egal School of Education FINAL PROFESSIONAL EXPERIENCE REPORT FORM. PRE-SERVICE TEACHER INFORMATION Student Name: Professional Experience School/Si Mentor Teacher: {ole Ends Professional Experience Dates: From: |} //{ "To: 1s /@/{ 4! Pre-Service Teacher has performed: Pe eaten a Rieck Student No: S bean [Ugh Setv.ok Grade: No. Of Days: G above the level of competency expected of final placement pre-service teachers wa the level of competency expected of final placement pre-service teachers 1 below the level of competency expected of final placement pre-service teachers Please use the following scale to Indicate to what extent the Pre- vice Teacher meets each standard 5. Excellent — The Pre-Service Teacher has demonstrated strong achievement in this standard 4. Good - The Pre-Service Teacher has demonstrated reasonable achievement in this standard 3e 3, Satisfactory - the Pre-Service Teacher has demonstrated reasonable achievement in this standard but needs further attention 2, Less than satisfactory - The Pre-Service Teacher has demonstrated some characteristics ofthis standard but not all 1. Unsatisfactory - The Pre-Service Teacher has not met most characteristics of the standard Professional Knowledge Standard 1: Know students and how they learn (c.g. ability to engage and motivate students; understanding of learning theory; understanding the influence of diversity on students’ learning) Assessment of Competency (2 Fi 2 WA J () Ce ge Luvek of uodurst Blond A perches Shonen Used ko CoAC An QD Viewty of J 0 lilby ad ching pods coghes Ae 0Gee SAVARAS CAC«> RMIT UNIVERSITY School of Education Standard 2: Know the content and how to teach it (e.g. knowledge of content; evidence of teaching strategies; familiarisation with curriculum programs/documents/policies such as AusVELS; reference materials; understanding of literacy, numeracy and ICT teaching strategies) Assessment of Competency 5 G iy I 3 | 2 1 NA ped eypomike cherry Por planndne Lino be Herel v 0 vals ests vik - stonxderds Used goneprntin Libernon rh Reremoy shrehtetes Cod “A conparohe mor LACT, a Professional Practice pean ko fee Uc Cumien, Na cli ea sdssrer dt Standard 3: Plan for and implement effective teaching and learning (e.g. effectiveness of planning; knowledge of verbal and non-verbal communication strategies with students, parents /carers; ability to identify student strengths and weaknesses; strategies used to monitor student engagement) Assessment of Competency rae 7 z i NA prliionu. pUOnene tT Son wk Cp r k Ves Pacodce Se ssmrorst /Loale bole. checos let rth de vised Jo be ss fe Comunidad ees he Acyve ye ut s eares“© RMIT UNIVERSITY School of Education Standard 4: Create and maintain supportive and safe learning environments (e.g. catering for individual needs; provide clear instructions, directions and feedback; support inclusion; safety of the physical and emotional environment; awareness of class management; organisation of the classroom environment, materials and students) Assessment of Competency oe Rene) rey, Nas aploorsd (oe nse Wat Mea—O feared Os 4 suff ee ee pocdlucty® Leement Lavinoraneyh Ta Ke. Moony Shots phe appewpr pat bn amends q Standard 5: Assess, provide feedback and report on student learning (e.g. ability to engage with assessment and reporting; awareness of student data and its use in planning; use of feedback strategies; awareness of reporting and feedback strategies to students and parents/carers; keeping records) Assessment of Competency a 5 4 | Cp 2 1 NA 4 Work gn providing negeted Peolter cle Usd por au? eta de fp move ASST. t shdepees and cle comets . Mackedk lose gucdely- ark cow tbek dade the Aertel, ae> RMIT UNIVERSITY School of Education Professional Engagement Standard 6: Engage in professional learning (e.g. awareness of the ways teachers engage with profession; capacity to contribute to professional learning communities including school and professional teaching bodies; respond to feedback from teacher mentor and others; teamwork; collaboration with others) Assessment of Competency LUT 3 2 7 [ N/A : Meadsd ov Sha { { hah, D DMileadsd ev co Blok wely be wake Y ie sdrocX ff cobdd bee vewehs of ReghAs abbebeh on peter Peathued 7 f i sven , ( ECCay) mates | Standard 7; Engage professionally with colleagues, parent/carers and the community (e.g, professional behaviour and ethical conduct; knowledge of policies; teaching duties and expectations; rapport with colleagues and parent/carers) Assessment of Competency J Ls TY Céprdurh jac her. NMended epoldy ies Sdheok Y Win gp prfie S820 OXNin € botic hap Shade mp Pesubsys 4 Cedex &_S i Auhes Je Cara, rl STA«> RMIT UNIVERSITY School of Education Mentor Teacher’s Comments Deredan Bos ts co} shod Lait. Vem pabdalik Le uilb ke pAb te dggel che Pre-service Teacher’s Comments : ee a Weve discusse.p tet there pre drtos of ee ph ve Ase Aus cael on. wed bil Jo np ache impraveenert iy erore (rey, L feodlch rd’ need fy tne Cqritnce far _paréat_inlyaction. Tn gengnf Lo fel cunhdict iy ability tt proceed past Wy & pie-sevite [teacher Signatures Mentor Teacher: I have discussed this report with the Pre-Service teacher C. \ Det Gale bate: 25 f a/(4} Pre-Service Teacher: | have discussed this report with my Mentor teacher LE mm 257K /2017- Please provide a copy of this report to the Professional Experience Office: education.placements@n