Project Partnerships Communication Protocol - Graduate Diploma in Secondary Education 2014 Page 1 of 3

COLLEGE OF EDUCATION
PP COMMUNICATION PROTOCOL
HGES

Graduate Diploma in Secondary Education
This form enables the preservice teacher to summarise feedback from their mentor teacher. The preservice teacher is then
required to arrange a meeting time to share this summary with the mentor and confirm its accuracy and implications for the
remainder of their professional experience. This form is not to be used for assessment purposes. Refer to Page 10 of The
Essentials for more information. The Victorian Institute of Teaching characteristics may assist in framing this
communication.
Completion Deadlines:
Full-time - during Week 3 of both supervised teaching blocks in Semesters One and Two, 2014
Part-time - during Week 2 of both of both supervised teaching blocks in Semesters One and Two, 2014

Date 15.5.14 Campus St Albans
Preservice Teacher Jessica Armstrong Student ID 4492650
Mentor Andrew Godson
PP Setting Point Cook P-9 College

Summary of written and /or oral feedback from my mentor
Strengths
My mentor has highlighted the following strengths in my practice and understanding:

Andrew has highlighted that my major strength within my teaching practice is my ability to connect; Im a natural when
working with students one on one, through clarifying instructions and providing feedback that is constructive.
Andrew has highlight that my use of multiple resources to engage students, from using ICT resources such as
YouTube, horrible histories, and music to introduce the lessons and topics.
My lesson plans are constantly well done and sufficient
Throughout the lessons I am able to provide relevant examples and anecdotes to discuss topics within the lesson,
therefore getting the students to generate good, relevant discussions and voicing their ideas.
With my major strength being my ability to connect to students one on one, it is easy to see that another strength is my
ability to listen to students ideas, build upon their ideas and valuing students opinions, to support the positive
environment that I want to generate.
I am constantly reflecting on my practice, knowing what worked well/didnt work so well, so that I can constantly try to
improve with each lesson.













Project Partnerships Communication Protocol - Graduate Diploma in Secondary Education 2014 Page 2 of 3









Areas for further development:
My mentor suggests that I should work further on the following areas:

Andrew and I both agree that my classroom management needs to be improved, from using little techniques of
organization of the logistics of the room.
I need to be more confident up the front of the class.
I need to focus on how to control students when they decide to do something inappropriate, I need to have strategies to
pull the students back into line
I need to work on time management, as I seem to be getting caught up in the lesson to realize that its lunch time or
mainly home time.
I need to be more clear and precise in my instructions, so that there is no grey area for students. Once I am
comfortable and confident that I have mastered this, it will allow for classroom management to be much easier.
I need to focus on my pronunciation and spelling



My mentor and I have agreed that I will focus on the following goals, strategies and/or experiences during
the remainder of my placement:


I believe the major goal/ strategy to work on is for me to not to feel like I have to rush through everything, but to take a
step back and go slow, so that I know that the students understand and not just from when they just agree with me.
Another major one is classroom management. I need to just pick on one thing that I would like to work on for example,
when a student interrupts me or another student talking, I need to have a strategy to inform the student that its not their
turn to speak. Improving my classroom management can be achieved by clarifying my expectations during
discussions, instructional lessons and open ended tasks and making these clear to students when required.
Being confident in my boundaries and strategies will assist with setting these for students in my classroom.



COLLEGE OF EDUCATION
PP COMMUNICATION PROTOCOL
HGES
Graduate Diploma in Secondary Education
This form enables the preservice teacher to summarise feedback from their mentor teacher. The preservice teacher is then
required to arrange a meeting time to share this summary with the mentor and confirm its accuracy and implications for the
remainder of their professional experience. This form is not to be used for assessment purposes. Refer to Page 10 of The
Essentials for more information. The Victorian Institute of Teaching characteristics may assist in framing this
communication.
Completion Deadlines:
Full-time - during Week 3 of both supervised teaching blocks in Semesters One and Two, 2014
Part-time - during Week 2 of both of both supervised teaching blocks in Semesters One and Two, 2014

Date 01.09.14 Campus St Albans
Preservice Teacher Jessica Armstrong Student ID 4492650
Mentor Andrew Godson
PP Setting Point Cook P-9 College
Project Partnerships Communication Protocol - Graduate Diploma in Secondary Education 2014 Page 3 of 3

Summary of written and /or oral feedback from my mentor
Strengths
My mentor has highlighted the following strengths in my practice and understanding:

Andrew has highlighted that my major strength within my teaching practice is my ability to connect; Im a natural when
working with students one on one, through clarifying instructions and providing feedback that is constructive.
Through my ability to connect to students one on one, I have during this block period, managed to give all my students
options that reflect their learning styles and abilities. I try in most lessons to differentiate the learning, with maths
questions and focus groups, to activities in humanities that reflect how they learn (e.g. drawing or writing).
Andrew has highlight that my use of multiple resources to engage students, from using ICT resources such as
YouTube, horrible histories, Socratic, and music to introduce the lessons and topics. I felt I used this best within an
expanding brackets lesson, where I showed a clip of a person demonstrating slowly how to expand brackets with a new
technique, which encouraged and engaged students to learn.
My lesson plans are constantly well done and sufficient, that Im at the stage where I feel I can just to a weekly scope
and sequence. Im also good at adapting my daily lessons to where my classes are at. My students gave me feedback
from my last block where I went to fast and I need to slow down. I can know judge the pace of my classes better and
willing to re-do a class to make sure 80% of the class understands
Throughout the lessons I am able to provide relevant examples and anecdotes to discuss topics within the lesson,
therefore getting the students to generate good, relevant discussions and voicing their ideas.
With my major strength being my ability to connect to students one on one, it is easy to see that another strength is my
ability to listen to students ideas, build upon their ideas and valuing students opinions, to support the positive
environment that I want to generate.
I am constantly reflecting on my practice, knowing what worked well/didnt work so well, so that I can constantly try to
improve with each lesson. I build on my reflections from my mentors ideas, what my students thought/learnt and from
reflecting to my peers on what I did and how they think it can be improved through strategies and ideas.
Analyzing data is another strength that I have displayed. Using the ICT app Socratic, I have found a more effective way
of displaying and analyzing results, that also gives instant feedback to students.
Im much more confident up in front of the class now, as I am able to draw their attention fast and Im confident enough
to admit to a mistake I have made and letting them know.
I have improved on my time management, through slowing down my lessons and having a backup plan for when
students finish early, therefore allowing me to check in on the time.



Areas for further development:
My mentor suggests that I should work further on the following areas:

Classroom management is an area of my teaching that will constantly be a challenge and needs improving on every
year, therefore Andrew and I both agree that my classroom management needs to be improved, from using little
techniques of organization of the logistics of the room. Being consistent in what I do will be my key focus, so that I form
a routine and students understand what is expected of them
I need to further develop strategies to pull the students back into line
I need to be more clear and precise in my instructions, so that there is no grey area for students. Once I am
comfortable and confident that I have mastered this, it will allow for classroom management to be much easier.


My mentor and I have agreed that I will focus on the following goals, strategies and/or experiences during
the remainder of my placement:


I believe the major goal/ strategy to work on is to make my expectations known and to clarify my expectations towards
the class.
Classroom management is a skill that I will constantly be improving on each year, and this can be achieved by clarifying
my expectations during discussions, instructional lessons and open ended tasks and making these clear to students
when required.