WESTERN SYDNEY | ‘NIVERSITY Professional Practice | U Secondary Program Report Pre-senvce Teachers name | Jinane Joma ‘Student: 18369505, Curioalumiteaching area | Mathematics Dates 30 days School Erskine Park High School NF ofpiacement | 1 of2 SUMMARY COMMENTS by the SUPERVISING TEACHER Jinane is a skilled, passionate, and highly professional pre-service teacher wo has demonstrated a rapid growth in her ablity as an educator. She is reflective of her teaching practices as demonstrate by her willingness to seek feedback. Jinane always respond positively to feedback and unfailingly makes constructive changes to benefit the teaching and leaming of her students. She is wiling to | explore a variety of teaching methods and will ty different approaches to suit the needs of the class inane is highly organised and always prepares extensively for her lessons. | Jinane shows genuine care and concem for the well-being of her students, She actively engages in Conversation with staff regarding the well-being of a student that she identifies as struggling in the | classroom, Jinane uses this information and make necessary adjustments to her teaching and io | meet the needs of those students. Jinane's ability for student discipline and dlassroom management has also seen a significant increase throughout her placement. She has become much more | confident inthis area after listening to advice on management strategies. To conclude, Jinane is an exceptional teacher who will continue to be successful OVERALL ASSESSMENT Grade: 1 satistactory D1 unsatistactory ‘SATISFACTORY: The Pre service Teacher has passed and met the expectd standard in most ofthe relevant elements zs described by ‘he NSW Institute of Teachers fortis stage of ter professional leamna. Where a Pre-sevce Teacher's work is considered outstanding ‘orwel above average, this judgment shoul be refeced inthe summary comments. UNSATISFACTORY: The Pre-sence Teacher has failed his Professional Experience unit and has not demonstrated al ofthe relevant clements as described bythe NSW Insitute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ‘9 of he pinion that the Pe-savice Teacher reqies an addon Professional Exerience to attempt to demonstrate salsfacory competence 2s a graduate teacher No Pre-service Teacher shoul receive an Unsatisfactory grade without being placed At Rsk andthe Committee of Advice being convened. This grade may be recommended on ONE or more ofthe folowing grounds: + Ferformence Defciencles |e fale to exhibit ctr inaicated fr the particular Pefessional Experience unt + Wirawing rom Professional Experience ~unlass a Withdrawal Wiiout Penalty is awarded; + Non-Academic Misconduct Supervising Teacher's Name 4OWKL// YA//G Signature: Zé Z = Date: (Mi 5 Pre-servce Teachers Signature: _Z LEZ Date: 12 //1e Fra-sarvios Teachers are tobo assessed by the Super Teacher agains! he relevant Graduate Teacher Sanda ta are applicatie. ‘o Professional Experience Il a ether ND ~ Not emansrated;D ~ Demonstrated: E ~ Exceeds expeciaons Elaborate onthe Pre ‘servige Teacher's professional practice inthe Comment secton. If Standards ae nat abe tobe demonstrated please provide an ‘explanation i the appropiate Comments secon standards are not evant please inset NA’STANDARD_EKNOW STUDENTS AND HOW THEY LEARN XDD Focus area, GRADUATE TEACHERS 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual evelopment and characteristics of students and how these may development and affect leeming characteristics OF students 12.1 Understand how — | Demonstrate knowledge and understanding of research into how students students learn learn and the implications for tesching. 13.1 Students with ‘Demonstrate Knowledge of teaching srategies that are responsive wo the diverse linguistic, learning strengths and needs of students from diverse linguistic, cultural, cultural, religious and | religious and socioeconomic backgrounds backgrounds TAT Strategies for Demonstrate broad knowledge and understanding of the impact of culture, cé teaching Aboriginal and | cultural identity and linguistic background on the education of students from ‘Tomes Stat Islander | Aboriginal and Torres Strait Islander backgrounds. students 15:1 Differentiate Demonstrate Knowledge and understanding of strategies for diferentating teaching to meet the | teaching to meet the specific eaming needs of students across the full range specific learning needs | of abilities (of students across the {ull range of abilities 6:1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements support ful participation | and teaching strategies that support participation and leaming of students of students with with disability. Sisabilisy ‘Comments ‘inane shows genuine concer for her students and will explore multiple strategies to support their learning needs. ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACHIT ND] D Focus area GRADUATE TEACHERS 721-1 Content a Demonstrate knowledge and understanding ofthe concepts, substance and teaching strategies of the | structure of the content and teaching strategies ofthe teaching area teaching area 2.2.1 Content selection | Organise content into an cHoaive leaming and teaching sequence, ‘and organisation 23.1 Curriculum, ‘Use curriculum, assessment and reporting knowledge to design Tearing 7 assessment and sequences and lesson plans, reporting 72.4.1 Unierstand and | Demonstrate broad knowledge of understanding of and respeat for 7 respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages Torres Stat stander | people to promote reconciliation between Indigenous and nos- Indigenous Australians 2.5.1 Literacy and ‘Know and understand literacy and numeracy teaching strategies and their 7 ‘umeracy strategies _|_ application in teaching areas. 2.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum Teaming Communication ‘opportunites for students, ‘Technology (CT. ‘Comments Jinane is well-informed of the content in her teaching area and uses multiple strategies to deliver itt the students retest atPigs econ sequences using Knowledge of stadent learning, content and | Be effective teaching strategies | Tnclude a range of teaching Sraregies 7 BAI Select and use ‘Demonstrate Knowledge ofa range of resoarees,inchiding ICT, that 7 resources ‘engage students in thir learning, 351 Use effective ‘Demonstrate a range of verbal and non-verbal communication strategies to 7 classroom ‘support student engagement. |_communication 3.611 Evaluate and Demonstrate broad knowledge of stratogis thai Gan be used to evaluate 7 improve teaching teaching programs to improve student learning, programs 3.7.1 Engage parents) | Deseribe a broad range of strategies for involving parents/arers inthe 7 ‘carers in the edueative | educative process. process ‘Comments inane prepares extensively for her lessons and utilises multiple resources whenever possible. She utilises a range of differen resourees in the classroom, including ICT. ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE ENVIRONMENTS, ASPECT ‘GRADUATE TEACHERS 4.1.1 Support student | Identify strategies to support inclusive student participation and engagement v participation in classroom activities. 4.2.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear “ activities directions 43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging 7 challenging behavior __| behaviou. “4.1 Maintain student | Deseribe strategies that support students” wellbeing and safety working sey, within schoo! ardor system, curicolum and legislative requirements. TET Use TCT sally, | Demonstrate an understanding of the relevant issues and the svalegies v responsibly and ethically | available o support the safe esponsible and etical use of ICT in learning and teaching. Comments Jinane shows genuine care and concem for students. She actively seeks information such as PLP and IEP (Personalised Leaming Pathways and Individualised Education Program) to further inform her of her teaching. She makes necessary changes tothe classroom to meet the learning needs of her students. eee ; ; Soma essa flO LG) tmnt ants, LE