I FACULTY OF EDUCATION and ARTS
Bachelor of Education (Early Childhood & Primary)
PROFESSIONAL EXPERIENCE REPORT BOOK
EDFX319 - PROFESSIONAL EXPERIENCE UPPER PRIMARY
PRE-SERVICE Student No: 500Q_/01Lf C::,
TEACHER
PLACEMENT SCHOOL
SCHOOL
SUPERVISING
TEACHER
GRADE LEVEL
PROFESSIONAL EXPERIENCE PLACEMENT DURATION AND DATES
8 Day-A-Week visits (Thursday)
10 Single Day Visits
2 additional Single Day visits to be arranged by mutual agreement
(First 5 visits for EDFD260) and completed prior to the commencement of the block
3 x_ week block practicum 3 week block:
s1
(15 days) November 13th to December 1 2017
Satisfactory Unsatisfactory
/
MID POINT ASSESSMENT AtRisk: lnneedof
intervention and support
Submitted: Date: I I
FINAL ASSESSMENT Satisfactory Unsatisfactory
Number Of Days Completed: Start Date: 2.i t gt 17 End date: � / l'Lt l7
SIGNATURES
Date:
PRE-SERVICE TEACHER
1/12 / 1,
SCHOOL SUPERVISING Date:
TEACHER I /t2 'l
ACU ACADEMIC
REPRESENTATIVE
*ACU representative (E,G School Professional Experie e Coordinator, Professional Experience
Coordinator, Lecture in Charge).
To be returned to the Pre-Service Teacher at conclusion of the
professional experience. It is the responsibility of the Pre-Service
teacher to ensure this Report Book is returned to the University.
INTERIM MID POINT ASSESSMENT
The Interim Mid-Point assessment is designed to provide the opportunity to indicate the pre-service teacher's
performance at the middle stage of the placement.
Please Note: If the pre-service teacher is 'At Risk' of not achieving a Satisfactory grade for this professional
Experience. The Supervising Teacher should immediately contact the University Supervisor and the Placement
Officer and complete the 'Notification for 'At Risk' of Unsatisfactory Progress' form. All stakeholders must be notified if
an 'At Risk' assessment has been made. This should be no less than five (5) working days before the completion of
the placement.
· SQl?ER\<ISJNG'lEA
Please articulate observed strengths in professional knowledge, practices and engagement as well as identifying
s ecific and realistic oals
Strengths:
• compr�hensive. lessen plans, 6h.ou)S u..nctust�,q 6-f cu..rri-� �ttnt
u.k\t/<. i'n�u:J:ors tno.kch �,red Oukc.ome. / 3cH1 .
• L--�n� ()J<., c.r-ea.1:i,ve. wB-h +hi.. p� Of Ul8�� #\a__ 6�
Areas for development during the rest of the placement:
• � +h- a.mowt±. af 8ooJ...5 ��ro� +ha.. 6i-u.dLJl+s to � � � �
� � � lre.�tLc.,. �ype..�)
• l.o�tv,.U... w�8 ct") cJ.asS� be�iou.r rn�3'-� .
Supervising Teacher Signature: ...................... Date .... ;rt./1�/.�7 .........
Aspects of my teaching progress that I believe have been successful:
/
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# · . /, v, ...;,� cofl-?rn,-IJ:,,f{,: .1 �ncl ;'V)C,.-1,._�-/+?c/ -.../-<=> t-�,, a/le.I
Aspects of my teaching progress that I believe nee_d to be developed further:
. vi./ .roorV'I /°V>CAncy-_'t:1/VlP'/J-r'
� C../a _ - / vi Pt ri or:yo,�· ;=r-cc p-./J ancv1 vv OtAACY
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c/,, /.,C�_.,_. �/"0/VI -1;/'V>P -lo -f ,#'V1,P •
After consultation with my Supervising Teacher and the University Supervisor, my goals for the remainder of the
practicum experience are: ..
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ed,./- /rP,./JO.'?v" /-0 ere{;{.� btcn oc '6>-�,-./-1,-e,
4
-"'*1 £p1,N-e'"'-/ CA-rid
yc::70--·/,.,u·-u -/,e-J � �;,- /t""a,.n"'?.:1.
1
0
. . �-77../4� Date .......?.?./U./�7..
Pre-Service Teacher Signature: ..
