WESTERN SYDNEY 4 UNIVERSITY Professional Practice | Secondary Program U Report Pre-senice Teachers name | Wiael Sanlos [Stee 1779 59410 Curicdureaching area | Musie | Dales: 7a -1F =n ~18 | 30days ‘School ‘Cambridge Park High School ‘N° of placament 10f2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Mizael has demonstrated a high level of competency as a teacher. His organisation skills have been excellent, providing detailed lesson plans that demonstrate his knowledge of the subject and included a comprehensive method to teach the content. Mizael has positively resoonded to feedoack and applies any comments aimed at improvement to his planning of future lessons. He has taught effective lessons to years 7, 8, 9 and 10 and adjusts his metalanguage appropriately to differentiate for specific individuals. Mizael has maintained numerous classroom management strategies that are consistent with the school's policies and implemented some effective management strategies that are responsive to the behaviour he experienced from the students. Each lesson Mizael taught was aimed at the syllabus and his pedagogical approach ensured that students leat the concepts he sought to teach them. He has shown strong interpersonal skills and has been professional at all times. OVERALL ASSESSMENT Grade: Os tisfactory D1 unsatistactory ‘SATISFACTORY: The Preservice Teacher has passed anc met the expected standadin most of the relevant laments as descibod by the NSW Insitute of Teachers for his stage o! fer professional learning. Where a Presanice Teacher's wok is considered outstanding ‘orwell above average his judgment should ba reflectd inthe summary comment UNSATISFACTORY: The Pre-service Teacher hes fad ths Professional Experience uit and has not demostitod al ofthe relevant elements as desrbed by the NSW Inskiue of Teachers. The Supewising Teach, Professional Experience Coordinator and Principal ‘18 the opinion tha the Pra-senie Teacher requires an adon Professional Expaence to attamot to damonetra salstacory ccmpetonce 2s a graduate teach, No Pre-servoe Teacher shoul receive an Unsatsiaccry grade withcu being placd At Fisk and tho Commitee of Avice being convened. This orade may be ecommended an ONE or mor othe fling grounds + Porfamance Defences — flue to exit ceria indicated for the parkciar Professional Experience uni + Witorewing from Professional Expoience— unless a Withrawal Without Perlis awarded, + Non-Acadarie Misconduct. ‘Supervising Teacher's Name Jonathan Goodwin Signature: Date: 9/11/2018 Pre-service Teacher's Signature: _ ~~ a Date:Tti/ PoPFre-sanico Teachers arto be assessed bythe Supervising Teacher aginst the rlevant Graduate Teacher Standards that are applicable to Prfessionel Experience Ul as either ND —Not deronsrated; D — Demnstateg E~ Exceeds expectations. orate onthe Pre ‘service Teach’ professional practce in the Comment section. I Standards arena abi o ba demonstrated ploase provi en ‘explanation inte appropiate Comments section. I standards are rot revert paaseinsart NA ‘GRAD! Focus area, TLL Physical, social | ‘Demonstrate knowledge and understanding of physical, soial and and intellectual intellectual development and characteristics of students and how these may evelopment and affect learning, characteristics of| students 121 Understand how sfudents learn Demonsiate knowledge and understanding of research into how students earn andthe implication for teaching. 73.1 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds ‘Demonstrate knowledge of teaching siralogis that are responsive to the Teaming strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. TAT Stategies for teaching Aboriginal and ‘Torres Strait Islander students Deinonstrate beoad knowledge and understanding of the impact of catare, cultural identity and finguistic background on the education of students From Aboriginal and Torres Stat Islander backgrounds. 751 Difereatate teaching to meet the specifi leaning needs of students across the full range of abilities ‘Demonsirate knowledge and understanding of stateyies for differentiating teaching to meet the specific earning needs of students across the full range of abilities. 1.1 Strategies to ‘support full participation of students with slisability ‘Demonsirate broad knowledge and understanding of legislative requirements ‘Comments Early in the practicum, Mizcel sought to learn about the students he was going to teach. He memorised student names and prepared strategies for students with parlicular physical, social and intellectual characteristics. His lessons had an appropriate method fo maintain the interest of students and he included musical excerpts familiar to students to support them in their leaming. AND HOW TO MEACH TT = ww THE CONTENT: ‘Pocus area" [GRADUATE THACHERS: Professional Practice | Repert ‘Supervising Teacher's signature: ; pws toutertpuire (Loa FooseZI Content and teaching strategies ofthe Demonstrate knowledge and understanding ofthe conespis, substance and ‘structure ofthe content and teaching sratogies ofthe teaching area, teaching area 4 72.2.1 Content selecion | Orgative content into an effective Teaming and teaching sequence. and organisation 2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design Teaming assesement and sequences and lesson plans, seporting 2.4.1 Understand and | Demonsirate broad knowledge of understanding of and respect for respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cakures and languages. ores Strat lander people to promote reconciliation between Indigenous and non Indigenous Australians 2.5.1 Literacy and ‘Kitow and undewsiand leray and numeracy teaching avategies and Wr rmumeracy strategies __| application in teaching areas. 