Assessments, Standards & Marking

Supervising teachers will report on a pre-service teacher’s performance by completing an interim report and final report. These reports will be sent to you from your pre-service teacher’s Online Learning Advisor.

Interim report

The interim report is returned to your pre-service teacher’s Online Learning Advisor midway through the placement. This is where you assess the progress against each Domain of Teaching. At this point if you have any concerns or would like to clarify anything please do not hesitate to contact your pre-service teacher’s Online Learning Advisor. They will be able to assist you in completing the interim report and form a plan of action if required. If concerns or further concerns arise following the completion of the interim report regarding the demonstration of the relevant expectations and requirements of the placement by the PST, please reach out to the OLA ASAP as the interim report can be recompleted with the updated progress and relevant plans/actions put in place. At any time during the placement the Supervising Teacher or Pre-Service Teacher are encouraged to reach out to the OLA with questions or concerns.

Final report

On the final day of placement, the final report is to be completed by you. The final report assesses the level achieved against each of the Australian Professional Standards for Teachers (Graduate). With the final report, a grade of Exceeds (E), Met (M), Not Met (MN) or Not Encountered (NE) needs to be placed beside each standard. This will indicate the level achieved.

Please note any Not Met (NM) rating beside any standard will be deemed a fail of the placement. If you feel a NM is required, please contact me prior so I can assist you with this.

The Not Encountered (NE) rating is if your pre-service teacher has not had the opportunity to demonstrate the APST during their placement. A supportive reflective discussion to determine the pre-service teachers understanding of a focus area can be used to support a MET rating rather than an NE.

If the understanding is not demonstrated so that an NE is still warranted a satisfactory or unsatisfactory on the placement will then be determined by discussion between the supervising teacher and pre-service teacher with guidance from the OLA to determine if the placement can be passed.

Overall Performance will be assessed as:

• Satisfactory. A teaching performance that is satisfactory in assuming the professional responsibilities of a graduating teacher for this stage of practice. The Preservice Teacher has not received a Not Met (NM) for any of the assessed Standards.
• Unsatisfactory. A teaching performance that is not satisfactory in assuming the professional responsibilities of a graduating teacher for this stage of practice. The Preservice Teacher has received a Not Met (NM) for any of the assessed Standards and/or is deemed by the Supervising Teacher / Mentor to be not achieving the required level for the stage of practice.
• Require further discussion regarding decision. Please contact the OLA.

Please be sure to give a signed copy of both these reports to your pre-service teacher for their records.

Interim & Final report submission

Please reply to the welcome email received from the OLA to send through the completed interim and final reports. The OLA will acknowledge receipt of the reports and reach out further if anything else is needed. The reports must be sent from a setting/school email and cannot be emailed through to the OLA from the PST.

Primary and Secondary education students are assessed against seven AITSL standards for graduate teachers.

The Standards let our pre-service teachers know what they should be aiming to achieve at every stage of their career. This will support improved practice inside and outside of the classroom. Each of these key standards has a number of different focus areas within them and are introduced at various stages throughout each placement. The standards which are being assessed are clearly outlined in the Pre-Service Teachers Final Report.

• Standard 1: Know the students and how they learn
• Standard 2: Know the content and how to teach it
• Standard 3: Plan for and implement effective teaching and learning
• Standard 4: Create and maintain supportive and safe learning environments
• Standard 5: Assess, provide feedback and report on student learning
• Standard 6: Engage in professional learning
• Standard 7: Engage professionally with colleagues, parents/carers and the community

The standards which are being assessed are clearly outlined in the Pre-Service Teachers Professional Experience Assessment Report.

Undergraduate Early Childhood students are also assessed as per the AITSL standards for graduate teachers,  but are also assessed in line with their demonstration of the National Quality Standards.

Graduate Diploma of Early Childhood Teaching students are assessed against their knowledge of the National Quality Standards throughout their placements. The quality areas which are being assessed are clearly outlined in the Pre-Service Teacher’s Final Report.

Quality Area 1: Educational Program and Practice

Quality Area 2: Children’s Health and Safety

Quality Area 3: Physical Environment

Quality Area 4: Staffing Arrangements

Quality Area 5: Relationships with Children

Quality Area 6: Collaborative Partnerships with Families and Communities

Quality Area 7: Governance and Leadership

Final Report – Level Achieved against each of the Australian Professional Standards for Teachers (Graduate) / National Quality Standards

Swinburne University is part of the GTPA collective, a group of Australian Higher Education Institutions implementing the AITSL endorsed Teaching Performance Assessment. The GTPA is incorporated into the final-year primary and secondary Ready to Teach professional experience units.

Through their GTPA, pre-service teachers will demonstrate their competence in classroom practice assessed against the Australian Professional Standards for Teachers at the Graduate level. The teaching performance assessment as a GTPA effectively connects the academic program and the professional experience. By connecting research, theory and practice, the GTPA provides quality assurance of graduate readiness.