�
�· �··········
SUMMATIVE ASSESSMENT . TO BE COMPLETED AT THE END OF PLACEMENT
The following section provides a place to document evidence and cite examples of the pre-service teachers'
achievements and development of knowledge and skills based around the Australian
. Please circle an overall Standard rating and provide evaluative comments for each of the Australian
Graduate Teacher Standards Domain Areas in the following pages.
. Please tick the specific focus aneas related to each standard you arc assessing in the rcport
below. lt is underctood that pre-service teacherc may not have the opportunity to demonstrate
capability in every element of every standard.
DOMAIN 1: PROFESSIONAL KNOWLEDGE
nding of PhYsical' -
nt a nd ch a racte ri sti cs of
-o
Olu"fopit"nt and characteristics of students
;; ;i ;;; i';te rect,
r
"r "u-t
op me
ng of research
rZ-TaeEtana-how students learn into no* ttuOents tear; anO tne l1rplic9ti9ns'fo.r,tFlt:!=
trategies that are
@istic,cultural, i
l"-tpo""i"" to the learnins strensths
-cu 19 l^?:^9:,:^f ^^"
reiigiou;
";o
socioeconomic backgrounds
fi #i.i;; ;i""; ii;6' istic' ltural' rel is ious and
-lphysical,socialandintellectual ding of the
@originaland students impact of cultu re, cu ltu ral
i9""!lv-?l1ll9 Yl:T A hnrin na
Torres Strait lslander lffiffi#;; tn"
"o,""tion
bac
oistudents from Aboriginal
i
Toit"t Strait lslander
"nO strategies
c
flitrerent'rateteachingtomeetthe-specifi
the full range i";' ;ifi;;; ;ti"ti n
j teaci i n s to m eet the s pecifrc.lea rn n gi
tearning needs of students across needs of students acrosjthe full ran
anding of
i@ipationo{ i
6i;;il'"qr,rements3.ld-!:39hlls^.:11t:-1:^:,-*"
of students with
;rffi-;"'tiJpation and learning
;1 C-t*t teaching strategies of the
ffirstandingofthe content and
"nd t.*pt", and structure of
substanqe
-the
rning and teaching
Organise content into €
Zi Cont"nt selection and organisation
ing knowledge to
Curriculum, assessment and reporting
ii.{aaian laarninr.t seouences and lesson plelg.......-
23
nding of the
[no"-rstano and respect Aboriginal and ffi ;;i'i;;nsiiatenrgqo\-nor1t1!99?f :lllilll*lls
ioii"t Stt"it lslander people to Promote
and Hffi ffi;;iioinoorigin"l and rorres strait lslander
ieconOfiation between lndigenous languages'
histories, cultures and
non-lndigenous Australians numeracY teaching
tit"r""y and numeracy strategies ;ir"t"G and their application in t"1:hilg
"="t:-
exPand
-so-ttttott"ti on a nd c om mun icatio n' .]gI"
for students'
.
curricutum learning opportunities
I : PROFESSIONAL KNOWLEDGE
AuFlltsvErvrtrr\
OF DEVELOPMENT AND ACHIEVEMENT
EVIDENCE
=VIDENCE 6'\u-don!,s Ne,s6 n lhc- clp:iS gnd pfovtdod
c Undo;cotonffi
'O t t"wqh
oQ
(J
guwecrt.
e.r^^^L - r
used *^en^,\rordp
ollSeq
n
tr v
|^/NN r\e(-^dv -r }tru_ { :*T
koeonS t.1Yk1-d.fq$ ecessntnt
*o c,ta^ole_ :j:".K_m
FOCUS FOR FURTHER DEVELOPMENT:
^16 ^-A .\,^^ \,.)v
-. p(^o\nclqnq
Crf,\oL -.^:d-,^ ^nA ,rYVoL enA*k
+o Il,e- s\tpt\lnts -
DOMAIN 2: PROFESSIONAL PRACTICE
3.1 Establish challenging learning goals Set learning goals that provide achievable challenges
for students of varyinq abilities and characteristics.
3.2 Plan, structure and sequence learning Plan lesson sequences using knowledge of student
programs learning, content and effective teaching strategies.
3.3 Use teaching strategies lnclude a range of teaching strategies.
3.4 Select and use resources Demonstrate knowledge of a range of resources,
lCT, that enqaqe students in their
3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal
communication strategies to support student
3.6 Evaluate and improve teaching Demonstrate broad knowledge of strategies that can
programs be used to evaluate teaching programs to improve
3.7 Engage parentsi carers in the educative Describe a broad range of strategies for involving
in the educative
4.1 Support student participation ldentify 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 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 leqislative requi
4.5 Use ICT safely, responsibly and Demonstrate an understanding of the relevant issues
ethically and the strategies available to support the safe,
responsible and ethical use of ICT in learning and
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 Dernonstrate an understanding of the purpose of
learning providing timely and appropriate feedback to students
.
5.3 Make consistent and comparable Demonstrate understanding of assessment moderation
and its application to support consistent and
comparable judgements of student learning.
5.4 lnterpret student data Demonstrate the capacity to interpret student
assessment data to evaluate student learning and
modify teaching practice.
on student achievement Dernonstrate 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.
COMMENTS RE ASSESSMENT OF DOMAIN 2: PROFESSIONAL PRAGTICE
EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT
o p1ovtdooL c\a,il-o-"f(j {u <-*bo,necbrr ofrx4t*r;"
f6cr,l'L
e L-esso,-rS tg.e(e gUaJ-,"rrXU-,-^ & LVc-61- n"quemca.
o ft volir,--t opof rtso4rcgs tDe(e'ugtl tn Leeac-)o Acut*"fl
rcso*rcas t"De(e
tcr Z
r Jo-rv\€.S u)as> re!-t;:ciiuv-e e^d Lr"rProved 6vatu0-a'3
6-nd-,C}a,e.Cf:$.gyl-\ N\A$AqLry\e/\Y .
0
FOCUS FOR FURTHER DEVELOPMENT:
' CofuHa;gl@ d'o-r,reto flAT- bl-;ho^liouf nenaf^t 6Wlb
DOMAIN 3: PROFESSIONAL ENGAGEMENT
6.1 ldentify and plan professional learning Demonstrate an understanding of the role of the
needs National Professional Standards for Teachers in
identifying professional learning needs.
6.2 Engage in professional learning and Understand the relevant and appropriate sources of
improve practice professional learning for teachers.
6.3 Engage with colleagues and improve Seek and apply constructive feedback from supervisors
practice and teachers to improve teaching practices.
6.4 Apply professional learning and Demonstrate an understanding of the rationale for
improve student learning continued professional learning and the implications for
7.1 Meet professional ethics and Understand and apply the key principles described in
responsibilities codes of ethics and conduct for the teaching
7.2 Comply with legislative, administrative Understand the relevant legislative, administrative and
and organisational requirements organisational policies and processes required for
teachers accordinq to school
7.3 Engage with the parents/carers U nd ersta nd strateg ies fo r worki n g effectively,
sensitively and confidentially with parents/ carers.
7.4 Engage with professional teaching Understand the role of external professionals and
networks and broader communities comm u n ity representatives i n broadening teachers'
professional knowledge and practice.
COMMENTS RE ASSESSMENT OF DOMAIN 2: PROFESSIONAL PRACTICE
EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT:
. Attar-c\o-o\ o-t) tsa-c-J"an pr-o3a-ssacr-,a[ ols/d1pr6ont hours .
' Po-tt-c{+aL,bd o$^ ,,LLlA oJrwr sct\dol St'q#
6 Wo"s ope-h ls ""g*ind G,,prore Lea.ch;n r':acEaq
Jea-rl-b&"u.
FOCUS FOR FURTHER DEVELOPMENT:
FINAL ASSESSMENT COMMENTS RELATED TO PROFESSIONAL EXPERIENCE:
SUPERVISING TEACHER OVERALL COMMENTS:
"'So-.meS ho.s ShouY'> � C.O«i!V\A.,bM4..t\t to �8 d..u.rto8 v-iis pr$sia'a/
e..,q:>-e.t"f en Ul. pl,o.,t.Q..f'N21\t - 1-\e..- \-\Qs f>l.a-nn� (_fen,� l-e'&Sc{)S b�d
�V"'I � c..u..Micu,lu..N) �d 6 \-a.<3.e- £l- ou.+c.-��. 'So.meS CLl.60 uea�es
V'I�!:> C>\J.)(") 11'-eS,ou-.rc.es, pu.,�(3 LA'\ � 0-,r)� .Q�t en.su.rrra
��,� '4-t5°C)€.¥Y\.Qi\k o-UKi� LilSG��. H-e
hQS d-evel-Oped.1 ll
s� ro..ppot't \J..)1� � 6� a..ncl �s to-� #\a_ .bUY\ll � 3et \-o
clM.-c<lJc1 . cu
'\J<nov:)� { Y'\ �I/\
� � Lul\h 5� o..ncl wCtS O()e.nte �.
wcndlw
-:s-� � p�i- \{'\ prt:Re&S tO'\ �q:)
�o..fl() 'dCU os � � c�.
'""'CU\��
SO-Ji)eS � �a..ir'ncJp
e..,.-eo..t 6fa.r� ri)d
c.vrl-3C4M<t2ii cictn«:.." ·� � O,J,{'
t-e..och, � ca.re_a..r. A-{ ' " •
Supervising Teacher _____________________Date: 1 / t:if
/
It
(Please sign and date)
James is an enthusiastic Pre Service Teacher. He is very creative in his approach to planning lessons which
motivate and engage the children during the teaching learning sequence. James understands that good
behaviour management underpins a successful lesson in any Key Leaming Area and he continues to
develop a range of age appropriate strategies for use in the classroom. During lessons it is important for
him to circulate effectively and purposefully around the classroom to ascertain the children's
understanding of concepts being taught. James is to be commended for his lesson evaluations which are
exemplary. As well as this his folder is an organised working document. James demonstrates sound
questioning skills and always allows an opportunity for the children to clarify their understanding and ask
questions before proceeding to the next activity. He is expli9it when giving instructions. Well done James!
JO· I/ .'I 7.
------ _ _a-te)_ _____
Date:
P le sj} ig- n-and_ d
Tertiary Supervisor
PRE-SERVICE TEACHER REFLECTIVE COMMENTS
Pre-Service Teacher .-:;;... Date: I /1�/17
----��-
..,...,_""""-'"'-=-----�-------
� �-------- r I
9ACU
AUSTRALIAN CATHOLIC UNIVERSITY
Professional Experience Attendance
Your Supervising Teacher must sign and date your attendance register at the end of each week. Return
completed attendance register at the end of the Professional Experience to the relevant Professional
Experience Officer. This document has been created to meet the needs of all practicums and as such may list
more days than the Pre-Service Teacher needs to complete.
Personal details
Student ID �[Q]�[IJITJ@J[2JGJC£:J
Family Name /Lyuy�,.., Given Name(s) Jc,/YJP J
Unit Code EOFD 2GO I, EOCK3/q Campus J-/rcv-1-A�e / cl
School Supervising Teacher
�bservation and or Site visits (as per unit requirement)
ime in Time Out
g_-5(J 5. (S'
�-IS
Day3 , - °I - 1...,. g. 5 o -:s .1-s
Teaching, Observation and other duties
Day Date Time in Time Out Day Date Time in Time Out
Day1 Day16
,1-./1 o I,-, g . �o �-IS 22/11/,7 x':/0 L(.?,O
Day2 tCf/1 0/1, !Z .30 3.15 Day17 ·2-J/11 /('7 2 2..0 �-�o
Day3 zc,/10/1-; 2.30 3,.1'$ Day18 2lf t».Ju / 1, -2:-?0 ?- 3 O
Day4 ?.o/ 1 o/h z -'2, () '-3-120 Day19 2.7/11/(7 'x .zo 7 . '2-c;;
Day5 3//(0/17 'l<'.�o 3. 4 s Day 20 Z--"i/ II/r. 9. IS 3,"2--S
Signature �0N'40 Signature �
�6 f- (I-I 7 'b. I 0 t.J. 5.0 Day21 2.9/il/t1 'i?-2.<S 4 .-? 0
[j_ / 7 z/11/1""1 '3.10 � .�CO Day22 l�o/11/17 8-2..� s-5 a
2,/11/1'"7 g. '
Day8 0 . Day23 5. "2..."S
1.. 'Lc; I /12-/17 �-20
Day9 13/ I I If, '6 . I G 7 - Lt 0 Day 24 Lt/17-/1'7 ;:;2:.2..0 S· � G>
Day10 14111 It, 0 (0 ?-7_ 0 Day 25 s/,2./17 g .:'2,_0 �- 30
Signature ,·�- � Signature �-
Day11 l'S/ll/J, 2 . / C> 4·'53 Day26
Day 12 tC::./ll//, $2_. fO ? . "50 Day27
Day13 ,,/t1/l1 2. . I o 3. 3 0 Day28
Day14 20/11/n � /0 "3 -� 0 Day29
Day15 2//11/(7 /0g. <�=<..O Day30
Signature Total number o
�- absent days (j
ttendance Verification
Pre-Service Teacher Date
45/12/ /7
Signature
Supervising
Teacher Signature �·-
