FORM B: EPE101 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 Applicable) here to enter Mentor Teacher Click here to enter Mentor Teacher Date of Completion: INSCHOOL OBSERVATIONS AND TEACHING EPE101 Quality evidence Satisfactory Satisfactory with Insufficient evidence assistance evidence despite assistance Working with Almost always listens Usually listens to, Focuses on the task Rarely listens to, Others to, shares with, and shares with, and and what needs to be shares with, and supports the efforts of supports the efforts of done most of the time. supports the efforts of others. others. Team members can others. Needs support usually count on this in developing person. collaborative practices. Focussed Consistently stays Focuses on the task Focuses on the task Rarely focuses on the focused on the task and and what needs to be and needs some of task. team what needs to be done. done most of the time. the time. Other team members constantly Very self-directed. Other team members members must prompting, to keep Works with initiative can count on this prompt and remind to this person on task. person. keep this person on Needs support in task. Continued developing support in is needed. Little initiative Attitude - Always has a positive Often has a positive Usually has a positive Needs to develop a professionalism attitude and models attitude and models attitude and models positive attitude and professionalism. professionalism. professionalism. model Rarely publically Occasionally publicly professionalism. Never publicly critical of critical of the setting critical of the setting Often publicly critical the setting or of the or of the or of the of the setting or of the children/families or children/families or children/families or children/families or other staff other staff. other staff other staff. Time Management Very clearly The preservice Learning is Lessons are communicated and teacher is beginning sequenced fragmented and do logically sequenced with to connect lessons satisfactorily. There is
FORM B: EPE101 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: here to enter Mentor Teacher Professional Learning Leader Applicable) Click here to enter Mentor Teacher Date of Completion: INSCHOOL OBSERVATIONS AND TEACHING EPE101 Quality evidence Satisfactory evidence Satisfactory with assistance Insufficient evidence despite assistance Working with Others Almost always listens to, shares with, and supports the efforts of others. Usually listens to, shares with, and supports the efforts of others. Focuses on the task and what needs to be done most of the time. Team members can usually count on this person. Rarely listens to, shares with, and supports the efforts of others. Needs support in developing collaborative practices. Focussed Consistently stays focused on the task and what needs to be done. Very self-directed. Works with initiative Focuses on the task and what needs to be done most of the time. Other team members can count on this person. Focuses on the task and needs some of the time. Other team members must prompt and remind to keep this person on task. Continued support in is needed. Rarely focuses on the task. team members constantly prompting, to keep this person on task. Needs support in developing Little initiative Attitude - professionalism Always has a positive attitude and models professionalism. Never publicly critical of the setting or of the children/families or other staff Often has a positive attitude and models professionalism. Rarely publically critical of the setting or of the children/families or other staff. Usually has a positive attitude and models professionalism. Occasionally publicly critical of the setting or of the children/families or other staff Needs to develop a positive attitude and model professionalism. Often publicly critical of the setting or of the children/families or other staff. Time Management Very clearly communicated and logically sequenced with The preservice teacher is beginning to connect lessons Learning is sequenced satisfactorily. There is Lessons are fragmented and do
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