B MONASH University D> Education Professional Placement Assessment Unit Code: EDF5075 — Professional Experience Unit 5 Scheduled Placement Period: 4" May - 22™ May Pre-Service Teacher’s Nam Katharine ~Teovealas School's Name: Rae Ne Primary Mentor Teacher’s Name: Nendo Mckenzie Total Number of Days Required: 15 Total Number of Days Attended: _\5 Total Number of Days Absen Placement Outcome: Satistactory Clunsatisfactory ‘Submission of Placement Assessment Report Please email the completed report within one week of placement completion to the Professional Experience Office, ensuring that a copy is retained by the mentor teacher/school and pre-service teacher. rofessional.placements@monash.edu 1.03 9904 4409 ‘Master of Teaching (Primary), EDFSO71-4, Placements 1-4, 2015 Professional Experience Guide, Faculty of Education, Moncsh University 2§& MONASH University 8B Education EDF5075 Professional Experience 5 Ath May ~ 22nd May PROFESIONAL KNOWLEDGE m_[e5 [39 [wo WA ow auderisand ow | Deronstate owls and anne they learn phy socl ond nedual deepest 4 and characteristics of students and how these may affect learning Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. ‘Demonstrate knowledge of teaching svategies thet ae responsive tothe learning strengths and . needs of students from diverse linguistic, vw cultural, religious and socioeconomic backgrounds. ‘Demonstrate broad inowledge and Understanding ofthe impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and “Torres Stat islander backgrounds, Demonstrate knowledge and understanding of strategies for differentiating teaching to meet Ve the speciic learning needs of students across the full ange of abilities ‘Demonstrate broad knowledge and understanding of legislative requirements and JV teaching strategies that support participation and learning of students with disabiity. Know the content and | Demonstrate knowledge and understanding of hhow to taach it the concepts, substance and structure of the content and teaching strategies of the teaching [Organise content into an efeaive eamingand | teaching sequence, Use eurcuum, assessment and r@pOrt7 ‘knowledge to design learning sequences end lesson pans. Demonstrate broad knowledge oh understanding of and respect for Aboriginal and Torres tat v lander histories, cultures and languages. Know and understand fteracy and numeracy J teaching strateges and thelr aplication in teaching areas, Implement teaching strategies Tor using ict to expand curriculum learning opportunites for v students LM Commenis (Feedback should focus on strengths as well as areas needing attention) + Katherine obviovely noted shudetts’ inelwidval s ard weaknesses ancl aclapted lesso7s endl techmcives accordingly - 6 She was oe cenkdlert wrth the c3omtesb of her ragucy valk Sada was based on vadigrous Ppshalian shudies . ‘Master of Teaching (Primary), EDF5071-4, Placements 1-4, 2015 Professional Experience Guide, Faculty of Education, Monash University BFA BD education MONASH University PROFESSIONAL PRACTICE ND [8D Plan for and impiement effective teaching and learning Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Pian lesson sequences using knowledge of student learning, content and effective teaching strategies Include a range of teaching strategies, Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. Demonstrate a range of verbal and nonverbal communication strategies to support student engagement. can be used to evaluate teaching programs to improve student learning. Demonstrate broad knowledge of strategies that Describe a broad range of strategies for involving parents/carers in the educative process Create and maintain supportive and safe learning environments Identify strategies to support inclusive student participation and engagement in classroom activities. Demonstrate the capacity to organise classroom activities and provide clear directions. Demonstrate knowledge of practical approaches to manage challenging behaviour. Describe strategies that support students” wellbeing and safety working within school and/or system, curriculum and legislative Demonstrate an understanding of the relevant Issues and the strategies available to support the safe, responsible and ethical use of ICT In learning and teaching. ‘Assess, provide feedback and report on student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning, Demonstrate en understanding of the purpose of providing timely and appropriate feedback to students about their learning. Demonstrate understanding of azsessment ‘moderation and its application to support consistent and comparable judgements of student learning. Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice Demonstrate understanding of range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and rellable records of student achievement. « Kothenne ‘Comments (Feedback should focus on strengths as wellas areas needing attention) was ale oy Conehwcnve Redbace Fm kot on ond rGeced OF 48S fo ateshily ale jeactng walt aren ‘Mister of Teaching (Primary), EDFS071-4, Placements 1-4, 2015 Professioncl Experience Guide, Faculty of Education, Monash University 2 Wer class conrol was oprally voy ged evpeimented with o range fe heer end acoesk and the shdes 4 endl Lotherne. strategiesMONASH University 8 Education PROFESSIONAL ENGAGEMENT wo [ep | sb [wo [NA Engage in professional Demonstrate an understanding of the role ofthe learning National Professional Standards for Teachers in A identifying professional learning needs. Unters he relevartandsppropr ete SS eleanor! leg er tevnae Seat an appr contacts fedosek Fon JM supers ond eacherto improve teaeing Serene av widening othe Tana contd protessonal caning ana she JS Implnton or improve saden easing Engage professionally with | Understand and apply the key princples described colleagues, parents/carers_| in codes of ethics and conduct forthe teaching v and the community profession, Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage. Understand strategies for working effectively, sensitively and confidentially with parents/carers. Demonstrate respectful and collegial relationships with mentor and other teachers. Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. ‘Comments (Feedback should focus on strengths as well as areas needing attention) Katharine ottrded all pofssimal weetras beth bere ond afer achool ancl instmecl Rpect fly, conmbehag as wlevonk. Ghe was Grieceteal gens) know ether sh{F membes Finkeeeling ool pofesctonenly end personally woth Ahem. i have no besten 1 retemmenciing Kertharine ao a gadvete teaches She completed an eycellak round hee at farkchile ‘Master of Teaching (Primary), EDF5071-4, Placements 1-4, 2015 Professionc! Experience Guide, Faculty of Education, Monash University 83 MONASH University "BP Education To be completed by the Mentor Teacher Thave discussed the report and above comments with my pre-service teacher. Ihave provided a copy of the report to the pre-service teacher. Mentorteachers signature: _ 77 v vate: gales) To be completed by the Pyé-serfice Teat ‘have read and discussed the feportAnd above comments with my mentor teacher. | have been provided with a copy of my report. Pre-service teacher's signature: - Date:_ 22. | S | SHE Submission of Placement Aste: Report Please email the completed report within one week of placement completion to the Professional Experience Office, ensuring that a copy is retained by the mentor teacher/school and pre-service teacher. 5 professional.placements@monash.edu ®& 039904 4409 ‘Prey Cluton ttement The nfermaton an ie form celled forth rary pe of earn a preservice weather's performance, tbs ae Invatiomnt nthe fo the placement stn. thar purpose: of colaeion mayne sing refered te waenaafrenc eet oy te suse ‘Stent ave aight coe parsons oration tht Mona Unrest hele abou thm sujet to any exeponsin relevant apron Scene iting to sek aces tote pers nermatin or enue abut he handing oft ern ormatan shal cena the riety Psy Oe Ppscyotier@adm manish cia ‘Master of Teaching (Primary), EDFSO71-4, Placements 1-8, 2015 Professional Experience Guide, Faculty of Education, Monash University 16B MONASH University Education Attendance Diary Preservice teachersmame: WOW OT UNE ISOUICALO Name of school: FOC 2AGLE Primaru School Dateofplacemen: Rom: Li" MOU 201STe 22% MOU 2OIS GSdays ) ws Date Mentor signature Lesson Duration (Mins) Vet -c| cents forceluaton poled ae Vane - 4 TENaIUaan aa Lory F N EB work + EnSOY | Ips oe skoens ae Mou PON rex % ne LQOmINS. [4 [Refiect on een TWesdou | [SOomins w ae ES Va [All Coy. —t [Bias Fac essen | | 57> Hou hr ~ shes. es Day3 UJ Yaar aiu a Medinescony Somins Ga oes ree TT oP iL dau x 6* Mod vw ry = eS | Somins- SH lec. Faursdou | Omics if . i Lr 7 7 ae AN aU Plag lesscns ah Mou ine = WEF ecrcol Dens ee INCUTSION Professional Experience Attendance DiaryBB MONASH University % Gy comrol Education nee of tne class + lessans Fem (Bees ) - 2299 May. * 7 Date Mentor signature Lesson Duration (Mins) | Ne2 eee Classes Taught Day 6 [som 2 Bo eon moxhs -Time ImMondau. 4 cS 34_|P 600 |LTeEyou' Date: if Gd COS, a) aA” _Y : fat Mou Vac Pod weer Mia — ONS Day7 NAPLAN *2 $1¢T |S Trion week — TWesdou | ages! got OS ; ReDechans - Fieéam Date: OAS 2i4 iv ioe Mau - 7" 5 Days INACLAN x\_ Gre) |S Peliest! ~Rian Werlnesdaly : LSncs ait Date: Pptoe SOminsS aie \3*Mou ae Iain. Days NAPLAN «\ Gir) [= (Reeck + Plan Mhursdou| es SOMINS ale a ts i) Ihe 2 Blu iH May, Sonics alt Dayio | Sooners Bit [ReRea cn week |e Fridaw f SOmics B\4_ lan next week. Date a oe Shes cy 1S* Hay Tne ovate ZnS Zomins- [3i4 HiGadon | [lac = Date: Z ie sOmias Bik CTO lik-ceR- \S* Hou SOMOS serial Sov. aoe a T4nes _ 14 Spall ogiREd Jwerae. JSS Jac MONI: Date: cy Doprege Tae s aa 3 5 IQ* Hay Soma S J Wer Sly Professional Experience Attendance Diary AW VADL_AK) = 12 — ues Hoy a eines K. %Bg MONASH University Educacion | pate Mentor signature Lesson Duration (Mins) ae Remme ceksonent Day 13 L\-shs au Sor sia Werinesctol, Dopo [Seca aE 20* Hou SOMOS. 4 Day 14 NV [SONS eS Pope [em 2 YOu See Day 15 v LSns Fda : Frio) PO Day 19 Professional Experience Attendance Diary