FPE 2 - Final Evaluation Form 2018 1of7 hutps://myplacement.murdoch.edu.aw/SoniaOnline/Secure/Printabl Fal Murdoch SH UNIVERSITY Final Professional Experience 2 inal Evaluation Form Bachelor of Education/Graduate Diploma in Education ‘The AITSL classroom practice continuum (Level 1 Graduate) guides the professional practice domain of the APST and all Murdoch School of Education placement units. Professional Standards are expected whilst on placement and subsequently form part of the assessment criteria for the unit. Please assess the Pre-Service Teacher against all AITSL Graduate Standards and Murdoch Attributes criteria in order to give detailed feedback, unless there has been no opportunity for the Pre-Service Teacher to respond to any of the criteria. Student ID: PST First Name PST Last Name: 32620516 Carolyn Macintyre Scott Course: Unit Code: Year Level/Learning Area: BACHELOR OF EDUCATION eDN3102, 2 School: School Coordinator: External Moderator: SINGLETON PRIMARY SCHOOL Hall, Tracey Gilchrist, Mandy Mentor Teacher: Storey, Rhonda Mentor E Number for payment (Dept of Ed schools only) Please note that thisis not visible to Pst Mentoring Load (if multiple mentors shared to role of mentoring a PST please indicate the percentage of the role undertaken) Storey, Rhonda £2025221 Placement dat Number of prac days Recommended Result: evans til 2/9/18 completed: High 38 Distinction © Distinction © Credit © Pass 0 Fail National Professional Standards for Teachers (AITSL) PROFESSIONAL KNOWLEDGE 18/09/2018 3:12 PMFPE 2 - Final Evaluation Form 2018 https://myplacement. murdoch. edu au/SoniaOnline/Secure/Printabl. 20f7 Standard 1: Know students and how they learn 1.1 Physical, social & intellectual development & characteristics of students Demonstrate knowledge and understanding of physical, social & intellectual development & characteristics of students & how these may affect learning © Fal 0 Pass 0 Credit 0 Distinction @ High Distinction © No Opportunity 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn & the implications for teaching (© Fail © Pass © Credit © Distinction @ High Distinction © No Opportunity, 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. (© Fail © Pass © Credit © Distinction © High Distinction @ No Opportunity | 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students | 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. | ofall 0 Pass © Credit © Distinction © High Distinction @ No Opportunity full range of abilities Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. © Fal 0 Pass © Credit 0 Distinction @ High Distinction © No Opportunity | | | 1.5 Differentiate teaching to meet the specific learning needs of students across the | | 1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation & learning of students with disability. © Fall 0 Pass 0 Credit © Distinction © High Distinction © No Opportunity Comments: {Ihave been so impressed by your reading regarding research on student's learning ability and things that have an impact on it. You are aware of student abilities inthe class and are thoughtful in your placement ofthese students during learning ‘opportunities. Your lessons always begin with clear explicit teaching ofthe concept with gradual release and sequential learning steps. Your differentiation into three groups in many subjects meets the needs of all students and ensures maximum inclusion. | PROFESSIONAL KNOWLEDGE — Standard 2: Know the content and how to teach it 2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area © Fall © Pass © Credit © Distinction @ High Distinction © No Opportunity 2.2 Content selection & organisation 18/09/2018 3:12 PMFPE 2- Final Evaluation Form 2018 bttps://myplacement.murdoch.edu.au/SoniaOnline/Secure/Printab. Organise content into an effective learning and teaching sequence. © Fail 0 Pass © Credit © Distinction @ High Distinction © No Opportunity 2.3 Curriculum, assessment & reporting Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. © Fall 0 Pass © Credit © Distinction @ High Distinction © No Opportunity 2.4 Understand & respect Aboriginal & Torres Strait islander people to promote reconciliation between Indigenous & non indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. © Fall © Pass © Credit © Distinction © High Distinction ® No Opportunity 2.5 Literacy & numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. © Fal © Pass © Credit © Distinction @ High Distinction © No Opportunity 2.6 Information & Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. © Fail © Pass © Credit © Distinction @ High Distinction © No Opportunity Comments: Not only have you planned outstanding, quality lessons across the curriculum but you have created detailed marking rubrics to provide students and parents with clear understanding regarding their current level of achievernent and what they need to do in order to improve. love the individual care and support you offer each student by providing extra work in areas they need more experience in, Then you take the time to reassess students to see if they now understand and have progressed. PROFESSIONAL PRACTICE Standard 3: Plan for and implement effective teaching & learning 3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics. © Fal © Pass © Credit © Distinction © High Distinction © No Opportunity 3.2 Plan, structure & sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. © Fail © Pass © Credit © Distinction @ High Distinction © No Opportunity 3.3 Use teaching strategies Include a range of teaching strategies. | © Fal 0 Pass © Credit © Distinction @ High Distinction © No Opportunity 3.4 Select & use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. © Fail © Pass © Credit © Distinction @ High Distinction © No Opportunity, 30f7 18/09/2018 3:12 PM