Professional Practice WESTERN SYDNEY Secondary Program UNIVERSITY Daily Feedback Form 9 U Completed by the Mentoring Teacher once daily Pre-service Teacher's name ) SNEEAE YN Date: $17 Curriculum/teachingarea: Seth Time: ¢33 — fs SDA Lessontopic: Planes — Tre OW Supenrl Year/Stage: Mentoring Teacher: UNIn Deys@u— School: SUS Lesson Plan Received On-time G~ late O No O Pre-service Teacher performance is to be assessed as either NA-Not Applicable WT — Working Towards D—Demonstrated E-Exceeds expectations Lesson Preparation na} wr] o | € Evidence of preparation and lesson plan (3.1-3.4) ofo)|e@|o ‘Appropriateness of method (1.1-1.6, 2.1-2.6) ofole@[o Outcomes clearly evident (3.1-3.4) o oO ee Links progression lesson flow (3.2) Oo o ai|o Resources identified and available (3.4,2.6) a o @wlo Evidence of Quality Teaching Framework (1.1-2.6) of[o{[@7to Lesson Introduction wa|wr]o[e Room appropriately prepared for lesson (1.1-1.634,35,45) olol[e#i[o Entry to room (3.5,4.2-4.4) oO QO a Settling down procedure (3.5-,4.2) o[e@lolo Class Routines established e.g. rol check homework checked tenessdeatwihec(a5a243) | O | &| O | O Purpose of lesson and links to previous or future lessons (3.2,3.5) ofofeo Classroom Organisation (4.1-4.5) ofo{fw[o Lesson Body na| wr] dD | & Use of Resources including board/interactive whiteboard/computer hardware (3.1-3.6) ofoleto Assessing student learning (3.6,5.1-5.5) ge soso Explanations instructions (3.5) o[@[olo Student participation / Discussion (@.1-4 5) ojol@lio Effective Questioning -spread, type clarity, redirect, elit (3.5,4.1-4.2) ofol/alo Student management and discipline (4.2-4.4) Ge) @qeoreo Effective teaching Strategies (3.1-3.5) e208 Oe eG Effective use of voice (3.5) a ofo Pacing of lesson (2.2,3.2) a o);}o0 Catering for the range of student needs (1.1-1.6,2.4) olelolo Lesson content (2.1-2.5) ojol@7lo Development of student literacy (2.5) o;oal@wl[o Development of student numeracy (2.5) wlofolo Lesson Conclusion NaA|wr] o | & Conclusion to lesson (4.2,5.1-5.5) ol@7loloa Homework setting (13.1,3.4,4.2) = glolofoa Order dismissal of students (4.2,4.4) o{d@loto|Classroom climate mm [wr fo fe] ‘er set of canzoon es TAS] —retepete Heine walla managers 45] o}@poloy sine enforcement sed (1-63) opot@to iss Geifes uk andactedupon1S253) opopeto neers rade now ang acted upon (5453) wpopoo ange mets ued management (31-36) ofetoto Invent of alates Hough theleion ofefeto Carty ofnsruction (5) ope pete Professional Personal Qualities [wa [wr To Te raesionelappesance376.-6474-74) ofoteyo ete communion 963,73-7 8) ofepeto esroniveto edo 61-64) opopeto Edenh concen or susents BESPSSELEA opo}eo Poproxcebiy (576373) opoteto Aopen feo oes og ac Toner iw ofan SENT opotelo Adequacy feared 36375455) ofoteyto Vpeledt wid a Racuennk ered wilh whte ty rena | drgpagey, PAIS pang TL ene: SR vl allil DAL Eerink nbd oD Unt SW hylan & sharash Pedele hate dans rus madd) by dmwerthahry an ene withrer Habel Se cacganthid A prevecenié 4 aaciok thd # nomehbie ane ed namval in Wye aalnart ADRedky tured plod? Del: WB ~ Aho Wo Ud Inbewchens Vogel tame Pe) ww on TOES en aN reseeTOD = (aaoroon~ rranagpreedt we o\y war Qed Gu rhode ~ ender pales: Peryparan dl vr — rHtde 20 be \evdy wren dees 3 Heng, af sere Teche spfrmancelsaisacny* ireSemce Teachers perfomance cusng concen +H oythe end of he est week ofthe Profesional Exparene Block, the Pre Service Teacher’ performance cashes Corer, then the Heetorng Teacher MUST commence the Reaiing Astana Support (RAS) proces. Rf Son «of he Profesional Experience Protea volo from thie shoo’ Profesional Experience Coote fom the US School of notin wba] forthe process nd responses seernoorerene Bra. ome _vfen wth Signa: Pre sere Teacher: ae:Daily Feedback Form 15 ‘Completed by the Mentoring Teacher once daily WESTERN SYDNEY UNIVERSITY Teseveetesmersrame | Veil) ate: aly] Cureslm/teaching are Supa Time: Vay Tesontopi rdavaags — Nannie Wr ae wD Mestorig Teacher AT Schoo! 3a tesonPin Received [Ontine te tO Presence Teacher performance istobe assessed as ether NA-NotAppleabe. WT-Working Towards D-Demonstated —_E-Exesdsexpecatons Lesson Preparation idence of preparation and lesson plan (34-34) ‘opropiateness of method (1.1-1.6,2.1-2.6) ‘Outcomesclerly evident (3.1-3.4), inks progression lesson low (3.2), Resources identified and avaliable 42.6) Evidence of Quality Teaching Framework (11-26) o}o]o}o/o}o 5} 8/a/s)3\8/ o ololojaolofol~ Lesson Introduction Room appropriately prepared for lesson (21634355) Entry to room (3.5,4.24.4) Setling down procedure (3.5.4.2) (Gass Routines established es rol check homework deed, evss oe wih ee (3542-43) Purpose of lesson and links to previous or future lessons (3.2.3.5), ‘assroom Organisation (4.1-4.5) aalalalala] | falofolo]o)ol s ololo|olo]o 8{s|5]o}x/9) © o]o}o|o|o]o} Lesson Body wa[wrfoTe Use of Resources incuding bardieracve whteboar/conoverharvare 31-26), o[ole}o Asesng student earring 265.155) ofoleto Explanation /insructions (2.5), ofoleto Student partpation /iseusson (1-45) o}@[olo Effective Qvestoning-sen ype cary w-orec ick OSA TAA) c|@¢jole Student management and diipine (4.24.4) cle [olo ‘ecive teaching Strategies (2.13.5) ofofolo Effective use of voice (35) o|@7ojo Pacingalesson 22.3.2) o[ol@|o tering for the ange of student needs (U-1624) ofetofo {esion content (21-25) ofelafo Development of tudentiteracy 5) ao[ole@fo Development of student numeracy (25) ofoleto Lesson Conclusion maf wr] o |e Conclusion to esson (62.5.5.55) olelo fo Homeworksetting (13.1,3.4,4.2) @wiofofo ‘Orderly sisal of students (248) ofolete[Gassroom Climate m[wrpole ear set of casioom rles(&185) ope toto] Effective overall classroom management (8.1-4.5) o}o toto Positive reinforcement wed (81-43) ofoleto Issuesidentfe quickly and acted upon(5253), o[e/ete Consequences madeknow and acted vpon (5.455) oleyeto Range of methods used management (3.13.6) ofeyoela Involvement of al students throughout he esson 4) o}e@ota Clary ofistruction 3.5) ofejols Professional Personal Qualities wa [wr [oT Profesional apperance (&7,81-647.1-74 o}oleo Eifecivecommuniation(6.3,737.4) ofoleo Responsive to feedbock (61-64) opfel@io Evigence of concer for students 52556164) aopoel@[o Aoproachabity 7.63.73) ofele@yo ‘Anplication of schoo policies ex darren day oa cH ofeleto ofoeleto Adequacy of casracrdr 3375455) Bea ee pe Wo0w onyaa 4 way wih " rele, oan - nn wut & pearhans wills WX dacaren Ort) Ce ate > off Van bot Hy Jarmo 4 | fone. os Ee 5 ta nna ddraclunks —mou7% eran SORES ar dad wan ee Tce? ~ be aware sfstudimte whe eer daasroon wilh ie Zp wirek Suit ont Boos We Mas ob Rdg Predonts wnt anntrng werden gredhinn. | () edu yet a pm sbestes twa jude aber 3 ik? oS Wet 5 [20 service Teacher's pefamanceisstsfacton* C2 PreServce Teacher’ perfomance causing concen * If, by the end of the frst week ofthe Professional Experience Bloc, the Pre Service Teacher's performances causing concern, then the Mentoring Teacher MUST commence the Requiring Additional Support (RAS) pracess. Refer © Section 4 of the Professional Experience Protocols (avilable from ths schools Professional Experience Coordinta ot {from the UWS School of Education website) forthe process and responsibilities Sine Mentoring Teacher eel! owe: 1210/0 a Signed: Pre-serieTeagher Date 1