DEAKIN UNIVERSITY

TEACHER ACADEMY, MOOROOLBARK ALLIANCE

ASSESSMENT CIRCLE (AC)

PRE-SERVICE TEACHER EVIDENCE FEEDBACK
(completed by the Site Director after assessment circle discussion)

Name: Sebastian Britton Date: 26/04/2016

Course: Bachelor of Education Year: 3rd

Placement school: Manchester PS Class: 1/2

Educators present: Moira Spierings (Academic), Amanda Peters (Site Director)

PROFESSIONAL CONVERSATION FEEDBACK

Australian Graduate Professional Standard/Descriptor: 3.4

Presented evidence:
Photos of: interactive whiteboard, work stations, resources such as toys for hands-on learning for
Maths.

Feedback
Evidence category Teaching and Learning

Professional standard 3.4

AC Component 1:
Demonstrates understanding of what the You were able to break up the standard descriptor into parts
descriptor is asking (unpacking the and clearly describe the expectations of each part.
standard)
AC Component 1: Continue to break up each standard descriptor to interpret
General Feedback what it is asking of you.
AC Component 2: Your evidence was authentic and addressed some of the
Strength of Evidence standard descriptor.
AC Component 2: Continue to collect evidence that is authentic and keep working
General Feedback towards addressing the standard descriptor.
AC Component 3: You described the artefacts, linked it to the standard and
Explanation of why the artefact described why it links to the standard, in terms of
demonstrates a working towards the professional knowledge and practice.
standard descriptor.
AC Component 3: Articulate why the artefact links to the standard, in terms of
General Feedback professional knowledge and practice.
AC Component 4: You gave a reflection according to the intended and actual
Reflection of the evidence learning outcomes.
AC Component 4: You are encouraged to continue to document and utilise
General Feedback evidence to reflect on your own teaching practice according to
the intended learning aims and the actual student outcomes.
You are encouraged to continue creating and demonstrating
growth in student learning through your teaching practice.

Sebastian was able to unpack the standard descriptor to explain what it was asking of
him.
Sebastian was able to link his evidence and describe why it addressed the descriptor of
knowledge of a range of resources, including ICT, to engage student learning.

Suggestions:
Annotate your photos to articulate why they address the standard descriptor.
Include photos of student work to demonstrate engagement in their learning. What does
engagement mean to you? How do you know students are engaged in their learning?
Continue building your portfolio and annotating your artefacts to address the standard
descriptors. Consider what you could add to these artefacts to make an evidence set.

Congratulations on your presentation. Well done, Seb!

Amanda Peters (Site Director)