One student said," Kris gets to go to lots of different classes to observe. His teacher is relaxed about that and he’s done swimming and other excursions. My mentor won’t let me go anywhere. I’ve to sit at the back of the class and watch, and then says she can’t assess me till I’ve taught something. She won’t help me as she says she doesn’t believe in planning”
“ Sarah’s planning has been excellent! Great effort and creativity can be witnessed in her medium and short term planning. Her major strength has been her personal reflection of lessons taught. At all times she has implemented appropriate technologies to enhance her engaging lessons. Sarah is a wonderful communicator. This is supported by her excellent vocal and body language techniques …”
Renee needs to be more punctual but always finished on time. She plans well but needs to remember that her planning is for her and to follow it
Renee never hesitated to participate in school activities beyond core hours. She developed a great relationship with the children and showed interest and value in all aspects of her engagement with them
Different teachers, one who believes a ‘three’ is quite satisfactory, the other that the student needs encouragement by giving a ‘one’ despite issues
Bob managed to get successfully through three professional experiences, two of which required additional weeks to achieve competency. On each occasion, the school was encouraged to fail him by USQ, but couldn’t do it. "We'll get him through!” (Teachers don’t like having failures)
Fourth and final prac the mentor wrote, “We had serious concerns when Bob contacted/ bugged us nearly every day in the lead up to the prac … he appeared to be grossly under prepared for employment in the near future. I was prepared to work with him but he was in tears before he taught his first lesson. He chose to terminate his prac .
Student said, I have been told that I ask too many questions … I could not prepare my lessons my way.
A terrible outcome for all – due to misguided support earlier