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9/20/2017 University of Notre Dame Evaluation of Final Internship

Internship Evaluation
Name of Pre-Service Teacher

Lodge, Marisa

Unit Code

ED5389

Name of School

Fremantle Primary School

Year level or Learning area (s)

Year 5

Mentor teachers are required to make an on-balance-judgement for each of the seven graduate standards.
Teachers are not expected to be graded on each individual aspect within the standards. Please consult the
Grading Interpretation Matrix when completing this form.
Standard One: Know students and how they learn

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development
and characteristics of students and how these may affect learning.

1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and socioeconomic
backgrounds.

1.4 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity
and linguistic background on the education of students from Aboriginal and Torres Strait
Islander backgrounds.

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet
the specific learning needs of students across the full range of abilities.

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching
strategies that support participation and learning of students with disability.

HDDCPF

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9/20/2017 University of Notre Dame Evaluation of Final Internship

Standard One Comment


Marisa has demonstrated extremely broad knowledge and understanding of all aspects of this standard. She has frequently brought
in examples from recent research for trial, comparison, revision and reflection within the classroom and is keen to refine ideas to
function more effectively within the classroom. Marisa has demonstrated an excellent understanding of a wide variety of teaching
strategies to respond to the needs, strengths and limitations of the diverse needs of the children in our class. She is incredibly flexible,
creative and responsive, reflecting her sound understanding of how children learn.

Standard Two: Know the content and how to teach it

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson
plans.

2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages.

2.5 Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students.

HDDCPF

Standard Two Comment


Marisa is completely comfortable working with the content required of a year 5 class but takes this knowledge further by accessing
and reflecting on the required content for higher and lower levels to consolidate learning outcomes. To achieve such a competent level
of understanding, it is evident that Marisa is confident using ICT and able to expand learning opportunities for the students efficiently.
Due to her consistent, almost automatic habit of honest self reflection, she is able to continually refine learning opportunities offered to
the children to ensure the best educational outcomes are achieved. Her understanding in this area is shown to be reinforced when
other students and staff come to her for suggestions for ideas to help to design a learning sequence that is just a bit different from the
ordinary.

Standard Three: Plan for and implement effective teaching and learning

3.1 Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching
strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their
learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student
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9/20/2017 University of Notre Dame Evaluation of Final Internship

engagement.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

HDDCPF

Standard Three Comment


From the very early days of this practice, Marisa has confidently set authentic learning goals for the children to achieve, taking into
account the very broad range of abilities within the cohort. She has set out to determine the level of the children in any given area or
activity, by collecting data from a variety of sources and using this information to plan content, strategies and sequences. Over the term,
Marisa has consolidated and expanded her bank of teaching strategies to cover almost any eventuality. The activities that Marisa has
developed, consistently keep the students actively engaged and she has been particularly successful in her efforts to enable the children
to self reflect on their own progress and effort. Marisa was confident taking on the role of first source of contact with the parents of the
children in the class and handled this tricky, quite challenging aspect of teaching admirably.

Standard Four: Create and maintain supportive and safe learning environments

4.1 Identify strategies to support inclusive student participation and engagement in classroom
activities.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Describe strategies that support students well-being and safety working within school and/or
system, curriculum and legislative requirements.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the
safe, responsible and ethical in learning and teaching.

HDDCPF

Standard Four Comment


This is an area in which Marisa was able to shine throughout the term. She has a genuine love of teaching and concern for the well
being of the children, linked with quite a pragmatic approach to problem solving issues that arose as the term progressed. She is very
knowledgeable about what strategies and agencies could be called upon and thinks laterally to resolve problems in the school
environment, always able to remain calm and seen to be fair by all parties. Marisa has a strong moral compass which reflects well upon
her.

Standard Five: Assess, provide feedback and report on student learning

5.1 Demonstrate understanding of assessment strategies, including informal and formal,


diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
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9/20/2017 University of Notre Dame Evaluation of Final Internship

5.3 Demonstrate understanding of assessment moderation and its application to support consistent
and comparable judgements of student learning.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.

5.5 Demonstrate understanding of a range of strategies for reporting to students and parents/carers
and the purpose of keeping accurate and reliable records of student achievement.

HDDCPF

Standard Five Comment


Marisa has developed a number of effective assessment tools and uses her data collection to direct and modify her teaching practice.
She has consistently continued to seek to fine tune the assessment strategies that have proven effective making these documents fluid
rather that static. Marisa actively seeks opportunities to moderate the results she has recorded and provides appropriate, timely
feedback to students that has a direct impact on their future efforts.

Standard Six: Engage in professional learning

6.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers
in identifying professional learning needs.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching
practices.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the
implications for improved student learning.

HDDCPF

Standard Six Comment


Marisa demonstrates that she is a life long learner who is continuously on the lookout for ideas, strategies, resources to maximise
learning outcomes. She is a very lateral thinker who is able to bring in aspects of lots of different sources and strategies, mixing them all
together to come up with something new and unusual. She is not afraid to put in the hard work required to try something new or
challenging as well as being able to reflect honestly on the usefulness of an idea and quickly discard it if it falls short of expectations.
Marisa consistently seeks feedback and acts on advice in a professional manner. We have had many discussions on the need to continue
to challenge yourself as well as to challenge the children.

Standard Seven: Engage professionally with colleagues, parents/carers and the community

7.1 Understand and apply the key principles described in codes of ethics and conduct for the
teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes
required for teachers according to school stage.

7.3 Understand strategies for working effectively, sensitively and confidentially with
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9/20/2017 University of Notre Dame Evaluation of Final Internship

parents/carers.

7.4 Understand the role of external professionals and community representatives in broadening
teachers professional knowledge and practice.

HDDCPF

Standard Seven Comment


Marisa has repeatedly demonstrated a strong understanding of the professional requirements of being an educator. During her time
at Fremantle Primary School, she has been faced with a number of situations where she has been required to deal confidentially and
sensitively with children and parents/carers, outside of what you would generally expect in a classroom in an affluent area. She has
managed these instances in a compassionate, professional manner that reflects well upon her as a soon to be educator.

Please indicate whether the student-teacher meets expectations in each of these two areas. If
Unsatisfactory, please comment :

Personal Literacy

SatisfactoryUnsatisfactory

Personal Oracy

SatisfactoryUnsatisfactory

General Comment

Marisa has been a pleasure to work with in the classroom, functioning more as a co-teacher that a student. From the initial days even
before the beginning of the term, she has jumped into the experience with enthusiasm, ready for every twist and turn. She has
developed wonderful relationships with the students, who trust and respect her as their teacher. Marisa is calm and genuine with a great
sense of humour that all of us, both staff and students have enjoyed. Her ability to honestly self reflect, dedicated work ethic and
genuine concern for the welfare of the students are strengths that will ensure her success when she begins her professional career.
When I was a beginning teacher, the highest praise that a mentor teacher could give would be that they were happy for their child to
be in the student teacher's class. I would be extremely happy to have a child of mine in the care of Marisa Lodge; confident in the
knowledge that my child would be receiving a first class academic education as well as being cared for by someone who loves to teach
and would make the experience wonderfully positive and fun. I wish her well in all of her future endeavours.

Recommended final grade

HDDCPF

Name of mentor teacher or supervisor completing this report

Edwina Allen

Actioned by Lodge, Marisa (20020670) on 20/09/2017 8:36:51 PM

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