Wi Charles Sturt Faculty of Education Un iversity PROFESSIONAL EXPERIENCE REPORT EARLY PLACEMENT Teacher Education StUd6n jannan Gubb Student ID +4572309 (COUrS® Bachelor Outdoor Education EPT Subject eprzay ‘Supervising Teacher(s) Dare Fao Placement Dates yo Mage From 2987 jg 27857 . ‘Wodonga Middle Years Coll Ht rota! Sao at 08 Wide Years Cale - Huon - oo cays 7 ‘Outdoor Edveaion - Year 8 Secondary: Curculumteaching area‘s & years/stages Outdoor Edueato Maths - Year @ Primary: Years/stage/grade To the supervising teacher: This Professional Experience Report will serve as a record of the teacher education student's abilty 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 experience placement. The assessment provided by ‘you will form part of the student's formative assessment fowards 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. AA teacher education student's progress towards achievement of the Standards is to be: 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 rfrance to the Graduate Standards and the Evidence Guide for early ‘professional experience placements in order to identity demonstrated strengths and areas for further development during the placement. (Mia-Placement Review completed (tick) [] (date): ‘No significant concerns have been identitid [7] tick OR Significant concems have been identified and notiied tothe Professional Experience Unit on (cate) ‘Assessment at the Completion of the Placement: 1 descriptors are not able to be demonstrated owing to factors outside the teacher education student's control, please ‘provide an explanation in the appropiate comment section. The overall assessment ofthe placement is Satisfactory or Unsatisfactory.‘The Guide to this professional experience can be accessed online or provided fo you by the teacher education student. It contains Information onthe purpose of his professional experionce placement and how this placement links to other placements in the teacher education student's program. It eso provides information about the expected teaching requirements inthis placement ‘Supendsing teachars should also refer to the Evidence Guide provided botore competing this roport PROFESSIONAL KNOWLEDGE ‘STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN “17 Physical, social ana intoleclual development and characevitcs of students Demonstrate knowledge and understaing of physica, social andintlectual development and characteristics ‘of students and Row hese ay fect earng. 72 Understand how students learn Demonstrate knowledge and understanding of esearch nts how students loam and thsimplicaton for teeching 173 Students with averse ingulsle cultural, religious and socioaconomie backgrounds Domonatrateknowedge of teaching strategies that ae responsive tote leaing engi and needs of students fom diverse ingute,cuturlreigous and socioeconomic backgrounds. 7m [ [ Oo Ta Sra for tenting Aoorgil rd Tore Sal nade tuaeia o [ Oo a [ [ Oo peceita ertacteetacetmestatgetsenes shestmm teats o background onthe eaucaton ef students fem Abengial and Tors Stal lander backgrounds 7 Ditferetiaie teaching to meet the epeciic learning needs of students serosa the fll range of abililes Demonstrate knowledge and understanding of sratogies for siereniatng teaching to meet the specie Olv arring Nees o tdents acon he ful range of aities "TE Strategies to suppor ful participation of student with deabiliy Demonstrate broad kxowledge and understanding of leila requirements and teeching strategies that [ v suppor partpation snd leering of students wrth sabi. ‘Comment on the teacher education student's knowledge of students and how they learn [Creating reatonships and rapport with students has been a strength for Hannah. She was able to gain the respect of students which [cated good learning environments wihin the classroom. Hannan demosiated ditlerentteactang methods to address the diferent |ways students learn ‘STANDARD 2 ~ KNOW THE CONTENT AND HOW TO TEACH IT 21 Content and teaching sirategies ofthe teaching area Demonstrate knowledge acd understanding ofthe concept, substance and srctre ofthe content nd 7 aching sratopes othe teaching area, 22 Content selection and organisation Hine Organise content into an efectve losing and esching sequence 23 Curriculum, assessment and reporting mM Ta Use curicuum, assessment and reporting knowledge to design leering sequences and lesson plan, "2A Understand and reepect Aboriginal and Torre Sta lelander people to promate reconciliation betwoen Inaigenous and noncndigenove Ausiraiane iz Demonstrate brood knowedge of, understanding of ard respect for Aboriginal and Toes Stal Islander histones, cultures and languages. 25 Literacy and numeracy strategies Flr Know and understand iteracy and numeracy teaching stalepies and te application in toaching areas. "ZB Information and Communication Technology (CT) Ol Implement tesching strategies for using ICT to expand cricuum lesming opportunities for stents ‘Comment on the teacher education student's knowledge of content and how to teach it Hannah's knowledge ofthe content has been excellant. She obviously hiad spent time planning lessons and came each day organised to teach,PROFESSIONAL PRACTICE ‘STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING Establich chatlenging learning go Setieaming goals that provide achivable challenges for students of varying abies and charactors. 32 Pian structure and sequence learning programs Plan otson sequences using kronledge of stident leming, content and elective teaching strategies. 33 Use teaching stategles Include a range of teaching strategies. “Select and use resources Demonstrate knowledge ofa range of rexources,inuding IT, that engage students in their leaning, a ‘Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement 36 Evaluate and Improve teaching programe Demonstrate broad krowledge of stages hat con be used to evaluate teaching programs to mere _studentisrring LOO OO |O}s a7 Engage parental carers ln the elueaive process Descrbe broad range af strategies for nvohing parentlcarer inthe educative process ‘Comment on the teache ‘education student's planning and implementing of effective teaching and learning [Hannah used many diferent effective teaching methods. She took on feedback and continued to improve her teaching throughout ‘STANDARD 4- CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS Demonstrate an understanding ofthe relevant sues an the erates avaiable to supper the eae, responsible and ethical ute of ICT in learning and teaching CAG TST TI eripuimeys taste hae dun sacatnandengunnaneneon ie u art Aloe Devameaus cat npwm asso ens ts on tn enero r Al Conran mover pera aetna cag bb Desote smtp nett sti wig nd ste wean ses ens enten. coroum |] ]| EZ oe 75 Daw ey eed sical = ‘Comment on the teacher education student's creating & maintaining supportive & safe learning environments Hannah showed great improvement in her classroom mangagment over the 20 days she has been on placement. She was always keen tor advice and took on any suggestions made.