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Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name RIMA ALi Studetn Id 17789022


Curriculum/teaching area English Nº of days 30 Days
School John edmonson High scool Nº of placement 1 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER


Through out the practicum, Rima has faced many challenges such as learning many new texts in a short period
of time and developing her own pedagogy to deliver these texts. Rima did a good job of absorbing content
knowledge quickly and tailoring lesson objectives to meet curriculum outcomes.

Rima has demonstrated the ability to develop creative and engaging lesson plans that address learning
outcomes and goals. She also demonstrated skills in tailoring lessons to different learner needs and adapting her
teaching style in class to engage students with different abilities and learning styles.

One area in which Rima could improve, is on her lesson sequencing. Rima could provide more structure to the
tasks in the lesson and provide more explicit instructions to students. This will ensure students are supported in
the learning sequence. More explicit instructions may also assist students to follow the lesson and understand
what is expected of them, thus minimising room for student interpretation.

Rima’s confidence grew over the practicum in reference to classroom discipline and behaviour management.
Rima tried different methods of re-engagement and discipline in her lessons. Rima’s commitment to improving
her behaviour management strategies resulted in the development of her own unique behaviour management
strategies.

Through observations of Rima’s lessons and evaluation of her lesson plans, it is clear that she is passionate
about teaching and promoting a positive learning experience for the students. Over all Rima demonstrated
commitment to her practicum and determination to improve and develop her skills.

OVERALL ASSESSMENT

Grade:  Satisfactory  Unsatisfactory


SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name ____________________Signature: ____________________Date: ______

Pre-service Teacher’s Signature: _____________________________________________Date: ______


Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.

STANDARD 1: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

1.2.1 Understand how Demonstrate knowledge and understanding of research into how students
students learn learn and the implications for teaching. *
1.3.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the
diverse linguistic, learning strengths and needs of students from diverse linguistic, cultural, *
cultural, religious and religious and socioeconomic backgrounds.
socioeconomic
backgrounds

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education of students from *
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating


teaching to meet the teaching to meet the specific learning needs of students across the full range *
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements


support full participation and teaching strategies that support participation and learning of students *
of students with with disability.
disability

Comments
Over the practicum Rima has deveopled a growing awareness for the learning needs of the students. This was demonstrated
in her lessons and delivery for the 8C support class, where she taoilored worksheets and tasks to indivuadual students needs.
She planned lessons that suited the abilities and demands of the support class students.

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 of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area. *
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation *
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to 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
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas. *
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students. *
Technology (ICT
Comments

Professional Practice II Report 2


Supervising Teacher’s signature: ………………………………… Pre-service Teacher’s signature:……………………………………..
Rima strived to enhance her knowledge of the texts in the short time she had to read and absorb them. Rima’s ability to
sequence lessons and tailor content to the obejctives of the lessons improved consistently over the practicum. Furthermore,
in teaching the year 7 and 8 classes, Rima demonstrated her sound knowledge of visual literacy.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E


Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning 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 Include a range of teaching strategies
strategies *
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning. *
3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement. *
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning. *
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process. *
process
Comments
Over the practicum Rima became more confident with her teaching pedagogy and teaching strageies. Rima incorporated a
range of verbal and visual teaching strategies. She included the “do now” activities to help focus and settle students at the
beginning of the class. This activity also helped prepare them for the learning sequence.
Rima also demonstrated her skills in managing and setting up group work tasks juring her lesson with 7r.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E


ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support
participation
student Identify strategies to support inclusive student participation and engagement
in classroom activities. *
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions *
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour behaviour. *
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements. *
4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning *
and teaching.

Comments
Rima’s confidence in reference to controlling and managing the class developed consistently through the practicum. She
attempted a variety of behaviour management strategies and then adopted the ones that worked best more frequently.
Rima also domonstrated her presence in the classroom by walking around and engaging with students one on one when
required to maintain classrrom discipline and order.

Professional Practice II Report 3


Supervising Teacher’s signature: ………………………………… Pre-service Teacher’s signature:……………………………………..
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student *
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning. *
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning. *
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice *
5.5 Report on Demonstrate understanding of a range of strategies for reporting to students
student and parents/carers and the purpose of keeping accurate and reliable records of *
achievement student achievement.

Comments
Rima responded well to feedback and demonstrated effort in applying the feedback she had received for her next class.
Rima enhanced and improved her questioning skills over the practicum, demonstrating her ability to question and extract
knowlegde from the students juring the lesson and activate a highter order thinking learning style.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E


Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs. *
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers. *
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices. *
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning. *
student learning
Comments

Rima has a sound understanding of the proffesional standards and expections of teachers. She maintained a professional
manner both in her behaviour and in her professional appearance .

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E


PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS

Professional Practice II Report 4


Supervising Teacher’s signature: ………………………………… Pre-service Teacher’s signature:……………………………………..
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession. *
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage. *
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers. *
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers’ professional knowledge and *
networks and broader practice.
communities
Comments
Rima conducted herself in a professional manner, she made an effort to engage in professional diolgue with other teachers.
In addition, Rima also demonstrated professionalism and sensitivlty when engaging with students with special needs or
learning difficulties ensuring she supported their learning journey.

Professional Practice II Report 5


Supervising Teacher’s signature: ………………………………… Pre-service Teacher’s signature:……………………………………..