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THE UNIVERSITY

Professional
Experience
Report

OIADELAIDE

SCHOOL OF
EDUCATION

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lo213s6
Pre-Service Teacher: Emma Kant
Pre-service Teacher enrolled

Placement: From 25/8/14

!erofessional

Pre-Service Teacher lD: Enter lD (if known)

in: X Crad Diploma in Education

to

26/9/L4

Experience Placement

Days Absent: 0

School: Marryatville High School

Teaching

Days at School

erofessional Experience Placement

a vusic Education

25

Mentor Teacher: Fiona Bushnell


email contact: fjbushnell@yahoo.com.au

Site Co-ordinator: Harry Theodoros

University Liaison: Rob Tidd

emailcontact: please provide your email address


Subject Taught: Humanities, Research project

Year Level(s) Taught: 9, 11

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

Marryatville is an eastern suburbs co-educational DECD high school with 1250 students enrolled from a very small &
affluent catchment area. 200 students are enrolled in the speciality music school with 100 additional music students
in the main body of the school. 30 students participate in the tennis program & 70 students come from overseas.
The school runs an extensive co-curricula program actively supported by staff, parents & friends. Consequently
students are frequently out of class for extra tuition in various subjects, They are generally diligent in catching up
with missed work.

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Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of

or email a scanned/sisned coov to education.nracficumradolaila

alr r ar

Adelaide SA

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Professional Experience Report

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Teaching/[earnng Context (egl year levels, class szes etc]

Class sizes are made up of around 27 students, some of which are lnternational students from a variety of
Asian and European countries. There is a strong degree of parental involvement with high academic expectations
being held. Emma taught a year 9 class of mixed gender and ability who have engaged in a curriculum that builds on
their prior learning. Most have demonstrated a high level of study skills in excess of that accorded to this year level
by ACARA. Many have displayed a high level of confidence, social skills and interdependency with group work. The
class contained many of the specialist music students, meaning that they were often having to leave for music
lessons and commitments. ln addition to this, Emma taught a year 1L class, also of mixed gender and ability.

CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

L.1
1.2
L.3
1.4
1.5
1.6

Physical, social and intellectual


development and characteristics of
students.
Understand how students learn.
Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
Strategies for teaching Aboriginal and
Torres Strait lslander students.
Differentiate teaching to meet the
specific learning needs across the full
range of abilities.
Strateges to support full partcipation
of students wth disability.

Pre-Service Teacher: Emma Kant


MentorTeacher: Fona Bushnell

Emma provided a range of activities each lesson designed to suit all learning
styles and consolidate material covered in a manner that allowed students to
have ownership of their understanding. she combined explicit teaching with
class discussion, use of questioning, short research tasks using the internet,
written worksheets, videos and group activities. when introducing the topc
of law, Emma engaged students in a class discussion about the legal aspects of
their school environment and followed this by directing them to a website
that explained a range of laws relevant to their age with accompanying case
studies. students shared laws of interest to them with the rest of the class.

This gave students a basis relevant to their own lives, thus catering for
diversity, and generating class interest in the topic. when teaching about the
law, Emma encouraged students to work in groups to demonstrate their
understanding of the need for laws in society. To scaffold students, she
provided a range of sentence starters. Each group was given the opportunity
to share and explain their responses which promoted discussion and allowed
exploration of a range of perspectives. At the start of each lesson, Emma
would pose a topic or question to the students about an aspect of the legal
system or laws which fostered student engagement. At the end of the lesson,
Emma would give the students a short time to write a written response to the
question which she would collect and discuss in future lessons. This
demonstrated to the students that Emma valued their opinions. At all times
Emma displayed empathic and caring behaviour towards students whilst
maintaining the professional distance necessary to gain their trust and
respect. Emma was quick to identify students who needed extra support or
modified tasks. she adjusted assessment pieces to suit the needs of ESL
students and spent extra time clearly explaining the requirements of the
Research Project to those students who were struggling. Emna' dTd not
encounter any students of Aboriginal or Torres strait lslander origin or any
students with disabilities.
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pd z or s

Professional Experience Report


2014

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

[l

Unsatisfactory

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


2.7 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 lslander people

to

promote reconciliation between


lndigenous and non-l ndigenous
Austra

lia ns.

25 Literacy and numeracy strategies

26 lnformation and Communication


Technology.

PLANNING AND

Emma displayed a comprehensive knowledge of the Australian legal system.


she was thoroughly prepared for each lesson and was able to answer all
questons posed by students. Emma's dedication to providing a rigorous and
content-rich unit of work for the students was clear. For each lesson, Emma
had researched a legal topic of interest to the students, located relevant,
credible and informative websites, organised appropriate learning activities
and prepared for explicit teaching. Emma maintained an effective balance
between explicit teaching and acting as a facilitator for independent student
learning. ln accordance with ACARA cross curricular priorities, Emma ensured
that the students engaged with numeracy in the form of crime data recording
and analysis. when teaching the Research project, Emma made sure that she
understood all sACE requirements, examined past student's work and took on
a student to tutor out of school hours. This has meant that Emma now has a
thorough understanding of the subject and will be very competent at teaching
it if required.

PREPARATTON.

Satisfactory

Unsatisfactory

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

3.1
3.2

Establish challenging learning goals


Plan, structure and sequence learning

programs
3.3 Use teachi ng strategies
3.4 Select and use resources
3.5 Use effective classroom

communication
Evaluate and improve teaching

37

progra ms
Engage parents/carers in the
educative process

After consultation with me, Emma familiarised herself with all syllabus criteria
and resources in the Humanities office and school library. prior to beginning
her practicum, Emma had prepared a unit plan that was extensively
researched and incorporated lessons that allowed students to build on and
consolidate their understanding of the topic through activities and
assessments that catered to a diverse range of learning styles, backgrounds
and interests. Demonstrating a multi-modal approach, Emma successfully
delivered lessons that contained a variety of forms of communication to cater
to different learning styles. when introducing new concepts, Emma used
activities that elicited prior knowledge from the students. Emma was

were enrolled in the specialist music programme and had to leave class for
lessons and commitments. Emma was able to be flexible in her teaching
of
these students and always ensured that they were informed of any work

missed.

Pre-Service Teacher: Emma Kant

MentorTeacher: Fiona Bushnell


.

..,.

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Professional Experlence Report

2014

TEARNING ENVIRONMENT

MANAGEMENT AND DISCIPLINE.


Satisfactory

Unsatisfactory

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

4.1 Support student participation


4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
4,5 Use ICT safely, responsibly and
ethica lly

Emma has displayed highly effective behavioural management skills. She set
clear expectations at the outset of her practicum and was consistent with
ensuring that the students met these expectatons. For example, Emma would
confiscate any moble phones that were visible during lessons and used
proximity, eye contact, silent pauses and individual reminders to keep
students quiet and focused during times of explicit teaching. ln both classes
Emma displayed interest in the students and used humour and discussions
about their lives to connect with them. All students responded positively to
Emma and it was evident that they both liked and respected her. Emma
participated in a fire drill, during which she acted in accordance with school
policy and was efficient in her management of students as they left the
classroom.

Pre-Servce Teacher: Emma Kant

Mentor Teacher: Fiona Bushnell

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Professlonal Experlence Report

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ASSESSMENT AND

REPORTING.

Satisfactory

Unsatisfactory

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


student learning
Provide feedback to students and
their learning
5.3 Make consistent and comparable
judgements

The assessment tasks constructed by Emma were vared, student directed and
conducive to critical thinking. For example, when coverng legal scenarios with

54 lnterpret

being broken and the resultant process for the perpetrator. Students gave a
written summary of the scenaro and roles of various officials then reflected
on the social context and accuracy of the process in relation to the Australian
Judiciary system, which had been explicitly taught during lessons. Emma
provided each individual student with detailed feedback which advised them
on areas for improvement in their work. She also included questons that
encouraged students to extend their ideas about the concepts they discussed
and utilise critical thinking skills. Other tasks included an analysis of crime
statistics in their local area and Australia as a whole and a final summative
assessment that required students to research a particular law and present an
argument about its effectiveness within society. Emma was meticulous in her
recording of marks and made sure to chase up any students who had missed
or not submitted work. ln the Research Project class, Emma conducted a

5.1-

Assess

5.2

student data

55 Report on student achievement

the year 9 Humanities class, Emma set students a homework task that
required them to watch a W show, news report or movie that involved a law

comprehensive progress check and made detailed notes about each student's
work. During her discussions with students, Emma provided direction and
advice on how each individual student should progress with their research.

This was appreciated greatly by the students and demonstrated Emma's


understanding of individualising the curriculum. Emma was always keen to
discuss tasks with students and identify what more she could be doing to
meet their needs. This was not only limited to curriculum but also addressed
their wellbeing which impacted on their confidence and ability as learners.
Emma provided relevant and practical feedback to students where
appropriate throughout the duration of her practicum and was quick to mark
and return their work. From this, students were able to expand on their
learning and improve the quality of their work. At the end of her practicum,
Emma assumed responsibility for writing the end of term reports for the year
9 Humanities class, which demonstrated her knowledge and understanding of
the behaviour and progress of each individual student.

Pre-Service Teacher: Emma Kant

MentorTeacher: Fiona Bushnell

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Professional Experlence Report


2014

PROFESSIONAT QUALITIES, PROFESSIONAL REIATIONSHIPS AND PROFESSIONAT DEVELOPMENT.

Satisfactory

Unsatisfactory

APST: 6 - Engage with Professional Learning

61 ldentify and plan professional


learning needs
6.2 Engage in professional learning and
improve practice
63 Engage with colleagues and improve
practice
6.4 Apply professional learning and
improve student learning

Emma was extremely professional in her approach to the teaching practcum


and has always presented herself as friendly and keen to initiate conversaton

with staff, She sought advice from a range of teachers and incorporated this
advice into her planning during her practicum. She also shared ideas which
some staff members have found beneficial to their teaching practice. Emma has
readily engaged with staff from allyear levels in professional and social
conversations. During staff and faculty meetings, she liaised with many staff
members and actively contributed to discussions. ln addition to this, Emma
attended a whole staff Training and Development day as well as some small
group ITC development sessions. Once again, Emma was a willing participant in
these sessions and shared a number of lT based resources which the staff found
valuable in their ITC skills develooment.

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


Satisfactory
7.r Meet professional ethics and
respo nsibilities

7.2 Comply with legislative,

administrative and organisational


requirements

73
74

Engage with the parents/carers


Engage with professional teaching

networks and broader communities

Overall Evaluation.

Unsatisfactory

ln her unit of work on law, Emma drew on the community to bring in two guest
speakers from the police force. The students found this enjoyable and
informative and were able to pose questions relating to areas of the law of
interest and relevance to them. Emma was always punctual during her
practicum. She complied with all administrative procedures and took on duty of
care responsibility by carrying out yard duty three times a week and running a
home group each morning. There was no opportunity for Emma to make
contact with parents.

Outstanding

Overall, Emma has demonstrated outstanding commitment and professional teaching skills. A particular strength of
Emma's is her ability to engage students in activities that generate engagement and engender critical thinking. Emma
is highly organised, efficient and knowledgeable in her teaching areas. She will be a valuable asset to any school and
is competent at teaching the middle and senior years. Emma is willing to learn and is not afraid to be critical of her
teaching performance and adjust her planning to improve student outcomes. She conducts herself in a professional
yet friendly manner, developing productive and positive relationships with staff and students in the school.

Pre-Service Teacher: Emma Kant

MentorTeacher: Fiona Bushnell

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Professlonal Experence Report

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An electronic signature can be added here. lf


you're not using an electronic signature, then

fore you print

Signed:

Date:
sing Teacher

Please enter

Signed:

illi

Date:
Site Cci-ordinator/Principal

the date of the report

rilt:/

tt

Staff at the University of Adelaide's School of Education greatly value your opinion and apprecate the time and
effort you have put into supervising our pre-seruce teachers.

you
Keightley

Thank
Jan
Head of School

Signed:

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For the Univeisi,l ofiAdelaide

: ':1

Certification Stamp

Pre-Service Teacher: Emma Kant

MentorTeacher: Fiona Bushnell

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THE UNIVERSITY

Professional Experence Report

20t4

scHooL oF

,/ADEtAIDE

EDUCATION

Evaluation Rubric
they should give the rating that they think best reflects the pre-servce teacher's standard and provide supportive evidence in their qualitative feedback.

Rating

Short
Description

U = Unsatisfactory

A = Acceotable

Performance below an
acceptable standard for this
stage.

G=

Performance at a minimal
standard for this stage.

APST 1

Little willingness to engage


with the needs of individual
students and with the

Some willingness to engage


with the needs of individual
students and with the

Know the students and how

school as a place of learning.

school as a place of learning.

Classroom Practce

they learn

Knowledge of Content and


curricula

Scant/erroneous knowledge
of content and curricula.

APST 2

Know the content and how

to teach it
Planning and preparation

Little evidence of planning


or preparation for teaching.

APST 3

Plan for and implement


effective teaching and
learning

Knowledge of most content,


but several gaps: able to
meet curricular
requirements.

t-l
Minimal evidence of
planning and preparation
for teaching.

O = Outstandine

VG = Very Good

Good

A sound performance at
this stage.

Performance at a standard
above that which could be
expected at this stage.

Clear evidence of initiative


and willingness to engage
positively with the needs of
individual students and with
the school as a place of

willingness to engage
positively with the needs of
individual students and with
the school as a place of

Strong initiative and

learning.

learning.

well above a standard that


could be expected at this
stase.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

l-l

[]
understanding of curricular

knowledge of content;
imaginative application of

Knowledge of content
beyond currcula and
willingness to assst

needs.

curricu la.

colleagues.

Sound knowledge of
content; clear

Strong and self-reliant

ft

Clear evidence of planning


and preparation for
teaching.

tt
Planning and/ or preparation
for teaching that extends
beyond the student's own
class.

[l

An exemplary performance

tr

Planning and/or preparation


for teaching extending
beyond the student's class
and year levels, or with a
creative aspect that inspires

_lgarning.

Pre-Service Teacher: Emma Kant

MentorTeacher: Fona Bushnell

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I E THE Ul|V_ERSITY
g,/ADELAI DE
Bi3,I3, I

Professional Experence Report

2014

Rating
Short
Description

U = Unsatisfactorv

A = Acceotable

Performance below an
acceptable standard for this
stage.

Classroom Management

and Discipline
APST

Poor/unethical classroom
management skills.

G=

Performance at a minimal
standard for this stage.

O = Outstandins

VG = Verv Good

Good

A sound performance at
this stage.

Performance at a standard
above that which could be
expected at this stage.

Effective classroom

management skills, with


potential to develop.

management skills.

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

Competent and considered


assessment. Useful and
timely feedback. Evdence of

well above a standard that


could be expected at ths
stase.

Confident leadership in
classroom management

Confident classroom
management skills.

Some classroom

An exemplary performance

skills.

Create and maintain


supportive and safe learning
environments
Assessment and Feedback

Little evidence of the use of


assessment as a tool to

APST 5
Assess, provide feedback

and report on student


learning

understand student
achievement and the
effectiveness of teach ing.

differentiation in
assessment processes.

Profi cient and reflective

assessment. Timely and


useful feedback linked to
strengths and weaknesses
of individual school
students. Creativity in
assessment processes.

Leadership in assessment
practices indicating
refl ective teaching practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. nnovation in
I

tt
Professional Relationships
APST 6 Engage

with

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.

il

Strong commitment to the


school, professional
colleagues and students.

x
Exemplary commitment to
the school, professional
colleagues and

students.

Professional Learning
APST 7 Engage

professionally with
Colleagues, parents/carers
and the communitv

assessment processes.

tr

tr

Pre-Servce Teacher: Emma Kant

Mentor Teacher: Fiona Bushnell

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