2015 Final Supervised Placement_Internship Report_Steve semsester 2

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1. Final Supervised Placement/Internship Report This report is to be completed at the end of the final supervised placement and the internship. The purpose of this report…
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  • 1. Final Supervised Placement/Internship Report This report is to be completed at the end of the final supervised placement and the internship. The purpose of this report is to measure the standard that has been achieved by the preservice teacher using the common reporting framework for Queensland universities and the APSTs Graduate Career Stage. Additional information about the APSTs for the Queensland context is available from the QCT website. Achieving the Graduate Career Stage illustrates readiness of the preservice teacher to enter the workplace. APST Graduate Career Stage descriptors have been grouped to assist supervising teachers’ observation and assessmentof professional experience. All sections are weighted evenly. Some descriptors are dependent on context so may not be assessable for all preservice teachers during this placement or internship. A single piece of evidence may address multiple descriptors, including those in multiple sections of this report. ASSESSMENTSCORES EVIDENCEFOR THE APSTDESCRIPTORS E: Exceeding GraduateLevel Consistent evidenceofknowledge, practiceand skills thatexceeds theAPSTdescriptors attheGraduate Career Stage. G: Graduate Level Consistent evidenceofknowledge, practiceand skills thatdemonstrate the APSTdescriptors at the GraduateCareer Stage. D: Developing Towards Graduate Level Awareness ofthedescriptors attheAPSTGraduate Career Stagebut demonstrates inconsistentknowledge, practiceand skills at this level. B: Below Graduate Level Little or noevidence ofknowledge,practice andskills or awareness that meet thedescriptors at theAPSTGraduateCareer Stage. USQ STUDENT NAME: Stephen Druery USQ STUDENT NUMBER: 0061030269 USQ COURSE NAME: Professional Placement and E-Portfolio USQ COURSE CODE: EDC4000 MENTOR/SITE COORDINATOR NAME: Mentor: Teresa McNamara Site Coordinator: Tracey Slingsby NO. OF DAYS: 20 MENTOR CONTACT DETAILS: TeresaMcNamara tmcna68@eq.edu.au Mobile:041 207 2705 C/- Durack State School (07) 3714 2666 (2016 – InalaState School (07) 3372 0777) DATES: 12/10/15 – 6/11/15 SCHOOL NAME AND ADDRESS: Durack State School 69 Inala Ave Durack QLD 4077 USQ LIAISON NAME: Libby Gerritsma SCHOOL CONTEXT (Please select all applicable options) ☐ Regional community ☐ Rural community ☐ Remote community ☐ Indigenous community x Low socio-economic area ☐ Other: (Please indicate) LEARNING PHASE: ☒ Primary ☐ Junior Secondary ☐ Senior Secondary ☐Early Childhood CURRICULUM SPECIALISATION: CLASS SIZE: 26
  • 2. CLASSROOM CONTEXT: ☒ Special Needs student/s ☒ Indigenous student/s ☒ Culturally and Linguistically Diverse student/s SECTION 1 PLANNING EFFECTIVELY - PREPARATION FOR TEACHING EXAMPLES OF EVIDENCE:  Artefacts such as unit, lesson plans and resources designed and/ or adapted by the preserviceteacher, or school/system documents that have been modified to suitthe needs of the class;  Documented feedback and evaluation of planningthat reflects: curriculumcontent, sequencing,scaffolding,learning activities,differentiation and teachingstrategies;and preserviceteacher’s written reflections. Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E) B D G E Demonstrate knowledge and understandingof physical,social and intellectual development and characteristicsof students and how these may affect learning. APST 1.1 ☐ ☐ ☐ ☒ Demonstrate knowledge of a range of resources,includingICT,that engage students in their learning. APST 1.2 ☐ ☐ ☐ ☒ Demonstrate knowledge of teachingstrategies that areresponsiveto the learningstrengths and needs of students from diverselinguistic,cultural,religious and socioeconomic backgrounds. APST 1.3 ☐ ☐ ☐ ☒ Demonstrate knowledge and understandingof strategies for differentiatingteachingto meet the specific learningneeds of students across thefull rangeof abilities. APST 1.5 ☐ ☐ ☐ ☒ Organisecontent into