EPL 3 Mentor Teacher Booklet by Egl80C

VIEWS: 5 PAGES: 35

									School of Education


BACHELOR OF LEARNING MANAGEMENT
(SECONDARY/VET)



Embedded Professional Learning 3 (Secondary)
EDFE13031


2012
MENTOR TEACHER
INFORMATION & REPORTING


        Forms              Completed by               When                      To
Daily Feedback                                End of each completed   MT and PST for
                        Mentor Teacher
Days 1-12                                     day                     signature
                                              Meet with PST to
Days 3, 8, 13, 18 and                                                 MT to sign in Daily
                        Mentor Teacher        review the Working
23                                                                    Feedback
                                              Portfolio
Individual Learning
                        Pre-service Teacher   End Day 12/13           MT for conferencing
Plan
                                                                      LLM, MT and PST for
Progressive Review      Mentor Teacher        End Day 14/15
                                                                      signature
Daily Feedback                                End of each completed   MT and PST for
                        Mentor Teacher
Days 13-27                                    day                     signature
                                                                      MT and PST for
Summative Report        Mentor Teacher        Final day
                                                                      signature
                                                                      LLM, MT and PST for
                        Lead Learning
                                                                      signature then original
Recommended Grade       Manager               Final day
                                                                      booklet to be returned
                        Mentor Teacher
                                                                      to University



Pre-service Teacher
Learning Site
Mentor Teacher/s
                                      COPYRIGHT NOTICE
 The material contained in this publication is for the explicit purpose of supporting CQUniversity
students and learning site personnel in the delivery of this program. The information included in
            this document may not be copied or reproduced for any other purpose.
                                                                                               2012
Embedded Professional Learning                                                                                          Secondary – EPL 3
Mentor Teacher – Information and Reporting                                                                                          Page i

                                                              CONTENTS

INFORMATION

Being a Mentor Teacher Matters .................................................................................................... 1
2012 Embedded Professional Learning Calendar .......................................................................... 2
Embedded Professional Learning 3 (Secondary) Information ........................................................ 3
Overview – Embedded Professional Learning 3 (Secondary) ......................................................... 4
     General ................................................................................................................................. 4
     Embedded Professional Learning 3 (Secondary) at a glance ................................................ 4
Developing Professional Attributes ................................................................................................ 5
     Participation .......................................................................................................................... 5
     Students at Risk .................................................................................................................... 5
     Absence ................................................................................................................................ 5
Planning to Teach .......................................................................................................................... 6
Guide for Mentor Teacher - The 27 Days ....................................................................................... 7
     What the Mentor Teacher is asked to do ............................................................................... 7
     The 27 days – What the Pre-service Teacher will do ............................................................ 8
Formative Assessment ................................................................................................................... 9
     Daily Feedback ..................................................................................................................... 9
     Individual Learning Plan (ILP) ............................................................................................... 9
     Progressive Review .............................................................................................................. 9
Summative Report ....................................................................................................................... 10
Working Portfolio .......................................................................................................................... 10
     Working Portfolio sections ................................................................................................... 10
     Professional Portfolio – e.portfolio ....................................................................................... 11
     Organisation of the Professional Portfolio ........................................................................... 11
     Observations and Daily Reflections .................................................................................... 11
Questions to Consider When Writing Observations and Reflections ............................................ 13
Lesson Feedback Templates ....................................................................................................... 16

REPORTING

Embedded Professional Learning 3 (Secondary) Reporting and Recommended Grade .............. 18
Assessment Criteria ..................................................................................................................... 19
Sample Responses ...................................................................................................................... 20
Daily Feedback by Mentor Teacher (days 1-12) ........................................................................... 21
Progressive Review ..................................................................................................................... 24
Daily Feedback by Mentor Teacher (days 13-27) ......................................................................... 26
Guide to the Completion of the Summative Report ...................................................................... 29
Summative Report ....................................................................................................................... 30
Course Evaluation ........................................................................................................................ 31

          PLEASE USE THIS DOCUMENT IN CONJUNCTION WITH THE EPL HANDBOOK
Information on the Bachelor of Learning Management degree program is found in the Embedded
Professional Learning Handbook and website. Guidelines on the following are provided:

         Attendance                                                        Ethics
         Dress                                                             Mobile phone use
         Procedures for students at risk

Access to the Embedded Professional Learning Website www.epl.cqu.edu.au is available to all
Lead Learning Managers, Mentor Teachers and Pre-service Teachers. The website contains a
range of learning design, observation and reflection templates in addition to the samples in the
Appendices of the Pre-service Teacher Guidelines. Mentor Teachers and Pre-service Teachers
are encouraged to access these for use during the Embedded Professional Learning and may
complete these electronically.


CQUniversity                                                                                                                              2012
Embedded Professional Learning                                                     Secondary – EPL 3
Mentor Teacher – Information                                                            Page 1 of 31




                                 BEING A MENTOR TEACHER MATTERS



Being a successful Mentor Teacher requires a commitment that involves mentoring the Pre-service
Teacher about teaching in general, and more specifically bringing together learning at university
with how it is implemented at the learning site. It is more than watching the Pre-service Teacher
teach. The Mentor Teacher’s knowledge, experience, encouragement and skills offer the
developing Pre-service Teacher guidance and advice through hands-on classroom experience in a
supportive environment. This guidance role continues throughout each of the supervised
Embedded Professional Learning experiences.

The major challenge of this role is that mentoring and assessment occur within the same context.
To overcome such a challenge, it is recommended that the Mentor Teacher:

 Collaborate with the Pre-service Teacher by creating a climate of open communication where
  questioning and modelling lead to the development of best practice.
 Solicit feedback from the Pre-service Teacher. The ILP helps here. Being a Mentor Teacher
  isn’t merely about giving; we hope that you will be able to develop your own skills too.
 Lead the Pre-service Teacher through problem-solving processes. Empowerment is the key to
  being a successful Mentor Teacher.
 Help the Pre-service Teacher identify problems and possible solutions. This involves more in-
  depth examination. If there are issues, look for what might be causing them. Model best
  practices for the Pre-service Teacher.
 Offer constructive feedback and guidance in a supportive, positive way.
 Refer your Pre-service Teacher to others in instances where you may not have all the answers.
 Keep your eye open for things that could assist your Pre-service Teacher. This will allow them
  to develop and shows them that you are interested in their success.
 Don’t do their job for them. It is tempting for Mentor Teachers to step in when faced with
  inexperience. Resist this temptation wherever possible but when a difficulty is recognised within
  a lesson, Mentor Teachers can move to support the effectiveness of the lesson.
 Avoid setting up a classroom whereby the Mentor Teacher is seen to be only ‘checking up’ on
  the Pre-service Teacher.




CQUniversity                                                                                   2012
Embedded Professional Learning                                                                  Secondary – EPL 3
Mentor Teacher – Information                                                                         Page 2 of 31

2012 EMBEDDED PROFESSIONAL LEARNING CALENDAR

                  School                                            BLM (Secondary and VET)
      Date                       CQUniversity Week      st
                                                       1 Year
                                                                           nd
                                                                          2 Year          Final Year
                   Week
Jan 16-20                            Term 3 2011
                  Vacation
                                         10
                 Semester 1
Jan 23-27        Term 1 2012              11
                      1                                                                                 EPL 3
                                                                                                        Block
Jan 30-Feb 3          2                   12                                                  (including Student Free Days
                                                                                                       19th & 20th)
Feb 6-10              3
Feb 13-17             4                Vacation
Feb 20-24             5               “O” Week         “O” Week
                                     Term 1 2012
Feb 27 -Mar 2         6
                                          1
Mar 5-9               7                   2                                                             EPL 4
                                                                                                       EPL 4
Mar 12-16             8                   3                                                        Work Experience
Mar 19-23             9                   4
                                                                                                       EPL 4
Mar 26-30            10                   5                                                        Work Experience
Apr 2-6           Vacation        Non Teaching Week
                 Term 2 2012                                           LM 3 Work Experience
Apr 9-13                                  6                                   Day
                      1
                                                                       LM 3 Work Experience
Apr 16-20             2                    7
                                                                              Day
                                                                       LM 3 Work Experience
Apr 23-27             3                   8                                   Day
                                                                       LM 3 Work Experience            EPL 4
Apr 30-May 4          4                   9                                   Day                  Work Experience
                                                                       LM 3 Work Experience
May 7-11              5                   10                                  Day
May 14-18                                                              LM 3 Work Experience            EPL 4
                      6                   11                                  Day                  Work Experience
(NAPLAN 15-17)
                                                                       LM 3 Work Experience
May 21-25             7                   12                                  Day
                                    Program Review                     LM 3 Work Experience            EPL 4
May 28-Jun 1          8                                                       Day                  Work Experience
                                   Assessment Period
                                                                       LM 3 Work Experience
June 4-8              9            Assessment Period                          Day
                                                                       LM 3 Work Experience
June 11-15           10                Vacation                               Day
June 18-22           11                Vacation
June 25-29        Vacation             Vacation
                                     Term 2 2012
July 2-6          Vacation                                                                         Intensive Period
                                          1
                 Semester 2
                                                       EPL 1 Work
July 9-13        Term 3 2012              2            Experience
                                                                          EPL 2 Day Visit
                      1
                                                       EPL 1 Work
July 16-20            2                   3            Experience
                                                                          EPL 2 Day Visit
                                                                                                        EPL 4
                                                       EPL 1 Work
July 23-28            3                   4            Experience
                                                                          EPL 2 Day Visit               Block
                                                       EPL 1 Work
July 30-Aug 3         4                   5            Experience
                                                                          EPL 2 Day Visit

