Year  3  –  First  of  two  placements  in  the  mid-­‐stage  of  Professional  Experience.  
Please  refer  to  the  following  guidelines  but  be  aware  the  Professional  Experience  Office  staff    
welcome  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  3  –  Mid  Stage  of  

Professional  Experience  Office  
Professional  Experience  
  Faculty  of  Arts  and  Education  
ETP  301   Deakin  University  
(10  consecutive  days)   Locked  Bag  20000    
  GEELONG  VIC  3220    
Theme  for  the  Practicum  –  Pedagogy  –   Return  email                      ETP301  
students  will  examine,  plan  and  develop   artsed-­‐peo-­‐g@deakin.edu.au  
pedagogic  strategies  to  promote  student    
growth  and  learning.   Phone   5227  1470  
 
 
 
 
 
PLACE  CURSOR  ON  EACH  GREY  FIELD  AND  KEY  IN  THE  RELEVANT  DETAILS  
 
 
Pre-­‐service  teacher  name:   Rachel  Logan   Deakin  PST  #:    

School:   St  Joseph's  PS   School  ABN:    

Warrnambool  

School  Coordinator  of  pre-­‐service   Jim  Guinan   Year  level/s:   3/4  

teachers:  
Name  of  supervising  teacher:   Christine  Thompson   Total  number  of  days:    

Dates  of  attendance:   9   Dates  absences  made  up:    

Dates  of  absence:   0      

 

Guidelines  for  using  this  report  form:  

This is the pre-service teacher’s third experience in a primary education setting. Supervising
teachers should review the expectations laid out here with pre-service teachers on or before day
one of their placement. The focus of this placement is: Pedagogy – students will examine, plan
and develop pedagogic strategies to promote student growth and learning.
The pre-service teachers will require guidance and support. The experience should begin with
observation of supervising teacher, supervision of learning activities set by supervising teacher
and move quickly to preparing and teaching for two lessons per day and move toward full control
for a day by end of the placement. Supervising 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 refer to the degree to
which the pre-service teacher has embraced the role of teacher in the primary learning
environment but focus on their use of curriculum documents to develop individual lesson plans,
units and weekly planners.
This report should be used as a catalyst for constructive discussion and be completed by the supervising
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.

Professional  Knowledge  –  Mid  Stage  –  Third  Interaction  with  students  and  teachers.  
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   No  opportunity   Needs  work   Meets   Exceeds  

to  observe   on  meeting   expectations   expectations    
expectations  
 
plans  curriculum  taking  into  account  the  physical,  social  and  
intellectual  development  and  characteristics  of  students  and  
how  these  may  affect  learning          
PK1.1,  PP3.2  
plans  curriculum  to  embrace  the  diverse  linguistic,  cultural,  
religious  and  socioeconomic  backgrounds  of  their  learners          
PK1.3,  PK1.4,  PP3.1,  PP4.1  
understands  how  students  learn  and  the  implications  for  
teaching          
PK1.2  
plans  curriculum  that  promotes  reconciliation  between  
Indigenous  and  non-­‐Indigenous  Australians            
PK2.4  
demonstrates  knowledge  and  understanding  of  the  concepts,  
substance  and  structure  of  content  of  teaching  area          
PK2.1  
utilises  effective  pedagogical  approaches  specific  to  the  
content  area  being  taught  
       
PK2.1  

       
Comments  
 

Pre-­‐service  Teacher  Evidence,  including  impact  on  student  learning(space  will  expand  as  you  add  text)  
During  my  professional  experience  with  grade  3/4  I  have  learnt  much  about  class  differentiation  and  
planning  for  students  needs.  I  feel  there  is  still  a  lot  to  learn  regarding  the  structure  and  curriculum  links  
when  plannning.  
 
Teacher  Comment,  including  impact  on  student  learning  (space  will  expand  as  you  add  text)  Rachel  has  
demonstrated  a  positive  and  enriching  relationship  with  students  and  this  has  allowed  her  to  begin  to  gain  a  good  
understanding  of  how  all  students  learn  differently  and  have  varied  needs.  She  has  worked  with  a  variety  of  
children  whereby  she  has  had  to  alter  her  teaching  focus  to  ensure  her  program  meets  the  needs  of  all  these  
children.  Rachel  regularly  asked  for  input  and  advice  on  how  to  structure  her  lessons.    
 
   
  
Professional  Practice  –  Mid  Stage  –  Third  interaction  with  students  and  teachers.  

CRITERIA   No   Needs  work   Meets   Exceeds  

opportunity   on  meeting   expectations   expectations    
to  observe   expectations  
 
demonstrates  empathy,  and    a  positive  regard  for  and  rapport  
with  learners            
PP3.5,  PP4.1,  PP4.4,  PE7.1  
is  aware  of  and  can  use  a  range  of  strategies  to  establish  a  positive  
and  inclusive  learning  environment            
PP3.3,  PP4.1  
establishing  challenging  learning  goals.  
PP3.1  
       

plan  lesson  sequences  consistent  with  relevant  curriculum  

statements  and  frameworks            
PP3.2  
is  aware  of  and  can  use  a  range  of  resources,  including  ICT,  to  
engage  learners          
PP3.4,  PP4.1,  PP4.4  
use  ICT  and  other  learning  technologies  safely,  responsibly  and  
ethically          
PP4.5,  PP4.4  PP3.4,  PP4.1  
implements  classroom  management  routines  and  practical  
approaches  to  manage  challenging  behaviour          
PP4.2,  4.3  
is  aware  of  and  uses  a  range  of  strategies  to  challenge  learners  in  
their  thinking  and  skills          
PP3.1,  PP3.3  
evaluates  to  improve  teaching  programs  
PP3.6            
 

Comments          

Pre-­‐service  Teacher  Evidence,  including  impact  on  student  learning  (space  will  expand  as  you  add  text)  I  
really  enjoyed  getting  to  know  the  kids  and  how  they  learn.  Throughout  the  practical  Christine  provided  me  with  
tips  and  strategies  for  me  to  practise  in  regards  to  classroom  management.  I  found  these  strategies  useful  and  with  
more  practise  they  may  become  more  successful.    
I  felt  more  confident  and  comfortable  than  previous  years  teaching  a  whole  class  and  am  looking  forward  
to  more  experience  later  in  the  year.  
 
 
Teacher  Comment,  including  impact  on  student  learning  (space  will  expand  as  you  add  text)  Rachel  is  
learning  to  use  a  variety  of  teaching  strategies  to  keep  students  engaged.  Her  classroom  communication  
has  improved  greatly,  especially  in  the  area  of  varying  voice,  gestures  etc.  Her  verbal  instruction  has  
become  much  clearer  and  precise  and  her  ability  to  prompt/probe  further  is  developing.  Supporting  and  
being  aware  of  those  in  greater  need  and  being  able  to  individualise  instruction  is  developing  well.    
 
 
 

   
  
Professional  Engagement  –  Mid  Stage  –  Third  Interaction  with  students  and  teachers.  
No  opportunity   Needs  work  on   Meets   Exceeds  
CRITERIA   to  observe   meeting   expectations   expectations    
expectations  
 
demonstrates  an  understanding  of  the  complex  nature  of  the  
learning  community  and  the  teacher’s  role          
PE7.2,  PE6.1  
performs  in  a  manner  that  demonstrates  a  willingness  to  become  
a  member  of  the  teaching  profession          
PE7.1,  PE7.2  
demonstrates  an  understanding  of  professional  engagement  and  
conversation  as  an  integral  part  of  the  learning  process  for  
teachers          
PE6.2,  PE6.3,  PE7.1  
applies  the  key  principles  described  in  codes  of  ethics  and  conduct  
for  the  teaching  profession          
PE7.1,  PP4.3  
engage  with  parents/carers  
PE7.3          

       
Comments  
Pre-­‐service  Teacher  Evidence,  including  impact  on  student  learning  (space  will  expand  as  you  add  text)  I  
thoroughly  enjoyed  my  time  at  St  Josephs.  All  the  staff  were  welcoming  and  made  me  feel  comfotable  at  the  
school.  Being  involved  in  meetings  and  professional  development  days  provided  me  with  great  professional  
experience  of  what  to  expect  as  a  teacher.    
 
 
Teacher  Comment,  including  impact  on  student  learning  (space  will  expand  as  you  add  text)  Rachel's  
professional  attitude  towards  all  facets  of  school  life  over  this  placement  round  has  been  excellent.  She  has  been  
punctual  and  has  contributed  when  needed  ie  staff  meetings/unit  meetings.  
 
 
   
  

 
 

Reflections  (completed  by  pre-­‐service  teacher):  Areas  of  strength,  areas  needing  development  
Overall  I  feel  that  this  placement  was  successful.  I  am  feeling  more  confident  in  my  teaching  and  am  looking  
forward  to  more  placements  and  experiences.  There  are  definitely  areas  that  I  wish  to  build  upon  such  as  
classroom  management  and  indepth  planning.  I  also  wish  to  work  toward  more  lessons  per  day  and  potentially  
creating  my  own  weekly  planner.  

Another  area  that  I  wish  to  develop  is  assessment  of  students.  After  completing  tasks  during  lessons  I  would  
often  have  work  samples  but  did  not  do  any  assessment  of  the  student.  

Christine  and  the  grade  3/4  provided  me  with  a  fantastic  experience  that  I  have  taken  much  from.  

General  Comments  (completed  by  supervising  teacher):  Areas  of  strength,  areas  needing  development  
Rachel  Logan  has  made  a  terrific  start  with  her  placement  in  a  grade  3/4  classroom.  She  has  so  far  demonstrated  
great  planning  and  preparation  with  small  group  and  whole  grade  lessons  and  has  shown  great  organisation.  Her  
enthusiasm  to  learn  is  evident.  Rachel  is  settling  into  our  school  setting  professionally  and  has  demonstrated  an  
understanding  of  the  role  the  teacher  has  within  the  classroom  and  within  the  whole  school  setting.  She  has  
began  to  build  a  very  positive  rapport  with  all  children  in  the  classroom  and  her  warmth  and  attentiveness  
towards  them  is  great  to  see.    Rachel  will  continue  her  great  work  on  developing  appropriate  lessons  in  
consultation  with  me  and  we  will  also  concentrate  now  on  working  on  her  time  and  classroom  management  
within  the  classroom.    We  will  also  endeavour  to  look  more  closely  at  providing  feedback  and  reporting  on  
student  learning.  Well  done  Rachel  on  a  fantastic  start  in  middle  school.      

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

   
  

 
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:    

Date:    

Signature  of  pre-­‐service  teacher:   Rachel  M  Logan  

(verifying  they  have  sighted  this  report)  

Date:   5/21/2018  

“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:        
Date: