Partnerships - EMTS: End-of-Practicum Report

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Master of Teaching in Secondary Education preservice teachers can be expected to display interest in teaching as a career, awareness of personal
relations in teaching and an inquiring attitude to teaching and learning. There are three domains, Professional Knowledge, Professional Practice and
Professional Engagement alongside seven core standards that we ask you to reflect and write upon when providing feedback to preservice teachers.
The criteria in the report are derived from the Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teacher
Standards. A copy of the Standards can be found at http://www.aitsl.edu.au/verve/_resources/Accreditation_of_initial_teacher_education_file.pdf.
This report should be completed in consultation with the preservice teacher and other relevant colleagues. A brief comment for each main Standard
will be sufficient. Mentor teachers are encouraged to describe specific achievements, identify areas of concern and make recommendations for future
development.
Preservice teachers are expected to keep a journal containing reflections, evaluations and thoughts about this Project Partnership work. These
become examples and evidence of how they meet each of the seven core standards of teaching. This evidence should be shared with the mentor
teacher prior to the completion of this report.
PP End of Practicum Report Deadline:Week beginning 12th October 2015 - Preservice teachers must read and acknowledge that they have read
this report by checking the tick box next to Preservice Teacher and entering their name under the Compulsory Signatures section. Mentor teachers
required to do the same before the report can be sent to Victoria University. Two copies of this report (one for the mentor and one for the preservice
teacher) must be printed while sending the report electronically to Victoria University.
PRESERVICE TEACHER DETAILS

ID: 4526414

Family Name: SICURELLA

Given Name: JOSE DARIO

Teaching Method: Maths

Year Level/Grade: Year 7-10

PARTNERSHIP SCHOOL DETAILS

School Name: The Lakes South Morang School

Phone: 9401 3919
Mentor Teacher: Kim Donnelly

Street: 80 Jardier Terrace

Suburb: South Morang

Post code: 3752

School Partnership Coordinator: Leesa Fatone

END OF PRACTICUM ASSESSMENT

At a level of practice and understanding expected in the Master of Teaching, the preservice teacher is consolidating their understanding of
professional knowledge. This graduating competence needs to address all aspects of teacher knowledge, practice and engagement as listed. At a
level of practice expected of the graduating teacher, please comment on areas of strength and/or aspects needing improvement in relation to the
following standards.
Note: Please refer to the AITSL National Graduate Teacher Standards for a listing of the specific characteristics expected under each of the seven
standards below.
These characteristics of teachers' knowledge, practice and professional engagement have been identified by teachers and teacher educators as
essential for the preparation of members of the teaching profession. This list of standards and characteristics provides a guide to effective teaching
practices that all teachers graduating from a course of preservice teacher education should have the opportunities to consider, understand and develop
as identified by the Australian Institute for Teaching and School Leadership.

Please complete the form using these symbols - A: above expectation B: at expectation C: below expectation NA: not applicable
PROFESSIONAL KNOWLEDGE

Preservice teachers in the Master of Teaching will develop their understanding of how teachers:
know students and how they learn

know the content and how to teach it

COMMENTS ON PROFESSIONAL KNOWLEDGE:

Jose has a good understanding of the curriculum content he is delivering. His lessons are pitched at the appropriate level for the students he
is teaching and are in line with the Ausvels continuum. He is able to break down concepts and skills to meet individual student needs and
understanding.
Please indicate development in relation to the Professional Knowledge domain: S (S= Satisfactory;

N= Unsatisfactory)

PROFESSIONAL PRACTICE

Preservice teachers in the Master of Teaching will develop their understanding of how teachers:
plan for and implement effective teaching and learning

create and maintain supportive and safe learning environments

assess, provide feedback and report on student learning

COMMENTS ON PROFESSIONAL PRACTICE:

Jose is always well prepared for his classes. His lessons plans are detailed and have provision for extension and extra scaffolding if needed.
He has worked hard to develop positive relationships with the students in his classes and is successful in creating a safe and supportive
learning environment. Jose has helped develop appropriate assessments for his students and has provided constructive feedback to students
about their results.
Please indicate development in relation to the Professional Practice domain: S (S= Satisfactory; N= Unsatisfactory)
PROFESSIONAL ENGAGEMENT

Preservice teachers in the Master of Teaching will develop their understanding of how teachers:
engage in professional learning

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engage professionally with colleagues, parents/carers and the community

COMMENTS ON PROFESSIONAL ENGAGEMENT:

During his placement, Jose has interacted positively with colleagues, parents and students. He has engaged in ongoing professional learning
via participation in regular Maths domain meetings and a whole school professional learning day focussing on building positive relationships
with students
Please indicate development in relation to the Professional Engagement domain: S (S= Satisfactory;

N= Unsatisfactory)

OVERALL ASSESSMENT

S (S= Satisfactory;

N= Unsatisfactory)

MENTOR TEACHER'S RESPONSE

Jose has interacted positively with staff students during his placement at The Lakes. He has made sure he is aware of school processes and
policies and has implemented these in his practice. Jose has worked hard to build positive relationships with his students and create a
supportive learning environment in all of his classes. Students have responded well to his approach. He has also developed positive working
relationships with staff. Jose has actively participated in professional learning, including whole school professional learning and domain
professional learning teams. He has participated in whole school activities including an athletics carnival, parent teacher interviews and
market day, as well as professional responsibilities such as yard duty. Jose is always well prepared for his classes. He plans lessons pitched
at the appropriate level for the group he is teaching. He has implemented the use of technology and hands on activities to compliment his
program. He has been responsive to feedback and has implemented recommendations to improve his teaching. Jose has worked with the
Maths team to develop appropriate assessments for his class, including pre and post tests. He recorded results and provided constructive
feedback to students. He also participated in parent teacher conferences, where he interacted positively with parents and students.
PRESERVICE TEACHER'S REFLECTIVE RESPONSE

I am very happy with my mentors report. Kim has been very supportive and provide constant feedback which has allowed my to reflect and
make changes to my teaching approach for the better.
SIGNATURES

Preservice Teacher:
Mentor Teacher:

I have read this report

I have read this report

Name: Jose Sicurella

Name: Kim Donnelly

Date: September 18, 2015

Date: September 18, 2015

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