FORM B: EPR300 A copy of this form should be kept by the pre-service teacher and may be used to contribute towards evidence in his or her electronic portfolio to be presented at the completion of the course. Completed form needs to be sent to Pre-Service Teacher: Click here to enter Student No: Click here to enter student id Teacher School: Click here to enter school State Or Territory: Mentor Teacher: Professional Learning Leader (Where Applicable) Click here to enter Mentor Teacher Click here to enter Mentor Teacher Date of Completion: PRESENTATION OF A TEACHING PORTFOLIO assessment rubric – Satisfactory with Insufficient Quality evidence Satisfactory evidence assistance evidence despite Philosophy Philosophy is well Philosophy addresses Philosophy is unclear. Philosophy is not assistance articulated and contemporary and Contemporary and developed and addresses inclusive inclusive learning inclusive learning reflects limited and contemporary requirements for requirements for learners understanding of learning requirements learners. Evidence of are not evident. today’s learning for learners. Evidence Evidence of learning has learning embedded in need. Rigidity of of own learning philosophy. little impact on outlook is evident. journey embedded in philosophy. philosophy. Strengths and The preservice The preservice The preservice teacher The preservice weaknesses teacher has provided teacher clearly has described teacher is unclear samples of successes and around own teaching identifies strengths strength/weakness and weaknesses of limitations in teaching strengths and in teaching practice. teaching practice and practices and has weaknesses and has Limited ideas have provided comment on not been able to has described ways in been provided which ways in which to further describe pedagogical around how to build to build on these to pedagogical success. goals for future on these for future further enrich teaching success. success. pedagogical success. Presentation Quality of planning Quality of planning is Quality of planning is Quality of planning is is high with explicit sound with well developing. Evidence poor. There is little to to learning thought through links is provided no evidence to needs. Samples of to learning needs. demonstrates emerging demonstrate evidence Evidence knowledge of national knowledge of national demonstrate sound demonstrates and state curriculum and state curriculum knowledge of knowledge of national and associated and associated national and state and state curriculum assessment assessment curriculum and and assessment requirements. requirements. assessment requirements. requirements.
FORM B: EPR300 A copy of this form should be kept by the pre-service teacher and may be used to contribute towards evidence in his or her electronic portfolio to be presented at the completion of the course. Completed form needs to be sent to Pre-Service Teacher: Click here to enter Teacher Student No: Click here to enter student id School: Click here to enter school State Or Territory: Mentor Teacher: Click here to enter Mentor Teacher Professional Learning Leader (Where Applicable) Click here to enter Mentor Teacher Date of Completion: PRESENTATION OF A TEACHING PORTFOLIO – assessment rubric Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Philosophy Philosophy is well articulated and addresses inclusive and contemporary learning requirements for learners. Evidence of own learning journey embedded in philosophy. Philosophy addresses contemporary and inclusive learning requirements for learners. Evidence of learning embedded in philosophy. Philosophy is unclear. Contemporary and inclusive learning requirements for learners are not evident. Evidence of learning has little impact on philosophy. Philosophy is not developed and reflects limited understanding of today’s learning need. Rigidity of outlook is evident. Strengths and weaknesses The preservice teacher clearly identifies strengths and weaknesses of teaching practice and has described ways in which to build on these to further enrich pedagogical success. The preservice teacher has described successes and limitations in teaching practices and has provided comment on ways in which to further pedagogical success. The preservice teacher has provided samples of strength/weakness in teaching practice. Limited ideas have been provided around how to build on these for future teaching success. The preservice teacher is unclear around own teaching strengths and weaknesses and has not been able to describe pedagogical goals for future success. Presentation Quality of planning is high with explicit to learning needs. Samples of evidence demonstrate sound knowledge of national and state curriculum and assessment requirements. Quality of planning is sound with well thought through links to learning needs. Evidence demonstrates knowledge of national and state curriculum and assessment requirements. Quality of planning is developing. Evidence is provided demonstrates emerging knowledge of national and state curriculum and associated assessment requirements. Quality of planning is poor. There is little to no evidence to demonstrate knowledge of national and state curriculum and associated assessment requirements.