COLLEGE OF EDUCATION

PP COMMUNICATION PROTOCOL 2015

EMTS
Master of Teaching (Secondary)
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 document is not to be used for assessment purposes. Refer to Page 11 of
The Essentials for more information. The Australian Institute of Teaching and School Leadership (AITSL) National Graduate
Teacher Standards may assist in framing this communication. A copy is posted on the PP website at
http://education.vu.edu.au/ppweb/mod/folder/view.php?id=32
.

Completion Deadlines:
Full-time - during Week 3 of both supervised teaching blocks in Semesters One and Two, 2015
Part-time - during Week 2 of both of both supervised teaching blocks in Semesters One and Two, 2015
Date: 27/08/15

Campus

Victoria University Footscray Park

Preservice Teacher

Michael Contarin

Student ID S3853143

Mentor

Kristian Koutoufides

PP Setting

Antonine College Pascoe Vale South (St. Josephs Campus)

Summary of written and /or oral feedback from my mentor

Strengths
My mentor has highlighted the following strengths in my practice and understanding:
- Building rapport with students.
I have been working on building a rapport with the students by getting to know which has allowed me to tailor my lesson plans to suit
particular classes which has been invaluable in classroom productivity
- Student feedback
I have continued to show confidence walking around the classroom and monitoring students work and productivity. In most of classes I
am often providing constructive feedback to ensure they are using their time effectively and completing work. Students have responded
really well to my one-on-one feedback.
- Planning
My mentor has expressed that I have shown a greater understanding of the importance of preparation. He believes I have been putting
much more effort into my lesson plans which has shown a dramatic difference in classroom productivity, continuity and student learning.
- Content Delivery
In my planning I have included many different methods of delivery for the content (e.g. slides, worksheets, physical artefacts, videos,
demonstrations) in the one lessons. So the diverse range of learners in the classroom can grasp the content. I have used this strategy to
get students who do not normally complete or submit work to do so.
- Differentiating Learning
I have demonstrated in the classroom the ability to cater to the needs of ILP students and encourage them to submit work by
differentiating learning tasks to suit their needs. By doing so I have managed to get a student to submit work who hadnt done so in class
before.

Project Partnerships Communication Protocol Master of Teaching (Secondary) 2015

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Areas for further development:

My mentor suggests that I should work further on the following areas:
- Getting Animated
I find it difficult to show frustration or anger in the classroom, which can make it difficult to control an unruly class as its hard for me to
raise my voice and tell a students off convincingly. Especially in a school where the discipline system itself isnt strong enough to
promote good behavior, its important that I can show I am upset with a student and in turn command respect from the rest of the class.
- Classroom Set-Up
I need to work on thinking about the smaller classroom aspects which make a big difference to the lesson. Things such as set up of the
students desks and who students sit with can make a large difference to how the lesson goes.
- Classroom Positioning
Although I am constantly walking around during my lessons. Often when I help a student I turn my back to the rest of the classroom, I
need to put myself in a position where I can provide help to the student but still be able to see the rest of the classroom. Also when
teaching a majority of the time I am standing at the front of the room. Sometimes, especially when students are using laptops, it can be
beneficial to teach from the back of the room so I can see what the students are all doing,

My mentor and I have agreed that I will focus on the following goals, strategies and/or experiences during
the remainder of my placement:
My mentor has suggested that I work on incorporating classroom dynamics into my lesson plans and experiment with different seating
arrangements with different classes to see what works and what does not in different situations. I also need to work on becoming
animated with the students at times to show that I am in control and I need to be respected. Even if it is not natural it is important to
show students certain behavior will not be tolerated.

Signatures
Preservice Teacher
Mentor Teacher

Date
Date

This form is available for downloading from the Partnerships website at http://education.vu.edu.au/partnerships/
Project Partnerships Communication Protocol Master of Teaching (Secondary) 2015

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