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    152 views7 pages

    Professional Practice Report

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    api-409698216

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    © All Rights Reserved
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    WESTERN SYDNEY UNIVERSITY Professional Practice | Secondary Program QD Report Pre-service Teacher's name | Tala Machlouch ‘Student os Het ‘esadoes ‘Cariculamfeaching area | HistoryiEnglish "| Dates: Seer 13/9/18 ~ 9111/18 | 90 days Schaal Tumea igh Shoat wafpaonant | TAT ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Tala Machlouch has developed her skills inthe classroom effectively during her practicum and has made pleasing progress. She has demonstrated excellent communication, organisational and interpersonal skills. She makes lessons interesting and engaging by planning activities that are appropriate for her students? ability. She has worked hard to engage students with meaningful activities that are engaging, fun and cater for all learning capacities. Tala has developed into a strong | classroom manager and her lessons displayed thorough preparation and knowledge of the content taught. She has developed a good range of strategies, and consistent consequences for challenging behaviours. Tala’s students reflect the respect she offers them resulting in productive interactions in class. She reflects on her own lessons and secks constructive feedback which is one of her strengths Her lessons reflect the feedback that she received as implemented advice and feedback into her lesson planning. Tala is professional in her manner and in carrying out her duties across the school community. Overall, it has been a pleasure guiding Tala and her realisation of the complex and challenging responsibilities of the teaching profession have been enlightening. Tala has worked productively as @ valuable member of the staff, occasionally providing other teachers with valuable resources that she has prepared. She has developed great relationships with staff and a positive rapport with students at Lurnea High School. Tala is dedicated, friendly and hardworking and should become a valuable member of the teaching profession. OVERALL ASSESSMENT Grade: 1 satisfactory D1 unsatistactory SATISFACTORY: The Presence Tezchar has passed and mel the expocla andar in most ofthe relevent elements as described by the NSW Insite of Teschar fortis stage of her pofessionl lamin. Where a Preservice Teacher's works considered oustanding ‘or wall above average this judgment shoud be elleced ithe summary commen. UNSATISFACTORY: The Pre-sanice Teacher nas fled ths Professional Expeiance unit end hae not demonstite a ofthe relevant laments as described ty he NSW inst of Tears. The Supenisirg Teacher, Professional Experence Coordinator end Princpel ‘2e othe opinion that a re-sanice Teacher equres an ain Profesional Exorence to allan! o demonstrate ststecory competence as a graduate feaher. No Presence Teacher should receive an Unstslecory grade without boing placed At Rsk ad the [Commitee of Advice being convened. This grade may be recommend on ONE or more ote fllowing gruns: + Performance Deficiencies - ie. alue to exhib citar indicated fr the parca Professional Experience uni; + Witharawing tim Profesional Eyponence — uses a Withdrawal Without Penal awarded: + RereAcadomic Misconduct. Supenising Teacher's Name _f\i\Cl Hajic signature deft pate: A) H1¥ Pre-senice Teachers Signature: CNG CAUGNULC pate: AN LY Prosar Tesnas are oe sessed ty Ine Supering Teacher aps ha lean radiate Teacher Snot ace aplie Pees Exppence i ether ND Nat dense; D~ Demers: €~Exosdeexpecasne ahose on he Pre-saesTeata’spoesdonal econ he Consent sation. Stngards are nt abe drone please pean epson fhe epropte Comments seta ‘Sanat at no oe piste nse NA 7 ‘STANDARD T:KNOW STUDENTS AND HOW THEY LEARN ND]D TE] Focus area [GRADUATE TEACHERS 1-1 Physical, social | Demonstrate knowledge and understanding of physical, socal and sd ites intellectual dovelopment and characteristics of students and how these may ‘evelopment and alfeet learning. vi characteristics of [ students 1.21 Understand how | Demonstrate knowledge and uiderstanding of research tito how students 7 students lear learn and the implications for teaching, | 13.1 Stadenis with | Demonstrate Knowledge of caching saiegies that are responsive o he diverse linguistic, leaming strengths and needs of students from diverse Linguist, cultural cultural, religious and | religious and sociceconomie backgrounds, v | backgrounds . 1.4.1 Strategies Tor | Demnoastrate broad Knowledge and understanding ofthe impac of elu, ] teaching Aboriginal and_ | cultural identity and linguistic background on te education of students from v ‘Torres Strait Isiender | Aboriginal and Torres Stat Islander backgrounds, siudente 7 [151 Diffeventne Demonstrate knowledge and understanding of srateges for diferentanng {caching to mect the | teaching 1 mee the spect lexming neede of students aeross the fll range specific learning needs | of abilities lv of students across the full range oF abilities 1.6.1 Strategies to Demonstrate broad Knowledge and undewanding of legislative requirements T suppor ful participation | and teaching strategies that support participation and learning of students ‘of students with with disability v slissbilit = . ‘Comments Over the course of her professional experience, Tala has demonstrated comprehensive knowledge and understanding of a range of students and employed various strategies to facilitate thei learning. She embraced the diversity of the school. showing understanding of various linguisti, cultural, efigious and sociceconomie groups. During this time, she expressed concern for student welfare, whilst effectively catering to individual ‘academic needs through curriculum differentiation. She has suocessfully taught a variety of students with diverse needs, accommodating for each and every student in her lesson planning and delivery. Her dedication to the profession was evidenced through her ongoing reflection and commitment to quality teaching. Tala established and maintained a constructive rapport with individual students, which was demonstrated through the responsiveness of her classes, Tala has utilised a range of strategies to best cater for and support the learning of her students and she has developed an excellent rapport with the students. She develops lesson sequences that build upon knowledge and extends students relevant to their level of understanding. She engaged students in all aspects of the lesson sand gave them an opportunity to be able to express themselves through different forms of activities, ‘Tala developed her knowledge of the students and how they learn; this helped her eater for each and every student in her lesson preparation. Tala modifies the leaming environment which is seen by her implemeniation of seating plans to ensure students are challenged and work independently when required. Creating this structured quality learning environment encouraged Tala’s students to achieve their best while successfully achieving lesson outcomes. Tala created classroom environments that were engaging, positive and inclusive. Her ability to effectively develop lessons and activities that were catered specifically to her students and catered for individual students” with a diversity of learning needs was evident in her lessons plans and in the way that she executed her lesson plans. Tala taught a range of classes with different learning and literacy abilities over the five week period. During this time she taught Year 8 History, Year 9 English and Year 10 History. Tala developed resources and explicit teaching strategies for students with high literacy needs, as she had the bottom Year 9 class. Tala catered forall students and aided in the development of their knowledge by creating lessons plans that focused ‘on the skills that students needed. During this five week period, Tala demonstrated her ability and flexibility in teaching different subject areas within the English/History faculty and her willingness to take on new responsibilities. Preessona)PraciceRepot Jy iy 200) Sapevng Teeter sigan: GALL! Pre svi Teaches lute : STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND]D TE] Focus area GRADUATE TEACHERS | 2.1.1 Contentand | Demonstrate knowedge and udrTanding othe concep, Sibwan ad teaching saegies ofthe | stars ofthe content and tcaching sacs ihe tecng sven v tesching sea 2.2.1 Content selection | Organise content into an effeclive Teaming and teaching sequance | ad organisetion 2341 Curriculum, {Use curriculum, assessment and reporting Knowledge to design eaming assessment and sequences and lesson plans. v porting | 2.4.1 Understand and | Demonsirate broad Knowledge of, understanding of and respon Tor respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. {| Tomes Strait Islender v cople to promote reconciliation between Indigenous and non Indigenous Austrlians [25.1 Literacy and now and understand literacy and numeracy aching siraegies and air 7 sumeracy strategies __| application in teaching areas. | 2.6.1 Information and | Implement teaching strstegies Tor using ICT to expand carculan earning Communication ‘opportunities for students v Technology (ICT | Comments ‘Tala’s extensive content knowledge was demonstrated throughout her practicum. Her lessons were organised effectively, into cohesive learning sequences that were pitched at the appropriate level. She clearly ‘demonstrated her knowledge and understanding of relevant course concepts and literary devices, both in theory (through lesson planning) and in practice (through the effective delivery of content during lessons). Her proactive ereation ofa range of relevant teaching resources, coupled with her utilisation of scaffolds, enabled her to effectively demonstrate her knowledge and understanding of content, as well as her aptitude for teaching. She effectively implemented teaching strategies for using ICT to expand curriculum learning opportunities for students. Her use of ICT programs enabled students to familiarise themselves with and develop their skills in utilising ICT, whilst fostering their engagement in an inclusive and interactive learning environment. ‘Tala has displayed knowledge of the subject content and the syllabus requirements and her lessons were in line with NESA requirements and documentation, Her lesson plans were prepared well in advance of her lessons and she always sought advice on whether she was doing the right thing, ‘She has demonstrated the ability to create a variety of learning sctivities to cater for @ range of her students” abilities. Tala has incorporated the use of ICT as a tool in engaging and challenging students in lesson activities and effectively integrated numersey and literacy into her teaching pedagogy. Effective planning has helped Tala to become familiar and have a solid understanding of the content taught, her Preparation for lessons was very thorough. Through her usc of different srategies in the classroom such as class discussion, brainstorming and higher order thinking, it was evident that Tala’s knowledge of content grew and strengthened with each and every lesson and that she was prepared for het lessons, STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEM [XD ]D]E Focus area | GRADUATE TEACHERS a 1 3.11 Exablah Set earning goal that provide achievable challenges for Radenis of 1 challenging leaming | varying abies and characteristics, v 3.2.1 Pa, strata ad | Pan fsson sequences sing owedge of Student ering, cone and | Sequeooe fearing effective teaching seategies. vi programs 53.1 Use washing Thefads a range of taahingsategee 7 34.1 Sale andse | Demonstrate owed ofa range of resources, ncding TCT, at resources engage students in he leming i |v 331 Use eicaive ‘Bemonatate orange of verbal and nan Verbal commision agi classroom suppor student engagement. liv communication (5.6. Evaluate a Dasnonsate bred Knows of wraps hat canbe edo aa omar teoes ora TORE aunts acne... Tinprove washing [ tine ans epee seen programs 377.1 Engage parents! | Describe a broad range of srtegios Tor valving parensleares in he carers in he edueative | educative proces. v process | i ‘Comments Tala regularly set leaming goals o clarifyand eohance student achievements, These goals were explicitly articulated to students, to assist them in seeing the relevance of specific tasks and activities. Her utilisation of verbal and non-verbal commuttication as well as physical cues, enabled her to foster student engagement, as her ability to communicate led to students being exceptionally responsive to her. Her varied teaching strategies enabled her to engage a variety of different learners and students were able to lchieve course outcomes as a result. Her engagement in professional dialogue also enabled her to demonstrate broad knowledge of a range of strategies that ean be used to evaluate and improve teaching programs and Tala carefully planned appropriate lessons with considerations given to content, resources and strategies in| order to make lessons as engaging as possible. Tala has ensured her planing and goals for lessons reflect the needs of students while addressing syllabus outcomes and that each lesson linked with the next in order to plan and develop lessons in a logical sequence. Her lesson plans highlight 2 wide range of activities to engage. stimulate and extend students as evidenced in| her lesson planning. Tala developed a variety of teaching strategies and resources in order to ensure ‘engagement within the classroom. This included activities for students with high literacy needs, remedial activites for middle learners and higher order thinking activities for students with high leaming abilities. She | used a variety of different resources such as visual media, group work, ICT activities and a number of Titeracy and numeracy activities in order to engage students. ‘Tala prepared lessons ina variety of ways and methods in order to engage learning which included verbal direction and discussion, YouTube and documentaries, worksheets, group wark, whiteboard and PowerPoint presentations. She has prepared ICT activities forthe students that give clear and concise instructions to the students each and every step of the way. This makes the students engage and this was a very positive outcome ‘of the lessons that Tala planned. Students clearly understood what was required of them and understood the ‘outcomes to be achieved, All students, throughout each and every lesson, were engaged and on task. The structure and explicit nature of the lessons were made in such a way that students achieved outcomes much easier and clearer, It allowed for a positive development in her classroom management, as appropriate questioning during lessons reflected

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