                                                       EPL 1 Work             EPL 2
Aug 6-10              5           Non Teaching Week    Experience             Block
                                                       EPL 1 Work
Aug 13-17             6                   6            Experience
                                                                          EPL 2 Day Visit
                                                       EPL 1 Work
Aug 20-24             7                   7            Experience
                                                                          EPL 2 Day Visit
                                                       EPL 1 Work                                      EPL 5
Aug 27-31             8                   8            Experience
                                                                          EPL 2 Day Visit
                                                                                                     Internship
                                                       EPL 1 Work
Sep 3-7               9                   9            Experience
                                                                          EPL 2 Day Visit
                                                       EPL 1 Work
Sep 10-14            10                   10           Experience
                                                                          EPL 2 Day Visit
                                                       EPL 1 Work
Sep 17-21            11                   11           Experience
                                                                          EPL 2 Day Visit       Work Experience Week

Sept 24-28        Vacation                12
                                     Course Review
Oct 1-5           Vacation
                                   Assessment Period
                 Term 4 2012                                                  EPL 2
Oct 8-12                           Assessment Period    EPL 1
                      1                                                       Block
                                                        Block
Oct 15-19             2                Vacation
Oct 22-26             3                Vacation
                                     Term 3 2012
Oct 29-Nov 2          4
                                          1
Nov 5-9               5                   2
Nov 12-16             6                   3
Nov 19-23             7                   4
Nov 26-30             8                   5
Dec 3-7               9
Dec 10-14            10                   6




CQUniversity                                                                                                          2012
Embedded Professional Learning                                                      Secondary – EPL 3
Mentor Teacher – Information                                                             Page 3 of 31

EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY) INFORMATION

Dear Mentor Teacher

Welcome to this third school placement for the Bachelor of Learning Management (Secondary/VET)
degree. Pre-service Teachers enrolling in Embedded Professional Learning 3 (Sec) will have
already successfully completed Embedded Professional 1 and 2 (Secondary/VET).

This Mentor Teacher Information and Reporting document includes guidelines for Embedded
Professional Learning 3 (Sec) and incorporates a schedule of activities designed to assist with the
development of the emerging professional in the workplace. It includes all the information that is in
the Pre-service Teacher Guidelines document. It should be used in conjunction with the
Embedded Professional Learning Handbook, which contains important information about the
roles and responsibilities of the Lead Learning Manager, Mentor Teacher and Pre-service Teacher,
as well as the ethical and legal responsibilities surrounding the placement. Further information
may also be found on the Embedded Professional Learning website www.epl.cqu.edu.au.

If you use the Embedded Professional Learning website www.epl.cqu.edu.au select the
Assessment Section on the left hands side of the home page, choose the relevant Mentor Teacher
Information and Reporting document and complete the forms electronically. One copy should be
held by the school and the original forwarded to the CQUniversity Placement Officer, School of
Education at the relevant campus.

For enquiries and assistance, please contact the Teaching School Coordinator at your campus.
You may do this direct or through the Administration Office on the following numbers.

Bundaberg             4150 7046      Locked Mail Bag 3333, Bundaberg DC Qld 4670

Emerald               4982 0406      PO Box 197, Emerald Qld 4720

Gladstone             4970 7326      PO Box 1319, Gladstone Qld 4680

Mackay                4940 7547      PO Box 5606, Mackay Mail Centre Qld 4741

Noosa                 5440 7000      PO Box 1127, Noosaville BC Qld 4566

Rockhampton           4923 2383      Building 33, Bruce Highway, Rockhampton Qld 4702




      AS THE MENTOR TEACHER, WHAT DO I DO WITH THE COMPLETED DOCUMENT

This completed document must be returned to the CQUniversity Placement Officer, School of
Education at the Pre-service Teacher’s enrolled campus immediately following the conclusion of
this Embedded Professional Learning, please keep a copy for your records.




CQUniversity                                                                                    2012
Embedded Professional Learning                                                     Secondary – EPL 3
Mentor Teacher – Information                                                            Page 4 of 31

OVERVIEW – EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)

General

It is a requirement of the Embedded Professional Learning 3 (Sec) that the Pre-service Teachers
have the opportunity to teach in both their teaching areas, with at least one teaching areas being
taught in the Senior school, usually Years 11 or 12.

It is recommended that Pre-service Teachers should be accepted by learning sites as temporary
members of staff under the general authority of the Principal/Lead Learning Manager. Pre-
service Teachers are expected to cooperate with and assist members of the learning site’s staff.
Pre-service Teachers are aware that they have a privileged position in the learning site and must
manage their professional learning within the rules and procedures of that site.

In common with all members of staff, Pre-service Teachers will be expected to become familiar
with the learning site’s policies and observe these and the conventions of the learning site.
Lead Learning Managers are asked to meet regularly with Pre-service Teachers to
familiarise them with the learning site, its policies and other aspects of the education
profession (see p. 3).

In some situations, the Pre-service Teacher’s placement may need to change. Any change will be
negotiated between the Lead Learning Manager and the Teaching School Coordinator.

Embedded Professional Learning 3 (Secondary) at a glance

There are three (3) components:

One (1) day visit (or             The student is to visit the school, usually in late November, to
equivalent) in November/          become familiar with the school and to meet the Mentor
December                          Teacher/s. Where possible the Pre-service Teacher should be
                                  given information about the planning requirements for Embedded
                                  Professional Learning 3 (Sec).
Attend all student free day       The Pre-service Teacher is required to attend all the school’s
activities                        student free day activities at the commencement of the school
                                  year. The Pre-service Teacher is credited with two days towards
                                  the 27 days for attending all student free days.

                                  If the Pre-service Teacher is doing for Embedded Professional
                                  Learning 3 (Sec) at a different time of the year, these two days
                                  will also be observation days prior to the 25 day block.
A twenty-five (25) day            This block usually commences on Day 1 of the school year. It is
teaching block                    a continuous block not to be broken for personal or work-related
                                  reasons. Only in exceptional circumstances will a variation be
                                  permitted. Any changes need to be negotiated with the Teaching
                                  School Coordinator at the Pre-service Teacher’s campus before
                                  the variation is initiated with the school.




CQUniversity                                                                                   2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Information                                                               Page 5 of 31

DEVELOPING PROFESSIONAL ATTRIBUTES

Pre-service Teacher must demonstrate satisfactory:
 Curriculum knowledge in teaching areas;
 Planning, preparation and record keeping;
 Implementation of learning experiences;
 Interpersonal skills with students and teaching colleagues;
 Personal attitude and commitment to teaching; and
 Classroom management development.

Mandatory activities:
 Observing and writing formal observations of classroom lessons and school events;
 Written reflections, done daily;
 Assisting/collaborating;
 Planning and preparing resources for learning experiences;
 Teaching – small groups and whole classes;
 Collecting teaching strategies that are recorded for later reference.

Pre-service Teachers are required to reflect on their observations, teaching and developing
professional attributes. Pre-service Teachers will need to engage with co-professionals and
participate in the day-to-day activity of the learning site. The Progressive Review (p. 24) provides
a basis for review of the Pre-service Teachers’ progress and is a professional conversation about
their developing professional attitude.

Participation

Pre-service Teachers are expected to attend the learning site 45 minutes before the start of
the school day (or earlier if required by particular learning sites) and to remain until at least
3:30pm (or later if required for particular activities) on each day of their visits. Professional
interaction with Mentor Teachers, other staff and fellow Pre-service Teachers is potentially
beneficial and Pre-service Teachers are encouraged in free time on their timetables to share
thoughts, prepare, critically reflect and work on tasks required of them.

Students at Risk

If a Pre-service Teacher is deemed ‘at risk’ through non-attendance or other inappropriate
behaviours at any time throughout their Embedded Professional Learning 3 (Sec) please inform
the Teaching School Coordinator immediately. See the Embedded Professional Learning
Handbook for further details.

Absence

If the Pre-service Teacher is unable to attend the learning site for any reason, the following
procedure should be adopted:

     The Pre-service Teacher is to contact the learning site by 7:30am, leaving a message for
      the Lead Learning Manager and Mentor Teacher, stating the reason and probable duration of
      the absence.
     The Pre-service Teacher is to contact the CQUniversity Placement Officer and/or the
      Teaching School Coordinator.




CQUniversity                                                                                      2012
Embedded Professional Learning                                                   Secondary – EPL 3
Mentor Teacher – Information                                                          Page 6 of 31

ANY ABSENCE MUST BE MADE UP (except for public holidays). The Lead Learning Manager, in
collaboration with the Teaching School Coordinator, will determine the nature and timing of the
make-up. See the Embedded Professional Learning Handbook for further details.

Pre-service Teachers are aware, that on the day of return to work, they will be required to
resume their teaching program. It is the Pre-service Teacher’s responsibility to know what
is required of her/him on returning to work.


NOTE: For Pre-service Teachers studying through one of the 5 CQUniversity campuses, a series
of COMPULSORY information sessions are conducted around the middle of the year (ie
between Embedded Professional Learning 3 and 4). Information (campus, dates, etc) will be
posted on the Embedded Professional Learning (Sec) Moodle site. It is the Pre-service
Teacher’s responsibility to regularly check the site and to be available for these sessions.

Sessions include:     School Administrators
                      Internship requirements
                      Queensland College of Teachers Information session
                      Education Queensland information session
                      Employers sessions
                      Teacher Unions

Flex Pre-service Teachers who do not have easy access to a CQUniversity campus are able to
complete some sessions through online training or by assessing the information supplied on the
Embedded Professional Learning Moodle site.


PLANNING TO TEACH

As in the previous school placements, Pre-service Teachers must present all lesson
preparation and resources to their Mentor Teacher, where possible, 24 hours before the
scheduled lesson time or as arranged with the Mentor Teacher. . Under no circumstances is the
Pre-service Teacher to commence teaching a lesson without the Mentor Teacher having
approved the lesson plan.

If the Mentor Teacher requests a detailed Learning Experience Plan be used, then the Pre-service
Teacher needs to use the detailed format, the Learning Experience Plan – See Embedded
Professional Learning Website or Pre-service Teacher Guidelines document.

The Teaching Notes – (see Pre-service Teacher Guidelines) - may be used when the Pre-service
Teacher is teaching several lessons in a day. The use of this version of lesson planning is
through negotiation with the Mentor Teacher only. The Teaching Notes template is based on
the minimum requirements for lesson planning.




CQUniversity                                                                                 2012
Embedded Professional Learning                                                      Secondary – EPL 3
Mentor Teacher – Information                                                             Page 7 of 31

GUIDE FOR MENTOR TEACHER – the 27 days

What the Mentor Teacher is asked to do

As in the previous two Embedded Professional Learning courses, Pre-service Teachers must
present all lesson preparation and resources to their Mentor Teacher, where possible, 24
hours before the scheduled lesson or as arranged with the Mentor Teacher. Lesson plans are to
be in a suitable format, legibly written or typed.

The Pre-service Teacher is to make her/his Working Portfolio available for Mentor Teachers to
review each day of the practicum. Where possible the Mentor Teacher is asked to view the
Working Portfolio each Monday and, using the daily feedback for that week, indicate that
the portfolio has been sighted and that it is satisfactory.

Time Frame            Mentor Teacher guide for Experiences – 28 Assessable Days
Day 1                 Meet with the Pre-service Teacher to discuss the requirements for the start of
Day in Nov/Dec        the school year in your teaching area. If possible provide the Pre-service
                      Teacher with content area that they may be teaching.
Days 1-2              Ensure that the Pre-service Teacher understands and is involved in the
Student Free Days school’s program for these days.
                      NOTE: Where the Pre-service Teacher is doing Embedded Professional
                      Learning 3 (Sec) at a different time of the year, these two days will be
                      observation days.
Days 3-27             Give regular verbal and written feedback to the Pre-service Teacher on all
                      aspects of her/his work. Lesson feedback templates are provided in this
                      document (p. 16).
                      Provide the Pre-service Teacher with daily written grading for each of the
                      25 days, using the Daily Feedback forms and show the Pre-service Teacher
                      for initialling.
                      Check the Pre-service Teacher’s lesson plans, if possible, the day before the
                      lesson is to be taught.
                      NOTE: Pre-service Teachers who do not provide their planning by the
                      agreed time should be given an unsatisfactory for that day.
Days 3, 8, 13, 18     MT and Pre-service Teacher meet to review the Working Portfolio(1) and,
and 23                using the daily feedback forms rate the portfolio as Satisfactory Y/N. Should
                      the Working Portfolio be given the rating of ‘unsatisfactory’ at any stage, the
                      Mentor Teacher is asked to advise the Teaching School Coordinator at the
                      local campus.
Day 12                Discuss with the Pre-service Teacher her/his Individual Learning Plan,
                      considering all observations of the Pre-service Teacher’s strengths, areas
                      where growth has been seen and areas requiring improvement.
Day 13/14             Complete the Progressive Review. Discuss this review with the Pre-service
                      Teacher and where necessary develop an action plan that is negotiated with
                      the Pre-service Teacher.
Day 15                Ensure that the Pre-service Teacher has an adequate classroom program,
                      which builds to teaching ½ and no more than ⅔ of the teacher’s load by
                      week 4.
Day 26                Meet with the Pre-service Teacher to critically reflect on the progress
                      made towards meeting the aims of the ILP and the Progressive Review.
Day 27                Complete the Summative Report and give the completed Mentor Teacher –
                      Information and Reporting document to the School’s Lead Learning
                      Manager. Where possible the completed Mentor Teacher – Information
                      and Reporting document must be sighted and signed by the Pre-service
                      Teacher before leaving the school.
(1)
    See Working Portfolio explanation p. 11 in this document.




CQUniversity                                                                                    2012
Embedded Professional Learning                                                       Secondary – EPL 3
Mentor Teacher – Information                                                              Page 8 of 31

The 27 days – What the Pre-service Teacher will do

1.   Attend all student free day activities at the commencement of the school year.
     NOTE – if the school determines that the Pre-service Teacher cannot attend particular student
     free day activities, the Pre-service Teacher should still attend the school and engage in
     preparation etc for the upcoming 25 day teaching block.
2.   The 25 days building to teaching ½ and no more than ⅔ of the Mentor Teacher’s load in
     weeks 4 and 5.
3.   Attend LLM sessions and staff meetings.

The Pre-service Teacher is responsible for planning and implementing a section of a unit of work in
each of his/her teaching areas in keeping with the requirements of the learning site and the Mentor
Teacher. All planning, observations, reflections and records of other professional
experiences should be collated into the Working Portfolio.

Time frame                                       Guide for Experience
Week 1               The Pre-service Teacher should commence the five week block by teaching at
                     least one lesson per day in each teaching area – from day 1 or 2.
Days 3, 8, 13, 18    MT and Pre-service Teacher meet to review the Working Portfolio and,
and 23               using the daily feedback forms, the Mentor Teacher is to rate the portfolio as
                     Satisfactory Y/N. Should the Working Portfolio be given the rating of
                     ‘unsatisfactory’ at any stage, the Mentor Teacher is to advise the Teaching
                     School Coordinator at the local campus.
Throughout           Implement planned lessons with the classes negotiated with the Mentor
EPL 3 (Sec)          Teacher – from day 1 or 2.
                     Continue with observations of the Mentor Teacher and teachers in other areas
                     if possible – from day 1.
By end week 2        The Pre-service Teacher should be teaching at least two lessons per day - one
                     Middle School and one Senior School - in both teaching areas.
For day 11/12        The Pre-service Teacher is to complete the ILP following discussion with each
                     Mentor Teacher. Pre-service Teacher is to give the ILP to the Mentor Teacher
                     for comment.
Week 3               At the commencement of week 3, using the revised ILP and the Progressive
                     Review action statement, the Pre-service Teacher is to negotiate
                     responsibilities for the remainder of Embedded Professional Learning 3 (Sec).
Week 4               The Pre-service Teacher is to be teaching a load of approximately ½ and no
                     more than ⅔ of the teacher’s normal load plus co-curricular activities.
By end week 5        In week 5, with each Mentor Teacher, the Pre-service Teacher is to critically
                     reflect on the ILP and action statement of the Progressive Review. The Pre-
                     service Teacher may wish to draw on the following questions to frame her/his
                     response:
                      Did you achieve your ILP goals?
                      How has your professional development been enhanced during this
                         Embedded Professional Learning?
                      What is your vision for managing the learning of others in the future?
                      What do you believe about how learners learn best?
                      How has reflecting of your progress and constructing your ILP contributed
                         to your professional development?
                      What are your goals for your final practicum?




CQUniversity                                                                                     2012
Embedded Professional Learning                                                       Secondary – EPL 3
Mentor Teacher – Information                                                              Page 9 of 31

FORMATIVE ASSESSMENT

The formative component of the Embedded Professional Learning is intended to facilitate
structured dialogue between the Pre-service Teacher and the Mentor Teacher. Written lesson
feedback, Daily Feedback, the Individual Learning Plan and the Progressive Review provide the
basis for such ongoing dialogue.

Throughout Embedded Professional Learning 3 (Sec) it is important that the Pre-service Teachers
are provided with opportunities to critically reflect on their progress against CQUniversity provided
assessment templates as well as the QCT Graduate Standards. It is necessary that the Pre-
service Teachers are aware of how they are progressing and what areas they may need to work on.
A range of monitoring forms is provided on the Embedded Professional Learning website. Their
use is optional but highly recommended.

The Daily Feedback report (see pp 22 - 28) must be completed regularly to provide the Pre-
service Teacher with a summary of her/his day’s involvement in the classroom. Regular daily
feedback highlighting strengths and weaknesses is recommended for each of the 25 days. While
Mentor Teachers do not have to provide written daily feedback for each day completed, however,
they must rate the student daily using the ‘Satisfactory’ or ‘Unsatisfactory’ criteria. If an
‘Unsatisfactory’ rating is given, comments must be presented to the student via Daily Feedback
and the Teaching School Coordinator must be contacted.

Pre-service Teachers are required to sign the Daily Feedback report each day as proof they have
sighted the feedback and hence will act on it.

The Individual Learning Plan (ILP) (see Embedded Professional Learning website and Pre-
service Teacher Guidelines) gives Pre-service Teachers the opportunity to outline their strengths
and areas of need. The aim of an ILP is to provide Pre-service Teachers with a process to
manage their own learning journey. This plan is to be discussed with the Mentor Teacher prior to
completion of the Progressive Review.

In the ILP, the Pre-service Teacher is required to identify the areas of teaching that are challenging
and require focus for either the remainder of the current or the next Embedded Professional
Learning. The ILP also identifies those areas of teaching in which the Pre-service Teacher is
confident and/or will not require more focus. Once the Pre-service Teacher has identified the
areas of focus, s/he will then be able to plan how to up-skill her/himself.

The ILP is to include specific statements of:
 What needs to be learned and/or practised;
 How to do this; and
 Who to seek support from.

By planning for the learning journey the Pre-service Teacher is more likely to achieve her/his
learning goals.

The Progressive Review (se p. 24 or Embedded Professional Learning website) is a checklist of
skills that the Pre-service Teacher is currently developing during this placement.

To complete the Progressive Review, it is recommended that the Mentor Teacher and Lead
Learning Manager make time to discuss the checklist of skills with the Pre-service Teacher. It is
then possible to develop a collective understanding of the skills required of the Pre-service
Teacher and to discuss how these might be developed over time. The Progressive Review needs
to be completed by the end of day 13/14 of the 25 day block.




CQUniversity                                                                                      2012
Embedded Professional Learning                                                       Secondary – EPL 3
Mentor Teacher – Information                                                             Page 10 of 31

It is important that, when the Mentor Teacher is assessing the Pre-service Teacher throughout this
Embedded Professional Learning placement, the focus is to decide whether the Pre-service
Teacher has developed the required level of skills and so will be ready to progress to Embedded
Professional Learning 4. It is vitally important that the Mentor Teacher gives regular
feedback during this time.

If the Pre-service Teacher does not address all areas of the Progressive Review or does not
respond to the Mentor Teacher’s or Lead Learning Manager’s suggestions in these areas as
indicated in the Progressive Review action plan, and these areas are considered vital to the overall
performance of the Pre-service Teacher, the Pre-service Teacher should be deemed ‘at risk’.
Once the Pre-service Teacher is deemed ‘at risk’ the learning site’s CQUniversity Teaching School
Coordinator needs to be informed immediately via the Lead Learning Manager.

SUMMATIVE REPORT

The Summative Report is the formal assessment for Embedded Professional Learning 3 (Sec)
(see reporting section of this document, p. 30). This report, along with the summative reports from
the first, second and final school placements will be required by the employing authorities. It is
important that this report reflects the professional development that has occurred during the 25 day
block and the reporting that has been given throughout. The Lead Learning Manager is to return
this document, to the relevant CQUniversity campus immediately following the conclusion of this
Embedded Professional Learning.

WORKING PORTFOLIO

Pre-service Teachers are aware of the requirement to maintain a working portfolio. The purpose
of this portfolio is to validate with evidence the student’s performance during this Embedded
Profession Learning school placement. More importantly, it is a working document similar to a
working folder that any professional would keep as a record of her/his work. The portfolio should
not be envisioned as an elaborate document with extensive word processing and decorative
additions. It is a working document that the Pre-service Teacher uses to record her/his planning,
observations and reflections etc. Working Portfolios need to include at least the following sections:

Working Portfolio Sections

 Embedded Professional Learning notes/requirements (including timetables, school policy
  documents, school plan, fire and lockdown procedures, etc).)
 Teaching preparation (all lesson preparation, daily plans and overviews)
 Teaching Log – Observations (entries to indicate an analytic approach to reflections – see
  details below)
 Resources (eg staff notices, examples of teacher planning, policy documents, administration
  advice and procedures)
 Teaching Resources (eg teaching ideas, records, curriculum documents, tests, record keeping
  formats, school plan, fire excursions, etc)
 Write up excursions, sports days, a guidelines for playground duty, notes from staff meetings
  (whole school and department) and notes from professional development sessions

Pre-service Teachers can be requested to submit their portfolio to the Teaching School
Coordinator, Lead Learning Manager or Mentor Teach at anytime during the placement or at its
conclusion. Mentor Teachers are asked to view the portfolio at regular, weekly intervals and grade
it (Satisfactory Y/N).

PLEASE NOTE:

If the Working Portfolio is not available for the Mentor Teacher to view or is rated as
unsatisfactory, the Pre-service Teacher should be given an Unsatisfactory for that day and the
Teaching School Coordinator should be advised.



CQUniversity                                                                                     2012
Embedded Professional Learning                                                       Secondary – EPL 3
Mentor Teacher – Information                                                             Page 11 of 31

Professional Portfolio – e.portfolio

In their final year of the program, Pre-service Teachers develop a Professional Portfolio in the form
of an e.portfolio. This will be introduced during the EPL 3 tutorials and students will maintain and
update it during EPL.

The Professional Portfolio is not the same as the Working Portfolio that should continue to be
maintained.

A Professional Portfolio is a selection of key materials and examples that provide evidence of how
the Pre-Service Teacher demonstrates key aspects of the Queensland College of Teachers (QCT)
Professional Standards for Queensland Teachers (Graduate Level), available at
http://www.qct.edu.au/standards/ index.html. The focus is on gathering specific evidence to build
the e.portfolio that could be used in the Professional Review and to inform interviews with
prospective employers. This is a work in progress that is kept selectively and regularly updated.

The Queensland College of Teachers (QCT) accredits BLM programs and therefore the QCT
Standards (Graduate level) are used as graduate standards for BLM programs. The National
Professional Standards for Teachers were endorsed by the Ministerial Council for Education, Early
Childhood Development and Youth Affairs in 2010. These standards synthesise descriptions of
effective contemporary teaching practice by teachers in all Australian states and are a valuable
resource in guiding expectations of teachers’ knowledge, practice and professional engagement at
a range of career stages including graduate level. Pre-service teachers should refer to the National
Professional Standards for Teachers (Graduate stage) to support the collection and documentation
of evidence in the Professional Portfolio. The standards are available at the Australian Institute for
Teaching and School Leadership website (www.aitsl.edu.au <http://www.aitsl.edu.au>).

Organisation of the Professional Portfolio

The Professional Portfolio might be organised into three sections (following the three groups of
Professional Standards for Queensland Teachers (Graduate Level)):

Teaching and Learning – encompassing evidence of QCT Standards 1 – 5

Building Relationships – encompassing evidence of QCT Standards 6 – 9

Reflective Practice – encompassing evidence of QCT Standard 10

Observations and Daily Reflections

During Embedded Professional Learning 3 (Sec) the Pre-service Teacher is required to record
observations and reflections into their Working Portfolio at the end of each day. The Pre-service
Teacher is expected to show a reflective and analytical approach and draw upon the QCT
Graduate Standards in all entries for both the observations and daily reflections.

Requirements:

 Pre-service Teachers are to observe and write up formally one lesson (or part lesson or
  activity) each day in each of their teaching areas. Pre-service Teachers are to focus
  observations on skills they need to develop.

 Pre-service Teachers are to reflect for 10 minutes about each of their days (half to one page)
  and address the following questions:

   1. What worked well or not so well and why?
   2. What will the Pre-service Teacher do next time to develop his/her skills?




CQUniversity                                                                                       2012
Embedded Professional Learning                                                    Secondary – EPL 3
Mentor Teacher – Information                                                          Page 12 of 31


   These observations should include events beyond the classrooms in which the Pre-service
    Teachers are directly involved eg. Sports Days, Special Needs Programs, Special Days,
    Excursion Planning, and Playground Duty etc.

 As part of their observations and reflections Pre-service Teachers are to choose one of the 10
  QCT Graduates Standards listed in the following table and respond to at least 1 of the
  associated questions as a focus for your reflection. Pre-service Teachers are to ensure that
  they have addressed a question from all ten standards during the course of Embedded
  Professional Learning 3 (Sec).




