& WESTERN SYDNEY ‘UNIVERSITY Professional Practice Il U Secondary Program Report Pre-service Teachers name | Michael Carmona ‘Student 1D:18090573 ‘Curculumfeaching area | HistoryiGeography Dates: 72/04/2019 14/06/2019 30 days School ‘Camden High Schoo! ~~) N* of placement 2of2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Michael has met the responsibilities and roles as a pre-service Teacher. Throughout the practicum; Michael displayed professionalism and growth at Camden High School. Michael's personal knowledge and maturity was particularly helpful in the teaching of content knowledge. Michael displayed inquisitive behaviour and engaged in various professional conversations with his mentor teacher and other colleagues to better inform his teaching practise. Michael showed immense wilingness in all roles and responsibilities as classroom teacher. Michael involved himself greatly in assessment and marking of various tasks, Here Michael enhanced his understanding of marking criteria and the language of common grade scales. Michael gained experienced in providing effective and timely feedback as a classroom teacher and was able to make comparable Judgments between classroom and assessment performance. Michael took all feedback constructively and attempted all suggested strategies which helped improve his teaching practise. Michael was exposed to, and managed difficult behaviour and students from various backgrounds. Michael treated his students positively and made progress with their learning ‘When feedback was provided to Michael, he attempted all suggested strategies to improve his practise within the classroom. With more individual experience as a teacher, Michael will make a great contribution to the education system. OVERALL ASSESSMENT Grade: X satisfactory D unsatisfactory ‘SATISFACTORY: The Pre-senice Teacher has passed and met the expected standard in most ofthe relevant elements as described by the NSW institute of Teachers fo this stage of her rofessional leaning. Where a Pre-senvice Teachers works considered oustanding ‘orwell bove average, this judgment shouldbe refected inthe summary comments UNSATISFACTORY: The Pre-senvie Teacher has ald this Professional Esperance unit and has not demonstrated all ofthe reevant ‘elements as described by the NSW Instuleof Teachers. The Supenising Teacher, Professional Experience Ccorinalor and Pinca ‘are ofthe opinion tha he Pre-sevice Teacher roqures an adion Professional Experience to attempt to demonstrate satisfactory ‘competence 2s a graduate teacher. No Pre-sanvice Teacher should eveive an Unsaisiacory grade without being placed At Risk and the ‘Comite of Advi being convened. Ths grade may be recommended on ONE or more of the flowing grounds: + Performance Dafilancios~ ie. flue to exhibit cra indicated for the paricuar Proiessional Experience unt + Witharawing fen Professional Experionce~ unless a Withdrawal Without Penalty is avarded “+ Non-Academic Misconduct ‘Supervising Teacher's Name _Lebekeih Fascael Signature: Date: /4-6/722 Pre-service Teacher's Signature; 22 Fre-service Teachers are to be assessed by ihe Supervising Teacher agains the relevant Graduate Teacher Standards that are appicable Professional Experence ll as ether ND - Not emanated; 0 - Demonstrated; E ~ Exceeds expectations. Elaborale on the Pre- ‘vice Teacher's profesional racie inthe Comment socton. I Standard are notable tobe demonstrated please provide an eolanation inthe appronie Comments secon, I standard are not relevant please inset NA‘ ‘STANDARD i:KNOW STUDENTS AND HOW THEY LEARN ND|D Focus area ‘GRADUATE TEACHERS, T.L.1 Physical, social] Demonstrate knowledge and understanding of physical, social and x ‘and intellectual intellectual development and charactristies of students and how these may {development and affect learning characteristics of students T2.1 Understand how | Demonstrate knowledge and understanding of research ito how stadents students learn Jearn and the implications for teaching, 73.1 Students with Demonstrate knowledge of teaching strategies that are responsive tothe x diverse linguistic, learning strengths and needs of students from diverse linguistic, cultural, cultural religious and | religious and socioeconomic backgrounds. backgrounds TAL Strategies for Demonstrate broad knowledge and understanding ofthe impact of culture, x teaching Aboriginal and | cultural identity and linguistic background on the education of students from ‘Torres Strait Islander | Aboriginal and Torres Strat Islander backgrounds. students | 15.1 Differentiate Demonstrate lnowledge and understanding of strategies for differentiating X teaching to meet the | teaching to meet the specific leaming needs of students across the fll range specific leaming needs | of abilities, of students across the full range of abilities Ti Strategies 0 ‘Demonstrate broad knowledge and understanding of legislative requirements ¥ suppor full participation | and teaching strategies that support participation and leaming of students of'students with with disability disability ‘Comments - Throughout the practicum, Michael demonstrated a broad knowledge of how students” ‘but was able to utilise the knowledge of students when dealing with difficult or attention seeking behaviour. ~ Michael showed great differentiation when teaching classes with high disengagement, as well as large behavioural issues. Michael