3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2018

Student ID
Pre-service Teacher Molly Jane Hunter 2166154

School Victor Harbor High School

Name: Learning Area: Year Level
Ashley Foote Maths 8/9
Mentor Teacher(s)
Name: Learning Area: Year Level
Jude Boyle Maths 10

School Co-ordinator Travis Roach

Liaison Coordinator
University Liz Rosevear Anna Noble

Teaching Days 5 introductory days + 20 day block: 25 days

CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.
School

The Department for Education (DfE) is entrusted by the South Australian community to work together
with young people and their families to lead and deliver high quality public education and care.

DfE is a diverse organisation made up of local school, preschool and care communities that are open
to all. Schools respect the local ethos, culture, history, vision and values within their own distinct
community, providing all student the opportunity to excel.

The school context is defined by the Governing/School Council constitution, the School Context
Statement, Site Improvement Plan, Annual Reports and other planning documentation. The School
Context Statement and other general information about the school is available on the school’s website.
www.vhhs.sa.edu.au/

Statistics Relevant to Pre Service Teacher

Index of Disadvantage 4
Total Student Enrolment 724
Total Teaching Staff 55 (including 19 leaders)

Class (including children with special needs)

Molly was in 3 different classes. The Year 8 Maths class included 2 students with ASD. The Year 9
Maths class included 1 student with ASD. All three classes had a very wide range of abilities.
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Please place an ‘X’ at the point along each continuum that best represents the development of the pre-service teacher
towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I x I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I x I .
Complete Novice EmergingGraduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I x I .
Complete Novice EmergingGraduate

Standard 4 Create and maintain supportive and safe learning environments

I I x I .
Complete Novice EmergingGraduate

Standard 5 Assess, provide feedback and report on student learning

I I x I .
Complete Novice EmergingGraduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I x I .
Complete Novice EmergingGraduate

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I x I .
Complete Novice EmergingGraduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Congratulations on your successful placement Molly. Your mentor’s spoke highly of your practice,
growth and willingness to improve. At a school level you immersed yourself in the community
noting the value and power of this type of presence. Attending excursions, after hours quiz nights
and off-site campuses demonstrates a strong commitment to teaching and learning at all levels.
All the best with coming placements and securing work.

Name: Travis Roach Date: 28/08/2018

University Liaison

Molly completed a very pleasing teaching block at Victor Harbor High School. Both observed
lessons were extremely well organized and Molly produced detailed lesson plans. These both
included strategies to be incorporated to cater for students with diverse learning needs &
behaviour management strategies were also included.

The lessons began effectively with Molly engaging the students quickly and reflecting on the
previous lesson. It was obvious that she knew the students well and Molly maintained a calm and
friendly approach at all times. It was very apparent that she was respected by the students and
they enjoyed the lessons. Her relaxed but professional manner encouraged students to generally
work hard. Molly effectively moved around the classroom giving individual feedback and support to
all students during the lessons.

Each lesson included a variety of activities to keep the students engaged and focused while at the
same time ensuring that the intended outcomes for the lessons were achieved. The lessons were
well sequenced and scaffolded and Molly included some effective questioning techniques that
attempted to engage all students and challenge them. This was incorporated effectively.

Overall Molly managed the students’ behavior quite well, despite having a few challenging
students in the class. She appeared to be very aware of the various learning abilities of the
students but at times some students needed to be more engaged and focused. This is an area
where Molly can continue to develop further strategies, aiming to ensure that all students are
working at their ability and remain attentive during lessons.

In her Interim Report and PLP Molly made perceptive comments and she acknowledged her
strengths as well as areas within the Professional Standards that she understands will require
further developing. Molly was enthusiastic and hard working and she deserves to do well.

Name: Liz Rosevear Date: 14/09/2018

SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area:
RE: Molly Hunter Maths/Science

Professional Knowledge
Molly has demonstrated a sound understanding of the Australian Curriculum: Maths and Science at
Year 8/9 standard. She was responsive to students in her teaching. She spent time with a couple of
disengaged Year 8’s and realised they had a passion for motocross so in subsequent weeks planned
problem solving questions for them based around this. Molly also demonstrated her ability to
introduce content sequentially. By understanding what developmentally came before and after the
content we were studying, she able to be responsive to student’s needs.

Professional Practice
Molly demonstrated good understanding of the teaching and learning sequence. She was able to
differentiate her teaching to allow for the diverse range of needs in the class. After each lesson we
would reflect on her practice and she would have some good ideas for ways that she could improve
each area we looked at. Across her practicum I saw these suggestions being implemented.

One area to develop would be her presence in the class. As Molly is quietly spoken she does have
the ability to be spoken over the top of by Middle School students. She did go some way to
developing this by starting to use signals (such as hand in the air, and counting to 5). I think this was
to be expected though as this was her first placement, she certainly wasn’t shy in the class, just quiet.

Professional Engagement
Molly has engaged with the school and community well. She has gone out of her way to undertake a
number of experience (including but not limited to working in FLO and Special Education Sub-School.

During her placement, Molly went above and beyond and genuinely helped out. We hosted the Maths
Associations Annual Quiz night at our sight and she offered to come along and support the night out
of hours. Another example of Molly going above and beyond was her joining my Year 9 Science class
as a co-teacher. Whilst this ‘over-loaded’ her in terms of university expectations, she willingly gave up
her time to get a broader depth of experience from her placement.

Written by: Ashley Foote Date: 26/8/2018

 SUMMARY ASSESSMENT(To be agreed by the School Coordinator and the University Liaison)

In our opinion Molly Jane HUNTER

(Please click on appropriate box below)

☒has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service
teachers and is ready to progress to the final professional experience.

☐has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service
teachers and is not ready to undertake the final professional experience.

NOTES FOR COMPLETING THIS REPORT

The pre-service teacher may wish to submit this report with an application for employment. Please avoid the use of
acronyms as student reports are often viewed by interstate and international employers who are not always familiar
with South Australian nomenclature.

Please keep an electronic copy of this report and submit the report to the University Liaison.
Please DO NOT give a copy of this to the student as the report needs to be certified by the University.

Please submit the completed report within 2 weeks of completion of Professional Experience placement.

If this is not possible then please email it directly to: mssprofexp@flinders.edu.au