WESTERN SYDNEY UNIVERSITY Professional Practice | Secondary Program Uv Report Pre-servce Teacher's name ‘Student D: lon Dinirayien eae ae al Malluarcbics 17 -A pia| 308008 ‘Schoal Bes Hal. Shon | Not placement” | _of2 Curreuluriteaching area SUMMARY COMMENTS by the SUPERVISING TEACHER, heS wr on a sales went Ww this PEX, he bas” voor tal weahnoses (A Als inet t feces aid strategies L to oie hoy abnas | pen recep ap jee and wore 0 work bese on 9uggestrers - ai ambiwes wih fuls he Shay beore dn eltes le 2ducahnr OVERALL ASSESSMENT Grade: EA satistactory D unsatistactory ‘SATISFACTORY: The Pre-serice Teacher has passed and met the expectd standard in most ofthe relevant elements a described by ‘the NSW Insitute of Teachers for this stage of thelr professional leaming, Where a Pre-service Teacher's work's considered outstanding ‘orwell above average his judgment shoud be rected inthe summary comments UNSATISFACTORY: The Pre-senvice Teacher has filed this Professional Experiance unt and has not demonstrated al ofthe relevant cements as described by the NSW Insitute of Teachers, The Supervising Teacher, Professional Experience Coordinator and Principal are of the opinion hat the Pre-senvice Teacher requires an action Professcnal Experience to attempt to demonstrate satiszcory competence as a graduat teacher, No Pre-servioe Teacher should rosie an Unsatisfactory grade without being placed At Rsk andthe Committee of Advice being convened. This grade may be recommended cn ONE or more ofthe folowing grounds * Periomance Defiiancios- <. flue to exhib crteria indicated fr the particular Professional Experience uni * Wehreneg fom Profesional wa Vithot Penal is nar * NonAeadeni Mscondut Supervising Teacher's Name Signature: z ob fa Date: Z t/ — 17 Pre-service Teacher's Signature: S$fe/'7 Preservice Teachers are ob assessed by the Suprisng Teacher gh lover Graduate Teather Standard tha ae spleable Experience Il s either ND ~ Not cemonstraed; D - Demonstrated; E ~ Exceeds expectatons, Eleborateon the Pre 1's professional practice inte Comment section. if Standards are notable to be demonstrated please provide an ‘explanation in the appropriate Comments section. if standards ae nt relevant please insert NA’‘STANDARD_U-KNOW STUDENTS AND HOW THEY LEARN ND]D ]E ‘Focus area ‘GRADUATE TEACHERS 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual development and characteristics of students and how these may’ development and affect learning characteristics of students 121 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching, 13.1 Students with diverse linguistic, cultural, religious and backgrounds ‘Demonstrate Knowledge of teaching strategies that are responsive tothe learning strengths and needs of students ftom diverse linguistic, cultural, religious and socioeconomic backgrounds Tall Strategies for ‘teaching Aboriginal and Torres Strait Islander students Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students fom ‘Aboriginal and Torres Strait Islander backgrounds. Tl Differentiate teaching to meet the specifi leaning needs of studens across the full range of abilities Demonstras knowledge and understanding of swategies for diflerenilaing teaching to meet the specific learning needs of students across te full range of abilities, 16.1 Strategies to Demonstrat broad knowledge and understanding of legislative requirements support full participation | and teaching strategies that support participation and learning of students am of students with ‘vith esa. disability Comments Tas, 6 a Roary FTTH col Tekaigee Ne hey ny vprvnce, ou t ah vse Ain lenges takes ee (hier r Pe Te STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND Focus area ‘GRADUATE TEACHERS 2.1.1 Content and teaching area Demonstrate knowledge and understanding ofthe concepts, substance and teaching strategies ofthe | structure ofthe content and teaching strategies of the teaching are. 22.1 Content selection snd organisation ‘Organise content into an elective earning and teaching sequence 23.1 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge 1 design learning sequences and lesson plans. 2.4.1 Understand and respect Aboriginal and ‘Tomes Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strat Islander histories, cultures and languages 25.1 Literacy and Know and understand literacy and numeracy teaching Sategies and thelr application in teaching areas, 2.6. Information and Communieation Technology (CT Implement teaching strategies for using ICT to expand curriculum learning ‘opportunities for students, “ Conners hohe ie wid Fad Te eet qeldintp Ui alskety ann Fie le Ingbrudlerel fechniques STANDARD 3: PLAN Professional Prectce | Report ‘Supenvsing Teachers signature: FORA} MENT EFFECTIVE TEACHING AND LEARNING procs Twenge foonigeFocus area ‘GRADUATE TEACHERS: 3.1.1 Esiablish ‘Set learning goals that provide achievable challenges for students oF challenging learning varying abilities and characteristics. goals 3.2.1 Plan, socture and | Dian lesson sequences using knowledge of student learning, content end sequence learning effective teaching strategies. | programs 3.31 Use teaching Thelude a range of teaching strategies = strategies 3.4.1 Select and use Demonstrate knowledge ofa range of resourees, including ICT, that resources engage students in their learning. 351 Use efiectve Demonstrate a range of verbal and non-verbal communication rategies 10 classroom support student engagement. communication 3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluaie improve teaching teaching programs to improve student learning, programs 3.7-1 Engage parents) Deseribe a broad range of strategies for involving parenivearers im the carers in the educative | educative process, process, cor. see Keck fo exten yan arferr. fo the. besh dent as mkt ae ae te en fsovery ao/hes STANDARD 4 '& CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS DIE ASPECT ‘GRADUATE TEACHERS 4.1.1 Support student | Identity strategies to support inclusive student participation and engagement participation in classroom activites. A 42:1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear activities directions 43.1 Manage ‘Demonstrate Knowledge of practical approaches to manage challenging challenging behaviour | behaviour. 44.1 Maintain student | Describe strategies that support udents” wellbeing and safely working safety ‘within school andior system, curiculum and legislative requirement. 45.1 Use ICT safely, | Demonstrate an understanding ofthe relevant issues and the strategies responsibly and ethically | available o suppor the safe, responsible and ethical use of ICT in learning and teaching. i Sheu lol —— > fe capthnve pu ere, i Vo nen ng? Professional Practice | Report Supenising Teacher's signature Semel [A Pea as mney eae a2 oS