UTAS! Professional Experience 2/EYP1 In school / education ond care contexts Peaveamce Korg DOVS Specalenions — Tetalnumberofaiys: AO 20 Gases Prey SerooyCenee: PNAS AN} | no-not Demonstrated ee a SD Sometimes Demonstrated Colangue TencheEdvetorZicianie VouOnE] | Goa consistent Demonstrated oeVOrens LOO Sie cea ee ae ‘Australian Insitute for Teaching and School Leadership (RITSL) National Professional Standards for Teachers, Domains of teaching Professional Knowledge: Demonsuates dvelopig NDC] SDC] CDE FeO] professional krowedge and sl o beable to Plan for and manage ering programs Professional Practice: Denonsrass devdoping NDC SDO] cbm ee) ‘aac to plan, mplenencandases for efecaive {etching ae earrings well 2s maining safe nd supportive leaning envionment Professional Engagement: Dernonsrater3 NDO soo coo 0 developing capacty ta Sevelop eflecive réationships it he scholleere community to enbace learning Opparundies ‘On he bas fare sess and nthe conte ofthe ovr eaparatone of Rodents ondealing Professional Experience’? / EW, the flowing oval sessment ecommensee samSFACTORY Nor compere on UnsanseacTORY Sgnatres__Calesge Teacher/esntor Pingel rector: ~ Prosar eachar EXE Coordinates (Unwersty On) ‘werd forPezieri (oMicewseoni) LUPIN PontesProfessional Knowledge Demonstrates develping profession knowledge and sll to be able o plan for and manage lang programs STANDARD |: KNOW STUDENTS AND HOW THEY LEARN In or to ces or EDIE stents tnt ese NO fo an ATS fos or mare tan one SD foray ane ATSL Start PERIEYP! Evidence np | so co | ee ANTSL focus 1 fader ‘Bevelopmental indicator: Through obserason and scussion with the cleague teacherledvestor, the PST demonstrates a doveloping undersang of the phys. sch {ed inclecoa development and characterises of terre and how tis informs aching of nda oF groups ‘ry socal and nical development and characteristics of ALTSL focus 1.2 Understands how stdentsicren learn: and ‘Developmental indicator: Through abserauon and discussion wih dhe colleague | {tacherlediator, the PST demonstrates developing undersandng of how 7 "Sudenahidren ler ad Bow ths informs aching of nial or oUPS| [ALTSL focus 1.3 Stadenaladren wih averse nguste,cdturak religious, and socio ‘economic backgrounds ;evelopmental indicator: Though observason and scusion wih the olngue {tacherledator, the PST denonsttes a devdopingundersanag of sterile ‘nth divert git. tural eigious and sod economic backgrounds and how this Informs tachng of indivi or groups | AITSL foc 1:5 Diferencate aching wo met spec arin neds of sudentlehren across hel ange of bles | [evelopmental indeator: Though observation and Bscussion wih the colleague | teacherleayator, the PST demonsrates a developing understand ofthe need 2 ‘erent eahig and how ds ifr teaching afindweals OF groups Colleogue TeacherlEducator comments PopaoteProfessional ‘Demensatesdevlping profession knowledge ands tobe ale to pln for and manage learing programe STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT (nde sess ps PEZIYP srt ut net rie ND fr any ATL fs or ce thon oe SD fry oe ASL Stndrd PELEYP! Evidence ND sD | cD ce [AITSL focus 2.1 Conran teaching satis of he enching area | Developmental indieatr: Deronssatera developing understanding of teaching strategies commensurate wth spectcconeanUocs aren ands able apply same pracce ‘AITSL focus 2.2 Contr seacoon and oration Developmental indicator: Demonsatera developing understanding and anliarity ‘with relevant curiuum éocumentsandis able co use cure to iform png [AITSL focus 2.3 Curricaian assessment and reporting ‘Developmental indicator: Demonstrate 3 developing awareness and some fmiarsy with eleva curiam documents and how they ae sed to inform assessment and | reporting processes [ANTS focus 25 Literacyand numeracy seats | Developmental indicator: Clects a range of sates and resources or aching | lara and umerac and Sicusses