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PPP2 CRITERIA FOR ASSESSMENT OF PROFESSIONAL PRACTICE

PROFESSIONAL KNOWLEDGE
1. Know students and how they learn






2.

Demonstrate knowledge and understanding of physical, social and intellectual development
and characteristics of students and how these may affect learning
Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths
and needs of students from diverse linguistic, cultural, religious and socioeconomic
backgrounds.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity
and linguistic background on the education of students from Aboriginal and Torres Strait
Islander backgrounds.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet
the specific learning needs of students across the full range of abilities
Demonstrate broad knowledge and understanding of legislative requirements and teaching
strategies that support participation and learning of students with disability.
Know the content and how to teach it






Demonstrate knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.
Organise content into an effective learning and teaching sequence.
Use curriculum, assessment and reporting knowledge to design learning sequences and
lesson plans.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres
Strait Islander histories, cultures and languages
Know and understand literacy and numeracy teaching strategies and their application in
teaching areas.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students

PROFESSIONAL PRACTICE
3. Plan for an implement effective learning




Set learning goals that provide achievable challenges for students of varying abilities and
characteristics.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
Include a range of teaching strategies
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to
improve student learning
Describe a broad range of strategies for involving parents/carers in the educative process.

4. Create and maintain supportive and safe learning environments

Identify strategies to support inclusive student participation and engagement in classroom activities

The Smarter Schools National Partnership on Improving Teacher Quality is a joint initiative of the Australian Government, the Victorian
Department of Education and Early Childhood Development, the ACT Government Education and Training Directorate, the Melbourne
Archdiocese Catholic Education Office, the NT Department of Education & Training, the Melbourne Graduate School of Education, and
Teach For Australia.

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2




The University of Melbourne

Demonstrate the capacity to organise classroom activities and provide clear directions
Demonstrate knowledge of practical approaches to manage challenging behavior
Describe strategies that support students’ well-being and safety working within school and/or system,
curriculum and legislative requirements.
Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching.

5. Assess, provide feedback and report on student learning




Demonstrate understanding of assessment strategies, including informal and formal, diagnostic,
formative and summative approaches to assess student learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to
students about their learning
Demonstrate understanding of assessment moderation and its application to support consistent and
comparable judgements of student learning.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and
modify teaching practice.
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and
the purpose of keeping accurate and reliable records of student achievement

PROFESSIONAL ENGAGEMENT
6. Engage in professional learning


Demonstrate an understanding of the role of the National Professional Standards for Teachers in
identifying professional learning needs
Understand the relevant and appropriate sources of professional learning for teachers Seek and apply
constructive feedback from supervisors and teachers to improve teaching practices.
Demonstrate an understanding of the rationale for continued professional learning and the implications
for improved student learning.

7. Engage professionally with colleagues, parents/carers and the community


Understand and apply the key principles described in codes of ethics and conduct for the teaching
profession.
Understand the relevant legislative, administrative and organisational policies and processes required
for teachers according to school stage.
Understand strategies for working effectively, sensitively and confidentially with parents/ carers.
Understand the role of external professionals and community representatives in broadening teachers’
professional knowledge and practice.

2

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

Professional Practice and Portfolio 2 (EDUC90594)

TEACHING PRACTICE SUMMARY ASSESSMENT
REPORT FORM
The purpose of this form is to summarise the information from the Formal Observation assessment
meetings.
The Associate must attain a ‘pass’ in all 3 Domains: Professional knowledge, Professional practice
and Professional engagement. It is not expected that all the characteristics of teaching will be evident
at equal levels of achievement.
Associate: Liam Ferris
School: Alamanda K-9 College
Mentor/s: Ryan Ma
Clinical Specialist: Ken Swan
Other nominated assessor/s:

PROFESSIONAL KNOWLEDGE
1.

Knowledge of students and how they learn

Characteristics of Teaching (Please tick)



Comment and evidence:

Demonstrate knowledge and understanding of physical, social
and intellectual development and characteristics of students
and how these may affect learning
Demonstrate knowledge and understanding of research into
how students learn and the implications for teaching
Demonstrate knowledge of teaching strategies that are
responsive to the learning strengths and needs of students from
diverse linguistic, cultural, religious and socioeconomic
backgrounds
Demonstrate broad knowledge and understanding of the impact
of culture, cultural identity and linguistic background on the
education of students from Aboriginal and Torres Strait Islander
backgrounds.
Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
Demonstrate broad knowledge and understanding of legislative
requirements and teaching strategies that support participation
and learning of students with disability.

Building relationships with
students through personal
letters, after school
programs, extra curricular
activities
Knowing strengths of
students and who works
well with others and who
doesn’t, effective seating
plans with students
Use of iPads/technology
for student engagement
Use of exemplars to show
students standards
Implementing of McRel’s 9
high yield strategies
Use of continuums for
students to goal set from
Creating a continuum to
goal set with students
Clearly articulate student
expectations through the
use of essential

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Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

agreements
Accessing prior
knowledge as part of the
planning process
Mindmaps/Brainstorms
Learning strengths and
needs of students
Internationally-minded
curriculum, alternating
vocabulary for nontraditional English
speaking students.
Differentiation teaching to
meet the specific learning
needs – goal setting
Providing advanced
organizers to students
with varying needs
Extending students who
are working above
expected level of
achievement
Catering towards student
needs use of technology

2.

Demonstration of content knowledge and how to teach it

Characteristics of Teaching (Please tick)

Comment and evidence:

Demonstrate knowledge and understanding of the concepts,
substance and structure of the content and teaching
strategies of the teaching area

Organise content into an effective learning and teaching
sequence.

Use curriculum, assessment and reporting knowledge to
design learning sequences and lesson plans.

Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories,
cultures and languages.

Know and understand literacy and numeracy teaching
strategies and their application in teaching areas.

4

DATT tools – PMI charts,
Consequence and Sequel
Habits of Mind to promote
higher order thinking
Integrating crosscurricular initiatives
Point Cook 2020 with
Economics, Literacy,
Maths and Science.
Embedding MYP concepts

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

Implement teaching strategies for using ICT to expand
curriculum learning opportunities for students

into planning
Assessment tasks
purposeful
Formative assessments
Cues and questions
Polls – Edmodo, Socrative
Used to gauge where
students are at and adjust
accordingly in future
lessons.
Summative assessments
Portfolio pieces
Different assessment
criteria after initial
assessment not meeting
outcomes
Reflection on unit plans
Changing it for future
lessons
Relevant, up to date use
of iPads to help student
learning
Use of continuums to
organize content into
learning and teaching
sequence.

PROFESSIONAL PRACTICE
3.

Ability to plan for an implement effective learning

Characteristics of Teaching (Please tick)





Comment and evidence:

Set learning goals that provide achievable challenges for
students of varying abilities and characteristics.
Plan lesson sequences using knowledge of student learning,
content and effective teaching strategies
Include a range of teaching strategies.
Demonstrate knowledge of a range of resources, including
ICT, that engage students in their learning.
Demonstrate a range of verbal and non-verbal
communication strategies to support student engagement.
Demonstrate broad knowledge of strategies that can be used

5

Each class has a Know,
Understand, Do and a
Learning Objective using the
Understanding by Design
framework of unit planning
Goal setting
Student goal setting

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

to evaluate teaching programs to improve student learning
Describe a broad range of strategies for involving
parents/carers in the educative process.

Continuums
Setting smart goals during
personal learning
Edmodo for setting
tasks/communicating
Use of Compass to give
feedback to students and
parents for work submitted
Non-verbal feedback
Edmodo, Socrative and
linking the use of ICT to
increase student
engagement
Strategies
Using feedback, planning
documents to improve
student learning
Partaking in reflective
practices to evaluate unit
planning and areas for
improvement.

3.- Ability to create and maintain safe, challenging learning environments.
Characteristics of Teaching (Please tick)
 Identify strategies to support inclusive student participation
and engagement in classroom activities
 Demonstrate the capacity to organise classroom activities
and provide clear directions
 Demonstrate knowledge of practical approaches to manage
challenging behaviour
 Describe strategies that support students’ well-being and
safety working within school and/or system, curriculum and
legislative requirements.
 Demonstrate an understanding of the relevant issues and
the strategies available to support the safe, responsible and
ethical use of ICT in learning and teaching.

Comment and evidence:

Use of technology for
questioning techniques
Creating essential
agreements
Developing inclusive
classroom for student
support
Managing challenging
behaviour

o Calls home
o Following
through
o Restorative
practice
o Seating plan
o Engaging
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Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

activities

Varying activities to increase
student engagement
Use of authentic assessment
tasks to link classroom
learning into real life
applications.
Student leadership activities

5 – Ability to assess, provide feedback and report on student learning
Characteristics of Teaching (Please tick)



Comment and evidence:

Demonstrate understanding of assessment strategies,
including informal and formal, diagnostic, formative and
summative approaches to assess student learning
Demonstrate an understanding of the purpose of providing
timely and appropriate feedback to students about their
learning
Demonstrate understanding of assessment moderation and
its application to support consistent and comparable
judgements of student learning.
Demonstrate the capacity to interpret student assessment
data to evaluate student learning and modify teaching
practice.
Demonstrate understanding of a range of strategies for
reporting to students and parents/carers and the purpose of
keeping accurate and reliable records of student
achievement

Feedback is targeted and
timely with clear goals for
future improvement.
Setting “next step” goals
Data used to tracking
students growth and assess
their ZPD
Creating class focus to
inform teaching
Writing semester and fiveweekly reports
Use of graphic organizers
and continuums to target
student learning to the point
of need.

PROFESSIONAL ENGAGEMENT
6 – Engage in professional learning
Characteristics of Teaching (Please tick)


Comment and evidence:

Demonstrate an understanding of the role of the National
Professional Standards for Teachers in identifying
professional learning needs.
Understand the relevant and appropriate sources of
professional learning for teachers.
Seek and apply constructive feedback from supervisors and
teachers to improve teaching practices.
Demonstrate an understanding of the rationale for continued
professional learning and the implications for improved
student learning.

7

Recognizes NPS and the role
it plays in everyday
schooling
Attending PDs for
professional learning
Holding professional
conversations for the
improvement of teaching

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

practices
Constructive feedback from
supervisors
Attendance to staff meetings
and team meetings
Holding feedback sessions to
improve teaching practices
Consistently engaging in
feedback from supervisors
Active member of the McRel
PWT process
Attending balanced
leadership, CITW and RREIS

7 – Engage professionally with colleagues, parents/carers and the community
Characteristics of Teaching (Please tick)


Comment and evidence:

Understand and apply the key principles described in codes
of ethics and conduct for the teaching profession.
Understand the relevant legislative, administrative and
organisational policies and processes required for teachers
according to school stage.
Understand strategies for working effectively, sensitively and
confidentially with parents/ carers.
Understand the role of external professionals and community
representatives in broadening teachers’ professional
knowledge and practice.

Conducted sensitive
conversations with parents
of homeroom students
Attendance to staff meetings
and team meetings
Active member of the McRel
PWT process
Participated in three-way
conferences

General Comments

Signed:……………………………………………………..Date:…………………………..
Signed:……………………………………………………..Date:…………………………..
Signed:……………………………………………………..Date:…………………………..

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Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

Assessment Policy: Postgraduate Diploma in Teaching (TFA)
The Melbourne Graduate School of Education has outlined its assessment policies at:
http://education.unimelb.edu.au/study_with_us/student_centre/assignment_submission
Those policies are repeated and elaborated upon in this guide, within the context of the Postgraduate Diploma
in Teaching (Teach For Australia). Please especially note the different assignment submission and cover sheet
requirements detailed further below.
Referencing
Check with your subject tutors about the expected referencing style for each subject. APA (American
Psychological Association) style is generally the preferred choice in education. Information on how to use a
range
of
referencing
systems
can
be
found
on
the
University
Library’s
website:
http://www.lib.unimelb.edu.au/recite/.
MGSE’s policy on exceeding word limits in assignments
The following penalty for exceeding the word limit on assignments in MGSE applies from semester 2,
2012. This policy applies to all written assignments set in postgraduate programs in MGSE.


All students will indicate on the front of each assignment the number of words, inclusive of
footnotes but not references, contained in the assignment.
At the discretion of the Board of Examiners, assignments that exceed the word limit, inclusive of
footnotes but not references, will attract a marking penalty that is 5% of the total available marks
for each 10% that the number of words exceeds the word limit. For example an assignment that is
10% over the word limit attracts a penalty of 5% of the total available marks, 20% over the limit
attracts a penalty of 10% of the total available marks, 30% over attracts a penalty of 15% of the
total available marks.

Approved by Director OLT 9 July 2012
Furthermore:
a. Appendices do not count in the word count;
b. Words on the cover page do not count in the word count;
c. References within the text in brackets are part of the word count: “There was no evidence of impact on
student learning (Jones and Jones, 2012)” would contribute 13 words to the assignment’s word count.
The reference list at the end of the assignment does not contribute to the word count.
d. Leeway - there will be no penalty before an assignment reaches an amount that is 10% over the word
limit. That is, if the word limit on an assignment is 2,000 words, 5% of marks will be deducted once
the word count reaches 2,200 words, but not before.
Assignment Submission and Cover Sheets
The instructions for submission of assignments to the Education Student Centre detailed on the Student
Centre website do not apply in the Postgraduate Diploma in Teaching (Teach For Australia). The Student
Centre does not collect assignments for this course. Please instead follow the assignment submission
instructions specified in each subject (detailed on subject LMS sites and printed subject guides).
When submitting assignments on the LMS via Turnitin either:
 Use the assignment cover sheet as the first page; or
 Include your name, the subject name and your tutor’s name on your assignment.
The assignment cover sheet is available for download from the PGDip Teaching (TFA) Cohort 4 Community
LMS site.
Extensions and late submissions
For assignments submitted electronically (on LMS or by email), the due date ends at 11:59 pm of the specified
day.
If a student believes she/he will not be able to complete the assignment in time because of unexpected
circumstances, permission to submit late may be applied for. The application for extension must be

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Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

submitted, in writing, to the clinical specialist, giving reasons for the late submission prior to the due
date of the assignment.
The extension form is available for download from the PGDip Teaching (TFA) Cohort 4 Community LMS site.
Extensions are granted at the discretion of the coordinator or tutor concerned. The extension period will in no
case exceed two weeks unless a formal application for Special Consideration has been lodged and the
consideration granted.
MGSE’s policy on late submission of essays/assignments
This policy applies from 1 Feb 2012.
Unless an extension has been granted, for essays/assignments submitted after the due date, the mark
a student is awarded for their work will be reduced by 10% of the total possible marks for each day the
work is late, including Saturday and Sunday. Using electronic submission means work may be
submitted on any day. Assignments that are submitted late and are marked to a fail as a result of late
submission may not be resubmitted.
Unless an extension has been granted, assignments submitted later than 5 days (i.e., 6 days or later)
after the due date will not be marked, and will receive no marks.
Approved by Director OLT 12 Dec 2011
Grading
In accordance with University policy, all subjects will be graded on the following scale:
Grade
H1
H2A
H2B
H3
P
N

%
80 – 100
75-79
70-74
65-69
50-64
0-49

In Statements of Final Results in subjects, student may get a WH result. This means that assessment in the
subject has not yet been completed because the student has been granted an extension, a resubmission, or is
to be required to do additional work. If you receive a WH result and have not been granted an extension or
been notified of what is required for you to pass the subject, you should immediately contact the Coordinator of
the subject.
If a student has not submitted an assignment and not been granted an extension, she/he would be given an
“N” result. Only in the most exceptional circumstances, when the student has applied for and been granted
Special Consideration, and when it has clearly been impossible for the student to contact the Coordinator of
the subject will this “N” result later be converted to a Pass.
Grading Criteria
For each assessment task, there are specific criteria given with the assessment tasks that will be used to
judge the quality of the work. The following MGSE Grading Criteria are intended to indicate in general terms
the kind of achievement to be expected at each Grade Level. They do not replace specific assessment criteria
for individual tasks, however. They are indicative and not prescriptive: a different mix of qualities may well
justify a particular grade in different cases.
All work submitted must meet the requirements of satisfactory expression, presentation and referencing.
Therefore these matters are not mentioned in the grade descriptions below.

10

Postgraduate Diploma in Teaching (TFA)
Professional Practice and Portfolio 2

The University of Melbourne

OVERALL ASSESSMENT LEVEL DESCRIPTORS
This overall assessment level must be determined from the descriptors below. The descriptors relate to
the competencies of Associates at this stage of their course. They do not relate to the competencies
of an experienced, qualified teacher.
The Associate has been assessed as Outstanding against all criteria
and has achieved an overall pass for each category (group of criteria).
The Associate has demonstrated expertise in the areas of professional
knowledge, practice and engagement. The Associate has consistently
demonstrated initiative and independence, while working collaboratively with the
Mentor and other staff. The Associate has performed a range of teacher’s duties
and has fully participated in the school community.
The Associate has been assessed as Excellent against all or most
criteria and has achieved an overall pass for each category (group of
criteria).
The Associate has demonstrated proficiency in the areas professional knowledge,
practice and engagement. The Associate has worked collaboratively with the
Mentor and has demonstrated increasing levels of initiative and independence.
The Associate has performed a number of teacher’s duties and has actively
participated in the school community.
The Associate has been assessed as Very Good against all or most
criteria and has achieved an overall pass for each category (group of
criteria).
The Associate has shown competence in the areas of professional knowledge,
practice and engagement. The Associate has worked co-operatively with the
Mentor and school staff and has begun to demonstrate initiative and
independence. The Associate has been willing to perform some teacher’s duties
and to participate in some aspects of school life outside the classroom.
The Associate has been assessed as Good against all or most criteria
and has achieved an overall pass for each category (group of criteria).
The Associate is developing the skills in the areas of professional knowledge,
practice and engagement. The Associate has worked co-operatively under
close guidance of the Mentor and other staff. The Associate has been willing to
participate in compulsory duties and school activities.
The Candidate has been assessed as Satisfactory against all or most
criteria, and has achieved an overall pass for each category (group of
criteria).
Associate has demonstrated some understanding of the areas of professional
knowledge, practice and engagement. The Associate has worked under close
supervision of the Mentor and other staff. The Associate has participated in
some compulsory duties and school activities.
The Associate has been assessed as At Risk against a number of
criteria and in one or more categories (groups of criteria).
The Associate has demonstrated that he/she has not reached a satisfactory level
of achievement in a number of criteria and one or more categories.

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(80–100)

H1

(75-79)

H2A

(70-74)

H2B

(65-69)

H3

(50-64)

P

Less
than 50

N