Element 3: Teachers plan, assess and report for effective learning

 I have had the opportunity, in both my tertiary studies and in various classroom settings, to develop sequences of learning, demonstrating an ability to plan engaging and logical learning experiences. I have, over time, developed my own lesson plan proforma (Appendix 3.1) which explicitly communicates learning outcomes and learning goals and have also endeavored to develop a teaching style which values the communication of explicit quality criteria to students (Appendix 3.2) as recommended by McInerny & McInerny (2006). During my time at The University of Sydney and during practicum placements I have been exposed to a wide range of educational resources, which I have successfully evaluated and incorporated into lessons and I have also taken the time to develop my own resources for class use (Appendix 3.3, 3.4). Following on from learning experiences, I have implemented a range of assessment procedures in class including diagnostic assessment, observation, formative assessment, summative assessment and recording concrete evidence, depending on the learning outcome being addressed and I have been involved with recording student results in a class setting and reporting achievements to both students (McInerny&McInerny, 2006, NSW Institute of teachers, 2003) and the class teacher (Appendix 3.5). Within developing learning sequences I have consistently recognised the importance of self and student evaluation of the lessons in directing how further learning will occur (Appendix 3.1) 

I will use my next practicum experience to observe assessment and reporting principles and practices of teachers at the school, and use the opportunity to further develop rapport with parents as demanded by the NSW IOnstitute of teachers Standards (2003). I will endeavor to increase the chances for student evaluations of my lessons in order to improve future learning experiences and ensure that my teaching continues to be student centered. I will also request to participate actively in the computer based reporting procedure while teaching in my next practerium. I will continue to take the time to provide feedback to students to ensure learning experiences are meaningful (McInerny & McInerny, 2006, NSW DET, 2003)

I need to ensure that future lesson planning provides opportunities for students to evaluate their own learning as well as the efficacy of my teaching. I need to actively incorporate my own lesson evaluations into all future planning and I need to gain more experience in the range of assessment techniques. I need to further develop my own communication skills and make time to provide feedback to students and teachers.  

I believe that planning well organised, coherent, and engaging learning sequences are vital to educational success in primary school. I believe that assessing and reporting are equally significant elements of the planning for successful learning process  (NSW Institute of Teachers, 2003). I believe that assessment and reporting lead to a better quality of learning and that over time, and with increased experience, my own learning experiences will continue to become more successful with the incorporation of a range of evaluative techniques.