FACULTY OF PROFESSIONAL E) BACU EDUCATION and ARTS YEAR 2 - BACHELOR OF EDUCATION (PRIMARY) XPERIENCE REPORT BOOK EDFX216 - PROFESSIONAL EXPERIENCE PRIMARY 2 Boe Carag Va es Sue PLACEMENT SCHOOL Shernmoot arange Pubilc Schooi SUPERVISING TEACHER Ms. Michelle. Manning STAGE & GRADE LEVEL Arad eel 2 PROFESSIONAL EXPERIENCE PROGRAM DATES 8 Day-a-week Visits plus 8 Day-AWeek visits (Tuesday) 5 additional Single Day visits to be arranged by mutual ‘agreement and competed prior to the commencement of 5 Additional Single Day visits the block 3 week block: ieee z June 9" 2015 to June 26" 2015 ie INTERIM MID POINT ASSESSMENT wane | 0 Unsatisfactory FINAL ASSESSMENT wGatistactory 1 Unsatisfactory | Number Of Days Completed a SIGNATURES PRE-SERVICE TEACHER Date: 25- 6-15. | SUPERVISING TEACHER (Mf. Warm —<¢ pate: 2-6-5 SUPERVISOR ‘ACU TERTIARY TES Date: To be returned by the Professional Experience Coordinator at conclusion of the professional experience to: Professional Experience Unit Australl 25a STRATHI ary Office Catholic University Barker Road FIELD NSW 2135Printed February 2015, By Australian Catholic University Lte 40 Edward Street, North Sydney 2060 (CRICOS). Provider registration codes: 00004G, ABN: 15 050 192 660 Printed at the Campus Printery Individual authors retain copyright © (on compilation only) Australian Catholic University (2015) Material contained in this book has been especially developed for Unit No: EDFX216 Year 2: Bachelor of Education Primary in the 2015 Professional Experience Program and is restricted in its use to that purpose.TEACHING REQUIREMENTS SUMMARY (13) DAYS x PER WEEK VISITS Pre-service teachers will undertake observation of classroom teaching practice and small group teaching and assistance as deemed appropriate by the school-based Supervising Teacher. Eight Days will be completed on March 17°, 24, 31%, April 21%, 28", May 5", 12" and 19". Five visits will be arranged by mutual agreement and completed prior to the commencement of the block, (14) DAYS x BLOCK PERIOD OF TEACHING (aucens sirtmoay pustic HoLioa’ is WoT REOUED To Be REDEEMED] Pre-service teachers will build from observation of classroom teaching practice and small group teaching to develop their whole class teaching skills and competencies. Please Note: ® Should the Pre-Service Teacher demonstrate an ability to meet targets beyond those stipulated, the Supervising Teacher may use her / his discretion in adjusting the targets accordingly. * Teaching for half or whole days also involves being responsible for the day-to-day running of the classroom, where appropriate. CONTACT INFORMATION All communication conceming the teaching placement should be first communicated with the Professional Experience (PEP) Placement Officer (noted below). If any matter requires further attention, partculariy issues of an academic nature they will be referred to the nominated Lecturer-in-Charge of the unit and/or the allocated Professional Experience Coordinator. Names and contact details are provided below. ADMINISTRATION TEAM PCE Placement Officer: ‘Mrs Donna Joukhador Email: donna joukhador@acu.edu.au Telephone: 9701 4526 ACADEMIC SUPPORT TEAM STRATHFIELD CAMPUS NORTH SYDNEY CAMPUS: Professional Experience Coordinator: Professional Experience Coordinator: Ms Michelle Tamaro Dr Rosemary Richards Email: Michelle, Tamaro@acu.ed Email: Rosemary.Richards@acu.edu.au Telephone: 9701 4496 Telephone: 9701 4257 Itis the responsibilty of the pre-service teacher to ensure that the Supervising Teacher is aware that the Report must be returned to the Professional Experience Placement Unit as soon as possible - preferably within one week of completion of the professional experience practicum. This report is an assessment of the pre-service teacher's performance and engagement with the professional experience placement. It has not been written as a reference. This form remains the property of the University.Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education Primary ~ Year 2 ABOUT THIS REPORT ‘The Professional Experience segment of this unit forms a key component of the overall (Bachelor of Education Primary) pre-service teacher education prograrn. In the course of this unit theoretical perspectives of teaching practice will inform and provide contexts for creating and developing learning in the classroom. This report is to document a shared understanding of pre-service teacher progress during the professional experience placement for the unit (EDFX276). The report should be written following a process of professional conversations structured around the three domains of the (AITSL) Australian Professional Standards for Teachers — Professional Knowledge, Professional Practice and Professional Engagement. These conversations should include the pre-service teacher, the school-based Supervising Teacher and the Tertiary Supervisor. The Professional Experience Report should - be fully completed at the end of the professional experience placement. In making judgements, its important to remember that pre-service teachers should not be compared with experienced . ‘teachers but instead with the competency level expected for the stage they are undertaking of the four year professional experience program. The comments entered in this report may be read by a range of stakeholders interested in the pre-service teacher's Progress, so they should be concise, focused and emphasise learning. GUIDELINES FOR COMPLETING THIS REPORT 1, There are two points of formal assessment to be completed in this Report Book - the Interim Midpoint Assessment Report and the Summative Assessment Report: a. Interim Mid Point Assessment: The pre-service teacher's progress should be assessed at the ‘Midpoint’ of the block period of teaching and the report completed, If the pre-service teacher's progress is assessed at the ‘Mid Point’ 2s not meeting the required level of the professional skill, expertise and competencies, then the pre-service teacher is deemed to be ‘At Risk’ and the procedure outlined in this Report Book should be followed, b, The Summative Assessment should be completed at end of the block period of teaching, Please fully ‘complete all sections related to the Domains and Standards of the Australian Graduate Teacher Standards as Noted within, ©. NB: It is very important to identity any pre-service teacher ‘at risk’ of unsatisfactory progress as soon as possible and to notify the Tertiary Supervisor and/or the Professional Experience Placement Officer. At times this may be evident prior to the formal Mid Point’ Assessment. 2. Assessment Scale: To maintain consistency with the Australian Graduate Teacher Standards, the pre-service teachers are to be assessed in each Domain and specifically on each Standard on a rating scale thet indicates one of the following levels of achievement. ND = Not Demonstrated; PD = Provisionally Demonstrated; D = Demonstrated Evaluative comments should be written at the conclusion of each Domain of Reporting 3, Overall Assessment of Progress: In the overall assessment of the professional experiance placement, the pre- service teacher should be assessed as either Satisfactory or Unsatisfactory as outlined below: ‘An overall Satisfactory grade should be awarded when @ pre-service teacher attains the level of : Demonstrated (D) or Provisionally Demonstrated (D) in all standards, An Unsatisfactory grade should be awarded when the above requirements have not been met. UNSATISFACTORY: The pre-service teacher’s achievement is unsatisfactory overall and the above equirement has not been met. The pre-service teacher will therefore FAIL the professional experience placement. Please Note: A final grade of Unsatisfactory cannot be awarded without approval from the Head Faculty Education NSW/ACT or Nominee. ‘Australian Catholic Universiy, 2015Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education Primary ~ Year 2 DAY-A-WEEK REPORT (To be completed before the Block Teaching Period commences) ratacaranaraane—eomia—Padrorski Dates: Gist One OVisiTwo Mist Three MMistFour EYeitFive Wisitsix Visit Seven Bisit Eight OVisit Nine Visit Ten ist Eleven Visit Twelve KWisit Thirteen (Please mark off each day as your Pre-Service Teacher attends). Numberof days completed: = JS During the Day-a-week the Pre-Service Teacher has satisfactorily demonstrated: Punctuality Wes ONo | Appropriate dress that is neat and tidy wes ONo Tniliatve and motivation pes No ‘A professional aititude during initial dealings with staff and students within the A prot Wes C1No A\willingness to adequately prepare for the upcoming Professional Experience. aves DNo suporseingreenar()- UL LL ila cenit May 2015 Supervising Teacher (2): Date: The Day-a-Week Report has been dig vate Vay 201 Pro-service Teacher Signature: ‘Rusivallan Catholic University, 2018Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education Primary - Year 2 INTERIM MID POINT ASSESSMENT REPORT The Interim Mid-Point assessment is designed to clearly indicate the pre-service teacher's performance at the middle stage of the professional experience practicum. Supervising Teachers are asked to work through each of the thirty seven Standard focus areas with the pre service teacher and ascertain their overall progress so far in the placement. The mic-point provides an opportunity for the Supervising Teacher to communicate to the pre service teacher specific areas for improvement as well as areas of strength. Please complete the Overall Assessment Rating below and provide brief comments, It assessed as “Knowledge & Skills Not Sufficiently Demonstrated”, this signifies that the pre-service teacher's progress is inadequate at the level of Professional Experience being undertaken and is ‘At Risk’ of not achieving a Satisfactory grade. NB: If the pre-service teacher is deemed to be ‘At Risk’ then the Supervising Teacher should immediately contact the Tertiary Supervisor and the PEP Placement Office and complete the ‘Notification for ‘At Risk’ of ° Unsatisfactory Progress’ form found in Appendix 1. The midpoint report and the At Risk form are considered an intervention and support mechanism to ensure pre. service teachers have every opportunity to further develop the necessary knowledge and skills in order to successfully complete the Professional Experience. MID POINT INTERIM OVERALL ASSESSMENT RATING Please place a tick in the relevant box on the rating scale below to indicate your overaill assessment of the Mid-Point development of the pre-service teacher across the three Domain Areas of the Australian Professional Standards for ‘Teachers ~ Professional Knowledge, Professional Practice and Professional Engagement. eae Knowledge & Skills Not Knowledge & Skills Provisionally Knowledge & Skills Clearly Sufficiently Demonstrated Demonstrated Demonstrated SUPERVISING TEACHER'S REFLECTIVE COMMENTS ON MID-POINT PERFORMANCE Please arliculate observed strengths in professional knowledge, practices and engagement as well as Wentiying specific and realistic goals Strengfs:Knous the stadeds Sengihs, wrens Be father development aad Specihe learing needs of difidual students Uses varieht ns dentin methods thatrcater for individual, group and whele class Peta stoxs lace engaging. Reflects upon and delete accucthe Sel? cook teers Meee eformance Seeks assistance aad advice aad act. a sal adue ‘S| ‘Areas for development during the rest of the placement: -lAssroom Pian doce Implementing efberhve hme, managernen'. Listening and moving effectwely ard pur posefilly arouad Hue classcoom supenising Teacher signature: MA Whacany.. pate Way LOLS. PRE-SERVICE TEACHER’S REFLECTIVE CONIMENTS ON MID-POINT PERFORMANCE ‘Aspects of my teaching progress that | believe have beérrsuccesstul: Building @ relationcnip with the sinctents mmol ientitging wnat each Strengih mad weaknels ts. Also, organising etiective lebeone wnien born engage anot_chalienge stnotents. : ‘Aspecis of my teaching progress that | beleve need to be developed Tuer. Classragm management and kaw being stricter on Staotents.~ stop | feuing me srerra mca tenon. Also, timing the lesson property 2nd working towards concivgling the lesson ‘fier consultation with my Supervising Teacher and the Teriary Supervisor, my goals Tor the remainder of tho practicum experience are: Continuing to ortotress olifperent Ss Intelligences tnrougnoat nnmecons lestons. Fotns on time management eimet” beng more stricter on timing Follow throngn with classroom management strategies Pre-Service Teacher Signature: .. Ape: Date .2.9...08.2.15, ‘This report shouts be submited othe relevant PAlessional Experience Ofice as soon a possible after is completed. This report can be used asthe basis forciscussion with the Tertiary Supervisor. ‘Australian Catholic Univ 2015 3Faculty Education and Arte NSW - Professional Experionce Roport ~ Bachelor of Education Primary — ar 2 ‘AT RISK’ ASSESSMENT NOTIFICATION (This section should be completed if the pre-service teacher is deemed to be ‘At Risk’ or not achieving a Satisfactory assessment at the Interim Mid Point Assessment) Pre-Service Teacher: Unit Code: School ‘Supervising School Teacher (1): Supervising School Teacher (2): (If applicable) _ Tertiary Supervisor: “At Risk’ Assessment ‘Assessment of your professional development in this professional experience placement has highlighted significant areas ‘of concern, which indicate that at this point you are ‘at risk’ of obtaining an Unsatisfactory grade. The areas of unsatisfactory progress have been identified below and need 1o be rectified in order for @ Satisfactory grade to be awarded for this Professional Experience component. Areas of Concem: (Identified by the Supervising Teacher/Educator and/or Tertiary Supervisor): Strategies for Improvement: (Developed by the Supervising Teacher and Tertiary Supervisor in consultation with the Pre-Service Teacher) Ihave read and understand the details and requirements of the ‘At Risk’ assessment noted above. Pre-service Teacher: (signature) Date: ‘Supervising School/Centre Teacher (1):_______(signature) Date: ‘Supervising School/Centre Teacher (2): (If applicable)__(signature) Date: Tertiary Supervisor __ (signature) Date: ‘Australian Catholic Universiy, 2075Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education Primary ~ SUMMATIVE ASSESSMENT REPORT TO BE COMPLETED AT THE END OF THE PLACEMENT: To maintain consistency with the Australian Professional Standards for Teachers: Graduate level, the pre-service teachers are to be assessed in each Domain and specifically on each Standard on the following rating scale: ND = Not Demonstrated; PD = Provisionally Demonstrated; D = Demonstrated + Please tick beside each focus area of each Standard - if the pre-service teacher has not had the opportunity to demonstrate capability in every focus area please only tick the areas you are assessing. + Please use the comments boxes to document evidence and cite examples of the pre-service teachers’ achievements and development of knowledge and skills based around the three Domains of the Graduate Teacher Standards. The Evidence Booklet provides examples of evidence for each focus area. DOMAIN 1: PROFESSIONAL KNOWLEDGE ‘STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN, ND {4 Physical, social and 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 leaming 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching, 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities, Demonstrate knowledge and understanding o! strategies for diferentiating teaching to meet the specific. learning needs of students across the ful range of ablitios 1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disabilty ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH TT NIN INA a ND 21 Content and teaching strategies of the teaching area Demonstrate knowiedge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area 22 Content selection and organisation (Organise content into an effective learning and teaching sequence 23 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowedge to design learning sequences and lesson plans 24 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indigenous Australians Demonstrate broad knowiedge of and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages 25 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6 Information and Communication Technology (ICT) ae Implement teaching strategies for using ICT to expand curriculum learning opportunities for students DOMAIN 4: PROFESSIONAL KNOWLEDGE — EVALUATIVE COMMENTS IyIDENCE OF DEVELOPMENT AND ACHIEVEMENT *Builds on prior Lae Z ans ani " lemenkS app-opriate ‘Lessons dis ley 10 ical segtlenuing. Heachiag and ldarring achvihes +o sUses a variety of resources wreluckrag meet Student needs! hepato fie Uses effective questioning téchaigues egal ler etite FOCUS FOR FURTHER DEVELOPMENT: waected ate pEncouragag stuclerts fo ceflect 7 Iycia hula ok he e Demonstrate haowleclge o lon thew Sledy nia jt Respencling +o stidlent questions. “eat of KcAs relevest te cack NL ANNE ‘Rusirallan Catholie University, 2076Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education Primary ~ Year 2 DOMAIN 2: PROFESSIONAL PRACTICE ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING, ND. 3. Establish challenging learning goals ‘Set learning goals that provide achievable challenges for students of varying abilities and characteristics 3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies ‘3.3 Use teaching strategies Include a range of teaching strategies ‘3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning NK ‘3.5 Use offective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement ‘36 Evaluate and improve teaching programs Demonstrate broad knowledge of stratogios that can be used to evaluate teaching programs to improve student learning \WN_ LN 3.7 Engage parents/ carers in the educative process Deseribe a broad rango of strategies for involving parents/carers in the educative process ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS) ND 41 Support student participation Identity strategies to suppor inclusive student participation and engagement in classroom activities, KB [42 Manage classroom activities Demonstrate the capacity to organise classtoom activities and provide clear directions 43 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour _ 4.4 Maintain student safety Deseribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements iN 45 Use ICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching "STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ‘6.1 Assess student learning ND. Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning 3 3 "AN IN 5.2 Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their leaming ‘5.3 Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and ‘comparable judgements of student learning WIN 5.4 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student leaming and modity teaching practice 5.5 Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the urpase of keeping accurale and reliable records of student achievement. and sets see for Follow my Near + Attempts engage all studeats ww ; iseuahier 04 ofp apis vealicls Shame age * sectablches slenc argue ge delta fertes Hew conct sbeatly FOCUS FOR FURTHER DEVELOPMENT: Time open «Move effectively and purpose bal + Lesson conclusions acouad the classcoom: sProvide timely feedlonck +e Studerts ENCE OF DEVELOPMENT AND ACHIEVEMENT: Acknowledges staded’s conteibuh. ekeviews the learruag which eceusred — «Males explicit Hre assessment er 4 Gnd outcomes fo be achieved, Communicates pre fess’ Bes y ‘Australian Catholic University, 2078Faculty Education and Arts NSW - Professional Experience Report - Bachelor of Education Primary ~ Year 2 DOMAIN 3: PROFESSIONAL ENGAGEMENT ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND [PD [D 6.1 Identify and plan professional learning needs Demonstrate an understanding of the role ofthe Austalan Professional Standard for Teacher n Wi identitying protessional leaming needs 6.2 Engage in professional learning and Improve practice Va Understend the relevant and appropriate sources of professional learning or teachers 6.3 Engage with colleagues and improve practice ‘Seek and apply constructive feedback from supervisors and teachers to improve teaching practices ZL 6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications {or improved student learning or eS Uae come a EVIDENCE OF DEVELOPMENT AND ACHIEVEMENT: ‘ hReflects upon and develops self evaluation of teaching formance. : ‘ J Uisplays willingness +e accept professional advice, ancl act upon professionel advice. Accepts coasteuchve feedback on a professioral cather than sonal level e «Engages a professional discussions and shares ideas and cesoucces. Assists w collaborahve Plan teaching and learning FOCUS FOR FURTHER DEVELOPNENT: encTeddge and evperhse lad ependently flees. reviewing and evaluating teaching Strategies an. lesseas Juaits: | Engaye sin professional learning +to im prove practice. + Apply pre fessiona| leacivag and im prove student leacaing. ¥The focus areas | have noted for Yaewin are areas for further evelopment wa future practicums TRusivallan Catholle University, 2075Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education Primary ~ Year 2 FINAL ASSESSMENT COMMENTS RELATED TO PROFESSIONAL EXPERIENCE: SUPERVISING TFACHFRIS OVERALL COMMENTS: ‘Yasmin presented herself each day appropriately attired and with a professional attitude towards staff and students. ‘She was motivated to teach any lesson presented to her and immediately started brainstorming ideas to make the lesson her own. She understands the importance of engaging and motivating the | students and as a result her lesson introductions captured the student's attention and the teaching ———— ‘and learning sequence maintained theit engagement. Yasmin incorporates and makes good use of learning resources including ICT to deliver content. She has developed questioning techniques that promote student inclusion in class discussions. During the professional experience Yasmin has developed her classroom management strategies, displaying a consistent approach and reinforcing her expectations. She is showing improvement with lesson timing, lesson conclusions, providing feedback to the students and allowing the students to reflect on their learning, Overall, Yasmin has developed and shown growth in the three domains of Professional Knowedge, Practice and Engagement. | wish her all the best with her remaining studies and her future teaching ae vow: L616 Supervising Teacher/s PRE-SERVICE TEACHER REFLECTIVE COMME! Motwation: Each clo i Weis more than hoppy to be choiliengeot by Musing —numergat teaching ctrategres. bendivient manmgement — aha teething olfterent lessONS/ KLAS. Also, Contributing dnot brainstorming totcois of my own.- thir Was a gremt experrence. Resources : Dne to tne cooperative noiture of theYeloss 1 wos able to use numerous resources - ICT, gormes etc. This was great os it Wos 0% goo step into carering ono observing nimerons learning styles. [Classroom management: Althongn at trmea 1t wors challenging rt wos great to gon the stnotents respect not buiici a great rapport with them- Continuing to remforce classroom Monagement skvlis reinforeeo this. thus working on lesson coneiiituns ano timing 1s or buiicing stepping srene. Date: 25-06-16, Pre-Service Teacher (Please sig FINAL SUMMATIVE ASSESSMENT COMMENTS RELATED TO PROFESSIONAL EXPERIENCE: Based on the information provided in this report the overall assessment for the pre-service teacher: [7 éarisracrony (The pre-service teacher has attained the level of Demonstrated (D) or Provisionally Demonstrated (PD) in all standards) UNSATISFACTORY The above requirements have not been met and the pre-service teacher will be deemed not to have passed the Professional Experience. “Australian Catholic University, 2018Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education Primary ~ Year 2 Tertiary Supervisor Comments: Tertiary Supervisor: (Please sign and date) Pre-Service Teacher - I have read this report: Pre-Service Teacher: Date: (Please sign and date) ‘Australian Catholic University, 2015Tertiary Supervisor Comments: Yasmin has a very confidant and professional presence in the classroom. She communicates well with the students and she has obviously developed a respectful and considerate rapport with the students. Yasmin quickly became familiar with the students’ abilities and adapted her teaching to their needs. Lesson plans are prepared thoroughly and comprehensively. Outcomes and indicators are appropriate based on a thorough knowledge of NSW syllabus documents. She is realizing the importance of knowing the content of the relevant sections of the KLA, understanding that some students may already know all the information in the lesson and ask challenging questions. Yasmin explains and discusses the learning intention very clearly so students understand the purpose of the lesson. It is important to link assessment strategies explicitly to the learning intention, ‘Yasmin manages the class very confidently and consistently. Her instructions and explanations are clear. She waits for quiet before speaking and moves effectively from group to group, actively listening to students. Good quality responses are elicited from the students and Yasmin responds in € positive manner. Appropriate timing is critical for an efficient classroom and Yasmin is focusing on this challenge. Yasmin’s excellent organization of resources and information is varied and Is very appropriate for a ‘composite class, She understands the challenges very well. Her use of ICT resources is excellent, ‘ensuring her lessons are enhanced by technology. ‘Yasmin willingly seeks advice and puts it into practice. Her reflections are well considered and astute, For a beginning pre service teacher, managing @ composite class Yasmin has made extremely good progress, Congratulations and best wishes! Tertiary Supervisor: Suicleg Brown Date: 26 6 1S Pre-Service Teacher ~| have read this report: Pre-Service Teacher: OR 26% June ZO1e Australian Catholic University 2 2013