an effective learningand teachingsequence. APST 2.2 ☐ ☐ ☐ ☒ Use curriculum,assessmentand reporting knowledge to design learningsequences and lesson plans. APST 2.3 ☐ ☐ ☐ ☒ Know and understand literacy and numeracy teachingstrategies and their application in teachingareas. APST 2.5 ☐ ☐ ☐ ☒ Set learninggoals thatprovideachievablechallenges for students of varyingabilitiesand characteristics. APST 3.1 ☐ ☐ ☐ ☒ Plan lesson sequences usingknowledge of student learning,content and effective teachingstrategies. APST 3.2 ☐ ☐ ☐ ☒ Demonstrate broad knowledge and understandingof legislativerequirements and teaching strategies that support participation and learningof students with disability. APST 1.6 (Please leave blank if unable to assess in the school context) ☐ ☐ ☐ ☒ SECTION 2 TEACHING EFFECTIVELY - ENACTMENT OF TEACHING EXAMPLES OF EVIDENCE:  Artefacts such as differentiated activity sheets, resources,evidence of student learning,for example pre and post tests, annotated samples of student work  Supervisors observation notes - includingcomments on range and effectiveness of demonstrated teaching strategies, student engagement, content knowledge, communication skills,useof resources includingICTs  Documented feedback and reflections about planningthatreflects: curriculumcontent, sequencing, scaffolding,learning activities and teachingstrategies  Preserviceteacher reflections and application of supervisingteacher feedback. Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E) B D G E Demonstrate knowledge and understandingof the concepts, substanceand structure of the content and teaching strategies of the teachingarea. APST 2.1 ☐ ☐ ☐ ☒ Implement teachingstrategies for usingICTto expand curriculumlearningopportunities for students. APST 2.6 ☐ ☐ ☐ ☒ Includea range of teaching strategies. APST 3.3 ☐ ☐ ☐ ☒ Demonstrate knowledge of a range of resources,includingICT,that engage students in their learning. APST 3.4 ☐ ☐ ☐ ☒ Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. APST 3.5 ☐ ☐ ☐ ☒ Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. APST 3.6 ☐ ☐ ☐ ☒ Seek and apply constructivefeedback from supervisors and teachers to improve teachingpractices. APST 6.3 ☐ ☐ ☐ ☒ Demonstrate broad knowledge and understandingof the impactof culture,cultural identity and linguistic background on the education of students from Aboriginal and Torres StraitIslander backgrounds. APST 1.4 (Please leave blank if unable to assess in the school context) ☐ ☐ ☐ ☒ Demonstrate broad knowledge of, understandingof and respect for Aboriginal and Torres StraitIslander ☐ ☐ ☐ ☒
  • 3. histories,cultures and languages. APST 2.4 (Please leave blank if unable to assess in the school context) Describea broad range of strategies for involvingparents/careers in the educative process APST 3.7 (Please leave blank if unable to assess in the school context) ☐ ☐ ☐ ☒ SECTION 3 MANAGING EFFECTIVELY – CREATE SAFE AND SUPPORTIVE LEARNING ENVIRONMENTS EXAMPLES OF EVIDENCE:  Artefacts such as annotated school policies,classroomorganisation notes,classroomrules,classroommanagement plan, and individual studentbehaviour plans;  Supervisingteacher’s observation notes includingcomments on communication skills,behaviour management strategies, inclusiveparticipation and engagement;  Documented reflections and record of professional conversations;  Preserviceteacher written reflections and application of supervisingteacher feedback. Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E) B D G E Identify strategies to support inclusivestudentparticipation and engagement in classroomactivities. APST 4.1 ☐ ☐ ☐ ☒ Demonstrate the capacity to organiseclassroomactivities and provideclear directions. APST4.2 ☐ ☐ ☐ ☒ Demonstrate knowledge of practical approaches to manage challengingbehaviour. APST 4.3 ☐ ☐ ☐ ☒ SECTION 4 ASSESSING AND RECORDING LEARNING EXAMPLES OF EVIDENCE:  Artefacts such as assessmenttasks and instructions,tests,guides to makingjudgements, written feedback to students, evidence of student learning,for example pre and post tests, completed worksheets, completed tasks,moderation meeting notes, annotated samplestudent responses/ work and lesson plans;  SupervisingTeacher observation notes includingcomments on formal and informal feedback, such as questioning techniques and assessmentfor, of and as learning;  Preserviceteacher written reflections and application of supervisingteacher feedback;  Data gathering tools such as checklists developed or adapted by preservice teacher. Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E) B D G E Demonstrate understandingof assessmentstrategies,includinginformal and formal,diagnostic, formative and summative approaches to assess studentlearning. APST 5.1 ☐ ☐ ☐ ☒ Demonstrate an understandingof the purposeof providingtimely and appropriatefeedback to students about their learning. APST 5.2 ☐ ☐ ☐ ☒ Demonstrate understandingof assessmentmoderation and its application to supportconsistentand comparablejudgements of student learning. APST 5.3 ☐ ☐ ☐ ☒ Demonstrate the capacity to interpret student assessmentdata to evaluatestudent learningand modify teachingpractice. APST 5.4 ☐ ☐ ☐ ☒ Demonstrate understandingof a range of strategies for reportingto students and parents/carers and the purpose of keeping accurateand reliablerecords of student achievement. APST 5.5 ☐ ☐ ☐ ☒ SECTION 5 PROFESSIONAL CONDUCT EXAMPLES OF EVIDENCE:  Artefacts such as annotated school and system policies and procedures,communication with parents/carers;  Supervisingteachers observations including comments on understandingand adherence to legislativerequirements;  Participation in school activities includingduties,staff meetings, professional development;  Professionalismfor examplepunctuality,dress,interpersonal communication;  Engagement with school staff,external professionals. Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E) B D G E Describestrategies that support students’ wellbeing and safety workingwithin school and/or system, curriculumand legislativerequirements. APST 4.4 ☐ ☐ ☐ ☒ Demonstrate an understandingof the relevant issues and the strategies availableto support the safe, responsibleand ethical useof ICT in learningand teaching. APST 4.5 ☐ ☐ ☐ ☒ Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.APST 7.1 ☐ ☐ ☐ ☒ Demonstrate an understandingof the roleof the Australian Professional Standardsfor Teachers in Identifyingprofessional learningneeds. APST 6.1 ☐ ☐ ☐ ☒ Understand the relevant and appropriatesources of professional learningfor teachers. APST 6.2 ☐ ☐ ☐ ☒ Demonstrate an understandingof the rationalefor continued professional learningand the implications ☐ ☐ ☐ ☒
  • 4. for improved student learning. APST 6.4 Understand the relevant legislative,administrativeand organisational policies and processes required for teachers accordingto school stage. APST 7.2 ☐ ☐ ☐ ☒ Understand the role of external professionalsand community representatives in broadeni ngteachers’ professional knowledge and practice. APST 7.4 ☐ ☐ ☐ ☒ Understand strategies for workingeffectively, sensitively and confidentially with parents/carers. APST 7.3 (Please leave blank if unable to assess in the school context) ☐ ☐ ☐ ☒ SIGNATURES Each of the signatories should retain a copy of this report for their records. Pleasenote the preserviceteacher’s signatureindicates thatthey have sighted this completed report. PreserviceTeacher’s name: Steve Druery Signature: Date: SupervisingTeacher’s name: Teresa McNamara Signature: Date: Other SupervisingTeacher’s name: Signature: Date: OVERALL COMMENTS Please use this space to identify overall strengths or overall areas for development for the preservice teacher. Strengths: 1. Genuine warmth towards students and interest in their lives and interests. 2. A calm, unruffled nature while always having an awareness of what every student is doing at all times. 3. Being able to engage a wide range of students particularly through the use of ICLTs and varied lesson delivery. 4. Flexibility to cope with minute by minute changes throughout the school day. 5. Great skill in communicating his intentions and actions to students so that positive relationships are built and maintained. 6. Active involvement with the wider school community where possible.
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