rteror4 Partnerships - HGES:- Prin End of year Report SOOT oRONE SeONDAY DUCATON UNIVERSITY PROJECT PARTNERSHIPS MELBOURNE AUSTRALIA HGES END OF YEAR REPORT Graduate Diploma In Secondary Education preservice teachers can be expected to display interest in teaching as a career, awareness of personal refators in teaching and an inquiring attitude to teaching and learning, There are thtee domains, Professional Knowledge, Professional Practice and Professional Engagoment alongside seven core standards that we ask you to reflect and wile upon when providing feedback fo preservice teachers. The eriteria in the report are derived from tho Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teachar Standards. A copy ofthe Stendards can be found at hilp:iwwesitskedu eu/vervel_resources/Accreditation_of nial teacher education fle.pdf. ‘Tris report should be complaiad in consultation with the preservice teacher and other relevant colleagues. A brief comment for each main ‘Standard willbe sufficient, Mentor teachers are encouraged to describe specific achievernants, identify areas of concern and make recommendations for future development. Preservice teachers are expected to keap a journal containing reflections, evaluations and thoughts about this Project Partnership work, ‘These became examples and evidence of how they meet each ofthe seven core siandards of teaching. This evidence should ba shared with the mentor teacher prior to the compotion ofthis report. PP End-of -Year Report Deadline: Week beginning 13th October 2014 - Preservice teachers must read and acknowledge that they have read this report by checking the lick bex next te Prosorvice Teacher and entering theic name under the Compulsory Signatures sacton. “Mentor teachers required to do the same before the report can be sent to Vieoria University. Two copies ofthis report (one for the mentor tend one for the preservice teacher) must be printed while sending the report electronically to Victoria University. PRESERVICE TEACHER DETAILS 10: 3860419 Famiy Name: WAAZ Gen Name: SUMERA Teaching Method: Maths Year LeveliGrade: Yor 7-42 PARTNERSHIP SCHOOL DETAILS ‘School Name: Footscray City College -GDSE Stect:Kinnear Street Subut: Footscray Poctcade: 3011 Phono: 8287 1500 ertor Teacher David@*Connor Schoo|Patership Coordinator: David Jones END OF YEAR ASSESSMENT Ata level of practice and understanding expected in the Graduate Diploma, the preservice teacher is consolidating thelr understanding of professional knowledge, ‘This graduating competence needs to address all aspecs of teacher knowledge, practice and engagement as listed. Ata lavel of practice expected of the graduating teacher, please comment on areas of strength andlor aspects needing improvement in relation tothe following standarcs. Note: Please refer to the AITSL. Nalional Graduate Teacher Standards for a listing ofthe specific characteristics expected under each of the soven standards below. ‘These charactorstcs of teachers’ knowledge, practice and professional engagement nave been identified by teachers and teacher educators as escential for the preparation of members of the teaching profession. This ist of standards and characteristics provides @ guide to effective teaching practices that all teachers graduating from a course of preservice teacher education should have the ‘opportunites lo consider, understand and develop as identified by the Austrian Insitute for Teaching and School Leadership. loose comple fe form using thse symbole A: above expectation Ba expecilon Clow expactaton NA: rot anpcable PROFESSIONAL KNOWLEDGE Preservice teachers in the Graduate Diploma wil develop the understanding of how teachers: ow tena ae bow thy learn * othe conten an haw oes it A COMMENTS ON PROFESSIONAL KNOWLEDGE: Pease indent development nolan to he Prefssianel Knowledge domain: $ (S= Salfetone N= Unsaistctry PROFESSIONAL PRACTICE Frosevic leachers inthe Graduste Diploma wil develo thelr understancag of how teachers: + plan for ane inplement fective esching an Isering A + create and minian supportive aa safe fearing environments a + assess, pow fecback and rar onset earning a ‘CONMENTS ON PROFESSIONAL PRACTICE: Peace indeate development in relation othe Professir Pracice domala: $_(S= Satefectoy, Ne Unseistctoy) PROFESSIONAL ENGAGEMENT ‘reserve tochers inthe Gracie Diploma wil develop their understanding of how teachers: ‘ongsge a proeesoral faring a A + engage professional win oloagues,paenisierers ad he community ‘COMMENTS ON PROFESSIONAL ENGAGEMENT: ease indcste developmantin ration tthe Professional Engagement domai: $ (S* Salsficory; N= Unsatisacton) OVERALL ASSESSMENT 8 (S2Saletactons N= Unsattacton) MENTOR TEACHER'S RESPONSE mera nes ight Yeort0 advanced maths and Year 11 matheranica! methods. Se has used e vat of resources fo exch the concepts. Sumera has made goed {av ofthe wile board te emanate worked examples to stuonte. She has asa used a arly of qvesterg ochnquas fo bien stent hnowtedge. Sumer hes ntpileducaton.vu.edu.aulreportsleayladselgdse_end_print_mentor_copy-php?Submit=Print’ReportBside38504 Y0Mathsanenots Parinerships - HGES:-Print End of year Report Improved in using svtogies fr classroom cscipine asthe toaching ound progrased, PRESERVICE TEACHER'S REFLECTIVE RESPONSE 1 had a ory racing loaning expoionca tho FoaterayCly Colege. | fund my monar, David tobe vor supportive and anceuraging. He always had ofctve feedback rma tat coud work on frmy nex laste. find tats noed a palan my clssroom managment Sis ans have ran ip eaamap to Work nas SIGNATURES Presorvce Teacher: inavernasiniseport Namo: Sumera Nae Date: September 16,2014 MontorToschor: Zl thavoreed ie report Name: David Comer Dale: Soptomber 19,2014 hitpiteducation vu.edu.aulrepors/eoyigdsaigdse_end,_print_mentor_copy.php?Submit=Print*Reportésid=3850419Maths|