10/7/2017 Sonia - University of Notre Dame Evaluation of Final Internship

University of Notre Dame Evaluation of Final Internship

Due Date: 9/22/2017 4:00 PM

InternshipEvaluation
NameofPreServiceTeacher
Hunt, Bronte

UnitCode
ED5389

NameofSchool
Rockingham Beach Primary School

YearlevelorLearningarea(s)
Primary- Year 2

Mentorteachersarerequiredtomakeanonbalancejudgementforeachofthesevengraduatestandards.
Teachersarenotexpectedtobegradedoneachindividualaspectwithinthestandards.Pleaseconsultthe
GradingInterpretationMatrixwhencompletingthisform.
StandardOne:Knowstudentsandhowtheylearn

1.1Demonstrateknowledgeandunderstandingofphysical,socialandintellectualdevelopment
andcharacteristicsofstudentsandhowthesemayaffectlearning.

1.2Demonstrateknowledgeandunderstandingofresearchintohowstudentslearnandthe
implicationsforteaching.

1.3Demonstrateknowledgeofteachingstrategiesthatareresponsivetothelearningstrengthsand
needsofstudentsfromdiverselinguistic,cultural,religiousandsocioeconomicbackgrounds.

1.4Demonstratebroadknowledgeandunderstandingoftheimpactofculture,culturalidentityand
linguisticbackgroundontheeducationofstudentsfromAboriginalandTorresStraitIslander
backgrounds.

1.5Demonstrateknowledgeandunderstandingofstrategiesfordifferentiatingteachingtomeetthe
specificlearningneedsofstudentsacrossthefullrangeofabilities.

1.6Demonstratebroadknowledgeandunderstandingoflegislativerequirementsandteaching
strategiesthatsupportparticipationandlearningofstudentswithdisability.
HD D C P F
StandardOneComment

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Plans and implements a variety of strategies to cater for the diverse needs, backgrounds and learning styles of
students.
Including strategies to support full participation of student with disability- considering classroom layout,
social/emotional needs etc.
Differentiation is evident in lesson planning and delivery
Understands and applies the research of Hatties Visible Learning.

StandardTwo:Knowthecontentandhowtoteachit

2.1Demonstrateknowledgeandunderstandingoftheconcepts,substanceandstructureofthe
contentandteachingstrategiesoftheteachingarea.

2.2Organisecontentintoaneffectivelearningandteachingsequence.

2.3Usecurriculum,assessmentandreportingknowledgetodesignlearningsequencesandlesson
plans.

2.4Demonstratebroadknowledgeof,understandingofandrespectforAboriginalandTorresStrait
Islanderhistories,culturesandlanguages.

2.5Knowandunderstandliteracyandnumeracyteachingstrategiesandtheirapplicationin
teachingareas.

2.6ImplementteachingstrategiesforusingICTtoexpandcurriculumlearningopportunitiesfor
students.

HD D C P F
StandardTwoComment

High knowledge of the WA Curriculum documents
Well-sequenced learning activities are engaging for the students
Integration of ICT to make lessons more meaningful and accessible for students
Working with the AIEO to include Indigenous perspective on local History content
Application of whole school literacy and numeracy strategies- Guided Reading, Phonics International, Talk for Writing,
Strategic Maths- Calculate Strategies, First Steps, Bar Model, Maths Plus etc.

StandardThree:Planforandimplementeffectiveteachingandlearning

3.1Setlearninggoalsthatprovideachievablechallengesforstudentsofvaryingabilitiesand
characteristics.

3.2Planlessonsequencesusingknowledgeofstudentlearning,contentandeffectiveteaching
strategies.

3.3Includearangeofteachingstrategies.

3.4Demonstrateknowledgeofarangeofresources,includingICT,thatengagestudentsintheir
learning.

3.5Demonstratearangeofverbalandnonverbalcommunicationstrategiestosupportstudent
engagement.

3.6Demonstratebroadknowledgeofstrategiesthatcanbeusedtoevaluateteachingprogramsto
improvestudentlearning

3.7Describeabroadrangeofstrategiesforinvolvingparents/carersintheeducativeprocess.
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10/7/2017 Sonia - University of Notre Dame Evaluation of Final Internship
3.7Describeabroadrangeofstrategiesforinvolvingparents/carersintheeducativeprocess.

HD D C P F
StandardThreeComment

Assessment data informs planning
Explicit Learning Intentions and Success Criteria shared with students to encourage students to take ownership of their
learning and assessment
Effective verbal and non-verbal communication strategies to support student participation and engagement

StandardFour:Createandmaintainsupportiveandsafelearningenvironments

4.1Identifystrategiestosupportinclusivestudentparticipationandengagementinclassroom
activities.

4.2Demonstratethecapacitytoorganiseclassroomactivitiesandprovidecleardirections.

4.3Demonstrateknowledgeofpracticalapproachestomanagechallengingbehaviour.

4.4Describestrategiesthatsupportstudentswellbeingandsafetyworkingwithinschooland/or
system,curriculumandlegislativerequirements.

4.5Demonstrateanunderstandingoftherelevantissuesandthestrategiesavailabletosupportthe
safe,responsibleandethicalinlearningandteaching.

HD D C P F
StandardFourComment

Positive interactions with students
Promoting and fostering a safe learning environment where all students are valued
Effective classroom management and behaviour management strategies provide students with a calm and orderly
learning environment
Appropriate strategies to deal with challenging behaviour or reluctant students

StandardFive:Assess,providefeedbackandreportonstudentlearning

5.1Demonstrateunderstandingofassessmentstrategies,includinginformalandformal,diagnostic,
formativeandsummativeapproachestoassessstudentlearning.

5.2Demonstrateanunderstandingofthepurposeofprovidingtimelyandappropriatefeedbackto
studentsabouttheirlearning.

5.3Demonstrateunderstandingofassessmentmoderationanditsapplicationtosupportconsistent
andcomparablejudgementsofstudentlearning.

5.4Demonstratethecapacitytointerpretstudentassessmentdatatoevaluatestudentlearningand
modifyteachingpractice.

5.5Demonstrateunderstandingofarangeofstrategiesforreportingtostudentsandparents/carers
andthepurposeofkeepingaccurateandreliablerecordsofstudentachievement.

HD D C P F

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StandardFiveComment

Range of assessment strategies evident throughout practice
Plans appropriate assessment tasks with team and creates rubrics and success criteria for students
Analysis of student work diagnostic assessment, formative, summative- on a class and team/cohort level.
Uses data to inform planning and future teaching points
Feedback aligned with success criteria and given in a timely manner
Comprehensive records maintained

StandardSix:Engageinprofessionallearning

6.1DemonstrateanunderstandingoftheroleoftheNationalProfessionalStandardsforTeachersin
identifyingprofessionallearningneeds.

6.2Understandtherelevantandappropriatesourcesofprofessionallearningforteachers.

6.3Seekandapplyconstructivefeedbackfromsupervisorsandteacherstoimproveteaching
practices.

6.4Demonstrateanunderstandingoftherationaleforcontinuedprofessionallearningandthe
implicationsforimprovedstudentlearning.

HD D C P F
StandardSixComment

Acts on feedback from lesson observations
Participation in whole school and network professional learning experiences
Regular discussion and collaboration with team members/colleagues to support improvement in teaching practice
Involvement in coaching conversations

StandardSeven:Engageprofessionallywithcolleagues,parents/carersandthecommunity

7.1Understandandapplythekeyprinciplesdescribedincodesofethicsandconductforthe
teachingprofession.

7.2Understandtherelevantlegislative,administrativeandorganisationalpoliciesandprocesses
requiredforteachersaccordingtoschoolstage.

7.3Understandstrategiesforworkingeffectively,sensitivelyandconfidentiallywithparents/carers.

7.4Understandtheroleofexternalprofessionalsandcommunityrepresentativesinbroadening
teachersprofessionalknowledgeandpractice.

HD D C P F
StandardSevenComment

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10/7/2017 Sonia - University of Notre Dame Evaluation of Final Internship

Engages professionally and appropriately at all times with colleagues, parents and members of the school community
Uses Seesaw to communicate important information to parents
Participates in community events- e.g. Fathers Day activities

Please indicate whether the studentteacher meets expectations in each of these two areas. If
Unsatisfactory,pleasecomment:

PersonalLiteracy
Satisfactory Unsatisfactory
PersonalOracy
Satisfactory Unsatisfactory
General Comment
Bronte, you have exceeded the expectations of your final teaching experience at Rockingham Beach Primary School. Your
high knowledge of the WA Curriculum has been an asset to you as you have delivered a comprehensive learning program
to the students. Your high expectations of behaviour and classroom management have meant that the students have seen
you as their teacher from early on in the practice, captivating their attention and increasing their engagement. You have
formed positive relationships in the Rockingham Beach Primary School community and engaged in opportunities and
experiences above what is required of you. You have had some challenging personal circumstances to deal with during
these 10 weeks but you have handled it professionally and shown commitment to achieving your end goal. You have been
a wonderful addition to the Rocky Beach team and I wish you all the best in your teaching career!
Jess Geisler
Recommendedfinalgrade
HD D C P F

Nameofmentorteacherorsupervisorcompletingthisreport
Jessica-Lee Geisler

Actioned by Hunt, Bronte (20162444) on 9/22/2017 5:10:12 PM

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