2016 ,» Southern Cross Professional Experience Report eeu Secondary Programs Professional Experience Placement G Professional Experience 1 (EDU10710) 1 Professional Experience 2 (EDU10715) G1 Professional Experience 3 (EDU10716) Pre-service Teacher's Name: Teresa Carapeto Total no. of days: 22 Dates From: 14/11/2016 To: 14/12/2016 ‘Schoo! Name: Dorrige High Schoo! Subject Area/s: Ancient History, History, Socioty and Culture ‘Mentor Teacher Nameis: Ashleigh Harris University Adviser: Frank Stanton To the Mentor Teacher: This professional experience report is to be completed by the Mentor Teacher at the completion ofthe Professional Experience teaching. The report aligns and evaluates the Pre-service Teachers practice to the relevant descriptors of the Australian Professional Standards for Teachers (APST) at the Graduate career stage. The professional experience handbook contains advice on the purpose ofthis professional experience placement and where it fits with other placements in the Pre-service Teacher's program. The handbook also provides information about the teaching expectations and requirements of the Pre-service Teacher and the Mentor Teacher. Mentor Teachers should refer to the accompanying Evidence Guide for Mentor Teachers before completing this report. Student teachers are to be assessed for each descriptor ofthe APST at the Graduate career stage as either: ND ~ Not Demonstrated; D - Demonstrated; EE — Excoods Expectations; NA ~ Not Applicable If descriptors are deemed as NA for a particular focus area, please provide an explanation as to why that Standard was not ‘appropriate for this teaching experience. The overall assessment of the placement is either: Satisfactory or Unsatisfactory To achieve a *Satisfactory’ result atthe end of this Practicum, student teachers normally must achieve a grade of D (Demonstrated) of EE (Exceeds Expectations) in 100% of the Indicators and not receive a grade of ND (Not Demonstrated) in any Indicator. [ND ~ Not Demonstrated; D ~ Demonstrated: EE — Excoeds Expectations; NA~ Not Applicable Presservice Teacher's Name: Souther Cross University StampPROFESSIONAL KNOWLEDGE STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN nen intellectual development and characteristics of students Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 121 Understand how students learn ¥ x Demonstrate knowledge and understanding of research into how students leam and the implications for teaching _ 1.34 Students with diverse linguistic, cultural, religious and socioeconomic * backgrounds x Demonstrate knowledge of teaching strategies that are responsive to the leaming strengths and needs of students from diverse linguist, cultural, religious and socioeconomis backgrounds. 1.44 Strategies for teaching Aboriginal and Torres Strait isiander students x x Demonstrate broad knowledge and understanding ofthe impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Streit islander backgrounds, | 1.5.1 Differentiate teaching to meet the specific learning needs of students| x _2cross the full range of abiltios x ‘Domonstrale knowledge and understanding of strategies for ciferentiating teaching to meet the specific leaming needs of students across the full ange of abilities. 1.61 Strategies to support full participation of students with disability x x Demonstrate broad knowledge and understanding of legisiative requirements and teaching strategies that support participation and learning of students with disabilty ‘Comment on the teacher education student's knowledge of students and how they learn. INTERIM: Teresa demonstrated a keen interest in the development and characteristics of students and ook opportunities to work with the diverse students, particularly in the year 10 classroom. She has implemented lessons that are made up of a range of activities and tasks and this strategy allowed for the full participation of all students. She presonted knowledge in a variety of | ways making it accessible to all. ‘Comment by Mentor Teacher = FINAL: Teresa has continued to work on differentiating her lessons to cater for all students and has developed frameworks and templates with Which to guide these students, She has also integrated, with sensitivity to cultural heritage, Aboriginal culture and heritage into her Ancient History lessons. STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ew Ee PAS 2.4.1 Content and teaching strategies of the teaching area x x Demonstrate knowiedge, and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area, { 22.1 Content selection and organisation X 1 Organise content into an effective leaming and teaching sequence. [ND ~ Not Demonstrated; D - Demonstrated: EE ~ Exceeds Expectaions; NA-~ Not Applicable Pre-service Teacher's Name:2.3.4 Curriculum, assessment and reporting x x Use curriculum, assessment and reporting knowledge to design learning ‘sequences and lesson plans 2.4.1 Understand and respect Aboriginal and Torres Strait Islander people to x promote reconciliation between Indigenous and non-indigenous x Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strat Islander histories, cultures and languages. 2.5.1 Literacy and numeracy strategies ¥ x ‘now and understand Iteracy and numeracy teaching strategies and their application in teaching areas. 2.6.1 Information and Communication Technology (ICT) x x Imploment teaching strategies for using ICT to expand curriculum learning opportunities for students, ‘Comment on the teacher education student's knowledge of contents and how to teach it INTERIM: ‘Able to demonstrate @ knowledge of and use ICT strategies to enhance classroom practice and student learning. Scaffolding various ‘types of activtios to suit different learning needs. She has a strong content knowledge and | would encourage her to have confidence in and present her lesson ideas. She breaks the lessons down into sections and does a veriety of activities including recapping of the last lesson. Her pleasant demeanour makes for a very posiive environment. ‘Comment by Mentor Teacher ~ FINAL? Teresa has worked on her confidence in the classroom and has integrated a variety of teaching and learning strategies into the classroom, She has guided the lesson content by having a ‘quick reference’ lesson plan om the board each lesson and has outlined for students atthe outset the expectations and content to be covered each lesson. She has integrated ICT into each of her lessons and had students engage with this in varicty of ways from viewing, listening, researching and presenting work, She also created opportunities for students to engage in hands on learning activities outside of the classroom such as nature walks, narrations and stratigraphic. studies 3.1.1. Establish challenging learning goals x x Set learning goals that provide achievable challenges for stucents of varying, abillies and characteristics. 32.1 Plan, structure and sequence learning programs x x Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1 Use toaching strategios x Include a range of teaching strategies. 3.4.1 Select and use resources x x Demonstrate knowlodge of a range of resources, including ICT, that engage students in their learning. 3.5.1 Use effective classroom communication x x Demonstrate a range of verbal and non-verbal communication strategies to ‘Support student engagement. [ND ~ Net Demonstrated; D — Demonstrated; EE ~ Exceeds Expectations; NA ~ Not Applicable Pre-service Teacher's Name Southern Cross University StampMew FINALE D. (oceans 3.6.1. Evaluate and improve teaching programs: x x Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student leering. ‘Comment on the teacher education student's planning and implementing of effective teaching and learning, INTERIM: Teresa has an easy familiarity with the students even after only limited contact. She demonstrated effectively well thought out lesson plans which take into account a number of scenarios. Her lesson plans are comprehensive and sequence the learning for students building up knowledge over the period of time. She is able to use diferent types of communication to suppor student engagement. ‘Comment by Mentor Teacher — FINAL: Teresa has developed her use of verbal and non verbal communication, she has shown an awareness of her positioning in the room | and has used a variety of strategies to gain and maintsin student attention in the classroom. Her lesson structures and programs build | on prior Tearning, encouraging students to apply their knowledge to new contexts. She has worked on creating a more challenging environment for the senior students in a fast paced 3 by 3 senior curriculum in which the demands of the course are being met STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS. ig ee Eas [No eS) 44.1 Support student participation x Identify strategies to suppor inclusive student participation and engagement in classroom acivities. 42.1 Manage classroom activities x x Comonstrate the capaciy to organise classroom activities and provide clear directions. 43.4 Manage challenging behaviour ¥ x Demonstrate knowledge of practical approaches to manage challenging behaviour “44.1 Maintain student safety ¥ x Describe strategias that support students’ wellbeing and safety working within school andlor system, curiculum and legislative requirements 45:4 Use ICT safely, responsibly and ethically x x Demonstrate an understanding ofthe relevant issues and the strategios available to support tho safe, responsible and ethical use of ICT in earning and teaching. ‘Comment on the teacher education student's creating and maintaining supportive and safe learning environments. INTERIM: Teresa was able to demonstrate very effectively though her easy and approachable manner 2 supportive classroom environment. She ‘was not afraid to try and change the environment and experiment with moving students to enhance learning and engage students in the process of learning. She was constantly aware of her responsibility and could talk about strategies to support students and then apply them in the classroom setting, Comment by Mentor Teacher ~ FINAL: Teresa has encouraged student participation through presentations throughout her programming which allow for stuclents to present in «Variety of ways and in a safe learning environment such as presenting solely tothe teacher or to a smaller group. She has also usod calming and mind matters strategies such as mediations, through songs, guided meditation and meditation walks. Her clam tone and ‘word choice has deescalated challenging behaviours from students successfully which otherwise could have escalated. ND ~ Not Demonstrated; D ~ Demonstrated; EE - Excoads Expectations; NA Not Applicable Pre-service Teacher's Name:adenine lsat te alc i lle a enn aon Se a fee ee uy 5.11 Assess student learning x Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student Jeamning, 5.2.1 Provide feedback to students on their learning x x Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 8.3.1 Make consistent and comparable judgements, x x Demonstrate understanding of assessment moderation and its application to ‘support consistent and comparable judgements of student leaming. 5.4.1 Interpret student data x x Demonstrate the capacity to interpret student assessment data to evaluate student leaming and modify teaching practice. 5.5.1 Report on student achievement x x Demonstrate understanding of a range of strategies for reporting to students and Barenlicerers end the purpose of keeping acura and reSeble records of ‘Comment on the teacher education student's assessing, providing feedback and reporting on student learning. INTERIM: Teresa was able to work closely with students to gauge their abilties and as a result scaffold a number of tasks in rasponse to the feedback and date she was observing in class. She showed enthusiasm for keeping accurate records and was very well organised, ‘Comment By Mentor Teacher — FINA ‘Teresa intermittently collected student work samples and marked them with ample feedback on content, structure and neatness. She also engaged in creating with her mentor teacher an Ancient History assessment task and worked on fitting this to syllabus requirements. She also provided feedback to parents on student work and on engagement with tasks. Her records of student assessment and learning are aceurate and well organised. STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING 6.1.1. Identify and plan professional learning needs x ‘Demonstrate an understanding of the role of the National Professional Standards for Teachers in idenifying professional learning needs. 6.2.1 Engage in professional learning and Improve practice x x Understand the relevant and appropriate sources of professional learning for teachors. 63.1 Engage with colleagues and improve practice x x ‘Seok and apply constructive feedback from supervisors and teachers to improve teaching practices. [ND - Not Demonstrated; D ~ Demonstrated: EE ~ Excoods Expectations; NA Not Applicable Teacher's Name Southern Cross University StampeM [es Abe eS Nc 64.1 Apply professional learning and improve student learning Demonstrate an understanding ofthe rationale for continued professional learring and the implications for improved student learning, ‘Comment on the (eacher education student's engagement on professional learning. INTERIM: ‘TERESA WAS ABLE TO TAKE ON MANY OPPORTUNITIES TO ENGHANCE HER UNDERSTANDING OR Professional Standards ‘and take opportunities to extend her experience. She was able to take part in a school excursion allowing her to gain valuable knowledge of taking students outside the normal classroom setting. She also consulted with a number of teachers on the presence took the opportunity to observe more than just the lessons and teachers she had been mentored with. ‘Comment by Mentor Teacher — FINAL: Teresa engaged with staff meetings and professional learning in which she completed on-line studies in “fraud and corruption”. She also engaged in broadening her knowledge of the Teachers Federation of NSW and their role in schools and the region. She took on the opportunity to engage with creating RISC assessments and in planning an overnight excursion in line with professional standards. She also engaged with the schools welfare policies and with the referrals system for councillors under the guidance of her mentor teachers as well as talking to and engaging with year advisors in thei roles. STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY ; professional ethics and responsibilities x Understand and apply the key principles described in codes of ethics and ‘conduct for the teaching profession. 7.2.1 Comply with legislative, administrative and organisational requirements x x Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3.1 Engage with the parentsicarers | x x Understand strategies for working effectively, sensitively and confidentially with | parents! carers. 7.4.1 Engage with professional teaching networks and broader communities | x x Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice, l Comment on the teacher education student's engagement with colleagues, parenis/carers and the community INTERIM: ‘Teresa operates in a professional manner and follows the codes of ethics in her teaching practices. She engages with staff such as the Head Teacher to discuss and therefore understand the strategies for working effectively with parents/caregivers, ‘Comment by Mentor Teacher — FINAL: ‘Tercsa engaged with legislative requirements in excursion planning and implementation along with keeping her practices within the organisational requirements on the school. She engaged with parents and caregivers in providing professional feedback on student learning were appropriate as well as engaging with the broader community within the school such as; councillors, primary school, sporting organisations and government run organisations such as R-Risk. ND ~ Not Demonstrated; D~ Demonstrated; EE ~ Exceeds Expectations; NA - Not Applicable Pre-service Teachor’s Name: Southern Cross University Stampae el el bene iene ros n this professional experienc ni vice Teacher's literacy, numeracy and personal Elune ene eicimctcnas) Teresa has demonstrated a number of strengths in this professional placement such as her ability to calmly manage and deal with student behaviour and to integrate a variaty of learning strategies into her teaching practices. She has willingly taken on suggestions for improvements to her lesson plans and on her teaching practice and has success‘ully implemented these, in doing so she has consistently engaged with the broader school community in seeking help from other faculty areas. Teresa has made improvements in her management of disruptive behaviours, however she needs to develop a tonal difference in her voice and engage quickly and decisively with these students to stop the disruption at its frst occurrence. Her literacy skills are outstanding and she has demonstrated knowledge of grammar, punctuation and syntax in both her spoken and written instructions to classes. Her numeracy skills have been implemented in cross-curricular formats in the integration of timelines. {and dating exercises in which she has demonstrated her abilities. Her calm demeanour and professional presence have been outstanding and she has demonstrated her ability to work collaboratively and within system requirements. She has demonstrated woll developed organisational skills in both the planning of lessons, programs and excursions along with being willing to engage in extracurricular activities provided by the school Fina assessment: C1] satistactory D Unsatisfactory Mentor Teacher wane: Ashik igh LA... bhi creat eee laf © Pre-service Teacher (| have read this report) ee stone gel vate. P28 Teresa Carapée to CoordinatorPrincipal (optional Namo: cou Signatures. ce DANG [ND ~Not Demonstrated; D - Demonstrated; EE — Excoads Expectations; NA ~ Not Applicable Preservice Teacher’s Nami ‘Southern Cross University StampeA isaiotesane esis ie ie rian ocean mehea mule Coonan le mest Opec idueaie ieee tl ati cane ctleseit3 Date Duty/Aetivity 21212016 R-Rise excursion to Coffs Harbour with year 12, 1212016 Staff Meeting en2n016 Fraud and Corruption training 16/11/2016 | Cattle preparation 23/11/2016 | Cattle preparation 30/11/2016 | Cattle Preparation 16/11/2016 _| Peer Support training session with year 10 leaders 14/11/-14/12 | Moming staff meetings 1/12/2016 Faculty meeting 6/12/2016 ‘Year 6 transit — swimming assessment 14/11 -14/12__ | 9 tunchrecess time duties 141122016 _| “weil done excursion” welfare excursion to Boambee Bay Reserve 1/12/2016 School assembly 13/12/2016 _| Presentation day ~ whole school assemily 12/12/2016 _| School Councillor meeting ‘Mentor Teacher: Name: Pre-service Teacher's Nam ‘Southern Cross University Stampetal Comment by University Advise satisfactory O Unsatisfactory C] Professional Experience Portol University Adviser Name: sn Dates PROFESSIONAL EXPERIENCE OFFGE USE ONLV. SATISFIED REQUIREMENTS UNIVERSITY STAMP (original not valid without SCU stamp) Yes No Signed: Sultcte Crees Urea Ata, Rocoived af sad Finalisod fia Sandra Kenny, Professional Experience Placement Coordinator, Professional Experience Office, School of Education, Souther Gross Uriversiy, P.O. Box 157, Lismore NSW 2480, Telephone: 02 6620 3295, Email educationplacements@scu.edu.2u Pre-service Teacher's Name: Southern Cross University Stamp