School of Teacher Education

Assessment Cover Sheet

Student Name: Jodi Pierce Student No.: 11689967

Subject Code: EPT521

Subject Name: Professional Experience: Effective Teaching and Assessment in the Primary
Years

Assessment No.: 1 Assessment Title: Professional Experience Goals

Lecturer: Clare Power

Assessment due date: 18th July 2021 Date Assessment submitted: 16th July 2021

PLEASE RETAIN A COPY OF THIS ASSESSMENT

INDIVIDUAL WORK STATEMENT

I certify that:

1) This assessment is my own original work and represents my intellectual property and that the material
presented in this assessment, which is not otherwise acknowledged, is my own work.
2) This assessment has not been submitted before by me or anyone else in this or any other subject at a tertiary
level for assessment.
3) I have read and understand the CSU Student Academic Misconduct Rule and associated penalties for
academic misconduct.
4) I have retained a copy of this assessment.

Name(s): Jodi Pierce

Signature(s): Jodi Pierce

Date: 16th July 2021

Note: If this is a collaborative assessment, ALL parties must sign Statement.

Assessment Task 1: PROFESSIONAL EXPERIENCE GOALS

Name: Jodi Pierce Student Number: 11689967

Prior to placement, teacher education students will use the Australian Professional Standards for Teachers to frame
their personal teaching goals. These goals must be marked Satisfactory prior to the commencement of the
placement. The teacher education student will need to share these goals with the Supervising Teacher and University
Liaison Officer. The goals will form the basis of the targets for teaching sessions and will be written into lesson plans.

Goal Standard descriptor: Evidence:

A minimum of four Actions you will A minimum of three indicators that the
take as you work towards achieving goal has been achieved
the goal
Goal 1: Professional 1. Discuss with mentor teacher 1. Meeting notes from discussions
Knowledge their approach to embedding with mentor teacher and where
literacy and/or numeracy in key applicable, support staff.
To deliver lessons that learning areas to meet the 2. Lesson observations highlighting
integrate explicit literacy specific literacy and numeracy the integration of literacy or
and/or numeracy strategies needs of students from week 1. numeracy strategies in various key
in at least 3 key learning 2. Observe mentor teacher and learning areas.
areas by week 7 to support other teachers’ integration of 3. Lesson plans that include explicit
students’ literacy or literacy or numeracy strategies in literacy and numeracy strategies.
numeracy achievement. various key learning areas from 4. Student work samples that
week 1. demonstrate literacy or numeracy
(1.5, 2.5) 3. Collaborate with mentor strategies and student learning in at
teacher and where appropriate, least 3 key learning areas (for
with support staff to plan and example, literacy in science or
deliver lessons that meet numeracy in creative arts).
students’ individual literacy and/or 5. Feedback from mentor teacher
numeracy needs from week 2. focusing on my delivery of
4. Self-reflect and seek ongoing differentiated literacy or numeracy
feedback from mentor teacher on strategies.
my delivery of differentiated 6. Written self-reflections reflections
literacy or numeracy strategies. that focus on strategy delivery and
student learning.
Goal 2: Professional 1. Discuss with mentor teacher 1. Meeting notes from discussions
Practice their approaches to conducting with mentor teacher.
formative assessment and 2. Lesson observations noting
To embed formative recording formative assessment formative assessment strategies
assessment strategies into data from week 1. used by mentor or other teachers.
every lesson from week 3 2. Observe mentor teacher or 3. Lesson plans that include
(minimum of 6 different other teachers use of formative formative assessment strategies.
strategies) to support assessment strategies in various 4. Feedback from mentor teacher
student learning and inform learning areas. focusing on my use of formative
my practice. 3. Include at least one, formative assessment strategies.
assessment strategy in every 5. Student work samples used in
(5.1, 5.4) lesson I teach from week 3. formative assessment.
4. Record formative assessment 6. Records of formative assessment
data and after consultation with data.
mentor teacher, use this to inform 7. Written self-reflections that focus
subsequent lessons from week 3. on how I could or have used
 5. Self-reflect and seek ongoing formative assessment data to inform
feedback from mentor teacher on my teaching practice.
my use of formative assessment.
Goal 3: Professional 1. Discuss with mentor teacher in 1. Meeting notes from week 1
Engagement week 1 opportunities for discussion with mentor teacher about
professional development. opportunities for professional
To participate in at least 3 2. Introduce myself to colleagues development.
professional development from week 1. 2. Daybook entries showing a record
opportunities (for example, 3. Actively seek out, participate in of colleagues’ names and their role if
observations of other and take notes from professional known.
classes, meetings or face- development opportunities by 3. Written notes made during or
to-face professional week 6. following professional development
development sessions) that 4. Self-reflect on each with the focus clearly identified.
focus on formative professional development 4. Written self-reflections following
assessment, literacy opportunity. professional development that
teaching strategies or 5. Where possible, plan with consider how learning could be
differentiation strategies for mentor teacher and deliver implemented into my teaching
meeting students’ individual lessons that incorporate new practice.
learning needs and apply knowledge into my practice by 5. Annotated lesson plans that note
learning to improve my week 7. where professional learning has
practice by week 7. 6. Self-reflect on lesson delivery been applied.
and seek targeted feedback from 6. Feedback from mentor teacher
mentor teacher. focusing on my implementation of
(6.2, 6.4). new knowledge into my practice.
7. Written self-reflections that focus
on the implementation of new
knowledge into my practice.

Other aims you may have for the professional experience:

 Be fair and consistent with behaviour management.
 Reflect daily by noting successes, areas for improvement and areas where further research and
knowledge are required.
 Seek out opportunity to observe a Stage 3 classroom.
 Develop collegial relationships.
 Include Indigenous pedagogy respectfully and appropriately in the classroom.
 Participate in and contribute to extra-curricular activities.

Teacher Education Student:________________________ Date: ________________________

Supervising Teacher: __________________________ Date: ________________________

Subject Coordinator: __________________________ Date: ________________________

202160 ASSESSMENT TASK 1 Professional Goals for Placement

MARKING CRITERIA AND STANDARDS

The following rubric will be used as assessment criteria for your Professional Experience Goals:

Satisfactory Comments:
Each of the three goals is written in the SMART
format.
At least four specific and sequenced action steps
are written for each goal.

Three or more specific and detailed indicators

are written for each goal.

Each of the three goals demonstrates

appropriate word choice, spelling, grammar,
sentence structure, and fluency with minimal
errors.

Marker: