sean01s Partnerships - B.Ed year 4 Prin End of Practicum Report COLLEGE OF EDUCATION VICTORIA BACHELOR OF EDUCATION (P-12) UNIVERSITY PROJECT PARTNERSHIPS MELBOURNE AUSTRALIA ‘YEAR 4 END OF PRACTICUM REPORT ‘Year graduating preservice teachers can be expected to display interest in teaching asa career, awareness of personal relations in teaching and an uring atitude to teaching and learning, There are thee domains, Professional Knowledge, Professional Practice and Professional Engagement Alongside 7 core standards that we ask you to reflect and write upon when providing feedback tothe service teacher. The criteria inthe report are derived from the Australian Institut for Teaching and School Leadership (AITSL) National Graduate Teacher Standatds. A copy ofthe Standards can be found at This eeport should be completed in consultation wth the preservice teacher and other relevant colleagues. A brief comment foreach main Standacd willbe sufficient. Preservice teachers and teacher educators encourage you to describe specific achievements, identify areas ofconcem and make recommendations for fature development, ‘Year graduating preservice teachers wil be involved inthe development ofa currculum-focused projest and extensive teaching practice, usually ina primary sehool. in Year graduating preservice teachers might develop, implement and evaluate cusiculum initiative, normally drawing on ‘het major studies background, using an Action Research Approach. Extensive teaching practices essential. Preservice teachers are expected to keep a journal containing refletions, evaluations and thoughts about this project partnership work. These become examples and evidence of how they meet each ofthe 7 core standaals of teaching, This evidence should be shared with the mentar teacher prior tothe completion of this epor. PP End of Practicum Report Deadline: Weck beginning 12th October 2015 - Preservice teachers must read and acknowledge that they have read this repor by checking the tck box next to Preservice Teacher and entering their name under the compulsory Signatures setion. Mentor teachers requied todo the same before the report ean be sen to Vietoia University. Two copies ofthis report (ane forthe mentor and one forthe prescrvice teacher) mast be printed while sending the repor eleettonically to Victoria University PRESERVICE TEACHER DETAILS, 1D: 3843960 Family Name: MCCABE Given Name: MATTHEW PETER — Teaching Method: Primary Year LevelGrade: Grades 5/6 PARTNERSHIP SCHOOL DETAILS School Name: Jilkminggan School Street: Katherine Terrace Suburb: Katherine NT Postcode: 0881 Phone: 08 8975 4896 Mentor Teacher: Telka Zot7-Wilson School Partnership Coordinator: Des Barritt END OF PRACTICUM ASSESSMENT Ata level of practice and understanding expected in Yeard ofthe Bachelor of Education, the preservice teacher is consolidating theit understanding of professional knowledge. This graduating competence needs to addres all aspetts of teacher knowledge, practice and engagement aslisted, Ata level of practice expected ofthe graduating teacher, please comment on areas of stength and/or aspects needing improvement it ‘elation tothe following standauls, Note: Please refer tothe AITSL National Graduate Teacher Standanis fora listing of the specific characteristics expected under each ofthe seven, standards below. “These characteristics of teachen knowledge, practice and professional engagement have becn idemiied by teachers and teacher educators as csseatal forthe prepaation of members ofthe teaching profession, This list of standards and characteristics provides a guide to effective teaching practices that all teachers graduating ftom a course of preservice teacher education should have the opportunities to consider, understand and ‘develop as identified by the Austalian Institute for Teaching and Sehool Leadership. Please complete the form using these symbols - A: above expectation B: at expectation C: below expectation NA: not applicable PROFESSIONAL KNOWLEDGE Preservice teuchers in Year 4 will develop their understanding of how teachers: + know students and how they learn A + know the content and how to teach it A (COMMENTS ON PROFESSIONAL KNOWLEDGE: ‘Commencing this practicum in an Indigenous Community schoo! Matt showed a genuine interest in Indigenous culture and a motivation to learn about his students lives, He recognised the importance of using this knowledge to adapt his teaching approach and make leaming relevant, He actively sought curriculum documents used in the school to be able to deliver the required content and was able to design Teayning experiences that actively engaged his students. Through building student rapport and building student teacher relationships, he understood the importance of allowing indigenous students to work in outdoor locations fo improve their engagement and concentration. Please indicate development in relation to the Professional Knowledge domain: 8 (S~ Satifactory: N= Unsatisfactory) 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 sae learning environments A + assess, provide feedback and report on student learning. A COMMENTS ON PROFESSIONAL PRACTICE: During his time at Jllminggan School Matt was able to effectively plan for, implement, assess and provide feedback on student learning. He was responsible for teaching a unit on location: after gaining insight into students prior knowledge through diagnostic and formative assessment, Matt planned and taught a unit on mapping. He was able to effectively scaffold and extend students knowledge and skill by hupileducation wu. eduaulrepertsloylyearyt_ nd print mertr_copyptp?Submit=Print+ ReportBsid=24S06064Prima w932015 Partnerships - B.Ed year 4: Print End of Practour Report designing learning experiences that mentally and kinetically engaged students, Throughout this practicum Matt has illustrated an ability to ‘create and maintain a supportive and safe learning environment. Interacting with studems he was calm and consistent ane was able to ‘implement the whole schoo! positive reward system as well as the classroom reward system, When dealing with sudent conflict he spoke calmly 10 students and maintained a safe envivonment for al students. Please indicate development in relation tothe Professional Practice domain: $ (S= Satisfactory: N= Unsatisfactory) PROFESSIONAL ENGAGEMENT. understanding of how teachers: Preservice teachers in Year 4 will develop thei + engage in professional learning + engage professionally with colleagues, parensicarers and the community A COMMENTS ON PROFESSIONAL ENGAGEMENT: During this practicum Matt has shown a genuine interest and enjoyment in teaching. He has professionally engaged with with colleagues, parents and the wider community and actively sought advice and information about the teaching context from all stakeholders. In response ‘Staff and the community ready welcomed him with hs friendly atiiude, He actively participated ina professional development about ‘moderation, in which he was observed to engage in profesional conversations with colleagues. Please indicate development in relation tothe Professional Engagement domain: S (S~ Sasfctory; N= Unsatisfactory) (OVERALL ASSESSMENT. S_ (S* Satisfactory; N= Unsatisfactory) [MENTOR TEACHER'S RESPONSE. would like to thank Matt for his significant contribution to Lirrawi class and Jilkminggan School. Matt has shown a genuine enthusiasm for ‘and commitment to the teuching profession. He actively soughe advice to improve his teaching and responded well o feedback. As a staff ‘member Matt has shown intatve fo assist with extra activities ouside the classroom by helping with a diseo and thre night schools. Fe has ‘also been flexible fo the many interruptions that occur in Indigenous schools, and was readily willing to ater planned activities. Coming to the conclusion of his degree Matt demonstrate a readiness to begin his teaching career and would be a valuable staff member. He is ‘approachable, hard working and most importantly shows a genuine pasion for teaching. PRESERVICE TEACHER'S REFLECTIVE RESPONSE. Despite the fantastic support, advice and freedom to develop my teaching I've experienced at Jltminggan School, this placement has been a big challenge. I have been forced to think and rethink a lot of my ideas about teaching - particularly with regard to engaging students who ‘exist within a context and culture tha 8, in many ways, far removed from mine. With Telka’s help, advice and example I have learned a lot ‘about the importance of consistency and reliability. 1 had never before considered the fat thal these are key ways that a good teacher shows respect and care for their students, particularly ina setting where reliability and consistency can be lacking in student lives outside the school - They are not just elements of classroom managentent. Something else I've learned, perhaps the most important thing, is that relationships are the key to the educative process - those between you and your students, you and your colleagues, and between you and the ‘community in sohich you work These relationships must be genuine, an be based upon genuine care (as with quality relationships outside of ‘a professional context), rather than simply cold profesional relationships mediated through the structure ofthe school. Seeing the way all of the Jilkminggan School community goes out oftheir way to engage their students and the wider Jkminggan comnuaity has created a major turning point for me in terns of how I think about my teaching, and about myself as an educator. SIGNATURES Preservice Teacher: i [have read this report Name: Matthew Peter McCabe Date: September 23, 2015 Mentor Teacher: Ihave read this report Name: Telka Zotz-Wilson Date: September 23, 2015, hitpuleducaton vu. edu au epetsleylyoarAiy_ ond prin mentor copy php ?Submit=Prnts RepriBsid=3843060E4Prima