P and the second a Level |. She then performed a Level L independently and {id so beautifully Jade also tested the children on the comprehension component ofthe test ‘She took on two lessons a day from that point forward along with a focus Dally 6 group working with the lower cohort of students. Most of her lessons centered around Numeracy, Investigations Writing, Modeled Reading, Word Study or Handwriting, Jade always emailed through her extensive lessons 48 hours prior to teaching. Her lesson plans and lessons. consisted of * Clear Leaming Intentions and suecess criteria * Evidence of AusVels indicators * Evidence of the whole, part, whole model * Key questioning During face to face teaching Jace was warm, organised and above all consistent. She handled all ofthe challenges and tests that the children threw at her very well. The one improvement we decided to work on was her time management During instruction, time seemed to slip away and there were a few instances where the children sat on the floor for ‘extended periods if time. Jade continued to work hard on this for the remainder of her placement.Federation 3:2 UNIVERSITY*AUSTRALIA Final Evaluation - Part 1 Professional Standards Report > compteren By MENTOR TEACHER/EDUCATOR ‘At the completion ofthe Professional Experience, please complete this Professional Standards Repor for Graduate Teachers by placing a tick in he appropriate column to indicate the level of development demonstrated by this PST (appropriate to a third year PST). This evaluation should be used when considering assessment in Section 1 Professional Knowledge Commendable $= Satisfactory N= Not Satisfactory NIA= Not Addressed Physical, social and intlloctual development and characteristics of students 1.2 Understand how students lear 1.3. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 414 Strategies for teaching Aboriginal and Torres Strat Islander students 1.5. Differentiate teaching to meet the specific learning needs of students across the ull range of abilities 1.6 Strategies to support ull participation of students with cisabilty Comment: We had several discussions about ditferentiation and Jade always went into lesson with planned extensions in mind ‘She was particulary strong in extending the higher children in Numeracy allowing them to move into using MAB and extending them to work with 4 and § digit numbers. She also identified when the lower chidren were struggling with @ Concept and formed smaller target groups with these children at point of need ee Sa 2:1 Content and teaching strategies of theteachng area 2.2 Cont selection and organisation @ 2.3. Curiculum, assessment and reporting a 24 eure ta nS tt on thence rome zz ww between Indigenous and non-indigenous Austrlins 2.5 Literacy and numeracy strategies 2.6 Information and Communication Technology (IT) Comment: -Jade used the Ipad on several occasions to engage and promote the role ofthe reporter in Investigations. She used the Explain Everything App to allow learning and thinking to be displayed, This was projected onto the whiteboard during reflection tme. All of Jades Lessons were produced with clear AusVels Curriculum outcomes. She used online resources lke Pinterest for scaffolding ideas and conducted professional reading when introducing Multiplication Strategies to the {grade so she was clear on the content and how to teach it Professional Practi 34 3.2 Plan structure and sequence learning programs 3.3. Use arange of teaching strategies 3.4. Select and use resources 3.5. Use effective classroom communication 3.6 Evaluate and improve teaching programs 3.7 Engage parentsicarers in the educative process Comment: Jade used @ range of strategies lke turn and tak, icy-pole sticks for prompting during reflection, Part: Whole: Part and share circles during her teaching. She was very resourceful and created small learning games for Daily 5, focussing on @ number of diferent levels. Jade created part, pat, whole boards for the introduction of addition and often used youtube videos when introducing an new word study concept lke the hard and soft letter Cc. She also engaged with parents during Parent Teacher interviews and with their permission sat in and observed their fast pace natureFederation 3:2 UNIVERSITY*AUSTRALIA Final Evaluation - Part 1 cont Professional Practice C= Commendable $= Satistactory N= Not Satisfactory N/A Not Addressed saming environments 4.1. Support student participation 4.2. Manage classroom activites 4.3. Manage challenging behaviour 4.4 Maintain student safety 4.8. Use CT safely, responsibly and ethically Comment: ‘Jade involved all children in her lessons and could identify quickly when a student had become disengaged, Early on, ‘she managed the chiidren who behaved differently when she was teaching very wel. Some children would call out or fiddle with objects and Jade quickly repeated our rules, explaining why those behaviours were impacting on the grade ‘and their learning. My advice would be to maintain awareness of chien at all times, Even when they cant be seen in ‘areas like the reading corer, rove and move around making contact when possible, Snr ers 5.1. Assess student learning 5.2 Provide feedback to students on their earning 5.3 Make consistent and comparable judgements 5.4 Interpret student data ‘5.5. Reporton student achievement Comment: ‘As mentioned Jade developed her abil to use and interpret running records, In addition to this she administered the ‘SWST (Single, Word, Spelling, Test) to the chitdren in the 7 year old category. Jade then corrected and analysed the spelling pattems in the test from which the children's speliing brick-walls will be developed in Term 3. | would recommend that her 4th year Mentor works with Jade on Assessment fo, of and at learning next year as well as some pre and post testing, particularly in the area of Numeracy, back and rep Professional Engagement 6.1. Identity and plan professional learning needs 16.2. Engage in professional learning and improve practice 6.3. Engage with colleagues and improve practice 64 Apply professional learning and improve student earring Comment: Where possible in her hectic 4 weeks. Jade engaged in professional reading to familiarise herself with concepts. Two of these were how to teach inferring and Multiplication. She was extremely professional and needed to grasp certain Content before she could teach it. Jade consulted George Booker "Teaching Primary Mathematics’ after a discussion we had on the order in which to teach Addition, Subtraction and Multiplication. This resulted in some very visual displays being posted on our Numeracy Wall which can be referred back to even after she has gone. Te 7.1 Meet professional ethics and responsibilities 7.2. Comply with legislative, administrative and organisational requirements 7.3 Engage withthe parentscarers 7-4 Engage with professional teaching networks and broader communities Comment: ‘Jade displayed professional appropriate professional behaviour at al times. pareFederation 3: UNIVERSITY+AUSTRALIA Final Evaluation - Part 2 ES > COMPLETED BY MENTOR TEACHERIEDUCATOR [At the completion of this placement, please provide comment on > the PSTs contribution to the classroom > their performance with reference to the completed Final Evaluation - Part 4 > possible future goals for learning and teaching nn Ee 1 Develop Assessment for, of and at learning tasks to measure student progress in the areas of Mathemat 2 To.continue to develop and maintain ime management skils and strategies that improve student engagement in the classroom. 3, Tomaintain an awareness of where and what students are doing at al times. Develop small prompts and signals to keep them on track. (This will come with experience and increased classroom practice) Jade has been an absolute delight to have in the classroom and we wil all genuinely miss her. Being my fst student teacher in many, many years, | was wondering how it would all fall into place. Would | have to carry her during such 2 busy term? The fear of help versus hinderance was in the back of my mind | can honestly say that | placed a great deal of expectation on Jade, because | knew she would be in a postion of having a class of smiling faces relying on her in no time. | wanted her to be prepared and finish her degree, having walked in the shoes of @ teacher and sampled what it wil one day be ike to plan, test and battle coughs and runny noses. | wanted Jade to be more prepared than | was; to have done a running record, conducted testing and whole topic planning, Not only were my fears completely unfounded, but everything fll nto place. It truly was a partnership Where | had to let go and believe that she could take on all ofthe challenges that | set for her. She built relationships with students and had a few warm fuzzy moments that reinforced why she chose this profession in the first place. In addition to her placement, Jade maintained her before and after school care role which is to be commended, | would ‘ecommend Jade to any future employee and would welcome her back to Mytniong at any time, Final Evaluation - Part 3 — > COMPLETED BY MENTOR TEACHERIEDUCATOR 1. Complete the Final Overall Assessment’ panel in Section 1 (first page) of this report. 2, Email this completed Assessment Report to the S.PE.C. who will sign and forward to the PST and FedUni Professional Experience Team at sea professionalexperience@federation edu au together with completed pay claim form. De eur at um eg aes Cierny SOS a Ry es cncis rats eek ru ces ae eae