WESTERN SYDNEY UNIVERSITY Professional Practice Il U Secondary Program Report | Pre-service Teachers name | Zachary Harris ‘Student 1D: 17978675 | Curriculumfteaching area English Dates: 89/18/1178 | 30 days | School Greystanes High School N° of placement | 2of2 | SUMMARY COMMENTS by the SUPERVISING TEACHER Zachary is an enthusiastic, well-prepared and professional pre-service teacher. During the practicum he taught a range of mixed ability classes including Year 8, 9 and 10. He was eager to observe other lessons and reflect on the practice of other teachers in KLA’s such as Science, History and TAS. Zachary was quick to establish rapport with students and it was clear that he had a calm, comfortable and confident manner in the classroom. He continually reflected upon his practice, and was able to articulate ways in which he could modify and improve his teaching methods. Zachary was competent in the use of ICT in the classroom and was innovative in the creation of class tasks and activities. Zachary | was able to manage behaviour and was quick to settle and re-focus any students who were off task. Zachary is a competent pre-service teacher and | wish him the best in his academic future and his career in teaching. OVERALL ASSESSMENT Grade: “ Satisfactory oO Unsatisfactory ‘SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in mest ofthe relevant elements as described by the NSW Institute of Teachers for this stage oftheir professional leaming, Where a Pre-Service Teacher's work is considered outstanding ‘or well above average, this judgment should be reflected in the summary comments. UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and fas not demonstrated all ofthe relevant elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ate ofthe opinion thatthe Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory competence 2s a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds: + Performance Deficiencies — i.e. fallure to exhibit citeria indicated for the particular Professional Experience unit + Withdrawing from Professional Experience — unless a Withdrawal Without Penalty is awarded; + Non-Academic Misconduct. Supervising Teacher's Name Talise Mills Signature: Ht Date: (// [4 Pre-service Teacher's Sinatne: date: _///? Pre-service Teachers are tobe assessed by the Supervising Teacher against the relevant Graduete Teacher Standards that are applicable to Professional Experience lll as ether ND ~ Not demonstrated: D - Demonstrated; E - Exceeds expectations. Elaborate on the Pre- service Teacher's professional practice in the Comment section. i Standards are nat abe tobe demonstrated please provide an ‘explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA\STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN ND] D [E Focus area | GRADUATE TEACHERS 1.1.1 Physical, social [ Demonstrate knowledge and understanding of physical, socal and | and intellectual intellectual development and characteristies of students and how these may development and alfect learn v characteristies of students 1.2.1 Understand how | ‘Demonstrate knowledge and understanding of research into how students 7 students learn lear and the implications for teaching 13.1 Students with Demonsirate knowledge of teaching srategies that are responsive to the learning strengths and needs of students from diverse linguistic. cultural, | cultural, religious and religious and socioeconomic backgrounds. 7 socioeconom | backgrounds TAI Strategies for Demonstrate broad knowledge and understanding ofthe Impact of culture, teaching Aboriginal and | cultural identity and linguistic background on the education of students from ‘Torres Strait Islander | Aboriginal and Torres Strat Islander backgrounds. Rd students 1.3.1 Differentiate Demonstrate knowledge and understanding oF strategies for differentiating | teaching to meet the | teaching to meet the specific learning needs of students across the full range | specific learning needs | of abilities wy of students across the | full range of abilities 1.6.1 Sirategies to Demonstrate broad knowledge and understanding of legislative requirements Suppor fall participation | and teaching strategies that support participation and learning of students 7) of students with | with disability disability | ‘Comments Zachary was quick to establish a rapport with students and engaged with all students in a positive, respectfil and | considerate way. He demonstrated his knowledge and understansling of the physical, social and intellectual development of students and the characteristics of students. Zachary devised seating plans, carefully chose student partners and groups and modified his delivery of instruction and content depending on student needs, He made adjustments to class tasks to suit the needs of students with varying abilities and interests, such as the developmemt of resources including scaffolds and ‘modelled responses. Zachary is aware of the specific needs of students and considered student backgrounds before selecting texts and activities to include in his lessons, STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND[D [E Focus area ‘GRADUATE TEACHERS 2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and oy teaching strategies of the | structure of the content and teaching strategies of the teaching area teaching arca 2.2.1 Content selection | “Organise content into an effective learning and teaching Seque and organisation 2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge fo design Teaming: Wi assessment and ‘sequences and lesson plans, | reporting 2.4.1 Understand and | Demonstrate broad knowledge ol, understanding oF and respect for | respect Abril and_ | Aborzinal and Tres tat sender hires clues a anes Toes Si nse eee reconciliation between v fipnoeaeea | inigstousAustlans 2.3.1 Literacy and Know and understand literacy and numeracy teaching Sirategies and their 7 ‘numeracy strategies | application in teaching areas. 2.6.1 information and” [Implement teaching strategies for using ICT to expand curriculum Teaming | | y/ Communication ‘opportunities for students. | Technology (ICT Comments Zachary completed programs that reflected a strong knowledge of the curriculum and centered around the development of literaey skills, He planned well resourced lessons that were designed to engage students and develop their knowledge and understanding of the key concepts in the English course. Zachary used ICT effectively and presented comtent rich | multimedia texts in his fessons as a way to engage 214 century learners. He carefully planned and sequenced his lessons 10 ensure for continuity and to provide a logical learning narrative that students could understand and follow. STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING | ND] D | E Focus area [GRADUATE TEACHERS Professional Practice | Report ae ‘Supervising Teacher's signature: Pecans Siedlias Weill3.1.1 Establish Set learning goals that provide achievable challenges for students of challenging learning varying abilities and characteristic: af als 3.2.1 Plan, siructure and | Plan lesson sequences using knowledge of student learning, content and 4 sequence learning clfective teaching strategies | programs z 3.3.1 Use teaching Tnclide a range of teaching strategies Vi strategies 3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that resourees enage students in their learning. afedl | | 35.1 Use effective ‘Demonsirate a range of verbal and non-verbal communication strategies t 72 classroom support student engagement | communication 3.6.1 Evaluate and ‘Demnonsirate Broad knowledge of siategies that can be used to evaluate We improve teaching teaching programs to improve student leaming. programs 3.7.1 Engage parents’ | Deseribe a broad range of strategies Tor involving parents/carers in the af carers in the educative | educative process. process ‘Comments Zachary is a well prepared, efficient and highly organised pre-service teacher who planned all teaching and learning activites well in advance, He devised strategies and activities that appropriately challenged students, and gave enough support to students to help them to achieve their learning goals. Throughout lessons. Zachary used both verbal and non ‘verbal strategies to deliver content and encourage student engagement. He designed a diverse range of resourees to build {novledge and develop students vocabulary through a range of literacy strategies. His use of questioning was highly éffective and included higher order thinking skills including educational theory such as Blooms Taxonomy and Visible ‘Thinking. Throughout his lessons he developed students comprehension and critical thinking skills, and gave them confidence to share their own ideas. He was highly receptive to students energy and was able to gauge student interest and adapt his lesson delivery accordingly. TTP]. STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEAI ENVIRONMENTS ASPECT. GRADUATE TEACHERS ‘LT Support student | Mentiy strategies to support inclusive student part V participation engagement in classroom activities, 4.2.1 Manage classroom | Demonstrate the capacity o organise classroom activities and provide | we activities clear directions 43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging Z challenging behaviour _| behaviour 44.1 Maintain — student | Describe strategies that support suents’ wellbeing and safety working a7 satiety ‘within school and/or system, curriculum and legislative requirements. 4.5.1 Use ICT safely, | Demonstrate an understanding of the relevant issues and the strategies Ga responsibly and | available to support the safe, responsible and ethical use of ICT in learning ethically | and teaching. ‘Comments ‘Zachary encouraged students to actively participate in his lessons and consistently set high expectations, and was able to solve problems that arose in the classroom quickly and efficiently, AS a way to establish and maintain an environment in which students felt safe. valued and respected, Zachary consistently reinforved classroom rules and expectations. and followed whole school welfare policies such as the PBL school values. His use of voice allowed him to establish an authoritative presence in the classroom and he quickly established a friendly rapport with students who felt comfortable to share their views and responses in the class discussions that Zachary led with confidence. STANDARD 3: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDEN ND] D |] © LEARNING Focus area GRADUATE TEACHERS Professional Practice | Report Zhe uerdeite Tone Prserica teens5.1 Assess student | Demonstrate understanding of assessment strategies, including informal and 7 learning Formal, diagnostic, formative and summative approaches to assess student learning. 52 Provide Demonstrate an understanding oF the purpose of providing timely and a7 feedback to appropriate feedback to students about their learning | students on their | learning 3.3 Make Demonstrate understanding of assessment moderation and is application to iv | consistent and | support consistent and comparable judgements of student learning comparable , judgements ‘5.4 Interpret Demonstrate the capacity to interpret Stadent assessment data fo evaluate 7 student data student leaming and modify teaching practice 5.3 Report on Demonstrate understanding ofa ranige of Siraiegies for reporting to students oF student and parents/carers and the purpose of keeping accurate and reliable records of achievement student achievement ‘Comments achievements to track their progress. He spoke with encouragement to students and gave constr listening. viewing and representing During his practicum, Zachary undertook the Teacher Performance Assessment (TPA) which allowed him to set goals 10 improve students literacy skilis. Zachary marked student responses and class tasks and kept records of students results and ive and helpful feedback to students in a timely manner. He assessed student learning aeross all modes including reading, writing, speaking, STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND Focus area GRADUATE TEACHERS D 6.1 Wdentiy and plan | Demonstrate an understanding of the role of the Australian Professional professional learning | Standards for Teachers in identifying professional learning needs. needs 6.2 Engage in ‘Understand the relevant and appropriate sources of professional learning professional learning | for teachers. and improve practice v v v v Zachary is well-aware of the requirements ofthe National Professional Standards for Teacher documents and educational research to continually build and develop experiences and incorporate teaching strategies and styles that resonated with him into his own lessons, 63 Engage wil] Seok and apply consrostiveTsdhask om pai aon and AChE To | colleagues and improve eching pacts improve practice [6s Appl profesional” Deora an undeianding of andl To continued provesonal learning and improve | leaming andthe impistins for improved dent caning. sient earning Comments tnd uses key policy knowledge of teaching and learning theory and pedagogy. He uses the metalanguage of teaching andl learning to discuss his lessons. activities and programs. He engaged in professional dialogue about teaching and learning with other educators. Zachary took on every opportunities to observ other teachers in learning areas other than English including Science, History and Technical and Applied Sciences. He also supervised and observed sporting activities and whole school welfare inittatives such as events run by the SRC. After observations, he engaged in meaningful discussions and reflections about pedagogy. Zachary was able to draw from these a these STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DT Ee | PARENTS/CARERS AND THE COMMUNITY Focus area GRADUATE TEACHERS. 7.1 Mest professional | Understand and apply the key principles described in codes of ethies and We cethies and ‘conduct for the teaching profession, responsibilities Understand the relevant Ie policies and processes requ islative, administrative and organisational d for teachers according 10 school stage. networks and broader | pra ‘communities organisational | requirements 7.3 Engage Understand strategies for working effectively, sensitively and V parents/carers ‘confidentially with parents/carers, 7-4 Engage with Understand the role of external professionals and community v professional teaching | representatives in broadening teachers" professional knowledge and ‘Comments dressed, punctual and respectful ofall staff and students. Zachary marked rolls diligently and accurate Zachary is aware of the relevant policies. procedures and practices that are required in his role as a teacher, He is well- followed whole school and departmental policies, attended staff, faculty and whole school team meetings such as PBI. meetinas. Professional Practice | Report - Zim ‘Supervising Teachers signature: Pre-service Teacher's signature