Reflection Lesson reflection Reflection considers Discussion of The description of the includes sections the extent of students’ learning learning experience is on planning on what can be learners’ loosely based on vague. More detailed done better or achievements. assessment information is needed different, less or Discussion of lesson evidence. Reflection to determine student more and reflection identifies areas of requires greater achievement of describes areas for teaching success clarity, depth and/or curriculum outcomes. success and and areas to focus breadth in some Few links to improvement in on how lesson could areas of planning. appropriate pedagogy detail. Lesson be changed for a are apparent. adaptions are better result for justified. students Professional PST has PST is open to PST does not have PST has vague or Engagement demonstrated learning the ideas around the inappropriate readiness for requirements for principles of teaching aspirations for teaching and is teaching and is and requires further teaching and is yet to meeting ethical beginning to opportunity and demonstrate a requirements and is understand the scaffolding to readiness in terms of attentive to the principles around prepare for the meeting ethical graduate standards quality teaching classroom requirements and for teaching practices. graduate standards for teaching. DOMAIN STANDARDS PERFORMANCE RATING Developing family and community partnerships Family and community Aboriginal and Torres Strait Islander perspectives contexts: Culture, diversity and inclusion Early Years Learning Framework Education and curriculum The Australian curriculum studies Curriculum planning, programming and evaluation Learning, development and care Language development Psychology and child Social and emotional development development: Child health, wellbeing and safety Early intervention
Reflection on planning Lesson reflection includes sections on what can be done better or different, less or more and reflection describes areas for success and improvement in detail. Lesson adaptions are justified. Reflection considers the extent of learners’ achievements. Discussion of lesson identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of students’ learning loosely based on assessment evidence. Reflection requires greater clarity, depth and/or breadth in some areas of planning. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Few links to appropriate pedagogy are apparent. Professional Engagement PST has demonstrated readiness for teaching and is meeting ethical requirements and is attentive to the graduate standards for teaching PST is open to learning the requirements for teaching and is beginning to understand the principles around quality teaching practices. PST does not have ideas around the principles of teaching and requires further opportunity and scaffolding to prepare for the classroom PST has vague or inappropriate aspirations for teaching and is yet to demonstrate a readiness in terms of meeting ethical requirements and graduate standards for teaching. DOMAIN STANDARDS PERFORMANCE RATING Family and community contexts: Developing family and community partnerships Aboriginal and Torres Strait Islander perspectives Culture, diversity and inclusion Education and curriculum studies Early Years Learning Framework The Australian curriculum Curriculum planning, programming and evaluation Psychology and child development: Learning, development and care Language development Social and emotional development Child health, wellbeing and safety Early intervention
ins-bedec-epe110-final-ec-10days-2018.docx