CQUniversity                                                                                  2012
Embedded Professional Learning                                                                Secondary – EPL 3
Mentor Teacher – Information                                                                      Page 13 of 31

QUESTIONS TO CONSIDER WHEN WRITING OBSERVATIONS AND REFLECTIONS (with links
to QCT Standards)

       QCT standard                        Reflection question based on QCT Practice Statement
 Standard 1                      How did you:
 Design and implement             establish learning goals and learning plans that reflect relevant curriculum
 engaging and flexible             frameworks and policies
 learning experiences for         communicate learning goals and plans to students, families, caregivers
 individuals and groups            and/or other parties
                                  select and use teaching and learning strategies and resources that meet
                                   specified learning goals, curriculum requirements, learning needs,
                                   interests and learning styles
                                  identify and apply learning experiences that incorporate flexible individual
                                   and group learning, teaching, assessment and behaviour management
                                   strategies
                                  identify and use teaching, learning and assessment strategies and
                                   resources in which ICT is embedded
                                  gather information from a range of sources to evaluate learning activities
                                   and how to use this information to improve teaching, learning and
                                   assessment strategies and resources
 Standard 2                      How did you:
 Design and implement             identify the language, literacy and numeracy demands and opportunities
 learning experiences that         of particular curriculum areas
                                  gather and use information on students’ language, literacy and numeracy
 develop language, literacy
 and numeracy                      skills in planning and implementing learning experiences
                                  explicitly teach the language, literacy and numeracy skills necessary for
                                   students to achieve identified learning outcomes and demonstrate
                                   effective speaking, listening, reading, viewing, writing and shaping, and
                                   numeracy in a range of contexts
                                  identify, select and use teaching and learning strategies and resources
                                   that build on and support the development of students’ language, literacy
                                   and numeracy skills
                                  monitor and evaluate students’ language, literacy and numeracy skills and
                                   know how to use this information when designing programs, reporting to
                                   parents, caregivers, and reviewing strategies and resources
                                  assess their personal language, literacy and numeracy skills and their
                                   capacity to teach language, literacy and numeracy within curriculum and
                                   learning phase areas, and, where necessary, improve these aspects of
                                   professional practice
 Standard 3                      How did you:
                                  apply scaffolding techniques to assist students to achieve learning goals
 Design and implement
 intellectually challenging        and progressively take appropriate responsibility for their own learning
 learning experiences             identify and know how to apply strategies for engaging students in the
                                   investigation of intellectually challenging and worthwhile topics, problems
                                   and issues
                                  establish learning environments in which diverse ideas and opinions are
                                   valued and students are encouraged to question and exchange ideas
                                  plan and implement learning experiences in which students actively use
                                   ICT to access, organise, research, interpret, analyse, create,
                                   communicate and represent knowledge
                                  identify and implement teaching activities that involve higher-order
                                   thinking skills
                                  identify and know how to apply inquiry methods for students to investigate
                                   problems
                                  provide support and direction to students appropriate to their confidence
                                   and familiarity with ideas, concepts and problems being investigated
                                  identify and apply strategies for encouraging students to critically reflect
                                   on and discuss what and how they learn and apply these understandings
                                   to new topics, problems and issues




CQUniversity                                                                                               2012
Embedded Professional Learning                                                                 Secondary – EPL 3
Mentor Teacher – Information                                                                       Page 14 of 31


       QCT standard                       Reflection question based on QCT Practice Statement
 Standard 4                      How did you:
 Design and implement             identify and develop understanding of the diverse backgrounds and
 learning experiences that         characteristics of the students they teach
                                  plan and implement individual and group learning activities that take
 value diversity
                                   account of the backgrounds, characteristics and learning styles of
                                   students
                                  establish learning environments in which individual and group differences
                                   are valued and respected and all students are treated equitably
                                  identify individual learning needs and know how to apply strategies for
                                   teaching students with particular learning needs including students with
                                   disabilities and learning difficulties, and gifted students
                                  identify and use strategies that result in high levels of expectations and
                                   achievement by all students across all learning areas
                                  apply ICT to empower students with diverse backgrounds, characteristics
                                   and abilities and enable their learning
                                  identify and know how to apply strategies for working and communicating
                                   with parents and caregivers to support individual student learning
                                  review their personal skills in responding to diversity and identify ways of
                                   developing this aspect of professional practice
 Standard 5                      How did you:
 Assess and report                establish learning goals and assessment requirements that meet relevant
 constructively on student         policies, curriculum frameworks and students’ experience and needs
                                  communicate learning goals and assessment requirements to colleagues,
 learning
                                   students, families and caregivers
                                  use a range of sources and ways of gathering evidence for making
                                   judgements about student learning
                                  provide feedback to students on their learning
                                  identify and know how to apply strategies for supporting students or
                                   adjusting assessment procedures so that students have different ways of
                                   demonstrating their learning progress and achievements
                                  implement approaches, including the use of ICT , to effectively monitor,
                                   assess and document learning
                                  apply school reporting arrangements to report on student performance to
                                   parents, caregivers and certification authorities
                                  identify and know how to apply assessment data and information about
                                   students in planning and reviewing programs, teaching practices and
                                   assessment and reporting strategies
                                  identify and know how to participate in assessment quality assurance
                                   processes such as moderation activities
 Standard 6                      How did you:
                                  identify and use information on students to set learning goals that
 Support personal
 development and                   promote personal development and social participation
 participation in society         identify and know how to apply strategies for supporting students in
                                   developing personal identity, values, a positive self-image, health and
                                   well-being, sound relations and empathy with others
                                  identify and know how to apply approaches to learning that foster
                                   enterprising behaviours, active citizenship and lifelong learning and
                                   establish linkages between the school and the world of work
                                  identify and know how to apply strategies for assisting students to set
                                   personal work, leisure and study goals
                                  identify and know how to provide learning experiences that engage
                                   students in events beyond the immediate school environment
                                  identify and know how to establish learning partnerships involving the
                                   school, business, industry and community agencies
                                  identify and know how to provide opportunities for students to
                                   purposefully use a range of communication tools and participate through
                                   ICT in local, national and global communities
                                  identify the role and responsibilities of teachers in providing pastoral care
                                   for students
                                  contribute to the co-curricular program of the school through participation
                                   in planned activities




CQUniversity                                                                                                 2012
Embedded Professional Learning                                                                     Secondary – EPL 3
Mentor Teacher – Information                                                                           Page 15 of 31


       QCT standard                                  BLM Graduate Standards Statements
 Standard 7                      How did you:
                                  establish respectful, positive and safe learning environments and
 Create and maintain safe
 and supportive learning            constructive relationships that support students and foster positive
 environments                       attitudes to learning
                                  establish clear expectations for student learning and behaviour and
                                    provide explicit feedback on appropriate behaviour
                                  identify and know how to apply school and employing authority policies
                                    and procedures with regard to behaviour management and student safety
                                  identify and apply behaviour management strategies in a fair, sensitive
                                    and consistent manner and know when to seek advice on matters
                                    associated with student learning and behaviour
                                  explicitly teach skills to assist students to assume responsibility for
                                    themselves and behave responsibly towards others
                                  effectively use teaching time, materials, resources and physical space to
                                    establish a challenging, safe and supportive learning environment
                                  identify and apply strategies to monitor independent and group work and
                                    encourage the participation of all students
 Standard 8                      How did you:
 Foster positive and              establish respectful, productive and cooperative relationships with
 productive relationships           families, caregivers and other community members to support student
 with families and the              learning and wellbeing
 community                        identify and use a range of channels for effective communication,
                                    including the use of ICT, to communicate with families, caregivers and
                                    others to promote collaboration and involvement in school programs
                                  identify and apply strategies for establishing learning environments that
                                    acknowledge the concerns, values and priorities of families and
                                    caregivers, and their diverse cultures and communities
                                  incorporate the skills and resources of families, caregivers and other
                                    community members in learning activities
                                  plan and implement learning experiences that are meaningful to students
                                    and build on the knowledge and skills developed through family and the
                                    community
                                  identify and apply strategies for promoting the value of education, the
                                    school and the profession to families, caregivers and other community
                                    members
 Standard 9                      How did you:
 Contribute effectively to        set and meet personal work-related goals and priorities
 professional teams               participate in professional teams in line with personal skills, professional
                                    expertise and scope of responsibility
                                  work in partnership with other teachers, professionals, paraprofessionals,
                                    teacher aides and other relevant adults to plan, implement and assess
                                    learning programs for individuals and groups of students
                                  use ICT to communicate with others for professional purposes
                                  contribute to the collegiate review of team activities and processes
 Standard 10                     How did you:
                                  reflect critically on personal professional practice
 Commit to reflective
                                  use professional standards to analyse professional
 practice and professional
                                   strengths and weaknesses, set personal professional goals, and assess their
 renewal
                                    capacity to meet the professional and ethical requirements of the QCT
                                  identify and know how to access professional development opportunities for
                                    improving teaching practice and the performance of other aspects of the role of a
                                    teacher
                                  identify and access learning communities and professional networks
                                  perform teaching and non-teaching duties in a manner that is consistent with
                                    employing authority and school policies and procedures and legal and ethical
                                    obligations of teachers
                                  actively participate in mentoring, coaching and other professional learning
                                    programs




CQUniversity                                                                                                     2012
Embedded Professional Learning                                                                Secondary – EPL 3
Mentor Teacher – Information                                                                      Page 16 of 31

LESSON FEEDBACK TEMPLATES
(The Mentor Teacher may utilise either of the following lesion feedback forms. Further Lesson
Feedback templates are to be found on the Embedded Professional Learning website.)

                                 Lesson Observation Feedback Checklist

Teacher:______________________________ Subject:______________________________
                                                                  N = Needs Attention S= Satisfactory   G = Good
                                                                         N              S                G
PLANNING & PREPARATION
States specific lesson objectives
Writes procedures
Produces comprehensive unit plans
Writes a logical sequence of steps
Organises materials and equipment in advance
Incorporates appropriate ICT’s
THE LESSON
Secures class attention; designs a stimulating introduction
Develops a logical progression
Encourages student participation
Maintains student attention to the end of the lesson
Generates enthusiasm
Paces the lesson to meet student needs
Makes modifications for students with specific needs
Engages students in assessment of learning
Has achieved the lesson objectives/outcomes
MANAGEMENT SKILLS
Provides clear directions
Waits for class attention before speaking
Moves systematically around the room
Identifies and uses processes consistent with school policy
Is firm, consistent and positive
Reinforces appropriate behaviour
COMMUNICATION SKILLS
Speaks fluently and audibly
Writes legibly
Teaching resources are well organised
Varies pitch, volume, tone and speed of voice
Checks students’ work at regular intervals
Uses constructive written feedback
Treats students with respect
Dismisses class in an orderly fashion
Sets homework in an organised, orderly way
QUESTIONING TECHNIQUES
Questions are brief, clear and cover a range of thinking levels
Distributes questions widely
Uses a variety of questioning techniques
Allows sufficient wait time
Asks some challenging questions
Probes for clarification
Incorporates constructive feedback

Additional comments: ____________________________________________________________________

______________________________________________________________________________________

Mentor Teacher’s signature: ________________________________________                Date: ________________



CQUniversity                                                                                                 2012
Embedded Professional Learning                                                         Secondary – EPL 3
Mentor Teacher – Information                                                               Page 17 of 31


                                           Lesson Feedback
(May be used by Mentor Teachers for every lesson they observe. Copy to be given to Pre-service Teacher)

Pre-service Teacher’s name: ______________________ Teaching Area: _________________

Mentor Teacher: ________________________________________ Date: _________________


Lesson Planning [eg lesson objectives/outcomes; teaching and learning strategies; knowledge
                of content; appropriateness and use of resources; inclusiveness of lesson.]

 ______________________________________________________________________________
 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

Implementation        [eg lesson start; including links to previous lessons; body of lesson; lesson
                      closure; use of chalk or white board.]

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

Classroom Management             [eg student involvement; questioning techniques; dealing with
                                 classroom issues during the lesson; catering for individual
                                 differences.]

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________

 ______________________________________________________________________________


Mentor Teacher signature: _______________________________ Date: __________________



CQUniversity                                                                                          2012
Embedded Professional Learning                                               Secondary – EPL 3
Mentor Teacher – Reporting                                                       Page 18 of 31

                 EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                      REPORTING AND RECOMMENDED GRADE
                                     BLM Secondary CQ11
                                           28 DAYS


         These forms should be sighted and signed by the Pre-service Teacher before
             leaving the school at the end of the Embedded Professional Learning.
        The original should be forwarded to the CQUniversity Placement Officer, School
                          of Education and a copy held at the school.




 Pre-service
                                                    Student No.
 Teacher’s Name
 Learning Site

                                                    Pre-service
 Teaching
                                                    Teacher’s
 Discipline(s)
                                                    signature




 Mentor Teacher’s Name

 MT signature’s                                                    Date

 Lead Learning Manager’s Name

 LLM’s signature                                                   Date




                                 RECOMMENDED GRADE
           To be completed by each Mentor Teacher and the Lead Learning Manager

 EPL 3 (28 Days)                  PASS                    FAIL               INCOMPLETE




CQUNIVERSITY USE ONLY - TEACHING SCHOOL COORDINATOR

OVERALL GRADE              PASS                    FAIL                   INCOMPLETE
Date:                  Teaching School Coordinator’s
                       signature (EPL 3):




CQUniversity                                                                             2012
Embedded Professional Learning                                                    Secondary – EPL 3
Mentor Teacher – Reporting                                                            Page 19 of 31

                 EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                             ASSESSMENT CRITERIA

The criteria below form the basis for the reporting forms in Embedded Professional Learning 3
(Sec). To satisfactorily complete Embedded Professional Learning 3 (Sec) the Pre-service Teacher
must:

1.   Complete 28 days verified by the Mentor Teacher’s signature.
2.   Participate with no more than 1 day rated at ‘Unsatisfactory’.
3.   Complete all tasks requirements at a ‘Satisfactory’ level.


Satisfactory

    Maintains professionally organised, and compiled, up-to-date working portfolio.
    Shows an awareness of relevant important elements and aspects of observed practice.
    Demonstrates a high functional understanding of key principles of design/planning, and
     incorporates the 8 LM questions. (See Embedded Professional Learning Handbook).
    Demonstrates an understanding and applicability of a range of instructional skills in
     teaching/learning.
    Demonstrates effective implementation of fundamental classroom organisation considerations.
    Demonstrates an effective range of communication skills and interpersonal qualities
     appropriate to school contexts.
    Demonstrates a high level of commitment to professional ethics and personal professional
     development.
    Accepts advice unconditionally, self-critiques and contributes positively to the classroom
     environment
    Displays a very professional attitude.


Unsatisfactory

    Working portfolio lacks organisation, and/or is poorly compiled and not always up-to-date.
    Limited appreciation of basic elements of observed practice.
    Limited understanding of key principles of design/planning, with scant regard to the 8 LM
     questions. (See Embedded Professional Learning Handbook).
    Lacks communication skills and interpersonal qualities appropriate to school contexts.
    Little awareness of professional ethical considerations and personal professional development.
    Fails to accept advice unconditionally and/or to seek advice and guidance.
    Creates an environment in which the Mentor Teacher cannot work with the Pre-service
     Teacher,
    Required planning documents and resources are absent or have not been provided to the
     Mentor Teacher in time.
    Has not developed a sound professional attitude.
    Has not attended the learning site and has not advised the learning site of absence.




CQUniversity                                                                                  2012
Embedded Professional Learning                                                               Secondary – EPL 3
Mentor Teacher – Reporting                                                                       Page 20 of 31

                                     SAMPLE RESPONSES
                       (That may be considered when providing feedback)

 PROFILING THE LEARNERS                               RECORD KEEPING
    observes with insight and in detail                 folder/s organised and up to date
    gathers relevant data and information               lesson plans are well prepared, practical working
    identifies learning needs, strengths and             documents
     interests                                           observations - identify and document relevant
    identifies implications for future planning          strategies and teaching skills
                                                         reflections are insightful and reflective of
                                                          development as a Learning Manager
                                                         standard English grammar/spelling is used
                                                          throughout folder

 IMPLEMENTATION                                       INTERPERSONAL SKILLS
    conveys enthusiasm/interest                      With Adults –
    establishes rapport with learners                   communicates effectively
    uses effective manner/body language                 willingly participates
    gains and maintains students’ attention             shows initiative
    asks clear questions                                is punctual, reliable
    gives clear instructions                            is courteous, tactful
    demonstrates effective management skills            seeks/accepts advice
    demonstrates knowledge of content                   acts on advice
    uses a variety of teaching/learning processes       is an effective team member
    uses a variety of quality resources                 shares ideas/resources
    facilitates active learning                         maintains confidentiality; is discreet
    facilitates effective closure of learning
     experiences                                      With Learners –
    uses a range of assessment approaches to            maintains a professional relationship with
     monitor learning                                     learners
    uses effective transition strategies                likes/respects learners
    links evaluation to intended learning outcomes      is warm and friendly
                                                         is firm when needed
 ATTITUDE AND COMMITMENT                                 shows concern for individuals
    displays a professional approach to teaching        interacts appropriately
    displays commitment to professional ethics          demonstrates active listening skills
     and personal professional development               sets appropriate limits
                                                         fosters positive social behaviour
                                                         finds strengths in learners and encourages
                                                          appropriately

 LEARNING DESIGN                                      CLASSROOM ORGANISATION AND
    shows links from profiling to planning           MANAGEMENT
    plans teaching using the 8 Learning                 preparation of teaching resources ahead of time
     Management Questions                                organisation and utilisation of teaching resources
    states clear intended learning outcomes             organisation and management of individuals and
    designs developmentally appropriate learning         groups
     experiences                                         use of positive behaviour management strategies
    identifies specific and relevant teaching/          use of appropriate strategies to manage off-task
     learning processes                                   and inappropriate behaviours
    sequences teaching/learning processes
     logically
    selects appropriate materials and
     resources to enhance learning
    shows inclusive approach to planning




CQUniversity                                                                                             2012
Embedded Professional Learning                                                          Secondary – EPL 3
Mentor Teacher – Reporting                                                                  Page 21 of 31


                 EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                      DAILY FEEDBACK BY MENTOR TEACHER



                                           PLEASE NOTE:

Mentor Teachers do not have to provide written daily feedback for each day completed, but they
must rate the student daily using the ‘Satisfactory’ or ‘Unsatisfactory’ criteria. If an ‘Unsatisfactory’
  is awarded, comments must be presented to the student via this document and the Teaching
                             School Coordinator must be contacted.

  Mentor Teachers are asked to view the Pre-service Teacher’s working portfolio regularly and to
                                  grade it as Satisfactory Y/N




     DAY 1        Student Free Date:                                                        DAY 1

                                                                                       Overall Rating:
 ____________________________________________________________________
                                                                                          Satisfactory
 ____________________________________________________________________                     Unsatisfactory

 ____________________________________________________________________

 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 2        Student Free Date:                                                        DAY 2

                                                                                       Overall Rating:
 ____________________________________________________________________
                                                                                          Satisfactory
 ____________________________________________________________________                     Unsatisfactory

 ____________________________________________________________________

 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:




CQUniversity                                                                                         2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Reporting                                                                Page 22 of 31


     DAY 3        Date:                                                                    DAY 3
                                                                                          Working
 Strengths were: _______________________________________________________              Portfolio sighted
  ____________________________________________________________________                and satisfactory
                                                                                           Y/N
  ____________________________________________________________________                _____________
 Aspects for improvement ________________________________________________              Overall Rating:
  ____________________________________________________________________                   Satisfactory
                                                                                         Unsatisfactory
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 4        Date:                                                                    DAY 4

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 5        Date:                                                                    DAY 5

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 6        Date:                                                                    DAY 6

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 7        Date:                                                                    DAY 7

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:


If one day is rated ‘Unsatisfactory,’ please contact the Teaching School Coordinator at the relevant
CQUniversity campus through your Lead Learning Manager. A second ‘Unsatisfactory’ should initiate the
‘at risk’ process as outlined in the Embedded Professional Learning Handbook.



CQUniversity                                                                                        2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Reporting                                                                Page 23 of 31


     DAY 8        Date:                                                                    DAY 8
                                                                                          Working
 Strengths were: _______________________________________________________              Portfolio sighted
  ____________________________________________________________________                and satisfactory
                                                                                           Y/N
  ____________________________________________________________________                _____________
 Aspects for improvement ________________________________________________              Overall Rating:
  ____________________________________________________________________                   Satisfactory
                                                                                         Unsatisfactory
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

     DAY 9        Date:                                                                    DAY 9

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 10        Date:                                                                   DAY 10

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 11        Date:                                                                   DAY 11

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 12        Date:                                                                   DAY 12

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:


If one day is rated ‘Unsatisfactory,’ please contact the Teaching School Coordinator at the relevant
CQUniversity campus through your Lead Learning Manager. A second ‘Unsatisfactory’ should initiate the
‘at risk’ process as outlined in the Embedded Professional Learning Handbook.



CQUniversity                                                                                        2012
Embedded Professional Learning                                                                                                                 Secondary – EPL 3
Mentor Teacher – Reporting                                                                                                                         Page 24 of 31

                                          EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                                                      PROGRESSIVE REVIEW
                                                             To be completed at the end of day 12/13

                                                   R = Refining                 N = Needs further refinement                N/A = Not able to comment yet
      Qld College of Teachers                                                    Performance Indicators                                           R   N    N/A
            Standards
           QCT 1                              Establish learning goals and learning plans that reflect relevant curriculum frameworks and
           Design and                         policies
          implement engaging                  Know how to communicate learning goals and plans to students, families, caregivers and
          and flexible learning               other parties
          experiences for
                                              Select and use teaching and learning strategies and resources that meet specified learning
          individuals and
          groups
                                              goals, curriculum requirements, learning needs, interests and learning styles
                                              Identify and apply learning experiences that incorporate flexible individual and group
                                              learning, teaching, assessment and behaviour management strategies
                                              Identify and use teaching, learning and assessment strategies and resources in which ICT
                                              is embedded
                                              Know how to gather information from a range of sources to evaluate learning activities and
                                              how to use this information to improve teaching, learning and assessment strategies and
                                              resources
                         QCT 2                Identify the language, literacy and numeracy demands and opportunities of particular
                         Design and           curriculum areas
                         implement learning   Monitor and evaluate students’ language, literacy and numeracy skills and know how to
                         experiences that     use this information when designing programs, reporting to parents, caregivers, and
                         develop language,    reviewing strategies and resources
                         literacy and
                         numeracy
                                              Explicitly teach the language, literacy and numeracy skills necessary for students to
                                              achieve identified learning outcomes and demonstrate effective speaking, listening,
                                              reading, viewing, writing and shaping, and numeracy in a range of contexts
                                              Assess own personal language, literacy and numeracy skills and their capacity to teach
                                              language, literacy and numeracy within curriculum and learning phase areas, and, where
                                              necessary, begin to improve these aspects of professional practice

                         QCT 3                Apply scaffolding techniques to assist students to achieve learning goals and progressively
                         Design and           take appropriate responsibility for their own learning
                         implements           Identify and know how to apply strategies for engaging students in the investigation of
                         intellectually       intellectually challenging and worthwhile topics, problems and issues
 Teaching and Learning




                         challenging
                                              Establish learning environments in which diverse ideas and opinions are valued and
                         learning
                         experiences
                                              students are encouraged to question and exchange ideas
                                              Identify and implement teaching activities that involve higher-order thinking skills
                                              Identify and know how to apply inquiry methods for students to investigate problems
                                              Identify and apply strategies for encouraging students to critically reflect on and discuss
                                              what and how they learn and apply these understandings to new topics, problems and
                                              issues
                         QCT 4                Plan and implement individual and group learning activities that take account of the
                         Design and           backgrounds, characteristics and learning styles of students
                         implement learning   Establish learning environments in which individual and group differences are valued and
                         experiences that     respected and all students are treated equitably
                         value diversity
                                              Identify individual learning needs and know how to apply strategies for teaching students
                                              with particular learning needs including students with disabilities and learning difficulties,
                                              and gifted students
                                              Identify and use strategies that result in high levels of expectations and achievement by all
                                              students across all learning areas
                                              Apply ICT to empower students with diverse backgrounds, characteristics and abilities and
                                              enable their learning
                                              Review their personal skills in responding to diversity and identify ways of developing this
                                              aspect of professional practice
                         QCT 5                Establish learning goals and assessment requirements that meet relevant
                         Assess and report    policies, curriculum frameworks and students’ experience and needs
                         constructively on
                         student learning     Communicate learning goals and assessment requirements to colleagues,
                                              students, families and caregivers
                                              Use a range of sources and ways of gathering evidence for making judgements
                                              about student learning
                                              Identify and know how to apply strategies for supporting students or adjusting
                                              assessment procedures so that students have different ways of demonstrating
                                              their learning progress and achievements
                                              Identify and know how to apply assessment data and information about students
                                              in planning and reviewing programs, teaching practices and assessment and
                                              reporting strategies
                                              Identify and know how to participate in assessment quality assurance processes
                                              such as moderation activities




CQUniversity                                                                                                                                               2012
Embedded Professional Learning                                                                                                              Secondary – EPL 3
Mentor Teacher – Reporting                                                                                                                      Page 25 of 31

      Qld College of Teachers                                                   Performance Indicators                                         R   N    N/A
            Standards
             QCT 6                            Identify and know how to apply strategies for supporting students in developing personal
             Support personal                 identity, values, a positive self-image, health and well-being, sound relations and empathy
             development and                  with others
             participation in                 Identify and know how to apply approaches to learning that foster enterprising behaviours,
             society                          active citizenship and lifelong learning and establish linkages between the school and the
                                              world of work
                                              Identify and know how to apply strategies for assisting students to set personal work,
                                              leisure and study goals
                                              Identify and know how to provide learning experiences that engage students in events
                                              beyond the immediate school environment
                                              Identify the role and responsibilities of teachers in providing pastoral care for students
                                              Contribute to the co-curricular program of the school through participation in planned
                                              activities
                          QCT 7               Establish clear expectations for student learning and behaviour and provide
                          Create and          explicit feedback on appropriate behaviour
                          maintain safe
                          and supportive      Identify and know how to apply school and employing authority policies and
                          learning            procedures with regard to behaviour management and student safety
                          environments        Identify and apply behaviour management strategies in a fair, sensitive and
 Building relationships




                                              consistent manner and know when to seek advice on matters associated with
                                              student learning and behaviour
                                              Explicitly teach skills to assist students to assume responsibility for themselves
                                              and behave responsibly towards others
                                              Effectively use teaching time, materials, resources and physical space to
                                              establish a challenging, safe and supportive learning environment
                                              identify and apply strategies to monitor independent and group work and
                                              encourage the participation of all students
                          QCT 8               Identify and use a range of channels for effective communication, including the use of ICT,
                          Foster positive     to communicate with families, caregivers and others to promote collaboration and
                          and productive      involvement in school programs
                          relationships       Identify and apply strategies for establishing learning environments that acknowledge the
                          with families and   concerns, values and priorities of families and caregivers, and their diverse cultures and
                          the community
                                              communities
                                              Plan and implement learning experiences that are meaningful to students and build on the
                                              knowledge and skills developed through family and the community
                                              Identify and apply strategies for promoting the value of education, the school and the
                                              profession to families, caregivers and other community members
                          QCT 9               Set and meet personal work-related goals and priorities
                          Contribute
                                              Participate in professional teams in line with personal skills, professional
                          effectively to
                          professional        expertise and scope of responsibility
                          teams               Work in partnership with other teachers, professionals, paraprofessionals,
                                              teacher aides and other relevant adults to plan, implement and assess learning
                                              programs for individuals and groups of students
                                              Use ICT to communicate with others for professional purposes
                          QCT 10              Reflect critically on personal professional practice
                          Commit to
 Reflective




                                              Identify and access learning communities and professional networks
  Practice




                          reflective
                          practice and        Perform teaching and non-teaching duties in a manner that is consistent with
                          ongoing             employing authority and school policies and procedures and legal and ethical
                          professional        obligations of teachers
                          renewal

Action Plan (if necessary)
Mentor Teacher will                                                                      Pre-service Teacher will
1.


2.


3.


4.



Pre-service Teacher’s signature:                                                                                                Date:

Mentor Teacher’s signature:                                                                                                     Date:



CQUniversity                                                                                                                                            2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Reporting                                                                Page 26 of 31


    DAY 13        Date:                                                                   DAY 13
                                                                                          Working
 Strengths were: _______________________________________________________              Portfolio sighted
  ____________________________________________________________________                and satisfactory
                                                                                           Y/N
 Aspects for improvement ________________________________________________             _____________
  ____________________________________________________________________                 Overall Rating:
  ____________________________________________________________________                   Satisfactory
                                                                                         Unsatisfactory
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 14        Date:                                                                   DAY 14

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 15        Date:                                                                   DAY 15

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 16        Date:                                                                   DAY 16

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 17        Date:                                                                   DAY 17

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:


If one day is rated ‘Unsatisfactory,’ please contact the Teaching School Coordinator at the relevant
CQUniversity campus through your Lead Learning Manager. A second ‘Unsatisfactory’ should initiate the
‘at risk’ process as outlined in the Embedded Professional Learning Handbook.



CQUniversity                                                                                        2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Reporting                                                                Page 27 of 31



    DAY 18        Date:                                                                   DAY 18
                                                                                          Working
 Strengths were: _______________________________________________________              Portfolio sighted
  ____________________________________________________________________                and satisfactory
                                                                                           Y/N
 Aspects for improvement ________________________________________________             _____________
  ____________________________________________________________________                 Overall Rating:
  ____________________________________________________________________                   Satisfactory
                                                                                         Unsatisfactory
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 19        Date:                                                                   DAY 19

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 20        Date:                                                                   DAY 20

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 21        Date:                                                                   DAY 21

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 22        Date:                                                                   DAY 22

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:


If one day is rated ‘Unsatisfactory,’ please contact the Teaching School Coordinator at the relevant
CQUniversity campus through your Lead Learning Manager. A second ‘Unsatisfactory’ should initiate the
‘at risk’ process as outlined in the Embedded Professional Learning Handbook.



CQUniversity                                                                                        2012
Embedded Professional Learning                                                        Secondary – EPL 3
Mentor Teacher – Reporting                                                                Page 28 of 31



    DAY 23        Date:                                                                   DAY 23
                                                                                          Working
 Strengths were: _______________________________________________________              Portfolio sighted
  ____________________________________________________________________                and satisfactory
                                                                                           Y/N
 Aspects for improvement ________________________________________________             _____________
  ____________________________________________________________________                 Overall Rating:
  ____________________________________________________________________                   Satisfactory
                                                                                         Unsatisfactory
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 24        Date:                                                                   DAY 24

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 25        Date:                                                                   DAY 25

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 26        Date:                                                                   DAY 26

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:

    DAY 27        Date:                                                                   DAY 27

 Strengths were: _______________________________________________________              Overall Rating:
                                                                                         Satisfactory
  ____________________________________________________________________
                                                                                         Unsatisfactory
 Aspects for improvement ________________________________________________
  ____________________________________________________________________
 Mentor Teacher’s Initials:                  Pre-service Teacher’s Initials:


If one day is rated ‘Unsatisfactory,’ please contact the Teaching School Coordinator at the relevant
CQUniversity campus through your Lead Learning Manager. A second ‘Unsatisfactory’ should initiate the
‘at risk’ process as outlined in the Embedded Professional Learning Handbook.



CQUniversity                                                                                        2012
Embedded Professional Learning                                                    Secondary – EPL 3
Mentor Teacher – Reporting                                                            Page 29 of 31


                             GUIDE TO THE COMPLETION OF THE
                                    SUMMATIVE REPORT

The Embedded Professional Learning 3 (Sec) Summative Report is the overall report on the Pre-
service Teacher’s potential as a developing Learning Manager. It is based on the Mentor
Teacher’s professional judgements, applied to the three domains of the QCT Standards.
Comments should be consistent with the Daily Feedback regularly given to the Pre-service
Teacher.

In this course Pre-service Teachers are developing their skills to observe, design and
implement pedagogical strategies and evaluate learning outcomes of individuals and groups in
real-life work settings under the guidance of a work place mentor. Pre-service Teachers observe
the relationship between pedagogy and the learner and develop an understanding of how the
extension, refinement and meaningful use of knowledge can enhance learning gains. Pre-service
Teachers will design and implement learning experiences that build on prior knowledge, the
acquisition and integration of new knowledge and the extension, refinement and meaningful use of
knowledge.

The overall recommended grade for Embedded Professional Learning 3 (Sec) is Pass, Fail
or Incomplete. The overall recommended grade is to be given on p. 18 of this document.

An Incomplete result should only be recorded when a Pre-service Teacher is absent for a
legitimate and substantial reason and has not been able to make up the lost time.

As with all forms, this form should be sighted and signed by the Pre-service Teacher before
leaving the school at the end of the Embedded Professional Learning.




CQUniversity                                                                                  2012
Embedded Professional Learning                                                                               Secondary – EPL 3
Mentor Teacher – Reporting                                                                                       Page 30 of 31


                  EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                               SUMMATIVE REPORT

Pre-service Teacher:                                                             Learning Site:


                                                          S = Satisfactory U = Unsatisfactory
                             QCT Standards Indicators                 S      U                    Comments
                            Pre-service Teacher is developing
                            the ability to design and implement
                            engaging and flexible learning
                            experiences for individuals and
                            groups
                            Pre-service Teacher is developing
 Teaching and Learning




                            skills to design and implement
                            learning experiences that develop
                            language, literacy and numeracy
                            Pre-service Teacher is developing
                            skills to design and implement
                            intellectually challenging learning
                            experiences
                            Pre-service Teacher is developing
                            skills to design and implement
                            learning experiences that value
                            diversity
                             Pre-service Teacher is developing
                             the ability to assess and report
                             constructively on student learning
                            Pre-service Teacher is developing
                            skills to support personal
                            development and participation in
                            society
 Building Relationships




                            Pre-service Teacher is developing
                            the ability to create and maintain safe
                            and supportive learning
                            environments
                            Pre-service Teacher has commenced
                            developing skills to foster positive
                            and productive relationships with
                            families and the community
                            Pre-service Teacher is developing
                            skills to contribute effectively to
                            professional teams
 Reflective Practice




                            Pre-service Teacher has
                            demonstrated the commitment to
                            reflective practice and ongoing
                            professional renewal



                          Pass                                        Fail                             Incomplete

Pre-service Teacher’s signature                                                                      Date:
Mentor Teacher’s signature                                                                           Date:
Lead Learning Manager’s signature                                                                    Date:
CQUniversity Teaching School
Coordinator’s signature                                                                              Date:
(for Dean of School – Education)


CQUniversity                                                                                                             2012
Embedded Professional Learning                                                      Secondary – EPL 3
Mentor Teacher – Reporting                                                              Page 31 of 31



                 EMBEDDED PROFESSIONAL LEARNING 3 (SECONDARY)
                                      COURSE EVALUATION


Mentor Teacher/s

    Learning Site

       Pre-service
          Teacher

Mentor Teachers – please complete this evaluation form in consultation with your Lead Learning
Manager. Your feedback is important to us and is used to revise and modify requirements and
expectations.

Please indicate the extent to which you agree or disagree with the following.

                                                                            No
                                                               Agree                   Disagree
                                                                          Opinion
Expectations of the Embedded Professional Learning 3
(Sec) student were commensurate with their skill
development
Flexibility to accommodate normal classroom programs
was built into the Pre-service Teachers’ program
Opportunity was provided for workplace skill development
with authentic links back to CQUniversity programs
HAVING A STUDENT IN MY ROOM:

Provides opportunity for professional discussions

Requires that I reflect on my own practice and consider
the ways of my practice

Takes up a lot of my time with little benefit professionally

CQUNIVERSITY SUPPORT:
Embedded Professional Learning 3 Mentor Teacher –
Information and Reporting document offered clear
guidelines
When requested by the school/Mentor Teacher, provided
support and responded to the needs of the school/Mentor
Teacher

Thank you for completing this form.

Please return it to:
The Placement Office
School of Education
At the relevant CQUniversity Campus




CQUniversity                                                                                    2012

								
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