Professional Experience Report

Supervise Professional Experience 3 (Ready to Teach) – EDU80015

Assessing Professional Practice

We place great faith in the Mentor and the Nominated Supervisor’s professional judgement and request an
honest validation of the Pre-service Teacher’s progress and final assessment. Considering the level expected
for the particular professional experience, Mentor teachers and the nominated supervisors are asked to make
a professional judgement and assess the overall performance of the Pre-service Teacher.
Practicum EDU80015 is the final practicum in the Graduate Diploma of Teaching (Primary) and Master of
Teaching (Primary) courses. In order to satisfactorily complete this practicum, the Pre-service Teacher is
required to meet ALL of the Australian Professional Standards for Teachers at Graduate stage (AITSL, 2014).
To assist you in assessing the Pre-service Teacher, examples from Project Evidence (2012) have been used or
adapted and included in the shaded area on each page.
The reporting responsibility of the Mentor:
1. To complete and submit an Interim Progress Report form by midway through the professional
experience (day 10). This is to be submitted to Swinburne Online.
2. If the Pre-service Teacher receives a CAUSE FOR CONCERN result on the Interim Progress Report, the
Mentor is required to contact the Pre-service Teacher’s eLearning Advisor and complete the
Professional Experience Support Plan. This is to be submitted to the eLearning Advisor by the Mentor.
3. To complete and submit the final report form, immediately on or the day after the final placement
day.

The reporting responsibility of the Pre-service Teacher is:

1. To make sure all documents are completed in a timely manner and submitted by the required dates.
Please note the Interim Progress Report form is part of the practicum hurdle requirement.
2. To participate in the interim & end of assessment reporting process.

This professional experience report contains the following sections:

Part A: Interim report – To be completed by day 10
Part B: Final report – To be completed at the end of the professional experience
Part C: Support plan – ONLY to be completed if a Cause for Concern is received on the interim report

Should you have any queries and/or concerns at any time throughout the practicum, please contact the Pre-
service Teacher’s eLearning Advisor directly. The Pre-service Teacher can provide contact details if required.

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 PART A: INTERIM REPORT – EDU80015
Interim Report – Assessing Pre-service Teacher’s progress against each Domain of Teaching
The Australian Professional Standards for Teachers are grouped into three broad Domains – Professional Knowledge
(Standards 1 and 2), Professional Practice (Standards 3, 4 and 5) and Professional Engagement (Standards 6 and 7). At
the Interim Report stage, Pre-Service Teachers will be assessed as follows:
● SP Satisfactory Progress the student is making satisfactory progress towards this Domain at the level
indicated.

● WT Working Towards the student is working towards satisfactory progress towards this Domain at the
level indicated, or has not yet had a suitable opportunity to demonstrate competence in this Domain. In
either case, this Domain may require attention in the second half of the placement (but no additional
documentation is required).

● CC Cause for Concern the student is not making satisfactory progress towards this Domain at the level
indicated. This Domain will require focused attention in the second half of the placement and a Support
Plan must be submitted along with the Interim Report.

Pre-service Teacher: Alexandra Edwards Student number: 101635856

Number of days completed in this phase: Missed days: Days made up:
10
Please note: Missed days should be made up in
negotiation with the mentor.
Mentor: Amanda Jeeves Principal/Director: Leeanne King

Nominated Supervisor: Leeanne King Year level/Age group: Year 6

Based on the level achieved in the first phase of this placement, the Pre-Service Teacher is assessed at the
following level of achievement (Please tick the appropriate box)
Professional Knowledge: Demonstrates current professional knowledge and SP X WT ☐ *CC ☐
skills to begin planning for and managing learning programs.
Professional Practice: Demonstrates a growing capacity to begin to plan, SP X WT ☐ *CC ☐
implement and assess for effective teaching and learning as well as
maintaining a safe and supportive learning environment.
Professional Engagement: Demonstrates the capacity to begin developing SP X WT ☐ *CC ☐
effective relationships with the school community to enhance learning
opportunities.
*IMPORTANT: If one or more CC results are indicated against the Domains of Teaching above, submission of this
Interim Report must be accompanied by a completed Professional Experience Support Plan.
When completing the above assessment of interim progress, please make a judgement based on the Pre-Service Teacher’s
achievement to date against the practical interpretations of each standard, situated in the shaded area underneath each.
Comments (Optional): Mentor Teacher

