‘WESTERN SYDNEY UNIVERSITY Professional Practice | Secondary Program Report ro-sories Teatheroname [OVANWA \e Sudan 1% 4 O27 Canfeuumfeaching area Da Wistoky hi ~ Vi | sodas Schoal ESL WE PALE AS Wot placement | _Lof2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER WS Kw HAS SATISFACTOLILY MET ALL OF THE REQULEMENTS For HE Placrcum FEZIOD. MS CIR HAS EMBRACED tHE OPPO2TUNTY TO DEVELOP HER CLASS2E0mM MANN EMENT TECHNIQUES, FLD MS KiNG HAS DemonspzATEeD SOUND UNDERSTANDING OF THE ZEQUIZEMENTS OF THE PROFESSION |, AND ACTIVELY: SEEKS CLALIFICATION OW (SSUES OF POLICH > BEST PRACTICE . US KING I ZeSPONSIVE TO TEEDBACY AND INTEQZATES THIS INTO HO2 LESSON PLANK (RQ k& DEUVOH2' MS KING Will conTINVE TO DEVELOP IN THe Peression IN HER NEXT PAC | OVERALL ASSESSMENT Grade: U satisfactory Dunsatistactory SATISFACTORY: The Preservice Teacher has passed and met the expected standard in most ofthe relevant elamens as described by ‘the NSW Insitute of Teachers fortis stage oftheir professional leaing, Where a Preservice Teacher's work is consiered oustanding ‘orwell above average, this judgment shoul be reflected inthe summary comments, UNSATISFACTORY: The Pe-servce Teacher has fled his Professional Experience unt and has nat demonstrated allo the relevant elements 2s descrted bythe NSW Insitute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ‘ref the opinion thatthe Pe-service Teachor quires an addon Profesional Expecence to atempt to demonstrate satstctoy competence as a graduate teacher. No Pe-senice Teacher should receive an Unsaisacory grade witout being placed At Risk and the Committee of Advice being convened. Ths grade may be recommended on ONE of mare of he flowing grounds + Performance Defiances — i. failure to exhibit criteria inccated forthe paticular Professional Experience un; + Withdrawing from Professional Experience —uniess a Withdrawal Without Penal is awarded, * Nam Acodoic conde. 14. CG, Supervising Teacher's Name STEMMON LESTER signature KY Date: /1/ (8, Pre-service Teacher's Signature: pate: 4/11// § Pre-sanice Teather rt be assesses bythe Syponviing Teahe gant he elvan radvato Teacher landard that re appicable io Professional Expetoc ila er ND - Net demonstrate: O = Demonstrate: E~ Excaeds exacans. leborte on the Pe- sence Teaches prfessenalpacosin he Cement seton i Standards ae no bet damonstle lease provid an planation nthe appepte Comments section standard re not rat lao nse NASTANDARD ERNOW STUDENTS AND HOW THEY LEARN PTE tones GRADUSTE TEACHERS Tie Peta soar Demons nowfsge an unloading of pysea,oaT nd Gidinciccuch | tec develop and charter of de an se may ‘Krelomestand | ft amin canst aed 1.2.1 Understand how Demonstrate knowledge and understanding of research into how students V| sie am Tam ete np acne 3.1 Sale wit] DonosatinowTage of acing sein ate OPES fivetingusio | lamin stags anni of suns fem dese nga cata, cultural, religious and religious and socioeconomic backgrounds. Spon TT Sagi —— Beas od nose and wang pas oT aT tanhing Megiatand | aul donlyaningusteteckgeundontiecheaataaceactem | | ,/] Teresa cunt | Asn on tres Seat ods sskpoand Zaas TS Beate] Dame noo ad log Tas TSS ‘cchigiometie | tating ome be speliclaning ne ofstaas wos elle specific learning needs | of abilities. of students aeross the {ull range of abilities T6.T Strategies to ‘Demonstrate broad knowledge and understanding of legislative requirements support ful participation | and teaching strategies that support participation and learning of students of students with with disability disability Commens RAS IWC, URS MADE A SDUND ATEUPT AT CERIWING THE CHARACTER ISnes OF deg STVPERTTS } USED THIS TH KOM LESSEN PREP 3, CAase0 wa _ <. ‘STANDARD 2: KNOW THE CONTENT AND HOWTO TEACH IT ND]D TE Focus area ‘GRADUATE TEACHERS 21.1 Content and Detnonstrate Knowledge and undersanding ofthe concep, substance and teaching strategies of the | structure of the content and teaching strategies of the teaching area, teaching area 2.2.1 Content selection | Organise content into an effective learning and Weaching sequence. and organisation 2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning assessment and sequences and lesson plans. reporting 2.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for respect Aboriginal and | Aboriginal and Torre Strait Islander histories, cultures and languages. TTorves Strat Islander people to promote reconciliation between Indigenous and non- Indigenous Australians SN CILNAIN 2.5.1 Literay and ‘Know and understand Teaey and numeraay teaching ates and thir a pumeracy srateics | aplication in eaching areas 7.1 Infomation and] implement aching stateis frag ICT To Span cara eaming Communcaan | operat fr sens / ‘Technology (ICT Commens 35D COSTED E OF CAEVANT COMMENT & CONCEPTS DEMonSiZATED CONSISTENTLY | ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND_[D_[E reamantrmaineet //'/) signing Tota’ spr: nnn Peee Teer saneFocus area ‘GRADUATE TEACHERS 3.1.1 Establish ‘Set learning goals tht provide achievable challenges for dents oF challenging leaming | varying abilities and characteristics. v goals 3.2.1 Plan, siraeture and | Plan Tesson sequences using knowledge of student learning, content and sequence learning. effective teaching strategies. programs, 3.3.1 Use teaching Tnelude a range of teaching strategies strategies 3.4.1 Solect and use Demonstrate knowledge of range of resourees, including ICT, that resources engage students in their learning, 351 Use effective Demonstrate a range of verbal and non-verbal communication sirategies to classroom support student engagement 3.6.1 Evaluate and Demonstrate broad knowledge of sratogis hat can bo used fo evaluate improve teachi teaching programs to improve student learning, programs 3.7.1 Engage parents) | Describe a broad range of srategies for involving parentlearen Tn the carers inthe educative | educative process, process Commas MS KING, HAS DENMOnspzATED “THE AIL T PLAN & DaveEr A DAKE OF ENGAGING LESSDIUS, Ms CiwWo, WECIteR A Ace OF RESOVEceS IWCLUDING (CT TO PoormUELY INFLUENCE STANT Lea ING ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND]D]E ENVIRONMENTS ‘ASPECT ‘GRADUATE TEACHERS 4.1.1 Suppor Sudent | Identity stategis to support inclusive wudnt parepaton and engagement 7 panicipaion in elassroom activities 42.1 Manage classroom | Demonstrate the capacity to organise dassroom acvities and provide clear activites directions 3.1 Mange Demonstrate Knowledge of practical approaches To manage challenging challenging behaviour _| behaviour. 44,1 Maintain student | Describe strategies that support students” wellbeing and safely working safery ‘within school and/or system, curriculum and legislative requirements ‘G31 Use ICT sally, | Demonstrate an understanding of the relevant issues and the Strategies responsibly and ethically | available to support the sa, responsible and ethical use of ICT in learning V) and teaching. Somme AS KING HAS FOCUSED OL DeveoAnt, SusTens & QOUNNER 7D CRETE AND MAITTAID A SAFE Ewe onrent THAT (S$ comdvCIVE To LEAPING, FOR Wt STUDENTS. VG KING BAS DEMONSTATED SIGNIFICANT ABILITH WO MAINTRIMIEG, POSITIVE Curzon CLUWMMATE enssearmasion /L), AE, :‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] DY]. LEARNING. cas aren GRABUSTE TERCHERS Si Ast GS [Denne ndertning STRAGEN a, Rag oad Jeaming formal, diagnostic, formative and summative approaches to assess student | texas - Sa Rae | Deas an devon Re pap RT ad fede | ppp otc ots oboe rang. sd on i icing S3 Nake | Denis nding of cs dan al apTeaTon ‘consistent and support consistent and comparable judgements of student learning. Y compare siemens 53 eet | Dons he iy ape a mT TT TS 7 sodecra | sud king sl oly cing se SS Ragan | Dena walang fe ae TTS rn TS sae srdpartvcwcr md depupacstterngcosmacan rinse mewsot | | / sSienet | Sudan Comments (AS LING HAS PE OVS URED THE ABI TO ACCES Be ITER ALET STENT] DATA TO A SATISTH CTD Deqiree - ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ‘| D | E Focus area (GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding oF he roe of tie Australian Professional professional learning | Standards for Teachers in identifying professional leaning neds needs 62 Engage in Trsderstand the relevant and appropriate sources of profesional Teaming professional learning | for teachers nd improve practice 63 Engage with ‘Seek and apply consiactive feedback fom supervisors and teachers to colleagues and Jmprove teaching practices improve practice {64 Apply professional] Demonstrate an understanding of the rationale Tor continued profesional Teaming and improve | learning and the implications for improved student learning. v student lamin Commas 4S INC, 1S KEWL Arh OF THE IMPORTANCE Cn FESSIONAL LEAMAING . iS FING COKSISTENTLY SE PEEDBACK O00 He TEACHING PZ4CTICES STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, DTD TE PARENTS/CARERS AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS 7.1 Meet profesional | Understand and apply the key principles described in codes of eis and Yo ethics and conduct forthe teaching profession. responsibilies 72 Comply with derstand he relevant Teqislativ, administrative and organisational, legislative, policies and processes required for teachers according to school tage /| administrative and organisational requirements 7.3 Engage with the | Understand strategies for working efecvely, sensitively and eal parentcaren confidentially with parenseurer. 74 Engage with Understand the role of extemal professionals and community professional teaching | representatives in broadening teachers’ professional knowledge and Yo networks and broader | practice communities Comments KAS CWE, HAS POUCUSIZATED A HIGH Deqizee OF PZOREESIONATISOM IN HER (NTEVACTIONS wittt ERO VES . Professional Practice | Report ‘Supenising Teacher's signature: 1b Pre-senie Teacher's signature ReWESTERN SYDNEY UNIVERSITY Master of Teaching (Secondary) Uv PRE-SERVICE TEACHER’S ATTENDANCE REGISTER PRE-SERVICE TEACHER'S NAME and ID NUMBER: NAME OF SCHOOL:Eyslinc. Ree Cie DATES: King -/9/H02—1 WAS Day Start and Finish Times Pre-Service Teacher's Signature University Advisor's -~ initials 1 (induction) a Loy 2 3 RAG aN [Sy iS 4 5 Bes aning it 6 los P Kee NEY Lo} Goer rey OB [g|6 Ww Ke Ip us Ps [6 DYaOPfoJO|o Pre-Service Teacher's Signature: Mentor Teacher's Signature: ‘This attendance register is required as proof of attendance, for registration with the NSW Teacher's Institute, Updated 9/4/2018