“ROETIs Parberehipa - Bd year A rit Endo Practicum Report COLLEGE OF EDUCATION VICTORIA BACHELOR OF EDUCATION (P-12) UNIVERSITY ‘Year4 graduating preservice teachers can be expected to display intrest in teaching asa career, awareness of personal lations in teaching and an ‘nguising atitude to teaching and Jeaming. There ee three domains, Professional Knowledge, Professional Practice and Professional Engagement alongside 7 core stendards that wo ak you to reflect and write pon when providing feedback to the service teacher, The entra inthe port are derived om the Austrian lsitute for Teaching nd School Leadership (AITSL) National Graduate Teacher Standards. A copy ofthe Standards ‘ean be found at vals dy an'verve! of Slepdé ‘This oport should be completed in consiliaton with the presvie teacher nd ier elvant colleagues Abvief comment french main Standard ‘will besufficiot, Preservice teachers and teacher educators encourage You 10 describe specific achievements, identify ares af eoncem and make recommendations for future dovelopment, ‘Year4 graduating preservice teachers will be involved in the development ofa cuticulum-focused project and extensive teaching practice, usually ina prtpary sohool. fa Year graduating presewvice teachers might develop, implement and evaluate cuiculum inititive, nommally drawing on their major studies background, using ap Acton Rescarch Approach, Extensive teaching practice is essential. Preservice teachers as expected 9 ‘keep journal containing reflections, evaluations end thoughts about this projet partnership work. These become example aud evidence oT how they meet each ofthe 7 core standards of teaching. Thi evidence should be shared with the mentor teacher prior to the completion ofthis report PP End of Practicum Report Deadline: Week beginning 12th October 2015 - Preservice teachers must reed and acknowledge that they have read ‘this report by checking the tick box next 0 Preservice Teacher and entering their name under the compulsory Signatures section, Mentor teachers required todo the sme before the report can be sent to Victoia University. Two copies ofthis port (one forthe mentor and ene forthe preservice teaches) must be printed while sending the report electronically to Victoria Univensty. -PRESERVICE TEACHER DETAILS 1D; 3913650 Family Name: SNATTH Given Name: RENJAMIN JAMES — Teaching Method: Primary Year LevelGrade: Grades 3/4 PARTNERSHIP SCHOOL DETAILS School Name: Bulman School Street: Bulman-Weemol Road Suburb: Bulman Post code: 0852 Phone: 08 8975 4707 ‘Mentor Teacher: Irene Singleton School Partnership Coordinator: Irene Singleton END OF PRACTICUM ASSESSMENT Atalevelofpractice and understanding expected in Year 4 ofthe Bachelor of Education, the preservies teacher is consolidating their ‘understanding of professional knowiedge. This graduating competence nocd to addres all aspect of teacher knowledge, practice and engagement aslisted, Ata level ofpractice expected ofthe graduating teacher, please comment on areas of stength and/or aspects needing improvement in relation to rhe following stander, Note: Please refer tothe AITSL National Grae Ltcher Standants fora listing of the specific characteristics expected under esch ofthe seven standards below. ‘These characteristics of toachers knowledge, practic and professional engagement have been identified by teachers and teacher educators as «essential fr the preparation of members ofthe teeching profession. This list of standards and characteristics provides a guide to effective teaching practices tha all teaches graduating from a course of preservice teacher education should have the opportunities to consider, understand and develop s identified by the Australian Institute for Teaching and School Leadership. Please complete the form using these symbols - A: above expectation B: at expectation C: below expectation NA: not applicable PROFESSIONAT. KNOWLEDGE Preservice tenchers in Year 4 will develop their understanding of how teachers: + know students and how they Iearn, B + now the content un how to teach it B ‘COMMENTS ON PROFESSIONAL KNOWLEDGE: Ben demonstrated sound knowledge of student development and how thelr individual contexts can influence their leaming. He wsed different teaching strategies that were age appropriate and sensitive to the contextual hackgrovnd ofthe students. Please indicale development in relation to the Professional Knowledge domain; (5 PROFESSIONAL PRACTICE ‘Preservice teachers in Year 4 will develop their understanding of how teachers: + plan for and implement effective teaching and learning A + create and maintain supportive and safe learning environments A + asses, provide feedback en report on student lesrning 5 ‘COMMENTS ON PROFESSIONAL PRACTICE: Ben demonstrated a sound ability to plan thorough, sequential, and engaging lessons and units that were interesting for the students and ‘appropriate for their age and abilities. Ren demonstrated a sound knowledge of the purpose and process of effective and relevant assessment, both for and of leaming. He developed an appropriate assessment rubric for his maths unit, and also engaged in marking and assessing lweracy work ta an appropriate standard, Please indicele development in relation to the Professional Practice domain: $ ($= Satifactory: N= Unsatisfactory) tiipvieducaton.vu edu auroporslenyyeardlya_ond_pxint_mentor_copy php?Submit=Print+Repotsid=36136504Prima 1”as Partnerships - B.Ed year 4 Print End of Practicum Report PROFESSIONAL ENGAGEMENT Preservice teachers in Year 4 will develop their understanding of how teachers: + engage in profesional leaning B + engage professionally with colleagues, parentslearers and the commanity A ‘COMMIENTS ON PROFESSIONAL ENGAGEMENT: Ben engaged in an appropriate level of professional learning, including attending staff meetings and profesional reading throughout his placement. Ben engaged professionally with all colleagues fo an excellent standard. He worked collaboratively with me and our relief teacher, and assistant teachers. Ben was confident seeking guidance and advice, and always conducted himself in a highly professional Please indicate development in elation tothe Professional Engagement domain: $ (S= Satisfactory: N= Unsatisfactory) OVERALL ASSESSMENT S (S- Satisfactory; N= Unsatisfactory) MENTOR TEACHER'S RESPONSE thas been a pleasure having Ben at Bulman School for the past séx weeks He isan enthusiastic and passionate teacher who developed a {great rapport with the students in his clas. He integrated easly nto our school and the Middle Primary class, following the set routine and practices, but also bringing his unique perspective to his work Ben demonstrated a sound knowledge of the content and curriculum and demonstrated an ability 0 plan engaging lessons and units that wore cultwelly responsive and age appropriate, He was an engaging teacher and frequently planned hands-on lessons which employed the use of concrete materials and manipulatives, which is particulary effective for ‘our students at Bulman School. Ben demonstrated sils in teaching musle and stuging, and incorporated performance and presentations ‘effectively into lessons. This iv an area the class have beon less exposed to, 0 it was great to see them confidently preventing their work, and performing songs and actions. Ben engaged with al colleggucs 1 an excellent standard. He abways conducted himself a highly professional and culturally sensitive manner. He worked collaboratively and closely with several of our staff. including teachers and assistant teachers, both Indigenous and non-Indigencus. Ben demonstrated an ability to be very flexible and adaptable, and a willingness to try out new challenges. Although he worked mainly in our Middle Primary class, he covered our Barly Years class for a week while the teacher was ‘away on PD. During this time he proved his ability to adapt his teaching strategies and content delivery appropriately and effectively for different age groups and contexs. Ben, together with his SWIRL partner, et a very high standard of work for the SRL Project. They worked effectively and collaboratively to create excellent books with each student, that were engaging and relevant, and culturally responsive. They also embraced other forms of storytelling and technology and worked with some ofthe high school studenis to create a flm for their story: They created a Bulman Stories website to which all the books were uploaded, and which vas presented 10 parents on the end of term open day. This website tsa great resource for Bulman School, for reiting the students’ work and for families to access from home, Hen was highly reflective of his practice and exhibited a thorough understanding of the reasons why certain lessons went well, or not so well He demonstrated a thorough ability to reflect and respond, and try things differently forthe following lesson if necessary. An area to hone for Ben is behaviour and classroom management sirategies, but this is something that wil improve with experience and familiarity with students in general, as well as specific classes. Ihave no doubt Ben will bea passionate, enthusiastic and effective teacher. and a great addition to any school ‘PRESERVICE TEACHER'S REFLECTIVE RESPONSE 1 believe that my time here has been well spent. I have boon able to identify areas of my teaching that I can improve on as Igo into the profession. hey are: to make learning intentions and activity explanations more and mare clear and concise. To hone consistent strategies ‘and routines that wll tune students in quickly. To be able to carry whole units more closely to their intended conclusions. These teaching ‘areas identified themselves 10 me on ths prac. [have learnt the importance of holding a sense of humour and to use that to aslapt and be Flexible in situations beyond my contro. Ihave seen the necessity to engage parents and wider community as deeply as posible with their ‘child's learning. Ihave seen the way that holding too much concer over covering all ofthe bases you as a teacher will want to get through ‘can drain you to a point where you become physicaly il. That not eversthing will go to plan and that leaming opportunities will present ‘themselves just as everything appears to be descending into chaos, As a small remote community, Bulman has been the perfect place for me to witness my junior teaching practice approach improve and change. There are so many financlal, health and emotional factors that could hhave been seen as obstacles here but in those moments when you feel genuine leamsing taking place, they are so empowering and postive that J would not wish to be anywhere else tn the world. SIGNATURES Preservice Teachers @ Thave reed this report Name: Benjamin Snaith Date: September 24, 2015, Mentor Teacher: @ Ihave read this report Name: Irene Singleton Date: September 24, 2015 hipeducaton vue aurepcrisfeylyoardiva end prin mento copy php ?Submit=Print+ReporiBsid=61Q8S0E4Prima