Partnerships - EMTS: End-of-Practicum Report Page | of 2 COLLEGE OF EDUCATION VICTORIA MASTER OF TEACHING IN SECONDARY EDUCATION UNIVERSITY PROJECT PARTNERSHIPS MELBOURNE AUSTRALIA EMTS END OF PRACTICUM REPORT Master of Teaching n Secondary Education preservice teacher can be expected 0 display imerest in teaching as acter. awareness of person Feltons in feahing and an ingaring atte to eiching and learning. Thee are thee domains, Professional Knowledge, Professional Practice and Profesional Engagement longsie seven core standards that we ask you to reel al write upon when proning feedback to preservice leahets ‘Therein threpn eden fom he Austin se fy Teachng ag Sl Leaders (AMS) Nationa Grae Teich Standards copy of the Standards cap be found at > “This report shoul be epee const wth the presewice teacher and oer elvan coleags. A bt comment or ich ma Sandal ‘will heaulicint. Mentor eachers are encouraged 19 dsribe specific achievements, emi areas of ence and make recommendations ffl evelopment Preservice teaches are expected to keep journal cotaning elections, evaluations and thoughts about this Project Partnership work. Those [psome examples and evdence of how they meet cach of the seven sore sandals a teaching. This evidence shoul be shared withthe mentor ‘eachor prio fo the completion of ts rept. PP End of Practicum Report Deadline: Week hepnning 12th Oaober 2015 Preservice eachers must read ant acknowledge that they have reat ‘his eport by checking thei Boe next fa Preece Teacher and entering Ihe hae unde he Compulsory Signatures secon. Mentor eachers ‘eur odo the same elo the report can he sen! o VctraLnwery Two copies ois ep (ane forthe mentor and one forthe reserice teacher) most be pre wl ending the report eletronically to Vitoria Univers DPRESERVICE TEACHER DETAILS 1D: 3851440 Family Name: CELIC Given Name: SINISA Teaching Method: InfoTeeh/Multimedin Year Level/Grade: Vear 70 PARTNERSHIP SCHOOL DETAILS School Name: Gilmore Girls College Sweet 298 Barkly Street Suburb: Footseray Postcode: 3011 Phone: 9689 4788 [Mentor Teacher: Paul Nucci School Partnership Coordinator Cheree Dobra Ata level of pmctice an undrstanding expected inthe Mase of Teaching. the preservice eacher is consolidating their understanding of professional Knmedge This grating competence needs to addres al specs of teacher knowledge practice a engagements nec Ata evel of pracice expected ofthe graditing eae, please comment on ares of suengih sndloraspets needing prevent n relation tothe Toliowing standards Note Please refer tothe LISI Nat 4 for aising ofthe spit characteristics expected under each ofthe seven Manda blow “These characteristics of teaches knowledge, practice and profesional engagement have been identi by teachers and teacher educators as sential forthe preparation oF members ofthe teaching pression. This sof standards and craters provides a gideto effects teahing prctcs tht all eachers graduating fom courte of preserce teacher vation shoul have the opportune o conser, underandand develop "Es iderified by the Ausialon fit for Teaching ad School Leadership. lease complete the form using these symbol A’ abowe expectation B: at expectation C: below expectation NA: not applicable PROFESSIONAL KNOWLEDGE Preservice teachers in the Master of Teaching will develop thir understanding of how teachers + know students and how they learn A + know the content and how to each it a ‘COMMENTS ON PROFESSIONAL KNOWLEDGE: Sinisa embraced teaching ICT Mulumedia fo Both year 7 classes one being mainstream andthe other comprising of students i an ‘accelerated learning stream. Ths combination enabled Sina to explore diferent approaches to feaching the content based upon the difeem ned and shlls betwen and win the nro classes. Sinisa sucessfully managed to selec resources appropriate othe specific needs of a ‘maxed abi classroom. Sinisa's knowledge of subject matter was evident not onlin hae delivered formation related to the lesson. but ls when asked to provide addtional information. Sinisa sated each lesson witha reve ofthe previous session followed by clear learning lnentons fr the current escon. Each tash undertaken in class come complete with nsrutional resources and success criteria (rubric) Sinisa successfully managed to select resoures appropriate to the specific needs ofa mixed abil classroom. Please indicate development in rslaton tothe Professional Knowledge domain: §_(S~ Savfactry: N= Unsunsfactry) PROFESSIONAL PRACTICE Preservice teachers inthe Master of Teaching will develop their understanding of how teachers: + plan for and implement effective teaching and Yearning A + ersate and maintain supportive and safe leering environments a + asses, provide feedback and report on student earing a COMMENTS ON PROFESSIONAL PRACTICE: ‘Sinisa established avery positive atmesphere that allowed students to provide conruetve peer feedback. He was not imimidring and tlzed a one to one approach where students were given clear iniructins. Students appreciated this approach and be rarely encountered any difficulty concerning sudent behaviour. Dre wae an established expectation concerning the quali and the amount of work produced in the classroom. Sinisa adopted formative assessment processes, Giving ongoing evdback Bot formally and forall to stadens as well as ‘grtngfeaback from staderts. A ghlight of Snisa's work was hs aby to evaluate his on leaching. Lesson plans were provid before ‘ach lesson ane he was always wing to modi or mak the necestaryadltions required fora success lesson formal 38... 27/10/2015 hutp://education. vu.edu.awreports/eoy/emts/emts_end_print_mentor_copy.php?sid:Partnerships - EMTS: End-of-Practicum Report Page 2 of 2 Please indicate development in elation tothe Professional Practice domain: $-(S~ Sausfactor N~ Unsaisfactory) PROFESSIONAL ENGAGEMENT Preservice teachers inthe Master of Teaching will develop their understanding of how teachers + engage in professional learning A + engage professionally with colleagues, parenisarets andthe community Aa COMMENTS ON PROFESSIONAL ENGAGEMENT: Sinisa attended Parent Teacher Interviews. and tok. lading roe inthe discussions with paren and stdents regarding thet progress “ring the term. Sinisa was. am active participant in Professional Learnung Team activites: he also took part excursions and provided a ‘report to staf a briefings Please indieate development in elation tothe Professional Engagement domain: S_(S= Satifactery: N= Unsaifctory) OVERALL ASSESSMENT (9+ Saisfacer [MENTOR TEACHER'S RESPONSE Unsasfatory) Sinisa is friendly and engages students with a varie of teaching strategies. He allowed fora learning erronment where students exchanged ‘nimions hist discussing key poms the are of sud. is clasroam management skills were effective. Sinisa maintained checks Concerning deni work in relation to completing the asessnen task nthe claxeroom Sinisa marked the tudes work as te class was Completing the practical anavical ask There wax an exabiched expectation concerning te quality andthe amount of werk produced the lastroom I Beene Sinisa would he an ate 0 any school wishing Yo employ a graduate tector i the nea fre. wish hn the Best of lc and may he continual strive to bettor his shls and reap the rewards of a uliling reaching career His fare stems wil Safe ‘hands. Exellem practicum est PRESERVICE TEACHER'S REFLECTIVE RESPONSE ‘During my second reaching block at Gilmore Coleg for girls. Iwas mentored by Paul Nucci who isthe schols Assistant Principal. Le thor tinder Pane gnidance [was ale to develop masel/ sa eacher quickly 0 give me the best possible rol 0 weach ina classroom. Iwas Involved witha (ot of Ex Curricular acts and even bad the opportu tobe invohed vith Reports and parent teacher imeviews. My ‘overall experience as font and 1am glad to have completed my round at Gilmore SIGNATURES: Preservice Teacher: Z thave read this report Name: Sinisa Celie Date! October27, 2015 Mentor Teachers Ihave read this report Names Paul Nucci Date: October 27,2015, http://education.vu.edu.au/reports/eoy/emts/emts_end_print_mentor_copy.php?sid=38... 27/10/2015