‘WESTERN SYDNEY UNIVERSITY Professional Practice Il U ‘Secondary Program Report Preservice Teachers name | Brooke Abrahams ‘Sudent: Curiculumiteaching area English Dates: 1415/18-18/06/2018 30 days ‘School Evans Figh School Wof placement | Tof2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER, Brooke is an enthusiastic and motivated teacher who frequently and analytically reflecis on her teaching practice. Throughout her placement, she has sought to understand and develop the learning needs of her students by differentiating content to cater for students with behavioural or leaming difficulties. She has established a positive rapport with her students and developed in her abily fo use her voice and non-verbal communication skills to manage challenging behaviour. She has planned and structured her teaching sequence wel, building from prior knowledge and allowing students to work towards appropriate leaming goals. She has incorporated a variety of engaging and interesting teaching and learning activites into her lessons and reflected on her teaching performance after each lesson, modifying her teaching approach where necessary. Brooke has collaborated with other staff members, effectively completing all the requirements of a teacher. Brooke has a very promising future in teaching and | wish her all the best! | OVERALL ASSESSMENT Grade: OO] Satisfactory Dunsatistactory SATISFACTORY: The Presence Teacher has passed and met the cxpoctod standard in most ofthe relevant elements as sorbed by ‘he NSW Instute of Teachers for this stage oftheir professional leaning. Where a Preservice Teachers work is considered custanding ‘orwell above average, this judgment shoud be relleced inthe summary comers, UNSATSFACTOR: Tn reson Tenchtos is Pale Expect nd set dense ao hee ceieiscs ssl teins Tones Te Src Tener Pesana pons Cres on Pca sv clbo pin fel te Pesan unde eer a ote Peter eseracs bata bean seainn Cintra 9 gos eaeNoPesve Tesh seal nae Unesrany gud fempned Rane Corns ct ae bong covered Ths gos a beecanroaed sn rca ve clog gore «mere Dense ihre en cfes meas tr be preset Pesta Sea ok 1 facie eon iesans pote: ear meres Vesna «Nan cot > Bes Supervising Teacher's Name Amanda Shannon Signature: Date: 9/06/2018 ; 48 / Pre-service Teacher's Signature: Date: 18: 6.1% Pre-service Teachers ae tobe assessed by the Supervising Teacher agains the relevant Graduate Teacher Standards that are applicable to Prolessional Experience Il as ether ND — Not demonstrated; D ~ Damonstatad E~ Exceeds expectatons,Elabeato on the Pre service Teachers prtessionl practic in the Comment secon If Standards ae no able to be demented please provide an explanation inthe appropriate Commants section. if standards are not relevant please insert NA‘STANDARD [KNOW ‘STUDENTS AND HOW THEY LEARN ND]D JE ‘support full participation of students with disability and teaching strategies that support participation and learning of students with disabificy. Focus area ‘GRADUATE TEACHERS 1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and 7 and intellectual intellectual development and characteristics of students and how these may development and affect learning. characteristics of students TZ Understand how | Demonstrate knowledge and understanding of research into bow students 7 students lean Jearn and the implications for teaching, T3.1 Students with ‘Demonstrate knowledge of teaching strategies that are responsive to the 7 diverse linguistic, Jearaing strengths and needs of students from diverse linguistic, cultural, cultural, religious and | religious and socioeconomie backgrounds. ‘backgrounds TAT Strategies for Demonstrate broad knowledge and understanding ofthe impact of eulture, 7 teaching Aboriginal and_| cultural identity and linguistic background on the education of students from Torres Stat Islander | Aboriginal and Torres Strait Islander backgrounds students TS Differentiate ‘Demonstrate knowledge and understanding of strategies for diferentating v teaching to meet the | teaching to meet the specific learning needs of students across the full range specific learning needs | of abilities. (of students aeross the {ull range of abilities 1.61 Strategies to Demonstrate broad knowledge and understanding oF legislative requirements 7 ‘Comments visual cues and providing. ‘opportunities for students Brooke demonstrated an a to consider altemate viewpoints through her guided teaching practices, bility to use a range of teaching strategies to engage students in learning experiences. She built good rapport with students and atfempted many modes for teaching including class discussion, use of ICT, scaffolded examples for writing and group work. She is culturally sensitive and provided the provision of Communication ‘Technology (ICT ‘opportunites for students. STANDARD 2: KNOW THE CONTENT AND HOWTO TEACH IT ND]D [E Focus area ‘GRADUATE TEACHERS 2.1.1 Content and Demonstrate knovledgo and understanding of he concepts, substance and ca teaching strategies ofthe | structure of the content and teaching strategies ofthe teaching arca aching area 72.2.1 Content selection | Organise content into an elfecive learning and teaching sequence. 7 ‘and organisation 2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning b {7 ‘assessment and sequences and lesson plans reporting ‘24.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for v respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. ‘Torres Stat Islander people to promote reconciliation between Indigenous and non- Indigenous Australians 2.5.1 Literaey and ‘Know and understand literacy and numeracy teaching Sirategies and their 7 ‘numeracy strategies | application in teaching areas. as 2.6.1 Information and | Implement teaching strategies Tor using ICT to expand cariculum learning 7 ‘Comments literature Professional Practice | Report Supenising Teacher's signa strategies suggested to her with [Brooke demonstrated her knowledge of English pedagogy and methodology through her teaching ofboth Year 7 in Stage 4 and Year 11 Standard English in Stage 6, She was able to sequence lessons appropriately and implemented al feedback and ihusiasm. She used ICT effectively to enhance the learning of students. Brooke uses authentic leaming experiences o implicitly teach literacy as it emerges from classroom experienees of language and Prossenice Teacher's signature: htidbee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 stents of v challenging leaming _| varying abilities and characteristics. goals 3.2.1 Plan, sructure and | Plan lesson sequences using knowledge of student learning, content and 7 sequence leaming elfective teaching strategies. progr, 33:1 Use teaching Trelade a range of teaching srategies 7 strategies 3.4.1 Select and use Demonstrate knowledge ofa range of resourees, including ICT, that 7 resources engage students in thei leaning, 35 Use effective ‘Demonstrate a range of verbal and non-verbal communication sategies (0 7 classroom, support student engagement. 3.6.1 Evaluate and Demonstrate broad knowledge of srategies that can be used to evaluave v improve teaching teaching programs to improve student lening. programs 3.71 Engage parents’ | Deseribe a broad range of stategies lor involving parenlvearers in the 7 carers in the educative | educative process. process ‘Comments ‘Brooke was able to plan, prepare for, present and reflect on the lessons that she taught, She ensured that she was Familiar withthe material that she was using and consulted elfetively with her supervising teacher with regard to content being elivered, Brooke engaged students in class discussions, and she uses a range of strategies to address the different learning. styles other students. She ensured that students could access the work being covered by presenting itn different modes and by reflecting on best practice before delivering lessons. Brooke always prepared thoroughly for her lessons, particularly ‘when teaching new content. ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE ENVIRONMENTS, ASPECT ‘GRADUATE TEACHERS “4.1.1 Suppor student | Identify strategies to support inclusive student paricpation and engagement 7] participation in classroom activities. 4.2.1 Manage classroom | Demonstrate the capacity to organise classroom aclivites and provide clear 7 activities direstions 43.1 Manage Demonstrate knowledge of practical approaches to manage challenging 7 challenging behaviour _ | behaviour “4A.1 Maintsin — student | Deseribe strategies that support stodents” wellbeing and safety working Y safety ‘within school andor system, curriculum and legislative requirements. 45.1 Use ICT safely, | Demonstrate an understanding of the relevant issues and the strategies v responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching, ‘Comments Brooke ensured that her classroom was a place of learning and she attempted to work with students with a range of abilities individually o achieve the outcomes of lessons. She was fair in her dealings with students and attempied some diseipline strategies including interviews with students at lunch and relocating students in the classroom to maximise their work potential. Brooke did encourage students to participate during the lesson and éid direct her questions to particular students ‘who were net as engaged in order to bring them into the lesson. Professional Practice | Report Abe ‘Supervising Teacher's signature: Pre-servce Teacher’ signature: