Term 1 2 3 4 (Please circle)

Assessment Report for Long Term

Name
ANDREA KEMP
Mentor
JODIE ROWELL
Principal
DENNIS YARRINGTON

School
Meeting Date
HARRISON SCHOOL
01/07/2014
Supervisor
Date of report
JAMES MALONE
01/07/2014
Contract Period
28/04/2014
to 2-215

School Specific Context (Please provide information regarding the setting in which the
teacher has worked. Include year levels and or subjects taught)
Harrison School is a P-10 school in a new area of Canberra. Andrea has worked with
students in years 7-9 in the subject area of Languages Other English (LOTE) & English as
Additional Language or Dialect (EALD)

Each Standard must be rated by checking the appropriate box

Not yet
achieving

Developi
ng

Achievin
g

1.1

Use teaching strategies based on knowledge of students physical, social and

1.2 Structure teaching programs using research and collegial advice about how students
learn
1.3 Design and implement teaching strategies that are responsive to the learning
strengths and needs of students from diverse linguistic, cultural, religious and
socioeconomic backgrounds
1.4 Design and implement effective teaching strategies that are responsive to the local
community and cultural setting, linguistic background and histories of Aboriginal and
Torres Strait Islander students
1.5 Develop teaching activities that incorporate differentiated strategies to meet the
specific learning needs of students across the full range of abilities.
1.6 Design and implement teaching activities that support the participation and learning
of students with disability and address relevant policy and legislative requirements.
Comments: Andrea works with students from year 7-10 with a very diverse
range of cultures and backgrounds. In small group EALD classes Andrea
developed personalised, strength based learning plans for all of her students
based on formative assessments of students. In LOTE Andrea's classes consist
of students with a diverse range of experience and background. She uses has
developed structured learning programs around cultural topics with
differentiated and scaffolded language support.
Page 1 of 8

Evidence Sighted

Page 2 of 8

Standard 2: Know the content and how to

Not yet
achieving

Developi
ng

Achievin
g

2.1 Apply knowledge of the content and teaching strategies of the teaching area to
develop engaging teaching activities
2.2 Organise content into coherent, well-sequenced learning and teaching programs.
2.3 Design and implement learning and teaching programs using knowledge of
curriculum, assessment and reporting requirements.
2.4 Provide opportunities for students to develop understanding of and respect for
Aboriginal and Torres Strait Islander histories, cultures and languages.
2.5 Apply knowledge and understanding of effective teaching strategies to support
students literacy and numeracy achievement.
2.6 Use effective teaching strategies to integrate ICT into learning and teaching
programs to make selected content relevant and meaningful.
Comments: Andrea has a wealth of knowledge with regard to EALD. Her
experience in a wide range of settings supporting EALD students is evident in
her practice and professional support. Andrea works closely with staff to build
their capacity in the area of EALD and has provided whole staff (senior school)
professional learning, which has been well received and effective. Andrea uses a
range of activities and strategies to develop students confidence in English and
her work with students is engaging and collaborative.
Evidence Sighted

Professional Practice
Standard 3: Plan for and implement
effective teaching and learning

Not yet
achieving

Developi
ng

Achievin
g

3.1 Set explicit, challenging and achievable learning goals for all students.
3.2 Plan and implement well-structured learning and teaching programs or lesson
sequences that engage students and promote learning.
3.3 Select and use relevant teaching strategies to develop knowledge, skills, problem
solving and critical and creative thinking.
3.4 Select and/or create and use a range of resources, including ICT, to engage students
in their learning.
3.5 Use effective verbal and non-verbal communication strategies to support student
understanding, participation, engagement and achievement
3.6 Evaluate personal teaching and learning programs using evidence, including
feedback from students and student assessment data, to inform planning.
3.7 Plan for appropriate and contextually relevant opportunities for parents/ carers to be
involved in their childrens learning.
Page 3 of 8

Comments: Harrison School is 1-1 with student iPads and places a high
emphasis on 21st Century Learning and technologies. Andrea has adapted her
practice to engage students through the use of ICT. She has designed effective
learning programs using the digital platform (Schoology) to structure and
communicate the learning tasks, provide assessment and feedback and also to
provide differentiated learning activities. Andrea uses apps such as language
perfect to engage students, and has used iPad technology to design digital
multimedia assignments.
Evidence Sighted

