Final Report: EPE101 - Education in Context: Preparation for Practice and Assessment

EPE101 Final Report

Final Report: EPE101 - Education in context: preparation for practice and assessment

Completethe assessment rubric below and submit this final report following the completion of the 20-dayplacement.

Pre-Service Teacher (PST)
Click or tap here to enter text. / Student No. / Unit Code EPE101
Educational Setting
Click or tap here to enter text. / State or Territory
Click or tap here to enter text. / Completion Dates:
From:Click or tap to enter a date.
To:Click or tap to enter a date.
Class/Year Level
Click or tap here to enter text. / Subject/Specialist teaching area
Click or tap here to enter text.
Mentor Teacher
Click or tap here to enter text. / Professional Learning Leader (Where Applicable)
Click or tap here to enter text.
Detailed evidence / Satisfactory evidence / Emerging evidence / More evidence required
EPE101 / Quality evidence / Satisfactory evidence / Satisfactory with assistance / Insufficient evidence despite assistance
Working with Others / Almost always listens to, shares with, and supports the efforts of others. / Usually listens to, shares with, and supports the efforts of others. / Focuses on the task and what needs to be done most of the time. Team members can usually count on this person. / Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices.
Focussed / Consistently stays focused on the task and what needs to be done. Very self-directed. Works with initiative / Focuses on the task and what needs to be done most of the time. Other team members can count on this person. / Focuses on the task some of the time. Other team members must prompt to keep this person on task. Continued support in self-direction is needed. / Rarely focuses on the task. Other team members constantly prompting, to keep this person on task.
Needs support in developing self-direction. Little initiative
Attitude - professionalism / Always has a positive attitude and models professionalism.
Never publicly critical of the setting or of the children/families or other staff / Often has a positive attitude and models professionalism. Rarely publically critical of the setting or of the children/families or other staff. / Usually has a positive attitude and models professionalism. Occasionally publicly critical of the setting or of the children/families or other staff / Needs to develop a positive attitude and model professionalism. Often publicly critical of the setting or of the children/families or other staff.
Time Management / Very clearly communicated and logically sequenced with explicit links between learning concepts / The PST is beginning to connect lessons actually with implicit learning concepts addressed at each stage / Learning is sequenced satisfactorily. There is scope for greater clarity and get in some lessons / Lessons are fragmented and do not explicitly connect learning concepts
Quality of Work / Consistently provides work of the highest quality. / Provides high quality work. / Provides work that occasionally needs to be checked/ redone by other team members to ensure quality. / Provides work that usually needs to be checked/redone by others to ensure quality. Needs prompting to provide written work.
DOMAIN / STANDARDS / PERFORMANCE RATING
Standard 1
Know students and how they learn / 1.1Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. / Choose an item.
1.2Understand how students learn / Choose an item.
1.5Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities / Choose an item.
Standard 2
Know the content and how to teach it / 2.1Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. / Choose an item.
2.2Organise content into an effective learning and teaching sequence. / Choose an item.
Standard 3
Plan for and implement effective teaching and learning / 3.1Set learning goals that provide achievable challenges for students of varying abilities and characteristics / Choose an item.
Family and community contexts: / Developing family and community partnerships / Choose an item.
Aboriginal and Torres Strait Islander perspectives / Choose an item.
Culture, diversity and inclusion / Choose an item.
Education and curriculum studies / Early Years Learning Framework / Choose an item.
The Australian curriculum / Choose an item.
Curriculum planning, programming and evaluation / Choose an item.
Psychology and child development: / Learning, development and care / Choose an item.
Language development / Choose an item.
Social and emotional development / Choose an item.
Child health, wellbeing and safety / Choose an item.
Early intervention / Choose an item.
Diversity, difference and inclusivity / Choose an item.
Learners with special needs / Choose an item.
Transitions and continuity of learning (including transition to school / Choose an item.
Teaching pedagogies: / Play based pedagogies / Choose an item.
Guiding behaviour / engaging young learners / Choose an item.
Children with diverse needs and backgrounds / Choose an item.
Working with children who speak languages other than English / Choose an item.
Contemporary society and pedagogy / Choose an item.
Early childhood professional practice: / Advocacy / Choose an item.
History and philosophy of early childhood: / Contemporary theories and practice / Choose an item.
Checklist
Interim report / / Planning and teaching
(Assessment Rubric completed) /
Journal Sighted / / 20 days of placement completed /
Minimum 4 lessons planned & taught / / Concern process initiated. If yes, provide dates (initial and completion) in comments /
Final Grade
Overall Rating / Choose an item.
Mentor Teacher Comments: (Should more time be required the “Procedures for Reporting Degrees of Concern” should accompany this report unless previously supplied)
Please send a copy to the Preservice Teacher: / Date sent:Click or tap to enter a date.
Mentor teacher signature: / Date:Click or tap to enter a date.

EPE101 Final Report1