School of Education ATP (PPA4211) ASSESSMENT STRUCTURE – SEMESTER 1, 2014 As a result of a changed regulatory regime (TEQSA and the WATRB) significant changes have been made to the roles of Mentor Teachers and University Colleagues in the monitoring and assessment of the Assistant Teacher Program. University Supervisors will assume the role of monitoring the progress of Assistant Teachers, determining the final grade for the practicum and completing the Final Evaluation Form. Mentor Teachers will assume the role of Mentor and provide support, guidance and feedback throughout the practicum. University Supervisor and Mentors, together with School Practice Coordinators will collaborate to ensure that input from all stakeholders is valued and considered in the decision making process. Assistant Teachers will be evaluated against the National Professional Standards for Teachers in the areas of Professional Knowledge, Professional Practice and Professional Engagement. The assessment criteria for the ATP reflect the Graduate career stage. Monitoring tools are provided to support Mentor Teachers in ensuring that criteria for assessment are clearly addressed throughout the practicum. University Supervisor Mentor Teachers ROLES IN THE ASSESSMENT PROCESS • • • • • • • • • Review documentation Observe classroom practice Monitor progress throughout Provide written and verbal feedback to ATs Liaise with Mentor Teachers and School Practice Coordinators Complete an Interim Report and forward to ECU Identify students requiring a confirmatory visit Determine the final grade for the practicum Complete the Final Evaluation Form and forward to ECU • • • • • • Mentor Assistant Teachers Provide support and guidance Provide regular written and verbal feedback Complete an Interim Feedback Form Meet regularly with Assistant Teachers to discuss assessment criteria Guide ATs in setting goals Week 1 Seminar Visit Weeks 2 - 4 Classroom Visit 1 ASSESSMENT TIMELINE US meets with all ATs in the school, reviews documentation, expectations and classroom visit schedule US observes an individual lesson, completes a learning experience evaluation checklist, reviews all documentation, liaises with Mentor Teacher Weeks 5 - 7 Classroom Visit 2 Interim Report Wednesday 28th May Mentor Teacher feedback form Wednesday 28th May Confirmatory Visit Friday 13th June Weeks 8 - 10 Classroom Visit 3 Final Evaluation Form Friday 4th July University Supervisor observes a lesson, completes a learning experience evaluation checklist, reviews all documentation, liaises with Mentor Teacher US completes Interim Report and forwards to ECU MT completes a feedback form, discusses it with the AT and UC and submits it to UC for consideration in the assessment process US calls a confirmatory visit when AT is determined to be at risk of failing the practicum US remains involved in the assessment process through the confirmatory process US observes a lesson, completes a learning experience evaluation checklist, reviews all documentation, liaises with Mentor Teacher and SPC US determines the final grade for the practicum US completes the Final Evaluation Form and forwards it to ECU Two separate grades are awarded to Assistant Teachers: One for Teaching Skills and one for Professional Development. In order to pass the ATP, Assistant Teachers must achieve a competent level in both Teaching Skills and Professional Development. The final grade allocated to the unit and shown on the academic transcript is a combination of these two grades. GRADE DESCRIPTORS FAIL GRADUATE HIGHLY COMPETENT GRADUATE OUTSTANDING GRADUATE To be assessed at a Fail grade, the Assistant Teacher has been assessed as Unsatisfactory in at least one of the criteria within the Standards and therefore does not meet the requirements of the Assistant Teacher Program. To be assessed as Graduate, the Assistant Teacher demonstrates achievement in all Standards and possesses the requisite knowledge and skills to plan for and manage learning programs for students. A competent Assistant Teacher is able to engage students in sequential, purposeful and appropriate experiences to promote learning. To be assessed as Highly Competent Graduate, the Assistant Teacher demonstrates a high standard of achievement in all Standards and possesses the requisite knowledge and skills to plan and manage learning programs for students. A highly competent Assistant Teacher independently designs engaging and meaningful programs to provide enrichment in the classroom. To be assessed as Outstanding Graduate, the Assistant Teacher demonstrates an exceptional standard of achievement in all Standards and possesses the requisite knowledge and skills to plan for and manage learning programs and students. An outstanding Assistant Teacher should demonstrate high level decision making and be able to independently deliver an inclusive curriculum with differentiated teaching that is designed to meet the learning needs of students across the full range of abilities.
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