Signatures Amanda Jeeves

Mentor: Amanda Jeeves
Pre-service Teacher: Alexandra Edwards
Nominated Supervisor: Leeanne King
Date: 30/8/2019

PART B: FINAL REPORT – EDU80015

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Final Report - Level Achieved against each of the Australian Professional Standards for Teachers (Graduate)
For each of the standards, Pre-service Teachers will be assessed as:
● 0 Not demonstrated the student has not demonstrated the professional standard at a relevant level. If a Pre-
service Teacher is awarded a 0 for any of the standards they must receive an UNSATISFACTORY overall result.

● 1 Demonstrated occasionally the student has been able to demonstrate the professional standard at a relevant
level, albeit occasionally. It is accepted that Pre-service Teachers enrolled in EDU10001, EDU20006 and EDU60015
may mostly reflect this level in their Interim and final assessments.

● 2 Demonstrated regularly the student has demonstrated the professional standard regularly during their
professional experience. It is accepted that Pre-service Teachers enrolled in EDU30003, EDU30015 and EDU70012
may mostly reflect this level in their Interim and final assessments.
● 3 Demonstrated consistently the student has consistently demonstrated the Professional standard throughout their
professional experience. It is accepted that Pre-service Teachers enrolled in EDU40005, EDU40006, EDU40012 and
EDU80015 may mostly reflect this level in their Interim and final assessments.

Standard 1- Know the students and how they learn 0 – Not demonstrated
[Professional Knowledge Domain]: 1 – Demonstrated occasionally
(0 -3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

1.1 Physical, social and intellectual development and characteristics of students 3

1.2 Understand how students learn 3
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 3
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 3
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of 3
abilities
1.6 Strategies to support full participation of students with disability 3
Mentor comments:
Alex has made an exemplary effort to know our students and fully understand their strengths and points of need. She was
engaged when listening to strategies on how to work with various students and was very comfortable differentiating to meet the
specific learning needs of students.
At Orchard Grove we have a diverse cultural background however we do not have an indigenous population. Alex asked probing
questions regarding our policies and if we did have indigenous students, how would we include indigenous culture within our
school community. She spoke to our assistant principal, Leeanne King, who coordinates school policies too.
Alex used the same approach when discussing our policies with students with disabilities.

Nominated Supervisor (Optional if required)

Professional Examples of evidence

Knowledge
1.1 ● Demonstrates understanding through written observations
● Identifies that all students learn in different ways. This is shown through the planning of a range and variety
of activities
● Recognises students’ individual needs.
● Anticipates where adjustments are necessary for individual students’ needs and plans and implements these
adjustments e.g. extension activities, extra support
● Makes effective links between their previous and current lessons and students’ understandings
1.2 ● Identifies that all students learn in different ways. This is shown through their planning and reflection
● Identifies individual students’ needs in a targeted learning area. Evidence would be in written targeted
observations
● Sets clear expectations for what the students will learn during the lesson
● Demonstrates a good understanding of different learning styles in planning
● Scaffolding and signposting is evident in teaching and learning.
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 ● Responds to learner needs and attempts to involve all students. Adjusts teaching.
● Identifies the teaching strategies used to cater for EAL students and students with special needs in written
observations and transfers these into lessons
1.3 ● Identifies teaching strategies used to cater for diverse students in written observations and transfers these to
lesson planning
● Uses varied topics, text examples and situations to give a ‘voice’ to all students
● Records and reflects on the inclusiveness of own teaching practice
1.4 ● Proactively asks about cultural backgrounds and the impact on students’ learning and uses this information in
planning and teaching
● Identifies teaching strategies used to cater for EAL students in written observations and transfers these to
lesson planning
● Demonstrates awareness and sensitivity of the different circumstances of some students and responds
accordingly
● Actively liaises with Mentors and support staff in the school and community
● Records and reflects on own teaching practice
● Researches available programs
1.5 ● Recognises students’ specific learning needs and how they are catered for within the learning environment
● Extension activities and higher order thinking tasks are evident in lesson planning
● Scaffolding and other support strategies are evident
● Questions are designed to establish what students have learnt from the lesson
● Demonstrates an ability to differentiate between the learning understood and missed
● Reflects and subsequently varies teaching strategies for individuals
1.6 ● Proactively asks about students with a disability and the impact on students’ learning
● Demonstrates consistency with the modelled support programs being used
● Actively liaises with Mentors and support staff in the school and community to develop learning activities

Standard 2- Know the content and how to teach it 0 – Not demonstrated

[Professional Knowledge Domain]: 1 – Demonstrated occasionally
(0-3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

2.1 Content and teaching strategies of the teaching area 3

2.2 Content selection and organisation 3
2.3 Curriculum, assessment and reporting 3
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote 3
reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies 3
2.6 Information and Communication Technology (ICT) 3
Mentor comments:
Alex has a very good knowledge of the Year 6 content descriptors and she can quickly and efficiently find relevant information as
required. She is eager to learn and understand how we scaffold areas of learning and she can select and organise curriculum to
meet the needs of students. She is competent when teaching literacy, numeracy and ICT concepts.

Nominated Supervisor (Optional if required)

Professional Examples of evidence

Knowledge
2.1 ● Uses and unpacks content specific language, metalanguage
● Demonstrates accuracy with content/concepts
● Responds to content specific questions from students
● Uses a range of observable pedagogies to promote understanding of concepts/content e.g. recognition of
prior learning, structuring of key points, uses examples/real world applications to apply to content/concepts,
demonstrates knowledge of the concept of procedure

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 ● Has a good knowledge of teaching strategies and uses a variety of them to engage students and deliver the
content effectively
● Reflects on the link between teaching strategies and student understanding of concepts and makes
adjustments throughout the teaching process
2.2 ● Develops well-structured lesson plans within the wider curriculum context
● Uses strategies to structure and sequence the learning e.g. starting with intention, linking to prior learning,
using steps, using examples, questioning and giving feedback
● Relates the learning to students’ lives
● Uses strategies to engage students in the content and reflects upon the effectiveness of these
2.3 ● Provides input into the design of assessment tasks and criteria/rubrics for assessment
● Contributes to marking and moderating assessment tasks
● Provides feedback to students
● Willingly attends parent teacher meetings (where applicable)
● Willingly reflects on teaching practice and responds to feedback to influence future teaching
● Collects evidence from students of their understanding of concepts in informal and/or formal ways and
feedback is provided
● Demonstrates effective record keeping
● Designs formative assessment items in lesson planning
● Changes their approach to instruction, level of content, or pedagogy in response to collected data over the
course of a practicum to meet the needs of students
● Reflects on the appropriateness/level of challenge of materials and approaches
● Designs tasks in order to lead to assessment (linking to assessment tasks)
2.4 ● Demonstrates awareness of the curriculum documents and policies within the school
● Models respectful/empathetic language and discourse in dealing with indigenous issues
● Consults with Mentor regarding pertinent issues
● Selects appropriate resources and texts
● Plans and incorporates discussion/material that promotes understanding/recognition of indigenous issues at
every opportunity
2.5 ● Demonstrates awareness of the curriculum documents and policies within the school
● Teaches/models grammatical and English language conventions
● Teaches/models appropriate numerical conventions
● Explicitly teaches the language of a content discipline
● Plans and teaches activities that improve the language, literacy and numeracy of students
● Uses teaching moments to extend the language, literacy and numeracy skills of class and individuals
2.6 ● Demonstrates an awareness of school policy
● Proactively sources resources within the school that would be appropriate for learning experiences
● Shows a willingness to communicate digitally
● Uses the interactive whiteboard to show the students’ learning not just to deliver the content
● Uses a variety of ICT which may include communicating digitally, using interactive whiteboards, cameras,
computers
● Identifies/recognises alternative ICT that could be used in classes
● Uses relevant ICT within the teaching and learning program
● Uses ICT to promote engagement and understanding - Uses ICT in resource development and planning
● Explicitly teaches the use of ICT with students
● Explicitly models and teaches the ethical use of ICT

