Form A

Faculty of Education and Arts

Professional Experience Assessment Report —
Diversity Placement

Course Code: EEBED3106

Section 1—Placement Details
Admin Only FDL CRA DBase
Program Details
Program Name Bachelor of Education F-6

Course Name Professional Placement C

Campus My Helen Year Level 3

Method Areas (Sec Only) 1. 2.

Pre-Service Teacher (PST) Details—to be completed by PST (Student)

PST Name Gemma D'Albora

Student Number 30318449 PST Telephone 0435335354

PST FedUni Email gemmadalbora@students.federation.edu.au (e.g. jsmith@students.federation.edu.au)

FedUni Mentor Name Tessa Calder No. of days completed

Absence Dates Make-up Dates

Federation University Contact Details

Placement Team Professional Experience Office, Faculty of Education and Arts, Federation University, PO Box 663 Ballarat 3353

Email sea.professionalexperience@federation.edu.au

TO BE COMPLETED BY MENTOR TEACHER (MT) OR SUPERVISOR OR SPEC

Placement Details  PLEASE NOTE: School Professional Experience Co-Ordinator will be abbreviated to SPEC when required

Supervisor Name Sarah Butler

School / Centre YMCA Anglesea Recreation Camp

Supervisor Email sarah.butler@ymca.org.au

SPEC Name (If applic)

No. of days completed 15 days Focus Age Level/s Grades 3-9

TO BE COMPLETED BY MENTOR TEACHER (MT) OR SUPERVISOR ON

Professional Experience Final Assessment COMPLETION OF PLACEMENT (Cont. from Final Evaluation—Part 3 

Final Overall Assessment S = At Least 4 Professional Standards at Satisfactory level on Assessment Grid—p5 & 6 (Please tick one box)

Satisfactory Y Unsatisfactory

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Section 2—Placement Information
Pre-Service Teacher (PST) Educator/Supervisor (MT)
Congratulations on your placement You have been allocated a Pre-Service Teacher (PST) from
Federation University
Please complete the Pink shaded sections within this The Pre-Service Teacher will have emailed the Professional
Assessment Report, and follow the stepped process below Experience Report to the contact at your organisation. This
report is to be completed digitally. Please complete the Blue
shaded Sections within this assessment Report and follow the
Stepped Process
process below

Initiate contact with the organisation’s Stepped Process

1 Co-Ordinator to introduce yourself and
request contact details for your Educator/
The PST will download this Assessment Report
Supervisor 1 from FedUni Online (Moodle)
Prior to placement,
2 Complete Section 1 of this 2 The PST will complete their details in Section 1 of
Assessment Report this report

Complete Pre-Placement You will receive this Assessment Report from the
3 Co-ordinator/PST on day one of placement.
3 requirements in your PST
Please note the assessment is against selected
Learning Log (Form B)
sections of the Professional Teacher Standards

Email a copy of this Assessment

4 report to the organisation’s
Please retain this Assessment Report for the du-
ration of the PST’s placement. During the place-
Co-ordinator
ment complete each section of the Report and
discuss with your PST.
The Co-ordinator will
4 Should you have any concerns or questions re-
5 forward this document to
garding the readiness capacity of your PST or the
placement process, please contact the FedUni
your Educator/Supervisor (if appl)
Mentor in the first instance. Admin queries
should be directed to
sea.professionalexperience@federation.edu.au
You will retain this Assessment
Report for the duration of your
6 Professional Experience placement
Email this completed Assessment Report to your
During this time you are expected to
Co-ordinator (for sighting) and PST at the email
complete all components of your
Learning Log (Form B) 5 address they have provided in Section 1
The Report should be discussed with the PST
prior to forwarding
Your Co-ordinator will sight and email
you the completed report at the end of
7 your placement. The school/ The Co-ordinator will forward this report to
Organisation will cc the FedUni
6 FedUni and the PST.
Professional Experience team
The PST will upload this completed Assessment
Report, along with any other documentation to
Upload this completed Assessment 7 FedUni Online (Moodle)
Report and your PST Learning Log (Form B) to
8 FedUni
Online (Moodle – Professional
Experience EDARTS) within one week On behalf of Federation University. Thank you for undertaking
of placement completion the role of Mentor Teacher. Your role in the professional
learning of the Pre-Service teacher is highly valued and an
integral component of teacher education

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Section 2—Placement Information cont.
Context and Aims
Practical teaching experience is an integral component of the FedUni Education Programs. Given that the nature of this placement is
centred on the premise of diversity, it is important for the PSTs to develop an understanding of the diversity of learning that is possi-
ble. With the selection of appropriate teaching approaches and resources, PSTs draw on their understanding of how to present con-
tent and facilitate learning processes to motivate and engage learners regardless of setting.
During this placement course PSTs will demonstrate professional teaching competencies and abilities such as: *working collabora-
tively with supervisors and other members of the setting to contribute to the general well-being of learners; *an understanding of
learners and an ability to respond to their needs; *a willingness to work within the legal and ethical requirements of the setting.
It is anticipated that Educators/Supervisors will share their own experience with PSTs and through feedback, provide ongoing guid-
ance. During the professional experience placement, PSTs will observe the educators in the setting, using the tasks from the Stand-
ards to critically reflect in an online journal. By the end of this placement, they should apply knowledge and skills as set out below
and in consideration of the Professional Standards for Teachers.

As a Pre-Service Teacher (PST) you As a Mentor Teacher

are expected to:
1. Email the Professional Experience Assessment report to
the Educator/Supervisor at the commencement of the
placement.
2. Complete all tasks as outlined in the PST Learning Log
(Form B)
3. Systematically document evidence related to the com-
pletion of each learning task chosen. Discuss with your
Educator/Supervisor to ensure they align with the
placement context.
4. Be actively involved and engaged from the beginning.
This means roving the learning space, joining small
groups, sitting with a nominated student and assisting,
as well as participating in any helpful way as directed
by the Educator/Supervisor.
5. Provide the Educator/Supervisor with all documenta-
tion related to the placement in a timely manner.
6. Bring learning and completed tasks to share at post
placement reflection session with peers and lecturers.
At completion of the placement PST’s are
expected to have:
1. With the guidance and support of their Supervisor,
participated in all activities to support the learning in
the setting; further, to have reflected upon the place-
ment in an online journal and discussed this with the
Educator/Supervisor.
2. Demonstrated an ability to establish clear and achieva-
ble learning goals for students.
3. Evaluated student work samples and responses.
4. Practised teaching and put into practice feedback re-
garding personal teaching performance from MT as
well as self evaluation.
5. Set personal learning goals and document evidence of
professional practice, professional knowledge and pro-
fessional engagement as articulated in the Australian
Professional Standards for Teachers (Graduate Level)
you agree to:
1. Support the PST's development through active partici-
pation in the learning setting.
2. Assist PST development through reflective discussions
(formal and informal).
3. Complete a mid-placement evaluation and a final eval-
uation with consideration of the Professional Stand-
ards.
4. Provide written feedback on any planned activities or
lessons taught by the PST.
5. Assist the PST in setting and addressing learning goals.
6. Provide feedback to the PST to support their under-
standing of the Professional Standards.
7. To further support the development of learning out-
comes for PSTs, Federation University has developed a
Student At Risk Procedure (STAR). This process is to be
used when a PST has been identified as being ‘at risk’
of failure during placement, or requires additional sup-
port for early intervention. The process provides direct
support for the Mentor Teacher, the school/centre and
the PST to develop and implement a clear plan of ac-
tion. Initial contact concerning possible failure should
be made to the FedUni Mentor as soon as possible.
8. Monitor and guide the PSTs in the completion of their
PST Performance Assessment (Form B).
9. Complete the assessment of the placement and pro-
vide feedback to the PST concerning the placement,
allowing time for the PST to reflect on the assessment
and to clarify recommendations made.

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Section 3—Evaluation

Part One / Mid-placement Evaluation  COMPLETED BY EDUCATOR/SUPERVISOR

Task Y/N Dated

Professional Experience Assessment Report received via email from Pre-Service Teacher (PST) y
PST has discussed the identified learning tasks to be completed and recorded these in Form B y

Two (2) learning Goals discussed with PST and documented by PST - (refer to Form B Section 4) y
Focus descriptors for Professional Standards discussed y
MT/Supervisor Mid-Placement reflection completed and discussed (by end of Week 1) y
PST Mid-Placement reflection documented in Form B (by end of Week 1) y
MT/Supervisor End of placement reflection and overall assessment discussed y
PST End of placement reflection documented in Form B (by end of placement) y

Part Two / Mid-placement Evaluation  COMPLETED BY EDUCATOR/SUPERVISOR

Based on:
 Your discussions with the PST
 Observations of their teaching
 Feedback concerning completed learning tasks
 Progress towards addressing Final Evaluation Focus Areas

Please comment on the progress this PST is making and note areas for future learning and development.
Gemma has been applying herself well in our environment so far. She has observe multiple lessons
and is beginning to feel more confident in delivering instruction to students and helping them to
achieve tasks set.

Gemma and I discussed taking her delivery of instruction further and to begin implementing the
following things;
* Positioning herself well in front of a group (ie. standing with her facing the sun, gathering students in
a circle, etc)
* Talking confidently, planning what to say before delivering.
* Taking initiative to learn new activities and content

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Final Evaluation—Part 1
Professional Standards Report  COMPLETED BY EDUCATOR/SUPERVISOR
At the completion of the Professional Experience, please complete this Final Evaluation by placing a tick in the appropriate column to
indicate the level of development demonstrated by this PST appropriate to a third-year PST). For each focus area, the developmental
indicator for satisfactory is listed below each focus area. This evaluation should be used when considering assessment in Section 1.

To achieve a PASS on each standard the PST must meet at least an achieved level on the required number of identified focus areas.

Key for assessment: A = Achieved D = Developing N = Not Satisfactory N/A = Not Applicable

Overall award for each Standard: refer to Algorithm in each Standard

Refer to the relevant Assessment Rubric for Mentor Teachers in the Professional Experience Program and Assessment Matrix document
provided with confirmation of the PST placement to guide completion of the assessment grid below.

Professional Knowledge
1 Know students and how they learn A D N N/A
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs
1.3 of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Comments Algorithm: a Pass = No “N”s Award for Standard 1: Passed Y/N y

1.3=Developing (sorry, I wasn't able to type in the boxes above)

2 Know the content and how to teach it A D N N/A

Demonstrate knowledge and understanding of the concepts, substance and structure of the content
2.1 and teaching strategies of the teaching area

Comments Algorithm: a Pass = No “N”s Award for Standard 2: Passed Y/N y

2.1=Achieved
Professional Practice
3 Plan for and Implement effective teaching and Learning A D N N/A
Set learning goals that provide achievable challenges for students of varying abilities and characteris-
3.1 tics.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Use teaching strategies: Include a range of teaching strategies.

Demonstrate a range of verbal and non-verbal communication strategies to support student engage-
3.5 ment.

Comments Algorithm: a Pass = No more than 3 “D”s & No “N”s Award for Standard 3: Passed Y/N y

3.1= A, 3.2=A, 3.3=A, 3.5=A

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 4 Plan for and Implement effective teaching and Learning A D N N/A
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

Describe strategies that support students' wellbeing and safety working within school and/or system,
4.4 curriculum and legislative requirements.

Comments Algorithm: a Pass = No more than 2 “D”s & No “N”s Award for Standard 4: Passed Y/N y

4.2=A, 4.3= D, 4.4=D

5 Assess, provide feedback and report on student learning A D N N/A

Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, form-
5.2 ative and summative approaches to assess student learning.

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to stu-
5.3 dents about their learning..

Comments Algorithm: a Pass = No “N”s Award for Standard 5 Passed Y/N y

5.2=D, 5.3=D

Professional Engagement
6 Engage in professional learning A D N N/A
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Comments Algorithm: a Pass = No “N”s Award for Standard 6: Passed Y/N y

6.3=A

7 Engage professionally with colleagues, parents/carers and the community A D N N/A

Understand and apply the key principles described in codes of ethics and conduct for the teaching
7.1 profession.

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

Comments Algorithm: a Pass = No “N”s Award for Standard 7 Passed Y/N

7.1=D, 7.3=D

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Final Evaluation—Part 2
 COMPLETED BY EDUCATOR/SUPERVISOR
At the Completion of this placement, please provide comment on:
 The PST’s contribution to the classroom in light of the Threshold Learning Outcomes
 Their performance with reference to the completed Final Evaluation—Part 1
 Future goals for learning and teaching

Recommended goals (3 suggestions for future development)

Learn as much as you can from other teachers. If you are open to learning from other staff and
1 continuing to learn, you will become a brilliant teacher!

Continue to develop your knowledge and strategies for working with students with challenging
2 behaviours.

Learn about your students and tap into their prior knowledge, it is so powerful in continuing a
3 students passion for learning.

General Comments

Gemma developed so much over the 15 days teaching with us. She has achieved her goal of
speaking more confidently in front of students and other teaching staff. Gemma was able to adapt her
teaching style for differing age groups and abilities and I valued the way she approached our ever
changing teaching space. Best of luck Gemma in your teaching career!

Final Evaluation—Part 3
 COMPLETED BY EDUCATOR/SUPERVISOR
1. Complete the “final Overall Assessment” panel in Section 1 (first Page) of this report
2. Email this completed Assessment Report to the Coordinator who will sign and forward to the PST and
FedUni Professional Experience Team at sea.professionalexperience@federation.edu.au

On Behalf of the Professional Experience Team at Federation University

we thank you for your time and contribution to the teaching profession.

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