Ww Charles Sturt Faculty of Arts and Education Unive rsity PROFESSIONAL EXPERIENCE REPORT EARLY PROFESSIONAL PLACEMENT Teacher Education Studem Hayley Hopper ‘Student ID Course Student Learning and Engagement EPT Subject 218 ‘Supervising Teacher(s) Joanne Davies Placement Dates Frompenozor_|te firnwvzorr School Holy Spirit School, Lavington Total days attended 17 of 17 — days ‘Secondary: Curiculumfeaching area/s & years/stages Primary: Years/stage/arade [Stage 2 (Year 3/4) 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 exnerience placement. The assessment provided by ‘you will form part of the student's formative assessment towards full achievement of the Standards at Graduate level at the end of the student's course. Formal assessment to be undertaken by the supervising teacher: A teacher education student's progress towards achievement of the Standards is to ba: 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 to engage with the teacher education student in a 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. Mia-Placement Review completed (ick) [V7] (oate)-frq/44/2017 No sgnincantconcers have been dented (it) LY sigan concems have been ni and nalifed tthe Worcs Learing Toarson elf] at) fro Assessment at the Completion of the Placement: If descriptors are not able to be demonstrated owing to tactors 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 to this professional experience can be accessed online or provided fo you by the teacher education student. itcontains information on the purpose of this professianal experiance placement and how this placement links to other placamonts in tho feacher education student's program, It also provides information about the expoctod teaching requirements in this placemnt |__ Supervising teachers should also refer to the Evidence Guide provided before completing his report PROFESSIONAL KNOWLEDGE STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN 1.1 Physical, social and intellectual dovelopment and charactorstice of students > Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics v cf students and how these may affect leaming 12 Understand how students learn Demonstrate Knowledge and understanding of research into how sludentsleam andthe impicatons for teaching | [79 Students with civerse linguistic, cultural, religious and socioeconomic backgrounds a ‘Demonstrate knowedge of teaching strategies that are responsive t the leaning srengihs and needs of Students ftom diverse inguist. cultura, religious and eacioeconomic backgrounds, 14 Strategies for teaching Aboriginal and Torres Stat Ielander etudonis| Demonstrate broad knowledge and understanding of the mpact of cute, cutural deny and inguise (Bi) background on the education of students trom Aboriginal and Torres Strat slander hackgrounds 115 Differentiate teaching to meet tho specific earning needs of etudents across the fll enge of abilities Demonstrate knowledge and understanding of strategies for diferentaling teaching o mee the specitc leaming neets of students arees the fll range of abies, 16 Strategies to suppor fll participation of students with disability Demonstrate broad knowledge and understanding of legsiative requirements and teaching strategies that v ‘suppor participation and leaming of students wth isabiy =]/ SJ v oO O v ce a jon student's knowledge of students and how they learn Hayley has understood how to change her planning to suit the needs of the students. In Maths, if she feels that the |goals she has set are too high, she changes /modifies her planning for the same lesson with a different group the noxt |day. As the placement progressed, Hayley's questioning technique changad even during the lesson to suit the different levels. For example, when she felt that the students did not understand the harder concept of Fractions, Hayley Jchanged her questioning and moved back a step. Haylay also worked closely with struggling students, including one , jstudent with Dyslexia, practicing his spelling with him and developing a rapport, Hayley worked with the top group in our| lexplicit teaching of Grammar and Punctuation, STANDARD 2 ~ KNOW THE CONTENT AND HOW TO TEACH IT ND ca 27a acing is sng aa Denewins ingle aang cep akcaeamsrennearneconmeent — ||] teaching svatogias of th teaching area 22. Content selection and organisation Organise content into an effective leaming ans teaching sequence 23. Curriculum, aseosement and reporting 7 Use curculum, assessment and reprtng knows fo design earning sequences and lesson plans. 24 Understand end respect Aboriginal and Torres Stal slander people to promote reconciliation bebwoen Indigenous and non-indigenous Australians Demonstrate broad knowledge o, understanding f and respect fr Aboriginal and Torres Stat Islander stones, eutures and languages. WW Ale A 75 Urey an naeracy stages ow ad unertand troy are numeracy eactng saece andthe apicatonintectna seas. |_| [_] | [¥ 26 Information and Communication Technology (ICT) e oO v Insorent waging sats sg eT or cream ening prin ean ‘Comment on the teacher education student's knowledge of content and how to teach it [As the placement progressed, Hayley learned to discuss with the students what the learning intention was for that Particular lesson, and write it in a visible way that the students could refer to. Hayley prepared her lessons well, and Jalways had the links to the Australian Curriculum. Hayley has also used tecnhology, such as the IWB, as a support in her lessons. Hayley is working towards indicator 2.4, as opportunities arisePROFESSIONAL PRACTICE STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ml] ole ‘341 Establah challenging learning goals ‘Steaming geols that provide achievable challenges for studens of varying abies and characteristics, 32, Plan, structure and sequence leering programs Pan lesson sequonces using knowledge of student leaming, content and elective teaching strates 33 Use teaching strategies Include a range of teaching tatenien 34 Solectand use resources Demonstrate knowledge of range of resources, inducing ICT, that engage students inthe learning. Oj|O Rigjo 35 aoa aa oer Demonstrate ange vera anc ene communication etatopes to supp sent ensecement | Ll] LI|[v 38 Evaluate and improve teaching programs Demonstrate boas knowledge of ates tat can bo ad to evaluate teaching programs to ngrove Z [ sce learing 13.7 Engage parents! carers in the educative process Descibe broad range of strategies for imalving parentslcarers inthe educative process ‘omment on the teacher edu t's planning and implementing of effective Hayley plans appropriate learning goals while acknowledging the Australian Curriculum. She differentiates curriculum in| lesson plans. She also knows which students have not achieved the outcome, and she can speak to me with |confidence about struggling students. Hayley also