WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report | Pre-Service Teachers name | Daniel Jordan ‘Student iD: 18669283 | Cumicclumteaching area | English Dates: | 06-09-19 1001-11-19 | 30days ‘School Merrylands High School N° of placement Tof2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Daniel has demonstrated the necessary content knowledge for planning and teaching of the NSW English syllabus. He has developed the resources and learning activities that move students towards the achievement of outcomes. He has good content knowledge and is able to deliver the same in his lesson plan. His promptness in sending lesson plans, discussions prior to and after the lesson and taking feedback gracefully and acting on it has been assets that helped in his continued development towards effective teaching and learning, Daniel transitioned smoothly in becoming an integral part ofthe English Faculty - attending faculty meetings, staff meetings and engaging in continued collegial and professional interactions with the staff members helped him create a rapport with the staff members and in adapting a culture of sharing. He participated in school sport sessions held everyTuesday aftemoons. He understood the school welfare system in classroom management and is increasingly using various strategies to create effective classrooms Daniel's performance and his progress during his practicum may be deemed as Satisfactory OVERALL ASSESSMENT Wsatistactory D unsatisfactory SATISFACTORY: The Pre-servce Teacher has passed and met the expected standard in most ofthe relevant elements as described by the NSW Instute of Teachers for this stage oftheir profesional learning. Where a Pre-senvice Teacher's work is considered outstanding ‘orwell above average, this judgment should be reflected in the summary comments. Grade: UNSATISFACTORY: The Pre-servce Teacher has fale ths Professional Experience unit and has not demonstrated all ofthe relevant elements as described by the NSW Insitute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ae of the opinion thatthe Pre-service Teacher requires an alton Professional Experience to attempt to demonstrate satisfactory competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the‘Committee of Advice being convened. This grade may be recommended on ONE or more ofthe folowing grounds: + Performance Deficiencies — ie. fallure to exhibit citeria indicated fr the particular Professional Experience unt; + Withdrawing from Professional Experience — unless a Withdrawal Without Penalty is awarded: + Non-Academic Misconduct / Supervising Teacher's Name NOuilee Koviast Signature: Yo Date:!/11/ F Pre-service Teacher's Signature: Date: AU/)9 Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable to Professional Experience Il as eter ND Not demonstrated, D- Demonstrated; E~ Exceeds expectans, Elaborate onthe Pre- sence Teachers professional prac inthe Comment secon {Standards are not ablo tobe demonstated please provide an ‘explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’. STANDARD_:KNOW STUDENTS AND HOW THEY LEARN. ND[D [E Focus area (GRADUATE TEACHERS 1.11 Physical, social | Demonstrate knowledge and understanding of pysica, social and and intellectual intellectual development and characteristics of students and how these may development and atest leasing characteristics of students 12.1 Understand how — | Demonstrate knowledge and understanding of research Taio how sialenis students learn learn and the implications for teaching. v T3.1 Stadenis with | Demonstrate Knowledge of teaching srateaies that are responsive tothe diverse linguistic, learning strengths and needs of stuxlens from diverse linguistic, cultural, cultura, religious and | religious and socioeconomic backgrounds VU backgrounds 1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, teaching Aboriginal and | cultural identity and linguistic background on the education of students from Torres Stat Islander | Aboriginal and Torres Strait Islander backgrounds. 4 students [131 Differentiate Demonstrate Knowledge and understanding of strategies Tor difereniating teaching to mect the __| teaching to mect the specific learning needs of students across the full range specific learning needs | of abilities. of students across the “| full range of abilities 1.6.1 Strategies 10 Demonstrate broad knowledge and understanding of legislative requirements support full partic and teaching strategies that support participation and learning of students of students with with disabi disability ‘Comments : Daniel demonstrated some understanding of the diversity of the students and is able to implement strategies and plan lessons to make it accessible for students from different cultures and background. STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND|D [E Focus area [GRADUATE TEACHERS: Professional Practice | Report ‘Supervising Teacher's signature: Pre-service Teachers signature:1-1 Content and teaching | Demonstrate knowledge and understanding of the concepts, substance and strategies of the teaching | structure of the content and teaching strategies of the teaching area. 2.2.1 Content selection | Organise content into an effective learning and teaching sequence. 7 and organisation 2.3.1 Curriculum, {Use curriculum, assessment and reporting knowledge to design leaming assessment and sequences and lesson plans. V reporting 72.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. Torres Strait Islander people to promote reconciliation between v Indigenous and non- Indigenous Australians 2.5.1 Literaey and Know and understand Interacy and numeracy teaching strategies and their Y ‘numeracy strategies application in teaching areas. 2.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum learning Communication ‘opportunities for students. Technology (ICT ‘Comments : Daniel participated in assessing the students’ ability as revision of the Poetry Unit for Stage 4 and provided oral feedback to the students. His lesson sequence was clearly stated in his lesson plans and met the syllabus outcomes. He is progressively working in creating tasks that catered to formative and summative assessment tasks. STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING | ND | D Focus area ‘GRADUATE TEACHERS 3.1.1 Establish Set learning goals that provide achievable challenges for students of | challenging learning varying abilities and characteristics. | goals . 3.2.1 Plan, structure and | Plan lesson sequences using knowledge of student learning, content and sequence learning effective teaching strategies. programs 3.3.1 Use teaching Include a range of teaching strategies strategies v 3.4.1 Select and use Demonstrate knowledge ofa range of resources, including ICT. that resources engage students in their leaming. é 3.5.1 Use effective ‘Demonstrate a range of verbal and non-verbal communication strategies to classroom support student engagement, . communication _ 3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate improve teaching teaching programs to improve student learning. v | programs 3.7.1 Engage parents) | Describe a broad range of strategies for involving parentsearers in the carers in the educative | educative process. v process ‘Comments: Daniel uses a variety of resources and uses ICT to enhance the learning experience of the students. Daniel walks around the class helping and supporting students individually. He uses verbal and non- verbal language in keeping up a communication with his classes. STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS ASPECT [GRADUATE TEACHERS Professional Practice | Report ‘Supervising Teacher's signature: Preservice Teacher's signature:“LT Support student | Identify strategies to support inclusive student participation and engagement participation in classroom activities. ’ 4.2.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear activities directions. ¥ 43.1 Manage Demonstrate knowledge of practical approaches to manage challenging 7 challenging behaviour _ | behaviour. student | Describe strategies that support students" wellbeing and safety working within school andr system, curiculum and legislative requirements J 45.1 Use ICT safely, | Demonstrate an understanding of the relevant issues and the strate responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching. v ‘Comments Daniel is progressing to ensure that a safe learning environment is created — lining up the students, putting them in a seating arrangement, providing instructions and arranging the classroom for effective learning. He is also developing to show appreciation for good work by giving them merits and at times followed up on behavioural problems. STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] D ] © LEARNING Focus area ‘GRADUATE TEACHERS - 5.1 Assess student | Demonstrate understanding of assessment strategies, including informal and / learning formal, diagnostic, formative and summative approaches to assess student learning. 7 Demonstrate an understanding of the purpose of providing timely and > appropriate feedback to students about their leaming - 33 Make Demonstrate understanding of assessment moderation and its application to consistent and | support consistent and comparable judgements of student leaming, - comparable v judgements 4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate student data student learning and modify teaching practice i 53 Report on Demonstrate understanding of a range of strategies for reporting to students student and parentscarers and the purpose of keeping accurate and reliable records of Y achievement student achievement. ‘Comments : Daniel participated in Year 11 marking and did data entry in the markbook. He was able to provide feedback and check drafts in préparation of their summative assessment. ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING TD] Ee Focus area ‘GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding of the role of the Australian Professional ~ professional learning | Standards for Teachers in identifying professional learning needs. 7 needs 6.2 Engage in ‘Understand the relevant and appropriate sources of professional learning TZ professional learning | for teachers. and improve practice 6.3 Engage with ‘Seek and apply constructive feedback from supervisors and teachers to Z colleagues and improve teaching practices. v improve practice 6.4 Apply professional | Demonstrate an understanding of the rationale Tor continued professional : learning and improve | learning and the implications for improved student learning. student learning ‘Comments : Daniel continually engages himself in the professional dialogues with other colleagues and is responsive to the feedback provided to improve his teaching practices. Professional Practice | Report ‘Supervising Teacher's signature: Pre-service Teacher's signature:‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, NT DY]. PARENTS/CARERS AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS 7.1 Meet professional | Understand and apply the key principles described in codes of ethies and ethies and ‘conduct for the teaching profession v4 responsibilities 7.2 Comply with ‘Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. ‘organisational / requirements 7.3 Engage withthe | Understand strategies for working effectively, sensi 7 pparents/carers confidentially with parents/carers. 7.4 Engage with ‘Understand the role of extemal professionals and commu professional teaching | representatives in broadening teachers’ professional knowledge and. networks and broader | practice. 4 ‘Comments Daniel attended the faculty and staff meetings to engage in the professional dialogues. He broadened his | professional knowledge and practice at Stage 6 parent- teachers interviews. Professional Practice | Report ‘Supervising Teachers signature: Pre-service Teacher’ signature: