1. Facilitating Learning in Professional Experience: Mentoring for Success Module 5 - Assessment

2. This module contains: An overview of the role of the Mentor Teacher in the assessment of the Preservice Teacher Information that will guide the process and support the mentor teacher in developing the necessary skills and strategies to assist in this important task Strategies for strengthening the partnership between schools and UniSA in their collaborative approach to ensure PST success an introduction

3. Nationally: The new nationally accredited standards for teaching that will require teachers and PST’s to demonstrate their ability in relation to: Professional Knowledge Professional Practice Professional Engagement Locally: Under these broad standards more specific standards will be required to support and scaffold PSTs in evidencing their competency. contextualising the assessment of preservice teachers

4. While the standards will provide clear guidelines for assessment it is the purpose of this module to identify and acknowledge sound processes for the assessment of PSTs and ways of implementing them across the developmental continuum which spans the PST’s program. the standards

5. Mentor teachers need to be able to identify key aspects of what learning is essential for PST’s to become successful teachers. The information provided by the University provides the crucial clarity and guidance and it is the partnership between the School and University that enhances this quality in ensuring successful outcomes. the standards

6. In the following video a University Mentor discusses the importance of partnerships with schools and of developing the ongoing relationships essential to the PSTs’ success.  What is necessary for you to be able to build trusting relationships with those who support you in your role as Mentor Teacher? (eg the Site Coordinator and University Mentor)  Discuss some of the strategies you use in the Module 5 forum.Module 5 forum video (Click on the video to view)

7. How do you provide ongoing feedback as part of the assessment strategy? In the Module 5 blog comment on the strategies you use.Module 5 blog Consider: When do you give verbal feedback and how often? How often do you provide written feedback? What form does it take? Do you make time to discuss what you have written with your PSTs? providing feedback

8. Providing ongoing assessment in a variety of ways is vital to PSTs feeling a sense of success throughout their teaching placement. The Final Report should bring together all aspects of the ongoing assessment and feedback given to the PST during their placement and provide an accurate account of their readiness to progress to the next level. ongoing assessment to inform the final report

9. In the following video, MTs are talking with their Site Coordinator about assessment as an ongoing process so that PSTs are clear about their progress at every stage of their placement. activity 1 (Click on the video to view)

10. Sometimes PSTs talk of the fear they experience when problems occur because any conflict may have a detrimental effect on the way they are viewed and ultimately their Final Report. Chris talks about ‘difficult conversations’. Use the Module 5 forum to discuss how you would manage the difficult conversations’ while keeping the relationship in tact? The support /challenge approach in Module 2, provides some guidance.Module 5 forum How do you build trust with your PST to ensure honest and open communication results. Use the Module 5 blog to discuss strategies you have found useful.Module 5 blog activity 1

11. Strategies to assist in the development & achieving of goals for the final report: Clearly state your expectations Have a comprehensive understanding of university expectations and indicate this to the PST Provide regular feedback Confront inappropriate behaviour before it escalates Strike the crucial balance between support and challenge (Facilitating Learning in Professional Experience – see Module 2 Handout ) Develop a professional relationship by providing clear, honest and constructive feedback ‘power with’ rather than power over. the assessment process begins the day the preservice teacher arrives

12. Discuss the Interim Report well before it is due to enable necessary changes to be made. Provide feedback about the Interim Report highlighting areas of success and also indicating areas for growth. (This needs to occur with all PST’s regardless of a satisfactory or otherwise grade so that they can improve their current skill and knowledge). Develop a plan for improvement with the PST if ‘at risk.’ Utilise the support staff available to do this (ie. Site Coordinator and University Mentor, other colleagues). Assist the PST to implement the plan for improvement by monitoring and providing regular and timely feedback and providing a date by which improvements need to be made. Work on the Final Report with the PST. How do you think you are going? What do you think you are doing well/need to improve? How will you achieve this? What support do you need? the assessment process begins the day the preservice teacher arrives (contd)

13. You have observed the Mentor Teachers from Glenelg discuss the strategies they use for ongoing assessment and scaffolding of their PSTs and viewed the complied list. In what ways do you support the ongoing development of your PSTs? Make some notes in the Module 5 blog to identify two strategies that you find particularly useful. What evidence do you have to indicate their usefulness?Module 5 blog activity 2

14. As they say first impressions are lasting. What do you expect of your PST when you first meet them? Considering that assessment begins as soon as they walk through the door how do you prepare your PST for their placement? Some considerations? What expectations do you have? What judgements do you make? Are they fair? How might your values colour your judgements? How do you ensure you are both assertive and supportive in the mentoring and in particular the assessment process. Do your expectations differ for Preservice teachers with special needs and if so how? These are just some of the dilemmas that face mentor teachers in their complex role. Choose one of the above and relate to an experience you have had, to tell a story around this experience on the Module 5 forum then provide both support and challenge to others as they take on the role of site coordinator or university mentor in responding to your story.Module 5 forum first impressions

15. Jenny Barnett discusses the issues that can arise when working with international Preservice teachers. video (Click on the video to view)

16. PST’s view ongoing feedback about their progress as one of, if not the most important, contribution to their overall success. Providing Preservice teachers with regular ongoing feedback ensures that they are able to make the necessary changes so that they will be successful. Ongoing feedback will inform both the interim report and the final report and provides a valid form of authentic assessment. feedback

17. Let’s revisit the survey you considered in Module 2. When Preservice teachers across the range R-12 Undergraduates and Graduates, were asked to comment on what they considered had been most useful in ensuring their success, they found feedback to be one of the most crucial aspects: Preservice teachers said that the appropriate feedback provided them with confidence in their ability and led to growth and improvement in their teaching. They made special mention of the importance of being able to discuss their progress in a timely manner with their mentor teachers. The willingness of the mentor teacher to make time for them to do this in a 1:1 environment enabled them to critically reflect on their practice and to build on to their developing skills. Written observations they commented, were useful when they were critical, specific, detailed and informative and when opportunities afforded the Preservice teachers to discuss their lessons after the event.’ (From Report School of Education 2009.) what preservice teachers say about the importance of feedback

18. The Interim Report is used to assess the PST’s progress at the halfway mark of their placement. It is designed as a tool to assist in ongoing learning and provides ongoing scaffolding for PSTs who are ‘on target’ and also those who are ‘at risk.’ If PSTs are provided with ongoing scaffolding and feedback and opportunity to make continual improvement to their teaching there should be no surprises when the Interim Report is completed. interim report

19. In the following video Carol Williams talks about the importance of using the Interim Report as a tool to scaffold PSTs. video (Click on the video to view)

20. The following scenario describes a situation in which a PST has been assessed as being ‘at risk.’ Read the scenario provided. (Handout 1)(Handout 1) Use the Module 5 blog to pose some questions regarding what might have contributed to the breakdown in communication.Module 5 blog activity 3

21. Domains of Teaching Standards Professional Knowledge 1. Know students and how they learn 2. Know content and how to teach it Professional Practice 3. Plan for and implement effective teaching and learning 4. Create and Maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/carers and the community domains of teaching Note: The standards highlighted in BOLD are the ones in which Kym has been deemed ‘at risk.’

22. As you can see in order to complete her final placement satisfactorily Kym has much evidence to provide. Use the At Risk Identification Form (Handout 2) to list the indicators that highlight Kym being at risk in each of the standards identified.At Risk Identification Form (Handout 2) Next, list the actions she will need to take in order to meet the assessment criteria. Use Handout 3 to see if your indicators and actions were similar to those of Kym’s Mentor Teachers.Handout 3 How would you support Kym in her efforts? Discuss the above in the Module 5 forum.Module 5 forum activity 4

23. Acknowledging the ongoing relationship developed between the Mentor Teacher and the PST has contributed to their interim success, and that they have taken responsibility and ownership for their ongoing role in the learning partnership, how will you continue to extend them for the duration of their placement? Use your Module 5 blog to comment on some of the strategies you would use to continue to challenge the PST?Module 5 blog How could a whole school approach to Professional Experience support this? Some of the expectations in the Ongoing Assessment of Preservice Teachers document, developed by staff in the School of Education at UniSA (Handout 4) may assist you in determining the depth of feedback necessary and when it would be most appropriate (eg to provide examples of why the PST is ‘on target’ in all aspects of the interim report).(Handout 4) how do you set targets for the more successful preservice teachers and consolidate their practice?

24. And now to the Final Report The new reporting format for all PST assessment has been designed to comply with the National Professional Standards for Teachers. There are 7 standards organised under 3 Domains of Teaching which we will now revisit. reporting format

25. Domains of Teaching Standards Professional Knowledge 1. Know students and how they learn 2. Know content and how to teach it Professional Practice 3. Plan for and implement effective teaching and learning 4. Create and Maintain supportive and safe learning environments 5. Assess, provide feedback and report on student learning Professional Engagement 6. Engage in professional learning 7. Engage professionally with colleagues, parents/carers and the community national professional standards for teachers.

26. The focus for the following task is about the process of assessing and the following resources used as tools in supporting the process. The Ongoing Assessment tool developed by The School of Education staff at UniSA. (Handout 4)(Handout 4) Interim Report (Handout 5)(Handout 5) An excerpt from a PST’s successful final report ( each group will have a different report representing a different stage in their course) (Handout 6)(Handout 6) A list of indicators from the National Standards to identify and inform the assessment of the Preservice teacher (Handout 7) (Handout 7) Task: After considering the evidence in Handouts 4-6 and the content of previous discussions in the Module 5 forum use the Module 5 blog to comment on:Module 5 forum Module 5 blog What evidence is there of the PST’s stage of development given the indicators with which you have been provided? Do you think the evidence provided is adequate? If not what evidence would you need to convince you of the PST’s success in this domain? Rewrite including the evidence expected for a PST in their final placement. activity 5

27. Assessment is often one of the most demanding of the tasks associated with mentoring Preservice teachers. The desire to be fair, equitable and provide accurate evidence of the PST’s progress and ability are often cited by mentor teachers as those that most challenge them. Carol Williams sums up the process. conclusion (Click on the video to view)