asks questions about previous learning that has happened previous Io her starting with us. She listens to feedback and takes advice on board, such as the use of concrete materials to teach decimals, ‘STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS 7D 471 Support student participation [ entity strategies to cuppor inclusive student parcipaton and engagementin classroom activites, 42 Manage classroom activtios Demonstrate the capecty to organise classroom actos and provide lear rections |] 5/5 1 Sq 73. Manage chalnging behaviour Danner kn fractal approaches o marae cae behaur O 44 Maintain student safety Describe stalagies tha support stunts wellbsing and saaty working within school andor eyetem, cancuka Vv and ingle einer “45 USOICT safely, responsibly and ethically Demonstrate an understanding of the relevant issues and the stategies available to support the safe, olf responsible ethical use of ICT naming ad teaching Comment on the teacher education student's creating & maintaining supportive & safe learning environments Hayley is working towards organising classroom activities, managing a small group, while supervising independent lactivities. Due to the nature of our school, the teacher could be responsible fro 30-40 students at a time. Learning to teach a tutorial while keeping an oyo of the reet of the students is an ongoing skil that Hayley is working towards. Her [classroom management has improved over the placement, and she is much batter at getting her teacher voice on. The students are listening to her, and she thas their attention. Hayley is also good at roaming around the room to keep stuclents on task, and assist with those who need help. She asks a range of open and closed questions, especially in Number Talks. When parents have approached Hayley, she has been respectful and answered their questions wall, or itherwise sent them to find answers in the office.STANDARD 5 — ASSESS, PROVIDE FEEDBAGK AND REPORT ON STUDENT LEARNING wD [ wr] oe 5.7 _Ass0ss student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative anc v summative approaches to assess student laming 52. Provide feedback to students on thelr learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students above v their leering, ‘5.3 Make consistent and comparable judgements Demonstrate understanding of assessment moderation and is appEcation to support consistent ant ‘comparable judgements of student larring 4 Interpret student data —l ma Demons the capac ointeeel tart assessment data to evaluate sient eaming ard may v [ seating pation 35 Report onside achiveront ‘Demonstrate uncerstanting of a range of strategies for roping to students and parntscarors and the Ole purpose of keeping accurate ang relabe records of student achiovement Hayley asked for advice when it came to collecting and marking students work. Over the shoulder, instant feedback i= lays best, and Haylay was able to practice this as she roamed the class in Writing, or in the Maths tutorials. Hayley 180 collected any worksheets and corrected them to give back to students so they knew if they were on the right track, layley was then able to assess students learning, and tell me if students were struggling with concepts, or if they inderstood. Hayley also helped students keep accurate records of their High Frequency Word lists, and some students quested that they be allowed to take these home to help with thelr learning, ior nd a PROFESSIONAL ENGAGEMENT ‘STANDARD 6 ~ ENGAGE IN PROFESSIONAL LEARNING nD | wr] ‘6.1 Identify and pian professional learning needs ‘Demonstrate an understanding of the role ofthe National Professional Standards for Teachers indenting v profesional leaming needs ‘62 Engage in professional learning and improve practice aa Understand the relevant and appropriate sources of profesional leaming for teachers 83, Engage with colleagues and improve practice Ola ‘Sock and apply constructive feedback from supervisors and teachers to mprove teaching practices. (64 Apply professional learning and improve student learning Omeniasan cramérydte mina tromipotsknd uancyantemexstnetr |] fener ers Comment on the teacher education student's engagemont in professional learning Hayley has identified personal learning goals in relation to the standards. She has also participated in regular staff Imeetings, and discussed NAPLAN rasults in our Stage 2 team. She has set short term goals from lesson to lesson. including behaviour management, and the use of Learning Intentions at the beginning of each lesson. She is able to Jciscuss with me if she has achieved that goal and to what extent,|_| STANDARD 7 - ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS AND THE COMMUNITY ml] ole TA 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, administative and organisational requirements Understand he relevant legisative, edministalve and organieational polices and processes required for v teachers according to schoo! tage, ‘1.3 Engage with the parentsicarers C] rH Unietand state wring tice ean cont vin prt M 7 Engage wih professional teaching network and broader communles Understand the roe of extemal professionals and community representatives in broadening teachers’ v professional knowledge and practioe. Comment on the teacher education student's engagement with colleagues, parentslearers and the community Hayley has complied with legislative requirements and has her updated WWCC. She dressed appropriately each day, usually wearing the CSU students shirt. Hayley also understands that as a teacher, there is a range of duties that include playground duty, She has been wiling to stay for our staff and stage meetings. When she has engaged with parents, it has been professional SUMMARY COMMENT: |Hayley has received a Satisfactory for this placement! She has worked well, always been organised with resources and lesson plans. Hayley listened well to feedback and always acted upon ideas or advice given, Hayley has acted lorofessionally and always engaged with the leamers. She has a good rapport withthe kids, and they enjoy it when she takes the lesson, or works with them in small groups, Students also enjoyed the powerpoints and that she made as part lof her Maths and Writing, and Literacy lessons. Hayley got to know some of the students, and engaged with them on a Jprofessional, caring level. Hayley was always willing to stay behind, or help with any task that needed doing, such as |marking. Thanks Hayley for your help over the last three weeks! Good luck with your future in Education! The overall assessment of the placement is: YO Satisfactory: o Unsatisfactory: Supervising Teacher Name ‘Signature : Date Joanne Dovies foams. Ooms ion Principal Name Signature Date Matt Kean Matt Kean S2:32%3:t85" boraon Teacher Education Student Name Signature ate Hayley Hopper Hayley Hoppersissitisscn* oninoi7