Form A

Faculty of Education and Arts

Professional Experience
Assessment Report

Course Code: EEBED2101

Section 1 - Placement Details Admin Only FDL CRA DBase

Program Details
Program Name Bachelor of Education (Primary P-6)
Course Theme Practicum - Primary Classroom
Course Code EEDBED 2005 (e.g. EEBED3102) Year Level 2
Method Areas (Sec Only) 1. 2.

Pre-Service Teacher (PST) Details – to be completed by PST (Student)

PST Name Gemma D'Albora
Student Number 30318449 PST Telephone 0435335354
PST FedUni Email gemmadalbora@students.federation.edu.au (e.g. jsmith@students.federation.edu.au)
Placement dates 28/09/17 - 01/09/17 & 30/10/17 - 10/11/17 Absence dates 0
No. of days completed 15 Make-up dates 0
FedUni Mentor Name Tessa Calder

Federation University Contact Details

Placement Team Professional Experience Office, School of Education and Arts, Federation University, PO Box 663 Ballarat 3353
Email sea.professionalexperience@federation.edu.au

Placement Details u to be completed by Mentor Teacher / Educator or school professional experience co-ordinator
*PLEASE NOTE: School Professional Experience Co-ordinator will be abbreviated to SPEC when required.

Mentor Teacher Name Kristin Underwood/Candice Rogers

School / Centre Geelong East Primary School
Mentor Teacher Email rogers.candice.c@edumail.vic.gov.au
SPEC Name
Contact Telephone 52484885 Grade / Year Level 5/6

Professional Experience Final Assessment (cont. from Final Evaluation – Part 3)

u To be completed by Mentor TEACHER on completion of placement

Final Overall Assessment (Please tick one box)

High Distinction Distinction ✔ Credit Pass Marginal Fail Unsatisfactory

Page 1 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D
Section 2 - Placement Information
Pre-Service Teacher (PST)
Congratulations on your placement.
Please complete the Pink shaded sections
within this Assessment Report, and follow the
stepped process below.
Stepped Process
initiate contact with the School’s
1 professional experience co-ordinator
(Spec) to introduce yourself and
request contact details for your mentor
Teacher.
2 Prior to placement,
Complete Section 1 of this
Assessment Report.
3 complete pre-placement
requirements in your learning log
(Form B).
4 4
Email a copy of this Assessment Report
to the School’s Professional Experience
Co-ordinator.
5 The SPec will forward this document
to your mentor Teacher.
Your Mentor Teacher will retain this
6
Assessment Report for the duration of
your Professional Experience placement.
During this time you are expected to
complete all components of your PST
Learning Log (Form B).
7
your Spec will sight and email you
the completed report at the end of
your placement. They will cc the
fedUni professional experience
Team.
Upload this completed Assessment
8 report and your learning log to
fedUni online (moodle - professional
experience edArTS) within one week
of placement completion.
Page 2 of 7 Current Version: 16/08/2016 Review Date:
Mentor Teacher
You have been allocated a Pre-Service Teacher
(PST) from Federation University.
The pre-Service Teacher will have emailed the
professional experience report to your Spec This
report is to be completed digitally.
please complete the Blue shaded sections within
this Assessment report and follow the process below.
Stepped Process
1 The PST will download this Assessment
Report from FedUni Online (Moodle).
2 The PST will complete their details
in Section 1 of this Report.
3 You will receive this Assessment Report from
the S.P.E.C. on day one of placement.
Please retain this Assessment Report for
the duration of the PSTs placement. During
the placement complete each section of the
Report and discuss with your PST.
Should you have any concerns or questions
regarding the readiness capacity of your PST
or the placement process, please contact
the FedUni Mentor in the first instance.
Administrative queries should be directed to:
sea.professionalexperience@federation.edu.au
email this completed Assessment report
5 to your Spec for sighting and pST at the
email address they have provided in Section
1. Please cc the fedUni professional
experience Team:
sea.professionalexperience@federation.edu.au
The Professional Experience Co-ordinator
will forward this report to:
6 sea.professionalexperience@federation.edu.au
and the PST.
Please ensure any Payment Claims are
completed and forwarded to:
sea.professionalexperience@federation.edu.au
7 The PST will upload this completed
Assessment Report, along with any other
documentation to FedUni Online (Moodle).
On behalf of Federation University, thank you for
undertaking the role of Mentor Teacher. Your role in the
professional learning of the Pre-Service Teacher is highly
valued and an integral component of teacher education.
16/11/2016 CRICOS Provider Number 00103D
Section 2 - Placement Information cont.

Context and Aims

Professional Pairs teaching is an integral and vital component of the Bachelor of Education (EC, P-6 & P-10) Program.
It is a practice whereby Pre-Service Teachers (PSTs) form teaching partnerships and systematically inquire into their own
and others’ teaching practice so as to learn more about the complexities of learning about teaching, through teaching.

pre-Service Teachers, following discussions with their mentor Teacher, negotiate teaching and learning tasks; provide each
other with critical and meaningful feedback; share workloads and explore teaching through an inquiry lens. An essential
aspect of their learning is the development of a professional relationship with the mentor Teacher. it is anticipated that
classroom teachers will share their experience with pSTs and through feedback, provide ongoing guidance. It is requested
that classroom teachers support PSTs in consideration of this early stage of their development as a teacher.

As a Pre-Service Teacher you As a Mentor Teacher

are expected to: you agree to:

1 Email the Professional Experience Assessment
report to the Spec at the commencement of the
placement.
2 complete all tasks as outlined in the learning log, and
have these ready to share with Uni and Classroom
mentors.
Systematically document evidence related to the
completion of each learning task in a journal
3 activities or lessons taught by the PST.
(digitial or hard copy). discuss with your mentor
Teacher to ensure they align with the placement
context.
be actively involved and engaged from the
beginning. This means roving the classroom,
4 joining small groups, sitting with a nominated
student and assisting, as well as participating in
any helpful way as directed by the Mentor teacher.
5 provide the mentor Teacher with all documentation
related to the placement in a timely manner.
At completion of the placement,
PSTs are expected to have:
1 Worked together in professional pairs, with the
mentor Teacher to plan, teach and evaluate a
minimum of three small group activities and a
minimum of one full lesson in Week 1,
increasing to at least 2 lessons per day by the
final week.
Demonstrated an ability to establish clear
2 and achievable learning goals for students.
3 Evaluated student work samples and responses.
1 Support the pST's development through active
participation in the classroom.
2 Assist PST development through reflective
discussions (formal and informal).
3 Complete a mid-placement evaluation
and a final evaluation.
4 Provide written feedback on any planned
5 Assist the PST in setting and addressing
learning goals.
6 Provide feedback to the PST to support their
understanding of the Professional Standards.
7 To further support the development of learning
outcomes for PSTs, Federation University has
developed a Student At Risk Procedure (STAR).
This process is to be used when a PST has
been identified as being ‘at risk’ of failure during
placement, or requires additional support for
early intervention. The process provides direct
support for the Mentor Teacher, the school/centre
and the PST to develop and implement a clear
plan of action. Initial contact concerning possible
failure should be made to the FedUni Mentor as
soon as possible.
8 Monitor and guide the PSTs in the completion
of their Learning Log.
9 Complete the assessment of the placement and
provide feedback to the PST concerning the
placement, allowing time for the PST to reflect
on the assessment and to clarify
recommendations made.

4 Worked co-operatively and purposefully with

colleagues.
Reflected and documented their experiences,
5 strengths and future needs as learners and
teachers.

