FINAL EVALUATION FORM

Bachelor of Primary Education/Graduate Diploma in Primary Education

The AITSL classroom practice continuum (Level 1 Graduate) guides the professional practice domain of the APST and all Murdoch
School of Education placement units. Professional Standards are expected whilst on placement and subsequently form part of the
assessment criteria for the unit.

Please assess the Pre-Service Teacher against all AITSL Standards and Murdoch Attributes criteria in order to give detailed feedback,
unless there has been no opportunity for the Pre-Service Teacher to respond to any of the criteria.

IMPORTANTLY, please provide particular focus on the criteria listed in the table below, as it is mandatory for the Pre-Service Teacher
to meet these in order to pass the unit.

Professional Experience Units

Mandatory Fields (for all Professional Experience unit)

AITSL Standards and Murdoch Attributes Criteria

1.2, 2.1, 3.2, 4.2, 5.1, 5.2, 8.1, 8.2, 8.3, 9.1 (as highlighted below)

nd
EDN2104 (2 Year B.Ed.)

All Mandatory Fields (as above)

EDN3102 (3

rd

Year B.Ed.)

All Mandatory Fields + 1.5, 2.2, 2.5, 2.6, 3.3, 3.4, 6.1, 6.3

EDU3154 (4

th

Year B.Ed.)

All Mandatory Fields + 2.2, 2.3, 3.3, 6.1

EDN2151 (Grad Dip)

Pre-Service Teacher First Name:

Jasmine
Pre-Service Teacher Surname:

Mbewe
Student ID:

32292928
School:

Methodist Ladies' College

Subject/Year Level:

Year 4
Mentor Teacher:

Sharmaine Pritchard
Mentor Email:

spritchard@mlc.wa.edu.au
School Coordinator:

Karen Hole
University Representative:
Professional Experience Unit Codes

EDN2104
Recommended Result
Recommended Result

Ungraded Pass
Requirements:

Meets Requirements

All Mandatory Fields + 2.2

Placement Dates:

From:

10/10/2016
To:

21/10/2016
Number of days Pre-service teacher attended Professional Experience:

Ten (10)

National Professional Standards for Teachers (AITSL)

PROFESSIONAL KNOWLEDGE
1. Know Students and how they learn

1.1 Physical, social & intellectual development & characteristics of students

Demonstrateknowledgeandunderstandingofphysical,social&intellectualdevelopment&
characteristicsofstudents&howthesemayaffectlearning
No Opportunity
Comments:
1.2 Understand how students learn
Demonstrateknowledgeandunderstandingofresearchintohowstudentslearn&theimplications
forteaching
Meets
Comments:
Jasmine has required significant support and feedback to structure lessons. She had to be
reminded how to lesson plan to a standard that supported her whilst teaching. Over the course of
the practicum, her lesson planning varied widely in quality. Due to this, at times, Jasmine felt
unprepared and overwhelmed. Even towards the end of the practicum Jasmines planning
fluctuated, so she needs to focus on ensuring that her planning is consistently up to standard.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrateknowledgeofteachingstrategiesthatareresponsivetothelearningstrengthsand
needsofstudentsfromdiverselinguistic,cultural,religiousandsocioeconomicbackgrounds.
No Opportunity
Comments:
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstratebroadknowledgeandunderstandingoftheimpactofculture,culturalidentityand
linguisticbackgroundontheeducationofstudentsfromAboriginalandTorresStraitIslander
backgrounds.
No Opportunity
Comments:
1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
Demonstrateknowledgeandunderstandingofstrategiesfordifferentiatingteachingtomeetthe
specificlearningneedsofstudentsacrossthefullrangeofabilities.
No Opportunity
Comments:

1.6 Strategies to support full participation of students with disability

Demonstratebroadknowledgeandunderstandingoflegislativerequirementsandteaching
strategiesthatsupportparticipation&learningofstudentswithdisability.
No Opportunity
Comments:

PROFESSIONAL KNOWLEDGE
2.Know the Content and how to teach it

2.1 Content and teaching strategies of the teaching area

Demonstrateknowledgeandunderstandingoftheconcepts,substanceandstructureofthe
contentandteachingstrategiesoftheteachingarea.
Meets
Comments:
Jasmine had very little knowledge and understanding of basic strategies in English such as
Guided reading and had to be asked to research this. She articulated that the text books from
Murdoch contained inadequate information so she had to rely on the teacher to explain and
model this to her.
2.2 Content selection & organisation
Organisecontentintoaneffectivelearningandteachingsequence.
Meets
Comments:
Jasmine was given all of the materials needed to teach English and Health and relied heavily on
these. In future, it would be advisable for her to use these as a basis and try to supplement these
with her own ideas and take some risks in order to work out what works when teaching. She
produced PowerPoints to support the materials which supported the students.
2.3 Curriculum, assessment & reporting
Usecurriculum,assessmentandreportingknowledgetodesignlearningsequencesandlesson
plans.
Comments:
2.4 Understand & respect Aboriginal & Torres Strait islander people to promote
reconciliation between Indigenous & non indigenous Australians
Demonstratebroadknowledgeof,understandingofandrespectforAboriginalandTorresStrait
Islanderhistories,culturesandlanguages.
Comments:
2.5 Literacy & numeracy strategies
Knowandunderstandliteracyandnumeracyteachingstrategiesandtheirapplicationinteaching
areas.
Does Not Meet
Comments:
2.6 Information & Communication Technology (ICT)
ImplementteachingstrategiesforusingICTtoexpandcurriculumlearningopportunitiesfor
students.
Meets

Comments:

PROFESSIONAL PRACTICE
3. Plan for and implement effecting teaching & learning

3.1 Establish challenging learning goals

Setlearninggoalsthatprovideachievablechallengesforstudentsofvaryingabilitiesand
characteristics.
No Opportunity
Comments:
3.2 Plan, structure & sequence learning programs
Planlessonsequencesusingknowledgeofstudentlearning,contentandeffectiveteaching
strategies.
Meets
Comments:
Jasmine needs to use her time wisely and set priorities. She photocopied personal resources
when the following days lesson plans were not complete. Due to this she was unable to plan
adequately for a lesson.
3.3 Use teaching strategies
Includearangeofteachingstrategies.
Meets
Comments:
3.4 Select & Use resources
Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheir
learning.
Meets
Comments:
3.5 Use effective classroom communication
Demonstratearangeofverbalandnonverbalcommunicationstrategiestosupportstudent
engagement.
Meets
Comments:
3.6 Evaluate & improve teaching programs
Demonstratebroadknowledgeofstrategiesthatcanbeusedtoevaluateteachingprogramsto
improvestudentlearning.
No Opportunity
Comments:
3.7 Engage parents/carers in the educative process
Describeabroadrangeofstrategiesforinvolvingparents/carersintheeducativeprocess.
No Opportunity
Comments:
National Professional Standards for

Teachers (AITSL)

PROFESSIONAL PRACTICE
4. Create and maintain supportive and safe learning environments

4.1 Support student participation

Identifystrategiestosupportinclusivestudentparticipationandengagementinclassroom
activities.
No Opportunity
Comments:
4.2 Manage classroom activities
Demonstratethecapacitytoorganiseclassroomactivitiesandprovidecleardirections.
Meets
Comments:
This is an area of strength for Jasmine. when students are working she uses her time wisely and
goes around giving feedback.
4.3 Manage challenging behaviour
Demonstrateknowledgeofpracticalapproachestomanagechallengingbehaviour.
No Opportunity
Comments:
4.4 Maintain student safety
Describestrategiesthatsupportstudentswellbeingandsafetyworkingwithinschooland/or
system,curriculumandlegislativerequirements.
Meets
Comments:
Jasmine is aware of safety issues in the classroom and brings them to the teachers attention.
She responds to the girls in a positive way and works to build relationships with them.
4.5 Use ICT safely, responsibly and ethically
Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthe
safe,responsibleandethicaluseofICTinlearningandteaching.
Meets
Comments:

PROFESSIONAL ENGAGEMENT
5. Assess, provide feedback & report on student learning

5.1 Assess student learning

Demonstrateunderstandingofassessmentstrategies,includinginformalandformal,diagnostic,
formativeandsummativeapproachestoassessstudentlearning.
Meets
Comments:

Jasmine marks work promptly and gives feedback during lessons. She is efficient and able to
assess student work according to the outcomes stated in her lesson plans using a checklist. She
had to be reminded to assess student work but after that took this on willingly.
5.2 Provide feedback to students on their learning
Demonstrateanunderstandingofthepurposeofprovidingtimelyandappropriatefeedbackto
studentsabouttheirlearning.
Exceeds
Comments:
Jasmine gives explicit feedback to students on their learning. This is an area in which she excels.
She is above the level expected at this stage of her learning.
5.3 Make consistent & comparable judgements
Demonstrateunderstandingofassessmentmoderation&itsapplicationtosupportconsistent&
comparablejudgementsofstudentlearning.
No Opportunity
Comments:
5.4 Interpret student data
Demonstratethecapacitytointerpretstudentassessmentdatatoevaluatestudentlearningand
modifyteachingpractice.
No Opportunity
Comments:
5.5 Report on student achievement
Demonstrateunderstandingofarangeofstrategiesforreportingtostudentsandparents/carers
andthepurposeofkeepingaccurateandreliablerecordsofstudentachievement.
No Opportunity
Comments:

PROFESSIONAL ENGAGEMENT
6. Engage in professional learning

6.1 Identify & plan professional learning needs

DemonstrateanunderstandingoftheroleoftheAustralianProfessionalStandardsforTeachersin
identifyingprofessionallearningneeds.
Meets
Comments:
Jasmine has articulated her understanding of the need to work on what she does not know and
one of her strengths is her willingness to take on feedback in order to improve. She is willing to
attend staff meetings and team meetings.
6.2 Engage in professional learning & improve practice
Understandtherelevantandappropriatesourcesofprofessionallearningforteachers.

Comments:
6.3 Engage with colleagues & improve practice
Seekandapplyconstructivefeedbackfromsupervisorsandteacherstoimproveteaching
practices

Meets
Comments:
Jasmine does this well. She listens carefully and attempts to include all feedback in her teaching.
6.4 Apply professional learning & improve student learning
Demonstrateanunderstandingoftherationaleforcontinuedprofessionallearningandthe
implicationsforimprovedstudentlearning.
Meets
Comments:

PROFESSIONAL ENGAGEMENT
7. Engage Professionally with colleagues, parents/carers & the community

7.1 Meet professional ethics & responsibilities

Understand&applythekeyprinciplesdescribedincodesofethics&conductfortheteaching
profession.
No Opportunity
Comments:
7.2 Comply with legislative, administrative & organisational requirements
Understandtherelevantlegislative,administrativeandorganisationalpoliciesandprocesses
requiredforteachersaccordingtoschoolstage.
No Opportunity
Comments:
7.3 Engage with the parents/carers
Understandstrategiesforworkingeffectively,sensitivelyandconfidentiallywithparents/carers.
No Opportunity
Comments:
7.4 Engage with professional teaching networks & broader communities
Understandtheroleofexternalprofessionals&communityrepresentativesinbroadening
teachersprofessionalknowledgeandpractice.
No Opportunity
Comments:

MURDOCH ATTRIBUTES

8.1 Communication
Modelacceptablestandardsofspoken&writtenlanguageinclasscontext
Communicateeffectivelyinfrontofclassinliteracy,numeracyandICTknowledge
Meets
Comments:

Jasmine struggled to read the context of the school properly at first and had to be guided, on
several occasions, as to adequate professional behaviour. She began the practicum and was
quite casual in her attitude and manner when teaching, interacting and communicating with staff
and students. Jasmine had some errors in her PowerPoints presentations. As the practicum
progressed she accepted feedback and this improved immensely.
8.2 Critical & Creative thinking
Presentcreative,innovativelessons.
Does Not Meet
Comments:
This is an area that Jasmine needs to work on. She tends to be safe and not take risks, which
means that she is not able to determine her own teaching style and she relies heavily on
prepared resources.
8.3 Independent learner
Selfdirectedandshowsinitiative.
Does Not Meet
Comments:
Jasmine relied heavily on the teacher to give her information and had very little initiative when
generating ideas or finding information for herself. She needs to become an independent learner
and use the programmes and resources that she has been exposed to at university when she is
not sure as she will gain a deeper understanding. She needed to revise what she had learnt
previously so that it did not seem as though she was beginning from scratch.

TEACHING FILE - SCHOOL BACKGROUND

9.1 Organisational skills

Presentafilethatiseasilyaccessed,organisedandcontains:schoolprofile,classprofile,
timetable,designatedlessons,lessonplansandevaluationforatleastoneEnglish,Health,PE
andtheArtslessonorseriesoflessons.
Meets
Comments:
Portfolio
ProfessionalLearning
No Opportunity
Comments:

OVERALL COMMENT & PERSONAL

DEVELOPMENT PLAN
10.1 Explicit comments about: Strengths and Areas to be developed
The most important area that Jasmine needs to work on is her knowledge of content and teaching
strategies.
10.2 Personal and professional development plan
Out-linetherequiredactionstotakeplacetoaddresstheareasthatneedtobedeveloped.
(NOTE:Thisinformationwillformthestartingpointforyournextplacement)
Date and time

Saved by (Automatically Saved) on 21/10/2016 3:35 PM (AWST)