‘WESTERN SYDNEY UNIVERSITY Professional Practice II ‘Secondary Program Report Pre-service Teacher's name | Alexander McLennan ‘StudentiD:18803088 Curculumfeaching area | Science Dates aps 30 days 1816/18 ‘School Ryde Secondary College NF of placement 2of2 SUMMARY COMMENTS by the SUPERVISING TEACHER. Alex is a well presented, well spoken and competent teacher, well ahead for a beginning teacher, so he will be able to bring this experience to any position that he achieves or to casual teaching positions. He is friendly and professional and wil it into any staf. He is eager to learn and wilingly listens to and takes advice. ICT and its use in the classroom is one of his exceptional skills and he is always willing to help staff not as skilled as he is. ‘As his experience grows Alex will make a great teacher who will be able to change lives, Alex has developed into an extremely competent teacher whom | would not hestitate to recommend to any future employer. OVERALL ASSESSMENT Grade: X Satisfactory unsatisfactory ‘SATISFACTORY: The Preservice Teacher has passed and mel the expeced standard in most ofthe relevant elements as described by the NSW Insitute of Teachers for his stage oftheir professional leaning, Where a Pre-Service Teachers works considered outstanding ‘orwell above average, his judgment shouldbe reflected in the summary comments, UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demmansrated alo the evant ‘elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ‘a o the opinion that the Pre-service Teacher requires an addon Professional Experience to attempt o demonstrate satisfactory competence as a graduate teacher. No Pre-service Teacher should receive an Unsatstactory grace without being placed At Rsk and the Committee of Advice being convened. This grade may be recommended on ONE or mare of the follwing grounds: + Performance Deficiencies -.. allure to exhibit citeria indicated forthe partculr Professional Experience unt; + Withdrawing from Professional Experience ~ unless @ Withdrawal Without Penalty is awarded + Non-Academic Misconduct Supervising Teacher's Name _DianneR. Hill Signature: tm MY date Pre-service Teacher's Signature: —_____Date: Presence Teachers ae tobe assessed by the Supervising Teacher agains the reétvan Graduate Teacher Standards that re aplcabe to Professional Experience i a ether ND — Not demonsated D~ Denanstaled; E- Exceeds expecaions. Elaborate on the te- sence Teaches prlessiond practice inthe Comment secion Mf Sandards arent abo tobe demonsttd please provide an explanaon inthe appropriate Commons scion sanders ae not elvan pees set NA‘Alex has taught classes from selective, mainsteam to suppor classes with thei range of abilities and disabilities. He has successfully differentiated lessons for selective through tothe support class for the same concepts. ‘The classes he has taught also had a vast range of cultures which he handled with the care and sensitivity of an experienced STANDARD_1:KNOW STUDENTS AND HOW THEY LEARN NDP [E Focus ares ‘GRADUATE TEACHERS TILT Physical, cal] Demonsrate inowedge and understanding of physical, sca and and intellectual inclu development and characteris of dents and how hee may x development and iffect easing characterises of students 1.21 Undead How | Demonstrate KnowTedge and understanding of esearch to How Soden siudents learn team andthe impiatons for eaching x T.1 Sues with Demonsrate knowledge of aching srategics at ae responsive he diverse linguistic, | learning svengths and needs of student fom diverse linguist, cultural x religious and sooccnome backgrounds. tackgrounds TA Strategies for] Desronsate Broad novels and undewianding fhe Tnpac of ere tcaching Aboriginal and_| cultural ieny and linguist background on the education of tents fom x Torres Suit Islander” | Aboriginal and Tones Sti lander backgrounds students 75.1 Difseate | Denonsvae Knowledge and undersanding of agi for dire teaching to meet the ‘teaching to meet the specific learning needs of students across the full range x fpocic earning nets | of ables, cr sudets ares the fullrnge of bles Ta: Sraiegiesto | Demons broad nowedge and underanding of egatve equremens suppor fil ariipaon | snd teaching states tha support parcpaton and earning of sents x of dudents with with isablty disabiliy Comments students. ‘The students have had opportunities to use ITC for research and seience Ph ‘Alex has taken the opportunity to bring in designate literacy and numeracy lessons. Alex uses ITC extensively inthe lesson from teaching concepts, student notes and quizzes to using Kahoot to reinforce the eraetives on forces teacher STANDARD 2: KNOW Tile CONTAT A TEACH TF ND]D TE Focus aren GRADUATE STACHERS 21-1 Content and Demonstrate Knowieige ding of he concepts, subwance and teaching strategies ofthe | structure of the conor and teaching sralegies of the teaching area x teaching orea — 22.1 Content selection | Organise conic ito an else carting and Weaching sequence and organisation oe x 23.1 Corialimn, ‘Te cream, ascent and poring Kw eget Gein Teaming ‘assessment and ‘sequences and lesson plans. x reporting 3.1 Undewtand and | Demonsate broad knouledgc of, understanding of and reopen Tor respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. x Torres Stat Islander peopl to promoee reconciliation between Indigenous and non Indigenous Australians ZS. Literacy and | Know and undersand Tracy and pareve) teaching aategies and her numeracy sttezies | application in teaching ares. x 26.1 Infonmaion and | Implement teaching strategies Tor using ICT To expand carieuam Teaming Communication opportunities fr stidents, x Technology (ICT Comments Alex's lessons are well structured and organised into small structured sequences that vary the learning opportunities forthe : priessont mace treme OCI ‘Supervising Teacher's signature: Dianne R. Hil.........Pre-service Teachers signatureSTANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND ]D [E Focus area [ GRADUATE TEACHERS: E11 Establish Set Tearing gals hat provide ackiovable halenges for aden of challenging leaming ‘varying abilities and characteristics. x goals ‘I Flan, srwcare and | Plan lesson sequences sing Knowledge of set leaning, cone and Sequence leaming effective teaching sateges. X prowams S31 Use caching | Tnlads a range o teaching steps ststgies x 3.41 Select and use} Demonstrate knowledge ofa range of esoures,ncloding ICT, that resources ‘engage students in ther learning, x TET Use eccive | Demonstrate a range of vetbal and non-verbal communion aries To clasroom support sient engagement x communication 361 Evaluate and] Demonstrate broad Knowledge of araegies that can be wed wo valine improve tachng teaching programs to improve stent eating x programs S71 Engage parca | Describe abroad range of sategis for involving pareniares ine carers inthe educative | edveaive process x oceas Comments ‘Alex sets goals that are challenging but achievable and leams from the students learning experiences to enhance his next lesson, ‘Alex used a range resources form practical work, ITC interactives, Kahoot quizzes to PBL with the selective class. ‘Alex used time in class to speak to individual students about ther learning, especially when the concept of scientific method ‘was being addressed ‘Alex filled out the teacher program evaluating it and adding student experienced that he had devised, ‘Alex carried out testing to help assess students for their reports and suggested report comments. ‘Alex proof read Year 11 Physics, Year 7 selective and mainstream report comments. ‘STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE ENVIRONMENTS ASPECT. ‘GRADUATE TEACHERS 41.1 Support student | Identify strategies to support inclusive sudan pricipation and engagement pancipaon in classroom activities, x “FT Manage classroom | Demonstrate he capacis Yo organise clasiroom aves and provide lear activities directions _ x “43.1 Manage ‘Demonstrate knowledge o praieal approaches to manage Galenging challenging behaviour _ | behaviour. x “44.1 Maintain student | Describe strategies that suppor Sudenis wellbeing and sey working safety ‘within School and/or system, curriculum and legislative requirements. x TST Use ICT aay, | Demonstrate an understanding ofthe relevant sues and ie srategies responsibly and ethically | available to support the safe, responsible and ethical use of ICT in leaning x and teaching ‘Comments ‘Alex presents the practical work in a way that all students can be engaged and he walks around to all the groups during the practical work helping them to meet the outcomes or discussing the learning withthe group. ‘Alex has worked hard towards meeting challenging behaviours in the classroom and has met with students accepting his classroom management styl. ‘Alex makes sure that the students have clear instructions for activities, particularly for practical activities and if necessary demonstrates the practical activity before the students engage. Safety is a priory when working ina science lab and Alex goes through a risk assessment with the students for each practical. He also makes sure that the working environment, lab or classroom, is a safe working environment. riessona Paces roe CHD ‘Supervising Teacher's signature: ..Dianne R. Hil‘STANDARD & ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND E LEARNING. [Focus area ‘GRADUATE TEACHERS 5.1 Assess student | Demonstrate undersanding of assessment sratepes, including informal and Teaming formal, diagnostic, formative and summative approaches o assess student x teaming SI Provide Demonsrai an understanding of he purpose of providing timely and feedback to appropriate feedback to students about their learning. x students on their Teaming 5.3 Make ‘Demonstrate undewtanding of assessment moderation and Wis aplication o consistent and | support consistent and comparable judgements of student learning, x comparable judgements ‘$4 Interpret | Demonstrate the capacity to interpret student assesment data to evaluate student data student learning and modify teaching practice x ‘3 Report on | Demnonsivate understanding of range of sratgies for reporting to dents student ‘and parentscarers and the purpose of keeping accurate and reliable records of x achievement | student achievement Comments ‘Alex has been testing and marking and giving students feedback on their work and he has bbeen abe to modify his teaching from the assessments that have been given. STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING E Focus area ‘GRADUATE TEACHERS 6-1 Identify and plan | Demonstrate an understanding of he rote ofthe Australian Professonal professional learning | Standards for Teachers in identifying professional earning needs. x needs 62 Engage ‘Understand the relevant and appropriate xourees of profesional leaming professional learning | for teachers. x nd improve practice eee 6:3 Engage with Seck and apply cansrasiveFesdback fom supervisors and teachers to colleagues and improve teary pratces x improve practice - _ 6.4 Apply professional} Demonstaie sw undeistandiog ofthe ralionle for continued professional Jeaming and improve | Tearing and he implication fr improved student leaming 2 student leaming aes Comments ‘Alex’ lesson plans and observation sheets demonstrate an understanding of the standards He is always sel reflecting and applies the constructive feed back given to his future lesson plans. Alex has started on some professional reading on “Culturally Responsive Pedagogy” and "Differentiation i the Classroom’ ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND E PARENTS/CARERS AND THE COMMUNITY Focus area ‘GRADUATE TEACHERS 7-1 Meet profesional | Understand and apply the Key principles described in codes of ehics and ethics and ‘conduct for the teaching profession. x responsibilities 722 Comply with Tnserstand the relevant legislative, administrative and organisational legislative, policies and processes required for teachers according to school stage. x auiministrative and organisational requirements 773 Engage with he | Understand vratgies for working effeively,sentvely and parents carers confidentially with parent carers x 74 Engage wih Understand the roe of external professionals and Community professional teaching | representatives in broadening teachers’ professional knowledge and x networks and broader | practice. communities ‘Comments Alex ial \' well presented and well spoken practicum teacher. He understands the need to become conversant ‘with the Staff Handbook of the school that he i ‘The needs and benefits of professional development have been discussed. Professional Practice WRepot oR I Supervising Teacher's si ignatue: Dianne R. Hil. Preservice Teacher's signature:rasmtracesttoce PAY ‘Supenising Teacher's signature: ..Dianne R. Pre-service Teacher's signature: