Wi Charles Sturt Faculty of Education Un iversity PROFESSIONAL EXPERIENCE REPORT EARLY PLACEMENT Teacher Education Student Aranda sms ‘Student ID 540 woo sou Din alol of Educson Ge) [BF EDT 325 Supervising Teacher(s) Selina James Placement Dates From (Q.@5 © 30.6 Schoo! Total days attended Bowen Publi Schoo! 2D _ of BWeagys ‘Secondary: Curriculum/teaching area/s & years/stages Primary: Yearséstage/grade Stage 3 To the supervising teacher: This Professional Experience Report will serve as a record of the teacher education student's ability to demonstrate appropriate progress towards the full range of descriptors of the Australian Graduate Teacher Standards as. described in the Evidence Guide for an early professional experience placement. The assessment provided by ‘you wil form part ofthe student's formative assessment towards full achievement of the Standards at Graduate level fat the end of the student's course. Formal assessment to be undertaken by the supervising teacher: AA 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, at ‘an appropriate level for an early placement as: ND - Not Demonstrated; WT - Working Towards; D - Demonstrated; E - Exceeds expectations. Review at Mid-Placement: At the mid-point of the placement, supervising teachers are asked fo engage with the teacher education student in collaborative review of progress to date with reference to the Graduate Standards and the Evidence Guide for early professional experience placements in order to identify demonstrated strengths and areas for further development during the placement. Mid-Placement Review completed (tick) (date): 16 June 2017 No significant concerns have been identified [Z] tick OR Significant concerns have been identified and notified to the Professional Experience Unit on (date) Assessment at the Completion of the Placement: ‘f descriptors are not able fo be demonstrated owing to factors outside the teacher education student's control, please provide an explanation in the appropriate comment section. The overall assessment of the placement is Satisfactory or Unsatisfactory.The Guide fo this professional experience can be accessed online or provided to you by the teacher education student. It contains information on the purpose of this professional experience placement and how this placement links fo other placements in the teacher education student’ program. I also provides information about the expected teaching requirements in this placement, ‘Supervising teachers should also refer to the Evidence Guide provided before completing this report. | PROFESSIONAL KNOWLEDGE | STANDARD 1-KNOW STUDENTS AND HOW THEY LEARN { mlm ole [1 Physical, social and intellectual development and characteristics of students | Demonstrate knowedge and understancing of physical social and intellectual development and characteristics v of students and ow theea may affect leaning [12 Understand how students learn ‘Demonstrate knowledge and understanding of research into how students lesm and the implications for v teaching 13 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstate knowedge of eaching strategies that are responsive fo the leaming strengths and needs of v Students from diverse linguistic, cull relglous and socioeconomic backgrounds 14 Strategies for teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic vw background on the education of students from Aboriginal and Tores Stra Islander backgrounds, 15 Dilfrentiate teaching to meet the specific learning needs of students across the full range of allies | Demonstrate knowledge and understanding of strategies for dferentating teaching to meet the specie learning needs of stucents across the ful range of abies | 16 Strategies to suppor full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that v |____ support participation and laaming of students with deat Comment on the teacher education student's knowledge of students and how they learn ‘Amanda began her practicum by interacting with all students, learning their names, backgrounds and individual learning styles. She differentiated her lessons and teaching style to incorporate al children, Amanda followed my scope and sequence and collaborated with my self and the other stage 3 teacher to provide lessons across all KLA'. ‘STANDARD 2— KNOW THE CONTENT AND HOW TO TEACH IT ‘of the teaching area Demonstrate knowledge, and understanding of the concepls, substance and structure of the content and v teaching strategies of tho teaching erea, 23 Curriculum, assessment and reporting - Ue ovtamy sme ners veg rng ous non an. v 24 Understand and respect Aboriginal and Torres Stat Islander people o promote reconciliation belwoon Indigenous and non-indigenous Australians 7, Demonstrate broad knowledge of, understanding of and respect fr Aboriginal and Tore Strat Islander histories, culures and languages. ZS Literacy and numeracy strategies — Know and understand Iteracy and numeracy teaching strategies and thelr application in teaching areas 28 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunites for students ‘Comment on the teacher education student's knowledge of content and how to teach it ‘Amanda had a strong knowledge and understanding of each lesson she taught, Her lesson plans demonstrated careful research ‘and preparation, Amanda embraced the chance to teach outside of her comfort zone.PROFESSIONAL PRACTICE ‘STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING WLS Le 37h charging orang aoa ooo Seton gal ut pote thal charge eserves ad charts TZ Pan, sctre ard sequence anna progr = Pnteton sosmenu oreo aug conan and tc ac sala 33 Uee aching soto = Info range ching aap 4 Ta eapet ard une eaurne a Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. v 35 Uer eects canton conmaioalor IIe Demonte srg fal and ner cormeieton eats supa set erga 35rd improve wechig programs = ‘Demonstrate broad knowiedge of strategies that can be used to evaluate teaching programs to improve v mason 3.7 Engage parents/ carers in the educative process oO faa] mir eat aad ge agar renege neste oom ‘Comment on the teacher education student's planning and implementing of effective teaching and learning ‘Amanda has built upon her already impressive range of teaching strategies to now effectively employ non verbal communication, allowing for the lesson flow to be uninterrupted. Tesson delivery to student achievement and participation, uses @ range of assessment strategies for both her own programming and ‘STANDARD 4- CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS. no [wr fo |e “41 Support student participation dontiy strategies to support inclusive student participation and engagement in classroom actives. “42 Manage classroom activities = Demonstrate the capacity to organise classroom activities and provide cear direction. “43 Manage challenging behaviour vi Demonstrate knowledge of practical approaches to manage challenging behaWour “4a Maintain student safety Describe strategies that support students welling and safely working within scheol andlor system, eurcuum ‘ad loislative requirements. “5 Use IGT safely, responsibly and ethically ‘Demonstrate an understanding of the relevant issues andthe stategl avalabo to support the safe, responsible and ethical use of ICT in learning and teaching, OO ‘Comment on the teacher education student's creating & maintaining supportive & safe learning environments. ‘Amanda instinctively understands how to create a rapport with the students. She plans lessons that support creativity and maximise student learning. This enabled students with challenging behaviour to be motivated and engaged.STANDARD 5 ~ ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ND ‘Si Asseas student learning wr Denote uestrg fetes slg nn oma ard oma dapat mate ant |[]][]| [7 summative approactes to assoss student leaning. 32 Provide feedback to students on Ts Tearing Demorstate an undentanng ofthe pupae froin tnely and appropiate ethacto stent | []][~]] [7] Deanne 33” Wako consistent and comparable dgpmeis Derentateudestancing of sessment moderation ans pean o suport constant an 7 Sona adprets of det aring 54 nerprat student data lo Drensate he caraciy oer ter eesarern ao ovate steer earing and modty 7 tesonngracioe 35 Report on student achievement Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the v purpose of keeping accurate and reliable recards of student achievement, ‘Comment on the teacher education student's assessing, providing feedback and reporting on student learning ‘Through RFF days, Amanda was given the opportunity to discuss various assessment strategies and the need for data collection. ‘She was included in discussions around report writing and used assessment data to influence her lesson planning PROFESSIONAL ENGAGEMENT ‘STANDARD 6 ~ ENGAGE IN PROFESSIONAL LEARNING. no [wr] ‘G1 entity and plan professional learning needs Demonstrate an understanding ofthe role ofthe National Professional Standards for Teachers in identifying professional leaning neads {62 Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers 3 Engage with colleagues and improve practice Seek and apply constructive feedback fem supervisors and teachers to improve teaching practices G4 Apply professional learning and improve student learning Demonstrate an understanding of the ronal for continued professional learning and the implications for <]/(] I IS improved sludert learning ‘Comment on the teacher education student's engagement in professional learning ‘Amanda acts on feedback in a professional and timely manner. She demonstrates a commitment to the teaching profession and ‘continually attempts to improve on her practice.‘STANDARD 7 - ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY wD [WT] >| & 7.1 Moot professional ethics and responsibiliies ‘Understand and apply the key principles described in codes of ethics and conduct forthe teaching v profession 72 Comply with legislative, administrative and organisational requirements Understand te relevant legislative, aminisalve and organisational polices and processes requied for V teachers according to schoo sage 73 Engage with the parentslearers Hie Understand strategies for working effectively, sensitively and confidentially wth parents! carers. Ma 7.4 Engage with professional teaching networks and broader communities Understand the role of eternal professionals and community representatives in broadening teachers OW presen! nonlge ane race Comment on the teacher education student's engagement with colleagues, parents/carers and the community A all times, in all situations, Amanda has wilingly participated in all school actiiies and programs. She enthusiastically supported ‘me with teaching two Stage 3 classes a hip hop dance and rap for the whole school production and stayed to assist with the night time performance, ‘SUMMARY COMMENT: | Amanda is prepared, focused and sensitive to the needs of others. She enthusiastically took on the role of a team teacher, at times teaching nearly 50 Stage 3 students. Amanda is flexible and professional, not allowing circumstances out of her control to waylay her learning intention or goal. She estabiishes strong inter personal relationships with staff and students, The overall assessment of the placement is: Satisfactory: r- Unsatisfactory: Supervising Teacher name Selina Sates signature pate 30/61) Principal Name IL. Mi Meron Signature gage —— Date 20.6-(7 Teacher Education Student Name Drnancly Gens — Slanature wes Date 20. G17