also understood the nature of students with low ability and was able to use verbal reinforcement when teaching these students. lesson as some point; for example, asking students to read or to responds to questions when necessary, = Michael was identified the importance of including all students in class and showed ATSI backgrounds. backgrounds can influence their performance in the classroom, Michacl was inquisitive when asking and leaming about students in his classes. Michael kept this information confidential = Michael always pushed for an inclusive environment where all students were engaged in the knowledge and compassion for students with learning disabilities, language backgrounds and Professional Practice |! Report 7 ‘Supenising Teacher’ signature: Pre-service Teaohers signature: ieneSTANDARD 2: KNOW THE CONTENT AND HOW TOTEACHIT. ND]D ‘Focus area ‘GRADUATE TEACHERS 2.1.1 Content and Demonstrate knowledge and understanding ofthe concepts, substance and me ‘teaching strategies ofthe | structure of the content and teaching strategies of the teaching area, teaching area 72.2.1 Content selection | Organise content info an effective learning and teaching sequence. x and organisation 23.1 Curriculum, ‘Use curriculum, assessment and reporting knowledge to design learning x ‘assessment and sequences and lesson plans reporting 724.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for ¥ respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. ‘Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians 25.1 Literacy and ‘Know and understand literacy and numeracy teaching strategies and thelr * ‘mumeracy strategies | application in teaching areas 2.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum Teaming | X ‘Communication ‘opportunities for students ‘Technology (ICT) ‘Comments. = Michael developed lessons in stage §geograpiy to properly prepae stents for an upcoming assessment task. Michael tailored these lessons based on the assessable content and skills of geography. -_ Michael's knowledge ofthe content areas was very thorough ~oftea providing discussion points and {examples for stents fom real world concepts. Michael was abe 10 uslise his knowledge to assist Students" understanding of concepts in geography and history. = Michael utilised some ICT in the delivery of hs lessons; students however, didnot have the Opportunity to use these skill due to technology restrictions of school resources STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND |D | E Focus area ‘GRADUATE TEACHERS 3.11 Establish Set leaming goals that provide achievable challenges for students of ¥ challenging leaning goals 3.21 Plan, siructure and | Plan lesson sequences using knowledge of student Ieaming, content and x sequence learning cffective teaching strategies. programs 3.31 Use teaching Tnclade a range of teaching strategies x strategies 3.4] Select and use ‘Demonstrate knowledge ofa range of resources, including ICT, that ¥ resources ‘engage students in their learning. 35 Use effective ‘Demonstrate range of verbal and non-verbal communication strategies to x classroom support student engagement. ‘communication 3.6.1 Evaluate and ‘Demonstrate broad knowledge of strategies that can be used to evaluate x improve teaching teaching programs to improve student leaming, programs 3.71 Engage parents’ | Deserbea broad range of safegies for involving parentsiearersinthe |X | X carers in the educative | educative process. process ‘Comments = Michael showed great ability in inking past work with current work, as well as future work, Al lesson content ‘was linked through effective questioning and verbal brainstorming with students = Michael's lessons had a variety of teaching strategies but with more experience inthis professional Michael will ‘add more diversity to this, Michael was able to effectively teach content through visual and verbal teaching strategies and as the practicum progressed was able to think of his feet more. = Michael taught two different year 9 students and was able to differentiate some ofthe learning based on the students learning needs which shows & great understanding ofthe students and how to teach effetivey. = Michael did not have the opportunity to engage with parents throughout this practicum but was able to identify the importance Professional Proc I! Roport 1 Supeising Teachers signature‘STANDARD di CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] D]E ENVIRONMENTS ‘ASPECT ‘GRADUATE TEACHERS “4.1.1 Support stadeat | Identify strategies to support inclusive student participation and engagement x | participation in classroom activities. 4.2.1 Manage classroom | Demonstrate the capacity to organise classtoom activities and provide clear x activities directions 43.1 Manage ‘Demonstrate knowledge of practical approaches fo manage challenging ¥ challenging behaviour _| behaviour: 44.1 Maintain student | Deseribe stratogis that support students” wellbeing and safety working x safety Withia school andor system, curriculum and legislative requirements. 5 Use ICT safely, | Demonstrate an understanding ofthe relevant issues and the strategies rg responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching. ‘Comments -From the beginning, and throughout his practical experience Michael was able to effectively engage all students in lessons in a variety of ways. Michael shows strength in effective questioning to ensure student participation, = Michael developed his organisation in the classroom despite teaching in various rooms with differing technology to present. ~ Michael taught students from a variety of backgrounds who displayed different behaviours. Within the classroom Michael verbally enforced his behaviour expectations at the beginning of lessons and maintained @ ‘consistent approach, Michael could benefit from using visual reminders when he obtains his own classes. “Michael was inquisitive when trying to understand the backgrounds and welfare of students and maintained discretion when dealing with certain students. Professional Practice li Report ee 4 Fa ‘Supervising Teacher's signature: Pre-service Teacher’ signature: Aca. Z‘STANDARD §: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] Dae LEARNING ‘Focus area ‘GRADUATE TEACHERS '.1 Assess student | Demonstrate understanding of assessment strategies, incloding informal and x earning formal, diagnostic, formative and summative approaches to assess student learning ‘S2Provide ‘Demonstrate an understanding ofthe purpose of providing umely and ¥ fesdback to appropriate Feedback to students about their learning. students on their Jearin 5.3 Make Demonstrate understanding of assessment moderation and its application to x ‘consistent and | support consistent and comparable judgements of student learning. ‘comparable judgements ‘S.A lnterpret Demonstrate the capacity to interpret student assessment data to evaluate X student data ‘student learning and modify teaching practice SSReporton | Demonsirate understanding of a range of strategies for eporting to students x ‘student ‘and parents/arers and the purpose of keeping accurate and reliable records of ‘achievement student achievement. ! ‘Comments = All three of the classes Michael took on his practicum had assessment tasks. ‘Michael was exposed to the administration behind the collection and distribution of assessment tasks. = Michael engaged with pilot marking with his mentor-teacher and quickly utilised these skills to mark various assessment tasks. Michael asked questions and graded tasks according to marking criteria, He also learnt the language of rubries and the common grade scale for stage 4 and 5. = Michael made comparative judgments between class performance and formal assessment results which demonstrates a deep understanding of student's abilities. = As well as summative assessment, Michael engaged in formative assessment ‘where he was able to evaluate the teaching and leaming conducted in his lessons. ‘STANDARD & ENGAGE IN PROFESSIONAL LEARNING. ND] D |e Focus area (GRADUATE TEACHERS: 6.1 Identify and plan | Demonstrate an understanding ofthe role of the Australian Professional x professional leaning | Standards for Teachers in identf¥ing professionel leaming needs. neds (6.2 Engage in Understand the relevant and appropriate sources of professional leaming x professional leaming | for teachers. and improve practice (63 Engage with ‘eek and apply constructive feedback from supervisors and teachers to x colleagues and improve teaching practices. ‘improve practice ‘64 Apply professional | Demonstrate an understanding ofthe rationale for continued professional x learning and improve | learning and the implications for improved student learning. student learning ‘Comments = Michael showed great willingness in his role as a pre-service teacher at Camden High School. In the first few days of his practicum, Michael took all feedback constructively and applied it inthe very next lesson, Michael was willing to try any feedback and tips provided by his mentor- teacher to the best of his ability; Michael even asked for more strategies where necessary which showed great reflection on his own practise. = Michael also engaged in conversation with other colleagues about their experiences with students and ‘was able to implement into his teaching and leaming practises. Professional Practice ! Report ‘Supervising Teacher’ signature: Pre-service Teacher's signature‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS 7.1 Meet professional cies and responsibilities “Understand and apply the key principles described in codes of ethies and conduct for the teaching profession 7.2. Comply with Legislative, administrative and organisational requirements ‘Understand the relevant legislative, administrative and organisational policies and processes requited for teachers according to school stage. 73 Engage with the parents/earers ‘Understand strategies for working effectively, sensitively and confidentially with parentslcarers 74 Engage with professional teaching networks and broader communities ‘Understand the role of external professionals and community ives in broadening teachers’ professional knowledge and ‘Comments - Michael attenc the Camden High School community and its i involved in activities and mandatory meetings from various extemal providers; most recently a presentation by Headspace. = Michael engaged in many professional conversations with this mentor teacher and often asked questions to better his practise as an educator. = Michael was professional and mature in all aspects of his practicum. .ded multiple staff meetings and Professional Learning Communities as part of jatives (ALARM), Michael was present and Professional Practico I! Roport Supenising Teachers signat 18 Sh Pre-service Teachers signature: Sn