VICTORIA UNIVERSITY MELBOURNE AUSTRALIA MASTER OF TEACHING (SECONDARY) PROJECT PARTNERSHIPS APPLIED CURRICULUM PROJECT - REPORT Pre-service teachers are required to complete the Applied Curriculum Project (ACP) Report at the end of the project. Reference should be made to the ACP Plan developed earlier in the year. A brief comment by the mentor teacher (for the ACP) is also required. Pre-service teachers must submit a copy of the report, ‘to the Praxis inquiry VU Collaborate space no later than 16 September 2016. This document must be word processed. This report must: © describe the project and its outcomes ® provide evidence of how the aims of the project were met or not met and why with reference to the relevant educational theory and / or literature or policy cited in the plan © comment on the progress according to the action plan and advise of any changes to the plan and the reasons for such amendments '® evaluate the success or otherwise of the expected measurable outcomes with reference to the evaluation methodology described in the plan, and © describe how each of the five, or more, profe: during the ACP. al skills nominated in the plan were used / applied PRE-SERVICE TEACHER AND SCHOOL DETAILS Pre-service teacher name ‘Muhammad Shoaib ASHRAF Student ID 94518332 ‘VU campus | Footscray ACP title Individual Learning Plan ACP submission date 25/10/2016 Partnership school Darul Ulum College of Victoria School Partnerships Coordinator Abdurrahman Gokler ‘Mentor teacher (for ACP) Muddasser Dhedhy Vu Praxis inquiry lecturer ADDITIONAL PRE-SERVICE TEACHER ACP TEAM MEMBERS (add more rows as required) Pre-service teacher name / ID / Campus Additional mentor teachers participating in the ACP (add more rows as required) Mentor teacher nameSECTION A: PRE-SERVICE TEACHER TO COMPLETE 1-5 1. Brief Description of the Project and its Outcomes Project Name: Individual Learning Plan ‘The main focus of my project at Darul Ulum College of Victoria was to create a template for individual learning plan(ILP) and implement it under the authority of my mentor teacher. First ofall, | created a ‘template for ILP to combine plans, results, and assessments. Then, we focused on to the strengths and ‘weaknesses of those students who were not achieving to their potential. Through ILP we focused on the past, present and future: The past work was evaluated, a current status at that point in time was decided and a learning plan for the future was created. The ILP was really useful for schoo! administrators, teachers, mentors, form teachers, learners and parents/guardians. We specified the detailed goals and learning objectives for a learner for a specific period. Also, we described the ‘measures that were introduced to reach goals. 2. Project aims. ‘The aim of my project is successfully being met under the authority of my mentor. Some of the points of my project are described below: ‘© Assisted schoo! in implementing the ILP process through collaborative approach ‘© _Ensured that the standards of process across the system were met. ‘© Ensured that parents are an active part of the process through meetings © Provided step-by-step guidelines to the process. 3. Comment on progress according to your Action Plan and advise of any changes to this plan and the reasons for any changes. Even though we faced some difficulties, the project went through as planned. There were no major changes. 4, Evaluate the success or otherwise of the outcomes with reference to the evaluation methodology described in the plan. Progress towards identified goals is monitored and reviewed regularly. individual Learning Plans are measured and modified regularly. The success of the project in the short term became apparent in the following ways: © For the teachers, the ILPis making it easier to plan and teach. © Learners are getting a better overview of their own goals, learning and progress. The ILP allows learners to keep track of goals, expectations and gain knowledge of own learning © For parents, ILP providing an overview of their children’s learning and progress. This ‘opportunity is increase the parent's engagement in their children’s education. ‘Maser of Teaching (Secondary) Projet Partnerships: EMTS Apple Caculum Projet Report Page2 ofWe measured the progress of a student by answering four key questions: Where was the student before? Where is the student now? Where should the student be? How would they get to where they should be? Review of the progress was based on collection and analysis of data: © formal classroom and broader assessment data such as appropriate observation notes from classroom teacher/s ‘© Feedback from the student * Feedback from the parents/carers 5. Professional Skills Utiised Describe how each of the five, or more, professional skills (planning, negotiating, project management, problem solving, team work, time management, evaluating, communicating, reporting and researching) you nominated in your plan where used/applied during your ACP. 1. Professional Skill: PLANNING have tried to focus on my ideas and strategies. | dearly identified the goals to be achieved. | was also able to identify those steps that were required to achieve my goals. | negotiated the timescale for implementing the project. | also considered the criteria to assess the progress of my project. Task / Sub Task By Whom By When LP Template Preservice teacher 18/04/16 Choosing students for IPL Intervention Coordinator 20/04/15 ‘Completing Student's profile Preservice teacher and main | 23/05/16 class teacher ‘Students learning needs Main Class teacher 23/05/16 Students’ Academic History Intervention Coordinator 23/05/16 Classroom Support, Goals and strategies to Subject Teacher 23/05/16 achieve goals Meeting with Parents/ Guardian Subject Teacher/Teacher’s | 23/06/16 aide/ Preservice teacher/ Parents Home support, strategies tobe implemented _| Parents/ Guardian 23/06/16 IP Reviews Intervention Coordinator and | 15/08/16 main class teacher Master of Teaching (Secondary) Project Partarships: EMTS Applied Curculum Projeet-Raport Page 3of52. Professional Skill: Evaluating We tried to evaluate and measure the progress of a student by answering four key questions: ‘Where was the student before? ‘Where is the student now? ‘Where should the student be? How would they get to where they should be? 3. Professional Skill: Team work This project developed our teamwork skills. Me as a facilitator, my mentor as an Intervention Coordinator, Subject teachers, Teacher support personnel, and parents/guardians were all part of the ‘team and have coordinated with each other. All of us were aware of our roles. We specified the detailed goals and learning objectives for a learner. 4. Professional Skill: TIME MANAGEMENT We tried to develop some effective strategies for managing our time to balance the conflicting demands. in order to manage our project, we categorized and prioritized the project into groups. There was a time when it was extremely difficult for all of us to meet at the same time. We tried to arrange meetings after as well as before school hours. Even though we faced some difficulties, the project was successful. 5. Professional Skill: Communicating In fact, we spent a lot of our time on communication related activities. All of the members were kept Up to date through different communication mediums. This enabled us to collaborate with each other. Mastorof Teaching (Secondary) Project Partnerships: ENTS Applied Curculum Proect-Report Page 4 of 5SECTION B: MENTOR TEACHER (FOR ACP) TO COMPLETE 1, Please comment on the professional skills displayed by the pre-service teacher in the completion of the project [refer to Section A, item 5 above in your response - note that additional space can be added as required). Were the expected outcomes, as identified in the ACP Plan, met? ‘The pre-service teacher displayed multiple professional skills throughout the project. As the project. required interaction with other teaching staff and administrative staff, the pre-service teacher organized a meeting with them using a formal invitation sent out using Microsoft Outlook. In addition, he also contacted parents in a professional manner to discuss confidential information that pertained to some special needs students at the school. Likewise, the pre-service teacher showed his competence with essential software as he designed and ‘modified an individual Learning Plan (ILP) template which is currently being utilized by both primary ‘and secondary teachers. ‘The project he was assigned was successfully carried out and implemented with assistance from myself in areas which required additional authority due to complexities. The project bore positive feedback ‘and results from senior school staff. | sincerely appreciate the per-service teacher's efforts and wish him a fruitful career as a competent and effective educator. Kind regards, Muddasser Dhedhy Intervention Coordinator ‘SIGNATURES DATE ea Aleack Gib Mentor teacher: Muddasser Dhedhy Mahbr— 4 1 h b School Coordinator: Abdurrahman Goer A. (LAL | 8/9 /onc i NOTE: Pre-service teachers must ensure that all signatories (above) receive a copy of this ACP Report and submit a copy to the Praxis Inquiry VU Collaborate space by the due date. ‘This template can be downloaded from the Partnerships website at: nttp://education.vu.edu.au/partnerships/ ‘str of Techn (Seconda) Projet Panes ENTS Apt Crclum Poject-Report Page 50f5