PROF "Sertn EXP3 Scrolot rreepenence | 2047 UniSA | Education PROFESSIONAL EXPERIENCE 3 FINAL REPORT PRESERVICE TEACHER: | Josh Lowe 1] T7TeI3490 PROGRAM: B.Ed, Primary Middle ‘STE: ‘Primary Years) SITE COORDINATOR: WENTORIS: UNIVERSITY LIAISON? | Brace While ‘YEAR LEVEL (S) TAUGHT: | 6 Teeny (secondary only) DATES OF PLACEWENT: | -SU4/i7 we] teri7 ‘TOTAL DAYS! | 25 PROFESSIONAL EXPERIENCE CONTEXT: South Australia’s frst purpose bail faciily combining care, preschool, junior prim ‘ondary education. Our children and young people belong to smaller more r Years (Years 10 to 12), Adelaide's Northam sut ad 26 5 wide range o 2 indigenous students. aught in one ial need: including three ‘SUMMATIVE COMMENTS BY MENTOR TEACHERS: ‘Josh showed considerable growth, personally and professionally, over the course of hs placement. twas great fo see him grow in ‘confidence as he became increasingly familiar with the school context, the students, and the leaming environment he helped shape. | was impressed by his passion and sense of purpose for teaching and fee! this placement vindicated and consolidated Josh's boliof that he is wel sued to the teaching profession. | also admire hs deliberate intention to practice and serve in schools ike +, where relative cisadvantage presents a range of unique and complex challenges that Josh was fully aware of and reveled in. |lam delighted that Josh hes also volunteered to spend more time at —_in the future, further signifying his commitment to our ‘school community and his career as an educator. pate: 251.) 2017 _SATISFACToRvmommammorony Ha een ‘SUMMATIVE COMMENTS BY SITE COORDINATOR: Tosh has developed a range of pedagogical strategies based on the explicit teaching methodologies adopted by . Josh has engaged with learners from a broad range of backgrounds and abilities, supporting their individual learning needs focusing on ensuring improved achievement for all. Curriculum development and implementation has also been a focus. Josh has interacted well, developing strong professional relationships with staff and students. 2 ae ee eee Sia Coodnstr Spare Bante anchavelsot apse) VERIFICATION BY AUTHORISED UNIVERSITY PERSONNEL: ‘The Mentor Teacher, Site Coordinator and Preservice teacher have been consulted curing the placement and this report documents evidence of the Preservice Teacher's achievement of the Professional Experience objectives. DATE: | 1 2017 saTisracroRYuNsarisracToRY Ursa Fanon! Save (Dante ncn nappa)‘SUMMATIVE COMMENTS BY PRESERVICE TEACHER: ‘Coming Into my third placemont Iwas anxious as Thad not yet had an opportunity to manage a whole class by myself so the idea of running the last two weeks was quite daunting, My lead-in days were mainly spent observing and getting to know the students. Despite having been placed in low SES schools before, was quite different to the previous schools I was placed in and this took some getting used to. For my first full week, Iwas tasked with running the literacy block, I've always considered literacy to be one of my strengths as both a student and as an educator sol was quite confident with the content Iwas teaching. However, teaching my first block did bring a lack of confidence in my behaviour management strategies to my attention. By the sacond week | was running the mathematics block as well. feel that this subject is my weakest areas in the curriculum and while Iwas happy to dive in and give ita go, l found myself struggling with my own misconceptions surrounding mathematics. My mentor had set up a feedback system in google docs where he could send me his observations and | could comment and reflect on my teaching. This was particularly helpful as it allowed me to easily critically reflect on my teaching. As | wrap up my final two weeks of full ime Ifeel Thave Improved several aspects of my teaching and | am feeling far more confident then at the start of my practicum. Despite the challenges | have faced, this experience has only left me feeling more confident that | have chosen the right carec rma Tos Sinate ow IERS AND SITE COORDINATOR! ‘The assessment citera used inthis report are the Australian Professional Standards for Teachers. ‘The Presence Teacher may wish to submit his report with an application for employment. Pease avoid the use of acronyms as student reports are often viewed by interstate and inernabonal employers who are net always familar wih South Australian nomenciatre. ‘The preservice teacher has completed the required the full 25 days of their placement including visit] YES/NO days. MENTOR TEACHER COMMENTS: PROFESSIONAL KNOWLEDGE 1. Know students and how they learn 2. Know the content and how to teach it 1.4. Physical social an intelectual devlepment and charactristes of | 2.1. Content and teaching sratecos of he teaching area ee how dnt 2.2. Content selecton and organisation | dor students learn 2.3 Currevum, sesessment and reporting 13 Sugents win verse ingue cata relsous ans 214 Understand ane respect Aborgal and Torres Svatisander | 14 Stupor xy Ata ond Tere St anr pepo coretaon eee manor anc ren students 2.8 Literacy and numeracy srategies 18 Diflerantiate teaching to meet the speci learning needs of Lieracy and numeracy sates studs arose the ful range of abies Information and C tion Technotogy (CT) 16 Strategies to support full parcipaion of students wih cisabily j amr —| [Atho beginning othe placement, Jos ook tho tie to understand and Kenty students divers loaring o | nets, based oh schoo informatio and dassfom dala. Ho also sed Hi eatin days fo esabish postive | telatlonshis wih stunts that stood him wol Gung is placement tise He then appled ins krowdge and experiance (o his theoratical understanding, 0 produce comprehensive | learning sequences and lesson plans that citferentiated for the cohor’s needs, as he gradually took over, responsibly for the daily and weekly lessons planned. a Josh's lessons were planned in detail, based on Australian Curriculum and required content, and Oo ‘ere dovotomenialysutebe for year the ive and Gass He sougt sporopateresoutee rom 2 range of Sources, relected one facveness and adaptes tem st dng the earing seauence aT OoMENTOR TEACHER COMMENTS: PROFESSIONAL PRACTICE Plan for and imploment effective teaching and learning — | 4, Create and maintain supportive and safe learning 2, Basen ie eo 32 ntsc a ere Sry reyons 4 A conten 32 Geisinetaset 12 pt caer 3 Soccer Se ee eer teow 36 Stich dss onmunaton 12 yong eereeaes 3) Secrecy ata Ui Sah et ow ecly 31 Emden ec een = fan aAGdeHT Eat nsrtad carpio Pra 32 Bepataucr ae 51 Se marns Bb GRRE isonet 32 Sewer eel Nien ont arra Joan st lar gol fr ns andor ng hi lesoe, and tan sated ese wh purest g ‘Mandan hutase ccohne soo ay sokawav te bohareucnaagort sracgos an rolesed Trough on fas on ont bst stent opitat rover ts codons ond eecnenese Siaihe cunedlinepucaten oa then catenin ehours preset, he remind cam an raorl anda general abo fess prota chat whaler eter par oar aes shen eto oe canes a Josh used @ range of orgenisational, teaching and communication strategies to help students achieve the set 5 goal tis aun slrV noth, an aad Muto hoe mel a oon pari ae entra el es trie osvac tw stuors oar secoe ntl or oat manor aT HENTOR TEACHER GOMMENTS! PROFESSIONAL ENGAGEMENT! = or Engage i prslessional ining 1. Engao ralesibnay icles ania iam 64 ety adn oleae ees 11 Re SerEEEY sasandepnsiis 2S ee eect ee eteS pace | F2. SkmnSvott tobe cab an acer maseman 3 EISE nfl tee ce 15 sol lin vapoencres $3. ifadeuioatBantbard eects diet teeing Bee eee a ng rewes not comnts Josh evil andpupoasl exablshed a goo ltoship wth moa his rat, whe PST por rh a eng nace set nesore aug you Ni provers i Dung tn acomant Josh gay had pessoal cenvrstone wih re and cher ht nonr e Za Prades oiroad bo ofetiaroce dHeleoune is ooly to sets, hones ete, a acta sok eonackand unas ons sons wtsevenin | WeaTnt fue share Joan onl Siar Sow ho crgape and Sommuntes warts Stoves wha hoppers in ecco eT Jooh toned ale mods ard hugh and pupocfly patina n Proesona Develoment o dpobtufs twee oalose cute paso Professional Experience Office— University of South Australia, ‘Mawson Lakes Boulevard, Mawson Lakes SA 095 This is # certed copy ofthe original assessment document provided by the sit in which the student was placed forthe professional experiance, it ‘may be used for employment purposes.