har appropriate use wh the colleague / tescherecuetor [AITSL cs 26 lfornaion and Communion technology Developmental indicators: 1 rvesates and ducusses with colleague Teacer/Educator the ways of incorporating ICT im techngpractce + Uses ICT co support eeactingpractice (a appropriate to context) Colleague TeecherEducetor commentsProfessional Practice Demstrates a developing capac to plan, mplemet and sss for efeceve teaching an earn, 135 well as meaning se and supporove learn enviroment STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING nade cs pos PEEP sues must tex NO fe any ATL fos mor thon ene SO oa oe ASL Stade PELEYP! Evidence LN | sp | co ee ANTSL focus 3.1 Esablsh challenging teaching a earring gals | Developmental nicator: Deonsates a understanding ofhow tachersadueators se obama leaming gost wih rlerence to stderldaren's neds and relevant | furneuum docamns| [ANTS focus 3.2 Pan srucure and sequence aring programs Developmental aicators: | “in colboation wih calleaue teacherfeducaa, plan shor lesonlearing experince using an appropriate proforma an submits for colleague ‘eacheredsatr approval ror to eaching ° “+ Efectivelyapgles developing knowledge of denser pir Haring, ‘ontenean efletve teatng strates when parang 1+ Refers nthe wang session and ensders the planing and earning | impeatons for te next learning experience [ANTS focus 3.3 Use teaching svategies Developmental nicators: Avanty of reaching strategies are denied wai plang to adress all learning ses + Reflects ofthe we ofa are of questioning techniques [AITSL focus 3.4 Select and use resources Developmental nieator: Efecovely selects and uses resources relevant to the 4 leseing vironment and cneext [ANTS focus 3.5 Use efecive communication nthe cstroonvearing environment Developmental nicators "abl ocommuncats using grammatical correct ngage a both or and ‘writn sinters (here appropriate to context) 7 + Uses appropriate langage wit salad sudeneslcren Uses appraprate pitch, pce, vlume and projection of oie 1 Ges metuctiondrectonsexpanaons Geary Demonte a capacy to ue elective qsioningcecniques such as opan- | ended quesions | | | Coleg TeoceedestorconmentsProfessional Practice Demonstrates 3 developing capacty to lan, plement and ses for efctive teaching and learning 23 wells manag a safe and supportive leaing envionment STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS Inner secs ps PEZIEYP sues mst areca NO fr ny ATL fas mae that ane SO fo any ane ASL Sd PEVEYP! Evidence no | sp | co | ce AITSL focus 4.1 Support suterticlére's aréipaon Development Indicator: Uses the knowledge rom Saad | co denalysratais to suport Suerilrer' parcipatn in larg acowes v "ANTS focus 4.2 Manag learning actives ‘Development indicator: Deensrate the capacy to organise learnirg space and | repre for larg acts prior to lesson v [AITSL focus 43 Manage alengingboawour Development indicator: Asis cleave teachereducator in implementing routines and rules when sees and appropriate . "AFTSL focus 44 Mainainsudee/idres ley Development Indicator: denies setae hat promote sudenlcldren's ‘enotoral soda! and pal web. “| ‘AITSL focus 45 Uses CT say, responsibly and eicaly evelopment indicator: Demonstrates an understanding ofthe ethical iss related joicrue eses8Profesional Practice STANDARD 5; ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING necro sucesty post PERI? sees must tee ND fr any ASL fe fm thon ee SD rayon ASL Star PELIEYP! Evidence Ds co ke "AVTSL focus 5.1 Asan renderers erin: Development indicator: Through cowerscons with cllague vacherfeduetor Jee] demonstrates an inersanding of how and why teachersleduators sleet assessment / srteges [AITSL focus 5.2 Provide eodback o sacenaleldren 6 ther learning Developmental indiators ‘+ Incolaborion withthe colleague tacherfedvator develops a: “formativlsunmatve assessment strates (5 relevant 0 content. and “feedback strategy (school cone) foc a lerrenfearing experience ‘Mars ane retuns student werk prompt (schoo! context) + _Conmuniaeesconsrucondy w sudens/chiren Colleague TeocherlEducator comments Professional Engagement ‘Demonstrates: developing capacy o develop efeciverlasorhips wth the Schoo community to enhance learning STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING nnd cel pas FETE adem ese ND fo oy ASL os ae than ee SD fron ane ISL Sor so | co | ce PEVEYP! Evidence ND [ANTS focus 6.1 ery and plan proessoal earring needs ‘Developmental indicator: able co refec on the expectations for PEEYPL and plan for are learning where 2neod seed | AITSL focus 63 Exes with callngus and improve practice Developmental ndicator: Actively sak clea feedback on own practice 2nd acts ‘on ered area for mprovemere _ =| [ANTS focus 6.2Ergage in professional larnig and improve practice Developmental indiestor: Aicends and shows inerest instal matings and actively _engages other profesional larg opporueioes for stance calaborave pamProfessional Engagement ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS AND THE COMMUNITY Inner sucess oss PI students mast ec ND fr ny ISL fos meen SDs fer any ane ISL Standard PEEYP! Evidence ND | so eal ce | {ANTSL. focus 71 Mex pcs eis nd egos | Bevlopmenal intr Has comertons sits PicpalDrecor an fr sence | | |scttelconacs ertina mane ht denen on feta oe ope tmparare scores 2 Ghaerentoe | 1 Gtr tre ech protein | v 1 Seimporancs ofmaniigs et cate conn wih schooler Specaton + speiethglerr sn pe ated rendre 'AITSL focus 7.2 Comply wih lepistivadminsrativ nd orginal equirements ‘Developmental indicator: Hols conversions with PrincpalDirector andlor senor staf and conducts hiherslina manner tht demonstrates tn udesandng day of are 2 lepive requremenes [AITSL focus area 73 Egage wich parentlarers and school commniy Developmental indicator: Demonstrates an approuchabl respactid and professor ereanour when alg wih parenslerersand members ofthe schoc community 4 Coleg TercaEsvse comments ‘OVERALL COMMENTS REGARDING PRE-SERVICE TEACHER PERFORMANCE Feel fe to indud exva popes or supporing motel necessary. | Coltecpue TeocherlEducotor comments ParePRE-SERVICE TEACHER REFLECTIONS REGARDING OVERALL PERFORMANCE “shdents ond cufidence tush | Gelb sieenger in Hee aves Ww mProvement. thee Salus ST reflections Areas identified fr further development reas 6 thw V 2 Tine mangement Awousreet f Keme nd Gahany He executed. oak ) Would bke te he she onddle Primes, Garth placement 7 feschy a Unik ob werk Please return completed assessment form to: University of Tasmania, Faculty of Education Professional Experience Office Locked Bag 1307 Launceston TAS 7250 PopacteUTAS Pre-Service Teacher's Professional Experience Leave of Absence Form ‘School of Education ifs ten rue lee of bene fam hele tesa eaperence paca hs frm must b ample turned a the Potsonal xpriee Off oh eur tthe placket Teste reeds to neat ith thezolegue each a tly treat chlo alow al missed ebystobe made up, Pease ote Isnt possible to make up missed doy when | University lectures and tutorials are schedules. Failure ta complete the speed days for eae placement will esutin the student being unable ofl he reahstration requirements of graduate teacher a the completion of the degree course being undertaken Placement days mustbe completedin 3 reasonable time frame. Ths form must be completed and sent tothe Professional txperince Ofiepriorto the commencement ofthe negotiated day. For ease of delivery the Form ‘may be fnedto the fie on (3) 624 2452 Suen: Ke Coteague Tener: PrcipaVOhecer: umber of oaysatse YO Datesotisence: rom ff te / / Batic Aedes 10/6) 1S Exon 18 eal Cneate tach ve Done Soratues ‘onthe day th Pre-Service teacherrotuns to continue the Practicum pease complete and fx immediatly to Profesional Experience Ofer on (03) 63243453 | ————————————————E——E