WESTERN SYDNEY | ‘UNIVERSITY Professional Practice | Secondary Program Report Pre-senvice Teacher's name | Anuradha Anand Dales BADOIT- SOIT ‘Curculumfeaching area | Science Ne of days 2 [See Blackiown Giris High School Ne ofplacement | 1of2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Anuradha’s strong background in this area means that she brings a solid knowledge base to her teaching. Her strength in critical reflections and self-evaluation means that she will continue to grow as a teacher. Her willingness to experiment with different strategies (and to reflect on their effectiveness) will allow her to continue to develop her repertoire of teaching/ learning strategies and classroom management practices. Anuradha displays genuine concern for students and is always respectful in her interactions with them. She shows good understanding of the professional responsibilities and contributes to all aspects of school life. OVERALL ASSESSMENT Grade: fll satistactory Dnsatistactory ‘SATISFACTORY: The Pre-senice Teacher has passed and mel the expected standard in most ofthe relevant elements as described by the NSW inttute of Teachers fortis stage oftheir professional learning, Where a Preservice Teacher's work is considered cutstanding ‘orwell above average, this judgment should be reflected inthe summary comments LUNSATISFAGTORY: The Pre-service Teacher has fl tisPeessonal Experience unt and has net demonstated al ofthe relevant elements as described bythe NSW Insite of Teachers. The Suprising Teacher, Professional Exoerence Cooinator and Pincpal are othe opin hat he re-service Teacher requis an acon Pratesional Experience to tempt to demonstrate sastactory cammpetonoe as a graduate teacher. NoPe-servce Teacher should ecive an Lnsatslacior grade without being plaood Al Rsk andthe Commitee of Adie beng convened. This grade may be resnmended on ONE or mere othe folowing ground: + Perermance Deficiencies ie fluro exhibit crits indicated the parila Proessional Experience Un + Whang om Profesional Experience — unless Wiherawal Wirout Peal is awarded + Non-Acedemi Misconduct. Supervising Teacher's Name Reena Makar oe ep 2[6| 17 Pre-service Teacher's Signature: du - Date: 2/6 /19 Pre-somvice Teachers are to be assessed bythe Supervising Teacher again! the relevant Graduate Teacher Standards that are applicable to Professional Experience Ul as eiher ND ~ Not demonstrated, D ~ Demonstrated: E~ Exceeds expectations. Elaborate onthe Pre- service Teachers profesional pace inthe Comment scion. I Standards ae notable to be demonstrated please provide an ‘explanation inthe appropri Comments section standards are not relevant please inset NASTANDARD_U-KNOW STUDENTS AND HOW THEY LEARN ND]D JE Focus area ‘GRADUATE TEACHERS TLL. Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual imtelleewal development and characteristics of students and how these may evelopment and affect leaming characteristics of students 12.1 Understand how — | Demonstrate knowledge and understanding of esearch inio how students sfudents learn learn and the implications for teaching TT Students with Demonstrate knowledge of teaching srategies tha ao responsive to the diverse linguistic, Teaming strengths and needs of students from diverse linguistic, cultural cultural, religious and | religious and socioeconomic backgrounds. TAT Sirtegies for Demonstrate broad Knowledge and understanding ofthe impact of culture, teaching Aboriginal and_| cultural identity and linguistic background on the education of students from Tomes Strat Islander | Aboriginal and Torres Strait Islander backgrounds, students TS] Diferentiate Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the | teaching to meet the specific earning needs of students across the full range specific leaming needs | of abilities. of students across the full range of abilities Té:] Strategies to Demonstrate broad knowledge and understanding of legislative requirements support fll participation | and teaching strategies that support participation and learning of students of students with with disability disability Comments Anuradha is a highly competent teacher who has deep knowledge of Science and who has utilised her knowledge to cater for their needs in the planning of her lessons. Her enthusiasm is clearly visible in classroom delivery of content. She is keenly aware of different students' backgrounds and how this can affect their leaming. Anuradha has demonstrated the ability to differentiate learning activities, lesson plans and assessment tasks in order to meet the needs of a diverse range of students. She has also employed a range of teaching strategies based on students’ different multiple intelligences, Anuradha has nurtured her students in their learning in consultation with support teachers and the RAS program. Her teaching incorporates multicultural perspectives and caters for the needs of all students including Aboriginal students, as well as students with learning difficulties. She was also aware of the strategies needed for teaching Aboriginal and Torres Strait Islander students. She modifies her lessons based on the learning need of students and uses a variety of resources to account for their learning style. Anuradha has developed differentiated work for students including worksheets, desigining experiments and the quiz Kahoot. Anuradha has an awareness of gender, socio-economic and cultural differences within the classroom and this is reflected in her structured but respectful relationships displayed in her classroom. Professional Practice |Report d, pas Pre-service Teacher's signature: a ‘Supenising Teaches signature:‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT. ND|D [E Focus area ‘GRADUATE TEACHERS. 2.1.1 Content and Demonstrate knowledge and understanding of he concepts, substance and teaching strategies ofthe | structure of the content and teaching strategies ofthe teaching area teaching area 2.2.1 Content selecion | Organise content into an effective Teaming and weaching Sequence. and organisation 231 Cumiclum, | Use earaTu, assesment and poring Knowles to design Tearing assessment and sequences and lesson plans | repontng 2.4.1 Understand and | Demonstrate broad Tnow ledge of understanding oF and respect for respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. Tomes Strait Islander people o promote reconciliation between Indigenous and non Indigenous Australians 2.1 Literacy and | Koow and understand Wiacy and mameray teaching segs and lr numeracy sategies | aplication in teaching seas: 2.6.1 Infomation and] Inplemen teaching sieges Tor sng ICT To Gpand curio anne Comincation pportutes for sudo Teshnolgy UCT - Comments Anuradha is very knowledgeable in scientific content, She has developed units of work that are varied and that cater for students’ individual needs. Through her focus on outcomes when teaching, itis evident that Anuradha is well-versed in syllabus documents. Her lessons provide good continuity for students’ learning and are explicitly related to outcomes in the syllabus. The activities designed by her have resulted in effective learning and teaching. The students have always been on task in her lessons. She was able to identify and respond to student difficulties. Anuradha has been proficient in delivering appropriate content and has always been responsive to student questions and comments. Her resources have always been engaging, organised and accessible to students via Google Classroom. Anuradha’s lessons incorporate ICT requirements to enhance the achievement of students’ learning outcomes. She has encouraged students to research, summarise, communicate and | present information using ICT in the classroom, ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING | ND [D Focus area ‘GRADUATE TEACHERS 3.1.1 Establish Set leaming goals that provide achievable challenges for Students OF challenging learning | varying abilities and characteristics coals 3.2.1 Plan, sucture and | Plan Tesson sequences using Knowledge of Student learning, content and sequence learning effective teaching strategies. programs 7 3.31 Use teaching Include a ange of teaching srategies 3.4] Select and use Demonstrate knowledge of a range of resources, including ICT, that resources engage students in their learning, 351 Use elieaive ‘Demonstrate a range of verbal and non-verbal communication Srategies 0 classroom, support student engagement. 3.6.1 Evaluate and Demonstrate broad Knowledge of sirategies that can be used w evaluate improve teaching teaching programs 1o improve student learning. | programs [3.7.1 Engage parents’ | Describe a broad range of stratogios for involving parens/earers in the carers inthe educative | educative process | Larocess Professional Practice I Report ( be ‘Supervising Teacher's signature Pre-service Teacher's signatureComments Anuradha evaluates her lessons in consultation with her supervisor and willingly accepts criticism. She makes appropriate changes to her teaching as a result of this evaluation, as is deemed suitable. She receives constructive feedback in a positive and professional manner, and acts upon it promptly. Anuradha is a hard working teacher who provides quality learning opportunities to her students. She is very meticulous in her planning and assessment. Her lesson plans and units of work are developed from faculty teaching programs, linked explicitly to learning outcomes and her students are aware of the goals to be achieved and direction of the lesson, She draws examples from practical situations to make leaning relevant. Anuradha has developed resources to aid teaching and learning, and provides students with constructive feedback on their work during each lesson. She has developed assessment tasks | with clear marking criteria in Science that have been implemented across the cohort. Her class records are thorough and well organised. She was involved in the Parent Teacher night, which helped her to gain a better understanding of the parents’ involvement in the educative process, Anuradha uses questioning, work samples, assessment data and informal observations to develop a profile of each student and to assess student achievement in order to inform the fature planning of lessons. Her lessons involve revision of previously learned concepts to ensure new concepts are understood. Anuradha reflects on her lessons and continues to refine and develop alternative methods of delivery to better cater for her students. ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS "ASPECT ‘GRADUATE TEACHERS “4.1.1 Support student | Identify strategies 10 support inclusive student pareipation and engagement participation in classroom activities. 42.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear activities directions 43.1 Manage ‘Demonstrate knowledge of pa challenging bebaviour __| behaviour 44.1 Maintain student | Describe strategies that suppor students” wellbeing and safely working safety ‘within school and/or system, curriculum and legislative requirements, "Teal approaches to manage challenging 451 Use ICT safely, | Demonstrate an understanding of the relevant issues and the sratogies responsibly and ethically | available to suppor the safe, responsible and ethical use of ICT in learning and teaching, Comments Anuradha has demonstrated clear oral communication skills. Her lessons have clearly articulated goals that are communicated to the students. She uses a variety of questioning techniques that encourages and maximises contributions from all students, She provides clear guidelines in every lesson about the classroom environment and discusses the risks and safety measures required when undertaking practical activities. Anuradha understands different student learning styles and ability, and is able to provide support for students commensurate with these. She models respect, tolerance and fairness in her interactions with students and articulates clear expectations and procedures. Anuradha has consistently followed and implemented the school's Welfare and Discipline policies. Classroom rules were established at the beginning of the prac and this has contributed to a safe learning environment. She is aware of the Child Protection policy and has participated in workshops on the policy of Child Protection. She has appropriately | documented student behaviour and truancies, as well as welfare concerns. She knows, understands and observes documentation on mandatory policies such as Child Protection and Work, Health & Safety. Anuradha implements school policies on welfare and behaviour | management. Professional Practice | Report Superdsing Teachers signature: lronket, Presence Teachers signature: ty ho‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ND | D Anuradha is developing a very strong understanding of the importance of formative and summative assessment and employs a range of techniques to assess students. She provides timely, detailed and constructive feedback that enables students to learn from the assessments undertaken and continue to improve the conceptual understanding. Anuradha has demonstrated that she can achieve desired learning outcomes as result of thorough planning, personal reflection and effective assessment procedures. Her effective communication skills are evident both in the classroom and informal situations. She encourages students to develop their skills and understanding of course outcomes to achieve their potential Anuradha provides valuable feedback to her students through assessment tasks, topic tests and daily informal assessment of their progress. She keeps accurate records of her students” progress and successfully reports their progress through both formal school reports and letters home to parents. Anuradha ensures prompt marking of assessment work and gives thoughtful comments about how students can achieve learning outcomes at ahigher level. She uses a variety of assessment tools and sets an array of tasks for assessment in order give every student in her classes the opportunity to achieve. Focus area | GRADUATE TEACHERS | 5.1 Assess student | Demonstrate understanding of assessment strategies, including informal and learning ‘formal, diagnostic, formative and summative approaches to assess student learning. 3a Provide ‘Demonstrate an understanding of the purpose of providing timely and feedback to appropriate feedback to students sbout their learning, students on ther learn es 5.3 Make Demonstrate understanding of assessment moderation and is application to ‘consistent and | support consistent and comparable judgements of student learning. comparable Judgements ‘Sa Intemret____| Demonsrate the capacity o interpret student assessment data to evaluate student data student learning and modify teaching prectice BE Reporion | Demonstrate understanding of a range of srategies for reporting Wo tudenis student and parentsearers and the purpose of Keeping accurate and reliable records of achievement student achievement, Comments Professional Practice | Report