Page 3 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D
Section 3 - Evaluation

Part One / Mid-placement Evaluation u COMPLETED BY MENTOR TEACHER/EDUCATOR

Task Y/N Dated

Professional Experience Assessment Report received via email from Pre-Service Teacher (PST) Y 04/11/2017
PST has discussed the identified learning tasks chosen to be completed during placement Y 04/11/2017

Two (2) learning Goals documented by and discussed with pST - (commencement of placement) Y 04/11/2017
Two (2) learning Goals documented by and discussed with PST - (mid point of placement) Y 04/11/2017

PST Mid-Placement reflection documented and discussed Y 04/11/2017

PST Learning tasks completed (while these are not marked by the Mentor Teacher, sharing should occur) Y 04/11/2017

PST End of placement reflection documented and discussed Y 04/11/2017

00/00/20

Part Two / Mid-placement Evaluation u COMPLETED BY MENTOR TEACHER/EDUCATOR

Based on:
† your discussions with the PST
† observations of their teaching
† feedback concerning completed learning tasks
† progress towards addressing learning goals

Please comment on the progress this PST is making and note areas for future learning and development.

Gemma has come into the 5/6 classroom ready to help and assist where needed. She has quickly built up a rapport with
the staff and students and has been keen to take small groups in her first two weeks of placement. A focus for Gemma has
been to build relationships with students in order to create a positive learning environment. She was able to do this quickly
and the students have responded to her positively. I have encouraged her to continue to build her strategies in this area
especially with students who take longer to build that relationship and may have behavioral issues.
Another goal for Gemma to focus on is to build her confidence when teaching in front of a whole class. In the second half of
her placement she will gain more experience in this area as she will have the opportunity to teach full lessons. We have
met and looked through the weekly planner and chosen lessons where Gemma would feel comfortable teaching and this
will be a focus going into the second half of her placement.

Page 4 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D
Final Evaluation - Part 1

Professional Standards Report u COMPLETED BY MENTOR TEACHER/EDUCATOR

At the completion of the Professional Experience, please complete this Professional Standards Report for Graduate Teachers
by placing a tick in the appropriate column to indicate the level of development demonstrated by this PST (appropriate to a
second year PST). This evaluation should be used when considering assessment in Section 1.

Professional Knowledge C = Commendable S = Satisfactory N = Not Satisfactory N/A = Not Addressed

1. Know students and how they learn C S N N/A

1.1 Physical, social and intellectual development and characteristics of students ✔
1.2 Understand how students learn ✔
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds ✔
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students ✔
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities ✔
1.6 Strategies to support full participation of students with disability ✔
Comment:
Gemma has shown her ability to work with a range of different students and address their individual needs. She has
worked with different leveled small focus groups on set tasks and has built on her strategies to understand how these
students learn at their different levels. Gemma has had the opportunity to see how data is used to differentiate the
classroom and as she progresses through her teaching degree I would encourage her to utilise student data to inform
her planning.
2. Know the content and how to teach it C S N N/A
2.1 Content and teaching strategies of the teaching area ✔
2.2 Content selection and organisation ✔
2.3 Curriculum, assessment and reporting ✔
2.4 Understand and respect Aboriginal and Torres Strait Islander people and how to teach to promote reconciliation
✔
between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies ✔
2.6 Information and Communication Technology (ICT) ✔
Comment:
Gemma has sat in on the 5/6 PLC meetings where curriculum and strategies are discussed and content is selected for
future planning. She has used the team planner to teach individual lessons and is building on her knowledge of the 5/6
curriculum. Gemma has had a variety of Literacy and Numeracy strategies modeled to her and I would encourage her to
continue to develop in this area and implement these into her own lessons.

Professional Practice
3. Plan for and implement effective teaching and learning C S N N/A
3.1 Establish challenging learning goals ✔
3.2 Plan, structure and sequence learning programs ✔
3.3 Use a range of teaching strategies ✔
3.4 Select and use resources ✔
3.5 Use effective classroom communication ✔
3.6 Evaluate and improve teaching programs ✔
3.7 Engage parents/carers in the educative process ✔
Comment:
Gemma has observed how learning goals are used within the 5/6 area for students to understand their own learning and
to move forward. She has used teacher feedback to provided students with strategies to move on from their goals.
Gemma is building her repertoire of teaching strategies and how to effectively communicate within a classroom. This will
be a goal going forward that Gemma should focus on. She has been willing to use all resources available to her and take
on board feedback.
Page 5 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D
Final Evaluation - Part 1 cont.

Professional Practice C = Commendable S = Satisfactory N = Not Satisfactory N/A = Not Addressed

4. Create and maintain supportive and safe learning environments C S N N/A

4.1 Support student participation ✔
4.2 Manage classroom activities ✔
4.3 Manage challenging behaviour ✔
4.4 Maintain student safety ✔
4.5 Use ICT safely, responsibly and ethically ✔
Comment:
Gemma has shown a positive attitude when supporting student participation and encourages all students to do their
best. She is able to manage classroom activities and maintain student safety whilst working in a team teaching situation.
I would encourage Gemma to continue to build her classroom behaviour management strategies especially with
students who have learning difficulties.

5. Assess, provide feedback and report on student learning C S N N/A

5.1 Assess student learning ✔
5.2 Provide feedback to students on their learning ✔
5.3 Make consistent and comparable judgements ✔
5.4 Interpret student data ✔
5.5 Report on student achievement ✔
Comment:
Gemma has observed the use of a Data and Moderation cycle where assessing student data is the core focus. This
data is then used to inform planning, creating proficiency scales that are then used to feedback to the students on their
learning. Gemma has shown her ability to provide feedback to students, especially in a small focus group setting.

Professional Engagement
6. Engage in professional learning C S N N/A
6.1 Identify and plan professional learning needs ✔
6.2 Engage in professional learning and improve practice ✔
6.3 Engage with colleagues and improve practice ✔
6.4 Apply professional learning and improve student learning ✔
Comment:
Gemma has been involved in all professional learning meetings whilst on her rounds at Geelong East Primary. She has
engaged in professional conversations around student learning and has always been open to feedback on her own
practice.

7. Engage professionally with colleagues, parents/carers and the community C S N N/A

7.1 Meet professional ethics and responsibilities ✔
7.2 Comply with legislative, administrative and organisational requirements ✔
7.3 Engage with the parents/carers ✔
7.4 Engage with professional teaching networks and broader communities ✔
Comment:
Gemma has met with professional ethics and responsibilities whilst on her rounds but has not had the opportunity to
engage with parents. This should be a focus for her next set of rounds.

Page 6 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D
Final Evaluation - Part 2
u COMPLETED BY MENTOR TEACHER/EDUCATOR

At the completion of this placement, please provide comment on:

† the pST's contribution to the classroom
† their performance with reference to the completed final evaluation - part 1
† future goals for learning and teaching

Recommended goals (3 suggestions for future development)

1 Understanding the curriculum through planning.

2 Building behaviour management strategies to mange difficult students.

3 Continuing to build confidence whilst teaching whole lessons and moving towards whole day teaching.

General comments:

Gemma has shown a positive attitude to her rounds at Geelong East. She has been willing to take on feedback from not
just her mentor, but all staff and has implemented these into her lessons and small focus groups. Gemma has had
many opportunities to observe how a PLC is structured and how teachers collaborate to anaylse and use data to inform
planning. Gemma has shown her willingness to be flexible with the day to day running of the classroom and is gaining
an understanding of how things can change and problem solve to best suit the needs of the students.
I would encourage Gemma on her next set of rounds to become more involved with planning and begin to plan some
lessons for herself using the student data available to her. This will then help to build her confidence when teaching as
she will have planned the lesson herself rather than read off someone else's planner.
I wish Gemma all the best for the rest of her teaching degree.

Final Evaluation - Part 3

u COMPLETED BY MENTOR TEACHER/EDUCATOR

1. Complete the ‘Final Overall Assessment’ panel in Section 1 (first page) of this report.

2. email this completed Assessment report to the Spec who will sign and forward to the pST and fedUni
professional experience Team at sea.professionalexperience@federation.edu.au together with completed
pay claim form.

On behalf of the Professional Experience Team at Federation University,

we thank you for your time and contribution to the teaching profession.

Page 7 of 7 Current Version: 16/08/2016 Review Date: 16/11/2016 CRICOS Provider Number 00103D