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Professional Experience - Interim Review Block Placement

Early Childhood Education

(Please highlight) Date of Review Name of Pre-Service Teacher Name of Mentor Teacher Name of Site 15-05-2013 Sarah Parsons Jane Osborne Aldinga Beach R-7 School

Final Year

This assessment should be completed by the pre-service teacher and mentor teacher by the end of the second week of the four week block and by the end of the third week of the six week block. The assessment should form the basis of discussions amongst the pre-service teacher, mentor teacher and university liaison. At the end of this process, pre-service teachers should clearly understand which aspects of their performance are developing effectively and which should be given greater attention, in order that action can be taken to rectify any deficiencies in the final weeks of teaching practice. Please contact the Early Childhood professional experience coordinator if there is an indication that the pre-service teacher is at risk of an overall unsatisfactory grading. Please place an X in the boxes below to indicate the appropriate performance. PROFESSIONAL & COLLEGIAL LEARNING U A S VG O x Comment: During the holidays I attended a teacher planning day at a reception teachers house. This demonstrated awareness of the importance of commitment to professional learning. At the planning I was shown how to use effective professional learning strategies. Also during the planning I accepted guidance and worked cooperatively with the reception professional teaching staff in discussions, review and reflection to improve my knowledge and practice. Before the start of my block placement, I devoted a weekend to attending the reception sleepover with over sixty children, supporting staff in their care of the children. I reflect on and evaluate my professional learning needs with my teacher and other reception teachers. In my remaining time left at Aldinga Beach I have arranged to observe and support some teachers from different year levels. This will enable be to experience different teaching styles and classroom arrangements. LEARNER RESPECT U A S VG O x Comment: I understand the critical relationship between teacher and learner and can intentionally develop and maintain trusting and professional relationships with a diversity of learners. I look at childrens individualities, building relationships, being on the childrens level by getting to know them, how they work and their personality. This is done by talking to the children informally and communicating clearly in the yard or in the mornings e.g., about their weekend. This builds appropriate relationships with the children. My focus on this final placement is to educate the children on the topic Asian Studies. This encourages the children to value and respect social and cultural diversity. I positively advocate for the teaching profession by conveying personal enthusiasm for teaching and learning. I manage confidential information in a very sensible and respectful manner.

PARENT/CAREGIVER & COMMUNITY PARTNERSHIPS U A S VG x O Comment:

LEARNING PROCESSES U A S Comment:

VG

I talk to most parents in the mornings but I wonder if I could take more time away from the children and make conversation with more parents. It is hard when some parents just drop and run, but I need to remember that the children are my number one priority. This is where I need to further develop my skills in building respectful and productive partnerships with parents and caregivers. I attended sports day and socialised with a lot of parents and care givers and attended the reception sleep over where I built respectful and productive partnerships with parents and caregivers.

I am learning more each week. I demonstrate a good understanding of teaching and learning principles. I am using technology (Smart Board and Internet), library resources and personal experiences to help with my planning. I understand the philosophy and structure of the Australian Curriculum and use outcomes from the curriculum in my planning and understand the connections between pedagogy and assessment. I always talk to the children first and explore their prior knowledge on the subject. Instead of just teaching one subject I integrate several subject strands such as literacy, numeracy and technology in each learning activity. I have demonstrated an ability to design and evaluate programs, locate and use various resources and structure learning opportunities to enthuse and engage learners. From observing my mentor teacher I am increasing my knowledge of contemporary learning theory and research, child and adolescent development and connections between pedagogy and practice. To increase my knowledge of different subjects within the school I have arranged to observe classes in Aboriginal Studies, Music, Science, Japanese, Before and After School Care and History. LEARNER CONTEXT U A S VG x O Comment: I build on the childrens prior knowledge and analyse individual needs to plan strategies for and negotiate future learning. I employ a variety of professional and responsive strategies for managing learning activities. For example, the PE teacher was late one day so I took the children for a little fitness lesson until the teacher arrived.

LEARNING CONTENT U A S VG O x Comment: I always make sure I know and understand the content, processes and skills relevant to the educational levels and areas of learning in which I teach. I demonstrate knowledge of the Australian Curriculum in my planning and also demonstrate knowledge of a range of methods, resources and assessment techniques to support collaborative learning. For example, one day the Smart Board froze and wasnt working so I had to think of something on the spot to slightly change the lesson. I moved the children to sit in front of the white board and carried on teaching.

PLANNING & TEACHING U A S VG O x Comment: I plan effectively and am very confident in the role of class teacher I can see myself improving dramatically as the weeks go on. I employ a range of teaching and learning resources and strategies to actively engage all the children and address their learning needs and preferences. I am showing the ability to plan experiences for in-depth learning and to cater for individuals and groups of learners as well as demonstrating the ability to plan and manage Inquirybased Learning. I demonstrate an ability to gather,

FEEDBACK & REPORTING U A S VG O x Comment: With the parents or guardians permission I take photos of what the children have done and refer to these work samples in planning future learning activities. I inform parents of accidents and of their childs progress. For example, I reported to a parent that their child had fallen in the playground and scratched his head. If a child achieves at something I give them a certificate and inform their parent or caregiver. This demonstrates a capacity to provide meaningful,

analyse and use relevant date to plan for and improve teaching and learning e.g. using the Internet, YouTube and library resources. One thing I do need to work on is my confidence with singing to bring the class together as a whole or to get the childrens attention. LEARNING ENVIRONMENT U A S VG x O During the first two weeks of placement, I have arranged and displayed the childrens work and added other resources to make the classroom a more colourful learning environment. At the beginning of the term I shared my knowledge of the children and their work habits in the planning of seat placements. I use a variety of different teaching strategies with the children including one to one approach, small groups, whole group, Interactive whiteboard and the white board. I provide a safe environment, in which children are challenged and encouraged to have a go. In the remaining weeks, I plan to enhance the classroom environment even further, with displays which support and reflect the childrens learning.

respectful, explicit and timely feedback to the children and parents/caregivers. I need to work on taking notes as I am teaching.

GENERAL COMMENT (optional): Sarah has started her teaching prac with confidence and in a professional way. She is organised and ready for her lessons and activities. Sarah has familiarised herself with the general running of the class and has easily made positive relationships with the children. Sarah communicates effectively with students, parents and teaching staff. She asks questions and listens to advice given to her. Jane Osborne

SIGHTED & DISCUSSED BY: MENTOR TEACHER UNIVERSITY LIAISON PRE-SERVICE TEACHER DATE: Jane Osborne Janet Whitten Sarah Parsons 15-05-2013

NOTES FOR MENTOR TEACHERS AND SITE COORDINATORS Both performance ratings and comments are needed and should be made in terms of what may reasonably be expected of pre-service teachers during this teaching experience in an early childhood setting U A S VG O Unsatisfactory: Acceptable: Sound: Very Good: teacher Outstanding: Well above that which could reasonably be expected at this stage Performed below an acceptable standard for this stage Performed at a minimal level for this stage Sound performance from a pre-service teacher at this stage Above that which could reasonably be expected from a pre-service

The completed report must be faxed to the Professional Experience Office. Fax Number: (08) 8201 2568

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