WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program| Report Pre-sevile Teachers narje | Rabla Deeb Sade: Ta Cariculumfeaching area) — | Sconce Dates: Ways ‘Schoo! Erskine Park High Schoo! N? of placement tof2 ‘SUMMARY COMME! Rabia has demonstrated a hhas worked on developit this has helped her laa I ITS by the SUPERVISING TEACHER enthusiasm towards her practicum. Rabi at all times conducted herself professionally and a positive rapport with ll er stent Rabia has made a effort to eto know her siden, and Ns ecordghy. Rabi able tou the lage 4 and 5 Selene syllabus plan lesen whch ten te cours eae feved and are secuetal One of Rabies svengtne it Incorporate Infoation and Communication Technologies (ICT) into her Ieson plane, This ar beh evident in ent of her use of vsvl medi the Miro su, the edveatoal platform Sie and the school adniisative platform Sentral Students were engaged ince earning du tothe varity of aching and leaning eeivides fabia has had the opportpity to teach a variety of students of mixed ables. She hes demonstrated that se cn foeus on rudimentary literacy and fueracy sil for thotesuidets whom may beet fom the development, Rabia bas ako dlemonsrted that she cafoater to the nets of fed tnt whom may need more exresive modalles soa to develop ‘deeper understanding ofeonten. An area of improvement hich wl enn to mprove Rabi as she develope he confidence more ata teacher, ier abil to ore clery esis Jeaming goal in th lesson plas che develops. Rabi x ncoaraged to contin developing ter eerie ofconsquaces for bth postive and negve behaviour Over Rabi skeen to fost constve feedback in order to improve her teaching sls nd knowidge. She takes on board al suggestions anil continually involve hers in profesional Galogue Ths ba btn one of Rava greatest strengths and has helped er improve during the pecdeum OVERALL ASSESSMENT Grade: W Satisfac Dtnsatistactory SATISFACTORY: The Prespic Teather has pase and mel te expected tr nos ola lr omens as desc by the NSW Institute of Teaches for this stage of their professional |eaming. Where a Pre-service Teacher's work is considered outstanding Srwol sav roa fi og shone lesa comer cormens. UNSATISFACTORY: The Pp-service Teacher has faled ths Professional Experence unl and has not demonstrated al ofthe relevant ‘iements as descibed by thp NSW Instute of Teachers. The Supervising Teacher, Professional Experience Coottnato and Principal ‘ae of the opinion that the Pp-service Teacher requires an ado Professional Experience to attampt o demonstrate satisfactory competence 2s a graduate facher. No Pre-service Teacher should receive an Unsalisfeciory grade without being placed Al Risk athe Committ cf Advice being donvened. This grade may be recommended on ONE or more of the folowing grounds: i. fallure to exhibit erteraincicatad for the paricuar Professional Experience unt, A ee Date: Supervising Teacher Name La A _ signature; Pre-service Teacher's Signature: Date: Pre-senice Teachers are to bq assossed by tho Supervising Teacher against the relevant Graduate Teacher Standards that are applicable {oProtessiona Experience il bs ether ND ~ Not demonstrated; D~ Demonstrated; E- Exceeds expectations. Elaborate onthe Pre- service Teacher's prefessionalpracie inthe Comment secon Standards are nc abo to be demonstrated please provide an ‘explanation in the appropriate > secon. If standards ae no eevent please Insert NA‘STANDARD _EKNOW: SDENTS AND HOW THEY LEARN Focus area, GRADUATE TEACHERS. 3 z| e| | 1.1.1 Physical, stad and intellectual development and characteristics of students ‘Demonstrate knowledge and understanding of physical, social and intellectual development and characteristies of students and how these shay affect learning, T2.1 Understand how students leam Demonstrate knowledge and understanding of research into how sidenis Tear and the implications for teaching. T3.1 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies hat are responsive to th Teaming strengths and needs of students from diverse linguistic, cultural, religious and socioeccnomie backgrounds, NAN TAT Strategies for teaching Aboriginal and Torres Strat Islander students Demonstrate broad knowledge and understanding of the impact of eulale, Aboriginal and Torres Strait Islander backgrounds, cultural identity and linguistic background on the education of students from TS Differentiate teaching to meet the specific learning needs fof students across the full range of abilities Demonstrate Knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full hige of abilities. practices and