SECTION 4: ELEMENT 1 - FINAL PROF) TONAL EXPERIENCE REPORT WESTERN SYDNEY UNIVERSITY Professional Practice I! Secondary Program Report | Pre-service Teacher's name | Liam Culhane Student 1D: Curriculumiteaching area | Geography Dates: : 30 days ‘School Doonside Technology High School N° of placement | 2of2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER ] During his practicum, Liam has demonstrated a strong commitment to refining his pedagogical practice. A committed and dedicated pre-service teacher, Liam constantly sought feedback, implemented new and innovative practices and adopted and utiised whole-school platforms to ensure that every student in his class was known, valued and cared for. Liam's willingness to constantly seek feedback and his professionalism and participation in staff meetings and professional learning further reflects his passion and dedication to the teaching profession. OVERALL ASSESSMENT Grade: \ Satisfactory Unsatisfactory ‘SATISFACTORY: The Pre-sence Teacher has passed and met the expected standard in most of the relevent elements as described by the NSW Insitute of Teachers fortis stage of ther professional leaning. Where a Pe-serice Teacher's works considered outstanding orwell above average, this judgment shouldbe reflected inthe summary comments UNSATISFACTORY: The Pre-service Teacher has failed tis Professional Experience unt and has not demonstrated all ofthe relevant elements as described by the NSW institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ae ofthe opinion thatthe Pre-senvice Teacher ‘quires an adeton Professional Experience to attempt to demonstrate satisfactory competence asa graduate teacher. No Preservice Teacher shoul receive ‘an Unsatisfactory grade without being placed At Rsk and the Committee of Advice being convened. This grade may be recommended an ONE or more ofthe folowing grounds: . Perfomance Deficiencies ~i. faiure to exit citeria indicated for the particular Professional Experencg un + Wiring from Professional Experience — unless a Withdrawal Without Penalty is awarded: + Non-Academic Misconduct Date: 21 U1 Preserves Teaders Bora: LiAes Cowan é L pe Date: 1/1 (14 - Presence Tents ra be assessed te Supvsng Teacher pst te lo coche Sadar harap Peter Experience il as ether ND ~ Not demonstrated; D - Demonstrated; E ~ Exceeds expectations. Elaborate onthe Pre-senice Teacher's professional practice in the Comment section. If Standards are not abl o be demonstrated please provide an explanation in the appropriate Comments section standards are not relevant please insert NA: rt Supervising Teacher's Nanel\ Viele Sina Signature‘STANDARD _E:KNOW STUDENTS AND HOW THEY LEARN Focus area loz ‘GRADUATE TEACHERS. THT Physical, social and intellectual development and characteristies of students ‘Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. | Demonstrate knowledge and understanding of research into how students lear and the implications for teaching, 13.1 Stade Demonstrate knowledge of teaching siafeuies thal are responsive tothe support full participation usability and teaching strategies that support participation and learning of students with disability. | diverse leaming stengths and needs of students ftom diverse linguist cultura | cultural. selivious and | religious and socioeconomic backgrounds. backgrounds 141 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, . tcachine Aboriginal ant | ealltual identity and linguistic backround onthe education of student fom srt sanier | Aboriginal and Tores Stat sander backgrounds. sands 1 Dillrentans Demonstrate Rowledge and understanding of strategies for dierenaing sige teaching to mest the specific learning needs of students across the fll range of abilities, tents across the fll range ot aii [Ts Sratesies wo Demonstrate Broad Knowledge and understanding of feislatve requirements T ‘Comments During his practicum, Liam has demonstrated an understanding ofthe learning needs of our diverse student body. He has differentiated for students from a variety of cultural and linguistic backgrounds by adapting his lesson delivery and resources. Liam has catered to students with low literacy via scaffolding and hhas assisted structure ofthe content and teaching strategies ofthe teaching arca, students with specific physical needs by providing 1:1 support. Liam referred to Individual Education Plans (IEPs), and Health Plans (HPs) when planning for his lessons, in an effort to tailor his teaching to the needs of all of her students ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND Focus area ‘GRADUATE TEACHERS D 2.11 Content and Demonstrate ow edge and underslanding ofthe concepts, substance and 2.2.1 Content selection ‘Organise content Taio an effective Tearing and teaching sequence. respect Aboriginal and Tocres Sit Isha people ts promote liation between Indigenous anu non Indigenous Au 23.1 Comic, Tse eric asesment and rparing Knowledge to sgn Teaming T sssssnen and sequences and lesson par 2a Undaniand and] Detonsate broad RnowTedge of wnderstanding of and espect fr v Aboriginal and Torres Srsit Islander histories, cultures and languages. 2.5.1 Literacy and numeracy strategies ‘Know and understand literacy and numeracy teaching Srategies and their application in teaching areas. 2.6.1 Inforn Communication Fosinology UCT [Implement teaching strategies for using ICT to expand curriculum learning | opportunities for students ‘Comments the PEEL strategy devel oped by the school jam has demonstrated that he can sequence Geography and Commerce lessons effectively to meet syllabus requirements. His sequences evidence backward mapping to assessment tasks. Liam has used ICT to enhance | student learning and develop key Geography skills such the analysis of a broadsheet. He has embedded literacy ‘and numeracy activities into his lessons, for example, by modelling and scaffolding writing in Geography using‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING ANDLEARNING [ND] DE Focus area (GRADUATE TEACHERS 3.1.1 Esablih Set learning goals that provid achievable challenges for stents of v shalenging learn ‘varying abilities and characteristics. 72.1 Plan sinuctuwe and) Plan Tesson sequences using Knowledge of udent learning, conten and v deaecnes lerring effective teaching strategies. proprans 3.3.1 Use teaching Include a rango of teaching strategies y 34.1 Selacandine | Demonstrate MnowTedge ofa range of esoures ncuding ICT, at] T resources engage students in thei Teaming 35 Use elleative Demionstate a ange of verbal and non-verbal Communication strates fo v classroom suppor student engagement 3.6.1 Evaluate and Denonsivate road knowledge of sates that ean be wed to evaluate v improve teaching teaching programs to improve student earning programs 3.7.1 Engage parents! Deseribe a broad range of strategies for involving parentsearers inthe v carers inthe educative | educative process. Comments ‘Throughout his practicum, Liam has implemented a variety of teaching and learning strategies, including the use of ICT to present content and develop skills. His lesson sequences have been chronological, reflecting an understanding of the Geography and Commerce syllabus in relation to student needs at the school. He has utilised the Doonside Technology High School Learning Model to set achievable learning goals for our students ‘STANDARD 4 CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DY] E ENVIRONMENTS ASPECT ‘GRADUATE TEACHERS 4.11 Support student) Kletify strategies to support inclusive wader partici v puicipation in laser setivitis — 12.1 Manage casswom | Demonstrate the capacity to organise classroom activities and provide Gear v activites directions 13.1 Man Demonstrate KnowTedge of practial approaches to manage challenging |v elullenging behaviour | behaviour. | 1.41 Maintain st Describe siatagies that suppor studeni” wellbeing and saitiy working T sale ‘Within school andlor system, curiculum and legislative requirements TSI UseiCT witty, | Demnonsirate an understanding ofthe levant sues ana the wrategies v permaily sul available to support the sae, responsble and ethical use of ICT in learning cacy | and caching ‘Comments Liam has ereated an inclusive and supportive learning environment during his lessons by following the school’s wellbeing framework, the Berry Street Education Model. He has facilitated student participation and engagement through discussion, group work and teacher guidance. He has managed challenging behaviour, including in relation to ICT, using a variety of verbal and non-verbal strategies. Liam has done this while demonstrating empathy as well a reinforcing behavioural expectations for our students, to support their wellbeing. He has followed the school’s behaviour management policy by applying consequences and making referrals in relation to challenging students,‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] D LEARNING Focus area (GRADUATE TEACHERS S| Asses sini) Demonstrate understanding oF assessment arategies,neding informal and } aie formal, diaostc formative and summative approaches to assess student | learning | Sa heiie Demonsrate an understanding of the purpose of providing timely and feahackt appropriate feehack to students about het laming. stents om th | 53 Maks Demonstrate undestanding of assessment moderaion and is application to iw consistent ana | Suppor consistent and comparable judgements of student earning ccmpurable | judecmens 511 Iniipret” Demonstrate he opacity to Taerpre student assessment data o evaluate v Student data) student learning and modi teaching practice TSkopwren) Demonstrate understanding ofa range of strategies To eporting to tudes v student and parentcarers andthe purpose of keping acura and reliable records of hicvemont | stint achievement ‘Comments Liam has demonstrated the capacity to provide timely and appropriate feedback to students, He has used a range of diagnostic, formative and summative approaches by applying the DTHS Leaming Model, facilitating discussion, assisting students in class and collecting data on their learning atthe conclusion of lessons. With feedback from his supervising teachers, Liam has modified lessons to mest student needs ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING “DD Focus area ‘GRADUATE TEACHERS 6-1 Kents and plan | Demonstrate an understanding ofthe vole ofthe Austaian Provesfonal v professional learnins | Standards for Teachers in idenising protesional learning nests 6.2 Engage In Understand the relevant and appropriate sources of profesTonal leaning Tv professional arning | foe teachers Jimpove practice 631 eck and apply eonstuatve feedback Tram super isos and teaches to aleaguey and improve teaching practices. improve practice ‘4 Apply proiesseval) Demonstrate an understanding o the v leavin and inprone | Tearing and the implications for improved ster learning ‘Comments Liam has regularly sought feedback on his professional development and teaching practice from his supervising teachers, He selFidentified areas, based on the Australian Professional Standards for Teachers, where he required more support and has implemented suggestions for improvement. Liam has approached professional learning opportunities offered atthe school, such as TPL during staff meetings and classroom observations with seriousness and curiosity‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] D | E PARENTSICARERS AND THE COMMUNITY. Focus area [GRADUATE TEACHERS TI Mest professional Understand and apply the key prneiples dserbd in codes of ethics and 7 cies and | conduct for the teaching profession responsibilities 72 Comply with Understand the relevant legislative, administrative and organisational T lative policies and processes required fr teachers aecording to school stage. crgaisatonal requirements 7.3 Engage wilnthe Understand strategies for working efeetively, sensitively and v parcntvrers confidentially with parenslearcs TA Engage with Understand the roe of extemal professionals and Gommunity q professional taching | representatives in broadening teachers" professional knowledge and networks and broader] practi Comments - Liam has consistently engaged in professional dialogue with hs colleagues in the HSIE Faculty and across the school. He has approached external communications sensitively and confidentially. Liam has consistently followed school, administrative and legislative policies for roll marking, wellbeing records and accessing Faculty and school resources.