GDip(Tchg)
2014
GDip Teaching Experience—FORMS
Primary and Secondary
Te Whānau o Ako Pai
Forms for Teaching Experience
Form ID
Title
Completed
by
Due by
Notes
2013.A.1.1
Lesson Assessment of Student Teachers
by Associate Teacher – TE1
Associate
Teacher
Weekly
2013.A.2.1
Lesson Assessment of Student Teachers
by Associate Teacher – TE2
Associate
Teacher
weekly
2013.A.A.2
Summary of Progress: Weeks 1–2
Teaching Experience
Associate
Teacher
End of
Wk2
2013.A.A.5
Associate Teacher/Visiting Lecturer Report
Associate
Teacher
Last week
of TE
2013.P.A.1
Teaching Experience Log Primary
Student
End of TE
2013.A.A.1
Observation of Associate Teacher by
Student Teacher
Student
Not submitted – for use in AT
/student Teacher discussions
only
2013.A.A.3
Interim Report
Student
End of
Wk2
To be filled in
throughout TE
2013.A.A.4
Information sheet for Visiting Lecturers
Student
Before
Visiting
Lecturer
arrives
2013.A.A.6
Summary of Associate Teacher and Visiting
Lecturer Assessment
Student
End of TE
A1.1.2
Indicators for TE1
A1.2.2
Indicators for TE2
2013.A.A.7
Teaching Experience Cover Sheet
Student
End of TE
2013.A.A.9
Lesson Planning template Teaching
Experience 1
Student
Used as
necessary for all
lessons
2013.A.A.9
Lesson Planning template Teaching
Experience 2
Student
Used as
necessary for all
lessons
2013.S.A.1
Teaching Experience Log Secondary
Student
Key for ID: YR.(All/Primary/Secondary/ECE).(All/Tri1/Tri2).#
End of TE
To be filled in
throughout TE
Victoria University of Wellington – Faculty of Education
2013.A.A.1
Observation of Associate Teacher by Student Teacher
Subject:
Year Level:
Date:
Time:
Note: It is important to discuss the content of this observation with your Associate Teacher in accordance with
Professional Conduct Guidelines.
Confidentiality: “Student teachers must treat with confidentiality information relating to pupils or parents.
As a visitor in the school they must treat with confidentiality, responsibility and integrity, any school
information to which they have gained access.”
How does the teacher begin the lesson?
How does the teacher communicate the purposes of the lesson to students?
What has the teacher had to do to plan for the lesson? What resources are used?
How does the teacher make links to the lessons that have preceded this one or to the curriculum or to
other subjects?
1
Victoria University of Wellington – Faculty of Education
2013.A.A.1
How does the teacher divide up and manage the time? What activities do the students do within the
lesson? How does the teacher move them on from one activity to another?
How does the teacher deal with students who are off-task? How does the teacher deal with breaches of
school conduct (eg. jewellery, uniforms, bags, radios etc.)?
How does the teacher establish and maintain a ‘presence’ in the classroom?
How is the lesson concluded? What instructions are given? How does the teacher prepare for what they
have to do next?
How does the teacher introduce the focus for learning?
How does the teacher assist the students to reflect on the learning they have achieved?
How does the teacher assist students to identify the next steps for learning?
2
2013.A.1.1
Lesson Assessment of Student Teachers by AT – TE1
This assessment sheet is for feedback to the student teacher by Associate Teachers or peers. It is the
responsibility of the student teacher to bring completed forms back to Faculty with them at the end of the
teaching experience.
Week: 1
2 3 4 5 6
(circle as appropriate—week 7 is not needed as Associate Teacher Lecturer Report is done)
Student Teacher:
Date:
Subject & Level:
# of Students:
School:
Please assess competence against the graduate teaching standards/indicators included on next page.
Student teacher to choose 3–5 indicators which they would like to have assessed for this lesson.
Agreed observation focus from back of sheet (student teacher to complete)
Areas of strength
Areas for development–including what the student teacher needs to do, how they can do this and when they
will next be given feedback on their progress.
Assessor /AT Signature:
Student Teacher Signature:
Take a photocopy of this form for your own use.
Choose 3–5 items down by ticking down left side (cover the range by the end of the TE). The Associate
should then give a grading for each item indicated.
3
Victoria University of Wellington – Faculty of Education
Focus
S=Strong
C=Competent
2013.A.1.1
D=Further development required
U=Urgent action required
Standard 1 – know what to Teach
Identifies aspects to strengthen own content knowledge
Identifies important/key aspects of content
Content taught is at an appropriate level for learners
Planning includes appropriate learning intentions and success criteria
Planning links learning to curriculum documents
Standard 2 – know about learners and how they learn
Plans learning experiences to suit the individual needs of learners including those with English as an additional
language
Teaching strategies motivate and involve learners for most of the lesson
Uses a range of questioning strategies
Responds appropriately to learners’ answers
Sets expectations for learning
Applies learning theories to planning and delivery
Standard 3 – understand how contextual factors influence teaching and learning
Uses student names, pronounced correctly
Interacts positively with learners of all cultures
Selects learning experiences to take account of learners’ interests and socio-cultural contexts
incorporates some elements of te reo and tikanga Māori into classroom practices
Standard 4 – use professional knowledge to plan for a safe, high quality teaching & learning environment
Learners demonstrate that they know what is expected of them in terms of learning and behaviour
Speaks clearly and appropriately
Demonstrates effective listening skills
Writes clearly on whiteboard, digital presentations are clear, relevant and readable from all parts of the classroom
Praises and encourages students appropriately
Demonstrates an awareness of all learners whilst working with a group/individual
Shows some effective strategies for dealing with off-task behaviour
Attempts to manage classroom in a positive, firm and fair manner
Has a clear and engaging beginning to lessons
Uses classroom routines for managing learner and classroom resources
Manages transitions between learning activities appropriately
Structures and paces lessons appropriately with good time management
Concludes lessons appropriately and leaves room in a neat and tidy condition
Uses group learning activities where appropriate in teaching
Groups mostly achieve their tasks within the given timeframe
Provides some assistance to each group according to needs
Standard 5 – use evidence to promote learning
Gathers assessment information to inform planning
Uses a range of assessment tasks/activities
Verbal and written feedback to learners relates to their individual learning
Constructs success criteria
Listens to what learners say and uses this to inform teaching practices.
Standard 6 – develop positive relationships with learners and the members of learning communities
Shows passion for teaching and learning
Is developing an effective classroom presence
Makes students aware of impact of their learning and behaviour on others in the class
Demonstrates respect for students
Relates well to students of all cultures offering support and assistance to all
Demonstrates respect for colleagues
Standard 7 – be committed members of the profession
Realistic self-evaluations
Accepts constructive criticism and learns from it
Is punctual, reliable, responsible and respects confidentiality of both students and colleagues
Shows initiative and seeks advice and guidance
Demonstrates appropriate professional behaviour
Attends staff and department meetings
4
S
C
D
U
2013.A.2.1
Lesson Assessment of Student Teachers by AT – TE2
This assessment sheet is for feedback to the student teacher by Associate Teachers or peers. It is the
responsibility of the student teacher to bring completed forms back to Faculty with them at the end of the
teaching experience.
Week: 1
2 3 4 5 6
(circle as appropriate—week 7 is not needed as Associate Teacher Lecturer Report is done)
Student Teacher:
Date:
Subject & Level:
# of Students:
School:
Please assess competence against the graduate teaching standards/indicators included on next page.
Student teacher to choose 3–5 indicators which they would like to have assessed for this lesson.
Agreed observation focus from back of sheet (student teacher to complete)
Areas of strength
Areas for development – including what the student teacher needs to do, how they can do this and when they
will next be given feedback on their progress.
Assessor/AT Signature:
Student Teacher Signature:
Take a photocopy of this form for your own use.
Choose 3–5 items down by ticking down left side (cover the range by the end of the TE). The Associate should
then give a grading for each item indicated.
5
2013.A.2.1
Victoria University of Wellington – Faculty of Education
Focus
S=Strong
C=Competent
D=Developing
U=Urgent action required
Standard 1 – know what to Teach
Planning and evaluation demonstrates acquisition of appropriate content knowledge
Selects content with regard to the learners
Engages the learners with the learning intentions and success criteria
Establishes appropriate links to curriculum documents
Planned learning experiences follow a logical sequence
Identifies gaps in own knowledge and carries out necessary learning to gain the knowledge needed
Standard 2 – know about learners and how they learn
Plans learning experiences appropriate for the learners including those with English as an additional language
Uses a range of appropriate teaching strategies to successfully motivate and involve learners throughout the lesson
Questions are used to promote critical and creative thinking
Plans learning experiences which include collaborative group and peer learning.
Explains classroom practice with reference to learning theories
Learning experiences incorporate time for learners to reflect on and identify their next steps
Shows passion for teaching and learning
Standard 3 – understand how contextual factors influence teaching and learning
Incorporates elements of te reo and tikanga Māori into classroom practices appropriately and accurately
Integrates te ao Māori (the Māori world) into learning experiences
Offers support and assistance to all learners
Explains and justifies selection of learning experiences to take account of learners interests and socio-cultural contexts
Incorporates local knowledge into teaching and learning
Initiates the inclusion of cultural responsive teaching practices.
Standard 4 – use professional knowledge to plan for a safe, high quality teaching & learning environment
Maintains an awareness of all learners whilst working with a group/individual
Uses effective strategies for dealing with off task behaviour
Is seen to have firm, fair and consistent classroom management strategies
Clearly shows they are “in charge” in the classroom
Is respected by the students as a teacher
Engages students immediately from the start of the lesson
Maintains classroom routines throughout
Effectively structures and paces learning experiences to maximise learning
Clearly ends lessons with established procedures for leaving the classroom
Integrates digital technologies into learning experiences
Selects resources that enhance student learning
Facilitates effective student learning through collaborative groups
Standard 5 – use evidence to promote learning
Uses assessment information to plan appropriate learning experiences
Chooses appropriate assessment strategies
Verbal and written feedback to learners is descriptive and aligned to learning focus
Constructs clear success criteria and shares them with learners
Monitors the learning that is occurring during learning experiences
Standard 6 – develop positive relationships with learners and the members of learning communities
Has an effective classroom presence
Makes students aware of impact of their learning and behaviour on others in the class
Develops positive relationships with students that show mutual respect
Relates well to students of all cultures offering support and assistance to all
Relates well to colleagues
Understands that Māori parents, whanau, hapu and iwi have expertise in their own right
Standard 7 – be committed members of the profession
Engages in discussion with AT/VL about teaching decisions and student learning progress
Shows initiative and a desire to improve their performance
Acts professionally all the time
Makes a contribution to staff/department/syndicate meetings
6
S
C
D
U
2013.A.A.2
Summary of Progress: Weeks 1–2
Completed by Associate teacher: (this form is emailed to you so not in your bundle of papers)
Please complete this form electronically and email to Teaching Experience Office administrator.
Student Teacher:
Date:
School:
Associate Teacher:
Progress
Excellent
Satisfactory
Concerns
Comments: (Outline successes. If there are concerns please detail actions taken so far)
7
2013.A.A.3
Interim Report
Completed by student teacher: (this form is emailed to you so not in your bundle of papers)
Student Teacher:
Date:
School:
Please complete this form electronically and email to Teaching Experience Office administrator.
Please read your lesson assessments completed by your Associate Teacher(s) (weeks 1–2).
Summarise your progress and plans:
Progress during first 2 weeks:
Areas of strength:
Areas for development:
Development plan, including what the you need to do in the next 5 weeks, and how you will do this:
Please use this section to indicate any concerns you may have relating to this Teaching Experience:
8
2013.A.A.4
Information Sheet for Visiting Lecturers
Please attach this sheet to your lesson plan and give it to the lecturer before your class.
Name of Student:
Date:
Name of Lecturer:
Name of AT:
School:
Subject:
Class
Duration and Time of Lesson:
Topic:
Outline of knowledge of class (how many times observed/taught, profile of class)
The place of this lesson in the unit. Number of lessons preceding this lesson, numbers following. Brief
outline of unit
What I would like you to comment on
Anything else you should know
9
2013.A.A.5
Student Teacher:
Associate Teacher/Visiting Lecturer Report
School:
Please assess the student teacher against the criteria relating to the New Zealand
Teachers Council Graduating Teacher Standards using the scale provided.
Year Level/s taught:
This report was written by:
Associate teacher/Visiting Lecturer
Your explanatory comment should clarify your assessment.
Assessment Scale:
Date:
Strong (S) should be circled if the student teacher demonstrates that they are
working beyond a competent level for most of the listed indicators in a standard.
Number of days absent:
Competent (C) should be circled if the student teacher demonstrates
competence in most or all of the listed indicators in a standard.
Signatures
Student Teacher:
Further Development Required (FDR) should be circled if the student teacher is
working below the competent level in most of the listed indicators.
Visiting Lecturer:
Urgent Attention Required (UAR) should be circled where there are serious
concerns that student teacher is not meeting the indicators.
or
Please discuss this report with the student teacher prior to the conclusion
of the Teaching Experience. It is the responsibility of the student teacher to bring
completed forms back to university at the end of Teaching Experience.
Associate Teacher:
10
(circle one)
Victoria University of Wellington – Faculty of Education
2013.A.A.5
Professional knowledge
Graduating Teachers will:
(circle one)
Summary comment clarifying assessment
decision and suggestions
Observed evidence
Assessment
Standard 1: know what to teach
S
C
FDR
UAR
Standard 2: know about learners and how they learn
S
C
FDR
UAR
Standard 3: understand how contextual factors influence teaching and learning
S
C
FDR
UAR
11
Victoria University of Wellington – Faculty of Education
2013.A.A.5
Professional Practice
Graduating Teachers will:
(circle one)
Summary comment clarifying assessment
decision and suggestions
Observed evidence
Assessment
Standard 4: use professional knowledge to plan for a safe, high quality teaching and learning environment
S
C
FDR
UAR
Standard 5: use evidence to promote learning
S
C
FDR
UAR
Professional Values and Relationships
Standard 6:develop positive relationships with learners and the members of learning communities
S
C
FDR
UAR
12
Victoria University of Wellington – Faculty of Education
2013.A.A.5
Professional Values and Relationships (continued)
Graduating Teachers will:
Summary comment clarifying assessment
decision and suggestions
Observed evidence
Assessment
Standard 7: be committed members of the profession
S
C
FDR
UAR
General Comment – Strengths & Suggestions for Development
Areas of strength
Suggestions for focus and development
Please note if the spaces are not sufficient please feel free to add other pages or download electronic version at www.victoria.ac.nz/education
13
Victoria University of Wellington – Faculty of Education
2013.1.1.2
Indicators for Teaching Experience 1 for Associate Teachers and Visiting Lecturers
Competent
Standard 1 – Know what to teach
Strong – Competent Plus:
Identifies aspects to strengthen own content knowledge
Planning and evaluation demonstrates acquisition of appropriate content
knowledge
Selects content with regard to the learners
Plans motivational learning intentions and success criteria.
Establishes appropriate links to curriculum documents
Content taught is at an appropriate level for learners
Identifies important /key aspects of content
Planning includes appropriate learning intentions and success criteria
Planning links learning to curriculum documents
Standard 2 – know about learners and how they learn
Plans learning experiences to suit the individual needs of learners including those with
English as an additional language
Teaching strategies motivate and involve learners for most of the lesson
Plans learning experiences to suit the individual needs of most learners including
those with English as an additional language
Uses a range of appropriate teaching strategies to successfully motivate and
involve learners throughout the lesson
Questions focus or enhance student thinking processes
Plans lessons and uses groups to suit the individual needs of most learners
Responds to learners in ways that promote learning and independence
Explains classroom practice with regard to learning theories
Uses a range of questioning strategies
Responds appropriately to learners’ answers
Sets expectations for learning
Applies learning theories to planning and delivery
Standard 3 – understand how contextual factors influence teaching and learning
Uses student names, pronounced correctly
Interacts positively with learners of all cultures
Selects learning experiences to take account of learners’ interests and socio-cultural
contexts
Incorporates some elements of te reo and tikanga Māori into classroom practices
Offers support and assistance to all learners
Explains how contextual factors influence the selection of learning experiences
Integrates te ao Māori (the Māori world) into learning experiences
Standard 4 – use professional knowledge to plan for a safe, high quality teaching and learning environment
Learners demonstrate that they know what is expected of them in terms of learning and
behaviour
Speaks clearly and appropriately
Demonstrates effective listening skills
Writes clearly on whiteboard, digital presentations are clear, relevant and readable from
all parts of the classroom
Praises and encourages students appropriately
Demonstrates an awareness of all learners whilst working with a group/individual
Shows some effective strategies for dealing with off-task behaviour
Attempts to manage classroom in a positive, firm and fair manner
Has a clear and engaging beginning to lessons
Uses classroom routines for managing learner and classroom resources
Manages transitions between learning activities appropriately
Structures and paces lessons appropriately with good time management
Concludes lessons appropriately and leaves room in a neat and tidy condition
Uses group learning activities where appropriate in teaching
Groups mostly achieve their tasks within the given timeframe
Provides some assistance to each group according to needs
Maintains an awareness of all learners whilst working with a group/individual
Uses effective strategies for dealing with off task behaviour
Is seen to have firm, fair and consistent classroom management strategies
Clearly shows they are “in charge” in the classroom
Is respected by the students as a teacher
Engages students immediately from the start of the lesson
Maintains classroom routines throughout
Effectively manages transitions between activities in lessons
Effectively structures and paces lesson to maximise learning
Clearly ends lessons with established procedures for leaving the classroom
Engages students through whiteboard use, digital presentations and
resources/handouts that effectively enhance learning
Seeks opportunities to use group learning activities to enhance learning
Groups collaborate effectively and focus on learning
Assists all groups appropriately
Standard 5 – use evidence to promote learning
Gathers assessment information to inform planning
Uses assessment information to ensure learning experiences are appropriate to
learners’ needs
Chooses appropriate assessment strategies
Verbal and written feedback to learners is specific and identifies next learning steps
Constructs clear success criteria and shares them with learners
Uses a range of assessment tasks/activities
Verbal and written feedback to learners relates to their individual learning
Constructs success criteria
Listens to what learners say and uses this to inform teaching practices.
Standard 6 – develop positive relationships with learners and the members of learning communities
Shows passion for teaching and learning
Is developing an effective classroom presence
Makes students aware of impact of their learning and behaviour on others in the class
Demonstrates respect for students
Relates well to students of all cultures offering support and assistance to all
Demonstrates respect for colleagues
Enthuses others with their passion for teaching and learning
Has an effective classroom presence
Develops positive relationships with students that show mutual respect
Develops positive working relationships with colleagues
Standard 7 – be committed members of the profession
Realistic self-evaluations
Accepts constructive criticism and learns from it
Is punctual, reliable, responsible and respects confidentiality of both students and
colleagues
Shows initiative and seeks advice and guidance
Demonstrates appropriate professional behaviour
Attends staff and department meetings
Is polite and courteous with requests
Engages in discussion with AT/VL over teaching decisions and actions
Shows initiative and a strong desire to improve their performance
Acts professionally all the time
Makes a contribution to staff/department/syndicate meetings
Contributes to school in a meaningful way
Endeavours to ‘fit in’ and become part of the school
14
Victoria University of Wellington – Faculty of Education
2013.1.2.2
Indicators for Teaching Experience 2 – for Associate Teachers and Visiting Lecturers
Competent
Standard 1 – Know what to teach
Planning & evaluation demonstrates acquisition of appropriate content knowledge
Selects content with regard to the learners
Engages the learners with the learning intentions and success criteria
Strong – Competent Plus:
Subject content is taught through a series of sequential well planned learning
experiences
Justifies content selection with regard to learners
Planning and evaluation demonstrates acquisition of appropriate content
knowledge
Learning experiences are developed with specific needs of class in mind
Establishes appropriate links to curriculum documents
Planned learning experiences follow a logical sequence
Identifies gaps in own knowledge and carries out necessary learning to gain the
knowledge needed
Standard 2 – know about learners and how they learn
Plans learning experiences appropriate for the learners including those with
Plans learning experiences to suit the individual needs of all learners including
English as an additional language
those with English as an additional language
Uses a range of appropriate teaching strategies to successfully motivate and
Uses range of teaching strategies to successfully motivate and focus students
involve learners throughout the lesson
on learning
Questions are used to promote critical and creative thinking
Effectively uses questions to promote student critical or creative thinking
Plans learning experiences which include collaborative group and peer learning.
Responds to learners in ways that promote metacognition
Explains classroom practice with reference to learning theories
Uses relevant learning theories to inform and improve classroom practice
Learning experiences incorporate time for learners to reflect on and identify their
Responds to learners in ways that promote learning
next steps
Shows passion for teaching and learning
Standard 3 – understand how contextual factors influence teaching and learning
Incorporates elements of te reo and tikanga Māori into classroom practices
Establishes positive relationships with learners that show mutual respect
appropriately and accurately
Integrates te ao Māori (the Māori world) into learning experiences
Justifies selection of learning experiences in terms of contextual factors
Offers support and assistance to all learners
Demonstrates flexibility in response to classroom, school, local national or
global events
Demonstrates a commitment to being a culturally responsive teacher
Explains and justifies selection of learning experiences to take account of learners
interests and socio-cultural contexts
Incorporates local knowledge into teaching and learning
Initiates the inclusion of cultural responsive teaching practices.
Standard 4 – use professional knowledge to plan for a safe, high quality teaching and learning environment
Maintains an awareness of all learners whilst working with a group/individual
Uses a range of appropriate strategies to manage behaviour
Uses effective strategies for dealing with off task behaviour
Engages students in learning from start of lesson
Is seen to have firm, fair and consistent classroom management strategies
Students clearly demonstrate that they know what the teacher expects from
them
Clearly shows they are “in charge” in the classroom
Motivates and inspires students
Is respected by the students as a teacher
Digital tools are integrated seamlessly into teaching and learning processes
Engages students immediately from the start of the lesson
Interactions with students are focused on learning
Maintains classroom routines throughout
Effectively structures and paces learning experiences to maximise learning
Clearly ends lessons with established procedures for leaving the classroom
Integrates digital technologies into learning experiences
Selects resources that enhance student learning
Facilitates effective student learning through collaborative groups
Standard 5 – use evidence to promote learning
Uses assessment information to plan appropriate learning experiences
Records, analyses, and uses assessment information to inform teaching and
student learning pathways
Chooses appropriate assessment strategies
Chooses assessment strategies appropriate to both learners and content
Verbal and written feedback to learners is descriptive and aligned to learning focus
Involves learners in constructing appropriate success criteria
Constructs clear success criteria and shares them with learners
Learners can articulate and explain what they have learnt and their next
learning steps
Monitors the learning that is occurring during learning experiences
Standard 6 – develop positive relationships with learners and the members of learning communities
Has an effective classroom presence
Inspires students with their passion for learning
Makes students aware of impact of their learning and behaviour on others in the
Proactively makes students aware of the impact of their actions on others
class
Develops positive relationships with students that show mutual respect
Is respected by colleagues
Relates well to students of all cultures offering support and assistance to all
Develops a positive relationship with each student
Relates well to colleagues
Demonstrates a willingness to develop positive relationships with Māori
parents, whanau, hapu and iwi.
Understands that Māori parents, whanau, hapu and iwi have expertise in their own
Explores the processes that the school follows to develop and maintain
right
relationships with the local Māori community.
Standard 7 – be committed members of the profession
Engages in discussion with AT/VL about teaching decisions and student learning
Discussion with AT/VL include justification/validation of teaching decisions and
progress
actions
Shows initiative and a desire to improve their performance
Shows initiative and a strong desire to improve their performance
Acts professionally all the time
Is polite and courteous and offers assistance/support to AT and colleagues as
appropriate
Makes a contribution to staff/department/syndicate meetings
Participates in school events beyond the classroom context
15
2013.A.A.6
Summary of Associate Teacher and Visiting Lecturer Assessment
Using the Associate Teacher and Visiting Lecturer Reports (A3 sheets) students are asked to collate the
number of Strong, Competent, Further Development Required or Urgent Action needed scores from their
assessment sheets
This form is to be filled out by the student and attached to the TE material that is returned to Teaching
Experience Office WA214. This page should immediately follow the cover sheet ie. appear as page 2 in
the material returned.
Professional Knowledge
Standards
1
2
Professional Practice
3
4
5
Professional Values and TE
6
7
Associate 1
Associate 2 *
Associate 3 *
Associate 4 *
Visiting Lecturer 1
Visiting Lecturer 2*
*only if you have more than one Associate or Lecturer assessment applicable (ie. TE2)
Total number of days absent during Teaching Experience:
Signed Student:
This page should be page 2 immediately following your cover sheet when handing in
your Teaching Experience material.
16
2013.A.A.7
Teaching Experience Cover Sheet
Staple all forms together in top left corner with the cover sheet.
Do not put in a clear file or any other folder
All students (online and campus based) submit to: Teaching Experience Office WA214
by
2013
Teaching Experience Office Faculty of Education, PO Box 17 310, Karori, Wellington 6147 or courier
Teaching Experience Office Faculty of Education Donald Street Karori Wellington
Note this material cannot be emailed it must be hand delivered or posted.
Student’s Name:
Tutor’s Name:
Tutor Group:
(tick one)
(tick one)
Campus
 


Primary
Online
 


Secondary
Please include original copies of the following:
Lesson Assessments of Student Teacher
Associate Teacher Report(s)
Visiting Lecturer Report 1
Visiting Lecturer Report 2*
Teaching Experience Log
Summary of Associate and Visiting Lecturer grades
(this must be page 2 immediately following the cover sheet)
Catechetical Studies report (if relevant)
*Where applicable (i.e.TE2)
Student’s Signature:
Students should keep a copy of all original forms for their own records
(OFFICE USE ONLY)
Date Reports Received:
17
2014 A.A.9
Lesson Planning Sheet TE 1
Curriculum area:
Date of lesson:
Class:
Number of Students:
Duration of lesson:
TEACHING DETAILS
Purpose of Lesson:
Topic / Context:
NZ Achievement Objective(s):
Key Competencies:
Objective / Skills/ School Curriculum link:
Consideration of culturally responsive pedagogy including the use of te reo me ona tikanga:
LESSON FRAMEWORK
Links (to other curriculum areas; prior learning…):
Assessment that informs this lesson (could be from analysis of previous lesson):
Learning Intention(s):
Success Criteria:
Resources:
18
2014 A.A.9
Lesson sequence: Including deliberate acts of
teaching and teacher prompts:
Introduction:
Learning Experiences:
What is the student doing?
Body:
Conclusion:
What learning occurred and how do I know?
Teacher Reflection Prompts: How did the students respond? What do I need to do next time? What are my
next learning steps? What are my students’ next learning steps?
19
2014 A.A.9
Lesson Planning Sheet TE 2
Curriculum area:
Date of lesson:
Class:
Number of Students:
Duration of lesson:
TEACHING DETAILS
Purpose of Lesson:
Topic / Context:
NZ Achievement Objective(s):
Key Competencies:
Objective / Skills/ School Curriculum link:
Consideration of culturally responsive pedagogy including the use of te reo me ona tikanga:
LESSON FRAMEWORK
Links (to other curriculum areas; prior learning…):
Consideration of and catering for diverse learners: differentiation and needs
Assessment that informs this lesson (could be from analysis of previous lesson):
Consideration of and catering for diverse learners: differentiation and needs
Learning Intention(s):
Consideration of and catering for diverse learners: differentiation and needs
Success Criteria:
Consideration of and catering for diverse learners: differentiation and needs
Resources:
Consideration of and catering for diverse learners: differentiation and needs
20
2014 A.A.9
Purpose of lesson
Lesson sequence: Including deliberate acts of
teaching and teacher prompts:
Learning Experiences:
What is the student doing?
Introduction:
1
Body:
2
Conclusion:
3
What learning occurred and how do I know?
Teacher Reflection Prompts: How did the students respond? What do I need to do next time? What are my
next learning steps? What are my students’ next learning steps?
21
2013.P.A.1
Teaching Experience Log Primary
Key
T:
S:
D:
O:
P:
Name:
School:
Dates:
Teaching
Shared Teaching
Discussion
Observation
Preparation
This log is for you to keep track of the hours you spend on practicum.
It will be used by your professional studies lecturer in discussion after practicum.
Week 1
Date
9.00 to
morning break
10.45 to lunch
After lunch 1
After lunch 2
Other
Date
9.00 to
morning break
10.45 to lunch
After lunch 1
After lunch 2
Other
Date
9.00 to
morning break
10.45 to lunch
After lunch 1
After lunch 2
Other
Monday
Tuesday
Wednesday
Thursday
Friday
Week 2
Monday
Tuesday
Wednesday
Thursday
Friday
Week 3
Monday
Tuesday
Wednesday
Thursday
Friday
22
Victoria University of Wellington – Faculty of Education
Week 4
2013.P.A.1
Date
9.00 to morning
break
10.45 to
lunch
After lunch 1
After lunch 2
Other
Date
9.00 to
morning break
10.45 to lunch
After lunch 1
After lunch 2
Other
Date
9.00 to morning
break
10.45 to lunch
After lunch 1
After lunch 2
Other
Date
9.00 to
morning break
10.45 to lunch
After lunch 1
After lunch 2
Other
Monday
Tuesday
Wednesday
Thursday
Friday
Week 5
Monday
Tuesday
Wednesday
Thursday
Friday
Week 6
Monday
Tuesday
Wednesday
Thursday
Friday
Week 7
Monday
Tuesday
Wednesday
Thursday
Friday
23
2013.S.A.1
Teaching Experience Log Secondary
Key
T:
S:
D:
O:
P:
Name:
School:
Dates:
Teaching
Shared Teaching
Discussion
Observation
Preparation
This log is for you to keep track of the hours you spend on practicum.
It will be used by your professional studies lecturer in discussion after practicum.
Week 1
Period
1
2
3
4
5
6
Other
1
2
3
4
5
6
Other
1
2
3
4
5
6
Other
Monday
Tuesday
Wednesday
Thursday
Friday
Week 2
Period
Monday
Tuesday
Wednesday
Thursday
Friday
Week 3
Period
Monday
Tuesday
Wednesday
Thursday
Friday
24
Victoria University of Wellington – Faculty of Education
2013.S.A.1
Week 4
Period
1
2
3
4
5
6
Other
1
2
3
4
5
6
Other
1
2
3
4
5
6
Other
1
2
3
4
5
6
Other
Monday
Tuesday
Wednesday
Thursday
Friday
Week 5
Period
Monday
Tuesday
Wednesday
Thursday
Friday
Week 6
Period
Monday
Tuesday
Wednesday
Thursday
Friday
Week 7
Period
Monday
Tuesday
Wednesday
Thursday
Friday
25
Victoria University of Wellington – Faculty of Education
2013.S.A.1
Summary
Associate Teacher
Class and subject
Student Teacher’s Signature:
26
Hours taught