Faculty of Arts and Education

PROFESSIONAL EXPERIENCE REPORT

EARLY PROFESSIONAL PLACEMENT

Teacher Education Student Student ID

Course EPT Subject

Supervising Teacher(s) Placement Dates

From to

School Total days attended

of days

Secondary: Curriculum/teaching area/s & years/stages

Primary: Years/stage/grade

To the supervising teacher:

This Professional Experience Report will serve as a record of the teacher education student’s ability to demonstrate
appropriate progress towards the full range of descriptors of the Australian Graduate Teacher Standards as
described in the Evidence Guide for an early professional experience placement. The assessment provided by
you will form part of the student’s formative assessment towards full achievement of the Standards at Graduate level
at the end of the student’s course.

Formal assessment to be undertaken by the supervising teacher:

A teacher education student’s progress towards achievement of the Standards is to be:
1) reviewed no later than the mid-point of the placement; and
2) assessed at the completion of the placement against each descriptor of the Graduate Teacher Standards, at
an appropriate level for an early placement as:
ND - Not Demonstrated; WT - Working Towards; D - Demonstrated; E - Exceeds expectations.

Review at Mid-Placement:
At the mid-point of the placement, supervising teachers are asked to engage with the teacher education student in a
collaborative review of progress to date with reference to the Graduate Standards and the Evidence Guide for early
professional experience placements in order to identify demonstrated strengths and areas for further development
during the placement.
Mid-Placement Review completed (tick) ✓ (date):

No significant concerns have been identified (tick) ✔ OR Significant concerns have been identified and notified to the
Workplace Learning Team on (tick) (date)

Assessment at the Completion of the Placement:

If descriptors are not able to be demonstrated owing to factors outside the teacher education student’s control, please
provide an explanation in the appropriate comment section. The overall assessment of the placement is Satisfactory
or Unsatisfactory.
The Guide to this professional experience can be accessed online or provided to you by the teacher education student. It contains
information on the purpose of this professional experience placement and how this placement links to other placements in the
teacher education student’s program. It also provides information about the expected teaching requirements in this placement.
Supervising teachers should also refer to the Evidence Guide provided before completing this report.

PROFESSIONAL KNOWLEDGE
STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN
ND WT D E
1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics ✔
of students and how these may affect learning.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for ✔
teaching
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.
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.
✔
1.5 Differentiate teaching to meet the specific learning needs of students across the 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.
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 and learning of students with disability.

Comment on the teacher education student’s knowledge of students and how they learn

From the initial day Cameron started in the classroom he was tuned in to the different physical, social and intellectual development
and characteristics of students and was able to discuss their needs with the teaching staff. He identified very quickly the students
who required differentiated tasks and extra support and was able to cater for them. Over the time Cameron has worked with us he
has increased his understanding of how to cater for each individual in the classroom. We have had many conversations in regards
to how particular students learn and how we can cater for them in which Cameron has been highly engaged in.Cameron has
interacted with several students who are on Individual Learning Plans and has adapted his teaching to include and differentiate
the curriculum for them particularly in both the English and Mathematics curriculums. He hasn't had the opportunity to interact with
and teach students with Aboriginal and Torres Strait Islander background.

STANDARD 2 – KNOW THE CONTENT AND HOW TO TEACH IT

ND WT D E
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.
2.2 Content selection and organisation
Organise content into an effective learning and teaching sequence.
✔
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. ✔
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander
✔
histories, cultures and languages.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. ✔
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. ✔
Comment on the teacher education student’s knowledge of content and how to teach it
Cameron has demonstrated a clear understanding of the curriculum and the components of each of the areas that he has taught.
Cameron has planned and implemented teaching lessons that are engaging and have covered the areas of the curriculum that
have built on each of the students prior knowledge and understanding. It has been great for Cameron to follow a sequence of
lessons through from start to end. Cameron has followed the structure of the classroom which involves whole - small - whole
group lessons and explicit teaching. It is common for there to be several stages of curriculum running in a session, dependant on
the levels of the students, and Cameron has embraced this and planned for this accordingly.
Cameron has used pre writing assessment and maths results to design learning sequences and has therefore catered for
students needs by doing so.He has also been involved in formative assessment and observations to evaluate the learning in his
session.
Cameron has embraced the use of technology in his sessions and I have no doubt that as he progresses through his course he
develop a greater understanding of the different ways technology can be used in a classroom.
PROFESSIONAL PRACTICE

STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

ND WT D E
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics. ✔
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. ✔
3.3 Use teaching strategies
Include a range of teaching strategies. ✔
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. ✔
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. ✔
3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve
✔
student learning.
3.7 Engage parents/ carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative process.
✔
Comment on the teacher education student’s planning and implementing of effective teaching and learning
Cameron was always very well planned and prepared for the teaching and learning sessions. He provided detailed lesson plans
that showed not only the tasks that the students would be engaged in but also outlined his questioning of the students during his
teaching sessions.
Cameron was confident in his delivery of lessons and as he gained more confidence he started to experiment with different
approaches to the behaviour management of students during the lesson.
Cameron was able to plan for effective whole group and small group sessions and used a variety of teaching strategies to be
able to engage the students within the classes and small group sessions.
Cameron was very good at evaluating the progress of students as well as evaluating the effectiveness of his programs. He
always identified what could work better, how a lesson or plan could be improved and was always willing to try new ways to
engage the students he was teaching.
Cameron was able to locate a range of resources appropriate for the lesson. He gathered many resources during his time with us
that will be useful for the future and was very open to suggestions.

STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

ND WT D E
4.1 Support student participation
Identify strategies to support inclusive student participation and engagement in classroom activities. ✔
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions. ✔
4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour. ✔
4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum ✔
and legislative requirements.
4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, ✔
responsible and ethical use of ICT in learning and teaching.

Comment on the teacher education student’s creating & maintaining supportive & safe learning environments
Cameron demonstrated a strength in this area and became more confident as his time with us progressed. He was extremely
inclusive in all of his sessions and was able to organise the classroom to ensure students were given the best chance to succeed
with the task. Cameron experimented with teacher generated groupings, random groupings of students and ability based groupings
dependant on data discussed with staff.
Cameron’s ability to organise the classroom in a variety of situations was well developed and his confidence being at the front of
the class increased significantly over the time of his placement. He learnt throughout his placement that short, sharp, clear
directions were essential and that expecting full student attention before giving these directions was vital in the smooth running of a
classroom. Cameron from the onset demonstrated and modelled respect to the students and in turn they responded with absolute
respect for him. Cameron was mindful of all students and often discussed concerns of students wellbeing (ie. students without
lunch) from all areas of the school with the staff responsible.
STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
ND WT D E
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and ✔
summative approaches to assess student learning.
5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about ✔
their learning.
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and ✔
comparable judgements of student learning.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify ✔
teaching practice.
5.5 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the ✔
purpose of keeping accurate and reliable records of student achievement.

Comment on the teacher education student’s assessing, providing feedback and reporting on student learning

Cameron made judgements informed on student data from the beginning of his placement. He displayed confidence in
questioning and interpreting students understanding of a concept based on pre-assessment tasks. For example, Cameron
presented to the students a writing prompt when we started a new writing text type focus and used this to inform his teaching for
his writing sequence of lessons.
Cameron was able to assess student learning through a variety of methods however relied on formative assessment more often
due to the tasks presented. Cameron interpreted student understandings based on observations in the classroom during
lessons.
A focus for Cameron throughout the rest of his course and into the beginning of his teaching career is to understand the various
types of assessment and use these regularly to inform his teaching.
Throughout all lessons Cameron provided feedback to the students. This was in the form of verbal feedback generally. He often
questioned the students to further their understanding or gave them something to work towards to further their understanding.
Cameron has challenged students who require challenge and supported students who require support.

PROFESSIONAL ENGAGEMENT

STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING

ND WT D E
6.1 Identify and plan professional learning needs
Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying ✔
professional learning needs.
6.2 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers.
✔
6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. ✔
6.4 Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning and the implications for ✔
improved student learning.

Comment on the teacher education student’s engagement in professional learning

Cameron has engaged in a variety of professional learning throughout his placement.
He has participated in staff meetings and whole school PLCs, unit planning sessions and professional conversations with a
variety of staff members.

Cameron has been introduced to a variety of resources that assist in his own professional learning through professional reading.
We have used Booker - Teaching Primary Mathematics for our Maths Professional Learning as well as First Steps Reading and
Writing texts for English.

Cameron has been a part of daily feedback sessions and has been able to apply constructive feedback from staff members to
improve his teaching practices. I would encourage Cameron to do as much reading and professional learning prior to entering the
classroom so as to build his beliefs and pedagogy as a graduate teacher. I am more than happy to continue to share and assist
Cameron in his professional learning after his placement has finished if he so wishes.
STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
ND WT D E
7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in codes of ethics and conduct for the teaching ✔
profession.
7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and processes required for ✔
teachers according to school stage.
7.3 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/ carers.
✔
7.4 Engage with professional teaching networks and broader communities
Understand the role of external professionals and community representatives in broadening teachers’ ✔
professional knowledge and practice.

Comment on the teacher education student’s engagement with colleagues, parents/carers and the community

Cameron engaged professionally with all staff members within the school. He made connections, asked questions and was
always willing to give things a go.
Cameron’s enthusiasm for learning and trying new things far exceeded my epectations.

Whilst parent/carer contact is not always consistent in the senior area the parents that Cameron did engage with were very
impressed with his professionalism. Cameron was sensitive to conversations with parents and staff and understood the
importance of confidentiality.

SUMMARY COMMENT:
It has been an absolute pleasure to share the classroom with Cameron. He is friendly, enthusiastic and very suited to his choice
of vocation, teaching.
Cameron has developed in confidence throughout his placement even though he started very confident anyway. He has learnt
new things, trialled ways of presenting content to students and has done so successfully.
Cameron has learnt that depthing a concept rather than skimming over the top is far better for the students and that we need to
provide students with a variety of different ways to engage in their learning.
Cameron has developed a great rapport with the students and was very welcomed and respected within the classroom. He was
also very professional with the staff and built a great rapport with them as well.
For someone who had only observed the art of teaching prior to starting with us his confidence and ability to engage the class
far exceeded my expectations for a second year student.
Congratulations Cameron! You have done a wonderful job and I wish you all the success with teaching in the future.
(Don’t forget if you need anything I am just an email away).

The overall assessment of the placement is:

✔ Satisfactory:
Unsatisfactory:

Supervising Teacher

Name Signature Date

Principal
Name Signature Date

Teacher Education Student

Name Signature Date