Professional Practice | Secondary Program Report Pre-service Teacher's name | Brianna King ‘Student 1D: serat027 Caricuunfeaching area English Dates wane 30 days seria Sched Reuse Fl High Schoo! Wofplacement | ZofZ ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Brianna is a highly motivated and organised student teacher who has exceeded expectations, During her time at Rouse Hill High School, she has endeavoured to actively include herself in the school ‘community in every way possible, The Lessons she has presented have been high quality and engaging. Each lesson is planned with care an intent and taught with enthusiasm, She has excelled at programming and has insight into successful sequencing of activities. Brianna has taken the time to build meaningful relationships with her students and actively considers, their strengths, weaknesses and learning styles when devising lessons. It was for these reasons that she was so openly accepted by the students OVERALL ASSESSMENT ade: HH Satisfactory C1 Unsatisfactory SATISFACTORY: The Pre-servce Teacher has passed and me the expected standard in most ofthe relevant elements as described by the NSW Insitute of Teacher for his stage of ther professional eaming. Where a Pre-senice Teacher's works considered outstanding orwell above average, this judgment shouts be refected inthe summary comments UNSATISFACTORY: The Preservice Teacher has fled tis Professional Experience uit and has not demonstrated allofthe relevant clement as described bythe NSW Insitute of Teachers, The Supervising Teacher, Professional Experience Coordinator and Principal are ofthe opinion thatthe Pre-senice Teacher requires an aditon Professional Experience to altemptto demonstrate satstactoy competence as a graduate teacher, No Pre-service Teacher should receive an Unsatstaciry grade without being paced At Risk and the Comite of Advice being convene. This rade may be recommended on ONE of mor ofthe following grounds: Performance Defences — .. flue to exhibit cera indicated forthe paicular Professional Experience unt; . Withdrawing from Professional Experience — unless a Withdrawal Without Penalty is ewarsed, Non-Academic Misconduct Supervising Teacher's Name Emma Tesoriero Signature: Po PR ove 1316/19 Pre-service Teacher's Signature: aN Date: 34Pre-senvie Teachers ar to be assessed by the Supensing Teacher agains the relvant Graduate Teacher Standards that are applicable to Professional Experience Il as ether ND ~ Not demonstrated O ~ Demonstrated; E ~ Exceeds expeciaton. Elaborate on the Pre-Service Teachers professional practice ine Comment section. if Standards are not eb o be demansiated please provide an explanation inthe appropriate Comments section, If standards are nt relevant please inset NA. ‘STANDARD _:-KNOW STUDENTS AND HOW THEY LEARN N [> |e Focus area ‘GRADUATE TEACHERS, D 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and intellectual x ‘and intellectual development and characteristics of students and how these may aect development and Tearing. characteristics of students Ta] Understand how | Demonstrate knowledge and understanding of research into how students X students leam Jeara and the implications for teaching. T31 Students with Demonstrate knowledge of teaching strategies iat are responsive to he X diverse lingui earning strengths and needs of students from diverse linguistic, cultural, cultural, religious and | religious and socioeconomic backgrounds. backgrounds TAT Strategies for ‘Demonstrate broad knowledge and understanding of the impact of eatare, X {caching Aboriginal and_ | cultural identity and linguistic background on the education of students from ‘Tomes Strait Islander | Aboriginal and Tores Stat Islander backgrounds. students 15:1 Diferentiate ‘Demonstrate Knowledge and understanding of srategies for differentiating x teaching wo meet the | teaching to meet the specific earning needs of students across the full ange specific learning needs | of abilities. (of students across the fall range of abilities Tal Strategies to ‘Demonstrate broad knowledge and understanding of legislative requirements x support fll and teaching strategies that support participation and learning of students with participation of students] dissbiity. with disability ‘Comments Brianna takes the time to consider the context ofeach student and how this may impact or enhance their learning. She actively strives to engage all students and ensures er lessons are contain a wide variety of activities to ensure that every individual child ean access the content provided. ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACHIT ND JE Focus area ‘GRADUATE TEACHERS D 2.1.1 Content and ‘Demonstrate Knowledge and understanding of the concepts, substance and x teaching strategies of | structure of the content and teaching strategies ofthe teaching area. the teaching area 2.2.1 Content selection | Organise content into an effective earning and teaching sequence. ¥ ‘and organisation 23.1 Curiculum, ‘Use curriculum, assessment and reporting knowledge to design earning ¥ assessment and sequences and lesson plans. reporting 72.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for ¥ respoct Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. “Torres Strait Islander people to promote reconeilition between Indigenous and non-indigenous Australians 25.1 Literacy and ‘Know and undersiand literacy and numeracy teaching strategies and their ¥ numeracy strategies | application in teaching areas. Professional Pracice | Report p ok 2 ‘Supervising Teacher's signature: Pre-servce Teacher's signature.6.1 Information and] Implement leaching sraiegies for wing ICT vo expand curriculum learning x Communication ‘opportunites for students Technology (ICT ‘Comments Brianna has a strong conceptual understanding of the content required to teach English. Her lesson plans are detailed and include suecessful use of sequencing to enhance student understanding. Brianna demonstrated a strong understanding of Aboriginal and Torres Strait Island culture through her teaching of the book The Rabbits, where she covered the experiences ‘of the stolen generation in great detail, She also engaged with the Aboriginal students in er class and considered their presence when deciding on lesson plans and lesming styles. STANDARD 3 PLAN FOR AND IMPLEMENT EFFECTIVE TERCHING AND EARNING [ND] D] E Toa are ‘GRADUATE TEACHERS BL Esto Set eing eos it provide Gas Caines Tr Rade oF x Ghalenghg leaning | vayngablitesand Sncterites [sels SSE Fn ase ad | ln ion gue lng WT Cg@ a eng, Soe ART ¥ Seavenceleaming | ftv acing sates owas 3.3.1 Usetacing | Taha ange of teaching stein x simtges 3.4.1 Solan ee] Daan nav icge oe ang FOC cng TCT a x resources, ange sent te ean ST Uss sie | Danan o age a a a TTT ETT x dissoom Sapo sident ngage 56. Ele and” Danone red Know of sage a can wed 6 Se x improve sesching | teaching programs o prove tet ein prow SL iaggs par’ | Daven oc ge of cis ox vo ag pO x Gasintbectuenive | cheat proces process Const Brianna effectively implements engaging teaching and learning sequences, She not only considers the content she wants to teach, but also the mast effective way to teach that content. She is proficient in Google Classroom and utilises digital platforms such as Flipgri and Google Forms to enhance student engagement. She successfully uses a range of verbal and ‘hon verbal strategies to enhance student lesming and regulary seeks and applies feedback. Brianna also actively engaged in the wider school community when she attended and viewed meetings atthe parent teacher evening, During this time, Brianna showed a deep understanding of her students and how they lear and was able to discuss ideas and strategies with parents ‘STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING WD TD TE ENVIRONMENTS ‘ASPECT ‘GRADUATE TEACHERS “1.1 Support Student | Identify strategies to support inclusive student parieipation and engagement ¥ participation in classroom activities. 42.1 Manage classroom | Demonstrate the capacity to organise classroom activites and provide clear x activities direstions 43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging x challenging behaviour | behaviour 44.1 Maintain student | Describe swategies that support students” wellbeing and safety working x safety ‘within school and/or system, curiculum and legislative requirements FS] Use IGT safely, | Demonstrate an understanding ofthe relevant issues and the strategies ¥ responsibly tnd | availabe to support the safe, responsible and ethical use of ICT in learning, ethically and teaching. Comments Brianna always ensured that her classrooms were inclusive and welcoming environments for students. She encountered some challenging behaviours throughout her prac placement, however, she was able to use 2 wide variety of teaching strategies to help her overcome any issues that arose, The welfare of her students was always at the forefront of her mind and she often considered students’ personal circumstances and abilities when planning lessons Professional Practice | Report Bm Superising Teacher's signature \ ss unnPe-Service Teachers signature:‘STANDARD §: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND LEARNING. Focus area. ‘GRADUATE TEACHERS 5.1 Assess student | Demonstrate understanding of assessment strategies, including informal and leaming formal, diagnostic, formative and summative approaches to assess student leaming. Sa Prowde ‘Demonstrate an understanding ofthe purpose of providing timely and feedback to appropriate feedback to students about thei learning. students on thie leaning 3.3 Make Demonstrate understanding of assessment moderation and is application © consistent and | support consistent and comparable judgements of student learning. comparable judgements ‘SA Interpret Demonstrate the capacity to Interpret student assessment data To evaluate student data student learning and modify teaching practice ‘SE Report on | Demonstrate understanding ofa ange of statogies for reporting to students student ‘and parents/earers and the purpose of keeping accurate and reliable records of achievement student aeievement Comments Brianna was able to provide students with feedback both during lessons and prior to assessment tasks, She provided willing students with both verbal and writen feedback prior to assessment tasks and suecessfully utilised the comment section on Google Docs to assist students, Brianna also spent time participating in marking moderation meetings and was able to demonstrate a perceptive understanding of how to mark accurately. ‘STANDARD & ENGAGE IN PROFESSIONAL LEARNING ND Focus area ‘GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding ofthe tole of the Australian Professional professional leaming | Standards for Teachers in identifying professional learning needs reeds 62 Engage im ‘Understand the relevant and appropriate sources of profesional leaming professional learning | for teachers. land improve practice 63 Engage with ‘Seek and apply constructive feedback from supervisors and teachers colleagues and improve teaching practices. improve practice 6.4 Apply professional | Demonstate an understanding ofthe rationale for continued professional learning and improve | learning and the implications for improved student learning. student leaming ‘Comments _professionalism and positive attitude whilst on this excursion Brianna is @ confident teacher who exhibits the highest levels of professionalism. She behaves with maturity, foresight and grace and can be relied upon to represent the school ina professional manner, Brianna had the opportunity 19 secompany staff and students toa public speaking competition titled Speaking For the Planet and the organisers commented on het STANDARD 7; ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTSICARERS | Ni AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS 7:1 Mest professional | Understand and apply the Key principles described in codes ofeies and cethies and conduct forthe teaching profession, responsibilities 7.2. Comply with Understand the relevant legislative, administrative and organisational legislative, policies and processes required for teachers according to school stage ‘administrative and ‘organisational requirements 73 Engage with the | Understand srategies for working effectively, sensitively and parentsearers confidentially with parens/earers. or senmnangTnrare sence LONG re7.4 Engage with Understand the role of extemal professionals and community x professional teaching | representatives in broadening teachers" professional knowledge and networks and broader | practes. ‘Comments [Brianna has strived to actively participate in the wider Rouse Hill High School community, She comes to schoo! with a positive attitude and actively involves herself in school activities. During her time Brianna has assisted with the organisation of “The Speaking for the Planet public speaking competition ‘The Rouse Hill High School China Chub ‘The Rouse Hill High School sports dance group High Resolves workshops A Safe Sex workshop ‘Theatesports Her willingness to involve herself in addtional and whole school activites shows her enthusiasm and professionalism. She has engaged with a variety of parents, teachers end external providers and each time has acted in a professional manner. She has demonstrated a strong understanding of sebool procedures and understands the organisational skills required 10 successfully oversee school activities. Professional Practice | Report 5 ‘Supervising Teacher's signatur Preservice Teachers signature :