School ofPractice

Professional Education
3

102095 Secondary PP3 Design Your Own Place Form

Pre-service Teacher Details

Pre-service Teacher Name: Alexis Ross Pre-service Teacher ID: 16740831

Pre-service Teacher Phone Number: 0468414902 Pre-service Teacher Email Address:

16740831@student.westernsydney.edu.au

Title of your proposal and location: Intended dates:

-Doonside Technology High School 28/11/2016 - 09/12/2016

-15-39 Power St, Doonside NSW 2767

Supervisor Name: Michelle Harrison Has the supervisor been contacted?

YES

Phone: Aboriginal Education Officer Does this placement meet the requirements
Michelle Harrison- 0431413489 of number of hours (60)

DTHS office staff- (02) 96222463 YES

How does this placement meet the unit requirements and philosophy?

 Supporting and working with students from disadvantaged backgrounds.

 Gain and demonstrate skills and knowledge in Aboriginal education
 Apply behaviour management strategies
 Assist students in setting and reaching their learning goals
 Demonstrate knowledge of Indigenous Australia through sanctioning equitable
practices and cultural competency
 Bring learner experiences to life through demonstrating my commitment to quality
engagement and respect for cultural diversity
 Demonstrating knowledge of teaching strategies responsive to learning strengths and
needs of students from diverse linguistic, cultural, religious and socio economic
backgrounds (1.3.1)
 Organise content into an effective learning and teaching sequence (2.2.1)
 Set learning goals that provide achievable challenges for students of varying abilities
and characteristics (3.1.1)
  Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices (6.3.1)
Outline your Role and duties: (Be precise: Supporting..., helping , providing...., designing......,
etc):

 Working with students during the learning experience and providing students with
assistance, feedback and encouragement

 Using a strengths based approach to help students overcome academic and personal
challenges

 Support students by organising content into an effective sequence during the

learning process

 Supporting the social and emotional wellbeing of students through encouraging

learner participation and student voice

 Assisting and guiding students towards designing and achieving learning goals
 Provide individual support for students in relation to their educational/individual
needs

 Supporting community initiatives through collaborating with the AEO and

contributing to the design of individual learning plans for students

 Building respectful, quality relationships with young people, parents/caregivers and

their communities to support engagement and enhance belonging

 Supporting students and staff members through sharing resources and knowledge
relevant to Indigenous education

 Provide students with quality learning experiences and assistance through

welcoming and implementing supervisor feedback

 Collaborating with the AEO, staff and parents when designing curriculum

 Supporting community voice and Indigenous perspectives through sharing

(providing) community driven knowledge, relevant to Indigenous education
(knowledge gained through ACPR unit).

 Assisting students with content and supporting learner needs through connecting
the learning experience with Indigenous ways and perspectives

16740831 ROSS PP3.doc

Mentor’s Report
Duties and Experiences
 Personal Reflection

During my placement at Doonside Technology High School (DTHS) I was provided with a plethora of

opportunities to demonstrate pedagogical practices and behaviour management techniques. I initially

embraced the opportunity to team teach during my first classroom experience, and soon after, I was invited

to teach students with teacher supervision. It was a privilege to connect with so many remarkable young

people during my stay at DTHS. My experience at DTHS was particularly unique in that I was provided

with openings to practice the application of theoretical knowledge in order to meet the needs of students

who present with equity barriers. Prior to commencement I was fortunate enough to complete the unit

Aboriginal Culturally Responsive Pedagogies, which not only ignited my passion to make a difference, but

also provided me with the knowledge required to successfully engage our young people in learning

experiences and ensure that all students were provided with equitable opportunities to thrive and reach their

personal potential.

The welfare aspects of the experience highlighted the value of building positive and meaningful

relationships with our young people. The experience emphasised the correlation between successful

academic, social and emotional growth and the capacity to build quality relationships with our young

people.
In meeting AITSL standard 1.3.1, I interacted with students in a way that demonstrates levels of awareness

and sensitivity towards students’ cultural and socio-economic backgrounds. The importance of

communicating with care and patience is imperative ingredient when influencing student performance, and I

had various opportunities to respond effectively to a range of complex student behaviours and create

enjoyable learning experiences for our young people. I chose to interact using a strengths based approach

combined with gentle encouragement while also implementing strategies correlating with

psychoeducational theory and practice.

Constructive feedback given by the supervisor was implemented, meeting standard 6.3.1. The feedback

received improved my understanding of individual learners’ needs and how to modify approaches when

necessary to better support students.

Many young people presented with challenging behaviours and others struggled to begin and complete

activities. Pedagogical strategies ranging from think aloud, chunking, role play and artful English strategies

were incorporated into lessons when necessary to ensure that students gained the most out of their learning

experiences. I implemented group work and think pair share on a few occasions after assessing academic

strengths and struggles during initial observations. This was to ensure that all students were provided with

the support needed to participate and thrive during certain activities. Our young people learn best from each

other and build upon what they already know, therefore connecting students with their peers during learning

experiences and connecting content to experiences outside of the classroom was an important aspect of

facilitating understanding of content and maintaining learner engagement and motivation. In Meeting the

standard 2.2.1., students were encouraged to ask for assistance and supported individually when challenges
became apparent. Students were given summary notes and resources to assist them in their learning. I

assisted individual students with assignments and connected/provided students with resources that they may

need for examinations and assessment completion, meeting the AITSL teaching standard 3.1.1.

The welfare aspects of my experience were beyond what I had anticipated and Michelle Harrison’s role as

an AEO is so powerful in bringing out the best in students who are in need. I embraced every opportunity to

learn and participate during my stay at DTHS, and this experience highlighted the influence of relationships

with students and that strong bonds are at the heart of successful teaching and learning. Aboriginal

Educational officers are a lifeline for many students, and Michelle’s office is a safe space for both

Indigenous and non-Indigenous students. This experience has reinforced the value of taking a holistic and

equitable approach in meeting students’ needs.

I had a fantastic time during my placement and I embraced every opportunity to gain insights and share

insights during my stay at DTHS. I would help someone else to understand my discoveries through sharing

the records kept in my personal journal and voice recordings to then engage in discussions concerning

which strategies worked best to assist certain students and the theoretical implications regarding certain

strategies.

I had the privilege of observing various teaching styles, some of which did not align with the methods and

principles we have been taught to use in order to promote positive behaviour, engagement and holistic

growth. Nonetheless, those observations were empowering lessons which provided me with opportunities to

actively apply the theoretical knowledge I have gained throughout this course.
References

Australian Institute for Teaching and School Leadership (2012). Australian Professional Standards for

Teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-

teachers/standards/list

Davis, Andrea, and Leslie Forbes. "Doing the Impossible: Motivating Middle School Students." Voices

From the Middle 23.4 (2016): 14-18. Web.