Self-Assessment: Summary of weekly goals, reflection and evaluation as of

By Yurina Kanuma (SID 16994863)

goals Progress1 31/03 Progress 2 07/04 Progress 3 12/05 Progress 4 19/05 Progress 5 26/05 Progress 6 02/06

Time management To do list: Jottings of daily Increasingly Schedules Increasing As a whole,

Successful program familiar with helpful in confidence in having a daily to-
Regular schedules has daily program. managing: Total leadership roles do list, daily
been helpful to Regular referral Learning and documenting reflection, jotting
communication
better to Learning Environment in regards to of key
with Mentor understand the Guide etc. has and building daily program. information and
Teacher is very daily program supported skills and Again, schedule regular
helpful clarification confidence for has supported communication
leadership roles this process. with staff has
in daily program been helpful.
To engage in Requested by my Daily Documenting Building Continuing to Daily
professional and Mentor Teacher reflections strategies that authoritative build flexibility, Reflections,
self-reflective for daily helpful to were: successful strategies to resilience and regular
practice document and/or need engage with persistence to constructive
reflections
child/rens improvement is child/ren manage daily feedback from
This has helped observation, together with my Also, the 19/05 program, quality Mentor Teacher
to document and responses in Mentor Teacher Reflection has engagement with and other Staff,
objectify my experiences and/or Educators particular children, families keeping up to
events, Updated to constructive further details and staff. date with work
constructive record from feedback Increasingly Reflecting on etc. has supported
feedback and past jottings: Updating objectifying personal positive and
child/rens strategies on a critical strengths have objective
progress
attendance, daily/regular reflection, helped deep development in
attempt for basis have analysis and reflection for effective
transition and improved my evaluation future strategies.
weather if of principles and improvement Continue
any effect on practice authoritative
childrens practice
experiences.
 Self-Assessment: Summary of weekly goals, reflection and evaluation as of
By Yurina Kanuma (SID 16994863)
To engage in N/A (was not yet added) Pick the best Regular Indoor TLE: Post Outdoor TLE:
authentic, open- timing to conduct engagement Office Pretend Middle yard and
ended play-based the experiences with families Play Setup Indoor TLE: Fruit
interactions and Made resources have More engagement and Vegetable
immediately continued to in environmental Shop Setup
experiences with
accessible strengthen print and/or digital Positive
children
Dramatised and/or partnerships resources engagement in
exaggerated voice, Outdoor TLE: Researched EYLF environmental
movements etc. to Milkshake Principles print and/or digital
gather childrens shop pretend (DEEWR, 2009) resources
high interest and play setup
attention
Build my Focused to being Book Figurine Felt Board
intentional able to articulate, Reading: dramatisation: Dramatisation:
teaching skills reason and justify Goldilocks Goldilocks and Goldilocks and
my actions and and Three Three Bears Three Bears
decisions with Bears Particular success Positive
pedagogy. Adapting in Educator-child intentional
Positive role- learning foci scaffolding, teaching: literacy /
modelling per level of questioning and maths / art etc.
child/ren role-modelling
Build my group Made sure of best Use more Continuing to and Success in
management timing to tell/ask variety in having success set building group
skills child/ren of what verbal and clear expectations management skills
to do non-verbal when engaging continue in
Gathered cues with children future practice
childrens Building on
attention before prosocial
transition/song management
(voice, tone, skills
gestures, non-
verbal cues etc.)
 Self-Assessment: Summary of weekly goals, reflection and evaluation as of
By Yurina Kanuma (SID 16994863)
Reference

Department of Education, Employment, Employment and Workplace Relations. (2009). Belonging, being and becoming: The early years

learning framework for Australia. Canberra, Australia: Commonwealth of Australia.