PLACE PLACEMENT MODERATION STATEMENTMENT

MODERATION STATEMENT

PURPOSE
The Placement Moderation Statement is a record of the moderation process. It supports stakeholders in consistent
decision-making and reporting in relation to Pre-Service Teacher achievement on placement. The moderation process
contributes to the Teaching Performance Assessment in determining Pre-Service Teachers preparedness for the
profession.

The aim is to moderate Pre-Service Teacher achievement on placement:

 in relation to placement teaching requirements and qualities required of the Pre-Service Teacher
 in alignment with Australian Professional Standards for Teachers domains at the graduate level, as detailed on
the UniSA Graduate Rubric
 with consideration of the achievement criteria in the final report written by the Supervising Teacher/s

INSTRUCTIONS
The Placement Moderation Statement is facilitated and completed by the University Supervisor in the final week of the
final placement and involves:

 20-minute observation of the Pre-Service Teacher teaching by the University Supervisor

 Discussion between the Supervising Teacher, Pre-Service Teacher & University Supervisor (concurrently or
separately, depending on circumstances)
 Viewing the UniSA Graduate Rubric self-assessment undertaken by Pre-Service Teacher pre-visit in discussion
with their Supervising Teacher/s and to be provided to the University Supervisor prior to the observation
 University Supervisor to indicate under domains of Australian Professional Standards for Teachers as
satisfactory, good or outstanding (prepared for the profession), unsatisfactory or borderline (combination of
satisfactory/ unsatisfactory).
 University Supervisor to complete summary comment and sign.

PROFESSIONAL EXPERIENCE DETAILS

PRESERVICE TEACHER: Amy Sloan UNIVERSITY ID: 110171602

COURSE NAME: Bachelor of Education

SITE NAME: Ingle Farm East Primary School

SITE COORDINATOR: Matt Kerslake

SUPERVISING TEACHER/S: Dane Oppert

UNIVERSITY SUPERVISOR: David McAskill

DATE OF MODERATION OBSERVATION AND DISCUSSION: 14/9/2020

University Supervisor is to upload signed Placement Moderation Statement to InPlace under Pre-Service
Teacher’s name.
To be completed by the University Supervisor based on observation of Pre-Service Teacher and/ or discussion with
Supervising Teacher/s and Pre-Service Teacher. Please tick relevant box.
PLACPLACEMENT MODERATION STATEMENTMENT ENT
MODERATION STATEMENT

PROFESSIONAL KNOWLEDGE UNSATISFACTORY SATISFACTORY GOOD OUTSTANDING

Standard 2: Know the content and how to teach

2.5 Know and understand literacy and numeracy teaching
strategies and their application in teaching areas. ☐ ☐ ☒ ☐
2.6 Implement teaching strategies for using ICT to expand
curriculum learning opportunities for students. ☐ ☐ ☐ ☒

PROFESSIONAL PRACTICE UNSATISFACTORY SATISFACTORY GOOD OUTSTANDING

Standard 3: Plan for & implement effective teaching and learning

3.3 Include a range of teaching strategies.
☐ ☐ ☒ ☐
3.5 Demonstrate a range of verbal and nonverbal
communication strategies to support student engagement. ☐ ☐ ☒ ☐
Standard 4: Create and maintain supportive & safe learning environments

4.2 Demonstrate the capacity to organise classroom

activities and provide clear directions. ☐ ☐ ☒ ☐
4.3 Demonstrate knowledge of practical approaches to
manage challenging behaviour. ☐ ☐ ☐ ☒
4.4 Describe strategies that support students’ wellbeing and
safety working within school and/or system, curriculum and
legislative requirements.
☐ ☐ ☒ ☐

4.5 Demonstrate an understanding of the relevant issues

and the strategies available to support the safe, responsible and
ethical use of ICT in learning and teaching.
☐ ☐ ☒ ☐

Summary Comment
(context of observation and discussion, year levels, learning areas - if applicable, teaching strengths, areas for development)
You displayed a good understanding of the Literacy lesson on paraphrasing. The lesson was taught to a Year 6/7 class of 19 students. The students
were sitting at their desks and listening attentively to you. The lesson commenced with some puzzles on the TV that the students had to solve. The
students obviously enjoyed this lesson warm up and responded well. You kept an eye on all students and stopped any from talking. You speak to the
students in a clear and engaging voice and have a caring and positive manner with the students. The students then had to read their novel and identify
what the main characters choices or actions tell you about him/her. You walked around and checked on the students’ progress, which is great. You
also continued to scan the room when helping students and addressed any off-task behaviour, which is also great. The students then reported back on
the characters choices and then moved onto paraphrasing. They got out their laptops and started typing their notes into complete sentences. All
students were working quietly. The students were comfortable asking you questions, which you answered in a clear and helpful manner. It is obvious
that you have a good rapport with the students and that they respect you. Behaviour management strategies were effective, you had complete control
of the class. The lesson was then concluded by your supervisor teacher as we then had our debrief about the lesson.

As advised by Dane (Supervisor teacher):

Areas of strength include: Organisation, clear instructions, behaviour management and respect for the students.

Areas for development include: Formative assessment for the learning cycle.

Overall Amy, it was a very successful lesson that was delivered in a professional and engaging manner. Thank you for allowing me to observe your
lesson.

This Placement Moderation Statement affirms University Supervisor and Supervising Teacher/s assessment of the Pre-Service Teacher’s current stage
of development.
University Supervisor signature: David McAskill Date:
14/9/2020

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