Professional Experience Placement 2 - Final Report 2017: 2"! Placement ouemnen ‘THE UNIVERSITY Branca DE This template is to be used for reporting on achievement at the end of the Pre-Service Teacher's 2° Placement of 45 days for BTch and MTch PST (25 days for those completing Grad Dip in Ed). Pre-Service Teacher: Luke Day | Placement: From 31/07/2017 - Days Absent: 29/09/2017 zero | Days at School: 45 | | School: Urrbrae Agricultural High School Mentor Teachers: Vanessa Greenslade and Site Co-ordinator: Jos Fox University Liaison : Rob Tidd, woof32@senet.com Email contact: joslyn.fox914@schools.sa.edu.au Subject Taught: Science Year Level(s) Taught: yrs 8, 9 & 10 Professional Experience School Context (eg: Co-educational, R-12 School) Urrbrae Agricultural High School is a comprehensive special interest agricultural public high school, with approximately 1,000 students, Established as an Agricultural High School in 1932, it has continued to educate South Australian secondary students in an agriculturally-focussed curriculum to the present day. It is recognised as a centre of excellence in student learning with a focus on agriculture, technology and the environment. These subjects are integrated across the school curriculum. Alongside these specialist subjects, Urrbrae students study the normal range of secondary school subjects except languages other | than English, or can choose from the specialised certificate courses at senior schoo! level. Urrbrae is not part of the zonal system. Being the only comprehensive special interest agricultural secondary school in the state, it has students from all over the state, Students from country and distant | areas often board locally, and many students travel long distances to school. | The campus includes a 35 hectare farm and wetland. | CERTIFIED COPY THE UNIVERSITY OF ADELA7 : ae | RE THE univensry Professional Experience Placement 2 - Final Report (hranttaive 2017: 2" Placement eeiceion Teaching/Learning Context (eg: year levels, clas sizes ete) Luke taught 2 year 8 science classes (23 students and 29 students), 1 year 9 science (23 students) and 1 | year 10 advanced science class (24 students). Within these classes there was 1 NEP student and 1 with | | severe behavioural issues, He also assisted with a year 8 home group class. This class of 25 students | included 3 NEP students, 2 under the Guardianship of the Minister for Families and Communities and 1 under care and protection order. Once the report is complete, please sign it and send it through to: Professional Experience Placement Coordinator, University of ‘Adelaide School of Education, Level 8, Nexus 10 Building, 10 Pulteney St, Adelaide, South Australia S005 Alternatively, please scan and emalla copy to: education practicum@adelaide.edu.au University of dellde School of Education USE ONLY: Student id number: 16. 2OS6E Resutt entered: eum'd: (copy emated to student CERTIFIED COPY ‘THE UNIVERSITY Of ADELAIDETHE UNIVERSITY Professional Experience Placement 2—Final Report | TA SNA 2017: 2" Placement CLASSROOM PRACTICE APST 1: Know the students and how they learn 14. Physical, social and intellectual development and characteristics of students 412. Understand how students lear. 413. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 14 Strategies for teaching Aboriginal and Torres Strait stander students 15. Differentiate teaching to meet the specific earning needs across } the fll range of abilities. 1.6. Strategies to support full participation of students with disability. Luke quickly learnt and used student names enabling him to interact with students at a very personable level. He was engaging and passionate about his teaching, inspiring student learning. Luke employed a number of approaches and strategies to his teaching, enabling him to vary his delivery method and offer ways for students to engage differently. He was creative with his resources and chose some resources such as YouTube clips that were particularly valuable either to | introduce a topic and also to show deeper aspects of a topic. He | sometimes wrote on the board allowing students time to copy these notes | down; occasionally he would use PowerPoints. Luke would often encourage students to attempt questions or work out solutions on the board. This was a powerful tool especially for those students who benefited from the confidence they gained by attempting something they thought they couldn’t do, but through guidance achieved success in front of their class mates. During some lessons Luke would have students answer questions from their text book or worksheets enabling him to go around the class and assess who was keeping up and who was struggling, Luke was particularly astute at noticing those students that, were either off task (and needed encouragement to resume work) as well as those who needed assistance but were too reticent to ask. LLuke’s lessons were well sequenced; he asked pertinent questions at appropriate times to allow students to test and consolidate their knowledge. He would also extend students with challenging but scaffolded questions. He was capable of altering his set lesson plan depending on how the students were progressing in any particular lesson so that his teaching matched their level of capability. KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA. APST 2: Know the content and how to teach it CERTIFIED COPY TE UNIVERSITY OF ADELAIDEProfessional Experience 2017: 2" Placement Placement 2 — Final Report | Ea THE univensiry sage EB ADILAIDE ecucaTion | “Sze 2A. Content and teaching strategies ofthe teaching area 22 Content selection and organisation, | 2.3. curriculum, assessment and reporting, | 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconcllation between Indigenous and non-Indigenous Australians. 25 Literacy and numeracy strategies 2.6 Information and Communication Technology. PLANNING AND PREPARATION APST 3: Plan for and implement Luke brought a sound level of knowledge to most of the topics he taught, including chemistry and body systems. His enthusiasm and passion for the | sciences was evident with the way he taught confidently, bringing depth and variety to the class room. In topics that he was not so expert in Luke was | very proactive in learning about the topic and successfully researched fun | and interesting resources and practical activities to bring richness to his | lessons. He ensured lessons were inclusive as well as extending/stretching those who were more capable. Practical activities would be trialled beforehand if Luke was unfamiliar with materials and/or equipment and discussed with his mentors. | Luke considered students’ prior knowledge and used a constructivist approach to facilitate his teaching. He included a variety of strategies and resources so that students developed and applied not just their scientific knowledge but also embedded numeracy, literacy and IT skills into their learning. His teaching was always well scaffolded with any previous content | recapped at the beginning of lessons. ‘Asa person with Indigenous heritage himself Luke was clearly inclusive with his teaching, evidenced by how he showed support and understanding to students with a variety of backgrounds. effective teaching and learning. CERTIFIED COPY HE UNIVERSITY OF PARELAIDEProfessional Experience Placement 2 — Final Report 2017: 2" Placement THE UNIVERSITY seater Brno: LAIDE Jaa 32 33 34 35. 36 a7 Establish challenging learning goals Plan, structure and sequence learning programs Use teaching strategies Select and use resources Use effective classroom communication Evaluate and Improve teaching programs Engage parentsfcarersin the educative process | the end. He also ensured the students understood what would be necessary for Luke has shown exceptional organisational skills and an in depth understanding of what is required in the planning and programming process, demonstrating t through producing explicit lesson plans. He consulted effectively with his supervising teachers, discussing the key learning areas of the curriculum that needed to be covered as well as the capabilities of the class. Luke identified students’ prior knowledge and developed lessons from this basis. Luke planned comprehensive lessons including engaging opening hooks, making it clear as to what he would cover in the lesson. He made his expectations of the students clear, included engaging activities to involve students and summarised at homework if they hadr’t finished work during the class time. Only occasionally, had he planned lessons where the timing did not flow. Lessons were reflected upon and evaluated enabling Luke to then plan subsequent lessons more effectively. Lesson plan flexibility was often successfully addressed but needed a little work which will come with increased teaching experience and familiarity with course content. Luke's observations of individual students’ abilities enabled him to provide a variety of learning experiences for students, He planned and conducted learning experiences in a range of ways including whole class activities, individual work, small group or partner work, and also peer tutoring. Students with particular learning needs were also considered and lessons adjusted accordingly with altered tasks and learning expectations. Luke developed imaginative and engaging lessons with a variety of resources that were well vetted and used in a targeted manner. He included YouTube clips, | demonstrations, worksheets, practicals, online quizzes, investigations and tasks from text books. Luke was also on top of planning for practical lessons by booking and organising equipment in a timely manner with the laboratory technician through Riskassess. He understood any risks that may apply to the chemicals or equipment used. He also proactively practised any experiments that he was not familiar with to ensure he was aware of any issues that may arise as well as understanding how the experiments should best work. He used initiative and was proactive in solving things on his own as well as. approaching others for help when necessary. He produced worksheets to support the learning, and he allowed for time to check the progress of the students as | ‘they worked in groups or individually. A variety of methods were used for test revision such as trial tests completed and marked in class. He gave them timely feedback and provided time outside of class for those who needed extra coaching THE UNIVERSITY OF ADELAIDE,, : er THE UNIVERSITY Professional Experience Placement 2 ~ Final Report = sag| GeADU ABE 2017: 2" Placement LEARNING ENVIRONMENT ~ MANAGEMENT AND DISCIPLINE APST 4: Create and maintain supportive and safe learning environments | 41 Support student ioe the course of the nine week practicum Luke developed considerably in | ues sivitles | this area where he had to deal with some particularly challenging students. As lanage classroom activites ‘Manage challenging behaviour ‘Maintain student safety Use ICT safely, responsibly and ethically the term progressed Luke developed a professional level of confidence in the class increasing the variety of behaviour management strategies that were incorporated into lessons. He worked hard at ensuring the students listened ‘when necessary and then focused on completing tasks when required. | Luke had a positive relationship with the students and became adept at addressing a broad range of student capabilities. His overall demeanour was one of care and firmness such that the students felt safe, attentive and willing to contribute to class work. It was excellent to see how the students in Luke's | class were usually co-operative, motivated, on-task and productive in a variety | of work tasks from individual and independent work to pair or group practical work Luke developed skills to quickly provide alternative tasks for students that continued to be disruptive so that the flow of the lesson could continue. He was also quick to ensure students were using ICT in a productive way. His classroom organisation, whether instructional time or student driven learning, was | excellent. Students respected him and were on the whole very responsive to his guidance and the lesson program. nn CERTIFIED COPY ‘THE UNIVERSITY OF ADELAIDEProfessional Experience Placement 2 — Final Report ‘THE UNIVERSITY Byraoiaive 2017: 2 Placement imlemon ‘ASSESSMENT AND REPORTING [APST 5: Assess, provide feedback and report on student learning 5.1 Assess student learning Luke took a very responsible role in assessment and providing 5.2. Provide feedback to students and their learning 5.3. Make consistent and comparable constructive feedback to students. He used a variety of strategies for assessment including; diagrammatic, written text, practicals, judgements rubrics, multiple choice as well as oral. When setting assignment 54 Interpret student data work Luke clearly explained marking schemes. He was always 55. Report on student achievement extremely encouraging in his feedback to individual students when | | they answered questions in class discussions and often, with patience, engaged reticent students, Luke produced resources to pre-test students, marked them (with ppropriate suggestions) and returned them to the students in their next lesson enabling them to know what to focus their study on for upcoming tests. He included challenging bonus questions in tests to | extend those students who were capable. Luke marked tests and assignments that he had set for his students and returned them in a very short timeframe, He always promptly recorded results on the schools daymap system for the students and their parents to access Luke assisted in writing the end of term student reports, He provided very constructive comments on both the positive aspects of the student's work as well as areas of learning that needed more attention including suggestions of how to improve. CERTIFIED COPY ‘THE UNIVERSITY OF ADELAIDE,Professional Experience 2017: 2" Placement Placement 2-Final Report Br a ADELAIDE et PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT APST 6: Engage with Professional Learning 6.1. Identify and plan professional learning needs 6.2. Engage in professional } learning and improve practice 6.3 Engage with colleagues and Improve practice 64. Apply professional learning and improve student learning 7.1. Meet professional ethes and responsibties 7.2 Comply with leglslatve, administrative and organisational requirements | 73. Engage with the parents/earers networks and broader communities 74 Engage with professional teaching Luke was a cooperative and collegial pre-service teacher who contributed to the classroom learning environment. His commitment and enthusiasm were clearly evident through his punctuality and level of organisation as well as how | he greeted the students with warmth and sincerity Luke interacted spontaneously with students not only in the classroom but also through extra-curricular activities. He demonstrated active listening skills and showed empathy to all students in his class. His sense of humour enabled students to respond to him readily and with ease, Luke developed positive relationships amongst the staff in a number of areas of the school. He showed a willingness to ask for help from both teachers and ancillary staff. He was always polite, considerate and respectful of their positions and time. Luke complied with school policies, attended all staff and professional development meetings. He often reflected on issues raised as well as participating in discussions and group activities. Luke always listened attentively to any feedback he received and was proactive in adjusting his lessons accordingly. For example, writing less on the board and giving students tasks to learn experientially and at their individual pace. APST 7: Engage professionally with colleagues, parents/carers and the community Luke hias been keen to be invalved in a variety of events at the school. He went on the year 8 educational excursion to the Royal Adelaide Show, where students in small groups answered questions in a booklet about the various agricultural enterprises competing or on show. He attended a “native bat’ workshop at the school wetlands as well as a music concert that a number of his students performed in. He realised the benefit in seeing the students in capacities other than the class room and meeting some of their parents at these community events. Luke has been active in communicating with school staff on a variety of levels and has fit within the professional community in a very positive way. Whilst at Urrbrae Luke has engaged in any professional administration, training or development with enthusiasm and keenly developed professional networks to enhance his skills and knowledge. CERTIFIED COPY THEUNIVERSITYOF ADELAIDE, ; Fi sre univensry Professional Experience Placement 2 — Final Report | Senora THe uuener 2017: 2" Placement aa Impact on Learning Luke's impact on the clasées he taught has been positive and enriching. He has been an enthusiastic teacher, positively engaging students, evident by thelr productivity and desire to complete both required and extension tasks, ‘as well as their questioning to Improve their level of understanding. His mature approach to teaching and use of initiative throughout the nine week practicum has been exceptional. Kis mentor teachers were both away on a ‘couple of occasions and he was able to continue the teaching program with minimal input from other school colleagues ot from the relief supervising teachers. 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OVERALL EVALUATION? The Pre-Service Teacher's overall rating should reflect the Mentor Teacher's view of how they performed against the Graduate level of the Australian Professional Standard for Teachers, Luke has shown himself to be an exceptionally hardworking and astute ‘teacher who successfully engages students ina manner where they are | [_] _ Meets Graduate Standard enabled to achieve success and as a result often wilingly also extend | X themselves. (1 Below Graduate Standard Exceeds Graduate Standard An electronicsignature can be added here. Ifyou're ‘not using an electronic signature, then please delete this text before you print the report Signed: Vanessa Greenslade & Maxine Gibbs... Classroom/Supervising Teacher Signed: Liz Burbrook. Site Co-ordinator/Principal Please enter the date of the report here Date: 11/10/17 Please enter the date ofthe report here Date: 11/10/17 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 Teachers. Thank you Faye McCallum Head of School - Signed: For the University of Adelaide Certification Stamp CERTIFIED COPY THE UNIVERSITY OF ADELAIDE, * http://www.aitsledu.au/australian-professional-standards-for-teachers/standards/list 2