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    Pe3 Report Extract

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    api-296157141
    This document contains standards and focuses for professional practice during a teaching placement. It evaluates a student teacher across several focuses related to planning, implementing, and assessing teaching. The student must not receive a failing grade for any focus or more than one grade of 'D' to pass the placement. One section provides an example evaluation, praising the student for developing lesson plans after getting to know the students and individualizing tasks based on student needs and abilities. The colleague teacher comments the student adapted plans from previous coursework and was attentive to inclusive practices.

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    Pe3 Report Extract

    Uploaded by

    api-296157141
    126 views1 page
    This document contains standards and focuses for professional practice during a teaching placement. It evaluates a student teacher across several focuses related to planning, implementing, and assessing teaching. The student must not receive a failing grade for any focus or more than one grade of 'D' to pass the placement. One section provides an example evaluation, praising the student for developing lesson plans after getting to know the students and individualizing tasks based on student needs and abilities. The colleague teacher comments the student adapted plans from previous coursework and was attentive to inclusive practices.

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    This document contains standards and focuses for professional practice during a teaching placement. It evaluates a student teacher across several focuses related to planning, implementing, and assessing teaching. The student must not receive a failing grade for any focus or more than one grade of 'D' to pass the placement. One section provides an example evaluation, praising the student for developing lesson plans after getting to know the students and individualizing tasks based on student needs and abilities. The colleague teacher comments the student adapted plans from previous coursework and was attentive to inclusive practices.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    126 views1 page

    Pe3 Report Extract

    Uploaded by

    api-296157141
    This document contains standards and focuses for professional practice during a teaching placement. It evaluates a student teacher across several focuses related to planning, implementing, and assessing teaching. The student must not receive a failing grade for any focus or more than one grade of 'D' to pass the placement. One section provides an example evaluation, praising the student for developing lesson plans after getting to know the students and individualizing tasks based on student needs and abilities. The colleague teacher comments the student adapted plans from previous coursework and was attentive to inclusive practices.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    Professional Practice

    Demonstrates a growing capacity to plan, implement and assess for effective teaching and learning
    as well as maintain a safe and supportive learning environment
    S T A N D A R D 3: P L A N F O R A N D I M P L E M E N T E F F E C T I V E T E A C H I N G A N D L E A R N I N G
    In order to successfully pass PE3 students must not receive F for any Focus or more than one D for any one Standard

    PE3 Evidence
    Focus 3.1 Establish challenging teaching and learning goals
    Developmental indicators:
    In collaboration with colleague teacher, establish learning goals that are achievable
    for individuals, groups and the whole class
    Ensure learning goals reflect relevant curriculum documents

    Focus 3.2 Plan, structure and sequence learning programs


    Developmental indicators: Demonstrates well-developed organisational and planning
    skills, including:
    having written or typed lessons planned (on an agreed proforma)
    planning discussed with and approved by the colleague teacher prior to delivery
    planning demonstrates a sound knowledge of content, student learning and
    effective teaching strategies
    consistently reflects on teaching sessions and, where relevant, implements
    necessary changes for subsequent learning experiences

    :;

    Focus 3.3 Use teaching strategies


    Developmental indicators:
    Demonstrates the ability to explore, trial and reflect on the use of a variety of
    questioning techniques
    In collaboration with the colleague teacher, effectively engages a range of teaching
    strategies

    S3

    Focus 3.4 Select and use resources


    Developmental indicator: In collaboration with colleague teacher, selects and uses
    appropriate resources to meet all students' learning needs

    Focus 3.5 Use effective classroom communication


    Developmental indicators:
    Is able to communicate using grammatically correct language in both oral and
    written situations
    Uses appropriate language with staff and students
    Uses appropriate pitch, pace, volume and projection of voice
    Gives instructions/directions/explanations clearly
    Demonstrates a capacity to use effective questioning techniques such as openended questions
    Demonstrates a developing discourse commensurate with the profession

    Focus 3.6 Evaluate and improve teaching programs


    Developmental indicator: In collaboration with the colleague teacher, begins
    developing evaluative tools and strategies aimed at improving teaching practice and
    student learning

    Focus 3.7 Engage parents/carers in the educative process


    Developmental indicators:
    In collaboration with the colleague teacher, develops strategies for involving
    parents/carers
    Demonstrates an ability to communicate with parents/carers in ways that support
    student learning

    Colleague Teacher comments (box will expand as you type if using an electronic form. Otherwise, feel free to attach additional pages if required
    Felicity is using a planning document that was adapted from a unit that she undertook in her first year of her degree. In this document, she identifies
    clear learning outcomes, an introduction to the lesson, the main teaching points, the conclusion and also which assessments the tasks are leading
    into. She developed these plans one week into her professional experience, after she had begun to form relationships with the students.
    Felicity was particularly aware that some tasks do not work with some students and adapted her lesson plans to suit each individual class. She has a
    strong interest in how students learn and sought out the Indiviudalised Education Plans for the students with disabilities, so that she could plan tasks
    for them, which were both accessible and inclusive.

    41P a g e

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