Assessing the Teacher Education Student

The assessment of a teacher education student can be confusing at times. Teacher education students (TESs) will display different skills at different times depending on the level of teacher training they have received before the placement. No teacher education student should be expected to teach at a higher level than the Graduate Teacher Level of the Australian Professional Standards for Teachers but should be expected to be teaching by the Graduate Level for their final placement. To assist with assessment of the teacher education student at the different levels of their placements, the Office for Professional Learning (OPL) has created the Standards Assessment Continuum.

The Standards Assessment Continuum has been created to help gauge where a teacher education student is performing. For example, if a TES is on a second placement (PREX2) and is, based on the continuum, performing duties or activities in the third placement column, then it could be assumed that the student is performing tasks exceeding the placement. If the opposite is true then the assessment would mirror the action. It is hoped the continuum will help clarify assessment.

The Standards Assessment Continuum has been created using examples of practice teacher education students have shown on their placement and from the NESA Document 4: Professional experience - Evidence guide for supervising teachers. These examples have been taken from the placement reports and placed at the appropriate level. The continuum will be updated every few months. Any feedback or suggested activities for the Standards Assessment Continuum can be emailed to the OPL (peo@une.edu.au).

All placement documents can be found on the Placement Resources page in the Assessment section.

The process for supervision is outlined in the Supervision Flowchart.

Before the placement

Before a placement commences, a teacher education student must contact the supervising teacher to build rapport, complete any paperwork required by the school and the Office for Professional Learning, and ensure all documentation has been received by the supervising teacher.

  1. The teacher education student and supervising teacher discuss the placement and complete the Pre-Placement Goal Setting Sheet. Teacher education students who have completed a placement previously will have their Post-Placement Goal Setting Sheet to guide them through identification of which standards, as part of the Australian Professional Standards for Teachers, to create goals for learning;
  2. Before the placement begins, the teacher education student and supervising teacher will negotiate a weekly time to discuss the Weekly Review Sheet. In these sessions, goals are negotiated to guide the teacher education student's understanding of the Australian Professional Standards for Teachers.

Teacher education students and supervising teachers should contact the OPL if they have received the incorrect placement package.

Placement is progressing satisfactorily 
  1. The teacher education student and supervising teacher meet weekly to discuss the placement progress and complete the Weekly Review Sheet. At these meetings, the supervising teacher establishes whether or not the teacher education student is making adequate progress to continue the placement.
  2. In the last week, the supervising teacher and the teacher education student will meet at the designated time for weekly evaluation but instead will complete the Post-Placement Goal Setting Sheet for the teacher educations student to help them set goals for their next placement.
  3. The teacher education student completes the placement, takes a copy of their satisfactory report and attendance sheet, and begins planning for the next placement. The supervising teacher submits electronic copies of the paperwork (report, attendance and claim information) to the OPL.
Placement is not progressing satisfactorily
  1. Before or at the weekly meetings, issues with the progression of the teacher education student have been identified.
  2. An Assistance Request Form is completed and submitted to the OPL who will contact the supervising teacher to discuss the situation and help identify whether the placement should be deemed "At Risk" and that processes have been followed to this point as outlined in the Supervising Teacher's Handbook (if collective judgement or communication with the OPL identifies the placement is not "At Risk" the placement can continue as per the relevant specific requirements).
  3. An "At Risk" package is sent to the school. The supervising teacher and the teacher education student complete relevant sections as outlined on the "At Risk" Action Plan.
After the placement

During the final week of the placement, the weekly review sheet will no longer be required. Instead, a time to meet to discuss the Post-Placement Goal Setting Sheet is to be made. This sheet will assist the teacher education student to plan and create goals for their next placement.

The Placement Report, Attendance Sheet and claim information (including Tax File Declaration form if required) should be scanned and emailed to the Office for Professional Learning (oplreports@une.edu.au) on the final day. The original report is to be given to the the teacher education student for their portfolio.

A placement that has followed the required paths of the Supervision Flowchart, at times, may require termination.

Placement Requires Termination

At times, a teacher education student may be required to discontinue a placement. This may occur when a teacher education student has:

  1. been on an "At Risk" Action Plan and has not made or demonstrated enough improvement in line with the plan;
  2. been on a Further Action Plan as part of the "At Risk" Action Plan and has not made or demonstrated enough improvement in line with the plan; or
  3. seriously breached one or more of the Grounds for Termination components in the Professional Experience Policy.

A placement requiring termination can only occur after consultation with the Office for Professional Learning.