WESTERN SYDNEY UNIVERSITY Professional Practice I U Secondary Program Report Pre-service Teacher's name | Daniel Jordan ‘StudentiD: 18669283 ‘Curriculumiteaching area | History Dates: 30 days ‘School Cambridge Park High School N° of placement 20f2 SUMMARY COMMENTS by the SUPERVISING TEACHER Daniel has conducted himself in a highly professional manner throughout the practicum, engaging in a range of teaching strategies and demonstrating an abilty to provide throrough and well planned lessons and resources. Daniel has been receptive to feedback regarding his teaching practise, and taken on board suggestions to make improvements where necessary. He has demonstrated a reflective nature, and will take into account the needs to the students to make continuous adjustments to his lessons. During his practicum, Daniel has taught students from a range of different and diverse backgrounds, including low-abilty students. He has enthusiastically engaged in marking sessions, as well as Stage 6 study sessions. Throughout the practicum, Daniel faced a variety of challenges relating to COVID-19, including developing resources that are appropriate for students to complete online or in the classroom, and dealing with students sporadic attendance throughout this period. Overall, Daniel has demonstrated his understanding of the Australian Professional Standards for Teachers and their importance for student learning. OVERALL ASSESSMENT Grade: E] satistactory Dunsatistactory ‘SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most ofthe relevant elements as described by ‘he NSW institute of Teachers for this stage of their professional leaming, Where a Pe-servie Teacher's work is considered outstanding ‘orwell above average, this judgment shouldbe reflected inthe summary comments, UNSATISFACTORY: The Pre-service Teacher has filed this 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 are ofthe opinion thatthe Pre-service Teacher requires an aditon Professional Experience to attempt to demonstrate satisfactory ‘competence asa graduate teacher. No Pre-servce Teacher should receive an Unsatisfactory grade without being placed At Rsk and the Commitee of Advice being convened. Tis rade may be recommended on ONE ar moe of he folowing grounds: Performance Deficiencies - ie failure to exhibit criteria indicated forthe paicular Professional Experience unit; + Wain ho rota! Eeperce =n ee Wi Poly ner -Academic Misconduct. Supenising Teachers Name Wop ie \Gave Signatur eee Hocaad oe 22020. upervising Teacher's ee signature: at Pre-service Teacher's Signature: pate: 24/4. / 20 Pre-service Teachers are tobe assessed by the Supefvising Teacher agains the relevant Graduate Teacher Standards that are applicable to Professional Experience I/II as either ND - Not demonstrated; D - Demonstrated; E - Exceeds expectations. Elaborate on the Pre- ‘service Teacher's professional practice in the Comment section. if Standards are not able to be demonstrated please provide an explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.[STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN E Focus area ‘GRADUATE TEACHERS J 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and v and intellectual intellectual development and characteristics of students and how these may development and affect leaming. characteristics of students 12.1 Understand how | Demonstrate knowledge and understanding of research into how students 7 students learn leam and the implications for teaching, 3.1 Students with ‘Demonstrate knowledge of teaching strategies that are responsive to the wv diverse linguistic, learning strengths and needs of students from diverse linguistic, cultura, cultural, religious and | religious and socioeconomic backgrounds. socioeconomic backgrounds TAL Strategies for Demonstrate broad knowledge ard understanding of the impact of culture, v teaching Aboriginal and | cultural identity and linguistic background on the education of students from Torres Strait Islander | Aboriginal and Torres Strait Islander backgrounds. students Demonstrate knowledge and understanding of strategies for differentiating 7 teaching to meet the specific leaming needs of students across the full range specific learning needs | of abilities. ‘of students across the 1.6.1 Strategies to ‘Demonstrate broad knowledge ard understanding of legislative requirements v support full participation | and teaching strategies that support participation and learning of students of students with with disability. disability ‘Comments Daniel has demonstrated the ability to understand the needs of the students within his classroom, and how they lear. He has consistently worked towards learning all students names, ther interests, and how to best cater for their needs in his lessons and resources. Daniel has differentiated the work presented in the classroom to ensure all students are able to engage in tasks, and employed a range of teaching strategies ‘o increase students understanding, including modelled responses, providing scaffolds and providing explict instructions. Overall, Daniel has demonstrated that he is able to understand how students learn from a range of backgrounds and abilities a 7 a ND]D |E Focus area ‘GRADUATE TEACHERS Lee ee 2.1.1 Content and ‘Demonstrate knowledge and understanding of the concepts, substance and v teaching strategies of the | structure of the content and teaching strategies of the teaching area. teaching area 2.2.1 Content selection | Organise content into an effective learning and teaching sequence. v and organisation 2.3.1 Curriculum, ‘Use curriculum, assessment and reporting knowledge to design learning 7 assessment and sequences and lesson plans. reporting 2.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for v respect Aboriginal and | Aboriginal and Torres Strat Islander histories, cultures and languages. Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians 2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their v ‘numeracy strategies __| application in teaching areas. 2.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum leaming v Communication ‘opportunities for students. ‘Technology (ICT ‘Comments ‘Throughout his practicum, Daniel has consistently worked to provide students with a variety of learning opportunities in the classroom. He has used a range of teaching strategies aimed towards student engagement, and the development of their historical and geographical skils and knowledge, such as source anlaysis and the intpretaion of data. Daniel's extensive knowledge of the content being examined in class has allows hipr‘/expand and build on the knowledge and Professional Practice 1! Report ‘Supervising Teacher's signature: Pre-service Teacher's signature: ..,Of the students in his class. He has also implemented a variety of literacy and numeracy activities, along with ICT skills to assist students in developing historical and geographical skills. Overall Danield has demonstrated his understanding of the ‘content and a range of approaches to teach it. STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND |D | E ‘Focus area GRADUATE TEACHERS 3.1.1 Establish ‘Set learning goals that provide achievable challenges for students of v challenging learning, varying abilities and characteristics. goals 3.2.1 Plan, structure and | Plan lesson sequences using knowledge of stadent learning, content and v7 sequence learning effective teaching strategies. programs 3.3.1 Use teaching Tnelude a range of teaching strategies v strategies 3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that v resources ‘engage students in their learning, 3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies 10 v classroom support student engagement, communication 3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate v improve teaching. teaching programs to improve student learning, programs 3.7.1 Engage parents/ ‘Describe a broad range of strategies for involving parents/earers in the v carers in the educative _| educative process. process ‘Comments Daniel has planned for effective teaching and learning throughout his professional placement. He has effectively programmed for the units he has taught, and backwards mapped his lessons to ensure all learning outcomes are being met. He has developed his skills in creating clear and concise learning intentions and instructions, as well as a focus on content at the beginning of his lessons and continued to work on these skills throughout his practicum. In doing this, Daniel has used his understanding of a range of vocal, non-verbal and general teaching strategies to ensure that the needs of the students in cach class are being met. He has demonstrated his knowledge on evaluating lesson and teaching plans to improve student learning and has effectively reflected on his practise both formally and informally, utilising feedback given at the clusion of lessons. Overall, Daniel has demonstrated the ability to plan and implemenet effective teaching and learni TANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND | D ASPECT ‘(GRADUATE TEACHERS 4.1.1 Support student | Identify strategies to support incusive student pariiipation and engagement v Participation in classroom activities. 42.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear v activities directions 4.3.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging v challenging behaviour __| behaviour. 4.4.1 Maintain student | Describe strategies that support students” wellbeing and safety working v safety ‘within school and/or system, curiculum and legislative requirements 1 Use ICT safely, | Demonstrate an understanding oF the relevant issues and the strategies v available to support the safe, responsible and ethical use of ICT in learning and teaching. ‘Comments Daniel has worked hard in his approach to creating a safe and supportive learning environment for each class, During his professional placement, Daniel has taught classes without a set classroom, and managed to maintain this learning ‘environment to ensure students learning is prioritised. He has demonstrated tha capactity to organise the classroom, manage behaviours and work within the schools PBL framework to ensure students are supported and feel safe in their learning ‘environment. He has also worked to establish a clear and corcise set of classroom expectations, and has improved on his implementation of consequences. Daniel has developed an approach that facilitates positive reinforcement and a growth ‘mindset in students through effective questioning skills and school PBL tickets. Overall, Daniel has shown that he is capable of maintaining a safe and supportive leaming enviroament. Professional Practice 1! Report 3 ‘Supervising Teacher's signature: P Pre-service Teacher's signature;nae FEEDBACK AND REPORT ON STUDENT E Focus area ‘GRADUATE TEACHERS % 5.1 Assess student | Demonstrate understanding of assessment strategies, including informal and v learning. formal, diagnostic, formative and summative approaches to assess student learning. 