Professional Experience I
Secondary Program
Report
Pre-service Teacher’s name
Dates
Curriculum/teaching area
Nº of days
School
Nº of placement
__ of 2
SUMMARY COMMENTS by the SUPERVISING TEACHER
OVERALL ASSESSMENT
Grade:
 Satisfactory
 Unsatisfactory
SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.
UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.
Supervising Teacher’s Name ____________________Signature: ____________________Date: ______
Pre-service Teacher’s Signature: _____________________________________________Date: ______
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.
STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN
Focus area
GRADUATE TEACHERS
1.1.1 Physical, social
Demonstrate knowledge and understanding of physical, social and
and intellectual
intellectual development and characteristics of students and how these may
development and
affect learning.
characteristics of
students
1.2.1 Understand how
students learn
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
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 Strategies for
teaching Aboriginal and
Torres Strait Islander
students
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 Differentiate
teaching to meet the
specific learning needs
of students across the
full range of abilities
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 Strategies to
support full participation
of students with
disability
Demonstrate broad knowledge and understanding of legislative requirements
and teaching strategies that support participation and learning of students
with disability.
ND
D
E
ND
D
E
Comments
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
Focus area
GRADUATE TEACHERS
2.1.1 Content and
Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection
Organise content into an effective learning and teaching sequence.
and organisation
2.3.1 Curriculum,
Use curriculum, assessment and reporting knowledge to design learning
assessment and
sequences and lesson plans.
reporting
2.4.1 Understand and
Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and
Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and nonIndigenous Australians
2.5.1 Literacy and
Know and understand literacy and numeracy teaching strategies and their
numeracy strategies
application in teaching areas.
2.6.1 Information and
Implement teaching strategies for using ICT to expand curriculum learning
Communication
opportunities for students.
Technology (ICT
Comments
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
Focus area
GRADUATE TEACHERS
3.1.1 Establish
Set learning goals that provide achievable challenges for students of
challenging learning
varying abilities and characteristics.
goals
3.2.1 Plan, structure and
Plan lesson sequences using knowledge of student learning, content and
sequence learning
effective teaching strategies.
programs
3.3.1 Use teaching
Include a range of teaching strategies
strategies
3.4.1 Select and use
Demonstrate knowledge of a range of resources, including ICT, that
resources
engage students in their learning.
3.5.1 Use effective
classroom
communication
3.6.1 Evaluate and
improve teaching
programs
3.7.1 Engage parents/
carers in the educative
process
Comments
Comments
D
E
ND
D
E
Demonstrate a range of verbal and non-verbal communication strategies to
support student engagement.
Demonstrate broad knowledge of strategies that can be used to evaluate
teaching programs to improve student learning.
Describe a broad range of strategies for involving parents/carers in the
educative process.
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING
ENVIRONMENTS
ASPECT
GRADUATE TEACHERS
4.1.1 Support
student Identify strategies to support inclusive student participation and engagement
participation
in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities
directions
4.3.1 Manage
Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour
behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety
within school and/or system, curriculum and legislative requirements.
4.5.1 Use ICT safely,
responsibly and ethically
ND
Demonstrate an understanding of the relevant issues and the strategies
available to support the safe, responsible and ethical use of ICT in learning
and teaching.
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT
LEARNING
Focus area
GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning
formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide
Demonstrate an understanding of the purpose of providing timely and
feedback to
appropriate feedback to students about their learning.
students on their
learning
5.3 Make
Demonstrate understanding of assessment moderation and its application to
consistent and
support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret
Demonstrate the capacity to interpret student assessment data to evaluate
student data
student learning and modify teaching practice
ND
D
E
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
Focus area
GRADUATE TEACHERS
6.1 Identify and plan
Demonstrate an understanding of the role of the Australian Professional
professional learning
Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in
Understand the relevant and appropriate sources of professional learning
professional learning
for teachers.
and improve practice
6.3 Engage with
Seek and apply constructive feedback from supervisors and teachers to
colleagues and
improve teaching practices.
improve practice
6.4 Apply professional
Demonstrate an understanding of the rationale for continued professional
learning and improve
learning and the implications for improved student learning.
student learning
Comments
ND
D
E
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES,
PARENTS/CARERS AND THE COMMUNITY
Focus area
GRADUATE TEACHERS
7.1 Meet professional
Understand and apply the key principles described in codes of ethics and
ethics and
conduct for the teaching profession.
responsibilities
7.2 Comply with
Understand the relevant legislative, administrative and organisational
legislative,
policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the
Understand strategies for working effectively, sensitively and
parents/carers
confidentially with parents/carers.
7.4 Engage with
Understand the role of external professionals and community
professional teaching
representatives in broadening teachers’ professional knowledge and
networks and broader
practice.
communities
Comments
ND
D
E
5.5 Report on
student
achievement
Demonstrate understanding of a range of strategies for reporting to students
and parents/carers and the purpose of keeping accurate and reliable records of
student achievement.
Comments