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3 – Second of two placements in the mid-stage of Professional Experience.

Please refer to the following guidelines but be aware the Professional Experience Office staff
welcome calls/email contact, particularly if you have questions

As a Pre-Service Teacher, you are expected to:

● take part in pre-placement and placement meetings with the university representatives;
● make contact with your school based coordinator prior to placement to discuss starting details
and expectations;
● ensure your first meeting with your mentor teacher/team clarifies teaching time and specific
expectations for the placement;
● learn about the context of the school, its culture, community and values;
● understand and follow all school based expectations;
● set learning goals based on the Australian Professional Standards for Teachers and collect
evidence of having attained them;
● document all lesson plans and discuss content and planning approaches prior to and after
● be actively involved in the school community (yard duty, professional learning activities etc.);
● be open and proactive about collecting feedback from students, mentors and other colleagues;
● reflect in order to monitor progress, identify learning needs and interests and critically examine
teaching practice;
● keep a copy of the completed Professional Experience Report.

As a School Mentor teacher, you agree to:

● meet with the PST to discuss professional goals and expectations;
● support the PST by welcoming them to the school introducing them to students and colleagues,
providing resources, workspace, timetables, policies and curriculum materials;
● arrange regular meeting times with the PST to discuss lesson plans, offer support and reflect on
● share personal professional knowledge/readings, teaching experiences and passion for teaching;
● offer both written and verbal feedback in a timely, ongoing manner;
● pose thoughtful, open questions to encourage the PST to think about their practice and justify
their actions;
● be involved in the PST’s final assessment by completing the report, sharing the contents, having
the student sign off and ensuring that he/she takes a copy and that the school based coordinator
is able to return the evaluation form to the Professional Experience Office as soon as possible
after the placement.

By completion of this placement, the PST is expected to have:
● observed a range of students in different contexts and subject areas;
● planned and assessed sequential units of curriculum so that student learning is effectively conceptualized,
evaluated and organized;
● discussed lesson plans with their school mentor teacher/s prior to each lesson as well as after;
● reflected on their strengths and future needs as learners and teachers;
● familiarised themselves with the school policies and practices;
● engaged in extra-curricular activities, attended meetings and become familiar with the diversity of roles and
expectations of being a teacher;
● reflected on their learning and researching questions as they arise;
● continue to develop a professional portfolio that provides evidence of professional knowledge, professional
practice and professional engagement based on the Australian Professional Standards for Teachers

The Coordinator is asked to:

● allocate pre-service teachers to appropriate supervising teachers;
● meet with pre-service teachers at the beginning of the placement and provide them with information
relating to the school procedures, programs and administration;
● provide pre-service teachers with information about what materials and resources are available within the
school to assist their planning and teaching;
● receive and distribute Deakin University material;
● see each pre-service teacher and provide them with feedback if possible;
● ensure that assessment and report forms are completed, discussed with the pre-service teacher and then
email back to Deakin University at the conclusion of the placement (please keep a copy for school records);
● ensure that any days a pre-service teacher is absent are made up;
● contact Deakin University if a pre-service teacher fails to attend at all, is absent for more than 2 days, is likely
to receive an unsatisfactory or “at risk” report or is experiencing difficulties;
● forward the claim forms for payment to Deakin University Professional Experience Office

Supporting Professional Experience “At Risk” or “Unsatisfactory”

Deakin has developed the Pre-service Teacher at Risk Procedure. This process is to be used only when a PST has
been identified as being ‘at risk’ of failure during placement.
1. Mentor teacher identifies the likelihood of an “At Risk” or “Unsatisfactory” assessment and contacts the School
Based Coordinator (SBC).
2. The SBC arranges a visit from a Deakin representative as soon as possible.
3. Shared consultation and support for all stakeholders offered with direction to continue or options.
4. A Deakin representative must be engaged before an “At Risk” or “Unsatisfactory” assessment can be recorded.ded.
Deakin will conduct a formal review process for every pre-service teacher deemed “At Risk” or “Unsatisfactory”.
A Deakin representative will be available “at call’ every placement. Every pre-service teacher will meet with a Deakin
representative at least once for every placement from the beginning of second year

Assessing the PST and completing the Report Form

● The Report Form includes criteria that are aligned with the Australian Professional Standards for Teachers
● Report Forms must be completed before the end of the placement. Mentor Teachers should arrange a
meeting with the PST to discuss the feedback and PSTs should complete a personal reflection on their
learning during the placement.
● The PST should be assessed against the expectations for a competent beginning teacher in a school at the
completion of their placement.
● Report Forms must be promptly returned within one week of the completion of the placement, to the
Professional Experience Administrator at Deakin University, located at the Professional Experience Office

Year 3 – Mid Stage of

Professional Experience Office
Professional Experience
Faculty of Arts and Education
ETS 302 Deakin University
(10 consecutive days) Locked Bag 20000
Theme for the Practicum – Curriculum Return email ETS302
Inquiry – Students will examine why the artsed-peo-g@deakin.edu.au
rationale of any curriculum is central to
all educational practice. Phone 5227 1470


Pre-service teacher name: Holly Sharkey Deakin PST #:
School: St Pius X School ABN:

School Coordinator of pre-service Stacey Atkins Year level/s: 3/4


Name of supervising teacher: Karl Dwyer Total number of days: 10

Dates of attendance: 10 Dates absences made up: 0

Dates of absence: 0

Guidelines for using this report form:

This is the pre-service teacher’s second and final experience in a secondary education setting.
Supervising teachers should review the expectations laid out here with pre-service teacher on or
before day one of their placement. The main focus of this practicum experience is to continue the
development of their middle year’s pedagogical repertoire and the design, implementation and
evaluation of curriculum which is reflective of their professional philosophy.

During this placement the pre-service teacher will:

● Professional Knowledge
o Undertake an orientation to the school environment
o Observe and analyse curriculum in the school context
o Collect and discuss with supervising teacher and/or school leadership school policy
documents directly related to curriculum
● Professional Practice
o Conduct and record observations of class, teacher and school routines
o Use these observations to inform their planning of curriculum in collaboration with their
supervising teacher
o Design, implement and evaluate their own curriculum innovations
o Teach whole class for two lessons a day in specialist area
● Professional Engagement
o Attend meetings, yard duty, school activities and any other professional activities that the
school offers
o Collate all observations, teaching reflections, policies, anecdotal data, timetables and
records of participation in professional activities into a teaching portfolio
The pre-service teachers will require guidance and support. The experience should begin with
observation of supervising teacher, supervision of learning activities set by supervising teacher and
move quickly to preparing and teaching for two lessons per day in their specialist area. Supervising
teachers may wish to comment on whether the pre-service teachers have taken up opportunities to
assist and learn in both the classroom learning routines and school activities. The information in this
report should refer to the degree to which the pre-service teacher has embraced the role of teacher
in the secondary learning environment but focus on their use of curriculum documents to develop
individual lesson plans, units and weekly planners.
The report and the teaching portfolio should be used as catalysts for constructive discussion and the
report should be completed by the supervising teacher in consultation with the pre-service teacher.
* In each rubric, codes are used to identify the domain, standard and focus from the AITSL National
Professional Standards for Graduate Teachers to which the attribute can be associated.

Professional Knowledge – Mid Stage – Fourth Interaction with students and teachers.
Please click on the appropriate check box to make one selection only for each standard. Simply click again if you wish to remove
the check.

CRITERIA No opportunity Needs work Meets Exceeds

to observe on meeting expectations expectations

plans curriculum taking into account the physical, social and
intellectual development and characteristics of students and
how these may affect learning ☐ ☐ ☐ X
PK1.1, PP3.2
plans curriculum to embrace the diverse linguistic, cultural,
religious and socioeconomic backgrounds of their learners ☐ ☐ ☐ X
PK1.3, PK1.4, PP3.1, PP4.1
understands how students learn and the implications for
teaching ☐ ☐ X ☐
plans curriculum that promotes reconciliation between
Indigenous and non-Indigenous Australians X ☐ ☐ ☐
demonstrates knowledge and understanding of the concepts,
substance and structure of content of teaching area ☐ ☐ X ☐
utilises effective pedagogical approaches specific to the
content area being taught
☐ ☐ ☐ X


Pre-service Teacher Evidence, including impact on student learning(space will expand as you add text)
I have attempted to plan lesson sequences in tune with school planning documents and the Victorian curriculum.
Meeting with my mentor at the start of the week gave me opportunities to plan lessons suitable to the group of
students while keeping their daily routine reasonably similar to their usual classes. Using a range of pedagogical
approaches allowed me to positively interact with all students within the classroom community and plan lessons that
were engaging, challenging and motivating for students. I tried to give all students equal opportunities to be a
proactive member of the classroom community by providing time for students to share/ reflect on literacy groups,
share writing and other work in circle time and using paddle pop sticks with students names to ensure all students
could respond to questions.

