STAKEHOLDERS

Pre-Service Teacher

School PST Coordinator

AITSL GRADUATE STANDARDS Standard 1 – Know students and

how they learn

Standard 1 .1 Physical, social

and intellectual development

and characteristics of students

1.4 Strategies for teaching

Aboriginal & Torres Strait

Islander students

AITSL GRADUATE STANDARDS Standard 2 – Know the content

and how to teach it

Standard 2.1 Content and

teaching strategies of the

teaching area Standard 2.4 Understand & respect

Aboriginal and Torres Strait Island

people to promote reconciliation

between Indigenous and non-

Indigenous Australians

AITSL GRADUATE STANDARDS Standard 3 – Plan for an

implement effective teaching and learning

Standard 3.1 Establish

challenging learning goals

Standard 3.5 Use effective

classroom communication

AITSL GRADUATE STANDARDS Standard 4 – Create and

Maintain supportive and safe learning environment

Standard 4.1 Support student

participation

Standard 4.4 Maintain

student safety

AITSL GRADUATE STANDARDS Standard 5 Assess, provide

feedback and report on student learning

Standard 5.1 Assess student

learning

Standard 5.4 Interpret

student data

AITSL GRADUATE STANDARDS Standard 6 Engage in professional learning

Standard 6.1 Identify and

plan professional learning

needs

Standard 6.4 Apply

professional learning and

improve student learning

AITSL GRADUATE STANDARDS Standard 7 – Engage professionally with

colleagues, parents/carers and the community

Standard 7.1 Meet

professional ethics and

responsibilities

Standard 7.4 Engage with

professional teaching networks

and broader communities

Supervising

Assisting

Skills of Mentoring

(P.Renshaw 2012)

VERBAL & WRITTEN

STRATEGIES

Email

Deakin Placement

Feedback Report

VISUAL STRATEGIES

Graphs / Pie Charts

/ Tables

NON-VERBAL STRATEGIES

Gestures

Active Listening

Scenario #1 – PRE SERVICE TEACHER Degree: Bachelor of Education Year: 4th

Gender: Female Emily is on her second placement in your classroom and is taking full control this week of your class. Last week you sat down with her to go through her planning and she had done an amazing job of planning for differentiated learners and had included lists of all resources required and given herself a timeline for the session. On paper her work is amazing but you have noticed this week that she gets quite flustered during the lessons and a lot of her planning seems to be forgotten. She often gets off track and seems to be running short of time each lesson due to her extensive explanations. Even after her mentor teacher has de-briefed with her at the end of each day and has provided Emily with detailed time management feedback the same mistakes are happening during most lessons.

Scenario #3 PRE SERVICE TEACHER Degree: Bachelor of Education Year: 2nd

Gender: Female Mimi has been in your Year 3/4 composite class for a few days now. She is extremely keen and sent you emails prior to beginning, has turned up early each day and is very enthusiastic. Mimi has however been coming to school in ripped denim each day and wore thongs to school today. The school has a ‘no denim’ dress code which was explained to Mimi prior to placement. The Assistant Principals also met with all the 2nd Year teachers and explained the school’s phone, privacy and Facebook policy. One of your students mentioned that she was also using her phone repeatedly while you were giving instructions this morning. At a party on the weekend one of the other teachers at the school overheard the student discussing one of the children in their placement class. You have also heard a report about the school being mentioned in a Facebook status in recent weeks.

Scenario #2 - ­ ­ PRE SERVICE TEACHER Degree: Masters of Teaching and Learning Year: 1st

Gender: Male When Billy first entered your Year 5/6 classroom he seemed very casual. He has been working in the area of Scientific Research in recent years and is now completing his Masters degree. Billy explains to you on day one that he wants to develop his behaviour management skills and refine his language that he uses during instruction. After the first lesson Billy came to you for feedback and you gave him some strategies around managing a few of the more challenging students in the group. Today Billy taught the first two sessions and remembered to use those students’ names when they needed to be reengaged and also showed confidence when providing one with a warning about his behaviour. He is now asking you again for some feedback on his lesson and his personal goals.

Scenario #5 PRE SERVICE TEACHER Degree: Bachelor of Education Year: 4th

Gender: Female Jessie attends an Assessment Circle with you. She brings a whole pile of notes with her. The focus for the circle is AITSL Standard 2 – Knowing content and how to teach it. When it is Jessie’s turn to share her experiences she talks about the relationships she has built with students in the classroom. She skims over the school’s literacy plan you provided her with and then outlines briefly the concepts covered while on her placement. Jessie forgets to show any of the resources she has brought along and is quite brief in her description of her work. Her focus was more on her relationship building rather than deeply thinking about how well she knew the content she was teaching.

Scenario #7 PRE SERVICE TEACHER Degree: Bachelor of Education Year: 3rd

Gender: Male

Jonathan is an extremely confident 3rd year student who is working in your Year 4 classroom. In his Assessment Circle this week he was meant to be focusing on Standard 4.5 – Use ICT safely, responsively and ethically. Jonathan was very eager to share a number of great Ipad apps. It seemed as though he may have been focusing on another standard and although there was some prompting during the discussion he was very fixed on just sharing the details of each app with the group. When this was mentioned in his feedback of his presentation he claimed that the group should have asked him about how he uses ICT ethically and responsibly so it was ‘out of his hands’.

Scenario #6 PRE SERVICE TEACHER

Degree: Bachelor of Education Year: 1st

Gender: Male Mike has only been in your Prep class for 3 days and has been observing you teach thus far. However he has been providing you with ideas for the next session after school each day and has been sharing some resources that he is familiar with. Mike has a copy of the graduate standards in his daily journal, which he has been writing in furiously at the end of each day. He has worked hard at getting to know the students and has been writing a reflective journal about how they best learn. Mike has also shared with you his own folder titled ‘planning’ which has some of the Vic Curriculum in it for foundation and he has requested copies of all of your planning for future reference.

Scenario #8 PRE SERVICE TEACHER

Degree: Bachelor of Education Year: 4th

Gender: Female Sally has shown great skills as a practitioner, particularly when teaching literacy. Her instructions and discussions of content are well suited to the level of your Year 3 class. She has shown a real knack for providing extension and support tasks throughout her lessons and also has well thought out lesson plans that are sequential and detailed. You approached Sally today to see if she may be interested in assisting with a school literacy intervention program one morning per week after her placement is complete. Sally declines and says she has a lot of university work to do in between placements.

Scenario #9 PRE SERVICE TEACHER Degree: Masters of Teaching Year: 4th

Gender: Female Sarah-­‐Beth has been a great addition to your team during

planning sessions and in day to day organisation. She often

asks a lot of questions and has been happy to work with the

three other teachers in your team. Sarah-­‐Beth was very

helpful with moderating some writing pieces as part of this

term’s sample collection. She has been team teaching with

you and has provided lesson plans to the whole team with

plenty of time for feedback. She has made alterations to her

plans as suggested. Sarah-­‐Beth loves to talk at the end of

each day about the successes and challenges and is eager to

do any extra jobs required of her to prepare for the next

day.

Scenario #10 PRE SERVICE TEACHER Degree: Health & PE Year: 3rd Yr

Gender: Male

You are hosting a 3rd year Health and PE teacher called Eric. You have requested that Eric give you his lesson plans two days in advance of the lessons. However, Eric has been consistently late with providing the plans. He has produced a range of excuses for not having the plans in on time. When you try to discuss this, Eric becomes upset and says that it is unreasonable to expect the plans in so early as that was not required on previous professional experiences. You also mention to Eric that he is not assessing the students deeply enough and that is must improve on his formative and summative assessment of the students. Eric disagrees and says that his parents are teachers so ‘he knows what he is doing’.

Scenario #11 PRE SERVICE TEACHER

Education Year: 2nd

Gender: Female Maria is a bubbly second year student who has been placed in your Year 5/6 classroom. She is very keen for the students to like her and has been spending her lunch times in the yard getting to know students. At times you have noticed Maria making physical contact with the students. You also overheard a conversation with her and a student discussing what you believe to be a domestic violence situation in the child’s home. Maria hasn’t come to you to talk about this yet.

Scenario #12 PRE SERVICE TEACHER

Education Year: 1st

Gender: Female You have just observed a lesson taught by Elizabeth,

your pre-‐‐ service teacher. The class was very noisy and

off-‐‐task during most of the lesson. However, Elizabeth

seemed oblivious to what was happening in the

classroom and did little to address the situation.

Although you expressed concerns with Elizabeth prior

to the lesson that the planned activities were not

appropriate to the knowledge and skill level of the

students she delivered the lesson as planned with no

changes made from your feedback. When you

approached Elizabeth to discuss the lesson, she became

angry and upset.