FORM A: Skill Development: ETP120

This form is used to assist the pre-service teacher and mentor teacher to identify and notate examples that demonstrate initial understanding and beginning
competence against the AITSL Standards for Graduating Teachers. The identification of this evidence forms the basis of professional dialogue based on the skills
and understandings that the pre-service teacher is able to demonstrate. A copy should be kept by the pre-service teacher for use in the compilation of his or her
electronic portfolio to be presented at the completion of the course. This form should be completed at the mid-point of the professional experience and again at the
end of the professional experience.
Pre-Service Teacher Jamie Cordy

School

State Or Territory

Loxton North Primary

SA

Mentor Teacher

Student No. S206946

Unit Code ETP120

First Date Of Completion

Second Date Of Completion

06/09/13

13/09/13

Professional Learning Leader (Where Applicable)

Janice Sawade
DOMAIN
AITSL Standard 1
Know students and how
they learn

STANDARDS
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and
characteristics of students and how these may affect learning.

PERFORMANCE RATING
(Please Indicate)

Satisfactory
Developing Satisfactorily
Unsatisfactory

1.2 Demonstrate knowledge and understanding of research into how students learn and the
implications for teaching

Satisfactory
Developing Satisfactorily
Unsatisfactory

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

Satisfactory
Developing Satisfactorily
Unsatisfactory

FORM A: Skill Development ETP120

Page 1 of 3

AITSLStandard 3
Plan for and implement
effective teaching and
learning

3.1 Set learning goals that provide achievable challenges for students of varying abilities and
characteristics

Satisfactory
Developing Satisfactorily
Unsatisfactory

3.2 Plan lesson sequences using a range of resources, including ICT, that engage students in their
learning.

Satisfactory
Developing Satisfactorily
Unsatisfactory

3.3 Include a range of teaching strategies.

Satisfactory
Developing Satisfactorily
Unsatisfactory

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student
engagement.

Satisfactory
Developing Satisfactorily
Unsatisfactory

AITSLStandard 6

6.2 Understand the relevant and appropriate sources of professional learning for Teachers.

Satisfactory
Developing Satisfactorily

Engage in professional
learning

Unsatisfactory
6.3 Seek and apply constructive feedback from supervisors and teachers to

improve teaching

Satisfactory
Developing Satisfactorily
Unsatisfactory

AITSLStandard 7

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Developing Satisfactorily

Engage professionally with

colleagues, parents/carers
and the community

FORM A: Skill Development ETP120

Satisfactory

Unsatisfactory

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Goal For Next Period Of Professional Experience (developed by pre-service teacher and mentor teacher)

Continue to develop knowledge of synthetic phonics program (Spalding/ Soundway/ Jolly Phonics)
Plan and teach more lessons especially English, using the Australian Curriculum
Start to manage lesson transitions.
Mentor Teacher Comment:

Jamie has demonstrated a good understanding of the above teacher standards. His keen interest in learning theory has guided him in planning interesting lessons
that allow the children to construct their own learning and self assess using an assessment rubric. He incorporated technology in his lessons and used a range of
teaching strategies, including whole group explicit teaching, group work and an individual research task. Jamie has provided for the range of academic ability in our
year 5/6/7 classroom, being aware of differentiating the learning. He has worked with a group of children who have specific learning needs, including a legally blind
child, a child with an NEP, and a child with an ILP, making special adjustments to allow them to be successful in their learning. Jamie has fitted in well with the staff
Please
the member,
Preservice
Teacher : a willingness to support colleagues as needed. He attended staff meetings and
Date
sent 19/09/13
and hassend
beenaacopy
goodto
team
demonstrating
involved
himself in professional
discussions. He has met parents and has communicated by means of the children's diary. In all, Jamie has completed an excellent teaching practicum.
Mentor teachers signature

Janice Sawade

Digitally signed by Janice Sawade

DN: cn=Janice Sawade, o, ou=Loxton North Primary
School, email=janice.sawade267@schools.sa.edu.au,
c=AU
Date: 2013.09.19 19:21:53 +09'30'

FORM A: Skill Development ETP120

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