BED418- Teacher Identities- Assessment 3

Group Presentation
Weighting: 30%

No pass
(0- 49%)

Pass
(50-59%)

Credit
(60 69%)

Distinction
(70-79%)

High Distinction
(80- 100%)

Teaching
philosophy
20 marks
Team members
have found
common elements
of their philosophy
and use this as
basis for their
teaching and
planning

No evidence of
a common
agreement on
teaching
philosophy

A minimal basis for

an agreed
philosophy is
evident

Team members have

found some common
elements of their
philosophy and have
formed a workable
planning model

Team members have

found and connected
some common
elements of their
philosophy and have
formed a workable
planning model that
is cohesive

Team members have

found and connected
some common elements
of their philosophy and
have formed a workable
planning model that is
cohesive, integrated and
creative

Behaviour
management
20 marks
Is evidence-based,
fair and equitable

No evidence of
behaviour
management
planning

Some evidence of a
behaviour
management plan

Team has developed a

behaviour
management plan, may
lack detail or rationale,
may be inconsistent
with other team
elements

Team has developed

a behaviour
management plan,
that is evidence
based, detailed and
aligns with teaching
philosophy

Team has developed an

original behaviour
management plan, that is
evidence based, detailed
and aligns with teaching
philosophy, with solid
examples

Teaching models
20 marks
Align with group
philosophy and
individual styles,
strengths and
weaknesses

No evidence of
planning,
curriculum, or
assessment
models

Team has agreed on

the use of existing
planning/curriculum/as
sessment models, with
some detail/examples,
and some rationale

Team has agreed on

the use of existing
planning/curriculum/
assessment models,
and integrated them
well into their team
teaching philosophy
and behaviour plan

Team has agreed on and

modified the use of
existing
planning/curriculum/asse
ssment models, and
integrated them well into
their team teaching
philosophy and
behaviour plan

Critical reflective
practice
10 marks
Team planning is
based on practicum
reflection, theory
knowledge and
curriculum
knowledge

No evidence
that content is
based on
practicum
experience,
current theory
or curriculum
knowledge

Team has agreed

on the use of
existing
planning/curriculu
m/assessment
models, but with
little rationale,
detail, or is
inconsistent with
teaching
philosophy
Content is based on
basic, surface-level
knowledge, with
some personal
practicum
experience
evidence

Content is based on
current and best
practice theory and
knowledge, may lack
detail or links to
practicum experience,
may contain
inconsistencies or
contradictions

Content is based on
current and best
practice theory and
knowledge, with
good cohesion of the
team members
collective experience

Content is based on
current and best practice
theory and knowledge,
with good cohesion of
the team members
collective experience,
and is well - evaluated
and justified

CONTENT

PRESENTATION
Time frame
10 minutes per
speaker
10 marks
Quality of delivery
10 marks

Significantly
under-time

Moderately underor over- time

Most speakers are on

time

All speakers are on

time

All speakers are on time

and time is used
effectively

Incomprensible
, disorganised,
no evidence of
planning

Some evidence of
planning for audience
engagement. Good
tone of voice, pace and
volume

Presentation is
visually and aurally
engaging. Good tone
of voice, pace and
volume

Presentation is visually
and aurally engaging,
with audience
interaction. Good tone of
voice, pace and volume

Team cohesion
10 marks

No evidence of
team work in
presentation

Presentation lacks
energy,
enthusiasm,
planning, or
organisation.
Acceptable tone of
voice, pace and
volume
Presentation
demonstrates
minimum evidence
of team work

Presentation shows
good team work, some
organisation

Presentation shows a
cohesive team
structure, good
organisation

Presentation shows a
cohesive team structure,
with integrated planning

Further instructions:
This assessment is designed to allow you to share the work you have developed over the course of the semester
(and, if desired, the whole course).
It is not asking you to create whole new material. Instead, it asks you to come together and form a theoretical
teaching team. In this team, you are to agree on a set of standards that would form the basis for your work as a
teaching team over the coming year.
It is designed to replicate the kind of co-operation teachers would be expected to show at pre-planning team
meetings at the beginning of the school year or term.
As a theoretical Professional Learning Team for your chosen level, (ie Prep, Year 1/2s, 5/6s, etc), bring together
your individual experience, knowledge, beliefs and philosophies.
Your presentation should show that your team has covered the following points:

Develop a team teaching philosophy

Develop agreed standards or non-negotiables for teaching, planning and assessment that aligns with the
teams values, strengths and weaknesses.* What supports will you offer each other? How will the teams
teaching and learning reflect the team philosophy? What models or approaches will be used? Provide some
examples (these dont need to be new inventions.)
Agree on a behaviour management model- explain how this will work, and what its basis is
Critically evaluate the teams overall planning, using each members practicum experience- what are the
contextual factors that need to be considered? What are the potential issues?

*This is assessment task is less concerned with the curriculum content of teaching and learning, although of course this will
need to be outlined. Instead, it focuses more on the holistic development of you as a teacher, and your growing ability to
merge your personal philosophy with a group of co-workers. Detailed lessons plans are not expected, unless they
particularly demonstrate an element of your teams planning/values/philosophy. Unit planning models, types of activities,
assessments or models for student groupings would be more appropriate.