of national and national and state national and state state curriculum curriculum and curriculum and and assessment assessment associated requirements. requirements. assessment requirements. Readiness for the The PST has The PST is clear The PST has The PST fails to profession, embraced a culture around the demonstrated effectively critique own including response of collaboration requirements of some analysis of pedagogy. There is very to TPA and personal has the profession and own teaching limited analysis of own demonstrated a has demonstrated practice in terms of teaching practice and commitment to the readiness to curriculum and minimal attention to the ethical and become a teacher. pedagogy. professional needs of a practical Attention to ethical teacher. requirements of and practical the profession. requirements of the profession is evolving. Presents work Well prepared and Preparedness Adequate Underprepared professionally, well structured; evident. Sound preparation. Presentation lacks articulate and explicitly identifies structure; effective Generally clear structure; over reliance coherent the key issues; grammatical presentation; on quotes; little evidence cohesive, wide expression; developed with of proofing; language range of structures student’s voice student’s voice; and terminology and extensive supported by Coherent and inappropriate; frequent vocabulary; no literature; appropriate spelling and/or typographic or appropriate language; some typographic errors. spelling errors. terminology; minor spelling and/or typographic and/or typographic errors. spelling errors. PART 2: PORTFOLIO PRESENTATION PANEL REPORT Membership of Panel Panel Name School Position Signature Member Click here to enter 1 Click here to enter position name 2 Click here to enter here to enter position name Click here to enter 3 Click here to enter position name This panel finds that Click here to enter pre-service teacher has satisfactorily demonstrated evidence against the Australian Professional Standards for Teachers.
of national and state curriculum and assessment requirements. national and state curriculum and assessment requirements. national and state curriculum and associated assessment requirements. Readiness for the profession, including response to TPA The PST has embraced a culture of collaboration and personal has demonstrated a commitment to the ethical and practical requirements of the profession. The PST is clear around the requirements of the profession and has demonstrated readiness to become a teacher. The PST has demonstrated some analysis of own teaching practice in terms of curriculum and pedagogy. Attention to ethical and practical requirements of the profession is evolving. The PST fails to effectively critique own pedagogy. There is very limited analysis of own teaching practice and minimal attention to the professional needs of a teacher. Presents work professionally, articulate and coherent Well prepared and well structured; explicitly identifies the key issues; cohesive, wide range of structures and extensive vocabulary; no typographic or spelling errors. Preparedness evident. Sound structure; effective grammatical expression; student’s voice supported by literature; appropriate terminology; minor typographic and/or spelling errors. Adequate preparation. Generally clear presentation; developed with student’s voice; Coherent and appropriate language; some spelling and/or typographic errors. Underprepared Presentation lacks structure; over reliance on quotes; little evidence of proofing; language and terminology inappropriate; frequent spelling and/or typographic errors. PART 2: PORTFOLIO PRESENTATION PANEL REPORT Membership of Panel Panel Member Name School Position Signature 1 Click here to enter name Click here to enter position 2 Click here to enter name here to enter position 3 Click here to enter name Click here to enter position This panel finds that Click here to enter pre-service teacher has satisfactorily demonstrated evidence against the Australian Professional Standards for Teachers.
ins-bedsweds-epr301-_final.docx