IN SYDNEY UNIVERSITY Professional Practice Il 0 Secondary Program Report Preservice Teachersname | (yess \c. Compe SudentD: — \g 25 245-5 Curiculumteaching area Dales: Enoloh 0days ° of 2 ‘School Ce Br ha Nrofplacement | SUMMARY COMMENTS by the SUPERVISING TEACHER Jessica's time at Glenmore Park High School has been positive and highly engaged. This has involved the ‘reation ofa positive leaming environment, maintenance of a calm and composed demeanor fostering steady sed cansistent student involvement, and the design of lessons that incorporated differentiation instruction to tater for students of muligle abies and background. Jessica adjusted her content to make use of project sed leaming and fxible teaching in order to assist students in maximising their outcomes in relation to the curriculum. Jessica created her own lessons and resources in regard tothe established curriculum gudielines for Stage 4 ‘and 5 English, Her teaching style allowed her to take a hands-on approach with students, and she was able to build rapport through the use of 1:1 counseling and support, proximity instruction, technology, and project-based leaming. Jessica was highly adaptive and flexible in regard to shfing leaming environments, whole school disruptions to routine, and students with diverse learning needs. Her ability to adapt inthis context allowed her to maintain a strong presence in the classroom that assisted in guiding student learning. Jessica dealt with behavioural issues in a prompt and calm manner, sustaining a strong and professional ‘approach to any challenging behaviour she faced. Jessica's positive attitude towardas working in a dynamic, collegial work environment means that she wil have no trouble transfering her steady and passionate approach into a effcient, well-constructed, and productive pedagogy. OVERALL ASSESSMENT Grade: [eines LD unsatistactory ‘SATISFACTORY: The Preservice Teacher has passed and met the expected standard in most of the relevant elements as described by the NSW Insitute of Teachers fr this slage oftheir professional leaming, Where a Pre-service Teacher's wok is considered outstanding ‘orwel above average, ths judgment should be reflected inthe summary comments UNSATISFACTORY: The Preservice Teacher has fle this Professional Experience urit and has not demonstrated alo the relevant clemenis 2s described by the NSW Insitute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ‘are of the opinion that the Pe- service Teacher requies an addition Professonal Experience fo attempt to demonstrate satisfactory competence as a graduate teacher. No Preservice Teacher should receive an Unsatisfactory grade without being placed At Risk andthe Commitiee of Advice being convened. This grade may be recommended on ONE or more ofthe following grounds: + Performance Deficiencies i. allure to exhibit citeria indicated forthe particular Professional Experience unit; «Whang rom Professional Experience —unles a Withdrawal Without Penalty is awarded + Non-Academic Misconduct‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DE [ PARENTS/CARERS AND THE COMMUNITY Focus area ‘GRADUATE TEACHERS, 7.1 Meet professional | Understand and apply the key principles described in codes of hiss and ethics and conduct for the teaching profession. 4 responsibilities ‘Comply wit Understand the relevant legislative, administrative and organisational legislative, Policies and processes required for teachers according to school stage. administrative and ‘organisational requirements 7.3 Engage with the | Understand strategies for working effectively, sensitively and parents/carers confidentially with parentscarers. 4 7.4 Engage wil Understand the role of external professionals and community professional teaching | representatives in broadening teachers” professional knowledge and Al networks and broader | practice. communities ‘Comments Jessica's willingness to both resolve classroom incidents and make contact with parents via positive phone calls demonstrates her ability to work with student carers, She also followed feedback process to parents of students returning from suspension by monitoring their behaviour and encouraging positive engagement with thet learning and school. Jessica ‘supported Department of Education processes and policies by ensuring the content of lessons was appropriate, and she utilised films that met Department guidelines in terms of age classification, Jessica also followed school polices in regard {to supervising out-of-class passes, in-school suspensions, and Deputy Principal-sanctioned mentoring and monitoring ‘programs. She also observed other teachers in resolving student academic and welafer issues. i Faculy and Sia mesings, She aso sind astenbliy, rll, playground dy, bus dy, yer Teecingh eitochoc| profesional leaning exrmcurielar sudo cbs ach as Chea Cli und schools EGET Suppor cub. This evel of nvavementJenonstucs her poesonel comment ns highly commendale wy.