FORM B: In-school Task Rubric, Teaching and Learning 4: Applying Teaching and Learning Methodologies

Mentor Teacher and pre-service teacher complete the rubric together (in-school Assessment task).
This form must be returned to the Professional Experience Office Sem1: by 15 June Sem 2: by 2 November.
Pre-service Teacher

Student number

Jamie Cordy

Unit Code ETP220

206946

School

State Or Territory

Victor R-7

Date of Completion

22/08/14

Mentor teacher

Professional Learning Leader (Where applicable)

Jenna McClaren
APPLYING DEVELOPMENT PRINCIPLES TO PRACTICE

Plan, teach and

assess a 'Unit of
Work'
Rationale

Quality evidence

Satisfactory evidence

The unit of work meets the needs of

the student learning and works in
harmony with classroom /school
practices.

Satisfactory with assistance

Insufficient evidence despite

assistance

The unit of work identifies student and

community needs.

The unit of work is planned with some

consideration of student and school
needs

The unit of work has little connection

with the needs of student learning

Outcomes are identified and detail

appropriate strands and indicators
across 2 or more learning areas

Outcomes are indicated with indicators Outcomes do not address the

supplied.
requirements of the curriculum.

Outcomes

Outcomes are appropriate for learners

across 2 or more learning areas.
Learning outcomes are clearly
identified and integrated.

FORM B

ETP220

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Teaching Points

Relevant and thorough, insightful,

accurate and clear with explicit detail
throughout

Informative, accurate and clear with

appropriate levels of detail throughout

Greater detail in some areas would

have enhanced the overall
effectiveness of this unit

More information and detail was

needed throughout to ensure clarity,
relevance or accuracy

Sequence of
Learning

Very clearly communicated and

logically sequenced with explicit links
between learning concepts

Pre-service teacher is beginning to

Learning is sequenced satisfactorily.
connect lessons sequentially with
There is scope for greater clarity and
implicit learning concepts addressed at depth in some lessons.
each stage.

Lessons are fragmented and do not

explicitly connect learning concepts.

Assessment and/or rubric is well

designed and thorough in its coverage
of outcomes addressed.

Assessment and/or rubric is unclear

and does not identify how the students
have met the outcomes of the unit.

Assessment

Assessment rubric is comprehensive

in design and intuitive in its use.

Assessment of unit outcomes rubric is

satisfactory and identifies a number of
areas in which the student/s can
demonstrate meeting the learning
outcomes of the unit.

Mentor Teacher Comment:

Jamie's History unit was well researched and carefully planned. He catered for the range of learning abilities within the classroom, ensuring success was achievable to all. The
students were engaged by Jamie's explicit teaching and the independent learning opportunities he set. Jamie's rubric was clear and logical, allowing students to clearly establish goals
and personal benchmarks.
Please send a copy to the Preservice Teacher :

Date sent

21/10/14

Mentor teachers signature

Jenna McClaren

FORM B

Digitally signed by Jenna McClaren

DN: cn=Jenna McClaren, o, ou,
email=jennamcclaren@gmail.com, c=AU
Date: 2014.09.01 10:38:32 +09'30'

ETP220

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