Professional Documents
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*qFF \IICTORIA
UNIVER.SITY
COTLEGE OF EDUCATIOH
BA(HILoR Or mU(ATtOr{ (P-I2}
PROJECT PANTNERSHIPS
YEAR
of2
MEI.BOURNE AUSTRALIA
Year 4 graduating preservice teachers can be expected to display interest in teaching as a career, awareness ofpersonal relations in teaching and an
inquiring attitude to tcaching and leaming. There are three domains, Professional Knowledge, Professional Practice and Professional Engagement
alongside 7 core standards that we ask you to reflect and write upon when providing feedback to thc service teacher. The criteria in the report are
derived ftom the Ausralian Institute for Teaching and School Lcadership (AITSL) National Graduate Teacher Standards. A copy ofthe Standards
can be found at htto:/,'u.$rw.ai1sl.edu-au/verve/_resource#Accreditation of initial teacher education file.pdf.
This report should be completed in consultation with the preservice teacher and other relevant colleagues. A brief comment for each main Standard
will be zufficient. Preservice teachers and teacher educators encouage you to describe specific achievements, identify areas of concern and make
recommendations for future development.
Year 4 gnduating preservice teachers will be involved in the development ofa curriculum-focused project and extensive teaching practice, usually in
a primary school. h Year 4 graduating preservice teachers might develop, implement and evaluate a curriculun initiative, normally &awing on their
major studies background, using an Action Research Approach. Extensive teaching practice is essential. PreService tcachcrs arc expected to keep a
joumal containing reflections, wal"ations and thoughts about this project partnership work. These become oramples and evidence ofhow they meet
each ofthe 7 core standards ofteaching. This evidence should be shared with the mentor teacher prior to the completion ofthis report
PP End ofPraciicum Report Dcrdlinc: Week beginning l2th October 2015 - Preservice teachers must read and acknowledge that they have read
this report by checking the tick box nextts Presemice Teacher ard entering their name under the compulsory Sigzarure.r seotion. Mentor teachers
required to do the same before the report can be sent to Victoria University. Two copies ofthis report (one for the mentor and one for the preservice
teacher) must be printed whilc sending the report electonically to Victoria University.
PRESERYICE TEACIIER DETAILS
TeachingMethod:
Primary
YearLweVGrade:Grade2
Croswcll
Primary Steet
PO Box
343E
Suburb: Caroline
Springs
Post code:
3023
Phone: 9363
At
a level ofpractice and understanding orpected in Year 4 ofthe Bachelor ofEducation, the preservice teacher is consolidating their rmderstanding
ofprofessional knowledge. This graduating competence needs to address all aspects ofteacher knowledge, practice and engagement as listed. At a
level ofpractice expected ofthe graduating teacher, please comment on areas ofstrength and/or aspec8 needing improvement in relation to the
foUowing standards.
Note: Please refer to the AITSL National Graduate Teacher Standards for a listing ofthe specific characteristics srpected under each ofthe seven
standards below.
These characteristics ofteachers' knowledgg practice and professional engagement have been identified by teachers and teacher educators as
essential for the preparation ofmembers ofthe teaching profession. This list ofstandards and characteristics provides a guide to effective teaching
practices that all teachers gnduating from a course ofpreservice teacher education should have the opportunities to consider, understand and develop
as identified by &e Austalian Institute for Teaching and School Leadership.
.
.
will
develop
learn
knowthecofteotatrdhowtoteachit
domain:
(S: Satisfaaory;
N:
tlat
Urcatisfactory)
PROFESSIONAL PRACTICE
.
.
leaming
environments
fcedback and report on student leaming
assess, provide
domain:
PROruSSIONAL f,NGAGEMENT
'
http://education.vu.edu.aulreports/eoylyear4ly4_endjrint_mentor_copy.php?Submit... 17109/2015