Page 4 of 8

Standard 4: Create and maintain supportive

Not yet
achieving

Developi
ng

Achieving

4.1 Establish and implement inclusive and positive interactions to engage and support all
students in classroom activities.
4.2 Establish and maintain orderly and workable routines to create an environment where
student time is spent on learning tasks.
4.3 Manage challenging behaviour by establishing and negotiating clear expectations with
students and address discipline issues promptly, fairly and respectfully.
4.4 Ensure students wellbeing and safety within school by implementing school and/ or
system, curriculum and legislative requirements.
4.5 Incorporate strategies to promote the safe, responsible and ethical use of ICT in
learning and teaching.
Comments: Andrea has established safe and supportive classroom environments

with a range of students. She establishes routines and expectations and builds
a structured classroom environment. Andrea provides students with clear
learning outcomes at the beginning of each lesson and reflects with students on
the achievement of these outcomes.
Evidence Sighted

Standard 5: Assess, provide feedback and

Not yet
achieving

Developi
ng

Achieving

5.1 Develop, select and use informal and formal, diagnostic, formative and summative
assessment strategies to assess student learning.
5.2 Provide timely, effective and appropriate feedback to students about their
achievement relative to their learning goals.
5.3 Understand and participate in assessment moderation activities to support consistent
and comparable judgements of student learning.
5.4 Use student assessment data to analyse and evaluate student understanding of
subject/content, identifying interventions and modifying teaching practice.
5.5 Report clearly, accurately and respectfully to students and parents/carers about
student achievement, making use of accurate and reliable records
Comments: Andrea focusses on ongoing verbal communication as formative
assessment in the areas of LOTE and EALD. In EALD Andrea collected student
work samples in the areas speaking and listening, and reading and writing and
developed strength based personalised program for each student. Andrea uses
a variety of media to engage students and provide different opportunities to
demonstrate their learning, including video, audio recording, individual,
collaborative and digital assignments.
Evidence Sighted

Page 5 of 8

Professional Engagement
Standard 6: Engage in professional learning

Not yet
achieving

Developi
ng

Achievin
g

6.1 Use the National Professional Standards for Teachers and advice from colleagues to
identify and plan professional learning needs.
6.2 Participate in learning to update knowledge and practice, targeted to professional
needs and school and/or system priorities.
6.3 Contribute to collegial discussions and apply constructive feedback from colleagues to
improve professional knowledge and practice.
6.4 Undertake professional learning programs designed to address identified student
learning needs.
Comments: Andrea has participated in all school based professional learning
such as MAZE, Schoology, and flexible learning spaces. She has engaged in
departmental training specific to EALD and International Private Students (IPS).
Evidence Sighted

Standard 7: Engage professionally with

Not yet
achieving

Proficient Level
Developi Achievin
ng
g

7.1 Meet codes of ethics and conduct established by regulatory authorities, systems and
schools.
7.2 Understand the implications of and comply with relevant legislative, administrative,
organisational and professional requirements, policies and processes.
7.3 Establish and maintain respectful collaborative relationships with parents/ carers
regarding their childrens learning and wellbeing.
7.4 Participate in professional and community networks and forums to broaden knowledge
and improve practice.
Comments: Andrea is the schools designated IPS coordinator, which entails a high level
of legislative, policy and procedural knowledge. In this role she also works closely with all
IPS students to ensure that they have a safe and comfortable transition. Andrea
presented to parents to raise awareness of LOTE and regularly works with staff to build
capacity around teaching EALD students.
Evidence Sighted

Page 6 of 8

This section must be completed if any item is identified as an area of concern

Oral

Written
An action plan has been developed with the
teacher outlining:
Timeframe for improvement
Details of the area to be addressed
Support available
Required actions/behaviour/outcome
Please note that the action Plan must be attached to this report.
Additional Comments

Human Resources notified:

Yes

Human Resources Use:

Yes

Additional general comments Areas of strength/future development (please

Probationers comments
I have been pleased with the development of most of my teaching practices and have
enjoyed all aspects of my involvement with Harrsion School. I intend to continue to
practise and develop these skills to ensure excellent standards and the highest possible
quality of teaching into the future.
Panel signatures (must be originals)

Probationers signature
Mentors signature

Supervisors signature
Principals signature

I certify that all prescribed probationary procedures have been undertaken.

Principals signature
Report accepted
Comment: (if required)

Human Resources Delegate

Date

Date
Page 7 of 8

Page 8 of 8