EDU70012: Supervised Professional Experience 2 Assignment 1: Task 3 - Portfolio 100568375 Kevin Jeffries

EDU70012: Supervised Professional Experience 2
Assignment 1: Task 3 - Portfolio
100568375 Kevin Jeffries

EDU70012: Supervised Professional Experience 3 Assignment 1: Task 1 – Portfolio Australian
Professional Standards for Teachers (Graduate)
1.1 Physical, social and intellectual development and characteristics of students
During my placement I was fortunate to have been assigned a composite 3/4 class with a wide range of academic,
social and physical characteristics. The cohort ranged from students who were able to work independently to those
who needed continual attention. With such a mix of age and abilities the class was highly differentiated, meaning
that lessons had to be thought about and designed in far more detail than a ‘normal’ class, A timetable showing the
different activities planned for each grouping as shown in the attached timetable.
The class was split in both ability and age but not, it was pleasing to see, in cultural terms, despite having a distinct
cultural mix. Each subject had different ability groups and these groups worked well together despite being seated
randomly in the classroom. During my time I planned and taught lessons for both lower and higher ability groups.
Below is a timetable that shows the different groups within the class. During my placement I worked with each
group, planning and taking some of their lessons.
More recently I have worked in a small, multi-aged 3/6 classroom. I worked hard to ensure all children, even those
with no other children in their grade level, had multiple opportunities to feel supported and challenged. I have
developed tasks, such as STEM and bridge building activities that have allowed all students to experience success as
much as possible.
1.2 Understand how students learn
The class I was assigned to at Bairnsdale Primary had several students who required special attention. One such
student, Te Aria, had an individual learning plan that required his timetable to be split into small manageable
periods, with breaks for other activities, whether this was playing on his computer or walking outside. For example,
while the rest of the class had a 90-minute maths session on a Monday morning, Te Aria was given a worksheet that
took 20 minutes or so then allowed out of the classroom for 10 minutes. It was one of my duties to make up these
timetables in the morning.
Carol Ann Tomlinson asserts that one of the key roles a teacher fills is to ensure “that the students are appropriately
challenged from their particular point of entry into a given topic of enquiry and helping students understand and
become increasingly involved in the attitudes, practises and habits of mind that contribute to positive brain
development” (Tomlinson, 2014).
However, in this case, the success of plans such as these depended on Te Aria’s mood. On days when Te Aria was in a
playful or distracted mood, or, as happened frequently, just tired, it became a mix of negotiation and compromise
and any progress made was short-lived. The timetable attached shows the splits in Te Aria’s timetable.
Recently, I have had the opportunity to teach a small class over Zoom. This has allowed me to use technology to
assist my teaching. I have been able to use “breakout rooms” to separate students into learning groups that suit
their learning skills and abilities.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. (2 ed.). Retrieved 25
May, 2017, from https://books.google.com.au/books?
hl=en&lr=&id=CLigAwAAQBAJ&oi=fnd&pg=PP1&dq=teaching+a+differentiated+classroom&ots=AesoqRf8tv&sig=BO
EPCkfcf7qfNegfV2ILYfaZEfs#v=onepage&q=teaching%20a%20differentiated%20classroom&f=false
1.3 Students with diverse linguistic, cultural, religious, and socioeconomic backgrounds
During my placement at Lucknow Primary School I had limited opportunity to work with students of diverse
backgrounds. The class assigned to me was made mainly of children from the same socio-economic, religious and
cultural group, with only 3 of the 22 pupils differing. Two of the students were of different religions, Plymouth
Brethren and Jehovah Witness respectively, while one was being raised by his sister due to problems with his
mother. There were minimal occasions when any differential treatment was required and all three seemed well
adjusted and accepted into their class and school.
Mother’s Day was the only occasion where I had the opportunity to discuss their situation. All three made Mother’s
Day cards but made special allowances, one being written to a sister and two being sent without the words
“Mother’s Day” as neither the Plymouth Brethren and Jehovah Witness celebrate the occasion. Examples of each are
added below.
Working at OneSchoolGlobal, I work with children of the Brethren faith. I need to take this into account when
preparing work as some subjects are considered unsuitable. This has led me to use my imagination much more in my
planning and forces me consider strategies I otherwise would not have.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
My experience of teaching Aboriginal and Torres Strait Islander students is limited, living as I do in a region with a
low percentage, under 3%, of aboriginal people (. Id community, 2016). I have however worked with ATSI students
during my placements and have found them to be open, friendly, and eager to learn and succeed.
Throughout my studies at Swinburne I have researched the various intricacies and complexities that ATSI people face
within the educational system in Australia. I have completed units relating to the curriculum, school policies as well
as different strategies of teaching ATSI students.
Through this learning I have gained an appreciation of the many different circumstances and requirements
Aboriginal and Torres Strait Islander students bring with them to school and the various ways teachers can assist
them through their teaching. I feel the understanding of this is important as the huge cultural influence their
community has on Aboriginal and Torres Strait Islander students means that they could struggle to understand the
importance and relevance of school if not approached in a responsible, non-threatening and understanding manner.
The teacher must be aware of, for example, many aboriginal children may prefer not to make eye contact as this can
be considered rude in their culture. Students will often keep quiet when finding the subject matter difficult to avoid
the stigma of ‘getting it wrong’, requiring a non-threatening and safe teaching approach.
Teachers must be prepared to approach teaching from a different perspective. The traditional question and answer
teaching approach may not work with aboriginal children as in their culture concepts and ideas are handed down
through the generations through stories. This narrative approach should be enhanced by the inclusion of items and
locations familiar to the students.
It must also be appreciated that the student’s parents may not be the significant adult influence as much of the child
raising is shared throughout the family.
An educational approach to Aboriginal and Torres Strait Islander should not be seen as just advantageous for the
aboriginal community. Every Australian should be seen as a stakeholder in regard to Indigenous education, their
social health, and the survival of their communities. I feel it is important that all Australian students are taught about
their country’s past, the good and the bad. At a time when information is directed at them more than ever before,
through the media and the internet, it is hoped that they are better able to understand and evaluate the information
they receive from a more informed perspective.
As Paul Behrendt said in 1996: “Australia will never matter as a nation unless we know what our roots are. Our roots
lie firmly in Aboriginal culture. Australia didn’t start in 1770 and unless we learn about Australia as a whole, we have
no foundation to build a nation on.” (Price, 2012, p. 152)
. Id community. (2016). East Gippsland Shire Community profile. Retrieved 4 April 2020, from
https://profile.id.com.au/east-gippsland/indigenous-keystatistics
Korff, .J.E.N.S. (2019). Ways of teaching & engaging Aboriginal students. Retrieved 1 April 2020, from
https://www.creativespirits.info/aboriginalculture/education/teaching-aboriginal-students
Price, K. (2015). Chapter 11 Engaging Indigenous student in Aboriginal and Torres Strait Islander Education: An
Introduction for the Teaching Profession (2nd ed.)
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
The school where I currently work has a very small cohort, with only 10 students in the primary school, ranging from
year 3 to year 6. The small class size allows for more time and attention to be allotted to each student. Consequently,
the teachers, and I, get to know the students very well.
This that the student’s abilities do not correspond accurately to their year level. For example, Delano is a year three
student but if given the correct directions and positive prompting he can successfully complete year six work. At the
other end of the scale Harry easily loses focus and struggles to complete his assigned work.
When designing or running lessons with such a small class, the assessment structure can analyse a wider scope than
it would be with a larger class. With year 3 students capable of successfully completing year 6 work and visa versa,
the traditional year-based assessment structure can be replaced with a more vertical learning model, based on
Blooms Taxonomy, for example, rather than strict curriculum guidelines.
In my previous placements and voluntary work, I had worked in both single and composite year groups where year-
based assessment was appropriate. However, when I was asked if I would create a unit plan for a series of lessons on
Australian animals, I decided to leave the units rubric deliberately vague, in order to allow for these wide abilities.
Although I used the traditional “year” names the assessment the structure is descriptive rather than explicit.
1.6 Strategies to support full participation of students with disability
Inclusivity surely is strengthened through equality, and equality means not being treated differently. That is not to
say that students with disabilities should be placed in mainstream classes where they would struggle to perform, but
are entitled to equal participation and any services should not be viewed as special or extraordinary when they are
given to disabled students (Loewen & Pollard, 2010). Teaching strategies for students with disabilities should be
targeted at the individual, not the disability. I understand that this is not always possible, especially in large schools,
but should be the aim of any modern society.
One of my duties at my current school is to assist in the care of a 14-year-old boy with severe autism called Ryan.
After speaking with Ryan’s mother, it was clear that what she wanted most for Ryan was to have some basic life
skills. To that end I have implemented the following ideas to try to provide Ryan with more social integration and
basic life skills.
1. Ryan and I sit in the primary classroom during lessons and do our work whenever possible. Ryan is unable to
do year 3 work, but he works on simple handwriting such as his name and days of the week and numbers. I consider
having him in a classroom surrounded by fellow students to be much more advantageous to him than being in a
room on his own.
2. I have encouraged Ryan to plant a few seeds of his own in the school communal, garden. In this way he can
see the flowers grow and, hopefully gain a sense of achievement. I will also try peas or beans when the weather
allows, in order to have him to understand grow his own food.
3. An important life skill that would benefit Ryan immensely is simple cooking. We have access to a toaster, a
kettle and a microwave and Ryan and I make toast and cups of tea with assistance. I hope that given some
experience Ryan will be able to make himself a small meal.
4. Another positive activity for Ryan is just a simple conversation. Ryan cannot form words but the act of
engaging in a conversation can only benefit him.
5. I also try and allow Ryan a degree of self-determination and agency whenever possible. I feel that is
important as I fell that that is important for his self-esteem.
Loewen, G & Pollard, W. (2010). The Social Justice Perspective. Journal of Postsecondary Education and Disability,
23(1), 5-18. Retrieved 5 April 2020, from https://files.eric.ed.gov/fulltext/EJ888640.pdf
2.1 Content and teaching strategies of the teaching area
Bairnsdale Primary School teaches the school curriculum as set out in AusVELS, with the aim of developing a
“common and core set of knowledge and skills that are required both for life-long learning and active and informed
citizenship” (Bairnsdale primary school #754, 2017). The school endeavours to promote an inquiry-based approach
to teaching, challenging students to apply skills and to deepen their own knowledge.
In the classroom this philosophy is approached through the use of open questions, problems or scenarios as opposed
to the simple presentation of established facts and theories. Students are invited to discover outcomes for
themselves. This is an approach which I feel best equips a student with the tools needed for a successful academic
experience. Learning how to approach a given question or subject as a whole teaches a student so much more than
the traditional explicit or direct learning approach.
At Bairnsdale Primary School students are each given a laptop which is connected to the internet. This, along with
other teaching aid such as interactive whiteboards and flat screen tv’s, allows students to research, produce and
display their results with ease.
However, it is the students who decide the

success or failure of this endeavour, and it is
the teacher’s responsibility to use these
resources to apply the strategy in the most
appropriate way. To this end, an inquiry
approach offers the teacher flexibility and
adaptability that can meld itself to the
individual students.
During my placement my mentor, Lindy, and

myself developed a series of lessons to be
used with a group of students who were
proving to be difficult to teach. In line with
the inquiry-based approach favoured by the
school we focused on the main interest of
the class at the time, Finger Spinners. So, we
decided to ask the class to research spinners
and produced a piece of work on them. This
appealed to the group as it was a subject that
they associated with and produced a well-
received lesson. Attached is an example of
their work.
Bairnsdale primary school #754. (2017). Bairnsdale Primary School #754. Retrieved 3 June 2017, from
http://www.bairnsdale754ps.vic.edu.au/curriculum.html
2.2 Content selection and organisation
While at Bairnsdale I was involved in both departmental and whole school planning meetings.
At departmental level the lesson program was continuously changing, not least because my time coincided with the
NAPAN tests. Progress differed across the three composite 3/4 classes, but the teaching staff wanted the classes to
be taught the same curriculum simultaneously. During the weekly planning meetings lesson plans were updated,
moved and added to.
This task was difficult given the differentiation of the classes, especially mine. The class cohort was mixed in ability
and age groups and accordingly was split into 4 loose groups, but in order that the class moved forward together
consideration had to be paid when organising the timetable.
I was able to assist in this reorganization, not just for the class I was assigned to but for the whole 3/4 year-group.
My opinion and observations seemed to be genuinely appreciated. Some of my notes taken at such a meeting are
included below.
2.3 Curriculum, assessment and reporting
Assessment is important when it comes to organising a timetable at classroom level. During my placement I saw that
there were occasions when an informal assessment had shown the class understood the subject matter much
quicker than was expected, an example was humanities work the class did on ANZAC day. The class already had a
basic knowledge on the subject and the required work was finished before scheduled.
The opposite however was more evident. Many classes over-ran and subjects that were expected to be understood
easily unexpectedly took time. An example of this was the class’s work on time.
In order to have the class have sufficient time to gain an acceptable level of understanding of the subject, more work
needed to be done on the subject. This meant that lessons due to be covered in the next maths curriculum subject
needed to be pushed back.
The timetable was also altered

on a smaller level to allow small
reading groups extra time to
gain a better understanding on
certain subjects. In both cases I
was involved with setting the
extra work involved. This
involved planning lessons
around a specific problem or
weakness. Below is a lesson plan
for an English lesson focused on
sequencing and narrative
ordering which I felt was a
weakness in the group.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and non-Indigenous Australians
My experience of teaching Aboriginal and Torres Strait Islander students is limited, living as I do in a region with a
low percentage, 2%, of aboriginal children. I have however worked with ATSI students during my placements and
have found them open, friendly, and eager to learn and succeed.
I have volunteered at, and currently sit on the School council of, my local school, Paynesville Primary in East
Gippsland. Even though it has a low percentage of aboriginal students, the school has embraced the areas cultural
heritage and it is one of the few schools in Victoria to teach all of its students from prep to year 6 the areas local
dialect, in this case the Gunai/Kurnai language, a fact that myself and the school council are rightfully proud off. The
school regularly consults with the local aboriginal community leaders and members and actively seeks the
community’s input.
My own children have certainly benefitted from this aspect of their schooling, they both now have a wider and
deeper insight into Australian culture and society.
One of the early lessons I

aided in was centred around
a visit but an aboriginal elder.
He visited the year three
classroom to talk to the
children about aboriginal
dance and its symbolic
meanings. The children
enjoyed the visit, asking
many questions about the
elders painted designs, the
various animals that the
dances described and how
the elder had learnt the
dances. This incursion led me
to design the following lesson
as a follow up to the
incursion.
Standard 2.5 Literacy and numeracy strategies
Bairnsdale Primary, known locally as 754, uses a range of strategies in its literacy teaching. Four days a week all
classes take part in Spelling Challenge, a package of quick spelling challenges that utilities phonemic, morphemic,
and whole-word strategies. It was one of my assignments to take these lessons. 754 also incorporates Big Write and
VCOP into its literacy teaching, both approaches to teaching writing developed by Ros Wilson and marketed by
Andrell Education (http://www.andrelleducation.com.au).
During my time at 754 I planned and taught lessons in both literacy and numeracy. The literacy work mainly involved
working with a lower ability group on a book called Let’s Go Camping. After assessing a previous lesson, it was
decided during discussions with my mentor that the group required more work on sequencing and spelling. I planned
a lesson that would cover both of these requirements, a copy of which was attached previously. The lesson seemed
to go well with the students particularly enjoying the worksheet, however the instructions needed to be clearer as
the students needed them explained again.
The numeracy work mainly

consisted of aiding students while
they worked and running a short
series of lessons on the subject of
time. My first numeracy experience,
however, was working with a group
of lower ability year 3 boys of. The
task involved counting strategies
using a 100 grid and a range of
plastic coins. The lesson again went
well with the students seeming to
enjoy and to be involved with their
task but in retrospect it may have
been the opportunity to play with
plastic coins that kept their interest.
A worksheet, as well as notes, from
this lesson are also attached.
2.6 Information and Communication Technology (ICT)
This was perhaps the greatest learning experience of my placement at Lucknow. The classroom was equipped with
an interactive whiteboard, something that I had not experienced before. It allowed me to prepare ICT based lessons
for a class and to use interactive technology in an active classroom. During my stay I produced PowerPoint
presentations on poetry and the class’s theme that term Minibeasts and used the IWB extensively during literacy and
spelling classes. Furthermore, the school and class records are taken using technology as well as the planning and
designing of lessons, strategies, and timetables.
I would be the first to admit that at the beginning the Interactive White Board showed up a weakness in my
handwriting skills. Although this was, in part, due to my inexperience of Interactive White Boards and writing on
them but I feel this improved as the placement went on and, through this experience, I have identified this as an
area that I need to improve.
During my first placement at a school close to Lucknow, the children were each assigned a laptop to use freely.
Consequently, the class was constantly distracted, and little or no valuable learning was achieved. At Lucknow
however, access to technology is limited and is used to aid and assist learning and not used for learning itself. This
resulted in a cohort that valued technology but does not rely on it.
Although I am no stranger to technology, working with technology in this context and circumstances has opened my
eyes to the opportunities that it allows within the classroom and look forward to working with it in future.
Below are some slides and two video examples of PowerPoint presentations I made for the class.
I have been volunteering at Oneschoolglobal during the Covid 19 lockdown. This has allowed me the opportunity to
use Zoom breakout rooms to take small groups for maths classes. While doing this I used a Wacom pen and touch
tablet to help with this activity.
https://youtu.be/JZv2gbPaPpQ https://youtu.be/Xawt5Dynpbc
3.1 Establish challenging learning goals
Reading is one of the main educational focusses of the year one group at Lucknow Primary. On a daily basis the
children work on their phonics, text processing and word knowledge, with both home and class reading books, as
well as a group reading book and a class reading book. Various strategies are undertaken to achieve grammatical and
phonic knowledge including daily spelling tests and use of the phonographic teaching approach THRASS.
Although the overall standard of reading in the year group is good, the scores for comprehension and interpretation
and inference are not at the desired level. This is consequently a focus for the teaching staff across the year one
cohort.
In my assigned class there were ten reading groups, ranging in ability from reading levels five to twenty-one. Each
group receives a new book every week. The groups read both their new book, as well as their previous one, over a
two week period, and work on a printed sheet on which they fill in facts and thoughts about the book, synonyms
they have found and questions about the book. In this way it is hoped that comprehension is improved and can be
assessed. An example of this sheet is given below.
During my placement I was allotted two of the best reading students in the class and asked to assess their reading
and comprehension, choose challenging books for them to read and to work with them to improve their
understanding of their reading.
To achieve this, I chose books that were just above their recorded reading ability and, after they had read, asked
them to tell me about them. After three weeks of this exercise I feel that both were able to answer my questions
with fuller explanations and understood more of their reading than before. I also used a guided reading checklist to
record their reading ability which is provided below.
3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs
As well as planning sequences on maths and literacy lessons, on measurement and poetry respectively, I also
planned a cross curriculum unit of lessons on minibeasts, the class focus subject for this term. I aimed to incorporate
as many parts of the curriculum that I could bring in as well as using as many different teaching strategies and
techniques and tools as I could.
Throughout my lessons I used ICT, creating PowerPoint presentations, creating worksheets using programs such as
Publisher and led the class on a bug hunt in the school grounds. Over the unit we talked about where minibeasts live,
what they eat and why we need them, and I feel that the class gained an interest in the subject and an appreciation
of minibeasts.
One of my fondest memories from the placement was a lesson where the class and I discussed the parts of a
minibeasts, thorax, abdomen etc. the class were asked to create their own minibeast, to draw, colour and, my
favourite part, to name the creature. I will remember some of their answers for a long time.
I just hope I don’t come across a “spiky-legged, bad breathed, alien dung beetle” or a “bee of death”!
A link to a video of one of the PowerPoint presentations is provided below.
https://youtu.be/GIC6iSi3KGo
3.3 Use teaching strategies
This was my first attempt at teaching from my own lesson plan. This English lesson was taught to a small group of
four low ability students. The lesson began by me introducing them to a new book, Lets Go Camping, that they
would be using in their studies for the next two weeks or so. In the early stages of the lesson we spent time
discussing the student’s prior knowledge and experiences of camping, the books cover, the blurb on the back of the
book and taking a ‘picture walk’ through the book. I also asked what kind of words we might find in the book and
what kind of book it might be: fiction or factual. This introduction was intended to take no more than 15 minutes.
Then individual students read sections of the book to me while the others read to themselves silently. While the
students read to me, I decided to try and carry out running records for the first time. This was my first attempt at
taking a running record at “full speed” and, to be honest, was not that successful.
The lesson went well as a whole but overran, due to too much time being spent at the beginning talking about the
book and the student’s prior knowledge. I know now that I should have kept an eye on the clock and paced the
lesson more evenly. I also found that I did not refer to the plan much even though it was by my side the whole time.
Below is the lesson plan for the Let’s Go Camping lesson.
Now, after more experience and learning, I know to pace the lessons much more tighter as well as allowing for
unseen circumstances, to prepare more than is needed in case the lesson is shorter than expected and to refer to
the plan more often.
3.4 Select and use resources
During my placement I planned several lessons. The notes attached come from a lesson that had to be planned
quickly due to last minute changes in the timetable. The group I was given had already demonstrated their
understanding of the basic principles of time in a previous lesson and I was asked to introduce the 24-hour clock to
them. I took the opportunity to use some small clocks that showed both analogue and digital time and a large
analogue clock. The students also used pencils and, as they were seated on the floor, some writing boards. A
worksheet, also attached, was chosen, and printed out from a textbook and given to the students when they seemed
to have understood the subject.
All of those who took part seemed keen on learning towards the end of the lesson. Even Cooper, a student who is
one of the most difficult in the class,
seemed interested after a slow start.
Out of all the lessons I taught during

my placement this one was the most
successful, I think for two reasons.
Firstly, the students were in the
upper ability group and seemed to
catch on quite quickly. Secondly, the
ability to use actual clocks, both
analogue and digital, as a resource
to teach time made the lesson so
much easier. It could also have been
because, as it was planned very
close to the start of the lesson, it
had a relaxed feel to it.
3.5 Use effective classroom communication
The 3/4 class I was assigned during my placement was made up of a mix of students, both in age and background. I
soon learned that each needed to be communicated to in different ways. Some needed a reassuring word to get any
required information across to them and gain their interest, while a firmer tone was needed by others. At other
times the physical position of the teachers was used to support student engagement. Just positioning one-self next
to a student who was misbehaving, talking when supposed to be quiet for example, would be successful.
The class as a whole needed different types of communication at different times, for example, the voice used at the
beginning of the day when the class needed to be settled seemed to be more conversational than that used later in
the day when work was supposed to be done. Whether or not this only applies to this group of children I do not
know.
Throughout my placement I feel I communicated well with students and staff alike. There was a minor problem, just
once or twice, with my pronunciation which, being from the UK, I can understand. Below are some examples from
notes taken by Lindy, my mentor.
Thursday May 4th
“Good manner engaging with students, used their names, maintained good tone of voice
Good engagement with Max, getting him back to the group
Presentation of concept was clear. Questions aimed at different students."
Monday 8th May
"Voice is clear and words were enunciated clearly.

Moved through the test at a good speed."
Tuesday May 9th
"Kevin took Spelling Mastery, using the teacher textbook for the session. Important to speak clearly: e.g. dull
When got going, much better. A good, clearly presented lesson."
Thursday May 11th
"Good clear start, much more assertive and confident.

Whole feel of the class was more cohesive due to your confidence and control Well done.
Using more acknowledgement of student’s successes. Good work"
3.6 Evaluate and improve teaching programs
One of the duties I was given at my school was to run the schools new program for low-progress readers, Multi-lit.
Multi-lit (“Making Up Lost Time In Literacy”) Multilit, developed at the Macquarie University Special Education
Centre and based on research of the effective teaching of reading, has been a “leading provider of effective literacy
instruction in Australasia” for 25 years. (Multilit, 2020) The school hopes to use Multilit’s Word Attack Skills
Extension Program to provide support to primary students who may need assistance with their reading skills.
After identifying 4 students who the teachers and I thought may benefit from Multilit’s assistance, I conducted the
assessment program and began to administer the main program. It soon became clear however that the system was
not suitable in its current form for the students, with each student able to complete even the programs hardest task.
After consultation with the teachers, and research on the internet, I adapted the program to suit our students by
adding elements and changing existing ones. For example, the original Mulitlit program consisted of activities
involving the reading out loud and writing of single words and sounds. I added the writing of sentences containing
those words into the program.
Another adaptation to the program was to speed the whole thing up. Multilit also recommends running 4 sessions a
week, but I found that it soon became difficult to keep the student’s interest in work that was sometimes repetitive
and easy. To counter this, I reduced the session time and cut down the repetitiveness. Although Macquarie
University Special Education Centre (MUSEC) state that “progress will be slower if the full program is not
implemented or the frequency decreases” I found that the attention increased, and the results were more
memorable. Indeed, as the report suggests that “half of the schools met the recommended minimum of four
sessions per week, only one in six met the recommended session length, and not all schools implemented all three
components equally” my findings may be widespread.
Multilit is a program which I could see working well in a year 1 or 2 classroom, or with students with learning
disabilities and special education needs. However, in my albeit limited experience, the main positive in the Multilit
program is that it works on a one-on-one approach which is not usually possible in a classroom situation. This, I
believe, is as important to readers with difficulties as any system would be.
My opinions are supported by Urbis in a report prepared for NSW Department of Education and Communities
January 2012 where they question “whether the program was really suitable for particular groups of children, such
as those with learning difficulties, receptive/expressive language disorders, IM students and children with memory
issues”.
Our research has found that just over half of the schools met the recommended minimum of four sessions per week,
only one in six met the recommended session length, and not all schools implemented all three components equally.
MUSEC states that progress will be slower if the full program is not implemented or the frequency decreases.
Multilit. (2020). MultiLit. Retrieved 6 April 2020, from https://multilit.com/
Evaluation of MULTILIT External Evaluation of the Selected National Partnership on Literacy and Numeracy NSW
ProgramsZAPrepared for NSW Department of Education and Communities January 2012FINAL REPORT
http://www.dyslexia-australia.com.au/PDF/MULTILIT-Evaluation-Final-Rpt-December-2012.pdf
3.7 Engage parents / carers in the educative process
Many writers confirm a positive correlation between school-family partnerships and improvement in a student’s
learning outcome. Furthermore, an educational partnership between teachers and parents promotes “increased
retention rates, reduced absenteeism, less substance abuse or abusive behaviour, better social skills at both home
and school and enhanced wellbeing”. (Groundwater-Smith, Ewing, & Cornu, 2014)
And at an age when their family is still the most important influence on them a student may feel more connected to
their school and their learning if they know their family is more involved.
The partnership aids the teacher who benefits from extra knowledge about the child, and less strain from
behavioural problems since management of the student is shared with parents. Teachers can also gain greater
insight into their students after consultation with their parents, which can be used to individually scaffold their
studies and create more relevant learning programs.
Parents can learn more about their own children. They may also gain an understanding of the school's curricula,
programs and any issues relating to their child’s learning.
Parents can be involved in their child's education in a variety of ways, helping out in the classroom or helping during
excursions for example or participate in a more formal, administrative role such as the parental or school council.
I myself have sat on the school council serving my children’s school for the past 4 years. I have found the experience
very interesting and rewarding and has given me an important insight into the running of a primary school.
Many times, during meetings we have discussed the issue of communication between the school and caregivers, a
subject that I consider very important and something that I feel is lacking in our school. I feel that parents need to,
not only feel that they are listened to by the school, but also that they can influence and change the direction and
culture of the school. As Molland, (2004) and Carlisle, Stanley, & Kemple, (2005) hypothesize “school leader can do
nothing more important in empowering parents to create a process for forging and reworking the vision, or
mission, of the school than to signal that it is not only important to do but it is okay to do. So, all parents feel
welcome to school and they will be willing to collaborate the school life” (Athanasoula– reppa et al, 2010).
During my placements I have filled in student diaries, written short notes for students to take home and had several
conversations with parents.
I have had two experiences where a simple conversation has delivered positive results. In my first placement I was
having problems communicating with a student who seemed to ignore me. After a conversation with his father when
he picked up his son, I discovered that the boy had a deep interest in fishing. The next day, after talking with my
mentor, I changed the subject matter for a couple of the day’s activity to fishing and soon the boy engaged and
opened up to me.
Currently one of my duties at my current school is to assist in the care of a 14-year-old boy called Ryan who has
severe autism. After speaking with Ryan’s mother, it was clear that what she wanted most for Ryan was to have
some basic life skills. To that end I have implemented a series of activities to try to provide Ryan with more social
integration and basic life skills. We cook, we use money during role play and, once a week, we visit a stables for Ryan
to go horse riding.
Groundwater-Smith, S., Ewing, R. and Le Cornu, R., 2011. Teaching Challenges and Dilemmas. 4th ed. South
Melbourne, Victoria: Cengage Learning Australia, pp.298-312.
Athanasoula– reppa et al. (2010). School leadership innovations and creativity: The case of communication between
school and parents. Procedia Social and Behavioral Sciences, 2(1), 2207–2211. Retrieved 9 April 2020, from
https://www.sciencedirect.com/science/article/pii/S1877042810003496
4.1 Support student participation
A good teacher promotes, establishes, and supports inclusive learning environments where diversity is embraced
and every student is welcomed, cared for, respected and safe.
During my previous placements and voluntary work in different schools I have always tried to establish a classroom
environment in which every student is both willing and able to participate in every task. To cater for different ability
levels, I have, for example, utilized open-ended activities in whole-class situations so that students can offer ideas
and answers according to their individual level of understanding.
Students have felt secure in their class with every opinion and idea valued and respected by the rest of the class and
me. I aim to create an environment where the students feel that it is ok to be wrong. In her 2017 paper “Learning
from Errors,” psychologist Janet Metcalfe suggests that ignoring mistakes at school appears to be normal in
American classrooms and, she says, it may be holding back their education system. Metcalfe argues that students
may actually benefit from making and correcting rather than avoiding them. (Eva, 2020)
It is important that everyone has a voice, I

have taken care when forming groups to
make sure that all students participated
equally and felt that they could.
Most schools I have experienced have a code

of conduct, such as the one below.
These codes are usually prominently

displayed in the classroom. This is provided
for all students, teacher, and parents to
understand their role within the school
community. I have found these codes to be of
great help when it comes to guidance and
discipline. It is easy to point out where a
student has gone wrong, especially as the
rules are expected to be followed by
everyone. I consider them to be important as
they create a level playground ensuring
everyone feels equal.
I have also been in classrooms where a class

agreement and I have used a reward system,
such as the chart below, to promote positive
behaviour and found it a positive strategy in
supporting student participation.
Eva, A.L. (2020). Why We Should Embrace Mistakes in School. Retrieved 11 April 2020, from
https://greatergood.berkeley.edu/article/item/why_we_should_embrace_mistakes_in_school
4.2 Manage classroom activities
One of the responsibilities given to me during my placement was to teach small reading groups and take the daily
Spelling Mastery lessons. During these lessons I gained experience of controlling both a small group four or five
students and a whole class. At first, I found it difficult to display enough authority in front of the students, especially
when faced with a whole class, but as time went on and I gained confidence it became easier. Examples from my
notes are included below. I learned how it was just as important to recognise and acknowledge the students who
were doing what they were supposed to be doing as well as those who were off task and disruptive. I also learned
that not every problem had to be solved but me, for example, a student’s interrupting behaviour would stop
naturally if no attention was paid.
Class management was made easier when the physical environment was addressed. Experience gained during the 4
weeks of my placement gave me the knowledge about who was or was not likely to misbehave during the lesson so
pre-emptive action could be taken: moving students apart, who when seated together would disrupt the group, for
example.
My aim is to become what William Glasser refers to as a ‘lead teacher’, one who uses an “open and democratic
approach to classroom decision making, inviting student participation in the above activities and respecting their
rights as learners” (as cited in Wai-shing , 2008) and this experience has given me many ideas to fulfil that role.
Wai-shing , L. (2008). Effective Classroom Management. In Ming-tak, H & Wai-shing, L (Eds), Classroom
Management: Creating a Positive Learning Environment (pp. 59). : Hong Kong University Press.
4.3 Manage challenging behaviour
Unfortunately, as far as this portfolio is concerned, I did not have the opportunity to manage challenging behaviour. I
did however experience classes with the occasional high-spirited student.
During my placement I met a first-year teacher who had, at the start of the year, been lapse with his class because of
the workload and in order to “get the class on his side”. Now he is struggling to impose his authority on the class.
The advice given to him, and to me, was to install clear rules with equally clear consequences that the student
should know will be carried through.
Over the course of my placement I learnt that prevention is better than cure. Separating easily distracted students
from accomplices prevents problems before they begin. If a problem does occur it should be met if possible, with
swift and quiet action, with the culprit preferably dealt with quietly when the class is working or after the class.
I learnt to try and speak only when students are quiet and ready, be positive and fair to the students and, although it
seems a small thing, to smile.
Lucknow Primary uses a school-wide peg-board system to encourage good behaviour. Students move up and down
the pegboard based on their conduct. Pictures of the pegboard are included below. At first, I doubted the boards
value, but I soon realised that the students, in my assigned class anyway, really cared about their position on the
pegboard. It surprised me that such a simple idea worked so well.
4.4 Maintain student safety
Bairnsdale Primary utilises the SWPBS, or Schoolwide Positive Behaviour Supports, code of conduct for its students.
SWPBS is a “proactive, systems level approach that enables schools to effectively and efficiently support student
(and staff) behaviour” (Simonsen, Sugai & Negron, 2008). It focusses on the social behaviour needs of students and
endeavours to prevent social and academic failure and when implemented correctly offers the schools an “improved
disciplinary climate, more available instructional minutes, enhanced academic achievement, greater family and
community relations, and improved capacity to address the needs of students who need more intensive behaviour
and/or academic supports to be successful” (Simonsen, Sugai & Negron, 2008).
The school’s SWPBS matrix is displayed clearly in all classrooms and is referred to both when disciplining a student or
when organising a class. When addressing the class before a lesson, something that I did on a number of occasions, it
was advised to point out the matrix and to remind the students of its content and their responsibilities. The SWPBS
matrix also acts as a code of conduct for students moving outside the classroom, in the playground, in the toilets and
in the bus. A copy of the matrix is included below.
In my experience the SWPBS approach really seemed to be working. Teachers would refer to the student’s
responsibilities often, not only when disciplining and organising them. On the whole, the students seemed to respect
and accept them, acting accordingly not only in the classroom but within the school in general.
My mentor teacher, Lindy, employed another strategy that seemed to work well. She took a photograph of the class
correctly seated in front of her and displayed it on her white board when teaching. When the class became
distracted or unsettled while she was teaching, she would remind them of their responsibilities by tapping gently on
the photo. It really seemed to work; I suppose the fact that the disciplinary stimulus used had their own faces on it
made the instructions personal.
Simonsen, B, Sugai , G & Negron, M. (2008). Schoolwide Positive Behavior Supports Primary Systems and Practices.
TEACHING Exceptional Children, 40(6), 32-40. Retrieved 27 May 2017, from https://www2.bc.edu/alec-peck/PBIS
%20school-wide%20Sugai.pdf
4.5 Use ICT safely, responsibly and ethically
One of the most enjoyable things that I did during my placement was to create a short video with the students to be
shown in the next assembly. Every week a class takes a turn to make and show a short piece that illustrates one of
the values expected of them by the schools SWPBS matrix: respect, responsibility and resilience. In our case it was
resilience.
I began by making a storyboard of what I planned to do. I did this to give the best possible instructions to the
students as I knew that simply telling them would not work in every case. In the event, even this though failed to get
my ideas over to some as their excitement overtook them. I asked the entire class who wanted or did not want to
take part and moved those who did not to the sides of the room. Then I nominated three girls to be the main
“actors”, while instructing the rest of the “cast”. The video was made using an iPad which the class decided who was
going to use and the final result was displayed on the class TV. While making the video each child was reminded that
safety and respect were essential to the process.
The result, after two or three over-excitable efforts had been rejected, was, I feel, a success. Alas, the assembly when
the video was shown occurred after my placement had ended! The storyboards and screenshots of the final video
are included below.
At Oneschoolglobal, both children and teachers sign an ICT agreement before any work is done on devices. As a
Brethen school the use of technology is closely monitered and teachers must operate within strict guidelines. I have
found that due to this approach, the students have a greater respect for their devices and use them very efficiently.
5.1 Assess student learning
During my time at Bairnsdale primary school I was involved in both formal and informal assessments of the students,
mainly in their literacy studies. One of my first involvements was to help reorganise the class’s reading groups. This
was achieved informally by having each student in the class read to me over the course of a week and compare my
notes and samples of the students writing with those of my mentor.
I also designed a lesson plan based on information gained through assessment of a previous lesson. As written in
other areas of this portfolio, his involved students who had shown weaknesses in their ability to correctly sequence
narratives.
I also took part in the more

summative assessment of
the students reading levels.
This was carried out
through the use of
assessment tools supplied
with the schools ‘Big Write’
programme. The
summative assessment
takes place every few
months and examines the
students writing ability
over a range of skills. A
copy of one of the
assessment papers is
included.
5.2 Provide feedback to students on their learning
Feedback is one of the most important aspects of the teacher/student relationship and is vital if students are to
perform at their best. One of the main aspects of the formative assessment for learning strategy, AFL, is that
feedback is used to motivate students, to encourage activity and to provide guidance. UK Professors Paul Black and
Dylan Wiliam emphasise the importance of feedback in learning: “An assessment activity can help learning if it
provides information to be used as feedback, by teachers, and by their [students] in assessing themselves and each
other, to modify the teaching and learning activities in which they are engaged. Such assessment becomes
‘formative assessment’ when the evidence is actually used to adapt the teaching work to meet learning needs (Black,
2003).
During my placement I tried to give students positive and supportive feedback as much as possible, sometimes as
written comments on their work but mainly verbally. I would try to give feedback but also try and push the student
academically at the same time. Using feedback as a scaffolding tool can be beneficial to both student and teacher as
it can direct the student towards the required goal and allow the teacher to gauge the students’ needs and ability in
real time.
Below is a sample of a students work with remarks from myself and my mentor.
Black, W. (2003). Assessment for Learning. Retrieved 11 May, 2020, from https://books.google.com.au/books?
id=ZoTl52PANJUC&dq=An+assessment+activity+can+help+learning+if+it+provides+information+to+be+used+as+fee
dback,+by+teachers,&source=gbs_navlinks_s
5.3 Make consistent and comparable judgements
Everything in the classroom begins and ends with assessment. It can be informal, it could be formal, but it needs be
consistent. A reliable assessment yields comparable results across different circumstances. If a student is rewarded
similar results by different teachers at a different time the assessment should be considered trustworthy. To achieve
this teacher must engage in moderation, working together as a community of assessors to produce a rubric or scale
to mark student achievements by. Schools can use moderation to align curriculum, pedagogy, assessment, and
reporting with the Victorian Curriculum F-10 Achievement Standards.
Formal assessments are not the only form of assessment important to a student. During my studies I have returned
frequently to formative assessment, a method of evaluation based on feedback that can be used to conduct in-
process evaluations of student understanding. I believe that this particular assessment method, if implemented
correctly, benefits the student.
The purpose of feedback is to bridge the gap between where students “are” and where students need to “be” in
order to achieve a clear learning goal (Jefferies, 2017)
In this way moderation can also be used and be very helpful to students, becoming a "process of embedding learning
intentions and empowering students to self-identify what success looks like” Professional Practice Note 15.). Using
self-reflection, self-questioning, and critical questioning gives students a degree of ownership of their own learning.
Again, this feedback has to be consistent as “If an assessment is not valid and reliable then advice or action arising
from that assessment is at the very least, problematic.” (al, 2015)
Moderation can also be used before assessment to develop agreement around what achievement of standards looks
like and map the teaching and learning program. Professional Practice Note 15. This is important as in the long term,
along with refining and improving assessments for the students, the current emphasis on moderation against the
achievement standards and the design of learning that allows all students to demonstrate their full abilities may lead
to upskilling our teachers in this area of practice (Australian curriculum, assessment and reporting authority, 2017).
In my previous placements I have been part of this moderation, working on both maths and English.
Jefferies, T. (2017). Placement 2017: Assessment and Feedback. Retrieved 13 April 2020, from
https://edufolios.org/tjefferies/2017/10/06/placement-2017-assessment-and-feedback/
al., C. E. Teaching: Making a Difference. [VitalSource Bookshelf]. Retrieved from

https://bookshelf.vitalsource.com/#/books/9780730324843/
Australian curriculum, assessment, and reporting authority. (2017). Primary matters. Retrieved 12 April 2020, from
https://www.australiancurriculum.edu.au/resources-and-publications/publications/primary-matters-issue-11-may-
2017/?searchTerm=moderation#dimension-content
5.4 Interpret student data
During my time at 754, I planned and taught a series of lessons on the book, Lets Go Camping. While I was teaching
on of these lessons, I thought it would be a good idea to carry out running records while the students read to me
individually. This was the first time I had taken running records and I will admit that, at first, the students reading
was too fast for me. As time went on however, I began to get better, more confident and gained some usable results.
One such result lead to the planning of s further lesson. I discovered that some students were having trouble with
homophones such as there, their, and there, as well as spelling other words from the book.
Below is an example of an early running record.
Recently I performed as series of running

records with a mixed 3/6 class. After a bit
of practise I felt I understood and
performed these tests much better than I
had before. An example is attached
below. An example is shown below
5.5
Report on student achievement
Elsewhere in this portfolio, in Standard 3.1, Establish challenging learning goals, I described working with students to
better their reading skills. One of my responsibilities whilst doing this was to report back to my mentor on the
students reading ability. Within information the teacher was able to more accurately place the students into their
reading groups and at their corresponding reading level.
Every morning I worked with the students both in groups and as individuals. Using, what I suppose is a formative
assessment process, I used observations to provide feedback to the students on reading and spelling strategies,
allowing them to work out as much as they could for themselves and offering help only when needed.
I worked particularly closely with the two best readers in the class, having them read to me and then asking them
questions about the text. In this way it was hoped to improve their comprehension skills. As part of this activity I
assessed the two students using guided reading checklist. This was the first time I had used these checklists and I’m
not sure how much valuable information can be gleaned from them. During my last placement I undertook some
running records and found these more satisfactory, unfortunately I did not have a chance to use them at this time.
I also attended weekly planning meetings during which the weeks lessons throughout year one was planned. I was
able to give my opinions and thoughts on the program. During the last week of my placement I attended a
mathematics planning meeting during which it was decided to divide the three year one classes into three groups in
order to focus attention where needed. As I had taken my class through several maths lessons, I was able to report
my observations and opinions and aid this planning. A screenshot taken during this meeting is provided below.
6.1 Identify and plan professional learning needs
When I started my placement, I was made aware that Lucknow Primary has a school wide vision statement that is
published on the school website, in the parent’s handbook and displayed prominently in each classroom. I
endeavoured, after reading this, to work towards these goals, which led to changes in my approach to teaching,
providing verbal feedback to the pupils and class management.
There were several experiences during my time at Lucknow that will have a great impact on my professional learning.
Along with my first real experience of Interactive White Boards, the use of THRASS, a phonographic teaching
approach to teaching, handwriting, reading & spelling skills, was an eye opener for me as I have not witnessed it
before.
But there were two experiences that will have a direct bearing on my professional development.
Self-reflection and feedback proved to be an important learning experience during my placement. I had decided
early on in my stay at Lucknow to ask for feedback whenever I could and I was encouraged and, I have to say,
surprised when it was given easily and honestly by everyone. Before she gave her feedback, my mentor would
always ask me “how do you think it went?”. I found that this self-reflection was just as important as the feedback as
it would make me think honestly about my approach. I have included my mentor’s comments and a scan of some
feedback I received below. below.
Unfortunately, the other experience was a negative one. My mentor was attending meetings throughout the day and
substitute teacher was put in her class. To cut a long story short, I found her lazy, unwilling to follow established
class procedures and totally inadequate for the job. I was due to teach the middle third of the day but in the end, I
took the majority of the workload. It really disappointed me, especially when she fell asleep during my lesson, I was
so saddened that I reported her to the school. This whole incident showed me the teacher that I do not want to be.
Mentor quote: -
“After each lesson, Kevin sought feedback from the observing teacher (not always me.) He would
spend his recess/lunch breaks writing notes/reflections on the lesson or we would walk and talk on
yard duty. I always encouraged Kevin to self-reflect and ask himself what went well? And what would
he change/do differently if he was to teach it again before I would respond to the lesson. The
majority of the time, Kevin would identify the areas I would have mentioned myself”.
6.2 Engage in professional learning and improve practice
The importance of professional learning cannot be understated, as in today’s schools teachers require a “deep
understanding of their subject area, knowledge of how students learn specific subject matter and a range of
strategies and practices that support student learning” (Department of Education & Training, 2012).
This is especially important in the current dynamic educational system where teachers must keep abreast of the
current knowledge base, continually refine their conceptual and pedagogical skills, and recognize new types of
expertise required by educators and know how to use it to. (D.E.T., 2012)
Throughout my training I have sought to gain as much personal professional learning as possible. This has ranged
from feedback from mentors and peers as well as more formal professional learning activities. I have tried to attend
as many after school meetings as possible and have offered opinions and feedback when appropriate.
“On Fridays Kevin attended Gr 1 PLT meetings and observed data analysis discussions and curriculum planning, he
was very inquisitive and asked many questions about the process and the decisions being made, on occasions he felt
comfortable enough to contribute ideas and thoughts.”
“Kevin was also fortunate to attend a meeting that involved teams setting grade level and individual goals for the PDR
process in conjunction with our schools targets within our Strategic Plan. He observed discussions on data analysis,
SMARTA goals and aligning goals with them and ATSIL standards. He was a witness to the other side of teaching.”
My mentors have always been very helpful when I have asked for feedback, giving me honest opinions and
directions.
“After each lesson, Kevin sought feedback from the observing teacher (not always me.) He would spend his
recess/lunch breaks writing notes/reflections on the lesson or we would walk and talk on yard duty. I always
encouraged Kevin to self-reflect and ask himself what went well? And what would he change/do differently if he were
to teach it again before I would respond to the lesson. The majority of the time, Kevin would identify the areas I
would have mention myself.”
Department of Education & Training. (2012). The Department of Education & Training Professional Learning in
Effective Schools the Seven Principles of Highly Effective Professional Learning Professional Learning in Effective
Schools: The Seven Principles of Highly Effective Professional Learning a. In Professional Learning in Effective Schools:
The Seven Principles of Highly Effective Professional Learning a Professional Learning in Effective Schools. Retrieved
from McLaren Press website:
https://www.education.vic.gov.au/documents/school/teachers/profdev/proflearningeffectivesch.pdf
6.3 Engage with colleagues and improve practice
During my time at Bairnsdale Primary, I received advice and criticism from a variety of teachers and staff. I went out
of my way to experience as much as I could, for example I took part in the school’s cross country and sports day
excursions, sat in on meetings, visited other classrooms and witnessed, and occasionally helped, in other lessons,
namely art, Japanese and PE.
I also had the opportunity to have Behaviour Analyst Dan Petro (http://www.behaviouralresourcesaustralia.com.au/)
view my teaching while he visited the school. When he watched me take a small reading group, he noticed one
particular child beginning to irritate me. He said that, although he could tell I was getting a little wound up, he
observed that I hadn’t reacted, raised my voice or lost my temper. I also listened to Mr Petro explain his theories to
the teachers and took on a lot of his ideas.
My mentor, Lindy, constantly gave me advice and support throughout my stay. She gave me as much responsibility
as she could and was always there when I needed a little extra support or help. Below are a selection of the notes I
received from Lindy.
Good manner engaging with students, used their names, maintained good tone of voice
Presentation of concept was clear.
Managing the group once gave out pieces of paper became a distraction for some kids.
Timing was spot on.
Spelling test: reading words in sentences aloud for students to write down. Monday May 8
Kevin read out a word, read it in a sentence.
*When class is quiet, best not to ask questions that require them to answer. This is a class management
issue for this class.
*Voice is clear, and words were enunciated clearly.
*Moved through the test at a good speed.
*Need to check everyone is writing from the beginning. (E.g. Declan, Mia not).
Spelling Mastery: Tuesday May 9th
Kevin took Spelling Mastery, using the teacher textbook for the session.
Important to speak clearly: e.g. dull
When got going, much better.
A good, clearly presented lesson.
Spelling Mastery: Thursday May 11th

Good clear start, much more assertive and confident.
Whole feel of the class was more cohesive due to your confidence and control Well done.
Using more acknowledgement of student’s successes. Good work
Wednesday 17th May: warm up activity for Cold Write: Openers
Kevin did this without preparation: used stimulus from storyline online story: Carla's sandwich.
Broke class into groups: probably would be better with explanation before broke kids into groups.
Felt like some kids weren't clear on activity.
Good learning experience for when not planned and do something quickly
Spelling Mastery: becoming more confident. It's a good idea to set up the expectations at the
beginning of the session. Use the words "get ready" when about to get class to spell a word. It's
fine to stop and resettle the class.

6.4 Apply professional learning and improve student learning
Throughout my placements, and in my voluntary and professional experience in schools, I have always placed a high
value on my professional development and learning. I am acutely aware that entering the teaching profession full
time without the necessary, contemporary professional learning would leave me underequipped and ineffective as a
teacher.
Therefore, I have endeavoured to attend as many meetings and professional development sessions as I could and to
consequently apply any ideas and strategies in a classroom environment. In the previous few months, I have
attended meetings on first aid, moderation, and challenging behaviour and recently meetings on IEP’s AND DLP’s and
Multilit.
Professional development has been particularly important in the past weeks as my school has adopted an online
teaching program in the wake of the Covid-19 infection. Having never taught online, like many teachers, I was
apprehensive but following an online PD meeting on teaching over the internet I approached the lessons with a
degree of confidence, even enjoyment.
7.1 Meet professional ethics and responsibilities
During my time at Bairnsdale Primary I feel I displayed a professional and responsible attitude. I attended every
meeting I was asked to attend, from department planning meetings to full staff meetings. I also attended a talk given
to all the teachers of Bairnsdale primary by Behaviour Analyst Dan Petro. During my 4 weeks stay I was prompt and
stayed on every night until released, planning lessons and school activities at home in the evening.
I recognise that it is not for me to expound on whether or not I met my professional responsibilities, so below is a
sample of my final report from my mentor Lindy.
EDU70012: Supervised Professional Experience 3 Assignment 1: Task 1 –
Portfolio Australian Professional Standards for Teachers (Graduate)
7.2 Comply with legislative, administrative and organisational requirements
During my time at Lucknow I did my best to work towards all legislative, administrative and
organisational requirements required of me.
I followed all administrative necessities such as arriving and leaving on time, signing out when
leaving the premises and following the dress code. Because of childcare commitment I was unable to
attend all meetings, but I attended meetings when possible, and, if appropriate, offered my thoughts
and opinions.
Lucknow Primary has a school wide vision statement that is published on the school website, in the
parent’s handbook and displayed prominently in each classroom. In the classroom I feel I conducted
myself in an appropriate manner, following and observing these school standards and values. The
values are provided below.
This is perhaps the hardest standard to provide evidence for. So, I have included comments from my
mentor from my final report…
“Kevin is a courteous gentleman who speaks in a calm and genuine voice to all. He interacts with children,
parents and staff with the same friendly and respectful manner. Kevin has developed a wonderful rapport
with the students in the class; they have enjoyed his sense of humour and easy-going nature.
He has attended: morning briefings, conducted yard duties, and participated in discussions and shared
ideas during weekly PLT data and planning meetings.
Kevin assisted with the school Junior Athletics Sports Day. Interacting with students across several year
level and student leaders who were assisting with the activity. He observed the organisation, timetabling
and sometimes disruption to classrooms with additional school events such as this and our visiting incursion
‘Responsible Pet Ownership’.
Whilst Kevin became part of our team and conversations flowed easily amongst staff within the team
during meetings and day-to-day running of a year level. It would have been beneficial for Kevin to have
spent some of his time (recess/lunch) in the staffroom, having discussions, developing a rapport with
other staff members and getting his name/face known, as this is his last year of study and he will be
applying for
positions in the future”
7.3 Engage with the parents/carers
Unfortunately, there were few opportunities to engage with parents or carers during my placement.
I did sit in on a meeting with a parent, after gaining permission with the parent, however, I
contributed little to the discussion as it was on matters that were out of my responsibility. When I
met parents and carers in the playground when they picked up their children after school, I was
friendly and had several brief informal conversations with them. It was also very nice to have had a
few students introduce me to their parents.
Below is a timetable displaying the meeting with the parent and a comment from my mentor.
7.4 Engage with professional teaching networks and broader communities
The continuous acquisition of knowledge, through collaboration, personal development, and the
study of contemporary pedological practises is vital in today’s ever-changing world.
Personal Learning Network, a term coined by Daniel R. Tobin to describe a network of people and
resources that support ongoing learning, are an essential tool for modern teachers, providing an
ongoing and multifaceted process of continuous training.
In the previous statements I have mentioned different personal developmental programs and
activities in have partaken in, but by far my biggest source of knowledge has been the teachers I
have worked with, especially my mentors. I have always endeavoured to gain feedback and advise
wherever possible and have also been able to offer my opinion on various matters.
“learning doesn’t take place just in training programs but should be part of every employee’s
everyday activities. You learn every time you read a book or article, every time you observe how
someone else is doing work similar to your own, every time you ask a question” (Tobin, 1998 cited in
Trust, Krutka & Carpenter,2016)
Trust , T, Krutka , D.G & Carpenter, P. (2016). “Together we are better”: Professional learning
networks for teachers. Computers & Education, 102(16), 15-34. Retrieved 3 May, 2020, from
https://reader.elsevier.com/reader/sd/pii/S036013151630135X?
token=8DD18FA3204E2C2CE7B1ACA9C43DED1FE931781AEF192F3DA79C39DA13308F1699529C6F1
2281E778AF48E47BB59118F

EDU70012: Supervised Professional Experience 2 Assignment 1: Task 3 - Portfolio 100568375 Kevin Jeffries

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EDU70012: Supervised Professional Experience 2 Assignment 1: Task 3 - Portfolio 100568375 Kevin Jeffries

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EDU70012: Supervised Professional Experience 2

Assignment 1: Task 3 - Portfolio

100568375 Kevin Jeffries

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.6 Strategies to support full participation of students with disability

2.1 Content and teaching strategies of the teaching area

However, it is the students who decide the

During my placement my mentor, Lindy, and

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

The timetable was also altered

One of the early lessons I

Standard 2.5 Literacy and numeracy strategies

The numeracy work mainly

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

A link to a video of one of the PowerPoint presentations is provided below.

3.3 Use teaching strategies

Below is the lesson plan for the Let’s Go Camping lesson.

3.4 Select and use resources

Out of all the lessons I taught during

3.5 Use effective classroom communication

Thursday May 4th

Monday 8th May

"Voice is clear and words were enunciated clearly.

Tuesday May 9th

Thursday May 11th

"Good clear start, much more assertive and confident.

3.6 Evaluate and improve teaching programs

Multilit. (2020). MultiLit. Retrieved 6 April 2020, from https://multilit.com/

3.7 Engage parents / carers in the educative process

4.1 Support student participation

It is important that everyone has a voice, I

Most schools I have experienced have a code

These codes are usually prominently

I have also been in classrooms where a class

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

I also took part in the more

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

al., C. E. Teaching: Making a Difference. [VitalSource Bookshelf]. Retrieved from

5.4 Interpret student data

Below is an example of an early running record.

Recently I performed as series of running

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

Presentation of concept was clear.

Timing was spot on.

Kevin read out a word, read it in a sentence.

issue for this class.

*Voice is clear, and words were enunciated clearly.

*Moved through the test at a good speed.

Spelling Mastery: Tuesday May 9th

Important to speak clearly: e.g. dull

When got going, much better.

A good, clearly presented lesson.