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Associate Teacher Report
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Date: 14th September
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Student’s
Name: Tristan Williams
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Associate
Teacher: Christine Robson
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School/Centre:
Forrest Hill School
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MoE number for payment:
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Placement: 1 2
3 4 5
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Age
Level: or Year Level: Year 6
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Days absent: Days made up: Total days attended: 15 Days
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PRE-VISIT COMPLETED: Y
/ N
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This report is derived from observations of the
student teacher, review of the Student Teacher’s goals, documentation and other
required assignments during practicum in conjunction with discussions with the
student and associate teacher.
Please rate the student teacher by indicating where
the student is currently against the three GTS assessed by practicum. Each
point can be assessed separately. It is essential that you add comments to
support your chosen rating and to indicate points for development that will
assist the student move forward.
These sections are based on the Graduating Teacher
Standards: Aotearoa New Zealand (see AUT University Practicum Handbook). The
GTS can also be viewed at www.educationcouncil.org.nz
I
recommend a meeting with the Practicum Leader to review concerns raised in this
report.
Yes No
Complete ONLY
if student has an Individual Action Plan (IAP) – not GTS goals
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Progress towards IAP goals:
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Signatures:
(Please discuss this report with the Student
Teacher before emailing/mailing to the Student Teaching Office and ensuring the
student teacher has a copy)
Student: Associate Teacher: Principal/School Leader:
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Emerging
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Basic
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Proficient
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Excellence
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Standard Five:
Graduating teachers use evidence to promote
learning.
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· Understands
that teachers constantly refine their practice using evidence.
· Has
an awareness that student learning and achievement drives practice and that
students, teachers and family/whanau are a part of that process.
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·
Describes their own
practice, and what needs to be improved.
· Assessment
information is used in planning lessons, and is communicated clearly to the
student.
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· Reflects on their own practice and
the impact on students, identifying next steps for both.
· Lessons are differentiated for
different groups of learners based on assessment information.
· Information is shared with learners
to ensure understanding of the next learning steps.
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· Reflects on student learning and
considers the implications for practice using research.
· Differentiated lesson plans include
explicit provision for formative assessment to inform practice and planning.
· Collaborates with learners and others
to co-construct next learning steps using assessment information.
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Comments/Notes/Future Actions:
Tristan has completed reflections on his
planning, identifying what the successful aspects were in the lesson and
where to take the students next. He is
developing his understanding of the teaching and learning cycle and
demonstrated this in his All about Me sequence of lessons and math lessons,
Tristan moved the students through their learning on standard form addition,
building on previous learning experiences.
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Professional Practice:
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Emerging
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Basic
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Proficient
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Excellence
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Standard Four: Graduating Teachers use
professional knowledge to plan for a safe, high quality teaching and learning
environment.
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· Has
an awareness that the teacher is responsible for the physical, emotional, and cultural classroom
environment, and that more is required than knowing what needs to be taught.
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·
Selects relevant content
and designs motivating learning experiences to match.
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Content and learning
experiences take account of contextual information relating to the students.
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Correctly pronounces and
uses greetings in te reo Māori.
· Demonstrates
an awareness of own needs in English, Māori, numeracy and ICT.
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· Plans a sequence of learning
experiences, integrating the values, key competencies and other aspects of
the NZ curriculum
· Demonstrates an ability to adapt
that planning to the needs of specific learners.
· Identifies specific strategies to
support the physical and emotional safety of all students in the class.
· Integrates te reo Māori me ngā
tikanga into class routines.
· Develops a plan for addressing own
learning needs.
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· Sequenced lesson plans demonstrate
in-depth discipline knowledge and promote the development of learning.
· Planning explicitly takes account of
the specific needs of learners and differentiates learning.
· Risk-taking is supported and
students are involved in the development of their learning goals.
· Te reo Māori me ngā tikanga are
integrated into planning for other curriculum learning areas.
· High levels of English, Numeracy and
ICT skills are consistently demonstrated.
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Comments/Notes/Future Actions:
Tristan was keen to build on his
knowledge and ability with Te Reo by working firstly with the mihi and then
on the actions for Tu Tira Mai. He had many ideas for possible directions of
learning and, through discussion was able to hone his focus in on the
learning direction. Tristan
demonstrated a good understanding of the learning steps needed with his small
group during math with clarifying place value understandings and standard
form addition. Tristan worked with
whole class as introductions to the learning, then worked with groups as the
need was identified and individually conferenced by roving.
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Professional Values and Relationships:
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Emerging
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Basic
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Proficient
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Excellence
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Standard Six: Graduating teachers
develop positive relationships with learners and the members of learning
communities.
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· Understands
the importance of student-teacher relationships to learning.
· Recognises
the need to work as part of a learning community and not as an individual.
Respects other cultures.
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·
Is aware of own beliefs
and those of the learners they work with.
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Engages in professional
discussions with colleagues and contributes acknowledges the role of parents
in students’ learning.
·
Learns and can pronounce
all student names correctly and identify the different characteristics of
individual students in their practicum class.
· Can
pronounce names correctly and use basic greetings in te reo Māori.
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· Acknowledges own and others beliefs
and values in interactions.
· Engages in appropriate conversations
with parents/caregivers/
family/whanau
to further develop relationships with learners.
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Integrates students’
interests and strengths into the learning experiences.
· Adapts teaching style to adjust to
individual student and group needs.
· Includes te reo Māori me ngā tikanga
in the classroom.
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· Manages the influence of own beliefs
in the classroom and respects students’ and others’ beliefs in all
interactions.
· Effectively and appropriately shares
learning information with students, colleagues, and family/whanau.
· Develops a learning culture that is
based on trust and supports risk-taking while respecting the culture, beliefs
and values of the students in the practicum class.
· Integrates te reo Māori me ngā tikanga throughout the
daily programme.
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Comments/Notes/Future Actions:
Tristan was able to build positive
relationships with the students. He
focussed on learning names and finding out about the students so he could
enter into a conversation with them.
The All about Me sequence of lessons gave a further opportunity to
build a relationship with the students.
Tristan coached a football team at morning
tea and played handball with the students from the wider Year 6 team. He interacted daily with the other two
teachers in the Year 6 team and took a full part in staff meetings and team
meetings.
Tristan had a goal of interacting with staff
by being in the staff room at break times and initiating conversations.
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Principal’s
Comment:
(This was handwritten by John Marwick)
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Additional
Comments/Future Actions
Next Learning Step: Lessons are differentiated for different
groups of learners based on assessment information.
Thank you
Tristan for your willingness to be part of the Room 22 team. You easily
developed relationships with the students and easily became part of the Year
6 teaching team. You were reflective
in your lesson planning and were honest in your self-assessment of
lessons. The very best wishes for your
future career. Room 22 have very much enjoyed having you and are obviously
going to miss you …. By the clap you received and the number of goodbyes!!
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