‘UNIVERSITY ‘Schoo! of Education FINAL PROFESSIONAL EXPERIENCE REPORT FORM. "PRE-SERVICE TEACHER INFORMATION : studentmame: Ke the rene (lark student No: $ 3538814 Professional Experience School/site: (lc nroWw f Mentor Teacher: “Jacol Gordon Grade: foundation |L Professional Experience Dates: From: i /-7/16 To: 4/4/16 No. Of Days: 30 Pre-Service Teacher has performed: oF shove the level of competency expected of final placement pre-service teachers 1 atthe level of competency expected of final placement pre-service teachers below the level of competency expected of final placement pre-service teachers SU ee es ‘Please use the following scale to indicate to what extent the Pre-Service Teacher meets each standard |S. Excellent - The Pre-Service Teacher has demonstrated strong achievement in this standard 4. Good - The Pre-Service Teacher has demonstrated reasonable achievement in this standard {3 Saltistactory - The Pre-Service Teacher has demonstrated reasonable achievement in this standard but needs further 2 ntti eer cer event sm eri i ined aRMIT UNIVERSITY School of Edveation Standard 2: Know the content and how to teach it (ex. knowledge of content; evidence of teaching strategies; familirisation with curriculum ‘programs/documents/policies such as AusVELS; reference materials; understanding of literacy, numeracy ‘and ICT teaching strategies) Assessment of Competency E aig | Ea ie T WA 1 Kathions dpi. me fie vedio of inp, eee fasten ipl hae ere, TT na : Senter Fen een ght ft teaching ee naeing‘UNIVERSITY ‘School of Education ‘Standard 4: Create and maintain supportive and safe learning environments {e.g. catering for individual needs; provide clear instructions, directions and feedback; support inclusion; safety of the physical and emotional environment; awareness of class management; ‘organisation of the classroom environment, materials and students) Assessment of Competencyst 2 NQ~ Mid Placement Review - 29/7/2016 GLENROWAN Katherine Clark a aid RMIT Pre-Service Teacher Katherine is an excellent pre-service teacher who is always willing to take on a variety of challenges. Being a ‘good! teacher is determined on many aspects of the occupation. Katherine has great ‘organisation skills, where she is well prepared with resources, lesson plans and confidence. She allows for time-table complications and is able to adjust her lesson suitably. This flexibility is important when teaching any year level. ‘Week 2 Katherine formed strong relationships withthe staff and students at Glenrowan Primary School. She was able ‘to spontaneously take demonstrations to properly model an activity, nd was able to assess and plan to ‘achieve positive learning outcomes forall students. She ensured that she was well prepared for the following ‘week and used her planning time wisely. Week 2 Katherine was able to know her limits and when offered to try 2 specific lesson, was able to deciine to learn ‘more before ‘jumping in the deep end’ and feeling unprepared. This showed that she wanted to be difgent 2s ' teacher andis prepared to have a frm understanding of content and how students learn before teaching a specific lesson. Katherine took control ofthe Reader's Workshop where she was able to educate the children i ‘in Questioning. She utilised all resources and gave well-structured lessons that followed whole/eroup/whole structure and provided necessary feedback to al students while reflecting on their learning. Katherine had all ‘resources, differentiated lessons and learning structures put in place before teaching. Katherine ended the ‘week with teaching maths and was able to find games and activities for both grade 1 and prep levels to ‘explore ordinal numbers and counting. ‘i