Teacher Comment
Holly has shown that she is highly organised when it comes to planning the lessons that she taught. These
lesson plans were in accordance with the Victorian Curriculum and Essential Learnings that were developed
in the Grade 3/4 area.

Professional Practice – Mid Stage – Fourth interaction with students and teachers.

CRITERIA No Needs work Meets Exceeds

opportunity on meeting expectations expectations
to observe expectations

demonstrates empathy, and a positive regard for and rapport
with learners ☐ ☐ ☐ X
PP3.5, PP4.1, PP4.4, PE7.1
is aware of and can use a range of strategies to establish a positive
and inclusive learning environment ☐ ☐ ☐ X
PP3.3, PP4.1
establishing challenging learning goals.
☐ ☐ X ☐
plan lesson sequences consistent with relevant curriculum
statements and frameworks ☐ ☐ ☐ X
is aware of and can use a range of resources, including ICT, to
engage learners ☐ ☐ ☐ X
PP3.4, PP4.1, PP4.4
use ICT and other learning technologies safely, responsibly and
ethically ☐ ☐ ☐ X
PP4.5, PP4.4 PP3.4, PP4.1
implements classroom management routines and practical
approaches to manage challenging behaviour ☐ ☐ X ☐
PP4.2, 4.3
is aware of and uses a range of strategies to challenge learners in
their thinking and skills ☐ ☐ X ☐
PP3.1, PP3.3
evaluates to improve teaching programs
PP3.6 ☐ ☐ ☐ X


Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I believe I demonstrate positive regard and empathy for students within the learning community, I am
aware that there are underlying issues some students face in their personal lives which then influences my
pedagogy and behaviour management strategies. I inquired before the duration of placement if there are
any students with additional needs so I am aware before entering the classroom this allows me to
differentiate strategies for a range of students. I create positive & inclusive learning environments by
differentiating learning tasks that are challenging but achievable for students, I use ICT to engage students
through the use of the smart Tv whether this be playing relaxing music at the beginning of some lessons to
displaying a run down of the day with learning intentions for students to view.
To manage challenging behaviour I read individual learning plans and behaviour management plans for
particular students, seek advice of mentor teacher on best methods and approaches, use positive
reinforcement when students are displaying positive behaviour through using ‘class dojo’ classroom points,
using the stop, think & do method which students are familiar with, regularly make clear expectations of
each student and emphasise the importance of respect & class norms.
I evaluate my teaching by seeking advice and feedback from my mentor teacher, personally reflecting after
lessons taking notes on positive & valuable aspects of the lesson and aspects that didn't go to plan or could
be improved, these reflections are then used in further planning.
Keeping in tune with students regular routine but adjusting to own teaching practices insured all students
were comfortable and adjusted to change particularly those students with additional needs, in the mornings
after roll and prayer I would display on the smart TV a document with the daily routine and times displayed,
I would talk through the day/morning with students where we addressed any questions or queries about
why routines have changed etc.
Teacher Comment, including impact on student learning (space will expand as you add text)

From the second day of her teaching round, Holly taught the Literacy block for the first 2 hours of the day.
Her focus in this time was on a sequence of lessons on sentence structure. During these lessons she made
effective use of technology by using the Smart TV. The learning goals were challenging and stimulating for
students. Holly successfully changed and adapted her learning intentions after reviewing her lesson. Holly
effectively managed classroom behaviour by firstly rewarding positive behaviour with Classdojo and also
letting children know her expectations and what will happen if they step outside these.
Holly displayed empathy and compassion towards all students and followed the behaviour management
plan for those children that have additional needs.

Professional Engagement – Mid Stage – Fourth Interaction with students and teachers.
No opportunity Needs work on Meets Exceeds
CRITERIA to observe meeting expectations expectations

demonstrates an understanding of the complex nature of the
learning community and the teacher’s role ☐ ☐ ☐ X
PE7.2, PE6.1
performs in a manner that demonstrates a willingness to become
a member of the teaching profession ☐ ☐ ☐ X
PE7.1, PE7.2
demonstrates an understanding of professional engagement and
conversation as an integral part of the learning process for
teachers ☐ ☐ ☐ X
PE6.2, PE6.3, PE7.1
applies the key principles described in codes of ethics and conduct
for the teaching profession ☐ ☐ ☐ X
PE7.1, PP4.3
engage with parents/carers
PE7.3 X ☐ ☐ ☐

Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I understand the complexity of the teachers role within the learning community. I am learning that to be a good
teacher you need to know the students well and develop appropriate and positive ways to respond to these
students within the classroom. I found that by arriving early in the mornings to prepare for the day ahead it allowed
me extra opportunities to meet with students in a more relaxed environment and have a chat before class, getting
to know students allowed me to create positive relationships and therefore create a positive classroom.
I am more than willing to immerse myself within the school community and engage in professional conversations at
team meetings and take part in extra-curricular events that may take place. I am aware that I need to increase
knowledge in professional language when annotating reading behaviours for example, therefore I will regularly look
online at the Department of Education website and attempt to use this language in lessons or when annotating.

Teacher Comment
Holly and I had a meeting prior to her placement, so that she could get a better idea of the children’s prior
knowledge and special needs. Holly took a class photo and learnt all of the names of children in the class. I believe it
was this extra commitment that made her round so successful.
Holly was always punctual and professional in her interactions with teachers, parents and students. Over the last
two weeks she has developed a great rapport with children in MP 3- largely due to her calm personality and friendly

Reflections (completed by pre-service teacher): Areas of strength, areas needing development

Areas of strength- I am extremely organised and take pride in my work, putting in the extra work and
hours in planning for lessons made me more confident in my abilities, before this placement I would have
been nervous and anxious to try new things and change routines but throughout these two weeks I really
immersed myself into the classroom/school community and was able to adjust my plans to help other
staff members. I research and ask questions regularly with anything I’m unsure of, conducting a modelled
writing lesson was something I had never seen or done before so researching and watching some videos
on the AITSL website allowed me to teach with the knowledge and confidence I needed. By constantly
reflecting on lessons I was able to learn what works for the students and what to avoid, I found early on
the student’s worked well when collaborating with peers and enjoyed using ICT, therefore I attempted to
plan lessons that incorporated these aspects. Timing and innative may need attention, during this
placement I had the freedom of moving lessons around to suit the needs of the students for example, if I
didn't have enough time to complete handwriting because the students were highly engaged and on task
in writing (sentence structure) the next day I was able to continue on with handwriting and have less time
for writing.
Areas of improvement- in reflecting I could engage more with other staff members within the staff room
and professionally in team meetings, voicing ideas and opinions freely. I am developing my professional
language with time & learning the correct terminology, I am aware this needs attention and will continue
to progress.

General Comments (completed by supervising teacher): Areas of strength, areas needing development

Holly demonstrated from the first day of this teaching round that she has a good understanding of the
curriculum content. Over the last two weeks she has used various teaching strategies to engage children and
promote discussion. Holly was able to differentiate her teaching to meet the learning needs of students across
the full range of abilities, particularly in the area of writing compound and complex sentences. Holly’s teaching
was in manageable amounts, used lots of modelling and provided the children sufficient practise and review.

A future goal for Holly would be to use different strategies to manage whole class discussion e.g using hand
gestures, changing the tone of voice and using eyes to identify and praise those students who are demonstrating
the correct behaviour.

Holly is to be congratulated on a fantastic teaching placement at St Pius X Primary School. She will be an asset to
any school when her studies are completed and she gains employment in the future.

General Comments (completed by School PST Coordinator, Assistant Principal or Principal): Holly
is to be congratulated on completing a very successful placement at St Pius X. It is evident that Holly has a
passion for teaching and young people. She is always eager to learn and has accepted a number of challenges
with enthusiasm. Holly always presents herself in a professional manner and is prepared to engage in all aspects
of school life. I am sure that Holly will continue to grow as a teacher throughout her career and wish her every

In relation to the relevant developmental stage and in response to the comments made above
please tick the appropriate comment for this pre-service teacher.

X Has exceeded the expectations for this Professional Experience

☐ Has satisfied the expectations for this Professional Experience

Is at risk, having fulfilled some but not all expectations for this Professional
☐ Experience
Will require support to meet the expectations of the next placement.

☐ Has not satisfied the expectations for this Professional Experience

Signature of pre-service teacher coordinator: Stacey Atkins

Date: 14/08/18

Signature of pre-service teacher: Holly Sharkey

(verifying they have sighted this report)

Date: 14-08-18

“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”

Signature of supervising teacher: Karl Dwyer
Date: 14/08/18