WESTERN SYDNEY | UNIVERSITY Professional Practice Il U Secondary Program Report Pre-service Teacher's name | Michael Phu - ‘Student 1D: Curiculumteaching area | Music Dates ] 30 days School Emmaus Catholic Colege Wotplacement | 20f2 SUMMARY COMMENTS by the SUPERVISING TEACHER Upon finishing his practicum at Emmaus Catholic College, Michae! has shown his diligence and commitment to the teaching profession on multiple occasions. Through his teaching, he strived at knowing his students and how they lear. He adapted to each year group that he taught and differentiated all class work for the needs of his students. He effectively planned lessons that were engaging and demonstrated a thorough understanding of Music and syllabus requirements, He made a point of attending all professional leaming experience that was made available through the college and interacted with his colleagues with professional etiquette. OVERALL ASSESSMENT Grade: [Satisfactory D onsatistactory SATISFACTORY: The Pre-service Teacher has passed and me the expected standard in most of the relevant elements as described by ‘he NSW Insitute of Teachers fortis stage oftheir professional leaning Where a Pre-serice Teachers werk is considered outstanding orwell zbove average, this judgment shouldbe reflected inthe summary comments. UNSATISFACTORY: The Pre-service Teacher has fled this Professional Experience unit and has not demonstrate al ofthe relevant elements as described by the NSW instute of Teachers. The Supervising Teacher, Professlonal Expriance Coortnator and Principal ‘ate the pinion that the Pre-service Teacher requires an ation Profesional Experience toate o demonstra satstactory competence 2s a graduate teacher. No Preservice Teacher should receive an Unsatisfactory grade without being placed At Risk and the Commie of Advice being convened. Ths grade may be recomended on ONE or mae of he flowing grounds: + Performance Deficiencies ~ i. failure to exhibit ceria indicated forthe parcular Professional Experience unl; + framing from Profesional Eyperionce— unless a Withdrawal Without Peally is awarded + Non-Academic Misconduct,21.1 Content and teaching strategies ofthe Demonstrate knowledge and understanding of the concepis, substance and structure ofthe content and teaching strategies of the teaching area. 2.2.1 Content selection and oryanisation ‘Organise content into an effective learning and teaching sequence 23.1 Curriculum, ‘Use curriculum, assessment and reporting knowledge to design learning assessment and sequences and lesson plans, reporting 24.1 Understand and | Demonstrate broad knowledge of, understanding of and respoct for v respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. Torres Strait Islander people o promote reconciliation between Indigenous and non- Indigenous Australians 25.1 Literacy and ‘Know and understand literacy and numeracy teaching Siraiegies and thelr 7 numeracy stratenies__| application in teaching areas. 7 2.6.1 Information and Communication Technoloay (ICT [implement teaching strategies Tor sing ICT to expand euriculum Teaming ‘opportunites for students, Comments Michac! brought his knowledge of music theory into the classroom and taught advance lessons to Stage 5 students, teaching lear understandings of melody and rhythm. His understanding of Music related ICT catered towards the interest of Stage 4 students clearing up uncertainties around complex theory ‘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 7 challenging leaming | varying abilities and characteristics goals 3.2.1 Plan, structure and | Plan Tesson sequences using knowledge of stadent learning, content and v sequence learning, effective teaching strategies, 3.3.1 Use teaching Tnelude a range of teaching strategies v Statesies 3.4.1 Select and use Demonstrate knowledge ofa range of resourses, TCT, hat v resources engage students in thei learning 3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication araiegies 0 7 classroom support student engagement, 3.6.1 Evaluate and ‘Demonstrate broad knowledge of strategies that can be used to evaluate 7 improve teaching ‘teaching programs to improve student learning, rams 7 3.7.1 Engage parenis! carers in the educative Describe a broad range of strategies for involving parents/carers in the educative process, ‘Comments Michaels lesson planning was always on time and catered towards the needs of his students. Bech lesson he taught was sequenced and planned to follow on from the previous lesson, He used the internet and PowerPoint presen ability to differentiate tations to help his ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENI ‘ASPECT. ‘GRADUATE TEACHERS. ND] D]EFocus area ‘GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding of the role ofthe Australian Professional v professional learning | Standards for Teachers in identifying professional learning needs needs 62 Engage in Understand the relevant and appropriate sources of proTesonal Ieaming, 7 professional leaming | fr teachers and improve pactce (63 Engage with ‘Seek and apply consractve feedback from supervisors and Weachers to 7 colleagues and improve teaching practices improve practice ‘64 Apply professional | Demonstrate an understanding of the rationale Tor continued professional earning and improve | learning and the implications for improved student learning, student learning ‘Comments Michael has attended a number of different professional learning events such as faculty meetings and staff development days, ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DY] © PARENTS/CARERS AND THE COMMUNITY. Focus area ‘GRADUATE TEACHERS 7.1 Meet professional | Understand and apply the Key principles deseribed in codes of ethies and 7 ties and ‘conduct forthe teaching profession, responsibilities 7.2.Comply with ‘Understand the relevant legislative, administrative and organisational 7 legislative, policies and processes required for teachers acconding to school stage. administrative and ‘organisational requirements 73 Engage with the | Understand strategies for working effectively, sensitively and 7 patents/carers confidentially with parents/arers. 7.4 Engage with Understand the role of extemal professionals and communi professional teaching | Fepresentatives in broadening teechers” professional knowledge and networks and broader | Practice. communities ‘Comments “Michael engaged in positive and professional discussions with his colleagues while at Emmaus. In order to demonstrate his bility to engage with parents, there were a numberof conversations regarding how a phone call to a guardian would happen regarding positive and negative situations