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    79 views4 pages

    Prac 1 Report - 6 Weeks

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    © All Rights Reserved
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    ‘WESTERN SYDNEY : UNIVERSITY Professional Practice | Secondary Program Report Pre-senice Teacher's name | MIGAHEL CARMONA ‘Sudent 1D: TSOBOETS Curiculurieaching area | HSC Business Sludes, HSC English | Dales: 070018 - Standard and Siage 5 Commerce — | gora4g 20 days School ‘Sarah Rediern High School Wf placement Tofd ‘SUMMARY COMMENTS by the SUPERVISING TEACHER During his practicum at Sarah Redifem High School, Michael has demonstrated a strong commitment to teeching and leaming and an understanding ofthe role ofa classroom teacher, Over the past 6 weeks, Michael has been responsible for a Year 12 English Standard class, Year 12 Business Studies class and a Stage 5 Commerce cass compised of GAT and mixed abil students Michael nas maintained a professional manner as a member of the school and worked collaboratively wi coleagues to improve student engagement and learning. Micheel has demonstrated @ consistent approach to Improving his ctasstoom practice and designed lesson sequences guided by the achievement of students; by observing classes from diferent curriculum areas as well as teem-teaching, ichael suocessfuly bit @ good rapport with students to dive effective teaching and learning in the classroom, His lessons were well designed and resourced, with a clear curriculum connection and ‘rulile access points to the content, Micahel efecvely used a diverse range of resources, including ICT and difereniaon to engage students in the classroom and cater fo the development needs of ll earners. Michao| interproted and responded to a range of challenging behaviour situations wit confidence and responded well o ensure a safe and stimulating learing environment. Michae! enthusiastically participated in playground duties as wel as a range of incursions, whole school assembles, faculty and staf meetings and professional leaming evenings with NESA delivered at ‘he school Michael continually elects on how to improve his assroom stalegls and practice, as well as student achioverment. Michae' strong commitment to teaching over the last 6 weeks has made ita pleasure to ‘work wth him. Congratulations Michael on the completion of this professional experience. Good luck in al your future endeavours. OVERALL ASSESSMENT Grade: Satisfactory 4 D1 tnsatistactory ‘SATISFACTORY: The Preservice Teacher has passed and mo he expected standard in most of the rlevantalements a cescibed by the NSW Intute of Teachers for this stage of thei professional learring. Where a Pre-senice Teacher’ work i considered cutstanding ‘orwel above average, this judgment should be refleced inthe summary comments. UNSATISFACTORY: The Preservice Teacher has faled this Professional Experience unit and has not demonstrated allfthe relevant laments as described bythe NSW Inslute of Teachers. The Supervising Teacher, Professional Exprience Coordinator and Principal ‘10 the opinion that the Pre-sanice Teacher requires an adlion Professional Experance toate! lo demonstrate sasactory ccompotanca a a graduate teacher. No Preservice Teacher should receive an Unsaistacory grace without being placed At Risk and the Comite of Advice being convened. This grade may be recommended on ONE or mare othe flowing grounds: + Perrmance Deficiencies — Le. alure io extbit crea indicated forthe particular Professional Experience unt + Winarawing rom Professional Exporience~ unless @ Withdrawal Without Penalty is awarded; + NonsAcademic Misconduct Supervising Teacher's Name: Kameel Rattan Sqnatue AC AA~=— Date a/tiz018 Pre-service Teacher's Signatur ze soon Pre-serice Teachers are lo be assessed by Ihe Supervising Teacher agains the relevant Gadute Teacher Standards thal are apical to Professional Exzerience Il 2s ether ND ~ Not demonsveted; 0 — Demonstrated; E- Exceeds exportation. labora onthe Pre: service Teachers professional race inthe Comment sation. I tendarés are rat able tobe demonstrated please provide an ‘explanation in te appropiate Comments section. standards are nt relevant please inset NAV ‘STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN ND[D |E Focus area ‘GRADUATE TEACHERS TLL.I Physical, social | Demonstrate knowledge and understanding of physical, socal and x and intellectual intellectual development and characteristios of students and how these may evelopment and affect learning. characteristics of students 12.1 Understand how | Demonstrate knowledge and understanding of research into how students x students learn learn and the implications for teaching, 73.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the ¥ diverse linguistic, learning srengths and needs of students from diverse linguistic, cultural, ‘cultural, religious and | religious and socioeconomic backgrounds. backgrounds TH Strategies for ‘Demonstrate broad knowledge and understanding ofthe Impact oF culture, x teaching Aboriginal and_| cultural identity and linguistic background on the education of students from ‘Torres Strait Islander] Aboriginal and Torres Strait Islander backgrounds, students 5:1 Diferentiate Demonstrate inowledge and understanding of arategies for differentiating x teaching te meet the | teaching to meet the specific earning needs of students across the full range specific leaming needs | of abilities. of students across the full range of abilities TT Strategies to Demonstrate broad knowledge and understanding of legislative requirements x ‘support full participation | and teaching strategies tha support participation and learning of students of students with with disability. disability Comments Michael was successful in building a strong rapport with students in his classes and used knowledge oftheir skills, talents and interests to design effective learning experiences. Michael used knowledge ofthe students in his classes to differen and scaffold activities to promote student learning outcomes. Michael participated in team teaching of the Stage $ Commerce class which enabled him to focus on a ange of teaching strategies which demonstrated is knowledge and understanding of differentiating the needs ofall the leamers inthe classroom. Michael also taught Year 12 English Standard class and demonstrated an understanding of varied teaching approaches to support both gifted and talented and mixed ability students in the classroom. His classroom activities catered tothe different learning styles of students and allowed him to challenge students in different ways through the content, which led to greater student achievement ‘STANDARD 2; KNOW THE CONTENT AND HOW TO TEACH IT ND |D |= Focus area ‘GRADUATE TEACHERS 2.1.1 Content and ‘Demonstrate Knowledge and understanding of the concepts, substance and x teaching strategies ofthe | structure of the content and teaching strategies ofthe teaching ares. teaching area 2.2.1 Content selection | Organise content into an effective learning and teaching sequence, x and organisation 23.1 Curieulum, Use curricolam, assessment and reporting knowledge to design Teaming x ‘assessment and sequences and lesson plans. seporting, 24.1 Understand and | Demonsivae 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 25.1 Literacy and Know and understand Ieracy and numeracy teaching srategies and their ¥ numeracy strategies | application in teaching areas 26.1 Information and | Implement teaching strategies for using ICT to expand curriculum learning x Communication ‘opportunities for students. Technology (ICT Comments Michael has demonstrated a detailed kaowiedge of the content he was teaching as well as a passion for the teaching of Business Studies and English Michael consistently used a divese range of ICT activities in the a Professional Pract | Roport Supenising Teacher's signature ‘laseroom to engage his sudents and make the content meaningful, Michael's Tessons plans were well organised and showedthe development and demonstration of student learning throughout a lesson, ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING ANDLEARNING [ND ]D |E Focus area ‘GRADUATE TEACHERS. 3.1.1 Esablish ‘Set learning goals that provide achievable ckalienges for Sudents of x challenging earning | varying abilities and characteristics. goals 3.2.1 Plan, structure and Plan lesson sequences using Knowledge of student learning, content and ¥ sequence learning elfective teaching strategies programs 3.3.1 Use teaching Tnelude a range of teaching strategies * strategies 3.4.1 Select and use ‘Demonstrate knowledge of a range of resourees, including ICT, that x resources engage students in their learning. 35. Use efieaive Demonstrate a range of verbal and non-verbal communication strategies © x tlassroom support student engagement. communication 3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate x improve teaching teaching programs to improve student leaning programs 3.7.1 Engage parents) | Deseribea broad range of strategies Tor involving parenilearers inthe x carers inthe educative | educative process process ‘Comments Michael used a range of tcaching and learning strategies to engage students in the classroom: effective ‘questioning, individual work, team-based activites, a5 well as ICT and research-based tasks. Michael worked collaboratively with his supervisor, other colleagues and other pre-service teachers from around the school to lear about and implement teaching activities inthe classroom. Michael often set challenging learning goals and clear expectations for students and hes reflected on this as an effective way to support student growth and minimise challenging behaviour. Although Michael had few opportunites to engage with parentsfcarers, he frequently immersed himself in conversations with colleagues about how to engage parents/carers in the schoo STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND TD] © ENVIRONMENTS ASPECT ‘GRADUATE TEACHERS 4.1.1 Suppor student | Identify strategies to support inclusive student participation and engagement X participation in classroom activities. “42.1 Manage classroom | Demonstrate the eapecily to organise classroom aciivities and provide clear X sctivities directions 43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging x challenging behav behaviour. A.1 Maintain Describe strategies that suppor students” wellbeing and safety working. x safety within schoo! and/or system, curiculum and legislative requirements 51 Use ICT safely, | Demonstrate an understanding of the rlevant sues and the sategies X responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching. Comments Michael strived to improve his classroom management skills consistently, even when presented with challenging and disruptive behaviour from both junior and senior students, Michael was elear in his classroom expectations and the clarity of his instructions, leading to an inelusive and safe learning environment. Micheel managed classroom activities well to avo‘d disruptions and ensured that all students were catered for and were achieving the lesson outcomes. ‘STANDARD LEARNING Focus area [ GRADUATE TEACHERS: .SSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] DY] E Print Pst tReet NT] pa_ Supenising Teachers igatre

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