WESTERN SYDNEY UNIVERSITY Professional Practice Il U Secondary Program Report Pre-service Teachers name [Amy -wgere SimPSonl StudentO: 19 975780 ‘Curriculum/eaching area History bats - oahu 6 sodays School Macavttou Anglican Sireol [Sparen | ZO7 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Over the past three weeks Ami-Marie Simpson has been teaching a range of mixed ability History classes from years 8 to 10 at Macarthur Anglican School. During her practicum she has taught the Mandatory History Course for stage 5 on the topics “The Industrial Revolution” and ‘Changing Rights and Freedoms’. In stage 4 she has delivered content on ‘The Vikings’. Ami-Marie has demonstrated a sound knowledge ofthe relevant NESA syllabus documents and professional teaching standards. Ami-Marie is always professionally presented and mannered and she has established a good rapport with both students and staff alike. She speaks clearly and confidently to students and explains instructions with clarity. She is always well prepared for her lessons and submits her plans well in advance and they meet appropriate syllabus outcomes. ‘The teaching resources she produces are of a professional standard and reflect her thorough and diligent work ethic. Ami-Marie employs @ variety of teaching strategies that cater for a diverse range of student needs and abilities. She uses the quality teacher framework that is consistent with academic theory and best practice. She incorporates an appropriate use of ICT and enquiry based tasks to facilitate student learning. She uses a differentiated questioning techniques to encourage critical and creative thinking. The tasks put forward to the students in her classes are both meaningful and challenging. She encourages good learning habits in the classroom and gets students to reflect on their learning, Her lessons are well sequenced and paced and there is always a trong correlation to the previous lesson. Ami-Marie creates a positive leaming environment and she encourages student discussion and participation in her lessons. She has shown to be adaptable and flexible in her lesson delivery to foster student inquiry and promotes deeper understanding, ‘Ami-Marie is proactive in her classroom management and deals with discipline matters efficiently and fairly She enforces classroom rules and expectations and encourages respect for staffand students. ‘As a reflective practitioner Ami-Marie listens to feedback and applies it to her pedagogy the next lesson. She hhas sought to get involved in the broader life ofthe faculty by participating in pilot-marking, assessment writing and developing marking criteria. She has participated in completing playground duties and helping out with volleyball OVERALL ASSESSMENT Grade: El satisfactory unsatisfactory SATISFACTORY: The Pre-senice Teacher as passed and me the expected standard in mast ofthe relevant elements as described by the NSW Institue of Teachers for his stage oftheir professional learning, Where a Preservice Teacher's work is considered oustanding ‘or well above average, this judgment shouldbe reflected inthe summary comments UNSATISFACTORY: The Preservice Teacher has failed this Proessional Experience unit and has not demonstrated al ofthe relevant cements as described by the NSW Intute of Teachers. The Superising Teacher, Professional Experience Coordinator and Principal ‘are of the opinion thatthe Pre sence Teacher requires an ation Professional Experience to atiempt to demonstrate satisfactory competence as 2 graduate teacher. No Pe-senice Teacher should receive an Unsalsfacory grade without beng placed At Rsk andthe Commitee of Advice being convened. This grade may be recommended on ONE of mate o the flloing grounds: + Performance Deficiencies ~ i. failure to exhibit etera indicated forthe paculr Professional Experence unt + Withdrawing fom Professional Experience ~ unless a Withdrawal Without Penalty is awarded, + Nor Academic Misconduct. Supervising Teacher's Name Frm Clarke signature vate: 09/1) 2018 Pre-service Teacher's Signature: _ CAE Date: 09/11/)8Preservice Teachers ae tobe assessed by the Supervising Teacher agaist the relevant Graduate Teacher Standards tat are applicable to Professional Experience il 2s either ND ~ Not demonstrated; D~ Demonstrate; E ~ Exceeds expectations. Elaborate onthe Pre- ‘service Teacher's professional practice in the Comment section. I Standards are notable to be demonstrated please provide an explanation inthe appropiate Comments section. If standards are not relevant please insert NA’. STANDARD “EKNOW STUDENTS AND HOW THEY LEARN, ND]D TE Foces aren ‘GRADUATE TEACHERS Tri Pips, soda —] Demonstrate owledge and undead oT psa, so and and intelectual inlet development and characterises of tens and how hee may J developmentand | aflectleaming, characteris of stants THT Undead how —] Demonstrate nawTedas and undoatanng of scars it Fow Soden 7 stadt ean learn and the implications fr teaching TE. Sinden wth] Demonstrate knoe acing sree Wa ae pone we diverselinguisc, | Jering strengths and needs of sures fom diverse linguist, cata, cultural, religious and | religious and socioeconomic backgrounds v Backgrounds TAT Strategies Tor ‘and understanding of the rapact of culture, teaching Aboriginal and_| cultural identity and linguistic background on the education of students from Toves Sta sander | Aboriginal and eres Sat lander bckgounds students WA ST Diseaats —— Demons Know an unandng of aogis Tr STEMS tcachingtomest ne __| teaching to met he pci leaning ends stars ats th fl age srecicicarng msds | oT abs, aude soves the J full range of abilities TET SRS ——] Benoni Road TS aa RITE oT ATS OTTO pp fllparipaon | an eachng usin upp parcpaton sn amino sent orate th | Si ety disability NA To 4 wwe wo Aowiginal av Terres Strait [slander stustects L Tart wen sults Tg Aisabilty, STANDARD 2: KNOW THE CONTENT AND HOW TO TEACHIT NDE Focus area ‘GRADUATE TEACHERS 2.1 Content and Demonstrate Know ledge axl understanding of the coneepis, substance and teaching strategies ofthe | structure of the content and teaching strategies ofthe teaching area, v TE Content sleSTon | Orne cone a Gnesi and ang SOI 7 ind oyanisaon EE Curanom | Use cae, ess an TOT KOSTA assessment and sequences and lesson plans v 21 Undead and —| Demonia al toed o andes Tanda Tor reopen Abriginl and | Abort an Tate St slander iors clues and gages Tone Sat Mander / people wo promote reconciliation between Indigenous and non- Indigenous Australians EL roy and] Rw apd oaand Tay ond MU y TTY STO ONT 7 6:1 efomaton and] npn aching tatges Tov ng TCT Wo Span cau aE Communicator opportunities for sent v Seat CT Comments Prtessonl Pace iReport ‘Supervising Teacher's signature.‘STANDARD 3: FLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND Focus area ‘GRADUATE TEACHERS 3.11 Esabish Set learing goals tht provide achievable challenges Tor sens oF challenging leaning | varying abilities and characerisos. J goals 3.2.1 Pan, auctare and | Plan Tesson sequences sing Kno wedge of Nude Tearing, conten and sequence learning effective teaching strategies v programs 333.1 Use aching TpoTade a range oF eacing sates 7 strategies 3.4.1 Seles and se | Demonsiratefaow edge ofa range of sources, Tneluding ICT, thar resources engage students in thet leaming v TS Uealioave Demonstrate a range of verbal and non-verbal communication Sraiegies classroom suppor student engagement. v communication 3.6.1 Evaluate and Demonstrate broad nowedgeof sates that can be wsedTo evaluaie improve teaching teaching programs o improve student earning. programs 47.1 Engage pareow | Describe bod range of sategies Tor volving paventTeares nthe carers inthe educative | eduative process. a process ‘Comments ‘STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING DTD ENVIRONMENTS ASPECT ‘GRADUATE TEACITERS 1.1 Soppor student] Wentfy strategies to support incisive et paricipaion and engagement 7 participation in lasroom activities, 412.1 Manage classroom ] Demonstrate the capacity to organise Gasaroom aavies and provide Clear 7 astiviies directions 43.1 Manage Demonsrate knowledge of practical approaches 1 manage callenging 7 challenging behaviour _ | behaviow. “EA.1 Maintain —stadant] Describe strategies tat support sodas” wellbeing and salay working salay within schoo andor system, curriculum and legislative requirements, v TST Use TCT salty. | Demonstrate an understanding ofthe veevant sues andthe satgies responsibly and ethealy | available to support the safe responsible and ethical use of ICT in learning v and caching ‘Comments Professional Practice Il Report * Supenising Teacher's signature... Pre-sorvice Teacher's signature