Final Report: EPE210 (Pr Sec) - Education in context: preparation for practice and assessment Supervising/mentor teacher(s) must forward completed reports to . Reports will not be accepted from preservice teachers. Complete the assessment rubric below and submit this final report following the completion of the 25-day placement. Pre-Service Teacher: Student No.: Unit Code EPE210 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum Start Date: Practicum End Date: OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson Lesson plan reflects Lesson template Some detail provided in More detail required on planning activities that are completed in detail, lesson plan template. lesson plan template. sequential, and relevant including: development Learning outcome Learning outcomes and to age and ability level. progress of learning identified, with links to assessment are vague Timings are realistic. outcome, learning assessment. and/or unrelated. Assessment of learning sequence, timings, and Student cohort described links with learning assessment included insufficiently in terms of outcome. learning goal. Reflection Lesson reflection Reflection considers the Discussion of children’s The description of the includes sections on extent of learners’ learning loosely based on learning experience is On planning what can be done achievements. assessment evidence. vague. More detailed better or different, less Discussion of lesson Reflection requires information is needed to or more and reflection delivery identifies areas greater clarity. Few links determine student describes areas for of teaching success and to appropriate pedagogy achievement of curriculum success and areas to focus on how are apparent. outcomes. improvement in detail. lesson could be changed Lesson adaptions are for a better result for justified. students Professional Almost always listens Usually listens to, Focuses on the task Rarely listens to, shares Engagement to, shares with, and shares with, and and what needs to be or supports the efforts of supports the efforts of supports the efforts of done most of the time. others. Needs support in others. others. Team members can developing collaborative usually count on this practices.
Final Report: EPE210 (Pr Sec) - Education in context: preparation for practice and assessment Supervising/mentor teacher(s) must forward completed reports to . Reports will not be accepted from preservice teachers. Complete the assessment rubric below and submit this final report following the completion of the 25-day placement. Pre-Service Teacher: Student No.: Unit Code EPE210 Educational Setting: State or Territory: Date of Completion: Class/Year Level: Subject/Specialist teaching area: Mentor Teacher: Professional Learning Leader (Where Applicable): Practicum Start Date: Practicum End Date: OBSERVATIONS AND TEACHING TASKS Detailed evidence Satisfactory evidence Emerging evidence More evidence required Lesson planning Lesson plan reflects activities that are sequential, and relevant to age and ability level. Timings are realistic. Assessment of learning links with learning outcome. Lesson template completed in detail, including: development progress of learning outcome, learning sequence, timings, and assessment included Some detail provided in lesson plan template. Learning outcome identified, with links to assessment. More detail required on lesson plan template. Learning outcomes and assessment are vague and/or unrelated. Student cohort described insufficiently in terms of learning goal. 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 delivery identifies areas of teaching success and areas to focus on how lesson could be changed for a better result for students Discussion of children’s learning loosely based on assessment evidence. Reflection requires greater clarity. Few links to appropriate pedagogy are apparent. The description of the learning experience is vague. More detailed information is needed to determine student achievement of curriculum outcomes. Professional Engagement 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 Rarely listens to, shares or supports the efforts of others. Needs support in developing collaborative practices.
ins-bedge-epe210-final-prisec-2018.docx