College of EducationEPR201 – Final report

Final Report EPR201

This report can assist the pre-service and mentor teacher to identify and notate examples of teaching practices that demonstrate understanding and competence against the Australian Professional Standards for Teachers (APST). The identification of this evidence forms the basis of professional dialogue based on the skills and understandings that the PST can demonstrate and can contribute to the development of the PoE* that is submitted at the end of the course.

Complete the assessment rubric below and submit this final report following the completion of the 20-day placement. Return completed form to

Pre-Service Teacher: / Student No.: / Unit CodeEPR201
Educational Setting: / State or Territory: / Date of Completion:
Class/Year Level: / Subject/Specialist teaching area:
Mentor Teacher: / Professional Learning Leader (Where Applicable):
Practicum Start Date: / Practicum End Date: Click here to enter a date
Planning and Teaching assessment Rubric
Plan,teach andassessa‘unit ofwork’
Qualityevidence / Satisfactory evidence / Satisfactorywith assistance / Insufficientevidence despite assistance
Rationale / Theunitofworkmeets theneedsofthestudent learningandworksin harmonywithclassroom
/school practices. / Theunitofworkidentifies whole of class and individual studentlearning needs. / Theunitofworkis plannedwith some considerationofstudent and school needs. / Theunitofworkhaslittle connectionwiththeneeds ofstudentlearning.
Outcomes: / Outcomesareappropriate forlearnersacross2or morelearningareas. Learningoutcomesare clearlyidentifiedand integrated. / Outcomesareidentified and detailappropriate strands andindicators across2 or morelearning areas. / Outcomesareindicated withindicatorssupplied. / Outcomesdonot address therequirementsofthe curriculum.
Teaching
Points / Relevantandthorough, insightful,accurateand clearwith explicitdetailthroughout. / Informative,accurateand clearwithappropriate levelsof detail throughout. / Greaterdetailinsome areaswould have enhancedthe overall effectivenessofthisunit. / Moreinformationand detailwasneeded throughouttoensure clarity,relevanceor accuracy.
Sequenceof
Learning / Veryclearly communicatedand logicallysequencedwith explicitlinksbetween learningconcepts. / Pre-serviceteacheris beginningtoconnect lessonssequentiallywith implicitlearningconcepts addressedateachstage. / Learningissequenced satisfactorily.There is scopeforgreaterclarity and depthinsome lessons. / Lessonsarefragmented anddonot explicitly connectlearningconcepts.
Assessment / Assessmentrubricis comprehensiveindesign andintuitiveinitsuse. / Assessmentand/orrubric iswell designedand thoroughinitscoverage ofoutcomesaddressed. / Assessmentrubricis satisfactoryandidentifies anumberofareasin whichthestudent/scan demonstratemeetingthe learning outcomes. / Assessmentand/orrubric isunclear anddoesnot identifyhowthestudents havemettheoutcomesof theunit.
DOMAIN / STANDARDS / PERFORMANCE RATING
Standard 1
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. / Choose an item. /
1.3 / Students with diverse linguistic, cultural, religious and socioeconomic backgrounds / Choose an item. /
1.4 / Strategies for teaching Aboriginal and Torres Strait Islander students / Choose an item. /
1.5 / Differentiate teaching to meet the specific learning needs of students across the full range of abilities / Choose an item. /
1.6 / Strategies to support full participation of students with disability / Choose an item. /
Standard 2
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. / Choose an item. /
2.3 / Curriculum, assessment and reporting / Choose an item. /
2.5 / Literacy and numeracy strategies / Choose an item. /
2.6 / Information and Communication Technology (ICT) / Choose an item. /
Standard 3
Plan for and implement effective teaching and learning / 3.1 / Establish challenging learning goals / Choose an item. /
3.2 / Plan, structure and sequence learning programs / Choose an item. /
3.3 / Use teaching strategies / Choose an item. /
3.4 / Select and use resources / Choose an item. /
3.5 / Use effective classroom communication / Choose an item. /
3.6 / Evaluate and improve teaching programs / Choose an item. /
3.7 / Engage parents / carers in the educative process / Choose an item. /
Standard 4
Create and maintain supportive and safe learning environments / 4.1 / Support student participation / Choose an item. /
4.2 / Manage classroom activities / Choose an item. /
4.4 / Maintain student safety / Choose an item. /
4.5 / Use ICT safely, responsibly and ethically / Choose an item. /
Standard 5
Assess, provide feedback and report on student learning / 5.1 / Assess student learning / Choose an item. /
Standard 6
Engage in professional learning / 6.3 / Engage with colleagues and improve practice / Choose an item. /
Standard 7
Engage professionally with colleagues, parents/carers and the community / 7.1 / Meet professional ethics and responsibilities / Choose an item. /
7.3 / Engage with the parents/carers / Choose an item. /
ASSESSMENT
Each task must be completed to gain an overall Pass / DETAIL / OUTCOME (Please indicate)
Interim report
Professional experience record of Graduate Standard / Provides examples of evidence that could be used in the final PoE*. /
Assessment rubric / Unit of work planned and implemented in the placement class. /
Teaching and Learning Methodologies / Appropriateness of proposed strategy discussed with Mentor Teacher prior to development of unit of work: /
The daily journal / Sighted by the Mentor Teacher: /
'Concern' Process:Date initiated:Enter a date. Date completed:Enter a date. /
EPR201 - Professional Experience 3 requires completion of 20 days, including a two week block of fulltime teaching
Has the Pre-service Teacher completed the required number of days? /
Has there been any variation to the number of professional experience days?
Note: If Yes please provide details of variation: Click here to provide details /
Final Grade
Overall Rating / Choose an item. /
Mentor Teacher Comments (Should more time be required the “Procedure for Reporting Degrees of Concern” should
accompany this report unless previously supplied)
Click or tap here to enter text.
Please send a copy to the Preservice Teacher:
Mentor teacher signature: / /

* Portfolio of Evidence (PoE) – is a collection of evidence that shows how you are working at the graduate level of the APST. It is useful to demonstrate the ways in which you have met the APSTs for future employers, performance development processes or promotions.

A PoE can be displayed in a range of ways. The way in which you are required to display your evidence will depend on your course and your final placement requirements. It is important to share your evidence with your mentor to reflect and discuss how you are working at the graduate level.

EPR201 – Final report1