WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report Preseriee Tescersnane | Jyohohnd Piogil en Sudent 1ESSSC10 Cantecmaaering ETE, Dau Th pr a av 30 days High GnOo] | NPofptecement | Lat? ‘SUMMARY COMMENTS by the SUPERVISING TEACHER | | Priya has had a rich learming experience during her time at Maorebank High School. She immediately presented herself to be enthusiastic, professional and committed to providing effective and engaging lessons. | Priya has demonstrated significant improvement in her ability to know her students and how they learn in order to create increasingly engaging lessons. In particular, she was responsible for preparing her classes for thelr yearly ‘examinations, focusing on comprehension and analysis of a vanely of texts. Priya’s use of technology was effective in delivering lessons, She always sought to help and involve harselfin extra duties which reflected her keen desire to learn and grow as a teacher. She was always friendly and approachable. both to staff and students When presented with areas far impraverent through feedback, Priya remained positive and proactive in working towards improving, both in her lesson preparation and delivery. Her confidence increased significantly as she adopted | ideas from my feedback and used this to inform her future direction, As a result, she began to develop stronger | connections to her students and she impraved her confidence in classroom management as well as lasson design and delivery Further refinement of her language and communication skils will ensure further success in the profession It is this positive attitude and passion for teaching that will make Priya @ wonderful asset to the profession in the future and | wish her all the best! OVERALL ASSESSMENT Grade: LY Satisfactory D Unsatisfactory ache has passed arc met he axpaced tandan mos ofthe relevant elements as describe bythe NS nse ot Teachers for this stage af their professional learning. Where @ Preservice Teachers work is considered outtianding or wal above average, this judgment should be reflected in the summary comments. UNSATISFACTORY’ The Preservice Teacher has fale his Prolessional Exoesence ui and has not demonstrated alo fe relevant ements as deserted ‘by the NSW Institute of Teachers, The Supervising Teacher, Professional Experience Coordinator and Principal are of the apinion that the Pre-service Teacher requiras an addition Professional Expenence to atlemgt to demionstrale satisiaciary competence a8 a graduate teacher No Pre-service Teacher ‘Should receive an Unsatisfactory pode wut being paced At Ris and the Commie of Avice lng convenes. Tis grade may ba vacermerded ao ONE ‘ormore ofthe ollong ground Feromance Detewnees Withdrawing fom Professional Nor Acasamc Mscand.ct Siizervehg Teacher Name Sucka. a owe aulis Pre-service Teachers Signature: Date: 4 II 18 aire io exhibit tera indicate far the particular Professional Expanenoa unit yparience - unless a Wihdrawal ‘Nihout Ponally is awarded.FPre-sarvice Teachers are lobe etsessed by the Supervising Taacher agains! the relevent Graduate Teacher Standards thal are applicable to Pratessional Experience Il 28 either NO.~ Not Gamtonstrated. 0 - Demonstralad: € Exceeds expectalons, Elatorae on the Pre-senice Teacher's prolessional practice ‘nthe Comment section. if Standards ae not able ts be demonstrated pleese pitwie an explanaicn inthe anpropaie Commenis section. i slendarts ae ‘ot relevant please Inger NA STANDARD 1-KNOW STUDENTS AND HOW THEY LEARN Foeus area GRADUATE TEACHERS: TTT Physical, sosial | Demonstrate knowiedge and undevstandiag of physical, social and and intellectual intellectual development and characteristics of students and how these may development and | fect learning. sharacteristios of | students TZT Understand how | Demonsiraie knowledge and understanding of researeh inte how students sade learn ath a he inp for aching | TET Stadents with Demoisiate knowledge of ravhing sracegies that are raspansive to the diverse linguistic, learning strengths and needs of students from diverse linguistic, culver, cultural eligious and | religious and socioeconomic backgrounds, ‘ soviogconomie backgrounds | TAT Strategies for | Demonstrate broad knowledge ond understating of the fmpact of culture, ‘washing Aboriginal and | cultural identity and linguistic background on the education of stadents from Torres Strait Islander | Athoriginal and Torres Strait Islander backgrounds, val students 1.51 Differentiate Demorstrae Knowledge and understanding oF Heatepies for eiffeentiating ‘eaching wa mest the | teaching 19 meet the specific leseniag newts of stadents across the Full range specific leaming needs | of abilities tf students acre the full range of ables TOL Strategies 0 ‘Demoastrate broad Knowledge and understanding of leyislaive requirements support full participation | ond teaching stetegies that suppor participation and Icarang of students | ‘of students with with disability. vA sisability wl ‘Comments Pra has dhemonghated that jhe has ucacapect her awunenes of The umputtaie of fasunrp Shelents and how ae e 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 teaching stmicgics ofthe | structure of the content and teaching strategies ofthe teaching area. | teaching aren 22.1 Content selection | Organise content iawan elective learning and tenehing Sequence, | and organisation 2.3.1 Curicolum, Use carsculum, assessment and reporting knowledge to design learning assessment and sequences and lesson plas “| feportins 2-41 Understand and | Demowsirate broad knowledge of, understanding of and respes Tbe] respect Aboriginal and | Abseginal and Tasees Strait Islander hetories, suk and languages ‘Torres Stesit Islander people to promote reconciliation betsveen Indigenous ar none | Indigenous Australians 25.1 Literacy and Know and understand Ineracy and numeracy feasting srstegies and their fumerucy stitegies | application in teaching areas 2.6.1 Information and’ | Implement eaching strategies for using [CT We expand carrieulum learning Communication ‘opportunities for students. Technology (CT. Commins Paya eFELAICly clei id, plunaed dnd midi Ned the Center of hor _ iran te regent bre roroespe er na et ae Hehe Pectung Professional Practice | Rapoet prautiyre Supervising Teacher's slnstina:... AUT. Pesearvioa Yeah gms Spe‘STANDARD J: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING ANDLEARNING [ND [D | E (GRADUATE TEACHERS Set leaming goals that provide achievable challenges for iodents ok challenging leaming varying abilities and characteristics | goals | $21 Pian, aractare and’ | Plan Teston toquences using knowledge of dent learting, coment and | sequence learning effective teaching strategies | programs Use teaching Tnelde a range of teaching strategies strategis ot BA Selext and use Demonstrate Knowledge of a range of tesources, including IT, that resources ‘engage students in their earning. ra 35.1 Use etectve Demorstrae araige of verbal and non-verbal Communication Satepies #0 slassro0m suppor: student engagement cy communication 7.6.1 Evaluate and) | Demorsivaie broad Knowledge of strategies that ean be used we evaluaie | improve teaching reaching programs te improve student learning | programs. | 4.7.1 Engage parca) | Deseribe a Broad range of straegies for involving parcallcarers in the rarersia the educative | educative process process Comments Py An, ollmanihered hey abi “bp pen Gnd wngole prt vet lessons at retect x bewkvare mefiary aysprrecl 7 preporetin fer yeerly exanunationt STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING “DTD LE ENVIRONMENTS, ASPECT ‘GRADUATE TEACHERS 1:1 Support stuikot | [denfity strategies fo support inslasive student participation and engagement “paricition in classroom activities 42.1 Manage claveroom | Demonstrate the eapactty © organise classroom activites and provide Sear activities dictions 43.1 Manage ‘Demonstrace Knowledge of practical approaches o manage challenging challenging bebaviowr | bebaviour, “4.1 Maintain student | Describe siaiegies iho suppor students wellbeing and satety working: sslety Within schaol and/or system, curticulum and legislative requirements. TE Use TCT safely, | Demoastate an undermanding ofthe relevant issies and the strategies responsibly and ethically | available wo supporc the sxfe, esponsibic and ethical use of ICT in learning and teaching ‘Comments eriga hea leomdt adepl a nae of shategey P nthe Gn wclasive ant poghhre lecunap inviveameat, Protesoa! Pace Rego = supenining Tooche’'s sonare AMT cea Pro-eondce Teac sinata: aes‘STANDARD §: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] DS] Ee LEARNING ([Focusarea | GRADUATE TEACHERS S.) Assess sudent | Demonsrate understanding of amesement strategies inclading lfonaal wad leaming formal, diignostic, formative and suremative approaches to assess student 1 leaning Ea Ponide Demonstrate an understanding of the purpose of providing Srey and Feedback to -appcopriate fesiback to studs about their learning. students on their leacnin 33 Make | Denioastate understanding of assessment madewation and is application te | consistent end! | support consistent and comparable judgements of student leaming comparable wv judgements | 5.4 Intaeprst Demonstrate th copoeity to bverpre aden aessment data Wo evaluate T ‘student data student learning and madify teaching practice vw SSileperon | Demonstrate understanding of u range of seategies for reporting o aden student sand parcnis/carers and the perpose of keeping abearate and reliable records of schievement | student achievement, “4 Comments Diya fas Gein Aan ALAVe pei? oF The | trafkup pro.ey clusip yea ced nan) it foplUh oh Hens # anol used this date tb inkirm her lesa STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING sD DE Focus aren GRADUATE TEACHERS: ‘6.1 Identify and plan | Demonstrate an understanding of the role of the Australian Professional professional learning | Standards for Teachers in identifying professiocl learning needs eo neods 63 Engage in Uinrtand the relevant ad uppropris sours of profestnal leaning professional leaming | foe teachers. wv and improve practice 6.3 Engage with ‘Seek and apply constructive feedback frem supervisors and teachers to colleagues and itaprove teaching practices. af | insprove peatice | 4 Aply professional | Demoeivate aa wadereanding of he ratocals fr cootinoed promasonal leaming and improve | learning and the inplications for improved student learning. student leaming Kenments Daychy pas cypehion th Rally and be ff pate hpi ablewed | 1 gain dw Tor injghns wi The eae é di STANDARD 7- ENGAGE, ToT WITH COLLEAGUES, D _ — PARENTS!CARERS AND THE COMMUNITY Gust Focus area GRADUATE TEACHERS 1 7.1 Meet professional Understand and apply the key principles described in codes af ethies and | cthies and | conduct for the teaching profession, Ww |Lresponsinilities |S 72 Comply with ‘Unserstand tie relevant legislative, administrative and eepantaicoal legislative, Policies and processes raguired foe teachers according to school sage, sehminiersive and “1 ‘expunisstional requireents | 7-3 Engage with the | Understand sttegies foc working cflccively sensitively and parentsicarers confidentially with parents/carers. } 74 Engage with Understand the role of extemal profcwlonals aad Gonna iy professional teaching | representatives in broadening teachers” professional knawledge and 4 seratbonie | ose commucities Contnients Pye KAT Tear aba [0 of Orman Fah TA, Pet Tg Ee et mnt is Toast meh a He PEnrinds 70 are 17 Leg tnp prigress Professional Practice | Report ‘ Supecising Teachers sateen Proganicn Teachers sgnatuee: ST.Professonal Prats! 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