Professional THE UNIVERSITY Experience SCHOOL OF o ADELAIDE Report EDUCATION 2015 Pre-Service Teacher: Kimberly Ellis Pre-Service Teacher ID: Enter ID {if known} Pre-service Teacher enrolled in: Grad. biploma Education B Teaching O B Musle Education CI Placement: From 8/06/2015 to 24/07/2015 Days Absent: 0 Days at School: 24 Professional Experience placement 1 Professional Experience placement 2 CI School: Blackwood High School | Mentor Teacher: Adelle Matthews and Jess Rogers | email contact: adelle.matthews@bhs.sa.edu.au / jess.rogers@bhs.sa.edu.au Site Co-ordinator: David Garrett University Liaison: Christine Reid email contact: david.garrett@bhs.sa.edu.au Subject Taught: English | Vear Level(s) Taught: 11 and 12 ‘Professional Experience School Context (eg: Co-educational, R-12 School) Blackwood High School is part of the Mitcham Hills which includes all of the local Primary Schools. Blackwood is a Schoo! of approximately 900 students of significant socioeconomic diversity. Many of the students are highly motivated and wish to continue their education further, whilst some are less inclined. With a diverse student body, Blackwood High School allows for a range of learners to succeed at a number of levels. | Students at Blackwood High School study within the Intemational Baccalaureate Middle Years Program. From Year 8 to Year 10 our programs cater for the diversity of student's abilties and interests, In the Middle Years all students study the full range of subjects, including one of two languages. In the Senior Years students ean study a broad selection of subjects that lead to both professional and vocational pathways. The school has strong links with the local community, and our commitment to vocational and enterprise education and the links developed with local industry remain a priority in the school. ‘Teaching/Learning Context (eg: year levels, class sizes ete) ‘The year 11 English class isa class of 31 students who are considering completing year 12 English Studies next year. The class shares an even spilt of girls and boys and has students of varying ability level. The focus of this class is slightly more on text analysis, however, there are some assessment tasks that are text production. | The year 42 English Communications class isa class of 25 students. Some students will continue on toUniversity, | other students will complete VET qualifications and some may not complete teriary studies. Ability levels vary. Students completed a supervised assessment task during Kimberley's placement, ‘An editable copy of this report can be downloaded at Template: Editable Online (DOCX) Click Here alternatively a blank copy for handwritten reports can be obtained a ‘Template: Printable (POF) Click Here Once the report is completed, please sign it and send it through to: Professional Experience Office, School of Education, University of Adelaide SA 5005 THE UNIVERSITY OF ADELAIDE cor email a scanned/signed copy to education. practicum @adelaide.cdu.a seve {Real eneeed (21444Profesional Experience Report CLASSROOM PRACTICE. THE UNIVERSITY ADELAIDE Satisfactory Unsatisfactory C1 APST: 1.- Know the students and how they learn i Phyleal, socal and intelectual evelopment and characteristics of students 1.2 Understand how students lear, 413 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4. Strategies for teaching Aboriginal and Torres Strat islander students, 415 Differentiate teaching to meet the specific learning needs across the full range of abilities. 1.6 Strategies to support fullpartepation cof students with dsabilty, Kimberly was a well organised, enthusiastic student teacher. She was eager to learn. She showed enthusiasm for English and was able to adapt the tasks she developed to cater for students of different learning needs within the classroom. Her confidence improved throughout the practicum, however, she could work further on projecting her voice and taking more control when addressing the class. Kimberly demonstrated knowledge of a variety of teaching strategies including group work, note taking, qulzzes and discussion. KNOWLEDGE OF SUBJECT AND RI {ELEVANT CURRICULA. Satisfactory @ Unsatisfactory C1 APST: 2 - Know the content and how to teach it 2A Content and teaching strategies of the teaching area, 2.2 Content selection and organisation. 23. Curriculum, assessment and reporting 24 Understand and respect Aboriginal and Torres Strat slander people to promote reconciliation between Indigenous and non-¢ndigenous Australians 25 Literacy and qumeracy strategies 2.6 Information and Communication Technology. PLANNING AND PREPARATION. APST: 3 - Plan for and implement effective teaching and learning. Kimberley demonstrated a thorough knowledge of English and of the current curriculum, When she didn’t know something she was keen to look it up and read documentation to improve her background knowledge. This was especially evident In the unit of work she taught in critical reading. She researched further literary techniques that students could discuss when analysing texts which definitely helped extend her student’s knowledge further, She was comfortable with developing resources both on paper and digitally kimberly was adept at adapting existing resources to suit the year 12 English class. Satisfactory Unsatisfactory 3 Gabi ralongnglearng goals 232 len, structure and sequence esring programe 39 Use tectngstrategies BA Select and use resurees BS Use effectneclsstom communication 2.6 Evans and improve teaching programe 2.7 Engage parents/earers inthe educate procets BreSerice Teather Gbaiy Ee Mentor Teacher: Adele Matthews and Jes Roge kimberly was able to take the unit of work she was going to teach and plan ut a suitable sequence of lessons with an end goal for all students in the form of a test. She incorporated resources into her unit of work that both helped students to develop the relevant skills as well as providing great discussion within the class on topical issues. She provided feedback to students both on the final test and verbally as she taught the unit. There is some room for improvement, especially in the differentiantion of work for students at many levels, however, this will be a skill she will build over time. Page ote ‘THE UNIVERSITY OF ADELAIDEProfessional Experionce Report LEARNING ENVIRONMENT — MANAGEMENT AND DISCIPLINE. Satisfactory Unsatisfactory C1 APST: 4 - Create and maintain supportive and safe learning environments “Aa Support student participation 4.2. Manage classroom activities 43 Manage challenging behaviour 44 Maintain student safety 45. Use ICT safely, responsibly and ethically Kimberly found ita litle dificult to engage with the year 11 English class at fist as she was shy when speaking to students. Ths improved over the course of her prac, however, she does need to work on ths initial interaction as it is important for building relationships with students. she has excellent organisation skills and always arrived to class prepared with everything she needed to run the lesson. Further work is needed in addressing the clas, especially n the time it takes to get the class quiet and voice projection, but this did improve somewhat already over the course of her practicum, | kimberly became more confident in approaching and offering advice and | assistance to the year 12 class as her practicum progressed. Where students | were reluctant to engage, she developed quick quizzes which enabled her to deliver feedback in a timely fashion, | ASSESSMENT AND REPORTING. ‘SA Assess student learning 5.2. Provide feedback to students and J} their tearing 5.3. Make consistent and comparable Judgements | 54 Interpret student dota 55. Report on student achievernent EA Identify and plan professional learning needs | 62. Engage in professional learning and Improve practice 63 Engage with colleagues andl improve practice 6.4. Apply professional learning and Improve student learning Satisfactory @ Unsatisfactory APST: 5 - Assess, provide feedback and report on student learning Kimberly came to the schoo! with some understanding of the SACE, however, she worked hard throughout her practicum to study this further in relation to English, This then meant she was able to plan and set a test for Critlal Reading Using the Year 11 English Guide and rubric, She then marked and gave feedback on all students tests. She was willing to ask questions and moderate work with me to make sure that he marking was consistent and correct. Kimberly produced quizzes to provide students with feedback in the year 12 class. This enabled her to engage with reporting even though the timing of her placement precluded her from reporting on a summative task in year 12 Engish Communications. PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT. Satisfactory Unsatisfactory C1 APST: 6 - Engage with Professional Learning 7 Kimberly was able to reflect and identify areas for improvement in her own | practice. When Jess Rogers and myself met with Kimberly to discuss her mid- prac report she was willing to listen to and take on feedback and suggestions. She even filled out her own copy of the reflection form stating how she felt she ‘was golng. This showed great willingness to learn and improve, She attended and participated in meetings and was willing to learn about-extra:curtiel Pre Seyle Teacher nba Ele Mentor Teacher: Adelle Matthews and Jess Rogers SHE UNIVERSPRRE SM AELAIDEProfessional Experience Report APST: 7 - Engage professionally with colleagues, parents/carers and the community Satisfactory Unsatisfactory 1 Ti Wie profesional ics ad resporabliies Kimberly was keen to engage with other teachers at the school and organised 12 Comply with legislate, to view the teaching of teachers other than her mentors, She wanted to see administrative and organisational | how different teachers utilise their strengths in teaching, Kimberly did not requirements 7.3. Engage withthe parents/earers 7.4 Engage with professional teaching networks and broader cormmunities ‘engage with parents in the course of this practicum as she didn’t have the need to follow up on any behaviour management issues. Overall Evaluation, Goodk . Click here to enter additional comments about the performance of this pre-service teacher. Kimberly was hardworking and willing to improve throughout her practicum. Her confidence has grown throughout and its already evident that she is passionate about teaching students. if she continues to develop her teaching skills throughout her further practicums she will make a wonderful, effective teacher, Signed: Date: Classroom/Supervising Teacher Signed: Date: rincipal Staff at the University of Adelaide's School of Education greatly value your opinion and appreciate the time and effort you have put into supervising our pre-service teachers, Thank you 7 Jan Keightley ~ Head of School THE UNIVERSITY OF ADELAIDE: Certification Stamp ee Sewie Teaaien Winbery Se ‘Mentor Teacher Adelle Matthews and Jess Rogers Page 80t6syosesea sto soy pu smauneyt opopy Spe, 014 ‘sa HuSquy aupeay 2A 31g Buuse9| saurdsut reip yaadse annea.o 2 ym 40 “sjanoy 4994 pue ssep sauapmis 243 puowog | Bunpuares Bunypea: 10} uoneredaud 10/pue Bu1uUe} ssep ‘umo suapnas aun puotag, spuape rein Buryoear 10), wonesedaud so/pue Sumuels Buyypeay 20 uonesedoid pue Butuueyd yo souapina sear) ‘Buyzear soy Uonesedaid pue Suywueld Jo 20vepie fewiuiny ‘Bulypear 104 vonesedaid 10 Buluuayd jo zouapiaa ann pue Sumypeay yuowiojdut pue 19) vela €4sav uonesedord pue Suuueyg pue einouano puotag | 321U09 Jo a8paynouny | a "ejnowsno so uoneaydde emneuiew! ‘uaquca jo aspaymouy ueyaiyjas pue Buns spaou 2 Jo Suypuerssapun seayp uatU03 40 28payn0w) punos o -swwowouinbas sejnoyna yaw ov aige “sd jexanas ang ‘qua ued jsow jo aBpaimouy \o 2 pue 1U—IU09 Jo _28paymouy snoauons/weIs ape OF ‘oy pue quaques aun mou, zusev eynouin ppue qusquo9 Jo a¥paymouy o | ‘Bulue9| Jo a2eId e se joouss 24; Ym pue squapms renpinpus jo spaeu aun | nya BuyBeSua uy diyssopeoy oO ‘Bue Jo aneyd w se jooyss aun gem pue quepms jenpiAIpUL 430 spaau aun nim Ajannisod 9BeBua 03 ssaUa ue anneniu Suons ‘Aujuse9} so 22eid ese jooups a1, aw pue uapnis fenpinput 4J0 spaau aun yr Apennsod a 'pelmou ‘Buyusea} Jo aoeyd e se joouss yn yw pue swapmas lenpinpul jo spaau ain gaim a8e8u0 03 ssouBumM awios o ‘uusea} Jo seid e se jooyps uy yi pue stuopms renpinpus so spaau ayy ‘89849 0} ssauBuyn urea) hour ‘oy pue stuspnys ain mou Tasay sonpeld wooussely aes siynae pawedxs 3q pinoo ey puepuers © anoge |jam soueuuopiod Aseidwoxe uy veers supe payadxe 94 pines ypu aeys anoge Puepuers ere aouewuoysed | vaders su ye soueUio}Jed punos y “adexs siya 40} puepuers Jewujw ee souewnoog “afore ‘siya 404 puepuers ajqerdaace ‘ue mo[aq aDueWiosseg uonduosag “uous ‘upueysino =o 005 KeA=BA poos=5 ajgedoooy =v Taowernesin =f Bune ul s2vapine ax uoddns apiaoud pue pepuerssJo4Dee apises-010 bu) s1]J01350q YUNA ABR TeUS Bue AA AN PIMOS fat ‘and sajdwera ays paioayas ou axe sz¢nqynie save ng “Bune eu Jo J0Uer oa parva soanuoU FOU Jp aKsyOq SJ>YDERT LOW ft “SBuNed Bsouy Huadu 9pmae| wos 5 941 eu BYOU BBe—Ig ugny uonen|eng adi ‘ALISMBAINA vi 1 soz uoday souoyodia jeuetsjougsonra 9109384 40 ALISHSAINN SH, 1500 CSSD stuapms ue san3eoj109 ——e- “squapmis pue sangeao0 levoiss2youd “Jooups | jounstuue> Buoys ‘siuapms pue seniieaoo Teuoissajosd “jo0yos ‘243 0} weu;WUIWOD punos 242 01 WOUR!UWOD MILI ‘sassa2oid wauissasse | 1 worrexouuy 40409 jana} seah ain orssep ay, uokag pasetosse ‘swvapmis J00u95 [enPHpUL Jo sessauyeam pue s\auanns 1 payuy) yoeqpaay ABUL ‘eonpeud Sujypear aanDayad Buneojpus ssonpesd quowssesse uw diyssopea sessa2oid quauissasse tu Ayaea.n -squapmas 0049s jenpinpur so sassoujeom pur sipsuans (01 pay 3oeqpaay injasn Bue Kawi yUsUssasse ‘sanpeyai pue wareyo44 a ‘sassa20sd qwoussasse uy wonenuarayp so aouspua speqpaay AWA Due inyasn quswssasse ppavapisuos pue quaracuio9 a sassepoud 1uawissasse ur uonen aay ‘speqpsay 2 pawn uauissasse qusTedui0 30 a0uapine aos nan | Bunypeas jo ssouans20y9 yp pue quauisrstype awapms pueyssepun 0} [004 ese 2uawssasse Jo.asn aip Jo sovapin9 anntt T a Oo ‘doyaaap 0} jenuarod o TRUSS OR BUR ] sioseo/swwo.ed‘Sone3j05 gum Aeuorssayoud 980803 1 1Sa¥ 2u " euosssayoug yn 38809 9 1say sdjysuonejou jeuosssajoug ‘Sujuse9| | sis uo ude | sega spond sey susev speqpaay pue yuauissassyy squeuuosinus ‘Suluueo| aes pue annioddns aurdpsig pue | quewedeuey wooIsse]D yeyp puepueds e anoge {jam souewioyed Arejduaxo uy | 94 Pino9 WpIUM IeUR anoge puepuers e 2 asuewioyieg ye souewoyiod punos y “sis wewaseuew ‘is woudeuew ps aueaeueU jwooussej> 1wapyu03 _woossser2 annzaysa woossep jeniyraun/soog “ates bea ales | siya ae papadxo oq pjnoa feeders ‘a8es sin oa | ‘14a 20} puepuers aiqerdsooe tue mojaq soueWO0g ‘Bupuersino =o 7005 ER=DA POOD=5 “RonesRe =A tay JaIvTave: daynowe ta