32 Provide ‘Demonstrate an understanding of the purpose of providing timely and v feedback to appropriate feedback to students about ‘heir learning. students on their learning, 5.3 Make ‘Demonstrate understanding of assessment moderation and its application to v consistent and | support consistent and comparable judgements of student learning. comparable judgements S.4 Interpret ‘Demonstrate the capacity to interpret student assessment data to evaluate v student data student learning and modify teaching practice ‘55 Report on ‘Demonstrate understanding of a range of strategies for reporting to students v student and parents/carers and the purpose of kzeping accurate and reliable records of achievement student achievement. ‘Comments ‘Throughout his practicum, Daniel has had the opportunity to engage in a range of activities that have allowed him to demonstrate an understanding of the assessment reporting and feedback strategies used in schools. Daniel has planned for and implemented assessment lessons in class, and provided effective verbal and written feedback on tasks, including the ‘Year 11 Ancient History Historical Investigation Assessment Task. He has assisted with the marking process of Year 11 Ancient History Assessment Tasks, and participated in the bench-marking processes of a Year 12 English Standard ‘Assessment Task. Daniel has also applied a range of informal assessment strategies in his classroom, including lesson recap quizzes and frequent questioning of students to recall knowledge, and applying the feedback from this to inform future lessons. Through these processes and opportunities, Daniel has developed an understanding of the importance of assessments and feedback in building on and improving student learnit IE IN PROFESSION. G ND] D = Focus area GRADUATE TEACHERS 6.1 Identify and plan ‘Demonstrate an understanding of the role of the Australian Professional. v professional learning | Standards for Teachers in identifying professional learning needs. needs 6.2 Engage in ‘Understand the relevant and appropriate sources of professional leaming v professional leaming | for teachers. and improve practice 6.3 Engage with ‘Seek and apply constructive feedback from supervisors and teachers to v colleagues and improve teaching practices. improve practice ‘6.4 Apply professional | Demonstrate an understanding of the rationale for continued professional v earning and improve _ | learning and the implications for improved student learning. student learning ‘Comments During his practicum, Daniel has been presented with the opportunity to engage in some professional leaming ‘opportunities. He has participated in staff and faculty meetings, as well as Staff Development Days, contributing in a professional and positive manner. Throughout the professional placement, Daniel has shown an understanding of the impact, ‘that the Australian Professional Standards for Teachers have on improving the leaning needs of students and how they are to be considered when undertaking professional learning opportunities. Daniel has consistently sought and responds positively to feedback on his practice, and will seek out ways in which he can further improve professionally, based off of this feedback. Daniel has agknowledged and demonstrated ar undertanding of the importance for continued professional learning to constantly improve teaching approaches. ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, NDT DY] E PARENTS/CARERS AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS Professional Practice I! Report ‘Supervising Teacher's signature: Pre-service Teacher's signature:7.1 Meet professional Understand and apply the key principles described in codes of ethics and v ethics and conduct forthe teaching professicn. responsibilities 7.2. Comply with ‘Understand the relevant legislative, administrative and organisational v legislative, policies and processes required for teachers according to school stage. administrative and ‘organisational requirements 7.3 Engage with the | Understand strategies for working efectively, sensitively and v parents/carers confidentially with parents/caers. 7.4 Engage with ‘Understand the role of external professionals and community 7 professional teaching | representatives in broadening teachers” professional knowledge and networks and broader | practice. communities 1 professional manner throughout the duration of his professional practice block. He has demonstrated an understanding of the appropriate ways in which to interact with other members of staff, andthe wider school community. He has consistently been willing to parcticiapte in staff and faculty meetings, as well as sessions during staff development days. Daniel has been proactive in assisting in whole schoo! initiatives, inchuding the breakfast club gram run in the morning. He has also engaged in observation periods both within the faculty, and in other faculties to ‘more in depth understanding of the students and thir individual learning needs. Due tothe circumstances sai surrounding COVID-19, Daniel has unfortunately only had «limited amount of opportunities to communicate with parents throughout the practicum, but has been involved in the process of sending letters home for positive engagement in class. ‘Additionally, Daniel has been in professional discussions surounding parenvcarer phone contact and has successfully identified an understanding of the appropaite ways to approach these situations in a polite and professional manner. Overall, Danie! has demonstrated an understanding of how to engage professionally with parents/cares, colleagues and the community. Professional Practice l Report Supervising Teachers signature: