THE UNIVERSITY. Professional Experience Placement 1~Final Report | BM THA GNIVALIDY 2017: 1 Placement Eovearon This template isto be used for reporting on achievement at the end of the Pre-Service teacher's 1* placement of 20 days for BTch and MTch PST (25 days for those completing Grad Dip in Ed). Pre-Service Teacher: Luke Day Placement: From 29/5/17 to 23/6/17 Days Absent: 1 School: Eudunda Area School Mentor Teacher: i Ste Co-ordinator Universty vaso Email contact: George.crouch653@schools.sa.edu.au Subject Taught: Science Year Level(s) Taught: 11/12 Biology, 11 Chemistry, 10 Science Professional Experience School Context (og: Co-educational,R-12 School) Eudunda Area School is situated approximately 100kms North of Adelaide, We are a co-educational, R-12. school. Index of Educational Disadvantage: 4. Total Student Enrolment: 125. ‘Teaching/Learning Context (eg: year levels, class sles etc) ‘We have relatively small numbers in the secondary (Stage 2 Biology 7 students) and in the middle school approximately 15 students per class. ‘Once the report complete, please sign it and send it through to: Profesional Experience Placement Coordinator, University of ‘Adela School of Education, Level 8, Nexus 10 Bullng, 10 Pulteney St, Adelaide, South Australia $005 ‘Alternatively, please scan and emall a copy to: ed sni@adelaide.edu.a University of Adelaide Schoo! of Education USE ONLY: ‘Student id number Result entered: 7 16294L% « ‘THE UNIVERSITY OF ADELAIDE:Professional Experience Placement 1 ~Final Report 2017: 1* Placement THE UNIVERSITY ADELAIDE so 00" pd (CLASSROOM PRACTICE APST 1: Know the students and how they learn 4.4. Physial, social and intellectual development and characteristics of students 11.2. Understand how students lara, 413. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1L4 Strategies for teaching Aboriginal and Torres Strat slander students. 45 pifferentiate teaching to meet the speafic learning needs across the full range of abilities. 46 Strategles to support full patilpation ‘of students with disability. ‘Over the placement Luke developed a good knowledge and understanding of individual student's needs. Luke formed effective ‘working relationships by planning lessons they were engaging, setting expectations and successfully following the schools behaviour process when expectation were not met. KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA APST 2: Know the content and how to teach It Za Contentand teaching strategies oF the teaching are. 2.2. Content selection and organisation. 2.3. Curriculum, assessment and reporting 2.4 Understand and respect Aboriginal and Torres Strait slander people to promote reconclation between Indigenous and non-indigenous Australians. 25 Literacy and numeracy strategies 216 Information and Communication Technology. PLANNING AND PREPARATION Luke had a good knowledge and understanding of the content he was teaching. APST 3: Plan for and implement effective teaching and learning. 3.1. Establish challenging learning goals 3.2 Plan, structure and sequence learning, programs 3.2. Use teaching strategies 3. Select and use resources 3.5. Use effective classroom communication 3.6 Evaluate and improve teaching programs 13.7 Engage parents/carers in the educative process Luke’s planning was at the expected level for his first placement. We did however identify this an area he can improve. Saying that he selected resources that were engaging and was effective in his delivery of the lessons in which he taught. ‘THE UNIVERSITY OF ADELAIDETHE UNIVERSITY Professional Experience Placement 1—Final Report | MMI SHAT 2017: 1" Placement Siam LEARNING ENVIRONMENT — MANAGEMENT AND DISCIPLINE APST 4; Create and maintain supportive and safe learning environments 4.1. Support student participation Luke successfully managed risk, and perform risk management 44.2. Manage classroom activities i 22 Nesom chawonm sche during practical lessons in the laboratory. ‘44 Maintain student safety 4.5. Use ICT safely, responsibly and ethically ASSESSMENT AND REPORTING APST 5: Assess, provide feedback and report on student learning 5.1. Assess student learning Luke was effective in his reporting and feedback post lessons. Luke 52 Frome feekick to ents ‘end had the opportunity to assess student learning and was competent 5:3. Nake consent andcomparstie | ins ability to do so, Judgements 5A Interpret student data 5.5. Report on student achievement PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT APST 6: Engage with Professional Learning {51 Identty an plan professional Luke had the opportunity to engage in our partnership moderation teaming needs day with Kapunda High School staff. This involved him participating Oe atemingard | in assessment moderation and participation in group discussion 462. Engage with coleagues and improve | around task design. Luke also attended weekly staff meetings, practice including our Professional Learning Community meetings. 164 Aoply professional learning and Improve student leareing- _ ‘He UNIVERSITY rofessional Experience Placement 1 — Final Report ecne| GYVADELAIDE 2017: 1* Placement APST 7: Engage professionally with colleagues, parents/carers and the community 74. Meet professional ethies and responsiblities 7.2. 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[K]_ Meets Graduate Standard (1 bxceeds Graduate Standard George Crouch eyo7hi7 Signed: sss Date: Classroom/Supervising Teacher David Cuse ‘ eyo7ix7 Signed: hat ka Date: Site Co-ordinat6r/ Principal Staff at the University of Adelaide’s School of Education greatly value your opinion and appreciate the time and effort you have put into supervising our Pre-Service Teacher Thank you Faye McCallum Head of School . ae UNIVEREHTY OF Signed: THE TELA? For the University of Adelaide Certification Stamp 2 ttpi//wwo.aits) edu au/austalian-professional-standards-for-teachers/standards/list