Year 4 – Second of three placements in the Final Stage of Professional

Experience.
Please refer to the following guidelines but be aware the Professional Experience Office staff
welcome calls/email contact, particularly if you have questions

As a Pre-Service Teacher, you are expected to:

 take part in pre-placement and placement meetings with the university representatives;
 make contact with your school based coordinator prior to placement to discuss starting details
and expectations;
 ensure your first meeting with your mentor teacher/team clarifies teaching time and specific
expectations for the placement;
 learn about the context of the school, its culture, community and values;
 understand and follow all school based expectations;
 set learning goals based on the Australian Professional Standards for Teachers and collect
evidence of having attained them;
 document all lesson plans and discuss content and planning approaches prior to and after
classes;
 be actively involved in the school community (yard duty, professional learning activities etc.);
 be open and proactive about collecting feedback from students, mentors and other colleagues;
 reflect in order to monitor progress, identify learning needs and interests and critically examine
teaching practice;
 keep a copy of the completed Professional Experience Report.

As a School Mentor teacher, you agree to:

 meet with the PST to discuss professional goals and expectations;
 support the PST by welcoming them to the school introducing them to students and colleagues,
providing resources, workspace, timetables, policies and curriculum materials;
 arrange regular meeting times with the PST to discuss lesson plans, offer support and reflect on
progress;
 share personal professional knowledge/readings, teaching experiences and passion for teaching;
 offer both written and verbal feedback in a timely, ongoing manner;
 pose thoughtful, open questions to encourage the PST to think about their practice and justify
their actions;
 be involved in the PST’s final assessment by completing the report, sharing the contents, having
the student sign off and ensuring that he/she takes a copy and that the school based coordinator
is able to return the evaluation form to the Professional Experience Office as soon as possible
after the placement.
By completion of this placement, the PST is expected to have:
 observed a range of students in different contexts and subject areas;
 planned and assessed sequential units of curriculum so that student learning is effectively conceptualized,
evaluated and organized;
 discussed lesson plans with their school mentor teacher/s prior to each lesson as well as after;
 reflected on their strengths and future needs as learners and teachers;
 familiarised themselves with the school policies and practices;
 engaged in extra-curricular activities, attended meetings and become familiar with the diversity of roles and
expectations of being a teacher;
 reflected on their learning and researching questions as they arise;
 continue to develop a professional portfolio that provides evidence of professional knowledge, professional
practice and professional engagement based on the Australian Professional Standards for Teachers
(Graduate)

The Coordinator is asked to:

 allocate pre-service teachers to appropriate supervising teachers;
 meet with pre-service teachers at the beginning of the placement and provide them with information
relating to the school procedures, programs and administration;
 provide pre-service teachers with information about what materials and resources are available within the
school to assist their planning and teaching;
 receive and distribute Deakin University material;
 see each pre-service teacher and provide them with feedback if possible;
 ensure that assessment and report forms are completed, discussed with the pre-service teacher and then
email back to Deakin University at the conclusion of the placement (please keep a copy for school records);
 ensure that any days a pre-service teacher is absent are made up;
 contact Deakin University if a pre-service teacher fails to attend at all, is absent for more than 2 days, is likely
to receive an unsatisfactory or “at risk” report or is experiencing difficulties;
 forward the claim forms for payment to Deakin University Professional Experience Office

Supporting Professional Experience “At Risk” or “Unsatisfactory”

Deakin has developed the Pre-service Teacher at Risk Procedure. This process is to be used only when a PST has
been identified as being ‘at risk’ of failure during placement.
1. Mentor teacher identifies the likelihood of an “At Risk” or “Unsatisfactory” assessment and contacts the School
Based Coordinator (SBC).
2. The SBC arranges a visit from a Deakin representative as soon as possible.
3. Shared consultation and support for all stakeholders offered with direction to continue or options.
4. A Deakin representative must be engaged before an “At Risk” or “Unsatisfactory” assessment can be recorded.ded.
Deakin will conduct a formal review process for every pre-service teacher deemed “At Risk” or “Unsatisfactory”.
A Deakin representative will be available “at call’ every placement. Every pre-service teacher will meet with a Deakin
representative at least once for every placement from the beginning of second year

Assessing the PST and completing the Report Form

 The Report Form includes criteria that are aligned with the Australian Professional Standards for Teachers
(Graduate).
 Report Forms must be completed before the end of the placement. Mentor Teachers should arrange a
meeting with the PST to discuss the feedback and PSTs should complete a personal reflection on their
learning during the placement.
 The PST should be assessed against the expectations for a competent beginning teacher in a school at the
completion of their placement.
 Report Forms must be promptly returned within one week of the completion of the placement, to the
Professional Experience Administrator at Deakin University, located at the Professional Experience Office
Year 4 – Final Stage of
Professional Experience Office
Professional Experience
Faculty of Arts and Education
ETP 401b Deakin University
(15 consecutive days) 221 Burwood Highway
BURWOOD VIC 3125
Theme for the Practicum – Assessment: Return email ETP401b
Ways of Knowing Learners ian.trend@deakin.edu.au

Phone 03 9244 3750 or 9244 5077

PLACE CURSOR ON EACH GREY FIELD AND KEY IN THE RELEVANT DETAILS

Pre-service teacher name: Lucy Walton Deakin PST #: 215080081

School: Templeton Primary School ABN: 69008600498
School
School Coordinator of pre-service Andrea Edwards Year level/s: Grade 4
teachers:
Name of supervising teacher: Melissa Forrest Total number of days: 15
Dates of attendance: 21/5/18 – 13/6/18 Dates absences made up: 13/6/2018

Dates of absence: 24/5/18

Guidelines for using this report form:

This is the pre-service teacher’s fourth experience in a primary education setting. Supervising
teachers should review the expectations laid out here with pre-service teachers on or before day
one of their placement. The main focus of this practicum experience is to continue the
development of their pedagogical repertoire and the design, implementation and evaluation of
curriculum, which is reflective of their professional philosophy.
The pre-service teachers will require guidance and support. The experience should begin with
observation of supervising teacher, supervision of learning activities set by supervising teacher
and move quickly to preparing and teaching for two lessons per day and move toward full control
for at least three days by the end of the placement. Supervising teachers may wish to comment
on whether the pre-service teachers have taken up opportunities to assist and learn in both the
classroom learning routines and school activities. The information in this report should refer to
the degree to which the pre-service teacher has embraced the role of teacher in the primary
learning environment but focus on their use of curriculum documents to develop individual lesson
plans, units and weekly planners.
This report should be used as a catalyst for constructive discussion and be completed by the supervising
teacher in consultation with the pre-service teacher.

* In each rubric, codes are used to identify the domain, standard and focus from the AITSL National
Professional Standards for Graduate Teachers to which the attribute can be associated.
Professional Knowledge – Final Stage – Part two of three placements.
Please click on the appropriate check box to make one selection only for each standard. Simply click again if you wish to remove
the check.

CRITERIA No opportunity Needs work Meets Exceeds

to observe on meeting expectations expectations
expectations

plans curriculum taking into account the physical, social and

intellectual development and characteristics of students and
how these may affect learning
PK1.1, PP3.2
plans curriculum to embrace the diverse linguistic, cultural,
religious and socioeconomic backgrounds of their learners
PK1.3, PK1.4, PP3.1, PP4.1
understands how students learn and the implications for
teaching
PK1.2
demonstrates knowledge, understanding and use of formative
and summative assessment
PK1.5, PK1.6
plans curriculum that promotes reconciliation between
Indigenous and non-Indigenous Australians
PK2.4
demonstrates knowledge and understanding of the concepts,
substance and structure of content of teaching area
PK2.1
utilises effective pedagogical approaches specific to the
content area being taught
PK2.1

Comments

Pre-service Teacher Evidence, including impact on student learning(space will expand as you add text)
This placement has given me the opportunity to plan sequential lessons over 3 weeks. I took a part in
creating lessons for reading with a focus on inferences, author’s purpose and finding the main idea. I have
spent time laminating comprehension cards for each Grade 4 classroom to help with students
comprehension skills for both fiction and non-fiction texts. I have sourced games and activities to make
these lessons hands-on, engaging and activities that create enthusiastic learners.
One of the most ‘that’s why I want to be a teacher moments’ that I have had on this placement was when
I planned a lesson on conjunctions. Students had to create two sentences and using paperclips and a
conjunction word they went from two sentences to one sentence. As soon as I explained the lesson the
students were eager and engaged in the activity. I had students tell me that this was ‘the best lesson
ever’ and that made my day and reinforced my love for teaching.
Another activity that I absolutely loved and from what I could tell the children did as well was my lesson
on inferences. I created a fake crime scene in the classroom using caution tape, fake police report,
footprints and a pile of chocolate rappers. From the police report the students had to use inference to
identify who ate the chocolates, how they entered the classroom and a few other questions. The students
were so overjoyed and were active and involved learners.
Finally the last lesson was a pre test I did for Time. Using Tic Toc biscuits students had to answer
questions relating to their time on their biscuit. Students were interested and it provided a new and
exciting way of learning Time. I found this a great activity for a pre test, as students were not aware of
the pre test, they were only interested in the biscuit with their time on it.
Throughout the past three weeks I feel like I have taken on the roll of a teacher, not a student teacher, an
this is all thanks to my lovely placement teacher Mel, who has let me teach all full days and who has
allowed me to do her planning, which I have thoroughly enjoyed. I would like to think I am a creative
person and I have absolutely adored creating lessons to engage the diverse range of students in my class.
I have planned for students below, at and above level and compared student’s achievements to the
Victorian Curriculum. I also had a hand in moderated writing, which I found really interesting. In this team
meeting I felt a part of the team, as they valued my opinion on what I would mark the piece of writing
and that meant a lot to me.

Teacher Comment, including impact on student learning (space will expand as you add text)
Throughout her second placement, Lucy has exceeded expectations while planning an engaging series of
lessons in Reading, and Mathematics for her team. She was always mindful of catering for the wide
range of students’ abilities, by including formative and summative assessments tasks in her sequential
lesson plans.
When delivering her lessons, Lucy was always well prepared and enthusiastic in her delivery. Her planned
sequences of lessons were always engaging for the students and catered for the various learning styles
within our classroom.
Professional Practice – Final Stage – Part two of three placements.

CRITERIA No Needs work Meets Exceeds

opportunity on meeting expectations expectations
to observe expectations

demonstrates empathy, and a positive regard for and rapport

with learners
PP3.5, PP4.1, PP4.4, PE7.1
is aware of and can use a range of strategies to establish a positive
and inclusive learning environment
PP3.3, PP4.1
establishing challenging learning goals.
PP3.1
plan lesson sequences consistent with relevant curriculum
statements and frameworks
PP3.2
is aware of and can use a range of resources, including ICT, to
engage learners
PP3.4, PP4.1, PP4.4
use ICT and other learning technologies safely, responsibly and
ethically
PP4.5, PP4.4 PP3.4, PP4.1
implements classroom management routines and practical
approaches to manage challenging behaviour
PP4.2, 4.3
is aware of and uses a range of strategies to challenge learners in
their thinking and skills
PP3.1, PP3.3
evaluates to improve teaching programs
PP3.6

Comments

Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I have developed some lovely relationships with students in my classroom, for which I am very grateful. I
know students likes and dislikes when it comes to learning and I constantly ask them questions about
their lives outside school to show my interest and care towards all students. I make an effort to say good
morning to every student who walks into the classroom to make him or her feel warm and welcomed.
Both Mel and myself have created displays that create a great basis for a learning environment with
bright colour and surrounding the students with their great work on display.
I have developed a positive relationship with three students in my room that have proven to have
challenging behavior. I have felt confident in dealing and managing their behavior and I believe that I
have their trust and respect to reinforce the classroom and school rules. I have also witnessed how to
positively reinforce these students for correct behavior through the use of Do Jo points. These three
students have responded positively and their behavior has improved dramatically with this system put in
place.
I believe I have made positive relationships with students where they find me as an approachable adult in
whom they can discuss their troubles or worries with. I have had students discuss a death in the family
with myself, friendship issues, worries for presentations and I have to the best of my ability provide
support and comfort for those children who need it.
One part within this three weeks that I have found challenging is to speak quieter. I am naturally a fairly
loud person but as I have been reminded teaching is your voice and without it teaching is nearly
impossible. I have put in place strategies to keep my voice lower. I noticed that the students also
responded positively when I lowered my voice by trying to be active listeners by learning in and keeping
eye contact.

Teacher Comment, including impact on student learning (space will expand as you add text)
Lucy is always confident while working with the students in the grade and was quick to develop a rapport
with all students. She took the time to get to know each student, while presenting herself in a kind, caring
and approachable manner at all times.
When planning her lesson sequences, Lucy always referenced the Victorian Curriculum standards to
ensure she was covering the relevant curriculum content for the Grade 4 classroom. She also
incorporated various elements of ICT, visual diagrams and graphic organisers to promote engagement
within the topics covered.
Lucy’s behavior management skills are excellent. She is quick to recognise and attend to any situations
that may arise in the classroom setting. When dealing with negative behaviour, Lucy incorporates a
positive approach and sets boundaries with the students. She explains why these behaviours are not
appropriate and refers to classroom norms and school values. Lucy takes every opportunity to follow up
with the student and teach them ways to improve their general behaviour.
Professional Engagement – Final Stage – Part two of three placements.

CRITERIA No opportunity Needs work on Meets Exceeds

to observe meeting expectations expectations
expectations

demonstrates an understanding of the complex nature of the

learning community and the teacher’s role
PE7.2, PE6.1
performs in a manner that demonstrates a willingness to become
a member of the teaching profession
PE7.1, PE7.2
demonstrates an understanding of professional engagement and
conversation as an integral part of the learning process for
teachers
PE6.2, PE6.3, PE7.1
applies the key principles described in codes of ethics and conduct
for the teaching profession
PE7.1, PP4.3
engage with parents/carers
PE7.3

Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
I believe I have demonstrated an understanding of the complex nature of teaching. I have offered my
assistance to plan all that is needed from Mel and I have created games and bookmarks by laminating
and cutting to further develop students understanding for not only my class but for the four Year Four
classrooms. I have attended PLT and a planning day for Term 3, which I found really interesting to see
the data, presented from the students understanding and to form activities and lessons based on this
data.
I have engaged with parents in a professional manner and I have had some lovely comments from
parents regarding my teaching, which definitely puts a huge smile on my face.
I have really enjoyed getting to know the same even more and I feel like I have become workplace
friends with a large amount of teachers and know about them as teachers but also about their personal
lives outside of work.
I have been in awe of the support that staff members at Templeton Primary School provided to each
other. The support is outstanding and to be apart of the teaching community for my fourth year
placement has been a blessing.

Teacher Comment, including impact on student learning (space will expand as you add text)
Lucy has made herself available to all curriculum activities during her time at Templeton and has been
an eager contributor during planning sessions, staff meetings, & PLT (Professional Learning Team)
meetings. During all her interactions during her placement, Lucy conducted herself in a polite and
professional manner, demonstrating confidence and flexibility with students, colleagues and parents.
She volunteered her time to come along to help with the Grade 4 excursion to Werribee Zoo.

Reflections (completed by pre-service teacher): Areas of strength, areas needing development

This placement has reinforced again my love for teaching. Seeing a child’s face when they finally understand
something, seeing them enjoying their learning and being active involved learners is what its all about. I cannot
express how grateful I am to have such a wonderful placement teacher who has allowed me to have full control
of her classroom and of her planning!

I have learnt so much on this placement round and that is so invaluable and words cannot describe how grateful
I am. Mel has helped shape me as a teacher as well as the Grade Four staff and other members of the Templeton
Primary School community.

This school is the prime example of a supportive environment for children and other staff members. It is a warm
welcoming environment that I have loved to learn in and be a part of.

I have developed strong relationships with students and with staff members and I only wish that these three
weeks weren’t over. I have loved learning more about the students from my classroom but also students from
other classes.

After every lesson I have enjoyed talking to Mel and discussing what worked well, what didn’t work as well or
gosh, they are so engage or we need to change today up a bit, by focusing on the students and how they are
learning and feeling. This grade has tested my ability to adapt to a large variety of students and I have loved this
challenge and helping to manage these situations to benefit all students.

Between this placement and the next placement in October I will be volunteering my time to help out in as many
things that I can. I have put my name down already to help with the school musical and attending Sally Rippin
and Morris Gleitzman’s author visits. I am willing to help out as much as I can in Grade Four but also the wider
school community.

Thankyou to Mel my mentor teacher, the Grade Four team, Rod, Andrea and Mark and of course the rest of the
Templeton Staff for making me feel so welcome and apart of the team. Words cannot express how grateful I am
to you all.

General Comments (completed by supervising teacher): Areas of strength, areas needing development
Lucy has had a wonderful second placement in 4F at Templeton Primary School. She has consistently presented
herself in a polite, happy and approachable manner to all staff, students and parents within the school
community. Lucy has played an integral part in the planning and delivery of the English and Mathematics
curriculum sequence of lessons over the past three weeks. From week one, Lucy was eager to have full control of
the classroom and exceeded expectations when managing challenging behaviour, curriculum planning and
content delivery. She is happy to reflect on her practice at the end of the day and when given feedback, she
works to amend her practice, applying all that she has learned.

Lucy has completed her second placement in 4F at Templeton in an impressive manner. Mel Forrest has
commented on Lucy’s enthusiasm when planning and delivering lessons and the level of engagement of her
students has been noted. I have been most impressed by Lucy’s dedication and use of her time while on placement
with us. As well as maintaining communication and relations with 4F in her own time she has maximised her
experiences while on placement, by working with other year levels when opportunities arise and building
relationships with the wider community. Well done.

General Comments (completed by School PST Coordinator, Assistant Principal or Principal):Andrea

Edwards (AP)
 In relation to the relevant developmental stage and in response to the comments made above
please tick the appropriate comment for this pre-service teacher.

Has exceeded the expectations for this Professional Experience

Has satisfied the expectations for this Professional Experience

Is at risk, having fulfilled some but not all expectations for this Professional
Experience
Will require support to meet the expectations of the next placement.

Has not satisfied the expectations for this Professional Experience

Signature of pre-service teacher coordinator: Andrea Edwards

Date:

Signature of pre-service teacher:

(verifying they have sighted this report)

Date:

“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”

Signature of supervising teacher: Melissa Forrest

Date: