Year 3 – Second of two placements in the mid-stage of Professional Experience.

Please refer to the following guidelines but be aware the Professional Experience Office staff
welcome calls/email contact, particularly if you have questions

As a Pre-Service Teacher, you are expected to:

 take part in pre-placement and placement meetings with the university representatives;
 make contact with your school based coordinator prior to placement to discuss starting details
and expectations;
 ensure your first meeting with your mentor teacher/team clarifies teaching time and specific
expectations for the placement;
 learn about the context of the school, its culture, community and values;
 understand and follow all school based expectations;
 set learning goals based on the Australian Professional Standards for Teachers and collect
evidence of having attained them;
 document all lesson plans and discuss content and planning approaches prior to and after
classes;
 be actively involved in the school community (yard duty, professional learning activities etc.);
 be open and proactive about collecting feedback from students, mentors and other colleagues;
 reflect in order to monitor progress, identify learning needs and interests and critically examine
teaching practice;
 keep a copy of the completed Professional Experience Report.

As a School Mentor teacher, you agree to:

 meet with the PST to discuss professional goals and expectations;
 support the PST by welcoming them to the school introducing them to students and colleagues,
providing resources, workspace, timetables, policies and curriculum materials;
 arrange regular meeting times with the PST to discuss lesson plans, offer support and reflect on
progress;
 share personal professional knowledge/readings, teaching experiences and passion for teaching;
 offer both written and verbal feedback in a timely, ongoing manner;
 pose thoughtful, open questions to encourage the PST to think about their practice and justify
their actions;
 be involved in the PST’s final assessment by completing the report, sharing the contents, having
the student sign off and ensuring that he/she takes a copy and that the school based coordinator
is able to return the evaluation form to the Professional Experience Office as soon as possible
after the placement.
By completion of this placement, the PST is expected to have:
 observed a range of students in different contexts and subject areas;
 planned and assessed sequential units of curriculum so that student learning is effectively conceptualized,
evaluated and organized;
 discussed lesson plans with their school mentor teacher/s prior to each lesson as well as after;
 reflected on their strengths and future needs as learners and teachers;
 familiarised themselves with the school policies and practices;
 engaged in extra-curricular activities, attended meetings and become familiar with the diversity of roles and
expectations of being a teacher;
 reflected on their learning and researching questions as they arise;
 continue to develop a professional portfolio that provides evidence of professional knowledge, professional
practice and professional engagement based on the Australian Professional Standards for Teachers
(Graduate)

The Coordinator is asked to:

 allocate pre-service teachers to appropriate supervising teachers;
 meet with pre-service teachers at the beginning of the placement and provide them with information
relating to the school procedures, programs and administration;
 provide pre-service teachers with information about what materials and resources are available within the
school to assist their planning and teaching;
 receive and distribute Deakin University material;
 see each pre-service teacher and provide them with feedback if possible;
 ensure that assessment and report forms are completed, discussed with the pre-service teacher and then
email back to Deakin University at the conclusion of the placement (please keep a copy for school records);
 ensure that any days a pre-service teacher is absent are made up;
 contact Deakin University if a pre-service teacher fails to attend at all, is absent for more than 2 days, is likely
to receive an unsatisfactory or “at risk” report or is experiencing difficulties;
 forward the claim forms for payment to Deakin University Professional Experience Office

Supporting Professional Experience “At Risk” or “Unsatisfactory”

Deakin has developed the Pre-service Teacher at Risk Procedure. This process is to be used only when a PST has
been identified as being ‘at risk’ of failure during placement.
1. Mentor teacher identifies the likelihood of an “At Risk” or “Unsatisfactory” assessment and contacts the School
Based Coordinator (SBC).
2. The SBC arranges a visit from a Deakin representative as soon as possible.
3. Shared consultation and support for all stakeholders offered with direction to continue or options.
4. A Deakin representative must be engaged before an “At Risk” or “Unsatisfactory” assessment can be recorded.ded.
Deakin will conduct a formal review process for every pre-service teacher deemed “At Risk” or “Unsatisfactory”.
A Deakin representative will be available “at call’ every placement. Every pre-service teacher will meet with a Deakin
representative at least once for every placement from the beginning of second year

Assessing the PST and completing the Report Form

 The Report Form includes criteria that are aligned with the Australian Professional Standards for Teachers
(Graduate).
 Report Forms must be completed before the end of the placement. Mentor Teachers should arrange a
meeting with the PST to discuss the feedback and PSTs should complete a personal reflection on their
learning during the placement.
 The PST should be assessed against the expectations for a competent beginning teacher in a school at the
completion of their placement.
 Report Forms must be promptly returned within one week of the completion of the placement, to the
Professional Experience Administrator at Deakin University, located at the Professional Experience Office
Year 3 – Mid Stage of
Professional Experience Office
Professional Experience
Faculty of Arts and Education
ETP 302 (10 consecutive days) Deakin University
221 Burwood Highway
Theme for the Practicum – Curriculum BURWOOD VIC 3125
Inquiry – Students will examine why the Return email ETP302
rationale of any curriculum is central to sandra.collinson@deakin.edu.au
all educational practice. Phone 9244 6993

PLACE CURSOR ON EACH GREY FIELD AND KEY IN THE RELEVANT DETAILS

Pre-service teacher name: Lucy Walton Deakin PST #:

School: Old Orchard Primary School ABN:

School
School Coordinator of pre-service Debbie Strike Year level/s: 2
teachers:
Name of supervising teacher: Heidi Kelly Total number of days: 10
Dates of attendance: 31-7-17 – 11/8/17 Dates absences made up:

Date of absence: 8-8-17

Guidelines for using this report form:

This is the pre-service teacher’s fourth experience in a primary education setting. Supervising
teachers should review the expectations laid out here with pre-service teachers on or before day
one of their placement. The main focus of this practicum experience is to continue the
development of their pedagogical repertoire and the design, implementation and evaluation of
curriculum, which is reflective of their professional philosophy.
The pre-service teachers will require guidance and support. The experience should begin with
observation of supervising teacher, supervision of learning activities set by supervising teacher
and move quickly to preparing and teaching for two lessons per day and move toward full control
for a day by end of the placement. Supervising teachers may wish to comment on whether the
pre-service teachers have taken up opportunities to assist and learn in both the classroom
learning routines and school activities. The information in this report should refer to the degree to
which the pre-service teacher has embraced the role of teacher in the primary learning
environment but focus on their use of curriculum documents to develop individual lesson plans,
units and weekly planners.
This report should be used as a catalyst for constructive discussion and be completed by the supervising
teacher in consultation with the pre-service teacher.
 * In each rubric, codes are used to identify the domain, standard and focus from the AITSL National
Professional Standards for Graduate Teachers to which the attribute can be associated.

Professional Knowledge – Mid Stage – Fourth Interaction with students and teachers.
Please click on the appropriate check box to make one selection only for each standard. Simply click again if you wish to remove
the check.

CRITERIA No opportunity Needs work Meets Exceeds

to observe on meeting expectations expectations
expectations

plans curriculum taking into account the physical, social and

intellectual development and characteristics of students and
how these may affect learning 
PK1.1, PP3.2
plans curriculum to embrace the diverse linguistic, cultural,
religious and socioeconomic backgrounds of their learners 
PK1.3, PK1.4, PP3.1, PP4.1
understands how students learn and the implications for
teaching 
PK1.2
plans curriculum that promotes reconciliation between
Indigenous and non-Indigenous Australians NA
PK2.4
demonstrates knowledge and understanding of the concepts,
substance and structure of content of teaching area 
PK2.1
utilises effective pedagogical approaches specific to the
content area being taught

PK2.1

Comments

Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
Going into grade 2 from my previous placement in grade 6 was completely different, like any grade is. I had
to learn all the students, their names, their interests and their learning styles. Which I believe I tried to do as
quickly as possible. Learning names I try to learn on the very first day by lunchtime and I believe I might
have achieved this. I believe I tried to create lessons that were engaging and at the same time appropriate
to the level of the students, taking into account those who are higher or lower level than average. I have
worked with students individually who needed extra support and tried my best to accommodate them. I
have loved the different talents in the classroom, even if it has posed as a challenge I have enjoyed being
tested to teach such a wide ray of different learning styles and individual needs.

Teacher Comment, including impact on student learning (space will expand as you add text)
Lucy has been very pro-active in developing a positive rapport with all the students in 2HK. She quickly
recognised individual learning needs within the class and structured her lessons to accommodate individual
students and their learning styles.
As well as working with 24 students (including 2 International students) in 2HK Lucy has also worked with a
number of Grade 1 and 2 students across the level in our ‘Mixed Up Maths’ and ‘Mixed Up Fine Motor ‘
groups. In the Maths groups Lucy planned for and taught the group independently and during fine motor
groups Lucy researched different activities and introduced a new activity to our fine motor rotation.

Professional Practice – Mid Stage – Fourth interaction with students and teachers.

CRITERIA No Needs work Meets Exceeds

opportunity on meeting expectations expectations
to observe expectations

demonstrates empathy, and a positive regard for and rapport with

learners 
PP3.5, PP4.1, PP4.4, PE7.1
is aware of and can use a range of strategies to establish a positive
and inclusive learning environment 
PP3.3, PP4.1
establishing challenging learning goals.
PP3.1

plan lesson sequences consistent with relevant curriculum
statements and frameworks 
PP3.2
is aware of and can use a range of resources, including ICT, to
engage learners 
PP3.4, PP4.1, PP4.4
use ICT and other learning technologies safely, responsibly and
ethically 
PP4.5, PP4.4 PP3.4, PP4.1
implements classroom management routines and practical
approaches to manage challenging behaviour 
PP4.2, 4.3
is aware of and uses a range of strategies to challenge learners in
their thinking and skills 
PP3.1, PP3.3
evaluates to improve teaching programs
PP3.6 

Comments

Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)

In 2HK I have built positive teacher student relationships with all the students within the classroom. I have planned activities to
meet their needs and interests. I tried my best to create an environment that was inclusive of all students and activities where no
student would be left out. It was a challenge including different students needs, Eg, Jehovah witness. Challenging the students
who are above average in their learning was really fun as I could plan different activities for all those students as well as the
average level of students and those who are below average. I also had a chance to plan lesson sequences that were consistent to
the relevant curriculum and it was great seeing the student’s knowledge at the start before I taught the topic and the student’s
knowledge after the lessons that I taught. It’s really rewarding to see this growth as a pre serviced teacher.

Teacher Comment, including impact on student learning (space will expand as you add text)
Over the course of Lucy’s teaching placement in 2HK she has planned, organised, taught and assessed a
series of Maths lessons about fractions. When organising resources for her lessons Lucy was very creative
and made up her own open-ended fraction activity to follow on from the picture book she was reading
called ‘Full House’. She also made up a very realistic looking pizza for a fraction activity and even went to
the trouble of finding a real pizza box to display it in! Lucy also conducted pre and post assessments on the
student’s knowledge of fractions.
I have also been impressed with Lucy’s use of ICT in the classroom. She is very capable with ICT and is able
to pick up an iPad, laptop or work on the Interactive Whiteboard (IWB) without any assistance or
instruction. Lucy was also very eager to learn about the Robotic Mice and different websites we use to
teach coding in Grade 2.
As well as teaching Maths lessons Lucy participated in and taught a number of Literacy lessons
incorporating reading, writing, grammar and spelling. When planning for Literacy groups Lucy was very
happy to pitch in and help with the preparation of resources including: re-designing and making a ‘Main
Ideas’ board game which was a time consuming task. She also created activity sheets, found books related
to our Inquiry Unit to share with the class and modeled the use of particular apps on the iPads, e.g. Explain
Everything. Lucy also spent a lot of her own time researching fun and engaging activities for the students
(including going to other school libraries for resources), e.g. the students created a doll out of recycled
materials that they brought in from home. Lucy sent a note home to the parents asking them to send in
recycled materials to make the dolls, she made her own doll to model the activity for the students, worked
out what sort of glue the students would need to adhere the different items to their dolls, made up a simple
design brief for the project and then taught and evaluated the lesson.
Professional Engagement – Mid Stage – Fourth Interaction with students and teachers.

CRITERIA No opportunity Needs work on Meets Exceeds

to observe meeting expectations expectations
expectations

demonstrates an understanding of the complex nature of the

learning community and the teacher’s role 
PE7.2, PE6.1
performs in a manner that demonstrates a willingness to become
a member of the teaching profession 
PE7.1, PE7.2
demonstrates an understanding of professional engagement and
conversation as an integral part of the learning process for
teachers 
PE6.2, PE6.3, PE7.1
applies the key principles described in codes of ethics and conduct
for the teaching profession 
PE7.1, PP4.3
engage with parents/carers
PE7.3 

Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
Ever since my first day of school in prep I knew I wanted to be a teacher. My mother is a teacher and I
have always gone to her school on curriculum days and now that I’m not at school myself I go often to
help my mum out in a classroom. My mum often tells me why do you want to be a teacher? When you see
all the work and time that I spend? And I always reply because I love it!
I understand the complex nature of teaching and I’m excited to be able to do this job in my years to come.
I believe I have tried my hardest to show that I’m willing to become a member of a professional teaching
team by using my initiative and helping where needed.
I have tried my best to engage with parents but it has been difficult because a lot of the parents don’t
come into the classroom so there is no chance to engage but when they come in for literacy groups I make
an effort to introduce myself and to say hello.

Teacher Comment, including impact on student learning (space will expand as you add text)
Throughout her teaching placement Lucy has been very friendly and approachable and she easily initiates
conversations with staff, parents and students.
During her placement Lucy attended a professional learning session about OH&S issues and effective feedback and
assessment. She also attended the school production of ‘Peter Pan’ and assisted staff behind the scenes.
Lucy very willingly shared lesson ideas, resources etc. with the 1/2 team and quickly became an invaluable member
of the teaching team.
 Reflections (completed by pre-service teacher): Areas of strength, areas needing development

I have loved my time in 2HK and I have been spoilt by Heidi and the students with all the love they gave
me and support and even gifts and cards at the end of the placement. I will definitely be coming back into
2HK (if they will have me  ) and I will be helping out as much as I can because I thoroughly enjoyed
spending time in this classroom. I have tried my hardest to improve my teaching practice and incorporate
more ICT, which was a section for improvement listed in my last placement at Old Orchard. I believe I
have done this successfully by using Ipad’s, the interactive whiteboard and computers.
I have enjoyed planning lessons for 2 HK because of their creative minds, especially the one on Reduce,
Reuse and Recycle, when the students made little characters out of recycled materials from home. They
looked absolutely fantastic! I have also helped them learn a song to sing at assembly in the coming week
and I’m so excited to see how they go!
I will continue to focus on ICT, Behaviour Management skills and adapting and collecting new ideas for my
future teaching practices.

I’m so thankful for 2HK for teaching me so much and helping me to improve and to become a better
teacher in the future.
Thank-you 2HK and Heidi.

General Comments (completed by supervising teacher): Areas of strength, areas needing development
It has been a delight having Lucy in 2HK. From the moment I received an email from Lucy asking to set up a pre-
placement visit I was very impressed by her organisational skills and extremely positive attitude.

Lucy very quickly established a positive rapport with the students in 2HK and was able to recognised any social
concerns/issues that the students were having. She was pro-active in stepping in and offering to assist the students
to find an appropriate solution to their individual problems.

Lucy has been a hardworking, creative and professional pre-service teacher. She will be an asset to any primary
school or educational setting and I wish her all the best for her future teaching career. Best of luck Lucy!

General Comments (completed by School PST Coordinator):

 In relation to the relevant developmental stage and in response to the comments made above
please tick the appropriate comment for this pre-service teacher.

 Has exceeded the expectations for this Professional Experience

Has satisfied the expectations for this Professional Experience

Is at risk, having fulfilled some but not all expectations for this Professional
Experience
Will require support to meet the expectations of the next placement.

Has not satisfied the expectations for this Professional Experience

Signature of pre-service teacher coordinator: Debbie Strike

Date: 11/8/17

Signature of pre-service teacher: Lucy Walton

(verifying they have sighted this report)

Date: 14/8/17

“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”

Signature of supervising teacher: Heidi Kelly

Date: 11/8/17