WwW Charles Sturt Faculty Of Education Univers ity PROFESSIONAL EXPERIENCE REPORT Teacher education student name: amanda Haddin ‘Course: stucent Learning and Engagement EP Sib eppre Pacer alan From vorong Sate Set nasa be Soho eee eres oats Curriculum/teaching area/siyears/stages (for Secondary): ‘Yearlstagelgrade (for Early Childhood/Primary): stage 1 (Year 1/2) To the Associate Teacher: This professional experience report provides an opportunity for the teacher education student to demonstrate the full range of relevant descriptors of the Australian Graduate Teacher Standards. Formal assessment to be undertaken by the Associate Teacher: A teacher education student's progress towards achievement of the Standards is to be: 1. reviewed no later than the mid-point of the placement; and 2) assessed at the completion of the placement against each descriptor of the Graduate Teacher Standards, as : ND - Not Demonstrated; WT - Working Towards; D - Demonstrated; E- Exceeds expectations. Assessment at Mid-Placement At the mid-point of the placement, Associate Teachers are asked to engage in a collaborative review of progress to date with reference to the Graduate Standards with the teacher education student, in order to ‘identify demonstrated strengths and areas for further development during the placement. Any concerns at this point should be notified to the Professional Experience Unit without delay. (date): 20/10/16 If descriptors are not able to be demonstrated owing to factors outside the pre-service teacher's control, please provide an explanation in the appropriate comment section. Should you have concerns regarding the student's progress or their professional conduct at any stage of the placement, please complete the ‘Notification of Concer and email to peu@csu.edu.au or email a request for a member of The Professional Experience Unit to contact you immediately. The overall assessment of the placement is Satisfactory or Unsatisfactory. ‘Mid-Placement Professional Experience Review completed ‘The Guide to this professional experience contains information on the purpose of this professional ‘experience placement and how this placement links to other placements in the teacher education student’s program. It also provides information about the expected teaching requirements in this placement.PROFESSIONAL PRACTICE ‘STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING 1|3 ° S| 3. Establish challenging leaming goals ‘Setleainng goals that provide achievable challenges for studenis of verying ables and characteristic. 32 Plan, structure and sequence learing programs = Plan lesson sequences using krowledge of student leering, content and effective teaching satogios. 33, Use teaching strategies Include arange of teaching srotegios. 34 Select and use resources. Demanstate knowledge of range of resources, including ICT, that engage students in ther lari. 35_Use effective classroom communication Demonstate a cange of verbal and non-verbal communication strategies lo suppor student engagement 36 Evaluate and improve teaching programs Demanst ate broad knowledge of stategies thal can be used to evaluate teaching pragrams to Improve studeotlaring “3:7 _ Engage parental carorein the educative process Deserbe a broad range of etrategies fr invohing parentscarers in the educative process, ‘Comment on the teacher education student's planning and implementing of effective teaching and learning Amanda thorcughly planned each of her lessons using the plan provided well in advance, allowing time for us to discuss the fesson [and to agjust necessary. Sho always had resources requited forthe lesson ready and rogularly created or modiifed resources to Jensure they best met the purpose of the lesson. Amanda incorporated a range of teaching strategies into each of her lessons, including demonstration, discussion, ICT, hands-on experisnces etc. She consistently took time after each lesson to reflect on the postives and areas for development and sought advise from myseif on her to improve her teaching program. Limited opportunities arose for her to engage with parents and carers n the educative process. OOO! OOo Ol [ IL A ‘STANDARD 4- CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 8 3 “1 Support student participation enti srateges to support inclusive student pacpation and engagement in classroom actives. “42 Manage classroom activities Demonte the capacty te organise classroom actives and provide clear directions. 3 Manage challenging behaviour Demonstate knowledge of pretcal approzches to manage challenging behaviour. 44 Maintain student safety Describe strategies that euppor student’ wellbeing and eafely working within echool andlor eystem, curiulum anid legisatve requirements 45° Use ICT safely, responsibly and ethically — Demonstate an understanding ofthe relevat issues and tha sratogies available to support the safe, esporsitle and etical use of CT in leaming and teaching ‘Comment on the teacher education student's creating & maintaining supportive & safe leaming enviormments Amanda strives to create exciting and challenging lessons thal engage her leamers. She demonstrated her awareness of those students who require support and extension, and regularly included adjusiments for these students in her lesson planning. Amanda is beginning to dtlerentiate the learning to cater fora broader range of ables. She rapidly developed a rapport withthe siudents and this, long with her ability to communicate offoctivaly with studente across all etudonte, aeeisted with her classroom management [Amanda is developing confidence in dealing with more challenging behaviour using a range of techniques, such as the tai lights, imposing consequences etc. She consistently joined me on playground duty and observed ways to deal appropriately with 2 range of 1 |O/O0\" OOO a ] AIS CSFAssociate Teachers should also refer to the Evidence Guide provided on the Associate Teacher web page before completing this report. PROFESSIONAL KNOWLEDGE STANDARD | - KNOW STUDENTS AND HOW THEY LEARN lle wr TG Physical soll and nelocualdovlopen nd characterises of denis Deronetateinovledge and uncetading of phy ov andes! dovdopret and chascietce v of studenss and how these may afect learning. 72 Understand how atudents learn Demonsateiosledge and understanding crescarc no how tutes em nthe iplatons for ching 13 Students with diverse linguistic, cultural, religious and sadlooconomic backgrounds Demonstate knowledge of leaching sategias that are responsive to the learning svengths and neads of students fom diverse linguist, cutural,reigious end socgeconomis backgrounds. Ta Stretegies for teaching Aboriginal and Torres Strait lslander students Demonstate broad knowedge and understanding ofthe impact of culture, cultural ienty and Bngulstc background on the education of students trom Aboriginal ana Torres Stak Islander backgrounds 15 Differentiate teaching to meet the specific leaming needs of students across the full range of abilities Demonstate knowledge and understanding of strategies fr dtfereniatin teaching to mest the specie Y teaming needs of students across the ful range of abies wa alo a [ [ | Oo 75 Strategies to support full participation of students with disability, Demonstate broad knowedge ard undereancing o lesslatve requirements and teaching erategee that iv Support rartcpaton an¢ learning of etudonts with deabaly. ‘Comment on the teacher education student's knowledge of students and how they learn Prior to the commencement of her practicum Amanda became familar with the students in the class inclucing their backgrounds and leaming needs. This knowledge enabled her to plan and implement lessons that better met the needs of the students in the class, [Amanda actively sought ways in which | differentiste my teaching to meet the specific learning needs of my students and began to implement som of these strategies towards the end of her practicum. Due to the demographics of Nashdale Public School, there ‘were imited opportunities for Amanda to engage in a number of students from diverse backgrounds, including Aboriginal and Torres Stat Islander students, STANDARD 2- KNOW THE CONTENT AND HOW TO TEACH IT ND 2.1 Gontent and teaching strategies of te teaching area mr Domonstiste knoaledge, and understanding of te concopts, substance and structure ofthe content enc teaching strategies ofthe teaching area, 22 Content selection and organisation Organise content into an effective eaming and teaching sequence. 23 Curriculum, assessment and reporting Use curiculum, assessment and reporting knowledge to dasign learning sequences and lesson plans. 2.4 Understand and respect Aboriginal and Torres Stat Islander people to promote reconciliation betwoen Indigonoas and non-indigenous Australians Demonstiate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander ui histories, eutures and languages. 25 Literacy and numeracy strategies now ane underetand iteracy and numeracy teaching strategies and their application in teaching areas. LI 726 Information and Communication Technology (ICT) TT Lmplermect teaching strategies for using ICT to expand curiculum learning opportunites for students. il olo|o ooo SSISICISIGIE Oo OWoF ‘Comment on the teacher education student's knowledge of content and how to teach it ‘Amanda's lessons followed en effective teaching and learning thet showed consideration for the routines of the school and class timetable. She has endeavoured to use a range of information and communication technologies to expand the learning opportunities for students, incuaing YouTube clips, IPads, online games ana Smanboard activlles. Amanda has a Sound knowledge of the new curriculum and confidently uses the new syllabuses to pian her lessons.‘STANDARD §— ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING WF 3 Aesooe dont ang aa Demonstiate understanding of assessment strategies. including informal ang formal, diagnostic, formative and v Somnath aptothar o sste suc aring EE Provide wedback to atodonts on ther laring Demonsate an understanding oft pues of rong tively and aperoptafeeshacka sides abt 7 tht ore EI Wake consistent and compas judgements Demonstateuncorstanang of sseesmert meraton and ts apicaon suppor conto an a comparisons stent earin, EA trpret student dat Dement te apc chloe ducer serene daaicontatesuerttonirganimeaty | []|[7]|[] teaching st EE Report on student achioverant Demonte unertanng of range of tosis for rapotng to stuns and prettsare andthe modi pune thee scrrte on ale econo sent auovene ‘Comment onthe teacher education students assessing, providing feedback and reporting on student learning There wer lnted opportunites for Amanda to demonsirat her ability to asses student leaming using @ range of assessment stategics uo ote engi ofthe pracscum and re tng ofthe practou nt sched year Sho e Wark lowers proving the ming other esson in secor to allow te for planned student efecton andthe opporunty to prvi feadeck o students on et [caring Ananda showed an intros in sudontaesesemont data an is beginning to rpret sda tonto ner tang rastve OOO} PROFESSIONAL ENGAGEMENT ‘STANDARD 6 — ENGAGE IN PROFESSIONAL LEARNING ‘6.1 Identify and plan professional earning needs Demonstrate an understanding ofthe role ofthe National Professional Standovd fr Teachers in ening Professional leaming needs. 62 Engage in professional learning and improve practice Unders.and the relevant ane appropiate sources of professional earring fr teachers. OO |s 0 O/O/O |s ES} (63 Engage with colleagues and improve practice Seek and apply constucive feedback from supervisors and teachers to improve teaching practices, (64 Apply professional learning and improve student learning Demonstrate an understanding of he rationale for continued professional leaming and the implications for improved student fearing ‘Comment on the teacher education student's engagement in professional leaming [At the beginning of her practicum Amanda identified her goals for subject and remained focused on these goals throughout her practicum. She sought feedback after every lesson and considered this feedback when planning and teaching future lessons in order fo improve prastice, On @ number of accasions Amanda requested to observe a number of different activities (such as guided reading land SENA teeing) and proceeded to carry cut these activilies independently, positively exceeding expectations of the subject. She ‘also willingly engaged in professional experience presented by an external agency, in the form of Asthma training, whilst at Nashdele, ‘STANDARD 7 - ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS AND THE COMMUNITY mol wlole 7.1 Mest professional ethics and responsibiities LUndersand and apply the key principles described in cades of ethics and conduct forthe teaching Vv professor. Ht 72 Gomply with logisatve, administrative and organisational requirements vteachers according to school stage, 73 Engage with the parenisiearers v Understand strategies for working efecivey, senstvely and confidently wth parets! carers. v 74 Engage with professional teaching networks and broader communities Undoreland the role of external profeesionale and community roprecertatves in broadening teachere! professional knowledge and practic. Sl Of aR RTA eR AT RANRTRIO ETTORE O [ OVW ‘Comment on the teacher education student's engagement with colleagues, parentsicarers and the community JAmanda was an active member of staf whilst at Nashdale, wilingly taking on extra duties and assisting staff with various activites. [She always conducted herself professionally and consistently applied the key principies ofthe code of ethics and conduct. She [showed an interest in learning more about external professionals that wore availabe to support both staff and students in the teaching and learning process. SUMMARY COMMENT: Amanda is an enthusiastic pre-service teacher with @ passion for teaching. From day one, she showed initiative in all areas of the profession tha: exceeded what was expected by a second year student, including assisting in resource preparation, supporting students in various learning activities, engaging with students outside ofthe classroom etc. Amanda was committed to challenging hersalf throughout her practicum, choosing to go above and beyond the minimum requirements of the subject. Her strengths are her Positive and consistent approach to classroom management and abilly to use a range of teaching strategies within individual lessons. 1 wish Amanda all the best in her future teaching careert FINAL ASSESSMENT FOR THIS PLACEMENT: Satisfactory: Performance against descriptors has been successfully demonstrated Unsatisfactory: Performance against one or more descriptors has been assessed as ND,that is, the descriptor has not been successfully demonstrated. Supervising Teacher Name Samentha Perfect ‘Signature {Pa L j Date i) 11S Principal Name Lisa Miler Signature ls We [por Date 11. 1.15) Teacher education student feet ae sionauwe (f hadldafo ae