Professional

Experience
Report
2015
Pre-Service Teacher: Scarlett Luke
Pre-service Teacher enrolled in:
Teaching

Grad Diploma in Education

B Music Education

Placement: From 21/09/2015 to 06/11/2015

School: 25
Professional Experience Placement 1

Days Absent: 0 Days at

Professional Experience Placement 2

School: Glenunga International High

School

Mentor Teacher: Gudrun Finos

Site Co-ordinator: Co-ordinator of

placements at School
email contact: Natasa Penna
Subject Taught: History Middle Ages
(Australian Curriculum)

University Liaison: Tom Greenwell

email contact:
gudrun.finos@gihs.sa.edu.au

Year Level(s) Taught: 8

Professional Experience School Context (eg: Co-educational, R-12 School)

Glenunga International High School is a co-educational school of over 1,700 students situated
in the metropolitan area of Adelaide. The school offers both SACE and the International
Baccalaureate Diploma to senior students. The school also runs an IGNITE programme for
gifted and talented students and has overseas fee paying students. The ACARA History
curriculum is applied throughout Year 8-10 classes.

Teaching/Learning Context (eg: year levels, class sizes etc)

Scarlett was responsible for preparing and teaching a four-week unit on the Black Death to
one Year 8 History class with 28 students. The Year 8 History program focuses on the
development of historical knowledge and understanding and on developing historical skills
such as research, analysis, interpretation, explanation and communication.

Once the report is complete, please sign it and send it through to

Professional Experience Office, School of Education, University of Adelaide, South Australia
Alternatively, please scan and email a copy to: education.practicum@adelaide.edu.au
University of Adelaide School of Education USE ONLY:
Student id number :..............................................
Result entered:
(date)

TRIMd :

5005

Professional Experience Report

2015

CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1 Physical, social and
intellectual development and
characteristics of students.
1.2 Understand how students
learn.
1.3 Students with diverse
linguistic, cultural, religious
and socioeconomic
backgrounds.
1.4 Strategies for teaching
Aboriginal and Torres Strait
Islander students.
1.5 Differentiate teaching to meet
the specific learning needs
across the full range of
abilities.
1.6 Strategies to support full
participation of students with
disability.

Scarlett has clearly demonstrated that she can work with individual students and the
class as a whole, encouraging all students to participate equally.She has knowledge
of how students learn and generally applied inclusive and effective methodologies in
her classroom practices, quickly identifying students by name. Students were generally
engaged in their lessons, responded well and listened to the information provided.
In particular, Scarlett made an effort to continually circulate amongst students while
they were working, checking on and encouraging their progress.
Scarlett was also flexible in her lessons, making alterations as they were
needed, especially when the technology that she had planned to use did not work.
Her presence in the classroom was obvious and she had little difficulty in
maintaining discipline in the classroom particularly as she strengthened effective
classroom management strategies.
Scarlett delivered her Year 8 History program using a range of teaching
techniques in order to engage all members of the class. She incorporated group
activities, AV content along with appropriate white board instruction. She actively
engaged all members of the class in her lessons and successfully built onto
students prior knowledge of the Black Death.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

Unsatisfactory

APST: 2 - Know the content and how to teach it

2.1 Content and teaching
strategies of the teaching
area.
2.2 Content selection and
organisation.
2.3 Curriculum, assessment and
reporting.
2.4 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and nonIndigenous Australians.
2.5 Literacy and numeracy
strategies
2.6 Information and
Communication Technology.

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

Scarletts knowledge and understanding of the subject area

was clearly appropriate to the year level, providing interesting
scope of information to support the students learning. Her
passion for the topic was evident in the range of resources and
teaching methodologies that she incorporated including
inquiry-based questions to check for learning and
understanding, PowerPoint presentations, YouTube clips,
analysis of primary and secondary resources, independent and
group collaborative tasks amongst others.
Scarlett was able to familiarize herself with the Black Death
unit comprehensively. She located and synthesised relevant
information, delivering the unit in a range of ways suited to the
abilities of the class. The course was well-structured and
developed logically. The formative and summative tasks were
aligned with the ACARA curriculum outcomes and required
students to demonstrate their knowledge and understanding
of the topic and to employ higher-order thinking skills in-line
with contemporary pedagogical theory.

Page 2 of 8

PLANNING AND PREPARATION.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1 Establish challenging learning
goals
3.2 Plan, structure and sequence
learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve
teaching programs
3.7 Engage parents/carers in the
educative process

Scarletts lessons were prepared effectively and an overall unit

plan drawn up well before her teaching commenced. Her
planning, structuring and sequencing of the learning program
were in-line with syllabus requirements. Scarlett selected
appropriate teaching and learning resources, utilizing material
which she already had, investigating on-line as well as
Moodle resources and the student text book. She consulted
regularly on her teaching intentions, the appropriateness of
learning tasks and sought confirmation on her assessment
standards on tasks that she had marked. She used students
marked materials as tools to inform students on what they did
well and how they could improve in the future hallmarks of
effective feedback and teaching for progress in students
competencies.

LEARNING ENVIRONMENT MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.1
4.2
4.3
4.4
4.5

Support student participation

Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly
and ethically

Scarlett displayed a genuine interest in her students and in their learning progress. Her
expectations of student behaviour were consistent with behaviour management practices,
developing an organised, safe and supportive classroom setting. She dealt with minor
discipline infractions effectively. This was helped by her learning and using the names of
individual students to direct their attention back to the task at hand on the odd occasion
when this was needed. She took care to involve all students, ensuring a cohesive and
inclusive learning environment. Students felt comfortable engaging in class discussions
and readily responded to her queries. Because of issues in using the schools DayMap
student management system she had limited opportunity to effectively manage the
housekeeping aspects of the classroom such as taking the roll, entering daily lesson
and homework outlines. She did, however, have the opportunity to do these things when
supporting homegroup sessions in which she actively participated.

Additionally, Scarlett kept a close watch on students meeting

assessment deadlines, taking effective measures to address
issues such as non- or late submissions. She consulted on her
concerns when this occurred and sought to implement effective
measures to negotiate the submission of the students task.
This helped ensure that each student was provided the
opportunity to receive individual support when needed to
support his/her successful achievement of the assessment
outcomes.

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

ASSESSMENT AND REPORTING.

Satisfactory

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1 Assess student learning
5.2 Provide feedback to students
and their learning
5.3 Make consistent and
comparable judgements
5.4 Interpret student data
5.5 Report on student
achievement

Scarlett developed an assessment strategy that was aligned with curriculum intentions
and provided detailed, meaningful and useful reporting and feedback. In her Year 8
class she assessed students using a creative formative task on the Black Death and a
source analysis summative task. Students were shown an example/model of the
creative assessment task to support their media article preparation. Clear written and
oral instructions and appropriate rubrics, linked with the Year 8 Australian Curriculum
Achievement Standards for History, were provided with both tasks. Additionally Scarlett
circulated the room, working with students on an individual basis to help support the
development of their formative and summative tasks.
The variety of tasks allowed scope for students to show their learning and
understanding at a high level and to engage in higher-order thinking skills. Feedback to
students was both encouraging and constructive, highlighting students strengths and
providing suggestions for future improvement. Accurate and clear records of students
assessment grades were maintained and effective strategies were developed to deal
with such issues as late or non submission of work.
Most importantly Scarlett readily consulted with me about the assessment standards
through an informal moderation.

PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL

DEVELOPMENT.
Satisfactory

Unsatisfactory

APST: 6 - Engage with Professional Learning

6.1 Identify and plan professional
learning needs
6.2 Engage in professional
learning and improve practice
6.3 Engage with colleagues and
improve practice
6.4 Apply professional learning
and improve student learning

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

Scarlett has demonstrated a good level of commitment for teaching and has
actively engaged in both personal and collegial learning. She has taken part in the
preparation of teaching materials, has attended staff meetings and has helped
undertaking yard-duty supervision. She also supported the administration of a Year 8
Home Group and Program X which focused on attendance matters and preparation
for International Day.
Scarlett displayed professional qualities during her teaching practice at GIHS. She is
enthusiastic and motivated about her teaching, exhibiting a high degree of
commitment. She actively sought advice and guidance and was able to reflect upon
and discuss in a constructive and professional manner suggestions and
observations. Scarlett readily incorporated suggested strategies into her teaching
practice along with utilizing the schools technology focus (Smart Board, Virtual
Learning Environment and student laptop program)

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory
7.1 Meet professional ethics and
responsibilities
7.2 Comply with legislative,
administrative and
organisational requirements
7.3 Engage with the
parents/carers
7.4 Engage with professional
teaching networks and
broader communities

Unsatisfactory

Scarlett applied her professional responsibility with integrity. Her

conduct and personal presentation were at all times compliant
with the legislative, administrative and organizational
requirements of the school and of the teaching profession. Traits
such as professional efficiency, devotion towards teaching,
professional growth and her encouragement of students to
improve their attainments, were clearly apparent. She treated
students with respect and dignity at all times.
Engagement with parents/carers was limited to reporting,
through DayMap, on students' formative and summative
assessment results. Scarlett was also instrumental in initiating
e-mail communication to specific parents with regard to
student-learning concerns when work was overdue for
submission of a key assessment task. On the very few occasions
where parental contact was deemed the appropriate stategy,
she consulted professionally beforehand. The outcome was that
each student felt supported, encouraged to do his/her best, and
that tasks were received from all class members, graded and
feedback provided effectively and efficiently.
Scarlett developed positive working relationships with the
broader school community and school life, voluntarily
committing herself to yard-duty supervision, homegroup and
Program X as well as participating in the school's International
Day. She used initiative and sought support from the IT staff in
order to faciliate effective use of the school's IT technologies.

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

Overall Evaluation.
Scarletts skills as teacher were evident, strengthening as the
time at GIHS progressed. From the start she exhibited
confidence, patience, dedication and willingness to learn and
heed advice. Her preparation was appropriate and extended the
students knowledge and understanding. She established
rapport amongst the Year 8 History students from whom she
gained respect for her commitment, efforts and passion for
teaching.
Scarlett proved herself to be hard-working and who approached
her teaching practical at GIHS in a mature and professional
manner. Many personal attributes including her approachable
manner, her willingness to take advice and her dedication
contributed to the success of her pre-service teaching
placement. She demonstrated a clear ability to engage with
both students and staff and connect with the students in her
Year 8 History class. They clearly benefitted from Scarlett's
stewardship in their learning of the unit on the Black Death.

Signed:

Signed:

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........................................................
Classroom/Supervising Teacher
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Site Co-ordinator/Principal

Unsatisfactory
Acceptable
Good
Very Good
Outstanding

Please enter the date of the

report here

Date:

Date:

............................................

Please enter the date of the

report here

............................................

Staff at the University of Adelaides School of Education greatly value your opinion and
appreciate the time and effort you have put into supervising our pre-service teachers.
Thank you
Jan Keightley
Head of School

Signed:

........................................................
For the University of Adelaide

Certification Stamp

Evaluation Rubric
Please note that there is some latitude in interpreting these ratings. If Mentor teachers believe that their mentees
reflected the tenor of the rating, but their attributes are not reflected in the examples given, they should give the
rating that they think best reflects the pre-service teachers standard and provide supportive evidence in their

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

qualitative feedback.

Rating
Short
Description

U = Unsatisfactory

A = Acceptable

G = Good

VG = V

Perform
standard
which
expect
st

Performance below
an acceptable
standard for this
stage.

Performance at a
minimal standard
for this stage.

APST 1
Know the students and
how they learn

Little willingness to
engage with the needs
of individual students
and with the school as
a place of learning.

Some willingness to
engage with the needs
of individual students
and with the school as
a place of learning.

Clear evidence of
initiative and
willingness to engage
positively with the
needs of individual
students and with the
school as a place of
learning.

Strong init
willingnes
positively
needs of i
students a
school as
learning.

Knowledge of
Content and
curricula

Scant/erroneous
knowledge of content
and curricula.

Knowledge of most
content, but several
gaps: able to meet
curricular
requirements.

Sound knowledge of
content; clear
understanding of
curricular needs.

Strong and
knowledge
imaginativ
application
curricula.

Little evidence of
planning or
preparation for
teaching.

Minimal evidence of
planning and
preparation for
teaching.

Clear evidence of
planning and
preparation for
teaching.

Planning a
preparatio
teaching t
beyond th
own class.

Poor/unethical
classroom
management skills.

Some classroom
management skills,
with potential to
develop.

Effective classroom
management skills.

Confident
managem

Classroom Practice

APST 2
Know the content and
how to teach it
Planning and
preparation
APST 3
Plan for and
implement effective
teaching and learning

Classroom
Management and
Discipline
APST 4
Create and maintain
supportive and safe
learning environments

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos

A sound
performance at this
stage.

Rating
Short
Description

Assessment and
Feedback
APST 5
Assess, provide
feedback and report
on student learning

Professional
Relationships
APST 6 Engage with
Professional Learning

U = Unsatisfactory
Performance below
an acceptable
standard for this
stage.

A = Acceptable

G = Good

VG = V

Perform
standard
which
expect
st

Performance at a
minimal standard
for this stage.

A sound
performance at this
stage.

Little evidence of the

use of assessment as
a tool to understand
student achievement
and the effectiveness
of teaching.

Some evidence of
competent
assessment. Limited/
late feedback.
Little differentiation in
assessment processes.

Competent and
considered
assessment. Useful
and timely feedback.
Evidence of
differentiation in
assessment processes.

Proficient
reflective
Timely and
feedback
strengths
weakness
individual
students.
assessme

Little/no commitment
to the school,
professional
colleagues and
students.

Minimal commitment
to the school,
professional
colleagues and
students.

Sound commitment to
the school,
professional
colleagues and
students.

Strong com
the school
profession
colleagues
students.

APST 7 Engage
professionally with
Colleagues,
parents/carers and the
community

Pre-Service Teacher: Scarlett Luke

Mentor Teacher: Gudrun Finos