Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name Brigitte Gerges Student ID:

19189518
Curriculum/teaching area Creative Arts - Visual Arts Dates: 15-10-18
12-11-18 30 days

School Nepean Creative & Performing Arts High Nº of placement 1

School

SUMMARY COMMENTS by the SUPERVISING TEACHER

Brigitte has established a professional teaching and learning practice at Nepean Creative & Performing Arts
High School. In her endeavours she has strived to lead and inspire her students to success. She has worked
diligently to uphold the school values to build a strong culture of achievement. Brigitte has planned Visual
Arts programs, structured lesson sequences using knowledge of student learning, content and a range of
effective teaching strategies to engage students in their learning. Fulfilling Creative Arts marketing pathways
for the school website, Student Representative Council design briefs, whole school recycling initiatives,
scope & sequences and program writing, faculty content creation, including ICT such as Adobe Photoshop,
video ‘smove’, mapping projections, Kahoot, Prezi and PowerPoint presentations. Brigitte’s dynamic
resources were efficiently and timely delivered. She has worked collaboratively with staff across the school
in other teaching areas such as Photography Video Digital, senior Ancient History, Teaching and Learning,
and PDHPE including Learn To Swim peer support training. This included team teaching Support Visual Arts
and Music, project-based learning and a future excursion to Penrith Regional Gallery to participate in the
artist in residence Blake Griffiths Weaving Workshop with selected gifted and talented students. Brigitte has
embraced the responsibilities of the teaching profession in working respectfully with staff, students and the
wider community. She regulates her professional duties with a joyful countenance to create a supporting,
safe and stimulating learning environment catering for differentiation in rich curriculum learning activities.
Her teaching experience has provided the necessary foundation for future success as an enthusiastic
educator.

OVERALL ASSESSMENT

Grade: Satisfactory
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 professional learning. 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-Academic Misconduct.

Supervising Teacher’s Name Denise Bergan Signature: ____________________Date: 12-11-18

Pre-service Teacher’s Signature: _____________________________________________Date: 12-11-18

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as 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 1:KNOW STUDENTS AND HOW THEY LEARN N D E

Focus area GRADUATE TEACHERS D x
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 x
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 x
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the x
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

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

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating x

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements x

support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability
Comments
Brigitte has demonstrated an excellent capacity for understanding secondary students and how they may best learn through
identifying and responding to learning strengths and needs from a diverse backgrounds, addressing a full range of abilities
in developing teaching strategies to support participation.

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

Focus area GRADUATE TEACHERS D
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and x
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. x
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning x
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for x
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 x
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning x
Communication opportunities for students.
Technology (ICT
Comments
Brigitte has demonstrated high competency in her knowledge of the content of her teaching area –Visual Arts in unpacking
key concepts, acquisition of knowledge and skills using a range of teaching strategies to effectively impart this content to
her students providing rich learning opportunities.

Professional Practice I Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 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 x
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and x
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies x
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that engage x
resources students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to x
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate x
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 x
carers in the educative educative process.
process
Comments
Brigitte has established challenging learning goals for students of varying abilities and needs to engage them in their
learning. Programming has high impact in its relevance, interest and differentiation. Lessons flow smoothly and
sequentially providing explicit connections in content delivery. She constantly self-reflects on ways to improve her teaching
practice employing innovative teaching strategies through lesson evaluations and student feedback.

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

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

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies x
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments
Brigitte has established in the classes she has taught a safe and inclusive learning environment. She has developed a warm
rapport with students demonstrated in her interactions in and outside the classroom in different settings. Brigitte is gently
nurturing, encouraging students with positive comments and feedback. She inspires in students the concept of enjoyment
and satisfaction in celebrating achievement.

Professional Practice I Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 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 x
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and x
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 x
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate x
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students x

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
Brigitte has trialled informal and formal assessment strategies in making judgements about student
progress and achievement. This has been demonstrated in the setting of assessment tasks,
developing marking criteria and mark sheets to provide timely and appropriate feedback to students.
She has documented according to the descriptors; work samples of students works in progress and
resolved works. Critical class discussions have also provided opportunities for students to peer
evaluate their work and reflect on their practice. Involvement in revision of the Creative Arts faculty
report comment banks in the reporting process has facilitated reporting to parents an accurate record
of student achievement.

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 x
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning x
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to x
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional x
learning and improve learning and the implications for improved student learning.
student learning
Comments
Brigitte has participated in teacher professional development in whole school staff meetings, Creative Arts faculty meetings
and professional development days and evenings. She has worked collaboratively in writing the new Stage 4 :Year 7 Visual
Arts Scope & Sequence and Program Semester 1 2019.

Professional Practice I Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS ND D E
AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and x
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational x
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 x
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community x
professional teaching representatives in broadening teachers’ professional knowledge and
networks and broader practice.
communities
Comments
Brigitte engages professionally with teaching colleagues, parents/carers and the wider school community in conducting
herself in an approachable manner. She upholds the teacher profession in good repute. She has demonstrated the capacity to
work effectively, sensitively and confidentially with staff across the school, build relationships with parent/ carers and
professionals in the community in a timely and courteous manner.

Professional Practice I Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..