School of EducationTeKuraMtauranga

Evaluative Lecturer Report

Date: Thursday, 18 June, 2015
Students Name: Kate Davidson

Associate Teacher: Julie Marshall

School/Centre: Greenhithe School

Year Level: Year 2

Placement:

Evaluative Lecturer: John Widdup

This report is derived from observations of the student teacher, review of the Student Teachers goals, documentation and
other required assignments during practicum in conjunction with discussions with the student and associate teacher.
Please rate the student teacher by circling the appropriate performance rating for this stage of their practice, in each
section. It is essential that you add comments to support your chosen rating. These sections are based on the Graduating
Teacher Standards: Aotearoa New Zealand (see AUT University Practicum Handbook p.15). Additionally these can be
viewed at www.teacherscouncil.govt.nz

Professional Qualities:
Basic

Proficient

Advanced (for this practicum, at this stage of training)

You have a quiet but authoritative style that creates a positive climate of respect and mutual
acceptance in the classroom. Students respond well to your encouragement and organisation. Your
positive manner enables them to feel safe in their learning environment.
Excellent progress is being made towards the achievement of all the Graduating Teacher Standards
goals. You have shown a good understanding of pedagogy appropriate to a new level of learners.
You have shown a professional approach to all your work throughout the practicum. You have
attended both staff and team meetings and accepted the role of a teacher both inside and outside
the classroom. You have been punctual in your attendance and have been well planned and
organized for lessons. The school has appreciated the way you have involved yourself in school
activities, particularly with the lunchtime craft activities.

Professional Values and Relationships:

Basic

Proficient

Advanced (for this practicum, at this stage of training)

You have established positive relationships with the students and your use of language and building
relationships was appropriate for the age and maturity of the students in your group. You have a
confident approach to communication in the classroom and are demanding of high standards of
engagement. You have established a positive environment of mutual respect in the class and this
enables you to deliver the curriculum more effectively.
You could use more positive reinforcement of appropriate behaviour. You have high expectations
but you need to back this up with regular praise for good behaviour. At this level particularly, you
need to be regularly recognising appropriate behaviour. The class worked exceptionally well for you.

Make sure you take advantage of meeting with parents when they come to your classroom. Parents
of junior students are often in rooms before and after school. This is an opportunity to share what
their child has done and discuss any issues they might have. As a student teacher you are
encouraged to be pro-active in meeting with parents.

Professional Knowledge:
Basic

Proficient

Advanced (for this practicum, at this stage of training)

Your planning shows that you are developing a very good understanding of the New Zealand
Curriculum. You have clear links with the principles inherent in the document. Your planning folder
was thorough and well organised.
Your reflections have developed during the practicum and are now very focussed on learning. Your
management skills are excellent and you have a very good understanding of lesson structure. From
now on you need to focus on how well students achieved the learning intentions of a lesson. A
successful lesson is one where the success criteria has been achieved and the students have learnt
the skills you were teaching.

Professional Practice:
Basic

Proficient

Advanced (for this practicum, at this stage of training)

Prior to my arrival, you started the lesson with a Think, Pair, Share session focussed on prior
learning done as part of a series of lessons on recount.
You then outlined the WALT for the lesson - I was impressed to see this expressed in language
suitable for the age of your group.
The context for their writing was focussed on recounting an example of when they may have done
something naughty. You gave an experience of your own as an example. You did this very well by
keeping it short and focussing on how the recount could be written. You focussed on the structure of
the story and students were fully engaged. They gave suggestions appropriately and had the
chance to ask questions. However, your writing on the chart was too small and many of the children
at the back of the group would have struggled to read it.
You, again, reinforced the WALT and wrote up a list of success criteria that children could selfevaluate their work against. This was an excellent example of child-centred learning. You gave
clear, concise instructions on what the students should do and they transitioned very well to
independent writing.
Most students settled well to their writing activity and had a clear understanding of what was
expected of them. You moved appropriately around the room assisting where needed. When
needed you gave instructions appropriately. There was a high level of engagement in the room. You
could have recognised this more often by affirming, both individually and as a group, the excellent
standards of behaviour being shown by students in the class.
As students finished, they moved to the chart at the front to check the success criteria you had
listed for them. This was a very effective way of encouraging them to self-assess their work. It
concluded what was a very successful lesson.

Review of practicum tasks during Evaluative Lecturer visit

What has been completed? What parts are still to be completed? Suggestions for improvement?
Practicum working folder:
Tick:
Practicum expectations:
Tick:
Available for review

Available/sighted

Professionally presented
Nearing completion

(dividers evident and labelled)

Goal sheet evident

Feedback from AT evident

Documentation / planning organised

appropriately (reflections, significant incidents and

best exemplars ECE only)

Specific considerations for future development:

1) Use of affirmations during lessons - Affirming good behaviour is a vital management tool at
all levels. It is particularly so with junior school children. You need to get into the habit of
regularly recognising children who are working appropriately. This will reduce the number of
times you have to admonish students for inappropriate behaviour.
2) Allow your personality to come through in the classroom. You are a very approachable and
relaxed person when talking 1-1. However, you were much more reserved in the classroom and
maintained a teacher persona. While teaching is a serious business, creating a more relaxed
environment can allow students to feel safer in their learning. As you get into your next
practicum, relax into the environment and engage more holistically with the students.

Additional Notes:
Kate, you have completed a very successful practicum where you have met the challenges of a new
level. Best wishes with the rest of your course and with your applications for a job in 2016.

Student:

Widdup

Evaluative Lecturer:

R John