School Experience I - Final Evaluation

Preservice Teacher Name: Ethan Timmerman Student ID Number 20161125

School Name: Queens Park Primary School Year Taught:2/3

Course: School Experience 1 (Junior Primary) Date: 26/6/2017

Mentor teachers and the HOPP / University Supervisor are required to make an on-balance-judgement of the
Preservice Teachers performance in each of the AITSL Graduate Teacher Standards. Pre-service teachers are
not expected to be graded on each individual aspect within the standards. A final grade is then recommended for
the practicum. Please consult the Grading Interpretation Matrix when completing this form.

Australian Institute for Teaching and School Leadership

http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/Standards

Standard 1: Know students and how they learn

1.1 Developing understanding of the physical, social and intellectual development and characteristics of students
and how these may affect learning.
1.2 Developing 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 strategie that support participation.
Summative Comments
It is pleasing to have witnessed Ethan develop an understanding of the vast cultural and learning
differences in my classroom. Being a mixed grade, Ethan has had to work with two curriculums as well as
differentiating for teaching a high percentage of ESL students. He has encouraged participation from all
the students with his positive attitude. Acknowledgement of Aboriginal and Torres Strait Islander students
is recognised.

Please indicate the recommended grade for Standard 1

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

Standard 2: 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 effective learning and teaching lessons.
2.3 Use curriculum and assessment knowledge to design 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 basic literacy and numeracy teaching strategies and their application.
2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Summative Comments
Ethan has strength in mathematics and has grown in all other areas. Ethan has developed
sound literacy and science skills which were implemented over his service. He has an
understanding of the content, structure and substance of the curriculum and is using this to
develop his assessment understanding. Ethan has knowledge of Aboriginal and Torres Strait
Islander students and their culture and learning and has been involved in NAIDOC week
preparations. ICT use was sound including IPADS and the smart board to enhance student
learning.

Please indicate the recommended grade for Standard 2

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

School Experience I- Final Evaluation Form

Standard 3: Plan for and implement effective teaching and learning
3.1 Set learning goals that provide achievable challenges for students.
3.2 Plan lessons 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.
3.7 Describe strategies for involving parents/carers in the educative process.
Summative Comments
Ethan has planned and delivered lessons over the learning areas that have engaged and
challenged students during his service. He has had to adapt for a wide range of cultural and
learning abilities in a mixed year group which leads to having to differentiate between the
curriculums. Ethan has used a wide range of resources including ICT to engage students
learning. He has interacted with the school community in a professional and positive manner.
Ethan is developing an understanding of assessment strategies and has a good range of verbal
and non-verbal communication skills which has developed during his service. His lesson
planning has been sound and to his credit he has shown he can be flexible and adapt to the
many distractions that occurred during the term.

Please indicate the recommended grade for Standard 3

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

Standard 4: Create and maintain supportive and safe learning environments

4.1 Identifies strategies to support inclusive student participation and engagement in classroom activities.
4.2 Demonstrates a developing capacity to organize classroom activities and provide clear directions.
4.3 Developing knowledge of practical approaches to manage behaviour.
4.4 Describes strategies that support students well-being and safety working within the school.
4.5 Demonstrates a developing understanding of the relevant issues and the strategies available to support the
safe, responsible and ethical use of ICT in learning and teaching
Summative Comments
Ethan has developed sound behaviour management strategies in the classroom which the students
responded to positively. Behaviour was not an issue and I applaud him for introducing a reward system of
his own. Ethan was responsible and compliant with the schools safety procedures both in the classroom
and whilst on duty. He is beginning to extend on engaging techniques to prompt students attention and
involvement in his lessons. He has a strong voice in the classroom and will redirect students attention
when they go off task. ICT use was appropriate.

Please indicate the recommended grade for Standard 4

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Standard 5: Assess, provide feedback and report on student learning
5.1. Demonstrates a developing understanding of assessment strategies.
5.2 Demonstrates a developing understanding of the purpose of providing timely and appropriate feedback to
students about their learning.
5.3 Demonstrates a developing understanding of assessment moderation.
5.4 Demonstrates a developing capacity to interpret student assessment data to evaluate student learning.
5.5 Demonstrates a developing understanding of a basic range of strategies for reporting to students and
parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Summative Comments
Ethan is developing a range of assessment strategies and has acted on his reflections of students
learning to adjust future lessons and planning. He is developing an understanding of the need for timely
feedback to students to address any areas of misunderstanding. Moderation in maths tests after each unit
taught have given a valuable insight for clarifying and reteaching areas that have not been met. Higher
ability students have been recognised and extended. Ethan understands the complexities of reporting to
parents after reading semester one reports asking questions and providing comments.

Please indicate the recommended grade for Standard 5

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

School Experience I- Final Evaluation Form

Standard 6: Engage in professional learning
6.1 Demonstrate an understanding 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.
Summative Comments
Ethan is developing an understanding of the Professional Standards. He sought assistance
and advice form a variety of sources including Admin and other classroom teachers. Ethan
listened and acted on feedback and advice from myself always in a polite and professional
manner. He is to be congratulated on his ability to adapt his lessons and programme due to the
many interruptions that occurred during his service. He is to be commended on taking the
initiative and volunteering to go on a choir excursion which provided valuable insight and
learning on the legal and supervision requirements that are needed for such an event.

Please indicate the recommended grade for Standard 6

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION

Standard 7: 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 Developing an understanding of strategies for working effectively, sensitively and confidentially with
parents/carers.
7.4 Developing an understanding of the role of external professionals and community representatives in
broadening teachers professional knowledge and practice.
Summative Comments
Ethan has been polite and professional in all his interactions with staff, students and carers. He
has attended staff meetings, professional development and collaboration meetings. Ethan
undertook duty as required and has a good understanding of acceptable behaviour and the
school rules. He actively asked questions of the Administration and undertook every request
graciously. It is to his credit that he volunteered to go on a music excursion, where he
experienced the responsibilities of taking students outside of the school. Ethan worked
effectively with his involvement with parents and carers. He also assisted in the school
vegetable garden and composting.

Please indicate the recommended grade for Standard 7

FAIL PASS CREDIT DISTINCTION HIGH DISTINCTION
Final Evaluation Form - School Experience I.3
Personal Literacy and Oracy Skills - Please indicate whether the Preservice Teacher meets
expectations in each of these two areas. If Unsatisfactory, please comment below.

Personal literacy skills: Satisfactory Unsatisfactory

Personal oracy skills: Satisfactory Unsatisfactory

Comments on areas of strength and further development

Areas of strength
Ethan has shown he can deliver interesting lessons from a variety of resources and will reflect and
act on advice given. Ethan was approachable to everyone and undertook any task asked of him
without complaint. He has strengths in science and maths which will serve him well in his future
career. Ethan always works in a professional manner and has an enthusiastic approach to work for
the students benefit.

Areas in need of further development

Keep on working on assessment strategies. Continue to work on ways to ensure all students are on
task. Differentiation is difficult with a mixed grade and a huge range of abilities and cultures and
future study will assist in this area.

Final comments
It has been a pleasure to have had Ethan undertake his service in my classroom. He has built a
strong working relationship with my students who have respected, listened and followed his lessons
and instructions. Ethan has the potential to be a great teacher as it is obvious he has a desire to
educate students. He was always prepared to ask questions and act on advice given. I wish him
every success in his future endeavours.

RECOMMENDED FINAL PRACTICUM GRADE - Please consult the Grading

Interpretation checklist
HIGH
DISTINCTION CREDIT PASS FAIL
DISTINCTION

Preservice teacher: Ethan Timmerman

(Please print name and sign.)

Mentor Teacher: Denise Hastings

(Please print name and sign.)

University Supervisor: Judy Buemi

(Please print name and sign.)

Signature of HOPP / Supervisor indicates that this is a combined Mentor/Supervisor report and that an
agreed upon grade has been awarded. As such, no separate Supervisor report is required.

Please return completed form to: opp@nd.edu.au OR

The University of Notre Dame Australia

School of Education
Professional Practicum Office
PO Box 1225
Fremantle WA 6959