Writing Professional Experience Reports: Guidelines and Ideas for SBTEs

The advice below is to assist teachers write reports for their preservice teachers. However, these guidelines are not prescriptive and we encourage teachers to draw on their own professional decision making when preparing these reports. There are two types of reports used in James Cook University Professional Experience programs: 1. Attendance and Completion forms:

• These “tick and flick” reports are used in the early stages of programs • Attendance and Completion forms are found in the Professional Experience Handbook.

• SBTEs are asked to confirm that the preservice teacher completed the required tasks (e.g.

attended required number of days, taught four lessons) as listed on the report sheet.

• There is space for optional comments. Given that the preservice teacher is in the early stages of development, comments should focus on:

• providing encouragement for the preservice teacher to continue their development;

• identifying areas that need further development. It is particularly important that preservice teachers, while still in the early stages of their career, are made aware of areas that may require long term attention, such as: standard of literacy; voice modulation; and teacher presence; and

• signalling to Professional Experience Unit staff where the preservice teacher needs to be provided with extra support.

• Particular attention should be paid to the developing professionalism of the preservice

teacher. From the first day at school, we expect preservice teachers to be appropriately dressed, to be punctual and reliable, to treat all participants in the school community respectfully, and to respect issues of confidentiality. The report comments can provide a powerful wake-up call for preservice teachers still coming to terms with the requirements of a professional degree.

• Attendance and Completion sheets should be finalised before the preservice teacher

completes the professional experience block. It is the responsibility of the preservice teacher to submit the Attendance and Completion form to the Professional Experience Unit by the due date.

2. Criteria-based reports:

• These are used later in programs: • BEd: ED2488, ED3488, ED4488, ED4489 • Grad Dip Ed : ED5218, ED5488, Phases 2 and 3

• Preservice teachers must be deemed competent on every criterion to be deemed

competent overall. • While preservice teachers aren’t graded, comments on these reports are used by

employing agents to make judgements about preservice teachers.

• Report forms can be downloaded from

http://cms.jcu.edu.au/education/profex/schools/reports/index.htm

• Reports should be completed in time for the preservice teacher to sign the report before leaving the school. Preservice teachers should not be surprised by the report.

• Reports should be given to the Professional Experience Coordinator to be certified with the

school stamp prior to posting to the School of Education.

While only the final report focuses on summative assessment, employing authorities, including Education Queensland, ask preservice teachers to submit copies of all reports with their application for employment. Thus, school-based teacher educators should be aware that these reports are public documents. Writing Criteria-based Reports

Non-culminating Interim Reports

• BEd: ED2488, ED3488, ED4488 • Grad Dip: ED 5218, ED5488 (Phase 2)

These reports should:

• Provide evidence to JCU and pre-service teacher that the preservice teacher is ready to proceed to the challenges of the next phase of professional experience challenge or NOT – particularly the challenge of continuous teaching for three weeks;

• Outline how preservice teacher has demonstrated competence (or NOT) in each area of

report as the case may be;

• Highlight strengths and areas of concerns as a guide for preparation for final professional experience;

• Clearly indicate to Professional Experience Unit and preservice teacher where there are

needs for a systematic, structured plan of action to enable them to meet criteria.

Final Professional Experience Exit Reference Report

• BEd: ED4489 • Grad Dip: ED5488 (Phase 3)

These reports should:

• Provide clear indication to employers of beginning teacher competence • Provide evidence to JCU for registration purposes that the preservice teacher is ready to

begin to teach and has completed all requirements including days attended

• Outline how the preservice teacher has demonstrated competence in each area of report

• Highlight strengths and weaknesses observed for future professional growth as a beginning teacher

Preparing to write the report Step 1 Ensure all activities are completed

• Clarifying expectations activity • Learner profile • Learner feedback (final) • Plans- lesson/ unit • Philosophy for teaching and learning • Observation activities • Reflections on teaching • Evidence of student learning

Step 2 Compile evidence, especially in situations where the preservice teacher is in danger of being deemed not competent, written observation and feedback notes provide useful, explicit evidence for writing the final report.

• Your own observations as the SBTE • Any other observations of pre-service teacher by colleagues/ JCU lecturers etc • The work of the pre-service teacher - plans/ student assessment/ prepared

resources, etc • Reflections of the pre-service teacher

Specific evidence required for learner focussed cri teria includes:

• Completed learner profile • Treated information about learners in an ethical manner • Demonstrated enthusiasm for learners- communication skills, time, interest • Researched and discussed appropriately special needs students • Responded to learner need - planning, communication, learning environment • Responded to learner feedback

Specific evidence required for curriculum, planning and management criteria includes: Unit plans – should be the focus in final professional experience

• Clearly link to syllabus • Provide for a range of experiences • Demonstrate a commitment to engaging learners • Have clear assessment components • Demonstrate repertoire of teaching skills • Include evaluation of learning

Lesson plans • Clearly link to unit outcomes • Will depend on detail in unit plan • Sufficient detail to support student learning and teacher implementation • Have clear scaffold • Plan for management (developed by final year) • Assess learning (critical in final year) • Support individual needs and are responsive to learner feedback

Delivery of lessons • Engagement of students in activities • Student time on task • Identification of and responsiveness to student difficulties • Consistency in managing behaviour • Proficiency in delivering appropriate content • Responsiveness to student questions and comments • Resources engaging, organised and accessible as needed

Assessment of student work • Provided timely and appropriate verbal and written feedback to students on their

progress • Provided SBTE with clear information about student achievement of nominated

outcomes Specific evidence required for developing professio nalism criteria includes:

• Seeks and responds to feedback from students and SBTEs • Takes advantage of professional development opportunities provided (formal and

informal) • Undertakes self-evaluation at end of lessons • Participates professionally in a range of school activities

Specific evidence of developing professionalism as related to literacy and language skills: • Uses KLA appropriate language • Adjusts spoken and written language use to different learners/ peers/ community

(here the inappropriate use of slang or non-Standard forms may be problematic) • Demonstrates command of genres used by students, and can explain literacy and

language development of students • Uses wide range of texts and takes into consideration multi-literacies • Provides appropriate feedback to students on spoken and written language use

We (and the Queensland College of Teachers) expect graduating teachers to display high levels of literacy. However, in the third year of the BEd and in the first half of the Grad Dip program, the focus should be action taken by the preservice teachers in order to develop appropriate literacy and language skills. Step 3 Write the report

• Be explicit and honest • Follow your instincts as a professional, then use the collected evidence to provide

examples to support your judgements • Try asking your preservice teacher to write a report themselves, then discuss,

compare and pool responses • Discuss and compare reports with other SBTEs and your Professional Experience

Coordinator • Remember that the report is a public document • Focus on preservice teacher strengths but also identify areas that need further

development. The professional experience unit uses your reports to develop a program of workshops in which the areas identified in reports can be further developed with preservice teachers.

• Use the comments to summarise the preservice teacher’s professional experience performance, highlighting most notable strengths and areas of concerns. It is also appropriate to include a comment of encouragement or support in the report.

• If you are concerned about writing the report and want some feedback before finalising the report, just contact the Professional Experience Unit. Staff are only too happy to assist, especially if you have had a “difficult” student.

Sample comments Diagnoses, values and responds to different individ ual learning needs, taking into account factors such as gender, race, ethnicity, age, abili ty, learning preferences. Working to a high standard George developed a comprehensive learner profile for the class taking into consideration all of the relevant factors that could influence student performance such as language, social or attitudinal characteristics. He used these, together with appropriate curriculum documents to formulate an effective learning program for this practicum. George made every effort to meet the needs of all students including those with identified learning and behavioural difficulties, e.g., George included illustrations and photos in prepared material to support our ESL learner

Working to a satisfactory standard Ann developed a learner profile taking into consideration most relevant factors, especially learning difficulties and behavioural issues. She used these effectively to guide the allocation of students to work in mixed ability groups. Ann is beginning to pay more attention to the social interests of students and using these interests to develop engaging and relevant learning activities.

Understands, evaluates and critically applies curri culum and teaching policies relevant to the professional setting Working to a high standard Jan demonstrated a sound knowledge of both school work programs and departmental curriculum documents. She successfully worked to .integrate appropriate productive pedagogies and a constructivist approach to learning, in keeping with her own philosophy, into her planning. Unit plans included strategies and adjustments to cater for individual student needs. Jan constantly evaluates her own planning and teaching to provide the best learning experiences for all students.

Working to a satisfactory standard Don effectively followed both junior and senior work programs and syllabus outcomes to develop his teaching units. Over the practicum, he became more successful in incorporating productive pedagogies in his planning. Units incorporated a range of strategies although greater attention to the needs of individual students in initial planning would have ensured students with challenging learning behaviours were catered for from the beginning of the unit.

Critically reflects on and plans for continuous imp rovement in teaching. Working to a high standa rd Kerry has been viewed and has viewed different teacher styles and planning. He shows enthusiasm for improving his teaching and writes insightful self evaluations. He sought feedback on his teaching strategies and classroom management from both students and supervising teachers and adapted strategies in line with advice given. He investigated new ideas and incorporated them into his teaching.

Working to a satisfactory standard Lesley has consistently sought feedback about her teaching and works in incorporate this feedback into her teaching. She has been consistent in maintaining a journal of self evaluation. Lesley needs to actively seek out and experiment with new ideas and take risks to maximise her professional development.

Overall comments – interim reports During her professional experience, Margo has developed a positive learning environment within the preschool. She successfully planned a two week unit which took into account the work of teaching assistants and parent helpers. She utilized a range of teaching techniques appropriate for this age group. For the next phase, I suggest Margo plans more strategies for checking for understanding and recording student progress. We look forward to having Margo back in our preschool. Overall comments – final reports Max’s strong background in this area means that he brings a solid knowledge base to his teaching. His strength in critical reflections and self evaluation means that he will continue to grow as a teacher. His willingness to experiment with different strategies (an to reflect on their effectiveness) will allow him to continue to develop his repertoire of teaching/ learning stategies and classroom management practices. Max displays genuine concern for students and is always respectful in his interactions with them. He shows good understanding of the professional responsibilities and contributes to all aspects of school life.

Jo has an exceptional teaching presence which was demonstrated in her interactions with the students. She has excellent communication skills and the children respond well to her at all times. She shows a keen interest in learning about the diverse range of students in this school. Jo has developed outstanding behaviour management skills through experience. The children knew what was expected of them at all times. Her lessons were well sequenced, drawing on the prior learning to give children a sound basis for new knowledge. She used information gained through the assessment of children’s work to plan future learning. Overall, Jo has successfully demonstrated her readiness to begin teaching. Tim has demonstrated himself to be a competent professional who has the skills, abilities and understanding necessary to an effective educator. His ability to assess and respond to diverse student needs is reflected in his teaching practice. Tim’s reflective nature enabled him to evaluate the success of each learning episode and make required changes to his practice. His interactions with students are always professional and friendly. Tim needs to continue to develop his personal style of behaviour management. His ability to reflect on his practice will assist him in this.