University of Notre Dame School Experience 1 Evaluation 19/7/19, 11'23 am

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School Experience 1 Evaluation Form

Name of Notre Dame Pre-Service Teacher

Katie Harrup

Unit Code
EDUC5370

Name of School
Shelley Primary School

Year level or learning area (s)

1

Mentor teachers are required to make an on-balance-judgement for each of the seven graduate
standards. Pre-service teachers are not expected to be graded on each individual aspect within the
standards. Please consult the professional experience guidelines and grading interpretation matrix
when completing this form.

Standard One: Know students and how they learn

1.1 Developing an understanding of physical, social and intellectual development and

characteristics of students and how these may affect learning.

1.2 Develop understanding of how students learn and the implications for teaching.

1.3 Developing understanding of teaching strategies that are responsive to the learning strengths
and needs of students.

1.4 Developing an 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 Developing knowledge and understanding of strategies for differentiating teaching.

1.6 Developing an understanding of legislative requirements and teaching strategies that support
participation.

HD D C P F

Standard One Comment

Katie has shown a great understanding of the development and characteristics of the students in our class. She has
demonstrated a vast range of teaching strategies that have developed over the term. Katie differentiates her teaching
to suit the varying levels of students in our class and has shown developing understanding of the needs of students

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University of Notre Dame School Experience 1 Evaluation 19/7/19, 11'23 am

from a rang of backgrounds including Aboriginal and Torres Strait Islander students.

Standard Two: Know the content and how to teach it

2.1 A developing knowledge and understanding of the concepts, substance and structure of the
content and teaching strategies of the teaching area.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and
lesson plans.

2.4 A developing knowledge of, understanding of and respect for Aboriginal and Torres Strait
Islander histories, cultures and languages.

2.5 Know and understand literacy and numeracy teaching strategies and their application.

2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students.

HD D C P F

Standard Two Comment

Katie organises and plans for effective teaching and learning sequences and uses the Western Australian Curriculum
for long and short term planning. She has implemented ICT into her lessons and has demonstrated sound literacy and
numeracy strategies.

Standard Three: Plan for and implement effective teaching and learning

3.1 Set learning goals that provide achievable challenges for students.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching
strategies.

3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their
learning.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.

3.6 Demonstrate a developing knowledge of strategies that can be used to evaluate teaching
programs to improve student learning.

3.7 Describe strategies for involving parents/carers in the educative process.

HD D C P F

Standard Three Comment

Katie sets learning goals and provides challenges for the students in our class. She has been able to integrate ICT into
other areas and uses a range of resources to cover content and engage the students. Katie reflects on her teaching

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University of Notre Dame School Experience 1 Evaluation 19/7/19, 11'23 am

and makes improvements for following lessons. She has used verbal and non-verbal communication to keep students
on task and support their engagement.

Standard Four: Create and maintain supportive and safe learning environments

4.1 Identify strategies to support inclusive student participation and engagement in classroom
activities.

4.2 Demonstrates a developing capacity to organise classroom activities and provide clear
directions.

4.3 Demonstrate knowledge of practical approaches to manage behaviour.

4.4 Describe strategies that support students’ well-being and safety working within school.

4.5 Demonstrate an understanding of the relevant issues and the strategies available to support
the safe, responsible and ethical in learning and teaching.

HD D C P F

Standard Four Comment

Katie has a naturally kind and caring nature which gives a warmth to our classroom. She genuinely cares for the
students and provides a safe and friendly environment for the students to learn in. This allows them to feel
comfortable in sharing, asking questions, and engaging in learning experiences.

Standard Five: Assess, provide feedback and report on student learning

5.1 Demonstrate an increasing understanding of assessment strategies, including informal and

formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback
to students about their learning.

5.3 Demonstrate an increasing understanding of assessment moderation and its application to

support consistent and comparable judgements of student learning.

5.4 Demonstrate an increasing capacity to interpret student assessment data to evaluate student
learning and modify teaching practice.

5.5 Demonstrate understanding of an increasing range of strategies for reporting to students and
parents/carers and the purpose of keeping accurate and reliable records of student
achievement.

HD D C P F

Standard Five Comment

Katie has shown knowledge of and has been involved in implementing a range of assessment as part of the teaching
and learning cycle. She gives timely, appropriate feedback to each student and modifies her lessons accordingly. As
Katie completed this practicum during a reporting period, she has been involved in formal and informal assessment
and reporting as well as moderation.

Standard Six: Engage in professional learning

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University of Notre Dame School Experience 1 Evaluation 19/7/19, 11'23 am

6.1 Demonstrate an understanding of the role of the National Professional Standards for
Teachers.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching
practices.

6.4 Demonstrate an understanding of the rationale for continued professional learning and the
implications for improved student learning.

HD D C P F

Standard Six Comment

Katie is very conscientious and goes out of her way to learn and seek feedback from others to improve her skills. She
has a sound understanding of the National Professional Standards for teachers and seeks sources of professional
learning. Katie has been involved in a 7 hour PD on creating culturally inclusive schools with a focus on Aboriginal and
Torres Strait Islander students, as well as a 4 hour PD on the importance of play in schools.

Standard Seven: Engage professionally with colleagues, parents/carers and the community

7.1 Understand and apply the key principles described in codes of ethics and conduct for the
teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes
required for teachers according to school stage.

7.3 Understand strategies for working effectively, sensitively and confidentially with
parents/carers.

7.4 Understand the role of external professionals and community representatives in broadening
teachers’ professional knowledge and practice.

HD D C P F

Standard Seven Comment

Katie applies the key principles of the Code of Ethics every day. She is professional and has engaged with parents and
staff sensitively and confidently.

Please indicate whether the student-teacher meets expectations in each of these two areas. If
‘Unsatisfactory’, please comment below.

Personal Literacy
Satisfactory Unsatisfactory

Personal Oracy
Satisfactory Unsatisfactory

General Comment
Katie, congratulations on a very successful practicum experience. You are a fantastic teacher and I appreciate your
professionalism and assistance in the classroom. You have taken on the challenges of reporting, swimming lessons and

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University of Notre Dame School Experience 1 Evaluation 19/7/19, 11'23 am

an assembly this term and you should be proud of your achievements! You have sought feedback and acted upon any
suggestions given, which is the reason you have progressed so much over the term and achieved such a high grade.
The students in our class adore you and you have built such a lovely rapport with them over your time with us. I could
not have asked for a better pre-service teacher to welcome into our class and I would be happy to recommend you for
any roles in the future. I wish you all the best for your future endeavours.

Recommended final grade

HD D C P F

Name of Mentor (s)

Jayme Mitheo

Actioned by Katie McCarthy (181) on 5/07/2019 3:17:23 PM

Actioned by Katie Harrup (32014415) on 4/07/2019 7:13:50 PM

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