WESTERN SYDNEY UNIVERSITY Professional Practice Il U Secondary Program Report Presence Teachers name | Harry Sohal Student iD e002 16 Curiculumiteaching area | Mathematics, Chemisty and Physios Dates (Yr 7 Maths, Yr 9 and10 Science, Yr 11 | 03/05/2018 to 30 days Investigating Science) 1810802018 School Evans High School Wofplacement | _2_of2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Harry has demonstrated a commitment in buiding sold relationships with the students through informal ‘conversations, classroom observations, formal assessment tasks and one-on-one conferencing to develop 2 good understanding of the student's leaming needsHe discuss and consults me on how to best structure lessons to suit the needs of all students. Harry has developed units of work linking syllabus outcomes and leaming experiences, while accommodating students’ prior knowledge and experiences. His lessons contain engaging activities and includes appropriate ICT to suit the needs of the students. He evaluates and reflects on the effectiveness of teaching and leaming experiences and adjusts further planning as required. Harry has implemented appropriate measures to address challenging behaviours and interacts with students in @ positive manner Harry has been actively committed to keep up with current educational initiatives and pedagogy. He seeks advice from colleagues and supervisors and istens and leams from the expertise of others. He involves himself in professional learning opportunites, staf and team meetings, and school development days. Harry has engaged professionally with colleagues and the school community. He has contributed to collegial discussion in team meetings and applied constructive feedback from lesson observations to improve his pedagogy in the classroom. OVERALL ASSESSMENT Grade: satisfactory D1 unsatistactory ‘SATISFACTORY: The Pre-serice Teacher has passed and met the expected standard in most of the relevant elements as described by ‘he NSW Insitute of Teachers fr this stage of ther professional learning. Where a Pe-service Teache’s work is considered outstanding ‘orwell above average, this judgment should be reflected inthe summary comments. UNSATISFACTORY: The Pre-sevioe Teacher has fale this Professional Experience unit and has not demonstrated all ofthe relevant elements as described by the NSW institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ‘ate ofthe opinion that the Pre-Service Teacher requires an adtion Professional Experience to attempt to demonstrate satisfactory competence as a graduate teacher. No Pre-service Teacher should receive an Unsaisfactory grade without being piaced At Rik and the Commitee of Advice being convened. This orade may be recommended on ONE ar mere ofthe flowing grounds: + Performance Deftciances - ie ‘alu to exhibit tera indicated fr the paricular Professional Experence uni + Witharaning from Professional Experience - unless a Withdrawal Without Penaty is awarded: + Non-Academic Misconduct. ‘Supervising Teacher's Name: Rosalie Bautista signetve Jen Loe > Fg /¢ [ft Pre-servce Teacher's Signature: Sgt ae: 8/6/17 Pre-service Teachers are tobe assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable {o Professional Experience ll as eier ND ~ Not demonstrated; D ~ Demonstrated; - Exceeds expectations. Elaborate onthe Pre- ‘service Teachers professional practice inthe Comment section. f Standards are not able tobe demonstrated please provide an ‘explanation inthe appropiate Comments section. I standards are not relevant please insert ‘NA‘STANDARD _I:KNOW STUDENTS AND HOW THEY LEARN ND[D |E Focus area (GRADUATE TEACHERS 1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and fe and intellectual intellectual development and characteristics of students and how these may development and affect leaming characteristics of students T221 Understand how | Demonstrate knowledge and understanding of research into how students v students lear learn andthe implications for teaching 1.3.1 Students with | Demonstrate Knowledge of eaching swategies that are responsive tothe diverse linguistic, learning strengths and needs of students from diverse linguist, cultural, v cultural religious and | religious and socioeconomic backgrounds. socioeconomic backgrounds | TAT Strategies for Demonstrate broad knowledge and understanding ofthe Impact of culture, T teaching Aboriginal and_| cultural identity and linguistic background on the education of stants from i Torres Stat Islander | Aboriginal and Torres Strat Islander backgrounds. students 311 Differentiate Demonstrate knowledge and undewtanding of tategics for diferentatng teaching to meet the | teaching to meet the specific leaning needs of students across the fll range v specific leaming needs | of abilities. of students across the full range of abilities TT Swategies to Demonstrate broad knowledge and understanding of legislative requirements Suppor full participation | and teaching strategies that support participation and leaning of students v of students with with disability disability Comments Harry has knowledge of the students learning needs and selects teaching strategies that improve their learning. He implements the advice from colleagues to structure his teaching programs and activities, ‘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 ofthe concepts, substance and teaching strategies ofthe | structure ofthe content and teaching strategies ofthe teaching area. teaching area 2.2.1 Content selection | Organise content into an effective leaming and teaching sequence. and organisation SNASN 2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge o design learning] assessment and sequences and lesson plans. reporting 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- Indigenous Australians 25. Ciracy and | Kia and ulead Tay and aay acing RSG TRG 7 numeracy sess | apitatonntctng aes 2.61 Tnfrmation and] plement esting sages Tor ng TCT vo expand cara Teaming Communication opportunities for students. 4 Techology UCT Contments Harry has designed and implemented teach support materials and department initia activities Pression rc I Repo ene bn sineng Teen sonnar oH Presonoe Teachers stra: and learning plans demonstrating sound knowledge ofthe syllabus documents, iteraey and numeracy. He incorporates ICT into teaching and meaningful learningSTANDARD 3: PLAN RAND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND 2 Focus area (GRADUATE TEACHERS 3.1.1 Establish ‘Set learning goals that provide achievable challenges For stadents of challenging leaming varying abilities and characteristics | goals 3.2.1 Plan, structure and | Plan lesson sequences using Knowledge of student learning, content and sequence learning effective teaching strategies. programs 3.3.1 Use teaching Tnclude a range of teaching strategies strategies 3.4.1 Select and use Demonstrate knowledge ofa range of resourees, inclading ICT, that ‘engage students in their learning, 3S Use oifeative classroom ‘communication Demonstrate a range of verbal and non-verbal communication strategies fo support student engagement 3.6.1 Evaluate and improve teaching programs ‘Demonstrate broad knowledge of siategies hat can be used to evaluate teaching programs to improve student learning. 3.7.1 Engage parents carers in the educative process ‘Describe a broad range of strategies for involving parentslearers in the cedueative process, SS ERAS ES ens ss PS ‘Comments ‘Harry has planned lessons that ealistie suggested time frame, He te his teaching and learning activities. tegrates differen teaching strategies, including ICT and group work, to actively eng and theory lessons. The activites are wel structured with verbal means fo commun students lfectve STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] D]E ENVIRONMENTS, ‘ASPECT. ‘GRADUATE TEACHERS | 4.1.1 Support student | Identify strategies to suppor inclusive student parieipation and participation engagement in classroom activities. 2.1 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear 43.1 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. 44.1 Maintain student safety Deseribe strategies that support students" wellbeing and safety working ‘within school and/or system, curriculum and legislative requirements 451 Use ICT safely, responsibly and ethically ‘Demonstrate an understanding ofthe relevant issues and the strategies available to support the sale, responsible and ethical use of ICT in learing and teaching, Comments Harry clear conveys classroom expectations behaviour and the rules inthe laboratory were stritly implemented. He listens to Students and takes time t acknowledge them. He built rapports to students by interacting in positive manner. He adhered tothe School's welfare program and pelle. Professional Practice I! Report ‘Supervising Teacher's signature: Aerie pene een MaybeProfessional learning | Standards for Teachers in identifying professional leaming needs, needs STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] D LEARNING Focus area GRADUATE TEACHERS 3:1 Assess student | Demonstrate understanding oF assessment strategies, including formal and fa learning formal, diagnostic, formative and summative approaches to astess student leaming 32 Provide Demonstrate an understanding of the purpose of providing Umely and fa Feedback to appropriate feedback to students about their learning, students on their Tearing 5.3 Make Demonstrate understanding of assessment moderation and Ws application Y ansistent and support consistent and comparable judgements of student learning comparable judgements ‘5.4 Interpret Demonstrate the capacity to interpret student assessment data To ovaluale fa student data student leaming and modify teaching practice 35 Report on] Demonstrate understanding ofa range of strategies Tor reporting o Suda fa student and parents/carers and the purpose of keeping accurate and reliable record of achievement student achievement ‘Comments Harry is knowlegable with the assessment procedures. He utilised both written and oral formative assessment strategies to monitor the progress of the students, STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING. ND] D Focus area (GRADUATE TEACHERS 6.1 Kdentify and plan | Demonstrate an understanding oF the role ofthe Australian Profesional 6.2 Engage in Understand the relevant and appropriate sources oF profesional Teaming professional leaming | for teachers. and improve practice 6.3 Engage with ‘eck and apply constructive feedback from supervisors and teachow to colleagues and improve teaching practices. improve practice 2g Apply professional" Demonstrate an understanding ofthe rationale for continued professional VVNN ‘seeks resources that will enhance teaching and lea 1 for students, leaning ndiprove | tein andthe inpatene rinpoved sien sud ming | Coniment ary igs in praesinal dcesos hia he Secu 5 mean ofinproving hi eaching pana Sena Reorporated comments from lesson observations asa means of furthering his profesional feccege oe ase STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY. ND D networks and broader | practice communities Focus area GRADUATE TEACHERS 7) Mest professional | Understand and apply the key principles deseribed In codes of Skies and a cthies and ‘conduct for the teaching profession, responsibilities 7.2 Comply with Understand the relevant legislative, administrative and organisational v legislative, Policies and processes required for teachers according to school sage administrative and organisational requirements 7-3 Engage with the | Understand strategies for working eifeaivaly, sensitively and Vv parents/carers confidentially with parents/carers, 7.4 Engage with Understand the roe of extemal professionals and community a profesional teaching | representatives in broadening teachers’ professional knowledge and ‘Comments Harry has built worked well as part of the team in running one of the Athletes, Ponti teationship within the Science faculty and has blended in well within the shoo! community, He hat Professional Practice |! Report Kh ie kw 4 Supervising Teachers signature: f Pre-service Teacher’ signature