10/8:2016 Pertnerships - EMTS: End-of Practicum Report COLLEGE OF EDUCATION VICTORIA MASTER OF TEACHING IN SECONDARY EDUCATION UNIVERSITY PROJECT PARTNERSHIPS MELBOURNE AUSTRALIA EMTS END OF PRACTICUM REPORT Masterof Teaching in Secondary Education preservice teachers can be expected to display intrest in teaching as carer, awareness of personal relations in teaching and an inguting attitude to teaching and leaming, There are three domains, Professional Knowledge, Professional Practice and Professional Engagement alongside coven core standards that we ask you to reflect and write upon when providing feedback o preservice teachers ‘The eiteria in the report are derived fom the Australia Institute for Teaching and School Leedership (AITSL) Netional Graduate Teacher Standard. copy ofthe Standards canbe found ot hinsAnyaisheduauuerverscsowress/Accrediation of initial teacher educition filendt ‘This report should be completed in consultation withthe preservice teacher and other elevant colleagues. Abrief comment foreach mia Standard wil besuicient, Mentor eecher are encouraged ta descibe specific achievements, identify areas of concera and make resomrnendations fr fue development. Tresctvice teacher are expected to keep a joumal containing reflections evaluations and thoughts about tis Project Partnership work. These ‘become examples and evidence of how they mect each ofthe seven core standards of teaching. This evidence should be shared withthe mentor teacher prioro the competion af this report PP End of Practicum Report Deadline: Week beginning l6th Septeraber 2016 -Preservicetsachers must read and acknowledge that they have ead this report by checking the tick box next to Preservice Teacher and eatering their name under the Compulsory Signatures setion, Mentor teachers ‘equited to do the same before the report can he sen to Victoria University. Two copies ofthis report (one forthe mentor and one forthe preservice teacher) must be printed while sending the report electronically to Victoria University PRESERVICE TEACHER DETAILS 1D: 4518332 Family Name: Ashraf Given Name: Muhammad Shoaib ‘Teaching Method: Maths Year Level/Grade: Year 7- 2 PARTNERSHIP SCHOOL DETAILS School Name: Darul Ulum College of Victoria Sweet: 17 Baird Street Suburb: Fawkner Post code: 3060 Phone: 9385 6800 Mentor Teacher: Kazi A. Jamil Schoo! Partnership Coordinator: Abdurrahman Gokler END OF PRACTICUM ASSESSMENT ‘Atallevel ofpractice and undentanding expected in the Master of Teaching, the preservice teacher is consolidating their understanding of professional knowledge. This graduating competence needs to addvess all aspect of teacher knowledge, pracive and engagement as listed. Ata Tevel of practice expected ofthe gradvating teacher, please comment on areas of strength and/or aspects needing improvement in relation to the following standards [Note: Pease referto the AITSL National Graduate Teacher Standards fora listing ofthe specific characteristics expected under each ofthe seven, standavds below. ‘These characteristics of teachers knowledge, practice and profesional engagemont have been identified by teachers and teacner educators as essential forthe preparation of members of te teaching profession. This list of standards and characteristics provides a guide to effective teaching practices that all teachers greduating fom a courte af preservice teacher education should have the opportunities to consider, understand and develop as identified by the Austalian Institute for Teaching and School Leadership, Please complete the form using these symbols - A: above expectation B: at expectation C: below expectation NA: not applicable PROFESSIONAL KNOWLEDGE Preservice teachers in the Master of Teaching will develop their understanding of how teachers: + know students and how they learn A + kenow the content and how to teach it A COMMENTS ON PROFESSIONAL KNOWLEDGE: During this practicum Muhammad was very confident to teach the students. By incorporating diffrent teaching strategies, he maintained discursive teaching in the classroom. He is very approachable and maintained positive relationship with the students Please indicate development in relation to the Professional Knowledge domain: § (S Satisfactory; N= Unsatisfactory) PROFESSIONAL PRACTICE Preservice teachers in the Master of Teaching will develop their understanding of how teachers: + plan for and implement effective teaching and learning A + create and maintain supportive and safe learning environments A + assots, provide feedback and report on student learning B (COMMENTS ON PROFESSIONAL PRACTICE: Muhammad prepared the lesson plans with different engaging activities. Befare every lesson, he looked forthe right and effective resources ‘such as videos and solutions of Maths problems. He assisted me to check students’ work books and mark test papers and provided constructive “feedback t0 the students. Please indicate development in relation to the Professional Practice domain: $ (S= Satisfactory; N~ Unsatisfactory) PROFESSIONAL ENGAGEMENT. Fievieducation wu eds eulrepotsleoylemtsiomts_end_pxirt menicr_copy.php?Submit=PrntsRopertside451RaZERMathsee Partnerships - EMTS: End-of-Practicum Report Preservice teachers in the Master of Teaching will develop thelr understanding of how teachers: + engage in professional learning A + engage professionally with colleagues, parents/carers and the community A ‘COMMENTS ON PROFESSIONAL ENGAGEMENT: ‘Muhammad abways reflected after every lessons. He always clarified hie queries with other teachers to improve his teaching practice. He was ‘always punctual to atiend the classes, Professional development programs and meetings Please indicate development in relation to the Professional Engsgement domain: $ (S~ Satigfcton: N= Unsatisfactory) (OVERALL ASSESSMENT S_ (S= Satisfactory; N= Unsatisfactory) MENTOR TEACHER'S RESPONSE During this practicum Muhammad was very confident to toach the students. He prepared the lesson plans with diferent engaging activities. Before every lesson, he looked for the right and effective resources such as videos and solutions of Maths problems. By incorporating different teaching strategies, he maintained discursive teaching in the class room. He is very approachable and maintained positive relationship with the students. He assisted me to check students” work books and mark test papers and provided constructive feedback o the students. During this practicum Muhammad improved his sills to manage the class. He always reminded students about the class oom rales. He was aliays punctual to attend the classes, Professional development programs and meetings. Therefore, he developed professional relationships, PRESERVICE TEACHER'S REFLECTIVE RESEONSE think that this experience was very important for me because It highlighted several things to me. During my teaching rounds, Ihave learned some of the best strategies. Ihave learned to develop a positive relationship with all students and have ail of them actively engaged in developing knovledge. 1am confident to handle stessfil situctions with grace, patience, undersianding, and flexibility Now I understand new dynamic of my teaching and classroom management sil: SIGNATURES Preservice Teacher: ¥) [ave read this report Name: Muhammad shoaib Ashra? Date: October 05, 2016 Mentor Teacher: ) [have read this report Name: Kavi Ahmad Jamil Date: October 05, 2016 tovlioducater vues auteportslenylemislernts_end_ print mentor. copy phe ?Submit=Print*ReportBsid=45 6302EAMatns