gACU

AUSTRALIAN CATHOI.IC UNTVERSITY

FACULTY OF EDUCATIOH and ARTS

Bachelor ef Education {Primary}I
Bachelor of Education {Early Childhood & Primary}

PROFEISIONAL EXPERIENCE REPORT BOOK

EDFX 413 - PROFESSIOilIAL EXPERIENCE PRIMARY 4:

EXTEI'IDED REFLECT ME PRACT ICE

PRE.SERVICE TEAGHER

PLACEMENT SCHOOL
:cv*J P,^bh. L^--.t
SC}IOOL SUPERVISING TEACHER tan Torla. ( Cree.e
GRADE LEVEL
K ind'alo r {en
PROFESSIONAL EXPERIENCE PLACEilf,ENT DUR.ATION AND DATES
lnsert the number of Days of Block Teaching

/satistactory o Unsatisfactory
MID POINT ASSESSil{ENT
At Risk: ln need of
interyention and support
Submitted: Date: I I

FINAL ASSESSMENT /satrstactory o Unsatisfactory

Humber of Days Gsrnpleteo, 3 O start Date:fr\5, tq End date: 261 7 t 11

M
SIGNATURES
Date:
PRE€ERVICE TEACHER Ftq
z6
SCHOOL SUPERVISIIIIG TEAC FIER

ACU ACADEMIC REPRESENTATME

W;
z/ i.D^-,q*-'ffuyf"
Date: |bfi{
ry
r, o
Date26 /t I 17
"ACU repreentative Coordinator, Profssional Epaience Coordinator,
Le€fiire an Charge)
 gACU
AUSTRALTAN CATHSLIC UNIVERSITY

INTROBUCTION
This report is to document a shared understanding of pre-service teacher progress during the EDFX413
Professianal Experience Primary 4: Extended Refiective Practie,e placernent" The report should be wrltten
following a process of professional conversations structured arcund the three domains of the Australian
Professional Standards for Teachers. These conversations will include the pre-service teacher, the school-
based Supervising Teacher and the University Supervimr. The Professional Experience Report should be fully
completed at the end of the professianal experience placement.
The comments entered in this report may be read by a range of stakeholders interested in the pre-service
teacher's progress, so they should be concise, focused and emphasise learning and development" ln making
judgements, please refer to the advice given in the EDFX413 Guidebook to ensure that evaluative comments
are appropriate to the pre-service teache/s level of developrnent in the @urse. By the end of this Professional
Experience placement, the pre.service teacher will dsnonstrate a range of professional teaching
competencies relerrant to the stage cf dev*lopment expected in the unit EDFX413 Professrbnal Experience
Primary 4: Extended Reflective Practice.
It is important to rernember that pre+ervice teacherrs should not be compared with experienced
teachers but instead urith the competency level of a graduate teacher in the Austmlian Profeesicnal
Standards for Teachers.

GUIDELINES FOR COMPLETING THIS REPORT

1. The Bachelor of Education {Early Childhood & Primary} and the Bachelor of Education {Primary}
Professional Experience Guidehok contains detailed advice on all aspects of the professional
experience program related to this unit of study.
z. Specific Teaching Expectations for Pre-Seryice Teachers and arganisational details for this professional
experience prac,ticum are set out in the accompanying EDFX Guld*ook- Superuising Teachers
should refer to the relevant Guidebook before cornpleting this repo*.
3. There are two poinb of formal assessment to be campleted in this Report Book - the lnterim
Midpoint Assessment Report and the Summative Assessment Report:
a. lnterim Mid-Point Assessrnent The pr+.servlce teacheCs progress should be assessed at the
'Midpoint' of the block period of teaching and ihe repart rcmpleted. lf the pre-service teachefs
progress is assessed at the 'Mid-Point' as net meeting the required level of the professional
skills, expertise and cornpetencies, then the pre-service teacher is deemed to be At Risk' and
the procedure outlined in this Report Book should be followed.
b. The Summatiye Assessment should be ccrnpleted at end of the block period orf teaching.
Please fully complete all sections related to the Dornains and Standads of the Australian
Graduate Teaching Standards as noted within.
c. NB: lt is very important to identify any pre-serice teacher at risk of unsatis{actory progress as
soon as possible and to noti{y the University Supervisor andlor the Professional Experience
Placement Officer. At times this may be e*rident prior to the fonnal' Mid-Polnf Assessrnent"
4. Assessment Scale:
To maintain consistency with the Australian Graduate Teaching Standards, the pre-service teachets are
to be assessed in each Domain and specifically on each Standard on a rating scale that indicates one of
the following levels of achievement.
ND = Not Demonstrated; PD = Provisia*ally Demons*atd; D = Demanstmted
Evaluative comments should he written at the conclueion of each Dornain of Reporting
5. Overall Aseessment of Prcgrms: ln the overall assessment of the Practicum, the pre-service teacher
should be assessed as either Satisfactory or Unsatisfactory as outlined belour
SATISFACTORY: The pre-service teacher has demonstrated a satisfactory level of achievement
overall in each Domain and on each Standard cf the AuSralian Graduate Teaching Standards
UNSATISFACTORY: The pre-service teachefs achievement is unsatisfacdory overall and
the above requirement has not been met" The pre-serviee teacher will therefore FAIL the
EDFX4 1 3 professional experience placernent^

Please Note: A final grade of Unsatisfactory cannot be awarded without approval from ihe Head of Schod
Education or Norninee.
The Mid-Pornr *ssessrnen t
MID POINT ASSESSMENT REPORT WACU
Repatl is desisned to ctearly indicate the pre-serviJ"#if,liU;X:?ih-I['J-ii"tr',*
middle stage of the professional Experience placement. School Supervising Teachers are asked to work through
aach of the thirty-seven Standard focus areas and related descriptors wth the PST and ascertain overall progress
so far in the placement. The mid-paint of the placernent provides an opportunity for the School Supervising
Teacher ta communicate tc ihe pre-service teacher specitic areas for irnprovement and further developrnent as
weil as areas of strength. Please compiete the Domain specific overall Assessment Rating below and provide brief
comments"

Place a iick in the relevant box on ihe rating scales belaw to indicate your assessrnent of the Mid-Point
develcpment of the pn+.service teacher across each of ihe three Domain Areas of the Australian Professional
Standards for Teachers - Professional Knowledge, Professional Practice and Professional Engagement. The
School Supervising teacher is also asked to provide an overall rating in relation to professional conduct. For
guidance in assessing this area, please see Cornrnitrnent to Prafessional Conduct expectations.

lf assessed as "Knowledge & Skills Not $ufficiently Demonstrated' in all domains, this signifies that the pre-
service teachefs progress m inadeguafe at the level af Professrbnal Expen-ence being undertaken and is 'At Risk'
of not aehieving a Satisfactory gmde" lf the prc-selice teacher is deerned to be 'At Risk'then the School
Superuising Teacher should imrnediately contact the nominated Tertiary Supervisor and the PE
Placernent Office and complete the 'l.lotification for 'At Risk' of Unsatisfactory Progress' form. The
nridpoint report and the At Risk forrn completed together are considered an intervention and support mechanisrn
to ensure pre service teacher has every opportunity to furths develop ihe necessary kncruv:ledg* and skills in order to
successfully complete the Profssional Expaience.

MIB POI}IT FORMATIVE ASSESSMENT RATING

Professional Knowled ge:

Na$Lvledge & Skills Not Sufliciently Knowledge & Skills P.ovisionally Knowledge & Skills Glearly
Semonstrated Damonstrat€d Demonstrated

Frofessional Practice:

Know{edge & Skills Nat Sufficiently Knoudedge & Skills Provisionally Knowledge & Skills Clearly
Demonstrated Derronstrated Demonstrated

Prcfessional FngagemBfit:

tulorvledge & Skills Not Sufficiently Knslyledge & SIdUs Provisianally Il Knowledge & Skills Clearly
Dernonstrated Demonstrated ll Demonstrated

Prcfessio*al tonduct:

Not Sufficientl), Dernon$trattsd Provisionally 0ernonstrated Clearly Demonstrated

 WACU
SUPERVI$ NG TEAGHER'S REFI-ECTIVE COfi*I1'IENTS OH MI D'PO INT ASSESSMENT
please articulate o6senred strengths in pro essional knowledge, practiees and engagernent as uuell as ideniifying
specific and realistic goals:
Strengths:
* C-,*nr t t-u lLl I'r.'r k- . ,rv, t edge * Pr a{c-u i anal ty1&n,no r
- d- effa-.' p lont I o.g Qntttah"an Tnih.ahv<
ltrts 11 CtJr-t k,rt { , '-torar { t c* i** b lt)
lePrbPt ' uk'
a{ o3 <- ( , ,,, " ttlt
* Cuud u"r<- a P pt D{3. { c,n
S'u
l<-c h r^, t 't a
'9 )
Areas for developnrent during the rest of the placemenl \
* g(,i*u,Au, *Si ( *ontl:,',ng Lngala-nncnt al'o)
L <rr cn h,.',-;,.g
I +r, r,r; f ory ( + u-k ,,"9 t <-ad)
k*th"-1 to LryA3
- {,uCut Qt't b< i n q tYl at e 'a.,irl,, akd' wh'*n
ctll sfi,cle,tfs ( ufs&,alt-a I trn$b.!. t tt,*f tn K | )
School Superuising Teacher Signature: -. "z\"" w
Date {"tlg!n
pRE€ERVrcE TEACHETs nraHcnvE coniln EHTs oN muD-porNT AssEssfiilENT

1_ lo.-ve ;Aspects
progress that believe been succepqful: have
' 5A of leaching my
;;,. U,A F-",roLeAa"< *\ +{-t
I

Lur<^riau^tt -
"".-,2
T. |,,-*.-u €- q"*A,--.uJ 'u e-Ll .=.a-- '-i*ent *-,.J *-( trr.,gn'l**'
i"?,:-\1r*-) w .-,Ll ,, ;{"i- t4..e *+.J*J= .

1 Aspects of my teaehing prcrgress that I believe need to be developed further:

Lor^c!.e< r Aoce <,la*-Vle- {or^1(
kren*-*g< fo".$"r/-€uu< ( r',,.- it1t.ra, .^V, i,fi *g
L€**s*r- f,', '"1.*' \
E e-1,-"o,-u;*n .-f -*-z\(7u*-a.*
After consultation with my Superuising Teacher and the Tertiary Supervisor {if applicable}, my goals for the
remainder of the Frofssional Experience are:
-Lo^y,l e'r"*e** etL- b g L-*-ur.b "--o-<- i/v\=r- < *qe*l s -5sfu,"^
i^to *l^" C-\c'39 fe>e"T'r
* ga-++€{ wLe,,\il"- lL*.-*,.u
Pre-Senrice Teacher Sicnature: o^t* i*/ 64!l
This report should be submitted through InPlace as saon as possible a*er it is eompleted if the pre-service teacher
is being placed 'At Risk'. This report can be used as the basis for Prcfessional Convercaticns with the Tertiary
Supervisor.
 SUMMATME ASSESSMENT REPORT
g AC U
/ TO BE COIIIPLETED AT THE ENB OF TI{E PLAGEiIIENT
The fdlowing section prenrides a place to doa..:rnent evidence and cite exampl* of the presenrice teachers' achievements and
devdoprnant of kncndedge and skills based around ihe three Donrains of tlre A:stralian Profesisnal Standards for Teachers:
15 cf the 38 graduate standard dxcriptors are assmsd i* EDFX241, They are listed below. Pre-service teachers may
denronstrate or provisionally demonstrate capablliS of other standard dmcriptors not listed. Yru are welcome io make
cornmefit of ihese if you wislr in the schoot supervising tscherls overall cornrnents. AITSL Skndards for Teadters are
here: https://rnnrw.aitsl.edu.au/docs/default-source/apst-
resouleeslaustElan profeqsional standard for teachers finai.pdf
' Flease tick an overall Siandard rating at the end of each Standard and provide evaluative cornments and cite
eridence of achisrement at the end of each Domain ftm of the Standards.
- Each Professicnal Experience in the Eachelor of Education {Prirnary) emphasises specificfocus areas
relevant to that particular unit within each Domain of &e Australian Frofessional Standards for Teachers.
. Please tick the specific focus areas related to each Standard you are assessing in the report below. lf the
pre-service teacher has not had the opportunity to denronstrate capability in every focus area of every
Startdard please only tick the areas you are assessing"
- lt is expected that ihe Supervising Teacher will use the Evidence Guide when cornpleiing the report.
milfiAlN t: PROFE$S|O!'IAL KNOWLEDGE

STAT{DARD 2: KHOW THE COIIITENT AHD FIOW TO TEACH !T -ocu5

1 Content and teaching strategies of the )emonstrate knowledge and understanding af tlre concepts,
teaching area iubstance and strudlrre of the content and teaching
itrategles of ihe teaching area. /
L.2 Content selection and arganisation )rganise content inio an effective learning and teaching
ieouence
i.3 Cuniculum, assessment and reporting Jse curriculum, assessment and reporting knowiedge to
Iesign learning sequences and lesson plans
1.6 lnfon'nationandCornmunication mpler*ent teaching strategies for using ICT to expand
Technology (lCT) :urriculum learning opportunlties for students.

iTANDARB 2

I'lot Dernonstrated I Frcvisionally Demosstrated Demonstrated V

MENTS RE AS$ESSfiIIENT OF DOMAllt 1: FROFESSIONAL KNOYTLEDGE

E OF DEYELOPIiliHT AND ACHIEYEi'E}IT

Ell e.,n hc,t ch aw,t th e .ab r L hj f.o plan +irnple'nenT

frPlrtaPo'tela f{t 0chv'l^'cr * leSsan{,,fhe stltctcd
gr:ru"#-Ob1e f$ra{r4iu, Y{tuurLtr Cno{ Lfltrtpneerlf fu
f6-a,tt, the- trtrur t'Ld Cuntu.tf
ihe* {{trtrurrLd e.hLoula.lrd ltaro,og
Cunhnf.. Ellen 8.hLou/a.r)rd lLC,,o,'
L,t.rr64 Concre K knctftr,al (caw**r.u., al,tc., Ja,i,'tte- \u,,Fl
-r J
ih o irru,l 14lteh.:t ducwy. jnfi r ,ll"rtgnult **a*,.qfuut 'ir,'rr.
)

tllen 't"n L{J alv11y:e\1

at a trttt. s*ak4tJ it iv kack- ) ir, A I ea,
trocus EEVELOPf,{ENTi
FoR FURTHER
(l,it.{a,'ruc r" S<v'-tup a vcriel4 of d,flcrtrth*"*c-d
"
!gstn,,to1 ,""q,ucrrces [lh,cl', Olttlv,r goq 7] fut-r,", W all 't*".
Ca*r,dJ". ht^ u()u) yn14hf c0,1-r,tt/. rp"c,{'c n(rLlt a(
Ab"r oyt nal r Try',,,i, J*#a gh* ls l'1r'cl c'' _ C h: , .

* €t",clctc,- b, o braaclr. voridy Of Qrs<*rr7'ttm-l Joul

J ivo l'-1t
c{nd ci "
 gACU
AUSTFIALIAH €ATHOLIC UNIVERSI?y

DOMAIN 2: PROFESSIONAL PRACTICE

.acus
}TANDARD 4I ENEITC A}ID MAINTAIN SUFPORTI\'E AND EAFE LEAR}dING ENYJRONiTEIITTS

.2 Manage classroom activitias Xmcnstratethe capacity to organise clas*room activities

rnd provide dear directions
1.5 Use ICT safely, responsibly and Xllonstrate an understanding ef the relevant issus and
ethically he strategies available te support the safe, responsible and
:thical use of ICT in learning and teaching,

}TANDARD 4
\/
Not Demonstrated Provislonally Demonstrated Bernonstrated

@DE FEEBBACK AND REPCIRT ON STUDENT LEARNI}-IG iocus

t.1 Assess student learning Jemonstrate understandlng of assessment strategles,
nciuding informal and fonnat, diagnostic, formative and
iumr*atlve approaches to assess student learning.

).2 Provide feedback to students on their )emenstrate an understanding of the purpose of providing
learning imely and appropriate feedback to students about their
earning
i.3 Make consistent and ccmparable )emonstrate understanding of assessrnent moderation and
judgements ts application to support consistent and conrparable
udganents of student learning.

i.4 lnterpret student data Jemonstrate the capacity ta interpret student assessment
Jata ts evaluate student learning and rnodily ieaching
:radice. (
i.5 Report on student achievement lernonstrate understanding of a range of strategies for
eporting to students and parents/carers and the purpose of
ieping accurate and reliable records of stude*t
lchievernent"

STANBARD 5
,/
Not Demonstrated I Provisionally D+rnonstrated Dernonstrated

RE ASSESSMENT OF BOinAlN 2: PR$FESSIONAL PRACTICE

VIDENCE OF DEVELOPMENI AND ACHIEV=MENT , ,,-- \

Elltn
Lll<.rt coitsi"skn4{da
LUd'')JiS&n'ftq
'-{tu rvtaCeil<d.
IYt u.Jl./ttLu rLtPt"1,.
-"I"--''/ cuu'Hg
-./ ,
,ond-, e,
q1 +.jorhr,,, Off.'te slA{t t parirtt's ' - {L-, t
I en(n " 17
^ la,4 vvL''t'-, iakrcrChnj a"4 v'[0rhttl lD
ut/(i apprap"
p,nJa,.1c_ ' ,rt, . ol AYt levefu o.F t-o.tddlrlDnd,',-j V llu,
,tlrrrt* (x plr cr f l,tc**ach'.n, Qnd {+ul u' ftf *ad lt*'
^?"r::
a-?'ttt"tr<tl
"(-XOeCt
ocusFoRFURTFIERDEVEI-0PMEN'' \r gat,'n4
\rrrJN(&r o
rJ,,?r, tlh a, rhrrxcr/
"'l
L" pzul6h
Clhfr"?S'u""' "-""J
ftappo{tt,te- oll,'tuc}e *ot'ardt all f,7]'i'
n1 'rfoe " I -*-'' f*'
t

t l*ru"h rru * fowrt"nS ':g'

cX{v;'r'

col{echn3 , v:7tatnti.'r,,oJ r*carC' .'of tr+v' ., f '"$:un

"
(tit''rhn4t- {'^'- lnu^'sifun
, irr,,,r^,r w tr*aLli'('n3
T,- ",)
 DOtlAlN 3: PROFESSIOIIAL ENGAGEilIENT
@ACU
AUSTRALI,AN CATHOLIC UN'VERSITY
/
STAHAARD 6: EI,IGAGE lN PROFESSIOhIAL LEARN$IG 'ocus
i.1 ldentify and plan pr*fesslonal learning lemonstrate an understanding of the role of the National
)rofessional Standards ior Teachers in identiffing
needs
xofesional imrning needs.

iTAI'I3ARD6

Not Demonstra&d Frovisionally Dsnon*r*ed Demonstrated

STANDARD ?: E}.IGAGE PROFESSIOT{AI.I.Y WITH COLLEAGT,ES, PAREilTS,CARERS AND THE -ocus

:OilHUI'IITY
f .4 Engage with professional teaching Jnderstand the role of external professionals and
networks and broader communities :ornmunity representatives in broadening teachers'
rrofessional knowledge and prac*ice.

}TAi{DARD 7

ilat flemonstrated Pravisionally Bernonstrated Bernonstrated

RE ASSESSMENT OF DOHAIN 2: PRGFESSIONAL PRACTICE

'
Lrt(-cftlt 0/1 he'' luath''ng
OF DEVELOPMENT AND ACI-iIEVEMEII*IT:

f lle." ha, ;ffi;;ii'ty f

tlwrnt'n3 10 utlr'ce. Sha a*k-arttd all
yYl€-L''ng.t
:
€ llert cltsFkt''tr<-
p,'ofogril.*{ , Larnt^y at app op('tafL'
tnqnttt fu utL-L€t tr t'dnul 6a$v''ct par-
G tur'll p''otc
Jr CriltaguLt. 5L-',a aLL*,ol-td all Conrfn"ch'vc
*,*i*r+
J 'a++**ptvd lD ttabtttyuu:l
F.edbu,r|" otnd
hr; l<nuh,nq F(athics Fllen c'lerm''ntkakd,9 an ^'*''P/dve
tlsruodi"S Jrt '
y,)"(" L.djt t Hq s -r ci." I d
J11
TOTCI,\'ON
'uo!i,'!
II C I,,oo
(J'
i''
FORFURTHERDEVELOPMENT: P PA

, n, fah'n! fr f athtr sthoti

C tl by1 rY't\,r
.Pon(,'l, I "*'t" t'1 1h"
C U rrr rv'rtl n t tu3 Yvt +
rn bt r t Lgo,,tt.t! Ca"rA'dcntl-
a/ Lu iJ nLL{ tt u"1)

o Y'{urk lawa(tl t f"rahn- rta I l-..ruo,- I rr,l 1 Lr4

3u
{
tnl:- r& th [n

* St.k a,rlvirc kon- a4 ln trr w ilh {* prrt're- f

bnowltd gt "

t tD ka tl,t, o j k--{. hry

fllsn
h or'
k
3*.t rt
fi-:n ga
yuu"
u' Lutrtt'Y1i tYnen
h r*c tr'tr 8u/' clats !
1 \td
 gACU
AUSTRALiAH CATHOLIC UI-IIVERSITY
\

FINAL SUMMATIVE ASSESSITilENT COMMENTS REI-ATED TO PROFESSIONAL EXPERTENCE:

Based on the infonnation provided in this fleport the overall aseeesment for the prc-seruice
teacher:

SATISFACTORY
The pre-service teacher has attained Demonstrated in the rnaiority of Standard foans areas specific to this
Professional Experience at the Xevei that is apprryriate for the Pro,fessianal Expriene being undertaken.
NBft ls understooO tfrd pre.senrice teachers may not have the opportunihT to dsnon$rate capabili$ in
every frcus area of every Standard in arery Ppfessional Experience" ln olderto achieve a Satisfactory
in the final placement, the level of Demonstrated should be evident in the vast maiority of
graO-e
Standads acnoss the three Somain areas of the Graduate Teacher Standalds,

UNSATISFACTORY
The above requirements have not been met alrd the pre-service teacher will be deemed not to
have passed the Professional Experience.

SC FIOO L S [JP ERVIS! NG TEACHER'S OVERALL COMMENT$ :

Eltrn hat JaII 'R fattcr,'(g Lu,rrlPt"/-r1. h<' P',of"t\ta'-at

0+ p5. {h, llar tQa,ia tt cu{t LnLc aurr
A_y p<{ t LnIL
e {;'C

*ht ptat ' €ll a {LtLh l(sta"t

Llnp C(tutre D{ ';r:::,0'o^ ''n'i<nkd 4 ,nl! t

**
l{1 ,'ii,','i-
ol Lut,t,r ".'v'-t.t-t ,,kra
'
t.
cfrd ,
artt;up':**^'?,'^,.o',n
, )!^,
Cl Sl 1rlt"( *lp,

' a (Z Cbrs)'(llen,
h<-, {urth<, 1}rL(jr}(L '":'"t"''iZt 'n
lt c'tr w< lc .!eta'
l* rl
ted
7i"rr"ffii7o'ry'," O,o nnt n9..: r t+ lct:

School Superuising Teacherfs

PRE-SERVICE TEACHER REFLECTIVE CGIUIMENTS

* [;. < .* e*-* o'--nl l <*-<-"tt c*

trt.. I-4- tu. [ ,^ , )t- '44c{e d*,^-$J e^t ,''"
vvt,.( ffi u-'^#a,^# tr:'-n".;;-!^;
c..r-te-d- W^n,*l;A^; -:^A a-b,
;;J {-, {ra
ovr,',{n)Lr-
"-}rir\j
+aI
{, t ( 5 e t
I A
iggts, ,,..-s
r 'l'l
{ao S'lw-i,r-r**
\ I
tt l---\lirP

'lln.*xth
/ €<s
';;: [
,o-+i -"^ g'Rr:a+, uet,* i , - o- (
n ra $ess, *.^ "=-t gt*fi;

It is the responsibilig of the pre-savice tead,rer to uplmd this report through lnPiace IMMEDIATELY {must be within 5 days of
completion) after the Professional Expenence placement-

This report is an assessmert of tle pre-service teacher's performance and engagement with Sre Prokioml
fie University
Experiehce placement. lt has not been rmitten as a refercnce. This foml rcnrairs flre property of
 gACU
AUSTRALIAN CATHOLIC UNIVERSITY

ACU TERTIARY SUPERVISOR FINAI- REPORT

NAndE Ellen Callaghan DArE 25 July 2019

crassfreAR Kindergarten

ACU Tertiary Supervisor Final Report Comment:

EIIen has successfully campleted her Frofessional Experience on a Kindergarten class at Richmond PS. An
illness meant that Ellen had a disjointed practicum" re engaging with the students at the beginnlng of Term
3. Her nrotivation and dedication to teaching was clearly evident in lessons and follow up discussions.
Throughout the periad she made every effcrt to apply the advicel suggestions given by her experienced
Supervising Teacher" l-ler initialtask was to present a stronger'voice' in the classroom" She steadily
reached this goal.

Ellen had an excellent rapport with the class. She displayed genuine warmth and interest with all students.
Quietly spoken, wlth a calm demeanour, Ellen maintained a positive learning environment with allstudents.
She supported and encouraged students throughout lessons. Whitst behaviour management was not an
issue within KT, Ellen introduced her own behaviour management scheme which proved highly successful.
In the final week she experienced the introduction of a new student with behavioural problerns. Whilst not

directly involved she gained valuable experience and insight into the integration process.

Ellen's lesson preparation was thoughtful, well organised and documented. An awareness of appropriate
curriculurn content in many areas of the NSW Cunlculum content was incorporated into planning. Attention
was given to lesson outcomes, an impertant aspect of the schoal's learning program. The completion of the
G.T.P.A task enabled Ellen to explore the nature and importance of student data - re student leaming.

Throughout the practicum, Ellen imrnersed herself in all school activities. She presented as a
conscientious, motivated Pre- Service Teacher - professional in every way. Ellen has an excellent
feundation from which to enter the teaching profession. A promising career awaits!

Fre $enuice Teacher Signature {/kZ ,

A,

Tertiary Supervisor: Stephen Munsie / /1---'*--