Partnerships - EMTS: End-of-Practicum Report

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OI PRA(TICUM RIPORT

Master ofTeaching in Secondary Education preservice teachers can be expected to display interest in teaching as a career, awilreness ofpersonal
relations in teaching and an inquiring attitude to teaching and leaming. There are three domains, Professional Knowledge, Professional Practice and
Professional Engagement alongside seven core standards that we ask you to reflect and write upon when providing feedback to preservice teachers.
The criteria in the report are derived from the Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teacher

Standards.Acopyofthestandardscanbefoundathttp://www.aitsl.edu.au/verue/ resources/Accreditation-olinitial teacher-education file.pdf

This report should be completed in consultation with the preservice teacher and other relevant colleagues. A brief comment for each main Standard
will be sufficient. Mentor teachers are encouraged to describe specific achievements, identify areas of concem and make recommendations for
future development.

Preserviceteachersareexpectedtokeepajoumalcontainingreflections,evaluationsandthoughtsaboutthisProjectPartnershipwork. These
become examples and evidence ofhow they meet each ofthe seven core standards ofteaching. This evidence should be shared with the mentor
teacher prior to the completion ofthis report.
PP End of Practicum Report Deadline:Week beginning I 6th September 20 1 6 - Preservice teachers must read and acknowledge that they have read
this report by checking the tick box next to Preservice Tbacher and entering their name und er the Compulsory Signatures section. Mentor teachers
required to do the same before the report can be sent to Victoria University. Two copies ofthis report (one for the mentor and one for the preservice
teacher) must be printed while sending the report electronically to Mctoria University.

PRESERVICE TEACIIER DETAILS

ID 4547059

Family Name:

HIGGINS

Given Name: STEPHANIE

Teaching Method:

English

Year LeveVGrade: Year 10

PARTNERSHIP SCHOOL DETAILS

School Name: Point Cook Senior Secondary College Street: Cnr Boardwalk Boulevard
B Suburb: Point Cook Post code:3030 Phone: 9395 9271
Mentor Teacher: Kate

Kennedy

& Bergamot Drive OR

P.O

School Partnership Coordinator: Anna Dansie

END OF PRACTICUM ASSESSMENT

At a level ofpractice and understanding expected in the Master ofTeaching, the preservice teacher is consolidating their understanding of
professional knowledge. This graduating competence needs to address all aspects ofteacherknowledge, practice and engagement as listed. At a
level ofpractice expected ofthe graduating teacher, please comment on areas ofstrength and/or aspects needing improvement in relation to the

foilowing standards.
Note: Please referto the AITSL National Graduate Teacher Standards fora listing ofthe specific characteristics expected undereach ofthe seven
standards below.
These characteristics ofteachers'knowledge, practice and professional engagement have been identified by teachers and teacher educators as
essential for the preparation ofmembers ofthe teaching profession. This list ofstandards and characteristics provides a guide to effective teaching
practices that all teachers graduating from a course ofpreservice teacher education should have the opportunities to consider, understand and

develop

as

identified by the Australian Institute for Teaching and School Leadership.

Please complete the form using these symbols - A: aboye expectdtion B: at expectation C: below expectation NA: not applicable
PROFESSIONAL KNOWLEDGE

Preservice teachers in the Master of Teaching will develop their understanding of how teachers:

.
.

know students and how they

learn
it

know the content and how to teach

COMMENTS ON PROFESSIONAL KNOWLEDGE:

Stephanie has demonstrated an ability to plan units ofwork consistent with the school carriculum and relevant study design. She plans his
lesson which adhere to the POLT and follows the GANAG and workshop model and has expeimented with a number of differing teaching
and leaming theories, such as, inquiry based learning and the GRR model. These models are consistent with the school's leaming model; the
PCSSC Leaming Cycle. Stephanie plans lessons and considers multiple ways of dffircntiating in order to caterfor all types of learners. She
modifies units of workfor students with additional needs and is able to identify, cater to and engage students and both ends of the spectrum.
Please indicate development

in relation to the Professional Knowledge domain:

S fS: Satisfactory; N:

Unsatisfactory)

PROFESSIONAL PRACTICE

Preservice teachers in the Master ofTeaching will develop their understanding ofhow teachers:

.
.

learning
create and maintain zupportive and safe learning environments
assess, provide feedback and report on student learning

plan for and implement effective teaching and

A
B

COMMENTS ON PROFESSIONAL PRACTICE:

Stephanie has also used the worl<shop model for planning assessment and has shovvn a citical understanding of both formative and
summatiye assessment. Stephanie regularly embeds reflective strategies into the teaching and leaming program and has shared these
strategies, through film, to the whole staff. Stephanie conferences with students on a regular basis and provided individualised feedback to
students. She should continue to work on collating and analysing data as a means of directing the future direction of lesson and to inform her

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Partnerships - EMTS: End-of-Practicum Report

of her strengths and areas for improvement in each unit. Stephanie has developed strong working relationships with students and this has
helped her to create a positive learning environment that has an emphasis on learning success. Her classroom is one that is built on positive
and inclusive learning for all students. She regularly encourages students to share their work and has created a culture of inclusivity,
encouragement and growth. Furthermore, Stephanie uses her knouledge of the ways her students leam, and lotowletlge of their interests to
infotm her teaching practice. She has embedded a range of intinsic and extinsic motiyators to recognise student effort and bolster success.
This has led to greater participation and improved learning outcomes for students in Stephanie's classes.
Please indicate development

in relation to the Professional Practice domain:

(S: Satisfactory;

N:

Unsatisfactory)

PROFESSIONAL ENGAGEMENT

Preservice teachers in the Master oflbaching

.
.

engage in professional
engage professionally

will

develop their understanding of how teachers:

learning

with colleagues, parents/carers and the community

COMMENTS ON PROFESSIONAL ENGAGEMENT:

Stephanie has been an active professional at PCSSC and has contributed to a range of sporting and literacy activities. She also
facilitated an
after school writing club. She attended, and initiated, parent meetings, participated in whole school PD and regularly contibuied at KLA
meetings.
Please indicate development in

relation to the Professional Engagement domain:

(S: Satisfactory;

N_- LtnsatisJitctory)

OVERALL ASSESSMENT

(S: Satisfactory; N= Unsatisfactory)

MENTOR TEACHER'S RESPONSE

In addition to the comments above, it should be noted that Stephanie is a conscientious and enthusiastic teacher who would make

a positive
addition to any team. Her understanding of how students learn, commitment to engaging student and understanding of dilJbrentiation and
modified programs isfar beyond her level ofteaching practice.

PRESERVICE TEACIIER'S REFLECTIVE RESPONSE

Throughout nty six week placement at Point Cook Senior, I grew as an individual and as a teachex I have leamt new skills that will benefit
my cdreer of being a high school English and Humanities teacher I feel like my strength lies in
forming a relationship with students based on
mutual respect and encouragement which enables students tofeel confident in my clasa,oom and makei me morc apptoachable ifthey need to
conferencewith me, Even though I have used various point of accessfor students with dffirent leaming capabilitiis, I believe i can'funher
imprcve this which is an area I aim to work on. I atn grateful for my mentor's support and advice duing my placement and have done my
best to implement any of their comments into my teaching style and lesson plans.
SIGNATURES

Preservice

Mentor

Teacher: { I have read this report

Teacher: / I have read this report

Name:

Stephanie

Higgins Date:

Name: Kate Kennedy

Date:

September 15,2016

September 15,2016

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