SCHOOL OF EDUCATION

EDN3102: Professional Experience

Midway Evaluation 2018

Pre-service teacher’s Name: Jake Campbell Student ID: 32778285

School: Year Level/s: 4

Teacher: Mr Jonathon King School Coordinator:

Person who has written this report: 

Mentor Teacher

Other - Please print clearly:

Fail
  Recommended Result  Ungraded Pass


Does not meet requirements

 Meets requirements
  Exceeds requirements


Dates From: _To:

Number of days Pre-service teacher attended Professional Experience:

Each person should sign below. Signing this document indicates that each person has read and understood the contents
of this completed report.
Pre-service teacher: Date:_ ____________________________

Mentor Teacher: Date: ____________________________

This report should be completed in recognition of the pre-service teacher’s stage of professional development.
Pre-service teachers should be assessed as students, not as experiences teachers.
However, the bolded indicators are Must Pass
If you have any queries, please contact the School of Education Professional Experience
South St Office on (08) 9360 7477.

Completed reports may be uploaded on SONIA by the pre-service teacher or emailed to

http://professionalexperience.murdoch.edu.au/
 Pre-service teacher Name: Student ID:
National Professional Standards for Develop Capabilities To: COMMENTS Not
Meet
Meets Exceeds

Teachers (AITSL) REQUIREMENTS

Professional Knowledge 1.Know Students and How they learn

1.1 Physical, social & intellectual development & Demonstrate knowledge and understanding of physical, social & intellectual
characteristics of students development & characteristics of students & how these may affect learning

1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn &
the implications for teaching

1.3 Students with diverse linguistic, cultural, religious Demonstrate knowledge of teaching strategies that are responsive to the learning
and socioeconomic backgrounds strengths and needs of students from diverse linguistic, cultural, religious and

socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Demonstrate broad knowledge and understanding of the impact of culture, cultural
Islander students 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 Demonstrate knowledge and understanding of strategies for differentiating teaching
needs of students across the full range of abilities to meet the specific learning needs of students across the full range of abilities.

1.6 Strategies to support full participation of students Demonstrate broad knowledge and understanding of legislative requirements and
with disability teaching strategies that support participation & learning of students with disability.

Professional Knowledge 4.Know the Content and how to teach it
2.1 Content and teaching strategies of the teaching Demonstrate knowledge and understanding of the concepts, substance and
area structure of the content and teaching strategies of the teaching area

2.2 Content selection & organisation Organise content into an effective learning and teaching sequence.

2.3 Curriculum, assessment & reporting Use curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans.

2.4 Understand & respect Aboriginal & Torres Strait Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
islander people to promote reconciliation between Torres Strait Islander histories, cultures and languages
Indigenous & non indigenous Australians
2.5 Literacy & numeracy strategies Know and understand literacy and numeracy teaching strategies and their
application in teaching areas.

2.6 Information & Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students

Professional Practice 5. Plan for and implement effecting teaching & learning
3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities
and characteristics.

3.2 Plan, structure & 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 & 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 nonverbal communication strategies to support
student engagement

3.6 Evaluate & 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.
Pre-service teacher Name: Student ID:
National Professional Standards for Develop Capabilities To: COMMENTS Not
Meet
Meets Exceeds

Teachers (AITSL) REQUIREMENTS

Professional Practice 6. Create and maintain supportive and safe learning environments
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.

Professional Engagement 7. Assess, provide feedback & report on student learning
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 & comparable judgements Demonstrate understanding of assessment moderation & its application to support
consistent & 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.
Professional Engagement 8. Engage in professional learning
6.1 Identify & plan professional learning needs Demonstrate an understanding of the role of the Australian Professional Standards
for Teachers in identifying professional learning needs.

6.2 Engage in professional learning & improve practice Understand the relevant and appropriate sources of professional learning for
teachers.

6.3 Engage with colleagues & improve practice Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices

6.4 Apply professional learning & improve student Demonstrate an understanding of the rationale for continued professional learning
learning and the implications for improved student learning.

Professional Engagement 9. Engage Professionally with colleagues, parents/carers & the
community
7.1 Meet professional ethics & responsibilities Understand & apply the key principles described in codes of ethics &conduct for the
teaching profession.

7.2 Comply with legislative, administrative & Understand the relevant legislative, administrative and organisational policies and
organisational requirements 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 & Understand the role of external professionals & community representatives in
broader communities broadening teachers’ professional knowledge and practice.

Pre-service teacher Name:_ Student ID:

Murdoch Attributes Not

Meet
Meets Exceeds

Communication Model acceptable standards of spoken & written language in class context 
Communicate effectively in front of class in literacy, numeracy and ICT knowledge
Critical & Creative thinking Present creative, innovative lessons

Independent learner Self directed and shows initiative

Teaching File – School Background
Organisational skills Present a file that is easily accessed, organised and contains: school profile, class
profile, timetable, designated lessons, lesson plans and evaluation for at least one

English, Health, PE and the Arts lesson or series of lessons.
Portfolio
Professional learning
Overall Comment & Personal
Development Plan
Jake:
Explicit comments about: Strengths and Strengths:
Areas to be developed
- I believe my behaviour management skills are at a high level and also this has been reiterated to me by my mentor
teacher.
- I try my best to differentiate learning and lessons so students are always engaged and have the opportunity to
experience different things.
Personal and professional development plan - I always look for feedback both positive and constructive and aim to develop my skills by focusing on the constructive
Out-line the required actions to take place to address criticism in future lessons.
the areas that need to be developed.

Areas to be Developed:
- I believe my biggest downfall is my time management skills as a few times my lesson has either ran to short or too long. I
will strive to make adjustments through this and do believe this will improve as my experience in teaching grows.
- I believe I should also focus on summarising lessons to a high level where not only is the lesson summed up but also
NOTE:
This information will form the starting point for your provide the students with an opportunity to go over the content one last time (this will provide me with information to
next placement. further plan on specific areas).

Mentor:
Jake has demonstrated excellent behaviour management skills as well as shown an ability to plan a diverse range of
lessons to cater for the various learning styles within the class. He has been willing to take on all advice and is always
looking for feedback on how to improve his skills as a teacher. From these initial 5 days it is my belief that Jake has the
attributes to make an excellent teacher.
Pre-service Teacher: Date:

Mentor Teacher: Date: