Professional Practice I

Secondary Program
Report
University
Western Sydney
Y
Pre-service Teacher's name Hayden Newel! Dates 02/09/16 - 27/10/16

Curriculum/teaching area Science Waf days 30

School Mitchel! High School N of placement -1- of2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Hayden is a polite a professional Pre-service Teacher who is developing into a capable and quality
teacher. He always presents himself in a professional manner and is always punctual. Hayden worked
well with members of the faculty and grew in confidence when communicating with them and other
colleagues in the school community. Hayden willingly listened to constructive feedback and
endeavoured to implement suggestions made by the supervising teacher.
Hayden has a deep knowledge of his content, particularly in the areas of Physics and Chemistry.
Hayden should continue to endeavour to read widely to develop his understanding in all areas of
Science, in particular, in fields that he is not as confident with such as Biology and Earth and
Environmental Sciences. This will not only allow for a deeper understanding and confidence when
teaching topics that are not of his field of knowledge, but also increase his passion for the subject.
Hayden has been developing his ability to create teaching and learning resources that allow for
engaging lessons both teacher and student centred. Hayden regularly used ICT in the form of
PowerPoint presentations to assist in engaging the students. He has developed a presence in the
classroom and uses his voice well to instruct and engage the students. Hayden is encouraged to
regularly move around to check on student work and ensure they are engage in tasks. It will be
important to continue to develop skills in formal assessment to check the students understanding of
what has being taught, as well as the quality of his teaching. Tasks such as topic tests or quizzes from
which to give feedback will allow for assessment of learning along with more formal assessment tasks
to gain both student and teacher confidence.
In the future, Hayden should continue to develop his classroom management skills to ensure that the
classroom is a safe and engaging environment. He has developed some classroom management
techniques and is beginning to see positive results in the classroom. By having clear classroom
expectations with logical consequences and consistently implementing them, Hayden may have
success with his students.

With regular reflection on his teaching practice and continued application to developing his skills in all
aspects of the profession, Hayden may develop into a quality teacher of Science.

OVERALL ASSESSMENT
/
Grade: 0 Satisfactory o Unsatisfacto;"

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professionalleaming. Where a Pre-service Teacher's work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
 Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
Performance Deficiencies - i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
Withdrawing from Professional Experience - unless a Withdrawal Without Penalty is awarded;
, Non-Academe M;sconducl. ~ 7i/l /,
()

Supervising Teacher's Name /1m/~f)ollj Signature. Date: ~'4

Pro-service Teachers Signature: ~J Date: 2J(! q/.zsr

Professional Practice I Report 2

Supervising Teacher's signature. " ""
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience 1111as either ND - Not demonstrated; D - Demonstrated; E - Exceeds expectations. Elaborate on the Pre-
service Teacher's professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert 'NA'.

STANDARD l:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area GRADUATE TEACHERS
../
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
../
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
../
Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for
teaching Aboriginal and
Torres Strait Islander
students
../
Demonstrate broad knowledge and understanding of the impact of culture,
cultural identity and linguistic background on the education of students from
Aboriginal and Torres Strait Islander backgrounds.

1.5.1 Differentiate
teaching to meet the
specific learning needs
of students across the
full range of abilities
../
Demonstrate knowledge and understanding of strategies for differentiating
teaching to meet the specific learning needs of students across the full range
of abilities.

1.6.1 Strategies to
support full participation
of students with
disability
../
Demonstrate broad knowledge and understanding of legislative requirements
and teaching strategies that support participation and learning of students
with disability.

Comments
Hayden demonstrated some knowledge of his students and how they learn. He did not have the opportunity to
demonstrate his knowledge or understanding of the impact of culture on education for ATSI students. He is
encouraged to make this a focus in his next practicum to develop this skill.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E

Focus area GRADUATE TEACHERS
2.1.1 Content and ../
Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
../
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reporting
../
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
.
Indigenous Australians
../
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas.
../
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technology (ICT
Commeuts

:~;=:':':=:=::rn~~"7p'~OON;" Teacher s.g"t"rnfl.t.ii .............

3
 Hayden has a broad understanding of most of the Science content and is developing his ability to apply different
teaching strategies in his lessons. He did not have the opportunity to demonstrate his knowledge or understanding of
the ATSI histories, cultures and languages. He is encouraged to make this a focus in his next practicum to develop
this skill.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E

Focus area GRADUATE TEACHERS
./
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning varying abilities and characteristics.
goals
./
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies.
programs
./
3.3.1 Use teaching Include a range of teaching strategies
strategies
./
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.

./
3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement.
communication
./
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning.
programs
./
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process.
process
Comments

Hayden demonstrated the ability to use a program effectively to create sequential lessons using different teaching
strategies. He is encouraged to broaden the types of teaching strategies used to engage his students and to develop his
use of non-verbal communication. In the future, Hayden should ensure that he has the opportunity to review the
programs being taught to improve student learning.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVmONMENTS
ASPECT GRADUATE TEACHERS
4.l.l Support ./
student Identify strategies to support inclusive student participation and engagement
participation in classroom activities.
./
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions
./
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour behaviour.
4.4.1 Maintain ./
student Describe strategies that support students' wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use rcr safely, Demonstrate an understanding of the relevant issues and the strategies ./

responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments

Hayden is developing his ability to provide a supportive and safe learning environment. He is encouraged to
continue to consistently employ strategies to effectively manage his classroom.

=::r: I Rep," .
SupervisinqTeacher s "goa\u~~?
/22/1
..Pre-servlceTeacher s siqnature
;t~'Iu/tI.j / .
4
I
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STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
Focus area GRADUATE TEACHERS
,/
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learning.
,/
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
students on their
learning
,/
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 In terpret ,/
Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

,/
5.5 Report on Demonstrate understanding of a range of strategies for reporting to students
student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
Hayden demonstrated understanding of the importance of assessment and provided students
with timely feedback on tasks they completed. He did have the opportunity to use data to
evaluate student learning at this time, however, he demonstrated an understanding of its
importance.
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E
Focus area GRADUATE TEACHERS
,/
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
,/
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers.
and improve practice
,/
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
improve practice
,/
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learning
Comments
Hayden regularly received constructive feedback and endeavoured to apply it to his pedagogy.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional ,/
Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with ,/
Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
,/
7.3 Engage with the Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers.
7.4 Engage with ,/
Understand the role of external professionals and community
professional teaching representatives in broadening teachers' professional knowledge and
networks and broader practice.
communities .
Comments
Hayden has demonstrated understanding of the importance engaging professionally with colleagues and attended
meetings and Professional Development session during his practicum. During his time, Hayden did not have an
opportunity to communicate personally with parents/carers. He is encouraged to attend Parent Teacher Interviews
to experience a strategy for communicating with parents and to develop his understanding of how to work with
parents/carers with confidence.

Professional Practice I Report

Supervising Teacher's si g natu - ........ ....... Pre-service T eacher's ,; g nature: .:l_~._____

....
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