Professional Documents
Culture Documents
EPT432
EPT441
EPT435
EPT442 (HPE)
Associate Teacher:
Ngaire Oliver
Teaching contexts (description of subjects and year levels taught, nature of school and other relevant details):
Orange Public School is a split site school located in the centre of the Orange CBD. It has an enrolment of 660 children which includes a small population of Aboriginal (10.7%)
and English as Second Language ( 7%) children. It is one of three large primary schools in the Orange District and is one of the largest primary schools in the Western zone.
Orange Public School is steeped in history and heritage and embraces and showcases a strong culture of excellence and tradition.
The school comprises 26 classes which includes one special needs class.Craig is teaching a parallel Year 2 class.
This report gives a broad indication of the extent to which the pre-service teacher is beginning to demonstrate their ability to meet the Australian Professional Standards for Teachers
at the Graduate Standard. The terms used to indicate the extent to which the pre-service teacher is meeting the professional standards during and at the conclusion of the
placement should be interpreted as follows:
Causing Concern
Working Towards
Achieved
Going Beyond
the pre-service teacher has demonstrated little or no evidence of this MANDATORY focus area during the placement;
the pre-service teacher has demonstrated some evidence of this focus area and has shown a willingness to address it further;
the pre-service teacher has demonstrated consistent evidence of achievement of the standard related to this focus area; and
the pre-service teacher has demonstrated consistent evidence of achievement of the standard related to this focus area and displayed initiative and
competence not normally expected at this stage of their learning continuum.
Details about this report: This report is to be completed at the mid-point and again at the conclusion of the placement. The report has 3 purposes.
1. It is an educative document designed to assist pre-service teachers to improve their teaching practice;
2. It is an assessment document used by the University as part of subject requirements;
3. It is used for employment and accreditation purposes.
Please email completed report to peu@csu.edu.au
PROFESSIONAL EXPERIENCE UNIT, FACULTY OF EDUCATION,
CHARLES STURT UNIVERSITY
EPT317 Page 1 of 10
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 1: Teachers know students and how they learn
Focus Area
Descriptor
Mid
Indicators
Final
Causing
Concern
Working
Towards
Achieved
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 2: Know the content and how to teach it
Focus Area
Descriptor
Mid
Final
Indicators
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
EPT435, EPT44, EPT426, EPT432, EPT442 (HPE) Page 3 of 10
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 3: Plan for and implement effective teaching and learning
Focus Area
Descriptor
Mid
Indicators
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
3.3
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Final
Causing
Concern
Working
Towards
Achieved
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Indicators
Going
Beyond
Mid
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 4: Create and maintain supportive and safe learning environments
Descriptor
Focus Area
Mid
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 5: Assess, provide feedback and report on student learning
Descriptor
Focus Area
5.1 Assess student learning
Mid
Indicators
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 6: Engage in professional learning
Descriptor
Focus Area
6.1 Identify and plan professional learning needs
Mid
Indicators
Evaluate current teaching and plan for future development using the
National Professional Standards for Teachers.
Sets goals for personal professional development.
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Evaluates own teaching and explains mode and content of own learning
Relates own learning to observed improvements in teaching and
student learning
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
DOMAIN:PROFESSIONAL KNOWLEDGE
Standard 7: Engage professionally with colleagues, parents/carers and the community
Descriptor
Focus Area
7.1 Meet professional ethics and responsibilities
Mid
Indicators
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
Mid
Final
Causing
Concern
Working
Towards
Achieved
Going
Beyond
At conclusion of placement:
Sign:
At mid-placement
Sign:
At conclusion of placement
Date:
Sign:
Date:
Date:
Craig is a well organised student who commits significant time and energy into
planning interesting and engaging lessons. He is using a variety of complex
teaching strategies effectively.
He is learning about the Reading to learn program and its implementation.
Date:
Pre-service Teacher (Please sign and date each entry). Please note: By signing this report you are indicating that you have discussed this with your Associate Teacher but that does not necessarily mean
that you agree with what has been written.
Outline what you have
learnt about yourself and
about teaching during this
placement
At mid-placement:
Sign:
At conclusion of placement:
Date:
Sign:
Date:
Sign:
Date:
OFFICE USE ONLY: OVERALL ASSESSMENT AND SUMMARY STATEMENTS This will be finalised by the University Subject Co-ordinator based on the rankings by the
Associate Teacher and University Liaison
Satisfactory
Unsatisfactory
Grade Pending
(to be used only with consultation with CSU staff)
Date: