Professional Experience Teacher Report Form
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4FACULTY OF EDUCATION AND SOCIAL WORK
BEd Primary Year 4
BEd Secondary HMHE Year 3
BEd Secondary Combined Degrees Year 4
BEd Secondary Combined Degree (TESOL) Year 5
Master of Teaching (Primary/Secondary) Year 2
BEd Secondary: Aboriginal Studies Year 4
PROFESSIONAL EXPERIENCE REPORT
GRADUATING PRESERVICE TEACHER
NAME:
DATES:
________________________________________________________________________________________
_____________________________________________________________________________
SCHOOL:
NO. OF DAYS:
__________________________________________________________________________________
_________________________________________________________________
(including pre-placement days)
•
SECONDARY: CURRICULUM AREA(S):
____________________________________________________________________________________________________________________
•
PRIMARY: CLASS/GRADE:
____________________________________________________________________________________________________________________________________________
SUPERVISING TEACHER(S):
______________________________________________________________________________________________________________________________________________
The Graduating Preservice Teacher Report is structured in terms of the National Professional Standards for Teachers:
Graduate (AITSL). Standards and Focus Areas are listed below.
– The overall grade for assessment of the Professional Experience is either ‘Satisfied Requirements’ [R] or ‘Fail’ [F].
– Each Standard and Focus Area within the report needs to assessed as: ND: Not Developed, D: Developed. Assessment
judgement is to be guided by Graduate Stage indicator statements suggested for each Standard within the Evidence Guide
provided in the Handbook.
| ND = Not Developed | D = Developed
STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN
ND
D
1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics
• •
of students and how these may affect learning.
• •
1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for
teaching.
• •
1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic
• •
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific
• •
learning needs of students across the full range of abilities.
• •
1.6.1 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that
support participation and learning of students with disability.
Comments:
Return copy of report form to: Office of Professional Experience, Room 604, Lvl 6, Faculty of Education and Social Work,
Education Building A35, Manning Road, The University of Sydney NSW 2006
ORIGINAL - PRESERVICE TEACHER
COPY - UNIVERSITY
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