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Professional Practice I

Secondary Program
Report

Pre-service Teacher's name Zoe-Lee Fuller Dates 26t4 -31612016

Curriculum/teaching area Project Based Learning No of days 30

School Liverpool Boys High School No of placement 1 ol2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Ms Fuller was involved in the planning, implementation and monitoring of students undertaking Project Based
Learning. While teaching and mentoring students during these lessons, she developed a good rapport through
her care and patience. Ms Fuller engaged with the students and made every effort to help and support those
that she was working with.

Ms Fuller was extremely flexible during her experience, a quality that is extremely important when teaching
and working within the Project Based Learning world. Not only did she teach, mentor and help students, she
worked well with the Year 7 Team, providing assistance as required.

Ms Fuller/s resource planning and preparation was of the highest quality. All of the resources she produced
were critiqued and given feedback by the team. Ms Fuller was always open to feedback and used this to
improve upon aspects of her resources, when needed. The resources that Ms Fuller did create were utilised
and taught by members of the Year 7 PBL Team in all year 7 classes.

Away from the classroom, Ms Fuller engaged in professional dialogue with the Year 7 PBL team and performed
additional duties within the faculty.

During her Professional Practice 1, Ms Fuller proved herself to be an important memberof the faculty. We
have seen her grow in confidence and ability. We wish Ms Fuller all the very best as she pursues her teaching
career.

OVERALL ASSESSMENT

Grade: E srrrfrrtory E unsatrs factary

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most ofthe relevant elements as described by
the NSW lnstitute of Teachers for this stage of their professional learning- Where a Pre-service Teacher's work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-selice Teacher has failed this Professional Experience unit and has not demonshated all of the relevant
elements as described by the NSW lnstitute of Teachers. The Supervising Teacher, Professional Experience Coordinator and principal
are of the opinion that the Pre-service Teacher requires an addition Professional Eperience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
' Performance Deficiencies - i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
' Wthdrawing from Professional Expeience - unless a Withdrawal Without Penalty is awarded;
. Non-Academic Misconduct.

Supervising Teacher's Name

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Pre-service Teacheds Si g nature: a/,/t
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience l/ll as either ND - Not demonstrated; D - Demonstrated; E - Exceeds expeciations. Elaborate on the Pre-
service Teacher's professional practice in the Comment section. If Standards are not able to be demonstated please provide an
eplanation in the appropriate Conmenls section. lf standards are not relevant please insert 'NA'.

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'.Foiris,,rirCa GRAIIUATI'T']IACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding ofphysical, social and
and intellectual intellectual development and characteristics ofstudents and how these may
development and affect leaming.
characteristics of ,/
students

1 .2- I IJnderstand how Demonstrate knowledge and understanding ofresearch into how students
students learn learn and the implications for teaching.

1.3.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the
diverse linguistic, learning strengths and needs ofstudents from diverse linguistic, cultural,
cultural, religious and religious and socioeconomic backgrounds.
socioeconomic
backgrounds

1.4.1 Strategies for
teaching Aboriginal and
Torres Strait Islander
students
Demonstrate broad knowledge and understanding ofthe impact ofculture,
cultural identity and linguistic background on the education of students from
Aboriginal and Torres Strait Islander backgrounds. /

1.5, 1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs ofstudents across the full range
specific learning needs ofabilities.
of students across the
full range ofabilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation and teaching strategies that support participation and learning ofstudents
of students with with disability.
disability

Comments
Ms Fuller was aware of the leaming and support needs of her students. Her lesson content was appropriate to the ability
levels and leamins stvles of the individuals in the class.
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tr'oCris are.a GRADUATI.Tf,AEHERS
Content and
2- 1. 1 Demonstrate knowledge and understanding ofthe concepts, substance and
teaching strategies of the structuro ofthe content and teaching strategies ofthe teaching area.
teaching area
2.2.1 Corient selection Organise content into an effective learning and teaching sequence.
and orsanisation
2.3.1Cumiculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reoortins
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
Indisenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies aoolication in teachins areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technolopv (ICT
Comments
Ms Fuller knew all subject content relevant to the Project. She spoke with confidence and explained all required information
well to the students. Ms I'uller's responses to student questions were clear and concise. All required resources were
preoared and readv before the lesson commenced.

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STAN.I}ARD 3: PLAN FOR AND IMPLEMEI\IT.Etr.FECTIVE TEACHING AND LEARNING ND D E
['ocus area GRADUATE TEACHERS
3.1.1 Establish Set leaming goals that provide achievable challenges for students of
challenging leaming varyi ng abil ities and characteristics.
soals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies.
orograms
3.3. i Use teaching Include a range of teaching strategies
strateqies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT. that
resources errgage sludenls in their learning.

3.5.1 Use elfective Demonstrate a range of verbal and nou-verbal communicatiotr strategies to
classroom support student engagement.
communication
3.6. 1 Evaluate and Demonstrate broad knorvledge of strategies that can be used to e'r,aluate
improve teaching teaching proglams to improve student learning.
nrogr2 nl s

3.7.1 Engage parents/ Describe a broad range ofstrategies for involving parents/carers in the
carers in the educative educative process.
DfOCCSS
Comments
Ms Fuller's lessons were thoughtlully prepared showing links between various KLA's as required in our structure olProjecl
Based Learning. Her abiliiy to plan effective lessorrs and resources aided in increasing student engagement and
parlicipation.

STANDARf},I: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive stndent participation and engagernent
participation in classroom activities.
4.2. I Manage classroonr Demonstrate the capacity to organise classroom activities and provide clear
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challensins behaviour behaviour.
4.4.1Maintain student Describe strategies that suppod students' rvellbeing and safety working
safety rvithin scliool and/or system, curriculum and legislative requirements.

4.5.1Use ICT safely. Demonstrate an understanding ofthe relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use ofICT in learning
and teaching.

Comments
Ms Fuller's classrootn tnanagentent grew over her Professional Practice. She developed nulnerous strategies to manage
challenging classrootn behaviours. She continually gave the students clear directions for activities and niaintained a sal'e and
happy, engaging learning environrnent for all students.

..- Pre-service Teacher's signat

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F'oc*s area,, GRANUATE.:TIACHERS.

5.1Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learni ns-
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their leaming.
students on their
learnins
5.3 Make Demonstrate understanding of assessment moderation and its appiication to
consistent and support consistent and comparable j udgements of student learning.
comparable
irrdqements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding ofa range ofstrategies for reporting to students
student and parents/carers and the purpose ofkeeping accurate and reliable records of
acirievement student achievement.

Comments
Ms Fuller's instructions and explanations were extremely clear and were well suited to the learning
needs of the students. Ms Fuller was actively involved in the writing of rnarking rubrics and
assessment notifications. During class time, Ms Fuller showed encouragement and provided
appropriate feedback to students

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tr'o(us'area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2Engage in Understand the relevanl and appropriate sources ofprofessional learning
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
imnrove oractice /
6.4 Apply professional Demonstrate an understanding ofthe rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learning
Comments
During her Professional Practice, Ms Fuller attended all rvhole school staff meetings. Additionally, she attended, and was an
active participant in, all faculty meetings. When creating resources, Ms Fuller requested feedback from all members of the
Year 7 PBL Team, which she used to edit and improve her work.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, D.r

PARENTS/CARERS AN D THE COMMUNiTY
Focus arca CRADUAT*..TEACIIERS
7.1 Meet professional Understand and apply the key prinoiples described in codes ofethics and
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
reouirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
oarents/carers confi dentiallv with oarents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers' professional knowledge and
networks and broader practice.
communities
Comments
Ms luller was extremely professional at all times during her Professional Practice She engaged well with all colleagues and
developed a good rapport with her students.

.. :.. ... ... ... Pre-service Teacher's signature: