PLAC910 IKON LECTURER ASSESSMENT REPORT – STREAM 3

Lecturer must consider the students stage and academic level when making judgements of knowledge Fail Pass Credit Distinction High Distinction
and skills* (Unsatisfactory) (Satisfactory) (Above Average) (Superior) (Outstanding)
PROFESSIONAL PRINCIPLES OF EARLY CHILDHOOD PEDAGOGY
Demonstration of secure, respectful and reciprocal relationships 1 2 3 4 5
Demonstration of partnerships with children, families, carers, other professionals and communities 1 2 3 4 5
Demonstration of respect for diversity 1 2 3 4 5
Demonstration of Aboriginal and Torres Strait Islander perspectives 1 2 3 4 5
Demonstration of equity, inclusion and high expectations 1 2 3 4 5
Demonstration of environmental. Social and economic sustainability 1 2 3 4 5
Demonstration of critical reflection and ongoing professional learning 1 2 3 4 5
Demonstration of collaborative leadership and teamwork 1 2 3 4 5

PROFESSIONAL PEDAGOGICAL PRACTICES

Demonstration of holistic, integrated and interconnected approaches 1 2 3 4 5
Demonstration of responsiveness to children 1 2 3 4 5
Demonstration of play-based learning and intentionality 1 2 3 4 5
Demonstration of creating physical, temporal, intellectual, social and emotional learning environments 1 2 3 4 5
Demonstration of cultural responsiveness 1 2 3 4 5
Demonstration of continuity of learning and transitions 1 2 3 4 5
Demonstration of assessment and evaluation for learning, development and wellbeing 1 2 3 4 5
Demonstration of implementing the Early Years Learning Framework Planning Cycle 1 2 3 4 5
Demonstration of embedding in curriculum provision and evidence of teaching practices in Learning
1 2 3 4 5
Outcome 1: Children have a strong sense of identity
Demonstration of embedding in curriculum provision and evidence of teaching practices in Learning
1 2 3 4 5
Outcome 2: Children are connected with and contribute to their world
Demonstration of embedding in curriculum provision and evidence of teaching practices in Learning
1 2 3 4 5
Outcome 3: Children have a strong sense of wellbeing
Demonstration of embedding in curriculum provision and evidence of teaching practices in Learning
1 2 3 4 5
Outcome 4: Children are confident and involved learners
Demonstration of embedding in curriculum provision and evidence of teaching practices in Learning
1 2 3 4 5
Outcome 5: Children are effective communicators
PROFESSIONAL KNOWLEDGE AND SKILLS – Throughout this placement the student has demonstrated knowledge and skills in:
NQS QA1 educational program and practice 1 2 3 4 5
NQS QA2 children’s health and safety 1 2 3 4 5
NQS QA3 physical environment provision 1 2 3 4 5
NQS QA4 staffing arrangements 1 2 3 4 5
NQS QA5 relationships with children 1 2 3 4 5
NQS QA6 collaborative partnerships with families and communities 1 2 3 4 5
NQS QA7 governance and leadership 1 2 3 4 5

APST (Graduate) Standard 1: Know students and how they learn 1 2 3 4 5

APST (Graduate) Standard 2: Know the content and how to teach it 1 2 3 4 5
APST (Graduate) Standard 3: Plan for and implement effective teaching and learning 1 2 3 4 5
APST (Graduate) Standard 4: Create and maintain supportive and safe learning environments 1 2 3 4 5
APST (Graduate) Standard 5: Assess, provide feedback and report on students learning 1 2 3 4 5
APST (Graduate) Standard 6: Engage in professional learning 1 2 3 4 5
APST (Graduate) Standard 7: Engage professionally with colleagues, parents/carers, and the
1 2 3 4 5
community

Inclusive perspectives in early childhood education 1 2 3 4 5

Indigenous perspectives in early childhood education 1 2 3 4 5
Contemporary curriculum provision in early childhood education 1 2 3 4 5
Advocacy and social justice in early childhood education 1 2 3 4 5
Educational leadership in early childhood education 1 2 3 4 5
Leadership and service management in early childhood education 1 2 3 4 5
Researching in early childhood education 1 2 3 4 5
PROFESSIONALISM
Demonstration of self-motivation and enthusiasm in all aspects of placement 1 2 3 4 5
Demonstration of professionalism in all aspects of day-to-day practice of the service 1 2 3 4 5
Demonstration of ethical, responsible and respectful behaviour of a graduating early childhood teacher 1 2 3 4 5
Demonstration of punctuality, meeting deadlines and maintaining placement documentation 1 2 3 4 5
 SUBEJCT LEARNING OUTCOMES - Throughout this placement the student has been able to:
Apply critical and creative thinking to synthesise a personal teaching and leadership identity embedded
in inclusive perspectives, contemporary curriculum, Indigenous perspectives, advocacy and social
1 2 3 4 5
justice, educational leadership, service management and leadership, and research in early childhood
education.
Demonstrate all the professional and practical skills and abilities of a four (4) year trained graduate
1 2 3 4 5
level early childhood teacher.
LECTURER COMMENTS ON STUDENT’S PERFORMANCE

Ariunzaya has demonstrated exemplary dedication to involving parents in curriculum planning, integrating their input on topics such as public transport and healthy eating. She is working
in a baby room as a room leader. Her leadership skills are evident in her management of children's sleep schedules and room arrangements, ensuring consistency among educators.
Notably, she has implemented a whiteboard with clear routines for children, including diet preferences, sleep patterns, and milk feeding, supporting educators in promoting children’s
health and sleep. Additionally, she has organised task schedules for educators to maximise time when children are napping, including observation and cleaning duties.

Utilising weekly learning reflections, Ariunzaya engages all educators in providing ideas to improve practices and address challenges they face in teaching strategies and children’s learning.
She adjusts meeting timings to accommodate everyone and supports new educators in understanding routines and meeting agendas related to children’s health and safety. Maintaining
strong parent relationships, she sets up information charts and provides additional notes to remind parents of specific items needed for their children's care.

Ariunzaya's advanced skills in following the planning cycle ensure organised curriculum activities a week in advance, reflecting her commitment to effective programming. Additionally,
activities are documented on a weekly basis, ensuring that learning areas are covered comprehensively. Additionally, she ensures evidence collection and organisation for assessments,
highlighting her dedication to continuous learning and development. Her ability to set up an engaging and welcoming environment is demonstrated through resources and pedagogical
documentations with child-friendly level display and accessibility for children with different needs and interests. Finally, she actively engages in critical reflection on inclusion practices,
aiming to contribute to policy improvements.

IKON LECTURER ASSESSMENT VERIFICATION

Name: Irene Jiang Signature: Date:18 March 2024

*Grading definitions:
1. Fail: Unsatisfactory, inadequate, 2. Pass: Satisfactory, adequate, 3. Credit: Above average, effective, 4. Distinction: Superior, 5. High Distinction: Outstanding,
insufficient, poor, lacking the quality or acceptable in quality or quantity sufficient, convincing, substantial comprehensive, extensive, complete, cohesive, well integrated, unified,
quantity. thorough articulate, innovative
 AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS (APST): STANDARDS AT THE GRADUATE TEACHER LEVEL IN EARLY CHILDHOOD SETTINGS
PROFESSIONAL KNOWLEDGE PROFESSIONAL PRACTICE PROFESSIONAL ENGAGEMENT
Graduate level early childhood teachers are demonstrating knowledge, understanding and application of skills to:
1. Know students and how they learn 2. Know the content and how 3. Plan for and implement 4. Create and maintain supportive 5. Assess, provide feedback and 6. Engage in professional 7. Engage professionally with
to teach it effective teaching and and safe learning environments report on students learning learning colleagues, parents/carers and the
learning community
1.1 Physical, social and intellectual 2.1 Content and teaching 3.1 Establish challenging 4.1 Support student participation 5.1 Assess student learning 6.1 Identify and plan professional 7.1 Meet professional ethics and
development and characteristics of strategies of the teaching area learning goals Identify strategies to support inclusive Demonstrate understanding of learning needs responsibilities
students Demonstrate knowledge and Demonstrate knowledge and Set learning goals that provide student participation and engagement assessment strategies, including Demonstrate an understanding of Understand and apply the key principles
understanding of physical, social and understanding of the concepts, achievable challenges for in classroom activities. informal and formal, diagnostic, the role of the Australian described in codes of ethics and conduct
intellectual development and characteristics substance and structure of the students of varying abilities and formative and summative approaches Professional Standards for for the teaching profession.
of students and how these may affect content and teaching strategies of characteristics. to assess student. Teachers in identifying professional
learning the teaching area learning needs.
1.2 Understand how students learn 2.2 Content selection and 3.2 Plan, structure and 4.2 Manage classroom activities 5.2 Provide feedback to students on 6.2 Engage in professional 7.2 Comply with legislative,
Demonstrate knowledge and understanding organisation Organise content sequence learning programs Demonstrate the capacity to organise their learning learning and improve practice administrative and organisational
of research into how into coherent, well sequenced Plan lesson sequences using classroom activities and provide clear Demonstrate an understanding of the Understand the relevant and requirements Understand the relevant
students learn and the implications for learning and teaching sequence. knowledge of student learning, direction. purpose of providing timely and appropriate sources of professional legislative, administrative, organisational
teaching content and effective teaching appropriate feedback to students and needs and service and/or system and professional requirements, policies
strategies. their learning. priorities. and processes required for teachers
according to school stage.
1.3 Students with diverse linguistic, 2.3 Curriculum, assessment and 3.3 Use teaching strategies 4.3 Manage challenging behaviour 5.3 Make consistent and 6.3 Engage with colleagues and 7.3 Engage with the parents/carers
cultural, religious and socioeconomic reporting Use curriculum, Include a range of teaching Demonstrate knowledge of practical comparable judgements improve practice Seek and apply Understand strategies for working
backgrounds assessment and reporting strategies. approaches to manage challenging Demonstrate understanding of constructive feedback from effectively, sensitively and confidentially
Demonstrate knowledge of teaching knowledge to design learning behaviour. assessment moderation and its supervisors and teachers to with parents/carers.
strategies that are responsive to the learning sequences and lesson plans. application to support consistent and improve teaching practices.
strengths and needs of children from diverse comparable judgements of student
linguistic, cultural, religious and learning.
socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and 2.4 Understand and respect 3.4 Select and use resources 4.4 Maintain student safety 5.4 Interpret student data 6.4 Apply professional learning 7.4 Engage with professional teaching
Torres Strait Islander students Aboriginal and Torres Strait Demonstrate knowledge of a Describe strategies that support Demonstrate the capacity to interpret and improve student learning networks and broader communities
Demonstrate broad knowledge and Islander people to promote range of resources, including students’ well-being and safety student assessment data to evaluate Demonstrate an understanding of Understand the role of external
understanding of culture, cultural identity and reconciliation between ICT, to engage children in their working within school and/or system, student learning and modifying the rationale for continued professionals and community
linguistic background on the education of Indigenous and non-Indigenous learning. curriculum and legislative teaching practice. professional learning and the representatives in broadening teachers’
students from Aboriginal and Torres Strait Australians Demonstrate broad requirements. implications for improved student professional knowledge and practice.
Islander backgrounds. knowledge of and respect for learning.
Aboriginal and Torres Strait
Islander histories, cultures,
languages.
1.5 Differentiate teaching to meet the 2.5 Literacy and numeracy 3.5 Use effective classroom 4.5 Use ICT safely, responsibly and 5.5 Report on student achievement
specific learning needs of students across strategies Know and understand communication ethically Demonstrate understanding of a range
the full range of abilities Demonstrate literacy and numeracy strategies Demonstrate a range of verbal Demonstrate and understanding of the of strategies for reporting to students
knowledge and understanding of strategies and their application in teaching and non-verbal communication relevant issues and the strategies ;and parents/carers and the purpose
for differentiating teaching to meet the areas. strategies to support student available to support the safe, of keeping accurate and reliable
specific learning needs of children across the engagement. responsible and ethical use of ICT in records of students achievement.
full range of abilities. learning and teaching.
1.6 Strategies to support full participation 2.6 Information and 3.6 Evaluate and improve
of students with disability Demonstrate Communication Technology teaching programs
broad knowledge and understanding of (ICT) Implement teaching Demonstrate broad knowledge of
legislative requirements and teaching strategies for using ICT to expand strategies that can be used to
strategies that support the participation and curriculum learning opportunities evaluate teaching programs to
learning of children with disability and for students. improve student learning.
address relevant policy and legislative
requirements.
3.7 Engage parents/carers in
the educative process
Describe a broad range of
strategies for involving
parents/carers in the educative
process.

SOURCES: NSW Education Authority Proficient Teacher Evidence Guide – Early Childhood Teachers, Queensland College of Teachers - Graduate Career Stage, Victorian Education Department – ECT professional standards and supports.