Mating address LATROBE School of Education Collegeof At, Socal Since nd Commerce (ASS) See Undergraduate Supervising Teacher Report sscs- snes” Professional Experience Year 4 Final aerate Tsoi 35495904 £ osc pcemens@ tebe cd 20 Pre-Service Teacher Lisa Johnson Dates of Professional 10/10/16 - 10/11/16 [- a Experience School Setting Fastwood Primary School Grade/Method 3A ‘Supervising Teacher ‘Shai Minifie Dates of Absence 1819/10/16 21/10/16 ‘Month/Year [oe nov 2076 No. of Daysin School [24 | Pre-servce teacher to complete: twp Course Year-Level_ Home Campus Subject Code Please assess whether the pre-service teacher MEETS THE GRADUATE TEACHER STANDARDS (column 1 below), a requirement for graduating from an intial teacher education program. Use the following ranking in your evaluation in column 2: E~ Exceeds expectations. M ~Meets expectations. D— Does not meet expectations. ees ‘comments Knowledge and understanding of child and adolescent ‘Usa Rasa good understanding ofthe soc, emotional ang {development and how these may affectlearning m. payholoial development of ein at ths evl Ti, Knowledge and understanding of research into teaching and whan pea wth er kasd of he coeur u requirement, has esuted inthe delgn of evra learning and the implications for teaching Sea eee nee Knowledge of teaching strategies for students from diverse M {ica shoud be commended on er thorough understanding linguistic, cultural religious and sociosconomic backsrounds : ofthe curtculum and her eagerness to lea how fo best Ability todifferentisteteaching M Sequence curriculum content sa ao di afatastcjob of ‘Knowledge and understanding of strategies tofupport a Blanning fo the Eeucation Support Office inher ls participation of students with alsabiity + Continue to develop teaching strategies for catering to Knowledge and understanding of curriculum content 5 wide range of needs, sna on iferemiating the content of and effectiveteaching strategies Planned lessons. Abily to use curiam, asessment and reportingknowledge to 7 design learring sequences ‘Knowledge and understandingof, and respect, Aboriginal and Torres trait slander histories, cultures and NA languages incorporates iteracyand numeracy support strategies Inco yand Support tates ™ In ther teaching |. Preparation and Planning Ability to write clear, challenging and achievable learning ™ T ‘+ Area of improvement for learning goals and teaching. acct ‘Ability to plan and present a sequence of lessons e (© Usa seemed confident and capable taking full control of the mewn comtayeoiiee Ay pan naan oTToa " arden neseeanimaaseat ‘Engage students with a range of teaching and learning E effectively. Le aera aun sees See SS ee bese ocecaenee ver aaceeat ene Restle pheno ™ lime unue ecomnanh messes nae omen eae Simran saa mee |=], ameter and comparable judgements learning intertionpe Professional Practice (continued ge Cees 3: Management kis and ables Anity owe sratepestoencourage susertinvoivement in ] 9 + shale mmaamnere i aaa tearing . ‘wet respecting he Castoom exectaton ey ice. oly to make optimum use of weachinglime andtaieep | —— wt respecing be sro pees sent nl ‘Students on task ‘resulted in her gaining respect from the class very quickly. She stabishing clear behavioural expectations and : deo deat very wall wth sade gevances, consstencyand firmnessin apslyingrules 1+ becuiktorecogise and adress student behaviour when Use a range of strategies to mantaln student safety Sens disengage rom tass hing nte wa were) ineusing he use of CT he father tan prs stop reset expetton renin of Concequnce negave poste) flow hough wih consequence “rsruetionalSkls end Abies Effectiveness ofintroductions,transtdonsandconclusions | E | + Usadelveredesson with enthusiasm and good tone, ich ‘Ability to generate interest, curiosity and enthusiasm ™ peter erat any roots enya Effectiveness ofvoice and speech (intonation audibiity) | E. nd most tasks were competed inthe time planed. She wos ‘Carty ofnseutions and explanations and the a increible whan plan needed to change, nd was ot effectiveness of non-verbal eommunation afraid to stop her leson andre-explan or mol ataskwhen reed fectveness of quesvonng andlistenng to students M. fectwenessof guint tering Remember tue rate the mel tur ada questioning and interactivity to engage students ring min e \esone, Sve to keepin essons intro longer than 10 tints, sure that instructions ate devered in manageable “mounts (poropite to age level and no move than Sseps), “nd wen posible scomparies by medeling. ‘L_Reflection and Professional Learn ‘Abit to identify and plan professionallearingneeds + Shown tough wien reflection, dlcussions wih | through written sef-evaluations Supervising teacher pd other teachers nth team, Lis ‘ality to reflect accurately on own teaching performance Cleats very thoughtful about the lessons se plans andthe and wilingness to accept and act upon supervising teachers |g Fe eos neo ra bon tote ect feedback 7 learning was, rather har the teaching Cotinue tebe open __ sd espectfl to eeaback. 2, Personal/ Professional Qualties ageresstoleam aod mpc E + arene dee a ee [ela anel panenaeye-E-o-EEe eee Eoy adler trughou te ene placement When pen he Interestin total school rogram E pony to expen “loner ondafltne ‘Ability o full common administrative and professional 7 See eee dies 3 inteaon wath dss ond SE Abily tomaintan appropiate profesional 7 Uesrelatontip wh the students wo repetl edly telationship with students td profiel Abily to work wth colleagues and tobe an efecve a + Conueto tract wth staan lade, big tong team member ington ‘OVERALL RATING: What is your overall assessment ofthis pre-service teacher? Please indicate in your assessment whether the pre-service teacher meets the Graduate Teacher Standards [Meets the Graduate Teacher Standards. Has not met the Graduate Teacher Standards; please comment below outlining the areas that need improvement ‘General comments _ _ Strengths ‘Areas That Need Improvement ‘+ Pedagogical knowledge & understanding of ‘© Classroom Management curriculum content. © Assessment + Flexbilty + _Enthusiasm and passion for teaching-and learning. Pre-Service Teacher Signature pm) oate:_I}- 1) 16 ‘Supervising Teacher Signature ate: {11 \fe ‘ate rao ts ee pe: