Year 1 – First of two placements over two years in the Early Stage of

Professional Experience.
Please refer to the following guidelines but be aware the Professional Experience Office staff
welcomes calls/email contact, particularly if you have questions.

As a Pre-Service Teacher, you are expected to:

• take part in pre-placement and placement meetings with the university representatives;
• make contact with your school based coordinator prior to placement to discuss starting details
and expectations;
• ensure your first meeting with your mentor teacher/team clarifies teaching time and specific
expectations for the placement;
• learn about the context of the school, its culture, community and values;
• understand and follow all school based expectations;
• set learning goals based on the Australian Professional Standards for Teachers and collect
evidence of having attained them;
• document all lesson plans and discuss content and planning approaches prior to and after
classes;
• be actively involved in the school community (yard duty, professional learning activities etc.);
• be open and proactive about collecting feedback from students, mentors and other colleagues;
• reflect in order to monitor progress, identify learning needs and interests and critically examine
teaching practice;
• keep a copy of the completed Professional Experience Report.

As a School Mentor teacher, you agree to:

• meet with the PST to discuss professional goals and expectations;
• support the PST by welcoming them to the school introducing them to students and colleagues,
providing resources, workspace, timetables, policies and curriculum materials;
• arrange regular meeting times with the PST to discuss lesson plans, offer support and reflect on
progress;
• share personal professional knowledge/readings, teaching experiences and passion for teaching;
• offer both written and verbal feedback in a timely, ongoing manner;
• pose thoughtful, open questions to encourage the PST to think about their practice and justify
their actions;
• be involved in the PST’s final assessment by completing the report, sharing the contents, having
the student sign off and ensuring that he/she takes a copy and that the school based coordinator
is able to return the evaluation form to the Professional Experience Office as soon as possible
after the placement.
By completion of this placement, the PST is expected to have:
• observed a range of students in different contexts and subject areas;
• planned and assessed sequential units of curriculum so that student learning is effectively conceptualized,
evaluated and organized;
• discussed lesson plans with their school mentor teacher/s prior to each lesson as well as after;
• reflected on their strengths and future needs as learners and teachers;
• familiarised themselves with the school policies and practices;
• engaged in extra-curricular activities, attended meetings and become familiar with the diversity of roles and
expectations of being a teacher;
• reflected on their learning and researching questions as they arise;
• continue to develop a professional portfolio that provides evidence of professional knowledge, professional
practice and professional engagement based on the Australian Professional Standards for Teachers
(Graduate)

The Coordinator is asked to:

• allocate pre-service teachers to appropriate supervising teachers;
• meet with pre-service teachers at the beginning of the placement and provide them with information
relating to the school procedures, programs and administration;
• provide pre-service teachers with information about what materials and resources are available within the
school to assist their planning and teaching;
• receive and distribute Deakin University material;
• see each pre-service teacher and provide them with feedback if possible;
• ensure that assessment and report forms are completed, discussed with the pre-service teacher and then
email back to Deakin University at the conclusion of the placement (please keep a copy for school records);
• ensure that any days a pre-service teacher is absent are made up;
• contact Deakin University if a pre-service teacher fails to attend at all, is absent for more than 2 days, is likely
to receive an unsatisfactory or “at risk” report or is experiencing difficulties;
• forward the claim forms for payment to Deakin University Professional Experience Office

Supporting Professional Experience “At Risk” or “Unsatisfactory”

Deakin has developed the Pre-service Teacher at Risk Procedure. This process is to be used only when a PST has
been identified as being ‘at risk’ of failure during placement.
1. Mentor teacher identifies the likelihood of an “At Risk” or “Unsatisfactory” assessment and contacts the School
Based Coordinator (SBC).
2. The SBC arranges a visit from a Deakin representative as soon as possible.
3. Shared consultation and support for all stakeholders offered with direction to continue or options.
4. A Deakin representative must be engaged before an “At Risk” or “Unsatisfactory” assessment can be recorded.ded.
Deakin will conduct a formal review process for every pre-service teacher deemed “At Risk” or “Unsatisfactory”.
A Deakin representative will be available “at call’ every placement. Every pre-service teacher will meet with a Deakin
representative at least once for every placement from the beginning of second year

Assessing the PST and completing the Report Form

• The Report Form includes criteria that are aligned with the Australian Professional Standards for Teachers
(Graduate).
• Report Forms must be completed before the end of the placement. Mentor Teachers should arrange a
meeting with the PST to discuss the feedback and PSTs should complete a personal reflection on their
learning during the placement.
• The PST should be assessed against the expectations for a competent beginning teacher in a school at the
completion of their placement.
• Report Forms must be promptly returned within one week of the completion of the placement, to the
Professional Experience Administrator at Deakin University, located at the Professional Experience Office.
Year 1 – Early Stage
Professional Experience Office
of Professional Experience
Faculty of Arts and Education
ETP 102 Deakin University
(5 days) 221 Burwood Highway
Theme for the Practicum – Social BURWOOD VIC 3125
Contexts of Education – social issues Return email ETP102
and social theories and concepts kerry.b@deakin.edu.au

Phone 9244 5077

PLACE CURSOR ON EACH GREY FIELD AND KEY IN THE RELEVANT DETAILS

Pre-service teacher name: Lucy Walton Deakin PST #: 215080081

School: Mitcham Primary School ABN: 41 311 967 211
School Coordinator of pre-service Heather Wood Year level/s: Prep
teachers:
Name of supervising teacher: Val. Berardini Total number of days: 5
Dates of attendance: 31/8 - 4/9/2015 Dates absences made up: N/A
Dates of absence: N/A

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• Professional Practice
o Conduct and record observations of class, teacher and school routines
o Supervise the learning activities of small groups of students within the classroom
o Conduct learning conversations with individual students
o Conduct team teaching with mentor teacher and where possible pre-service
colleagues

• Professional Engagement
o Attend meetings, yard duty, school activities and any other professional activities
that the school offers
o Collate all observations, teaching reflections, policies, anecdotal data, timetables
and records of participation in professional activities into a teaching portfolio
The pre-service teachers will probably require extensive guidance and support. The experience
should begin with observation of teacher, supervision of learning activities set by mentor and
move to collaboratively preparing for and team teaching with their colleagues and mentor teacher
for at least one lesson. Mentor teachers may wish to comment on whether the pre-service
teachers have taken up opportunities to assist and learn in both the classroom learning routines
and school activities. The information in this report should mainly refer to the degree to which the
pre-service teacher orientates him/herself to the new role of teacher in the primary learning
environment.
The report and the teaching portfolio should be used as catalysts for constructive discussion and
the report should be completed by the mentor teacher in consultation with the pre-service
teacher.
* In each rubric, codes are used to identify the domain, standard and focus from the AITSL National
Professional Standards for Graduate Teachers to which the attribute can be associated.
Please click on the appropriate check box to make one selection only for each standard. Simply click again if you wish to remove
the check.

CRITERIA

Professional Knowledge – Early Stage – First No opportunity Needs work Meets Exceeds
to observe on meeting expectations expectations
interaction with students and teachers. expectations

understands how students learn and the implications for

teaching
PK1.2

Professional Practice – Early Stage – First No opportunity Needs work Meets Exceeds
to observe on meeting expectations expectations
interaction with students and teachers. expectations

demonstrates empathy, and a positive regard for and rapport

with learners
PP3.5, PP4.1, PP4.4, PE7.1
Recognizes the persona of a teacher in interaction with
learners
PP4.3, PE7.1
shows respect to school staff, teachers and colleagues
PP4.3, PE6.1, PE7.1

Professional Engagement – Early Stage – First No opportunity to Needs work on Meets Exceeds
observe meeting expectations expectations
interaction with students and teachers. expectations

Begins collecting for a Professional Experience Journal

PE6.1, PE6.2

develop rapport with staff and teachers

PE6.3, PE7.1
engages with the teaching profession
PE6.2, PE7.2
takes/shows initiative
PE6.3, PE7.1. PE7.2
is punctual & reliable
PE7.1, PE7.2
Is groomed and dressed appropriately
PE7.1

Comments
Pre-service Teacher Evidence (space will expand as you add text)

Teacher Comment (space will expand as you add text) Lucy was punctual to all classes and greeted the students
warmly each day. She was very interested in the mulit cultural diversity of the students in the classand adjusted
her language appropriatly when interacting with the EAL students. She was sensitive to the needs of a student
with particular learning difficulties and was very interested in how students learn. She observed students during
their specialist classes and had an opportunity to observe students in a Montessori setting. She attended a
professional development day and was inspired by the speaker Dr Jane Pollock using the GANAG strategies in the
classroom. She worked with small groups of students during Literacy, listened to students read and supported the
students with their Father's Day activities. She recorded her observations, used her initiative and asked relevant
questions.

Reflections (completed by pre-service teacher): Areas of strength, areas needing development

My aim for this week was to learn all of the students' name within the first day, to get to know them personally
and to be approachable with any questions that the preps needed help with. I believe that all of those were my
strengths. I need to develop more of an understanding that every child learns differently and that not all
teaching strategies work for every child. I need to also develop a higher understadning of the curriculum for
students and engage them throughout the day. I also believe that I need to deveop different ideas when it
comes to teaching. For example this week I observed singing classes and cued articulation for sounding out
words, which is something that I was not aware of.

General Comments (completed by supervising teacher): Areas of strength, areas needing development
It was a pleasure to have Lucy in my class. She is very eager to learn and to improve her knowledge of the
curriculum and how students learn. I wish her all the best in her future studies.

General Comments (completed by School PST Coordinator, Assistant Principal or Principal):

I received very positive comments about Lucy and her interactions with both students and staff. I wish her well
in her chosen career.
In relation to the relevant developmental stage and in response to the comments made above
please tick the appropriate comment for this pre-service teacher.

Has exceeded the expectations for this Professional Experience

Has satisfied the expectations for this Professional Experience

Is at risk, having fulfilled some but not all expectations for this Professional
Experience
Will require support to meet the expectations of the next placement.

Has not satisfied the expectations for this Professional Experience

Signature of pre-service teacher coordinator: Heather Wood

Date: 9/4/2015
 Signature of pre-service teacher: Lucy Walton
(verifying they have sighted this report)

Date: 9/4/2015

“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”

Signature of supervising teacher: Val Berardini

Date: 04/09/2015