72.6.1 Information and | Implement teaching strategies for sing ICT to expand curiculum Teaming Communication ‘opportunites for students. “Technotogy (ICT ‘Comments Mizae! differentiated his content for students that played different instruments. He was able to communicate most of the content with a simple and understandable explanation and followed theoretical tasks with appropriate practical tasks fo further student understanding, EL EN] ee SE on ocusarea SGRADUATETE! cumaeied 3.1.1 Establish Set earning goals that provide achievable challenges for students of challenging earning | varying abilities and characteristics goals 3.2.1 Plan, structure and sequence learning programs ‘Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3.1 Use teaching sarategies Include a range of teaching strategies 3.4.1 Selec! and Ose ‘Demonstrate mowledge ofa range of rxoures, including ICT, hat engage students in their learning, 33.1 Ure effective classroom ‘communication Demonstrate a range of verbal and non-verbal communication strategies support student engagement 3.6.1 Evaluate and improve teaching prograans ‘Demonstrate Broad knowledge of strategies that can be used to evalials teaching programs to improve student learning. 3.7.1 Engage parents carers inthe educetive process ‘Describe a broad range of strategies for involving parents/earers inthe educative process, ‘Commenis| Mizoel provided each lesson plan well in advance and consstently sought feedback to improve them for the benefit of the students. He was always prepared with resources for his lessons and used discussion, problem solving and practical tasks fo teach new content. ‘GRADUATE TEACHERS Professional Practice | Report ‘Supervising Teachors signature: 3 oreanvetntertguane St Oe.“LT Support student ] Identify strategies o suppor inclusive suident parcipation and engagement participation in classroom activities, 42.1 Manage classroom | Demonstrate the capacity to organise classroom aetivtes and provide clear act directions 43.1 Manoge Demonstrate knowledge of practical approaches fo manage challenging y, challenging behaviow_ | behaviour, 44.1 Maintain student | Describe strategies Wat suppor students’ wollbdag and safely working safety within school andor system, curriculum and legislative ecuiremnens 43.1 Use ICT safély, | Demonstrate an understanding ofthe reloven! lass and the sirtegios responsibly and ethically | ayailable to support the safe, responsible and ethical use of ICT in learning and teaching. ‘Comments Mizael welcomed students to class politely and maintained a safe and happy leaming environment, While he was teaching there were no significant issues and all stucients felt supported in the learning undier his guiclonce. oe a al i Focis area | GRADUATE TEACHERS : [sh ic “3.1 Assess sident | Demonstrate understanding of essesoment strategies, including informal and learning ‘formal, diagnostic, formative and summative approaches to assess student ye Teaming. S2 Provide ‘Demonstrate at understanding of fe purpose of providing Gmaly and feedback 10 appropriate feedback to students about thi earning. Y students on their fearing 3.3 Make ‘Dewsonsvte understanding of asesanent moderation sade appiaion vo Const end | ep consie’ nd compa juga fst le J conparable judgemens SA Interpret] Demonstrate te capacity to interpret tadentaseiomat dea fo caluate studentdata | stoden leaning and modify teaching practice ve 5.5 Report oa | Demonte understanding ofa wage of swalgies for reporting a sixdoas student and paronislearers and the purpose of keeping securate and reliable records of Y achievement | student achievement ‘Comments Mizael used different strategies to assess and provide feedback on student leaming. He often ran class discussions and supported any student participation, but also spent ingividual time with students during practical tasks and gave feedback on the progress they've made and how they can continue k prove. [SRANDARD AT RONISSIONAL LEARNING =I - Focus area et GRADUATE TEACHERS. fa 61 Identity and plan | Demonstrate an understanding of tie role of he Arsalan Profesional 1 profesional learning | Standards for Teacher in denying professional laring needs. / fends 62 ngage a rind eleva and appropine sure of poten earn professional learning | for teachers. va and improve pace 63 Engage with Seeeand apy consnive edad em supeniton ad tices 7. colleague and improve teaching practices. improve practice 6.4 Apply professional Denoniiraie an understanding of he rtomale for continued profesional leering and improve | leaning nd the implications for nproved siden learing student leaning Comments Mizael attended our staff and faculty meetings with a posttive attitude, He was able to contemplate the strategic directions of the school and applied them fo his planning and teaching. Professions! Practice | Report 4 Supervising Teacher's signature: Pra-service Teachers signatire!‘Understand ad apply the key principles decribed in codes of ec and ethics nd cere forthe teaching poston exponsbilities 7.2 Comply with] Understand the wlevant leave, adminive and orgntoatonal legistaive, Policies and procesesreuied foreach according to school sage. srinisttve and /| organisational requirements 73 Engage withthe | Understand svaigie or working oaively, semstvaly ad porntfeares conf dentally with perenssarrs. 74 Engage with | Understae te cole of extemal profesional and comamanity professional teaching | repeseatives in readening encers’profesioal wowed and networks and broader | practice. commen ‘Comments Mizael conducted himself professionally at all mes. He folowed both school and deparimental policies consistently and engaged positively with other professional members of the school, Professinal Practice | Report ‘Supenising Teachers signature: