Professional Experience reporting

The professional experience reporting process is structured to support the development of pre-service teachers (PSTs) as they progress through three key stages: Emerging, Accomplished, and Consolidating. This process ensures that PSTs are provided with targeted feedback aligned with the Australian Professional Standards for Graduate Teachers (APSGTs) at each stage of their professional growth.

Progression through the stages

1. Emerging: PSTs at this stage are developing foundational teaching capabilities. They demonstrate an initial understanding of classroom management, curriculum planning, and student engagement. The focus is on observation, guided practice, and beginning to take ownership of lesson delivery. APSGTs measured: 20 Focus Areas.
2. Consolidating: PSTs show increased confidence and autonomy in their teaching practice. They plan and implement lessons more independently, engage in reflective practice, and demonstrate a deeper understanding of differentiation, assessment, and professional collaboration. APSGTs measured: 28 Focus Areas.
3. Accomplished: PSTs take full responsibility for planning, teaching, and assessing learning sequences. They critically reflect on their practice, demonstrate adaptability, and contribute to the school community. At this stage, they are expected to show readiness for entry into the teaching profession. APSGTs measured: all 37 Focus Areas.

The gradual increase in the number of APSTs measured at each stage reflects the increasing complexity and responsibility expected of PSTs as they develop their teaching skills. Early stages focus on building foundational knowledge, whereas later stages require demonstration of competence across multiple areas, ensuring PSTs meet professional standards for graduate teachers.

The Professional Experience Report consists of five key sections that assess PSTs' performance across essential teaching domains

1. Planning for Learning and Teaching
   1. Designs structured and differentiated learning experiences.
   2. Demonstrates knowledge of student development and curriculum requirements.
   3. Plans for effective content delivery and sequencing.
2. Teaching Effectively
   1. Implements diverse teaching strategies, including ICT and differentiation.
   2. Engages students through effective communication and classroom management.
   3. Adapts teaching to support Aboriginal and Torres Strait Islander learners.
3. Creating and Maintaining Supportive Learning Environments
   1. Establishes inclusive and engaging classroom environments.
   2. Manages behaviour and ensures student safety.
   3. Organises learning experiences that support participation for all students.
4. Assessing and Providing Feedback for Learning
   1. Uses formative and summative assessment to evaluate student progress.
   2. Provides meaningful feedback to students and engages in assessment moderation.
   3. Interprets and applies student data to inform teaching practice.
5. Demonstrating Professional and Ethical Conduct
   1. Engages in professional learning and reflective practice.
   2. Demonstrates ethical behaviour and compliance with policies.
   3. Collaborates with colleagues, parents, and professional networks.

Reporting mechanisms by mentors

• Online Reporting System: Used to document mentor feedback and assess PST performance at each stage. Completed at the end of placement.

• Mid-Placement Review: A formative assessment to track progress and provide targeted support. Mentors are encouraged to complete a PlacementPULSE reporting PST progress.

• PlacementPULSE (if applicable): Provides real-time feedback using a traffic light system for early intervention if required. Can be submitted at any stage of the placement.