The University
Of Queensland
AUSTRALIA
Professional Experience' 1 EvaSuation
EDUC4710/6610
Pre-servlce teacher: Abby Staddon
School Attended:
Kenmore State High School
Practicum Dates: 24/4/2017- 13/6/2017
No of lessons taught: 32
Criterion 1. Professional Knowledge
Performance Indicators: The pre-service teacher:
Demonstrates knowledge and understanding of the concepts,
substance and stracture of the content and teaching strategies
of the teaching area
Uses strategies responsive to students' diverse backgrounds.
Applies literacy and numeracy teaching strategies
appropriate to the teaching areas.
Uses curriculum, assessment and reporting knowledge to
design effective learning sequences and lesson plans
Implements teaching strategies for using 1CT to expand
curriculum learning opportunities for students.
Is active in developing strategies for differentiating teaching
to meet the specific learning needs of students across the full
range of abilities
Criterion 2. Professional Practice
Performance Indicators: The pre-service teacher:
Plans lesson sequences using knowledge of student learning,
content and effective teaching strategies
Organises classroom activities and provides clear directions
to students
Is developing a range of teaching strategies to support
inclusive student participation and engagement in classroom hard to try and engage all students in the learning. Abby
activities
Is developing personal teaching strategies that support
students' wellbeing and safety working within school and/or starting to experiment with a range of practical
system, curriculum and legislative requirements.
Is developing a range of practical approaches to manage
challenging behaviour
Works effectively with teachers and others in groups and
teams.
0
Supervising teachers: Jane Howe
Subject Areas and/or
Year Levels: Mathematics
No of lessons observed: 40
Supervising teacher/s Comments:
Abby has a sound understanding of the concepts
being taught at year 9 level. Abby has adapted her
lessons appropriately to respond to the variety of
diverse backgrounds within the classes she teaches.
With discussion, Abby organises the content into an
effective learning sequence and her lesson plans are
thoughtfully written in response to students' learning in
prior lessons. Abby has used a variety of ICT
resources during her lessons. Abby is active in
developing her knowledge of teaching strategies,
appropriate for students across the full range of
abilities.
Supervising teacher/s Comments:
Abby plans effective lesson sequences using all the
available information, both formal and informal. Abby
uses a range of verbal and non-verbal communication to
enforce her expectations in the classroom. Abby
provides clear directions to students. Abby has worked
is aware of student wellbeing issues and is developing
strategies to work mindfully with students. Abby is
approaches to managing challenging behaviour but will
need to continue to focus on being consistent in the way
she applies consequences. Abby has attended faculty
meetings and has worked effectively with other teachers
in the faculty.
Criterion 3. Professional Practice: Assessing, Supervising teacher/s Comments:
providing feedback and reporting on student
learning
Performance Indicators: The pre-service teacher:
Abby is starting to work with student assessment strategies
0 Demonstrates understanding of assessment strategies,
and has used both informal formative assessment methods
including informal and formal, diagnostic, formative and
such as mini-whiteboards and summative assessment.
summative approaches to assess student learning.
Abby has worked with data gained from assessment, using
0 Provides timely and appropriate feedback to students about
the data to refine her teaching. Abby circulates well in class
their learning
and gives timely and appropriate feedback to students in
Demonstrate the capacity to interpret student assessment
class about their learning. Abby has marked and graded
data to evaluate student learning and modify teaching
tests and she worked hard to ensure her judgements were
practice.
consistent and comparable when making decisions about
Demonstrates understanding of assessment moderation and students' grades.
its application to support consistent and comparable
judgements of student learning.

Criterion 4. Professional Engagement Supervising teacher/s Comments:

Performance Indicators: The pre-service teacher:
One of Abby's major strengths is her desire to seek and act
Seeks and applies constructive feedback from supervisors
on feedback. She reflects continuously and constantly
and teachers and information gained from structured
seeks to improve her teaching practices. Abby meets
observation of practice to improve teaching practices
professional ethics and responsibilities and complies with
Meets professional ethics and responsibilities.
the relevant legislative, administrative and organisational
Complies with the relevant legislative, administrative and
policies and processes required for teachers.
organisational policies and processes required for teachers

General Comments from Supervising Teacher:

Abby's progress, as a pre-service teacher, is good. She benefits greatly from her ability to self-reflect and she refines
her lessons based on her reflections. Abby is becoming aware of the importance of consistency when dealing with
challenging behaviour and is determined to refine her behaviour management accordingly. Abby has presented the
students with a variety of interesting scenarios during her teaching and she has high expectations of all students.

Overall Performance

Satisfactory: The overall demonstrated level

of performance is Satisfactory H Satisfactory O Not Satisfactory

Not Satisfactory; The overall demonstrated level

of performance is Not Satisfactory.

Signature Date

School Practicum Coordinator: r q. 0(o. \q-

Supervising teacher: q lojiq-
Supervising teacher:
Pre-service teacher:
(The pre-service teacher has sighted this form) V6/J7
Distribution of Evaluation Forms:
1. School to give the signed original to pre-service teacher.
2. School to send a copy to School of Education by email prac@uq.edii.au or fax (07) 3365 7199 from an
official School email account or fax number.
3. School to retain a copy.