Standard 3- Plan for and implement effective teaching and learning 0 – Not demonstrated
[Professional Practice Domain]: 1 – Demonstrated occasionally
(0-3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

3.1 Establish challenging learning goals 3

3.2 Plan, structure and sequence learning programs 3
3.3 Use teaching strategies 3
3.4 Select and use resources 3
3.5 Use effective classroom communication 3
3.6 Evaluate and improve teaching programs 3
3.7 Engage parents/carers in the educative process 3

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Mentor comments:
Alex and I worked continuously on learning intentions and success criteria over the 4 week period. As it was one of Alex’s goals,
we made sure that she could easily internalise and express her understanding and interpretation of both goals. We plan as part of
the Year 6 team, so Alex was limited to what she could plan. However after observing a Maths lesson and participating in
planning, Alex took on the challenge and created lessons that encompassed our concept as well as HITS thoroughly.

Nominated Supervisor’s comments (Optional):

Professional Examples of evidence

Knowledge
3.1 ● Demonstrates an awareness of the needs to differentiate learning goals and plans strategies to assist
students in meeting these goals
● Identifies objectives/goals for students as established by the school/faculty/unit
● Articulates goals for strategies used in class
● Identifies different types of goals/objectives;
- content based/driven
- classroom management
- skills
- values
● Establishes clear, stated, achievable learning objectives that match the needs of students
● Ensures that goals are met and checks this
● Articulates goals unambiguously, in different contexts:
- Lesson plans
- Learning objectives
- Classroom management
- Communicated to students
- Discussions with Mentor
- Consistent with unit
● Recognises short and long term planning in lesson plan materials
● Sets learning objectives and develops lesson plan that enable acquisition of this learning objective
● Develops lesson plans that include strategies/activities for different learners
● Adjusts learning goals for individuals
3.2 ● Demonstrates the ability to develop, teach and assess (with guidance) a unit based on curriculum guidelines
● Demonstrates the ability to reflect on the achievement of learning goals and subsequently adjusts the
teaching/learning activities where necessary
3.3 ● Plans and implements lesson activities that encourage critical thinking, creativity and problem solving
● Uses a range of strategies including; Whole group, small groups, whiteboard, Smartboard, ICT, peer teaching,
multiple intelligences
● Demonstrates ability in:
- Explanation of concepts
- Inquiry Based Learning
- Inductive learning
- Group work/collaborative
- Discussion management
- Questioning skills
- ICT + Web 2.0
- Graphic organisers
- Kinaesthetic approaches
● Relates strategies appropriately to coherent pedagogies
● Demonstrates diversity of approaches across a sequence of lessons
● Demonstrates the ability to change/adapt strategies within a lesson in response to student
performance/understanding/engagement
● Uses effective questioning techniques that maximizes participation and encourage higher level thinking
3.4 ● Locates and collects resources developed by the school for specific learning programs/units
● Uses ready-made resources and creates own resources to enhance learning
● Seeks out and uses appropriate internet resources
● Uses a diverse range of resources specific to content/concepts

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 ● Uses of a range of sources
● Uses appropriate conventions regarding academic honesty/referencing, acknowledging of sources
● Balances bias/recognition of bias in the use of resources
● Provides props, visual aids, cues to support understanding for a student with a wide range of levels of prior
knowledge and understanding
3.5 ● Shows an ability to relate to and work with children
● Moves effectively within a learning space
● Shows effective questioning to check for understanding (open and closed questions)
● Body language should be open, encouraging and ‘safe’
● Uses appropriate:
- Volume
- Pitch
- Tone
- Language
- Forms of address
- Grammatical conventions
- Body language
● Responds appropriately to student behaviours/contributions
● Asserts themselves in a classroom environment as relevant
● Provides informal feedback (inclusive, elaborative) to build student engagement
● Uses warm-up activity to engage student participation
● Provides feedback to each student
● Has an active and engaging presence not seated, narrow, restrictive delivery of teaching
● Uses gestures to communicate
● Provides clear instruction
● Seeks out unresponsive students
3.6 ● Collaborates and engages in discussions with other teachers
● Reflects at the end of the lesson to inform future work
● Guides design and implementation of assessment items
● Is actively involved in moderation
● Analyses assessment data
● Collects feedback from students to inform future planning and teaching
● Checks for understanding
● Evaluates learning
● Surveys student perception of unit
● Contributes to level/school discussions regarding learning experiences and assessment
3.7 ● Prepares a written introduction to parents
● Shows an openness/willingness to have parent involvement in classrooms/special events.
● Willingly becomes involved in PT interviews (if relevant)
● Keeps detailed and accurate records of student performance for future reporting
● Uses diaries (homework, feedback)
● Observes the Mentor’s engagement with parents and participates in pre-interview preparation.
● Uses school policies/protocols for parent-teacher contact:
- Use of diaries (homework, feedback)
- Observe and contribute to PT interviews (if appropriate)
● Collects school newsletters
● Observes and discusses strategies for beginning teachers, in regards to encouraging positive involvement
with parents
Standard 4- Create and maintain supportive and safe learning environments [Professional 0 – Not demonstrated
Practice Domain]: 1 – Demonstrated occasionally
(0-3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

4.1 Support student participation 3

4.2 Manage classroom activities 3
4.3 Manage challenging behaviour 2
4.4 Maintain student safety 3
4.5 Use ICT safely, responsibly and ethically 3
Mentor comments:
Coming into a Year 6 classroom for a short time is a challenge and Alex managed the class well. She has workable and meaningful
classroom strategies. She made an effort to include all students in activities and she managed the activities responsibly. Alex is

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always very conscious of student safety and was present for eSmart Week and helped consolidate student awareness of ICT
safety – not only with the Year 6 cohort but Foundation too in buddy activities.

Nominated Supervisor’s comments (Optional):

Professional Examples of evidence

Knowledge
4.1 ● Supports participation with effective questioning i.e. accepts wide range of responses, uses
praise/encouragement probes, redirects, asks why, acknowledges student effort & responses
● Provides a range of learning experiences and plans for a range of learning styles e.g. visual materials,
questions rather than didactic, models tasks, uses hands-on activities, relates task to personal experiences
● Knows the students as individuals
- Physical classroom environment, including seating plans, to increase participation
- Aware of barriers to participation e.g. ASD, culture
- Knowledge of personalities in the room (esp. when grouping)
- Provides for students to take responsibility for own learning
- Walks around the class providing individual support
● Teaches for success
- Focuses initially on engagement rather than content
- Communicates expectations of behaviour and learning
- Repeats key phrases to assist student understanding
- Uses social scaffolding (pairs to present) in high risk situations
● Uses an enthusiastic and happy tone of voice. Shows a genuine liking of students
4.2 ● Routines and procedures are explicitly taught, modelled and reinforced
● Redirects students not following procedures
● Lessons have a clear structure that students are aware of and are able to follow
● Timeframes are mainly accurate and appropriate to the task & concentration spans
● Expectations are clearly stated for each activity
● Provides clear directions
● Resources are well organised
● Students mainly stay on-task
4.3 ● Establishes expectations, models and reinforces these
● Knows the students
● Uses a seating plan to prevent/deal with misbehaviour
● Understands the difference between proactive management and reactive management and gives priority to
proactive strategies
● Analyses the causes of misbehaviour. Reflects on lesson plan as a starting point. Reflects and develops a plan
of action
● Implements the school behaviour management policy and follows through with consequences
● Is consistent
● Uses visual reminders (signs/posters)
● Demonstrates knowledge of behaviour management theories and uses a range of strategies
● Researches and seeks help
4.4 ● Knows what safety is
● Knows the government protection strategies
● Knows the school’s protection policies
● Passes on information
● Knows the resources of the school i.e. G.O., school nurse
● Knows OHS standards/procedures
● Knows the anti-bullying policy- implements and supports the school’s policy. Is aware of latest programs
● Knows the school emergency procedures
● Models sun safety practices and enforces them with students
● Identifies potentially unsafe situations and is proactive in solving – risk assessment
● Collaborates and asks for help

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4.5 ● Knows the National and State ICT policies and expectations
● Knows the school’s strategies and procedures for computer use and using the computer room
● Has a clear method of monitoring – plans for entering and leaving
● Keeps children on task
● Is proactive
● Knows the technology and how it works
● Imparts the rules to the students
● Previews electronic resources to check for suitability
● Adheres to processes for use of images/videos of students

Standard 5 - Assess, provide feedback and report on student learning 0 – Not demonstrated
[Professional Practice]: 1 – Demonstrated occasionally
(0-3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

5.1 Assess student learning 3

5.2 Provide feedback to students on their learning 3
5.3 Make consistent and comparable judgements 3
5.4 Interpret student data 3
5.5 Report on student achievement 3
Mentor comments:
Alex was present for a PPD Day (HITS in Maths), Planning Day (term 4 planning), staff meetings discussing Naplan data/Whole
School Improvement Model, regular team meetings and incidental meetings. These experiences consolidated her ability to assess
student learning as she worked on making consistent and comparable judgments, she interpreted student data and she reported
on student achievement back to me. Alex was able to provide student feedback to students in all learning areas and used various
strategies to help students achieve their SMART goals.

Nominated Supervisor’s comments (Optional):

Professional Examples of evidence

Knowledge
5.1 ● Demonstrates a working knowledge of informal and formal, diagnostic, formative and summative assessment
and why we do it
● Understands how we choose assessment strategies to suit the context/community/students
● Knows timelines of the curriculum and the school timelines and requirements
● Understands the literacy requirements
● Writes an appropriate piece of assessment
● Practises using a marking criteria, recording data, and analysing data to inform remediation
5.2 ● Regularly gives feedback to students on their learning e.g. responses to answers, responses to class work,
responses to homework, responses to individuals on progress during tasks and assignment work
● Gives formative and summative feedback
● Uses a range of strategies to give feedback: oral, written, conferencing, test results
5.3 ● Plans, discusses and reviews assessment activities with Mentor. Justifies judgements using criteria
● Assesses homework tasks, in class tests and gives these to the Mentor to moderate
● Knows the moderation process for the school and, if possible, participates in the process
5.4 ● Knows how to access this data
● Knows how to keep this data
● Uses/describes how students’ data translates to teaching practices
● Interprets table/graphs
● Uses data to remediate
● Collaborates with Mentor and others to implement support

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 ● Uses knowledge of student understanding from a lesson to inform subsequent lessons
● Collaborates with Mentor to evaluate student learning and modify units

5.5 ● Knows a range of strategies such as formal and informal

● Knows how to interpret and use strategies
● Keeps accurate records
● Uses various methods of gathering evidence
● Knows the legal recommendations
● Knows how “one school” works
● Keeps a record of contacts
● Knows methods of contacts for parents
● Knows how to locate/access student information
● Knows who to talk to regarding the issue referral process
● Knows the procedures for recording results
● Reflects on issues

Standard 6 – Engage in professional learning 0 – Not demonstrated

[Professional Engagement]: 1 – Demonstrated occasionally
(0-3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

6.1 Identify and plan professional learning needs 3

6.2 Engage in professional learning and improve practice 3
6.3 Engage with colleagues and improve practice 3
6.4 Apply professional learning and improve student learning 3
Mentor comments:
Alex is always very open to discussion and constructive criticism and takes any advice on board well. She is very good at
approaching other staff and asking for their advice to improve her practice and she openly discusses any professional learning
and contributes relevant and useful information.

Nominated Supervisor’s comments (Optional):

Professional Examples of evidence

Knowledge
6.1 ● Understands the importance of regular professional development in all learning areas
● Demonstrates how ICT can improve personal goals and professional practice
● Critically reflects on own practice and identifies strengths and areas for improvement
● Demonstrates a sound understanding of the Australian professional Standards and uses them as a basis for
setting improvement goals
6.2 ● Willingly attends professional learning sessions with the Mentor (where applicable)
● Proactively seeks out various forms of external professional learning and applies the learnt strategies to
practice
● Keeps up to date with educational ICT resources and tools
6.3 ● Openly discusses areas for improvement with the Mentor
● Applies constructive feedback from the Mentor to improve teaching practices
● Proactively seeks feedback for improvement

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6.4 ● Feedback from the Mentor is reflected in future planning and practice
● Discusses with the Mentor ways that they can implement professional learning to improve student learning

Standard 7 – Engage professionally with colleagues, parents/carers and the community 0 – Not demonstrated
[Professional Engagement]: 1 – Demonstrated occasionally
(0 - 3 to be placed in column to indicate level of achievement) 2 – Demonstrated regularly
3 – Demonstrated consistently
Focus areas Level Achieved

7.1 Meet professional ethics and responsibilities 3

7.2 Comply with legislative, administrative and organisational requirements 3

7.3 Engage with the parents/carers 3

7.4 Engage with professional teaching networks and broader communities 1

Mentor comments:
Alex is an exemplary pre-service teacher who has high personal standards which align with Department expectations. During her
time at Orchard Grove, Alex did not get the opportunity to engage with broader community networks however if the opportunity
arose, I am sure Alex would have participated accordingly.

Nominated Supervisor’s comments (Optional):

Professional Examples of evidence

Knowledge
7.1 ● Dresses, speaks and behaves in a professional manner at all times
● Interacts with children, families and staff respectfully
● Demonstrates a clear understanding of the jurisdictional professional codes of conduct/ethics and applies
this to all facets of their practice
7.2 ● Seeks advice from the Mentor on the relevant legislative, administrative and organisational policies and
processes required for teachers
● Engages in professional discussions with the Mentor about polices and processes according to the school
stage
● Diligently complies with all policies and processes
7.3 ● Records reflections about how the Mentor communicates and maintains relationships with families
● With the support of the Mentor, employs a variety of strategies to communicate and establish professional
relationships with families. E.g. greets and farewells parents by name on arrival and introduces self as a Pre-
service Teacher when appropriate
● Investigates and/or trials (with Mentor guidance) various ways that digital resources can be used for
communicating effectively, ethically, sensitively and confidentially with teachers, and parents or carers where
applicable
7.4 ● Proactively seeks advice from Mentors and teachers on external professional development and professional
associations
● Demonstrates an awareness of the vast opportunities/partnerships/resources available within the wider
community and discusses ways that they could be incorporated into unit of works
● Investigates the range of opportunities for sharing and enhancing professional practice available through
online communication with experts and community representatives, and contribution to professional and
community sites, online discussions and forums

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 Final professional experience summary and comments
This section has been provided to record an accurate summary of the professional experience by all participants.
It can also be a space to reflect on strengths and create goals for future improvement.

Mentor comments:
Alex is a hardworking, enthusiastic pre-service teacher who clearly has a passion for
teaching. She truly values the Department values and has tried exceptionally hard to work in
the best interests of not only the students, but staff as well. With such a commendable work
ethic and growth mindset, I know that Alex will be a highly successful teacher in the future.
Best of luck Alex!

Pre-Service Teacher comments:

I have had a fantastic time here at Orchard Grove Primary School. All the staff have been
very friendly and were always willing to help. Mandie has been an amazing mentor, she has
given me insight into anything and everything that is teaching and doing what is best for the
students. What I have really taken away from this experience and from Mandie, is how to
manage a classroom, from communication, expectations and setting clear boundaries. I have
developed a range of teaching strategies while on this placement to support student
wellbeing and learning through differentiated teaching practices. Although I feel I was able
to strengthen my skills and strategies in the area of behaviour management I acknowledge
that I still need some improvement which I will continue to work on.

Nominated Supervisor comments (Optional):

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 Professional Experience Final Report
Supervised Professional Experience 3 (Ready to Teach) – EDU80015

Pre-service Teacher: Alexandra Edwards Student number: 101635856

Number of days completed in this phase: Missed days: Days made up:
20

Mentor: Amanda Jeeves

Nominated Supervisor: Leeanne King Year level/Age group: Year 6

Overall Performance

● Satisfactory. A teaching performance that is satisfactory in assuming the professional responsibilities of a

graduating teacher for this stage of practice. The Pre-service Teacher has not received a 0 for any of the assessed
Standards.

● Unsatisfactory. A teaching performance that is not satisfactory in assuming the professional responsibilities of a
graduating teacher for this stage of practice. The Pre-service Teacher has received a 0 for any of the assessed
Standards and/or is deemed by the Mentor and the Nominated supervisor to be not achieving the required level
for the stage of practice.

● Not completed. Teaching performance has not yet reached a satisfactory level for this stage due to exceptional
circumstances and will be dealt with on a case-to-case basis. (For examples of ‘Result Deferred’ refer to the
practicum handbook).

Based on the level achieved for each standard the final overall result for the Pre-service Teacher is assessed as:
(Please tick the appropriate box)

X Satisfactory – The Pre-service Teacher has received 1-3 for every standard
☐ Unsatisfactory – The Pre-service Teacher has received a 0 for one or more standards

☐ Not completed – The Pre-service Teacher has not completed the required number of days

Signatures
Mentor signature Amanda Jeeves
Pre-service Teacher Alex Edwards
Nominated Supervisor Michelle Ogilvie: on behalf of Leeanne King.
Date 11.9.2019

PART C: Professional Experience Support Plan

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This form is only required to be completed if the Pre-service Teacher receives a CAUSE FOR CONCERN result
on the Interim Progress Report. Please contact the Pre-service Teacher’s eLearning Advisor and complete the
following Support Plan in consultation with the Pre-service Teacher. This is to be submitted to the eLearning
Advisor by the Mentor.

Pre-service Student Date:

Teacher: number:
Number of days completed: Missed days: Days made up:
Educational setting address and contact Year level/age group:
details:
Mentor:

Nominated Supervisor:

The following three sections are to be completed by the Mentor teacher:

Major areas of concern 1.

Please identify which areas from the Australian 2.

Professional Standards for Teachers (Graduate)
and/or any other areas of concern regarding
teacher professional conduct that need to be
3.
improved on by the Pre-service Teacher.
Actions required by the Pre-service Teacher 1.

2.

3.

Support from the Mentor and collaboration

with nominated supervisor

Signatures
Mentor signature
Pre-service Teacher
Nominated Supervisor
Date

The following sections are to be completed by Swinburne Online:

Support from Swinburne Online

Date for review

Review comments/notes

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