USING THE PROFESSIONAL EXPERIENCE REPORT

To the mentor teacher:

This report is to document a shared understanding of a Preservice Teacher’s (PST) progress during their
professional experience.
The report should be written following a process of professional conversation structured around the three
domains of the Australian Professional Standards for Teachers: Professional Knowledge, Professional Practice
and Professional Engagement. These conversations will include the Preservice Teacher and Mentor Teacher
and may include other school and university staff.
The report has 3 purposes.
1. It is an educative document designed to assist pre-service teachers to improve their teaching practice;
2. It is an assessment document used by the University as part of unit requirements;
3. It is used for employment and accreditation purposes.

Formal assessment to be undertaken by the mentor teacher:

The report is to be completed twice during a professional experience placement
1. as an interim/formative mechanism which informs the final report (required for a placement over 10
days and/or if there are concerns about the PSTs performance)
2. as a summative (Final) report required for the Preservice Teacher to pass the aligned unit of study.

Review at Mid-Placement:
At the mid-point of the placement, supervising teachers are asked to engage with the PST in a collaborative
review of progress to date with reference to the Graduate Standards as per the Professional Experience Report
in order to identify demonstrated strengths and areas for further development during the placement. Preservice
Teachers are to attach the interim report copy to the canvas site of their current placement unit.

Intervention and Support:

An Intervention and Support report is completed at any time there are concerns regarding the successful completion of
the placement. This report is to be emailed by the Mentor Teacher or School Professional Experience Coordinator to
[email protected] This initiates support and intervention from a UC School Support Team member.

Assessment at the Completion of the Placement:

Please grade the overall assessment of the placement as Satisfactory or Unsatisfactory.
In making judgements, please refer to the advice given in the Guide to Preservice Teachers’ Professional Practice to
ensure that evaluation is appropriate to the Preservice Teacher’s level of development in the course.
The comments entered in these reports may be read by a range of stakeholders in the PST’s learning journey, so they
should be concise, focused and emphasise learning and development.

We anticipate that most schools will submit this report directly to UC via email. Please inform us if you wish
to report by hardcopy. Please email completed report to [email protected] Careers UC Placement
Team, University of Canberra within 1 week of the placement completing.

THIS REPORT REMAINS THE PROPERTY OF THE UNIVERSITY OF CANBERRA.

PLEASE ENSURE A COMPLETED COPY IS PROVIDED TO THE PRE-SERVICE TEACHER.
1
INTENTIONAL BLANK PAGE
 Faculty of Education
PROFESSIONAL EXPERIENCE REPORT

PRESERVICE TEACHER: Student Example STUDENT NUMBER:

xxxxxxx
SCHOOL NAME: School Example COURSE
MENTOR TEACHER: Mentor Example B Ed (Primary)
B Early Childhood & Prim
YEAR LEVEL/DICIPLINE: English
B Secondary Ed
LEVEL OF PLACEMENT: BEGINNING INTERMEDIATE FINAL
M Teach (Primary)

ALIGNED UNIT OF STUDY M Teach (Secondary)

ECP/PRIMARY- UG SECONDARY - UG MASTERS

10426 IAC 10178 Phil&Ped 10425 CAPR 11344 11359
9894 PAR 11779 - PEC PCK1 (indicate Unit Number) 11351 11350
9918 TaP 9902 11336 11340
PCK2(indicate Unit Number) 11360
10179 STEM (Early Years)
M Teach Secondary Methods
Other
(indicate unit number)

REPORT TYPE INTERIM FEEDBACK

INTERIM SATISFACTORY PROGRESS
FINAL IN NEED OF INTERVENTION AND SUPPORT
UC CONTACTED ON (DATE)
FINAL REPORT RESULT
DAYS COMPLETED
SATISFACTORY START DATE
UNSATISFACTORY END DATE
10 DAYS 15 DAYS 20 DAYS

SIGNATURES (NAME AND SIGN) 30 DAYS OTHER (specify)

PRESERVICE TEACHER NAME: Student Example DATE:

PRESERVICE TEACHER SIGN: 09-Jul-2022

MENTOR TEACHER NAME: Mentor Example DATE:

09-Jul-2022
MENTOR TEACHER SIGN:

SPEC NAME: SPEC Example DATE:

SPEC SIGN:
09-Jul-2022

2
 SECTION 1 – PROFESSIONAL KNOWLEDGE
This section provides a place to document professional conversations based around the first domain of the
Australian Professional Standards for Teachers, ‘Professional Knowledge’.
Judgment of Preservice Teacher progress should be made with reference to the Guide to Preservice
Teachers’ Professional Practice and following a Professional Conversation between the mentor and
Preservice Teacher.
Please place a tick in the specific focus areas related to each standard you are addressing in the report
below (full text is in Appendix A). It is understood that Preservice Teachers will not have the opportunity to
demonstrate capability at the Graduate Level in every element of every standard in every professional
experience.
1. Know the students and how they learn 2. Know the content and how to teach it
1.1 Physical, social and intellectual development and 2.1 Content and teaching strategies of the
characteristics of students ✔ teaching area ✔
1.2 Understands how students learn ✔ 2.2 Content selection and organisation ✔
1.3 Students with diverse linguistic, cultural, religious
and socioeconomic backgrounds ✔ 2.3 Curriculum, assessment and reporting ✔
2.4 Understand and respect Aboriginal and
1.4 Strategies for teaching Aboriginal and Torres Torres Strait Islander people to promote
Strait Islander students reconciliation between Indigenous and non-
Indigenous Australians
1.5 Differentiate teaching to meet the specific
learning needs of students across the full range of ✔ 2.5 Literacy and numeracy strategies ✔
abilities
1.6 Strategies to support full participation of students 2.6 Information and Communication Technology
with disability ✔ (ICT) ✔

DOMAIN 1 – PROFESSIONAL KNOWLEDGE

EVIDENCE OF DEVELOPMENT
Student Example began his placement at Example School with great motivation. He took on the challenge of
teaching four classes (2 x Year 8 and 2 x Year 10) with varying ability levels. Student Example has demonstrated a
good understanding of the students in the classroom so far and used this information to carefully craft a sequence
of lessons. Student Example has demonstrated a strong understanding of the English curriculum and this is
reflected in his lesson plans. He has presented these lessons with confidence and learned the students' names
quickly in order to create relationships.

Toward the end of placement, Example Student refined tasks and resources to better suit the needs of the class.
He focused on developing relationships with students and engaging tricky students in learning activities.

FOCUS FOR FURTHER DEVELOPMENT

Example Student would benefit from considering how he implements both extension and support tasks to students.
He could engage students in individual work or small group work activities to make connections with students.
He could review the amount of work set for students in a lesson in order to manage expectations and timing. This
could be specifically added to all lesson plans in a more detailed manner.
He should consider his own time management in lesson planning, to balance the time for lesson plans and the daily
requirements of teaching.

University of Canberra, Faculty of Education Page 2 of 9 2022

 SECTION 2 – PROFESSIONAL PRACTICE
This section provides a place to document professional conversations based around the second domain of
the Australian Professional Standards for Teachers, ‘Professional Practice’.
Judgment of Preservice Teacher progress should be made with reference to the Guide to Preservice
Teachers’ Professional Practice and following a Professional Conversation between the mentor and
Preservice Teacher.
Please place a tick in the specific focus areas related to each standard you are addressing in the report
below (full text is in Appendix A). It is understood that Preservice Teachers will not have the opportunity to
demonstrate capability at the Graduate level in every element of every standard in every professional
experience.
4. Create and maintain 5. Assess, provide
3. Plan for and implement effective
supportive and safe learning feedback and report on
teaching and learning
environments student learning
3.1 Establish challenging 4.1 Support student
learning goals ✔ participation ✔ 5.1 Assess student learning ✔
3.2 Plan, structure and 4.2 Manage classroom 5.2 Provide feedback to
sequence learning programs ✔ activities ✔ students on their own learning ✔
4.3 Manage challenging 5.3 Make consistent and
3.3 Use teaching strategies ✔ behaviour comparable judgments ✔
4.4 Maintain student
3.4 Select and use resources ✔ safety ✔ 5.4 Interpret student data ✔
3.5 Use effective classroom 4.5 Use ICT safely, 5.5 Report on student
communication ✔ responsibly and ethically ✔ achievement
3.6 Evaluate and improve
teaching programs ✔
3.7 Engage parents / carers in
the educative process

DOMAIN 2 – PROFESSIONAL PRACTICE

EVIDENCE OF DEVELOPMENT

Example Student has carefully sequenced learning programs and structured them to ensure students learning needs
are met. He has considerred a range of resources and modes of delivery to promote student engagement. He
exhibits an appropriate physical presence when teaching and delivers lessons with a well projected voice. He has
been very reflective on his own teaching and takes on feedback to improve. He has adapted and adjusted lessons
and strategies in order to ensure more successful lessons in the future.
In class assessments were completed during the early stage of placement and he worked with students and provided
instant verbal feedback on their progress. Feedback was appropriate to students to assist them in their assessment.
He created his own diagnostic testing for Year 8 students to complete during my lessons, to inform him of student's
abilities prior to commencing his lessons.
Toward the end of the placement, he focused on refining instructions to students when transitioning between
activities and he was able to improve in this area and saw how clear explanations support students to engage in
tasks. He marked a variety of assessments and moderated their results with oversight from other teaching staff. He
began to implement a variety of verbal and non verbal behaviour management strategies. I encourage him to develop
these skills to manage behaviour more successfully in the future.

FOCUS FOR FURTHER DEVELOPMENT

I encourage Student Example to develop his explicit teaching and ensure students understand tasks and
expectations clearly. He would benefit from checking understanding prior to starting tasks.
He should practise using his voice in order to establish authority in the class and refine behaviour management
strategies to recognise and manage low level behaviour which take students off task. By developing a bank of
behaviour management resources, Student Example will feel less overwhelmed when teaching and managing
classroom behaviour.

University of Canberra, Faculty of Education Page 3 of 9 2022

 SECTION 3 – PROFESSIONAL ENGAGEMENT
This section provides a place to document professional conversations based around the third domain of the
Australian Professional Standards for Teachers, ‘Professional Engagement’.
Judgment of Preservice Teacher progress should be made with reference to the Guide to Preservice
Teachers’ Professional Practice and following a Professional Conversation between the mentor and
Preservice Teacher.
Please place a tick in the specific focus areas related to each standard you are addressing in the report
below (full text is in Appendix A). It is understood that Preservice Teachers will not have the opportunity
to demonstrate capability at the Graduate level in every element of every standard in every professional
experience.
6. Engage in professional learning 7. Engage professionally with colleagues,
parents / carers and community
6.1 Identify and plan professional learning
7.1 Meet professional ethics and responsibilities ✔
needs
6.2 Engage in professional learning and
improve practice
✔ 7.2 Comply with legislative, administrative and
organisational requirements ✔
6.3 Engage with colleagues and improve
practice ✔ 7.3 Engage with the parents/carers
6.4 Apply professional learning and improve 7.4 Engage with professional teaching networks
student learning and broader communities

DOMAIN 3 – PROFESSIONAL ENGAGEMENT

EVIDENCE OF DEVELOPMENT
Student Example had the opportunity to participate in a staff planning day and in addition, attended year level
meetings. He also participated in moderation and attended an EAL/D moderation meeting. This was an opportunity to
see how teams plan and align their teaching across year groups.

Student Example discussed his limited understanding of EAL/D supports and he showed an interest in increasing his
understanding in this area of teaching and support.

Student Example also had the opportunity to observe peer support programs and how the student engagement team
work. Student Example asked a number of questions about the organisation and structure of School, and the various
supports in place for students. He was keen to learn and he showed curiousity and initiative when interacting with
other members of staff.

FOCUS FOR FURTHER DEVELOPMENT

It was pleasing to see Student Example engage with staff and show an interest in learning about the structure of the
School. In future, Student Example could use what he has learnt during these PDs and year level meetings to inform
his planning. Year meetings provide helpful insights into the welfare and supports in place for students and these
processes could be kept in mind by Student Example when he moderates tasks and focuses on behaviour
management.

Although Student Example met many of the Australian Professional Standards on his Placement, he had a limited
understanding of the Standards. I would encourage Student Example to familiarise himself with these Standards, in
order to refine his own pedagogy and help him aim for and surpass teaching expectations.

University of Canberra, Faculty of Education Page 4 of 9 2022

 Inherent Requirements

As well as addressing the ‘Standards’ during a placement, preservice teachers are also expected to
address the UC Inherent Requirements for Education students. Below are examples of the
requirements that particularly apply to placements.

SPECs and mentors may wish to refer to these in preparing their Placement report comments.

1. Communication Skills
Rationale
Communication skills are an essential requirement to develop and maintain trusting relationships, and to
perform effectively in an academic and complex professional environment, as well as solve problems and
communicate knowledge and understanding of relevant subject matter effectively.

Inherent requirements
A. Expressive
Expressive communication, in English, to a standard that allows articulate and comprehensible dialogue
between two or more people, and written communication to a standard that allows clear, scholarly, and
professional-level messages and text with language use and style appropriate to the audience.
B. Receptive
Internally formulate and assess conceptual meaning from verbal language and written messages and/or
text, in English, using knowledge of language, background knowledge and critical thinking skills.
C. Non-verbal
Appropriate use of facial expressions, eye contact, gestures and body movement, and being mindful of
space and time boundaries.
D. Interpersonal Communication Skills
Respectful communication with others, including the ability to listen, display and respect
empathy, build rapport and gain trust to ensure meaningful and effective interactions with
people they engage with.

2. Behavioural Stability

Rationale
Behavioural stability is essential in managing personal emotional responses and behaviour in academic
and complex professional environments, including situations of potential human distress. It is required to
work constructively in culturally and socially diverse settings and to deal with challenging issues,
timelines, and ambiguously defined problems.

Inherent requirement
Behaviour that is adaptable to effectively manage changing situations sufficiently to maintain academic
and professional standards. Persistence and personal resilience to facilitate the maintenance of
wellbeing in stressful situations.

3. Knowledge Skills

Rationale
Knowledge skills are essential in acquisition and application of learning in both the academic and
professional environment.

Inherent requirement
Acquire knowledge, process information, analyse, think critically and synthesise information to apply
knowledge of the discipline and sufficiently meet learning outcomes and academic standards relevant to
the course, utilising cognitive and literacy skills, including focus, memory, and attention to detail.

University of Canberra, Faculty of Education Page 5 of 9 2022

 MENTOR TEACHER – GENERAL COMMENTS

Student Example displayed a professional, positive and 'can-do' attitude throughout his placement. He was keen to
learn and listened carefully to feedback given. It was pleasing to see Student Example attempt to incorporate this
feedback into his planning and teaching. At times, Student Example found behaviour management difficult to
implement, and this would impact on his intentions for his lessons and his confidence going into subsequent lessons. I
would encourage Student Example to take time developing these behaviour management skills and strategies, by
watching and talking with a number of teaching professionals. At times, Student Example voiced disappointment that
his lessons had not gone to plan, Student Example was reminded that teaching requires flexibility and adaptability
and with time, confidence and experience Student Example will develop in this area. I encourage Student Example to
continue thinking about moderating tasks and allowing time for review and feedback within his lesson planning.

Student Example has shown a willingness to learn and go out of his comfort zone in trialling new strategies for
engagement within the classroom. He has shown a genuine willingness to improve his practice through reflection and
attempts at meaningful interactions with both staff and students. Student Example has improved his understanding of
the Australian Curriculum and how it guides teaching practice through his lesson planning, moderation of
assessments and explicit instruction with students.

This has been a successful placement for Student Example and I wish him all the best for his future career.

PRESERVICE TEACHER – REFLECTIVE COMMENTS (MUST BE COMPLETED)

Student to complete this section - encourage them to reflect on the following:

Achievements:

Things to Improve:

What I learned:

University of Canberra, Faculty of Education Page 6 of 9 2022

APPENDIX A:

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE

PROFESSIONAL KNOWLEDGE

STANDARD 1 – KNOW STUDENTS AND HOW THEY LEARN

Focus Area Graduate

1.1 Demonstrate knowledge and understanding of physical, social
Physical, social and intellectual development and intellectual development and characteristics of students
and characteristics of students and how these may affect learning.
1.2 Demonstrate knowledge and understanding of research into
Understands how students learn how students learn and the implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are

responsive to the learning strengths and needs of students
Students with diverse linguistic, cultural, from diverse linguistic, cultural, religious and socioeconomic
religious and socioeconomic backgrounds backgrounds.

1.4 Demonstrate broad knowledge and understanding of the

impact of culture, cultural identity and linguistic background on
Strategies for teaching Aboriginal and Torres the education of students from Aboriginal and Torres Strait
Strait Islander students Islander backgrounds.
1.5
Demonstrate knowledge and understanding of strategies for
Differentiate teaching to meet the specific differentiating teaching to meet the specific learning needs of
learning needs of students across the full students across the full range of abilities.
range of abilities
1.6 Demonstrate broad knowledge and understanding of legislative
Strategies to support full participation of requirements and teaching strategies that support participation
students with disability and learning of students with disability.

STANDARD 2 – KNOW THE CONTENT AND HOW TO TEACH IT

Focus Area Graduate

2.1 Demonstrate knowledge and understanding of the concepts,
Content and teaching strategies of the substance and structure of the content and teaching strategies
teaching area of the teaching area.
2.2 Organise content into an effective learning and teaching
Content selection and organisation sequence.
2.3 Use curriculum, assessment and reporting knowledge to design
Curriculum, assessment and reporting learning sequences and lesson plans.
2.4
Understand and respect Aboriginal and Demonstrate broad knowledge of, understanding of and respect
Torres Strait Islander people to promote for Aboriginal and Torres Strait Islander histories, cultures and
reconciliation between Indigenous and non- languages.
Indigenous Australians
2.5 Know and understand literacy and numeracy teaching strategies
Literacy and numeracy strategies and their application in teaching areas.
1.6
Implement teaching strategies for using ICT to expand
Information and Communication Technology curriculum learning opportunities for students.
(ICT)

University of Canberra, Faculty of Education Page 7 of 9 2022

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE

PROFESSIONAL PRACTICE

STANDARD 3 – PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

Focus Area Graduate

3.1 Set learning goals that provide achievable challenges for
Establish challenging learning goals students of varying abilities and characteristics.
3.2
Plan lesson sequences using knowledge of student learning,
Plan, structure and sequence learning content and effective teaching strategies.
programs
3.3
Include a range of teaching strategies.
Use teaching strategies
3.4 Demonstrate knowledge of a range of resources, including ICT,
Select and use resources that engage students in their learning.
3.5 Demonstrate a range of verbal and non-verbal communication
Use effective classroom communication strategies to support student engagement.
3.6 Demonstrate broad knowledge of strategies that can be used to
Evaluate and improve teaching programs evaluate teaching programs to improve student learning.
3.7 Describe a broad range of strategies for involving
Engage parents/carers in the educative process parents/carers in the educative process.

STANDARD 4 – CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

Focus Area Graduate

4.1 Identify strategies to support inclusive student participation and
Support student participation engagement in classroom activities.
4.2 Demonstrate the capacity to organise classroom activities and
Manage classroom activities provide clear directions.
4.3 Demonstrate knowledge or practical approaches to manage
Manage challenging behaviour challenging behavior.

4.4 Describe strategies that support students’ well-being and safety

working within school and/or system, curriculum and legislative
Maintain student safety requirements.

4.5 Demonstrate an understanding of the relevant issues and the

strategies available to support the safe, responsible and ethical
Use ICT safely, responsibly and ethically use of ICT in learning and teaching.

STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

Focus Area Graduate

5.1 Demonstrate understanding of assessment strategies,

including informal and formal, diagnostic, formative and
Assess student learning summative approaches to assess student learning.
5.2 Demonstrate an understanding of the purpose of providing
Provide feedback to students on their own timely and appropriate feedback to students about their
learning learning.

5.3 Demonstrate understanding of assessment moderation and its

application to support consistent and comparable judgments of
Make consistent and comparable judgments student learning.
5.4 Demonstrate the capacity to interpret student assessment data
Interpret student data to evaluate student learning and modify teaching practice.

5.5 Demonstrate an understanding of the range of strategies for

reporting to students and parents/carers and the purpose of
Report on student achievement keeping records of student achievement.

University of Canberra, Faculty of Education Page 8 of 9 2022

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE

PROFESSIONAL ENGAGEMENT

STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING

Focus Area Graduate

6.1 Demonstrate understanding of the role of the Australian

Professional Standards for Teachers in identifying professional
Identify and plan professional learning needs learning needs.
6.2
Understand the relevant and appropriate sources of professional
Engage in professional learning and improve learning for teachers.
practice
6.3 Seek and apply constructive feedback from supervisors and
Engage with colleagues and improve practice teachers to improve teaching practices.
6.4 Demonstrate an understanding of the rationale for continued
Apply professional learning and improve student professional learning and the implications for improved student
learning learning.

STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENT/CARERS AND THE COMMUNITY

Focus Area Graduate

7.1 Understand and apply the key principles described in codes of
Meet professional ethics and responsibilities ethics and conduct for the teaching profession.
7.2 Understand the relevant legislative, administrative and
Comply with legislative, administrative and organisational policies and processes required for teachers
organisational requirements according to school stage.
7.3 Understand strategies for working effectively, sensitively and
Engage with the parents/carers confidentially with parents/carers.
7.4 Understand the role of external professionals and community
Engage with professional teaching networks and representatives in broadening teachers’ professional knowledge
broader communities and practice.

University of Canberra, Faculty of Education Page 9 of 9 2022