WESTERK SYDNEY
UNIVERSITY
Professional Practice u
Secondary Program
Report
Pre-sewce Teachersname [755 WiaMhawos Student: S506 14
Curriculuriteaching area z Dates: 30.%: 24
Seana Ln.acia | 90 days
School Bede Palding College _| ¥ ofpacement 1
$ 3
SUMMARY COMMENTS by the SUPERVISING TEACHER
Zoe 15 progressing satsfactovily a5 a PFE— SOrurce Nearer -
Sha hos déimonsivated a goed undasston dine, of relevent pressor}
Pacha isses .
< n\ yin OL aspects of har
fanart TORE inp lege We fod casos aucoena
wR Stadt SPnwabhy doy ELA eneehras;genaral SO meadags; ond
Superwrsion Sessions” She has ObVsed “Redback 1 improve her feodhs,
And has Sort the paspactves of stake as Yequwed
Zoe hos a good undasterding of ha requiremass of ARE
Jeadking protession ond has ettechyely dalivered Contato
Shidarts WI @ diverse conge of alelyyond reeds
OVERALL ASSESSMENT
Grade: BA Satisfactory 1 Unsatisfactory
SATISFACTORY: The Pre sone Teacher has pessed and met the expected siandardin mos ofthe relevant elements as described by
‘he NSW Insite of Teachers for his stage oftheir proessionl lemming. Where a Pre-serice Teachar's works considered outstaning
(orwell above average, this judgment shouldbe reflected inthe summary comments.
UNSATISFACTORY: The Pre-senvice Teacher has flied this Professional Experience unt and has not damonstialed allo the relevant
elements as descrived by the NSW intiuto o! Teachers. The Supensing Teacher, Professional Experience Coordinator and Princlpel
acher requires an addon Professional Experience to attempt to demorstrale sailactory
No Pre-senice Teacher shoud receive an Unsatistacor grade without being placed At sk andthe
vice being convened, This grade may be recommended on ONE or mare ofthe following grounds
+ Perlomance Deficiencies ~ i.e, talus to exhit citar indicated forthe parler Proessional Expetence unit
‘Withdrawing tom Professional Experience ~ unis a Withdrawl Without Penalty is awarded:
+ Non-Academic Misconduct.
Supervising Teacher's Name Simane Schon schey Signature: date:_!/i nora
Pre-service Teacher's Signature: ZA — Date: 1. 2014
Pro-service Teschers are tobe assessed bythe Supervising Teacher against the relevant Graduate Teacher Standards that ae applicable
{o Professional Experienee Ul as either NO ~ Nol demonstisted; D ~ Demonstrated; E ~ Exceeds expectations. Elaborate onthe Pre-
service Teacher's professional practice inthe Comment section. I Standards are notable tobe demonstrated please provide an
explanation in te appropiate Comments secon. I standards are not relevant pleaes inset NA‘STANDARD _L:KNOW STUDENTS AND HOW THEY LEARN ND]D ]E
‘Focus area. ‘GRADUATE TEACHERS.
Tat Prasad oil | Demonte krowledpe ad winding Of eA seal and
tod ines imalectal devclopment and cares of den tnd how these may eG
evelopneat nd et eunin.
charles of
on
TET Unda Tow | Demonia irowelge and und nding OTS na Taw oa
saat ean eam and he implications fr aching v
TET Sens wi | roasts nevis of wecing ane at we epeave wo We
divere ingle, | lulog sen and eed of auc fem dvere gut, sutra,
cul aigious nd | religous and sooeconomi back rounds, iv
toxioononie,
bockgronds
Th Soma fr | Demons rod knowledge and weaning of ie pen of ere
teaching Aboriginal and | cultural identity and linguistic background on the education of students from. tai
{Tore Sutin | Aboriginal and Tones Sut lander backround
rau
TSI Dferenne | Demons nowedge an unfsandlng arg Tor senTang
teaching to meet the | teaching to meet the specific learning needs of students seross the fll ringe
specific learning needs | of abilities v
‘of students across the
fall range of abilities
TSI Strategies Demonstrate broad knowledge and undersianding of legislalive requirements
‘apport full paricipation | and teaching statesics that support participation and lesming of students
‘of stodents with with disabiiy v
Aisability
Comments Zoe Ves Grented Obp ed UBTNAS FERRET bv ERAS WE
\ Warring aaeds . Sha has falter \ate? Actoert tha development loved
ree anes Bak gMnS PEENAIS, and WA mode attomedatons|
Rov ghuderts wilr inguvces ov specio naads,
‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT NTS TE
Focus area (GRADUATE TEACHERS
ZI. Content and Demonstrate knowledge and underanding of ie consepls, sibstance and
teaching strategies ofthe | stroctre ofthe content and teaching sategis ofthe teaching area. v
teaching area
2.2.1 Content selection | Organise content ito an efove laring and Washing quence. 7
and organisation
2.3.1 Curriculum, ‘se euriclum, assessment and reporting Knowledge To design learning
assessment and sequences and lesson plans. v
seporting_
2a} Undertand and | Demanarate brow inowicdge of, understanding oF and repeat or
respect Aboriginal end | Aboriginal and Torres Siri Islander histories, cultures and languages
Torres Strait Islander 2
people wo promote
reconciliation between
Indigenous and nen
Indigenous Australis
5.1 Literacy and ‘Know and understand Weracy and namracy eoching Sraepies and Wher Vv
numeracy strategies | application in teaching ares.
76.1 Information and’ | Implement aching strategies Tor vang ICT To expand cariuTum eating
Communication ‘opportunites fr students v
“Technology (CT
Comments 756 Cvendes WSSONS Wr (ehleck OAdTSnaIAD OF FRE
NSW Scene Cardorlum. She Was Weotedl ison VErce §
Winich bale previous leorming and cluded Utevacy eda Nepie
‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING ANDIEARNING [ND [D [E
Profesional Practice! Report _ 2
Supervising Teachers signature: _PreserteeTesshors grave: AMS.Focararea ‘GRADUATE TEACHERS
E11 Bxablish Set learuing goals that provide achievable challenge Tor des oF
challenging learning | varying aii and characterises. Wa
| goa
4.1 Plan, scure and] Plan Teson sequences using Knowledge of ioent ering, Conn and
sequence leaning effective teaching saepis wa
programs ‘i
SR Use aching Tacudea ange of teaching WaT 7
aegis
Su Slee and wie | Demonte Knowledge ofa range of roars, eding TCT. Hat
rescues engoge students nthe learning. 7
TST Uae efecive | Demonte a range of val and non-verbal comma calon Sues To
classroom suppon siden engagement Vv
communication
61 Ealite and Demonte broad navies of aatqis tat can be wed Wo eves
improve teaching teaching programs t improve siden lang v
prosrans
571 Engage parental] Deseo a Bro ange forage Tor vng parenTeare ae
carers intheeducave | ehveatve process v|
proces
Comments og hos Glornad ond delweved lessors Uline, a Vonely of
a ‘ sed her vi Ae engage Siderts and ada- ver
ve hos uv ove 3 o ‘
Sate ea taie explain idea's. She vas ‘eens hhondS on actu
practical damonsivanens and gomentenc * CLASSES.
‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE
ENVIRONMENTS
‘ASPECT. ‘GRADUATE TEACHERS.
“41.1 Suppo’ student } Identify strategies o support inclusive sudent participation and engagement
participation inclassroom activities.
“4.2.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear
activities directions
i approaches to manage challenging
43.1 Manage ‘Demonstrate Knowledge of pract
challenging behaviowr___| behaviour
44.1 Maintain student | Describe strategies that suppor students wellbeing and safety working
safely ‘within schoo] and/or system, curriculum and legislative requirements
45.1 Use ICT safely, | Demonstrate an understanding ofthe relevant iesucs and the arategies
responsibly and ethically | available to suppor the safe, esponsible and ethical use of ICT in learning
tnd teaching
AUSSI IRIS
Comments Doe hag duvaleped Key Seng aura z aie
provides divections that ave clear ond \opice. E
See ras Anilied @ Noviety of beksnouy management stoseping waht hee
Gawes, 202 wil erhave b davelop har Wthamaur management
yor ve.
Professional Practice I eport
Supervising Teachers signature:
Pewtiog Tethers pre i te‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT NDT DY] E
LEARNING
‘Focus area, ‘GRADUATE TEACHERS
5.1 Assess student
learning
Demonstrate understanding of assessment strategies, including informal and
formal, diagnostic. formative and summative approaches to assess student
Fearing.
32 Provide Demonstrate an understanding of the parpose of providing timely and
feedback 10 appropriate feedback to students about ther learning, 7
students on their
learn,
53 Make ‘Demonstrate understanding of assessment moderation and ils application to
consistent and | support consistent and comparable judgements of student learning. Y
comparable
judgements
54 Interpret Demonstrate the capacity to interpret student assesoment data fo evaluate
student data student learning and modify teaching practice v
5.5 Report on | Demonstrate understanding of a range of suategies or reporting to suadenis
student ‘and parentsarers and the purpose of keeping accurate and reliable records of 7
‘achievement student achievement
Comments Zoe impemated Wheel GAD brad awesmays
Ao Shideats in alt three yeor levels. Sha provided weritten onct
Veroal Reclbask jo shidents and reviewed (clarbed onswiey
with WW shideds |
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND] DE
Focus ares ‘GRADUATE TEACHERS
6.1 Kdenify and plan Demonsrae an ndestnding of te roe of te Ausalan Profesional
profesional leasing | Standards for Teachers in identifying profesional earning needs Ve
needs
‘5.2 Engage in ‘Understand te relevant and appropiate sources of profesional earning
| professional learning | for teachers. v
nd improve practice
[63 Engage with | Sek and apply consctve Tedack From supervisors and weachersto
colleagues and improve reeching practices. v
improve practice
64 Apply professional | Demonstrate an undartanding ofthe atonal or conned profesional 0
earning and improve
siudent learning
learning. and the implications for improved student learning.
Comments Zoe and Tt have Awiosed profesnonal learning Goal’ West
responsibilities
har placement. 2oe vndesterds Hs imgortene of Seeking feadsede
from Way Colleagues and bewerag rer Wowladse ond ceils uw frerwe |
‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DT E
PARENTS/CARERS AND THE COMMUNITY.
‘Focus area GRADUATE TEACHERS
T-1 Meet professional | Understand and apply the key prineiples described in codes of ethics and
ethics and ‘conduct for the teaching profession. v
72 Comply with
Understand the relevant legislative, adminisrative and organisational
legislative, Policies and processes required fo teachers according to school stage
administrative and v
‘organisational
requirements
7.3 Engage withthe | Understand strategies Tor working effecvely, sensitively and 3
parentsfcares confidentially wth parenslearers
74 Engage with ‘Understand the role of extemal professionals and community
professional teaching} representatives in broadening teachers’ professional knowledge and v
networks and broader | practice.
communities
‘
Comments Zoo can Sxpvess & Q0GA eAdRSIecding OF profesional
soins ‘ond Ge fa ci Lock. Sra hon
Shaders ond stoke,
Professional Practice i! Report
Supervising Teacher's signature:
sn Pregeice Tecra. AHEM
demombared har ality jo wos ap o petesional ath bol}