Click a form below to open, fill in, and send as a PDF via Outlook.
Complete at the start of the practicum — confirms the briefing process has been completed with the pre-service teacher.
Supervisor evaluation of the pre-service teacher over a 5-day placement.
Mid-point progress assessment to be completed by the supervising teacher.
Full AITSL graduate teacher standards assessment. Eastern College Australia.
| Descriptor | Code | M | NM | D | NE |
|---|---|---|---|---|---|
| Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | 1.1 | ||||
| Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. | 1.2 | ||||
| Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. | 1.3 | ||||
| Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. | 1.5 | ||||
| Organise content into an effective learning and teaching sequence. | 2.2 | ||||
| Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. | 2.3 | ||||
| Know and understand literacy and numeracy teaching strategies and their application in teaching areas. | 2.5 | ||||
| Set learning goals that provide achievable challenges for students of varying abilities and characteristics. | 3.1 | ||||
| Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. | 3.2 |
| Descriptor | Code | M | NM | D | NE |
|---|---|---|---|---|---|
| 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. | 1.4 | ||||
| Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. | 2.1 | ||||
| Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | 2.4 | ||||
| Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. | 2.6 | ||||
| Include a range of teaching strategies. | 3.3 | ||||
| Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. | 3.4 | ||||
| Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. | 3.5 | ||||
| Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. | 3.6 | ||||
| Describe a broad range of strategies for involving parents/carers in the educative process. | 3.7 |
| Descriptor | Code | M | NM | D | NE |
|---|---|---|---|---|---|
| Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. | 1.6 | ||||
| Identify strategies to support inclusive student participation and engagement in classroom activities. | 4.1 | ||||
| Demonstrate the capacity to organise classroom activities and provide clear directions. | 4.2 | ||||
| Demonstrate knowledge of practical approaches to manage challenging behaviour. | 4.3 | ||||
| Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements. | 4.4 | ||||
| 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. | 4.5 |
| Descriptor | Code | M | NM | D | NE |
|---|---|---|---|---|---|
| Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. | 5.1 | ||||
| Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. | 5.2 | ||||
| Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. | 5.3 | ||||
| Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. | 5.4 | ||||
| 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. | 5.5 |
| Descriptor | Code | M | NM | D | NE |
|---|---|---|---|---|---|
| Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. | 6.1 | ||||
| Understand the relevant and appropriate sources of professional learning for teachers. | 6.2 | ||||
| Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. | 6.3 | ||||
| Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. | 6.4 | ||||
| Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. | 7.1 | ||||
| Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. | 7.2 | ||||
| Understand strategies for working effectively, sensitively and confidentially with parents/carers. | 7.3 | ||||
| Understand the role of external professionals and community representatives in broadening teachers' professional knowledge and practice. | 7.4 |