3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2018

Student ID
Pre-service Teacher Hannah Fahey 2165543

School Port Broughton Area School

Name: Learning Area: Year Level

Nick Turra Health and Physical 1/2, 7/8 & 9/10
Education
Mentor Teacher(s) Name: Learning Area: Year Level
Jess Bawden Health and Physical 3/4
education

School Co-ordinator Joelene Anderson

Liaison Coordinator
University Kellie Casserly Anna Noble

Teaching Days 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

Port Broughton Area School is a Government school consisting of 146 R-12 students. It is situated in a
small rural seaside town, population approximately 1000. Port Broughton is 48km north of Kadina and
52km south of Port Pirie, two larger regional towns. Port Broughton’s Index of Community Socio-
Educational Advantage (ICSEA) is 974, just below the average of 1000. The school has 71% of its
students in the bottom 50% of the Index compared with the Australian average of 50%. Only 7% of our
students sit in the top quarter. The school has excellent facilities including a gymnasium, TAFE level
hospitality kitchen and diesel workshop, two computer suites, a 1:1 MacBook program from Year 9-12,
a class set of iPads, 3 x 3D printers and green screen facilities, a laser cutter and robotics equipment
along with specialist art and science facilities. The school has a library which is also the community
library.

Class (including children with special needs)

Hannah taught Health and Physical Education to four classes. Year 1/2, Year 3/4, Year 7/8 and Year
9/10. Each class has a significant range of abilities, in particular the 1/2, 3/4 and 9/10 classes.
There are a number of NEP students spread across these four classes.
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 Emerging Graduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I X I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I X I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I X I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I X I .
Complete Novice Emerging Graduate

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

I I X I .
Complete Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Hannah established effective working relationships with staff and students. When she was given
feedback, she responded positively and constructively and incorporated any necessary changes.
Hannah willingly took on extra responsibilities, including the supervision of the SRC R-8 Disco.
Hannah quickly adjusted to the daily life at Port Broughton Area School and I wish her all the very
best.

Name: Joelene Anderson Date: 24/8/2018

University Liaison
Hannah has demonstrated a strong work ethic and passion for teaching as a career. She has
sought out and implemented feedback regarding her lesson planning and actively engaged in
ongoing conversations to improve her teaching practice. Hannah has identified future goals to
focus on as she enters her fourth year of teaching and she has established excellent teaching
resources that she has been able to share with colleagues. I wish Hannah all the best in her
future studies.

Name: Kellie Casserly Date: 3/9/2018

SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: Health and Physical
RE: Hannah Fahey Education

Professional Knowledge
Hannah has been able to demonstrate some understanding of how to support students of varying
physical, social and intellectual levels through appropriate student pairing, task modification, further
one to one explanation and modified questioning. She has shown an understanding of how students
learn through using student’s experiences to support their learning, allowing for deep student
discussion of topics, varying learning activities to catering for student needs and engagement levels.

Hannah’s knowledge of content and use of a variety of teaching strategies was very good. In her Year
7/8 Physical Education class she applied the Sports, Education in Physical Education Program
(SEPEP). She was also able to apply the Game Sense model of teaching by using modified small-
sided games to guide and teach students about the skills, rules and concepts used in basketball. As
part of this model of teaching she used appropriate questioning to draw out student knowledge of
game play. Hannah also applied the Game Sense model of teaching with her Year 1/2 Physical
Education class doing tennis.

Hannah’s programs were well planned and demonstrated effective sequencing of teaching and
learning. She applied the Australian Curriculum Achievement Standards within her programs, clearly
identifying which areas of the Standard she was assessing in her program.

Professional Practice
Hannah successfully established learning goals with her classes, providing achievable challenges for
students of varying abilities. She was quick to identify students not coping and support them through
modification or one to one support. Her planning incorporated effective teaching strategies including
group learning, whole class discussion, interactive activities (requiring movement and physical
engagement in Health lessons), role play, probing questions, explicit instruction and SEPEP to
engage students in a variety of roles within a basketball program including coach, captain,
scorer/timer, media manager and umpire.

Hannah was very good at identifying and selecting resources to enhance her programs. This was
particularly evident in the Sexual Health Information Networking and Education (SHINE) program she
ran with the Year 9/10 class. She was able to find new and relevant videos and group activities that
were not part of the program produced by SHINE but were effective in supporting student learning.

Hannah was calm and relaxed in all her classes and her tone and manner with students was
effective. She modified lessons when required, being quick to adapt to a changing classroom
environment. She implemented strategies that were inclusive of all students and encouraged
participation and engagement. In the SEPEP basketball program this was evident through the
assigning of various roles so that all students played a part in their team and the overall competition,
which occurred, at the end of the program. In the Year 9/10 SHINE program Hannah included a
variety of group activities that promoted respectful communication and interaction between all
students, not just isolated peer groups.

Hannah’s classes started with a clear outline of lesson intentions and she made connections between
concepts and ideas from previous lessons. Her organisation and timing of classroom activities was
effective and well planned.

Hannah practiced a variety of behaviour management processes including applying consequences

for incomplete learning tasks, time out for younger students and one to one conversations outside of
class time to discuss issues that were happening in class. During classes Hannah was conscious of
providing a safe environment for students to learn in was careful not to create awkward or
uncomfortable situations for students during the Year 9/10 SHINE program. During the Year 1/2
Physical Education classes Hannah regularly identified situations that posed risks and made these
clear to the students, discussing how to avoid injury or harming others.

Hannah was able to effectively assess student learning using a variety of strategies including formal
written tasks, role play, exit tickets, drafting, observation notes and probing questions. She kept
reliable and accurate records of student assessment against the Australian Curriculum Achievement
Standards.

Hannah designed a student survey to gather information about how she could develop her teaching
to improve student learning. She consulted the Teaching for Effective Learning (TfEL) Framework
guide and Review Tools handbook to assist her to develop her survey.

Professional Engagement
Hannah has demonstrated an understanding of the Professional Standards for Teachers through self-
reflection and discussion, sitting with me to go through the Standards and identify strengths and
areas for development. This was done twice, once at the beginning of the placement and once at the
end. She was able to produce a Professional Learning Plan as part of her pre service teacher
placement demonstrating the importance to continually develop her practice. Hannah is aware of
multiple sources to improve her practice including the Teaching for Effective Learning Framework,
Australian Council for Health Physical Education and Recreation (ACHPER), mentors and Twitter.

Hannah effectively applied feedback during her placement, demonstrating a willingness to learn and
try new things.

Written by: Nick Turra Date: 24/8/2018

Mentor
Learning Area: Health and PE
RE: Hannah Fahey

Professional Knowledge

Hannah has been able to demonstrate her understanding of planning sequential PE lessons catering
for a range of abilities in a year 3/4 class. She has been able to develop positive relationships with
students to teach a range of small group and whole class games. Hannah has been able to provide
students with a large range of different ball game activities to enhance their basketball skills. She was
able to model and demonstrate the concepts to the class and was able to distinguish when she
needed to provide further clarification to students.

Hannah’s programs were well planned and demonstrated effective sequencing of teaching and
learning. She applied the Australian Curriculum Achievement Standards within her programs, clearly
identifying which areas of the Standard she was assessing in her program.

Professional Practice

Hannah was able to meet with the class teacher and myself to work on groupings of students to
identify the best way to structure her PE lessons. She was then able to apply this to her lessons and
set her PE lessons up based on the needs of the students. Hannah was able to identify students
within the class that required extra support and required explicit skill instruction and targeted them
throughout her lessons. She could identify if her lesson required adjustments and was able to gain
the attention of the class when delivering instructions.

Hannah was able to clearly introduce new games and the intentions of the learning. She used a
range of questioning strategies with students at the beginning of the lesson and then during the
lesson would ask the students to reflect on the strategies of the game. Hannah was able to engage
the students in the games and provide them with opportunities to share their strategies of the games.

Hannah used a range of behaviour consequences that she would apply to students to ensure they
knew the boundaries and how to be safe in the PE environment. She was able to use consequences
with individuals at times, and allow the other students to be actively involved in the lesson. Hannah
was able to identify any risks to students and address them with the class.

Professional Engagement

Hannah was able to reflect upon her own teaching practice and evaluate her PE lessons and make
relevant adjustments. She was able to ask questions and has a clear understanding of the
Professional Standards for Teachers through self-reflection and discussion. Hannah was able to
identify areas of improvement and always looked for ways to improve her teaching practices.

Written by: Jess Bawden Date: 24/8/2018

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

In our opinion Hannah Fahey

(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