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Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

Placement Days

1) Preservice Teacher Placement Days Completed

Yes

No

Professional Knowledge

2) Supervising Teacher Comment:Professional Knowledge

Outstanding

Good

Satisfactory

2018/12/04 03:00:18 NM. Page 1 of 6


Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

2) Supervising Teacher Comment:Professional Knowledge

Unsatisfactory
Pierce embraced classroom life with increasing confidence and had a warm and caring manner with his young students.
Pierce has a gentle manner with the children, who readily responded to his friendly, caring nature. Over the placement
he has focussed on structuring lessons to suit the children’s concentration spans and to be flexible in his expectations.
Pierce is encouraged to be more proactive in stepping in and helping willingly, taking small groups and tutoring
individuals without prompting. Pierce became attentive to the individual needs of students and child development at this
level. Towards the end of the placement Pierce was more able to target the learning needs accordingly, catering for both
students with learning difficulties and those requiring extension. Although we have no students who identify as aboriginal
in our Prep School community, Pierce did make cultural connections for our students; particularly through an Assembly
presentation which focussed on cultural backgrounds.

Pierce became more committed to understanding the Year 1 curriculum (both Australian Currciulum and PYP
framework) but is encouraged to continue to seek out ways in which he can grow in his knowledge and understanding.
Pierce actively participated in some internal professional development. Pierce responded well to feedback and, as a
result, his lesson planning began to reflect his use of professional resources and knowledge of content and standards.
Pierce has begun to identify that, at times, he may need to deviate from his plans when student learning requires him to
do so. He was able to modify what he had planned, to best suit the needs of his students.
Over the practicum Pierce independently planned series of lessons in all key learning areas, organising them logically
and began to include a greater variety of learning strategies to help the boys understand new concepts and check their
progress. Effective use of ICT was highly engaging for the boys and supported the boys’ engagement in his lessons.

Pierce has also honed his behaviour management skills to make clearer his expectation that the boys adhere to the
class essential agreements during learning time.

Whilst Pierce has a natural ability to make strong connections with his students at a social/emotional level, Pierce needs
to continue to increase his knowledge of the curriculum as a whole and further understand how the learning activities he
provides can best meet the learning needs of his students.
Professional Practice

3) Supervising Teacher Comments:Professional Practice

Outstanding

Good

Satisfactory

2018/12/04 03:00:18 NM. Page 2 of 6


Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

3) Supervising Teacher Comments:Professional Practice

Unsatisfactory
Pierce began to plan more effectively in the last weeks of his placement, producing lesson outlines which were
becoming well sequenced and detailed enough to support his delivery. I encourage him to reference learning goals to
the Australian Curriculum by navigating the AC website. Whilst Pierce joined the Year 1 staff in planning he found it
difficult to be an active member of the group. He has begun to address each of the teaching goals set; reviewing
previous learning, introducing new concepts, questioning at higher/lower levels, setting practice activity, student
reflection but still needs to focus on planning for a wider variety of learning experiences and especially focussing on
more ‘hands-on’ experiences. Pierce independently planned and delivered lessons to the whole class for four weeks of
his placement. Pierce is encouraged to spend a lot more time in long-term planning to assist him to understand the
direction for weekly and daily planning. During this time he experimented with student grouping and organisation, and
began to create some teaching resources.
Pierce established very positive relationships with the children. As Pierce became more confident and began to see
himself as the teacher, his lessons became more engaging. Pierce made his learning intentions clear verbally but is
encouraged to make this visual for his students. There was dedicated focus time and practice time in each lesson. He
experimented with some whole group/ small group/ rotation lessons, building some differentiated activities into the
teaching. He utilised the core resources used in our school (Jolly Phonics, Essential Maths), effectively complementing
them with his own ideas and independently sourced resources.
Pierce has begun to identify the need to develop a cache of teaching resources and to seek appropriate equipment to
support his teaching. Pierce began to see the need to prepare activities in advance to collaborate with his mentor to
ensure they were appropriate.

Pierce engages in insightful self-reflection of his teaching and looks for ways to refine his approach. He quickly learnt
the language and culture of the profession at our school and as he became a more active member fitted in well with the
staff and student communities.

Throughout the practicum Pierce reflected on behaviour management strategies and modified these as required.
Behaviour management is a becoming a strength for Pierce. He is beginning to review essential agreements, attend to
positive choices, create calm settling techniques and uses behaviour tracking tools more effectively. It is Pierce’s calm
and respectful manner with the children which was most impressive and assisted him in maintaining positive
relationships with his young students. Pierce practised voice variation and consistent expectations to establish and
maintain a workable learning environment. Safety and due care were always foremost in Pierce’s mind as he checked
school policy and professional protocol along the way.

Pierce became more interested in how we plan for curriculum coverage and in our tracking and reporting procedures
towards the end of his placement. He had the opportunity to to design summative tasks and assessment rubrics, based
on Australian Curriculum standards to assess the progress of children but did not engage in this. More thorough long
term planning should assist Pierce to include assessment as a part of his planning and implementation. Pierce offered
the students timely feedback and through his research project was able to identify his need to provide more specific
feedback. He was able to do this towards this placement.

Professional Engagement

2018/12/04 03:00:18 NM. Page 3 of 6


Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

4) SupervisingTeacher Comment:Professional Engagement

Outstanding

Good

Satisfactory

Unsatisfactory
Pierce participated in the professional learning and planning undertaken by our staff each week. He was present for
collaborative team planning and sought information about school policy, codes of practice, and safe schools protocols.
He actively participated in some internal professional development on language, mathematics and assessment and
reporting. After these sessions Pierce asked pertinent questions and made relevant and insightful observations. Pierce
had a little difficulty assimilating into learning teams and is encouraged to ensure he brings energy and a willingness to
fully participate during professional learning and planning sessions.

Pierce has been a friendly participant in staff collegiality, and has no doubt learnt much about teacher passions and
concerns in the staff room. He has also been polite to parents and engaged with them in a professional manner.
Placement Outcome

5) Placement Outcome

Satisfactory

Unsatisfactory

Comments

6) Professional Experience Context

2018/12/04 03:00:18 NM. Page 4 of 6


Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

6) Professional Experience Context

Year 1 classroom in Independent boys' school consisting of 19 students. The planning and some implementation is
done as a team with the one other Year 1 classroom teacher.

7) Professional Inquiry Project focus

Employing clear and strategic teaching strategies through the use of feedback to promote better learning outcomes.

8) Professional Inquiry Project curriculum area

All areas of the curriculum

9) Summative Comments by Supervising Teacher/s

Pierce has completed his teaching placement in Year 1 classroom consisting of 19 students in an Independent Boy’s
School. He has recognised the need to embrace school life, join in all classroom and staff activities to develop a broad
overview of the life of an educator in a busy primary school. He participated in professional dialogue and asked
questions to hone his understanding of school organisation and policies, and our ethical responsibilities to the students.
Pierce’s friendly but professional manner made integration into the staff community easy for all. He presents well, is
always punctual and friendly and has acknowledged the need to ensure he at least expresses enthusiasm and positive
engagement throughout the whole day and beyond.
Once Pierce felt comfortable he was keen to teach as much as possible and began to prepare his lessons thoughtfully,
using recommended teaching resources. HIs self-reflection showed an astute awareness of his teaching, whether it be
honing behaviour management, looking at varying learning modalities, adjusting delivery speed or level of difficulty.
Given options about planning, Pierce required some assistance but was becoming more confident to choose his own
pathway, linking his lessons together more effectively. Pierce displayed greater initiative towards the end of his
placement but is encouraged to ensure he displays the energy for working with the children each day; tutoring, helping
with classroom chores, and acting wherever he sees a need. He was able to assess the individual abilities of the
children, and began to consider differentiating to accommodate for them. Again, strong questioning skills and a genuine
interest in the needs of each learner was evident throughout the placement.
Piece has proved to have an impressive ability to engage with students at an individual level and his increased
confidence toward the end of the placement suggested that Pierce has the ability to be a successful beginning teacher.
I wish him well and great success in his teaching career.

2018/12/04 03:00:18 NM. Page 5 of 6


Placement Assessment Report

Assessment Report - 2018 EDUC5190 PER 3


Assessment Report - 2018 EDUC5190 PER 3
Campaign run from 27/08/2018 to 31/12/2018
Responded on 16/10/2018 at 15:57

Student: Pierce Seymour


Agency: Prince Alfred College - Junior School
Supervisor: John Shackleton

Placement Result: Pass

10) Summative Comments by Site Coordinator

Pierce has completed a successful teaching placement at Prince Alfred College. He was punctual and always dressed
professionally. He has a warm and gentle nature and developed good relationships with colleagues and students.
Pierce showed good progress over his time with us and I am sure he has a bright future in education.

2018/12/04 03:00:18 NM. Page 6 of 6