pedagogies. Rabia has developed and implemented series of lesson sequences which were congruent with content for students on their basis of their ability and stage of development, Ral the dialogue she maintains with faculty members. She utes this o inform her understanding about students understanding about syllabus requirements, ‘She employs a repertoire of teaching strategies which assist her with professional TS Swategies 0 Demonstrate broad knowlege and understanding of egsatveequrepents [| V7 suppor full pancipation | and teaching strategies that suppor participation and leasing of studerks of students with with disability disability Comments 2.4.1 Understand and respect Aboriginal and Torres Strat Islander people to promote reconciliation between Indigenous and noa- Indigenous Austra Derionstrate road knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. STANDARD: KNOW THE CONTENT AND HOW TO TEACH N]D JE Focus ares ‘GRADUATE TEACHERS, D 2.1.1 Contentand "Demonstrate Knowledge and understanding of he concepts, subatance dod v teaching stategis ofthe | sructine ofthe content and teaching staepes ofthe teaching area teaching ea 22.1 Conentsleton | Organise Sniet ito an eective Teaming and teaching guano v and organisation 73.1 Curricula, ‘Use curican, assessment and reporting knowiedge to dein learn v assessment and sequences ad lesson pens reporting v 25.1 Literacy and ‘numeracy strategies ‘Know and understand Titeracy and numeracy teaching saiegies and thdir application in teaching areas. XN 2.6.1 Information and Communication Technology (ICT. [implement teaching strategies for using {CT To expand eurieulam leaning ‘opportunities for students, v) ‘Comments Rabia has demonstrated an understanding about the stage 4 and 5 content for Science. She has dem the content was used to explicitly teach graphing theory and writen response scaffold such as the has used the online education platform STILE to supplement her delivery of lessons rich n ICT. Rs strated lessons where ILARM matrix, Rabi ia has been proactvel Professional Practice | Report Supervising Teacher's signature... Pre-serice Teacher's signatures.“involved in many staff a opment opportunities which have allowed her to develop her understanding about the teaching, learning and reporting eydie, (STANDARD 3: PLAN. )R AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING N D E Focus area ‘GRADUATE TEACHERS ‘3.1 Esta ‘Set learning goals that provide achievable challenges for sudents oF challenging learning || varying abilities and characteristic. goals 3.2.1 Plan, sirusture and sequence learning programs Pian lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1 Use teaching strategies Toclude a range of teaching strategies 3.4.1 Select and we resources ‘Demonstrate knowledge ofa range of resources, including ICT, that engage students in their learning. 35.1 Use elfective ‘Demonstrate a range of verbal and non-verbal communication Sategies to professionally and resp planning and teaching p lly classroom support student engagement. communication 3.6.1 Evaluate and ‘Demonstrate broad knowledge of strategies that can be used to evaluale improve teaching teaching programs to improve student learning, programs 3.7.1 Engage parents) || Desoribe a broad range of avategies for involving parentsaren in he Y carers inthe educative | educative process. rocess ‘Comments Rabia has demonstrated ofitica reflection during her practicum. She seeks critical feedback about her ten integrates these recommes dations in subsequent lessons. Rabia attended a parent teacher patents carers so as o develop her understanding of her student inform her ENVIRONMENTS, ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING “ASPECT ‘GRADUATE TEACHERS. ND 4.1.1 Support student participation Tentify strategies to suppor’ inclusive student participation and ‘engagement in classroom activities. “42.1 Manage classroom activites Demonstrate te capacity to organise classroom activities and provide clear directions 43.1 Manage challenging behaviour ‘Demonstrate knowledge of practical approaches to manage challenging bbohavious. 44.1 Maintain student safety ‘Describe strategies that support students” wellbeing and safely working within school and/or system, euriculum and legislative requirements. 451 Use ICT safely, responsibly and ethically ‘Demonstrate an understanding of the relevant sues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Comments Rabia has demonstrated d teaching class routines. objective isto establish a Aelivery of consequences challenging behaviour, which is quick, fair and respectful Jat she can sustain a postive learning environment by explicitly setting class expectations and repertoire for behaviour management is developing. Rabia has demonstrated that her frst [apport with scents, and then engage them in the learning. She has also demonstrated the Professional Practice | foot ‘Supervising Teacher's sig Slots as ate ola aol‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] DE LEARNING Focus area ‘GRADUATE TEACHERS: 5.1 Assess student | Demonstrate understanding of assessment siratogien including informal and Vv learning formal, diagnostic, formative and summative approaches to assess student Jearning. 32 Provide ‘Demonstrate an understanding ofthe purpose of providing Himoly and Y feedback to appropriate feedback to students about their learning. students on their Teaming ‘33 Make ‘Demonstrate understanding of assessment moderation and its application VY consistent nd | support consistent and comparable judgements of student learning. comparable judgements 5.4 Interpret ‘Demonstrate the capacity to Interpret student assessment data to evaluate v student data student learning and modify teaching practice “3 Report on | Demonstrate understanding ofa range of strategies for reporting fo students v student and parentsicarers and the purpose of keeping accurate and reliable records o achievement student achievement. ‘Comments Rabia uses a range of formative assessment in her teaching. This is through the use ofa range of qupstioning strategies so as to fine tune subsequent lessons; and through collected work samples to evaluate students learning of content. Rabia h ‘engaged in collegial discussion about organisation, planning and implementation of assessment tas, ‘STANDARD 6; ENGAGE IN PROFESSIONAL LEARNING ND] D] © Focus area GRADUATE TEACHERS. ‘6.1 Identify and plan | Demonstrate an understanding ofthe Fole ofthe Australian Professional Y professionel leaming | Standards for Teachers in identifying professional learning needs needs (6.2 Engagein ‘Understand the relevant and appropriate sources of professional learn v professional learning | for teachers. and improve practice 6.3 Engage with ‘Seek and apply constructive feedback from supervisors and Teachers 1 v colleagues and improve teaching practices. improve practice ‘64 Apply professional | Demonstrate an understanding ofthe rationale for continued professional v learning and improve | learning and the implications for improved student leaming, student leamin ‘Comments Rabia has demonstrated a commitment towards improving teaching. She reflects on tho feedback pipvided to her and acts upon it promptly. Rabia has participated in staff and faculty meetings. Rabia has also been involved in discussions about the ‘Australian Professional Standards for Teschers and its value on her professional knowledge and price. Rabia has also bhecome aware ofthe New South Wales Education Standards requirements for maintaining professignal competency upon becoming a qualified teacher. Professional Pracice | Report ‘Supervsing Teachers signat 1.Pre-service Teacher's signature:‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DY] © PARENTS/CARERS AND THE COMMUNITY Focus area. ‘GRADUATE TEACHERS 7.1 Meet professional | Understand and apply the key principles described in codes oF ees and v ethics and ‘conduct forthe teaching profession, responsibilities 7.2. Comply ‘Understand the relevant legislative, administrative and organisational Vv legislative, policies and processes required for teachers according to school stage. administrative and organisational requirements 7.3 Engage with the | Understand strategic for working effectively, sensiively and v parents/earers confidentially with parents/carers. 7-4 Engage with Understand the role of extemal professionals and communtiy Y professional teaching || representatives in broadening teachers’ professional knowledge and networks and broader || practice. communities value for communicating with parents and caregivers in order to establish postive home-school links with parents and carfgivers about their children. Rabia has been present during phone call discussions made by her Supervising teacher so thal she is aware of strategies for managing such discussions forthe future. Rabia has also had the ‘opportunity of to work wilh teacher aids o enhance student leering. Rabia a all times has conducted herself in a professional manner and therefore is aware of her responsibilities es teacher and the rights of her stadets. Professional Practice 1 Re ‘Supervising Teacher’ sign