Professional Documents
Culture Documents
End of Year Report - Kate
End of Year Report - Kate
End of Year Report - Kate
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PROJECT PARTNTRSHIPS
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MELBOURNE AUSTRALIA
OI PRA(TICUM RIPORT
Master ofTeaching in Secondary Education preservice teachers can be expected to display interest in teaching as a career, awilreness ofpersonal
relations in teaching and an inquiring attitude to teaching and leaming. 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
Preserviceteachersareexpectedtokeepajoumalcontainingreflections,evaluationsandthoughtsaboutthisProjectPartnershipwork. These
become examples and evidence ofhow they meet each ofthe seven core standards ofteaching. This evidence should be shared with the mentor
teacher prior to the completion ofthis report.
PP End of Practicum Report Deadline:Week beginning I 6th September 20 1 6 - Preservice teachers must read and acknowledge that they have read
this report by checking the tick box next to Preservice Tbacher and entering their name und er the Compulsory Signatures section. Mentor teachers
required to do the same before the report can be sent to Victoria University. Two copies ofthis report (one for the mentor and one for the preservice
teacher) must be printed while sending the report electronically to Mctoria University.
ID 4547059
Family Name:
HIGGINS
Teaching Method:
English
School Name: Point Cook Senior Secondary College Street: Cnr Boardwalk Boulevard
B Suburb: Point Cook Post code:3030 Phone: 9395 9271
Mentor Teacher: Kate
Kennedy
P.O
At a level ofpractice and understanding expected in the Master ofTeaching, the preservice teacher is consolidating their understanding of
professional knowledge. This graduating competence needs to address all aspects ofteacherknowledge, practice and engagement as listed. At a
level ofpractice expected ofthe graduating teacher, please comment on areas ofstrength and/or aspects needing improvement in relation to the
foilowing standards.
Note: Please referto the AITSL National Graduate Teacher Standards fora listing ofthe specific characteristics expected undereach ofthe seven
standards below.
These characteristics ofteachers'knowledge, practice and professional engagement have been identified by teachers and teacher educators as
essential for the preparation ofmembers ofthe teaching profession. This list ofstandards and characteristics provides a guide to effective teaching
practices that all teachers graduating from a course ofpreservice teacher education should have the opportunities to consider, understand and
develop
as
Please complete the form using these symbols - A: aboye expectdtion 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:
.
.
learn
it
S fS: Satisfactory; N:
Unsatisfactory)
PROFESSIONAL PRACTICE
Preservice teachers in the Master ofTeaching will develop their understanding ofhow teachers:
.
.
learning
create and maintain zupportive and safe learning environments
assess, provide feedback and report on student learning
A
B
http://education.vu.edu.aulreports/eoy/emts/emts_endjrint_mentor_copy.php?Submit=Print+Report&sid=4317059E8En91i
112
15t09t2016
of her strengths and areas for improvement in each unit. Stephanie has developed strong working relationships with students and this has
helped her to create a positive learning environment that has an emphasis on learning success. Her classroom is one that is built on positive
and inclusive learning for all students. She regularly encourages students to share their work and has created a culture of inclusivity,
encouragement and growth. Furthermore, Stephanie uses her knouledge of the ways her students leam, and lotowletlge of their interests to
infotm her teaching practice. She has embedded a range of intinsic and extinsic motiyators to recognise student effort and bolster success.
This has led to greater participation and improved learning outcomes for students in Stephanie's classes.
Please indicate development
(S: Satisfactory;
N:
Unsatisfactory)
PROFESSIONAL ENGAGEMENT
.
.
engage in professional
engage professionally
will
learning
(S: Satisfactory;
N_- LtnsatisJitctory)
OVERALL ASSESSMENT
In addition to the comments above, it should be noted that Stephanie is a conscientious and enthusiastic teacher who would make
a positive
addition to any team. Her understanding of how students learn, commitment to engaging student and understanding of dilJbrentiation and
modified programs isfar beyond her level ofteaching practice.
Throughout nty six week placement at Point Cook Senior, I grew as an individual and as a teachex I have leamt new skills that will benefit
my cdreer of being a high school English and Humanities teacher I feel like my strength lies in
forming a relationship with students based on
mutual respect and encouragement which enables students tofeel confident in my clasa,oom and makei me morc apptoachable ifthey need to
conferencewith me, Even though I have used various point of accessfor students with dffirent leaming capabilitiis, I believe i can'funher
imprcve this which is an area I aim to work on. I atn grateful for my mentor's support and advice duing my placement and have done my
best to implement any of their comments into my teaching style and lesson plans.
SIGNATURES
Preservice
Mentor
Name:
Stephanie
Higgins Date:
Date:
September 15,2016
September 15,2016
http://education.vu.edu.adreports/eoy/ernts/emts_end_print_mentor_copy.php?Submit=print+ Report&sid=4547059EgEngli
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