WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report Presence Teachers name | Michael Pho suet OT TOSS Curriculumfeaching area ‘| Music Dates, Y-1019 Stage 4,5 and 6 eneia | da | School: Wofplacement | Tof2 Cambridge Park High School ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Michac! has developed a good rapport with students from Camibridge Park High School. Many of these students come from diverse backgrounds in which Michael has demonstrated respect and understanding towards the many social, ethnic, cultural and religious backgrounds. By working with the Music teachers at Cambridge Park High School and through analysing previous student works, Michael was able to design his teaching around the differing typical stages of students’ physical, social and intellectual development. He was able to enhance student outcomes by delivering lessons which were both engaging and challenging, Having @ {genuine interest in students welfare, Michael was able to know and observe students interests and jbackgrounds and use this information in his teaching and learning, Michacl took into account the needs of all students when planning hs lessons, class activities and discussions and he often discusses these needs with ‘experienced teachers at his disposal. Michael has demonstrated an extensive knowledge of the Music syllabus, which has been effectively applied through interesting, content-rich teaching activities across various teaching strands. His knowledge of music is high and his ability to pass this on to the students was always attempted to a high standard. He has successfully taught Music to Year 7-12 students. His developing teaching pedagogical skills have been ‘adopted in both theoretical and practical components which have met the learning needs ofall students. The programs, units of work and lesson plans that Michael has written in Music have demonstrated a growing lnderstanding and knowledge of the NSW syllabus documents. By using ICT in the classroom and providing € variety of learning opportunities for students he as been able to successfully pass on his knowledge and skills, Michael spent time planning for and delivering structured lessons that were engaging and supportive and provided regular opportunities to assess and report upon student learning outcomes, Feedback was given to Students ina variety of forms including oral and written, He developed suitable resources including literacy, numeracy and ICT activities to meet the needs ofthe students he taught. He also demonstrated an ability to ‘adapt and change these activites as situations arose in the classroom. Michael dealt with student and classroom behaviour issues when they arose in a consistent manner, It is encouraged that he continues to study a variety of ways to deal with students from highy welfare dependent backgrounds. He supported the schools welfare and discipline policies based on Positive Behaviour for Leaming principles, Michael maintained equitable interactions with students and encouraged the same between students. He applied the school rules consistently to create a positive classroom climate. This positive and supportive environment helped create orderly and workable routines that ensured substantial Student time was on learning tasks in Music, Michael has had few classroom diseipline problems to deal with but when they arose he was able to use his classroom management skills to deal with difficult situations. OVERALL ASSESSMENT Grad Satisfactory D Unsatisfactory ‘SATISFACTORY: The Preservice Teacher has passed and me! the expected standard in most ofthe relevant elements as described by the NSW inttut of Teachers fr his slage oftheir professional leaning. Where a Pre-senice Teacher's wok is considered cuistanding ‘orwell zbove average, this judgment sould be reflected in he summary commentsJ / j ticipation i: Suppor stadent | Weniiiy Srategies to support in in classroom activites. asive sudent participation and engagement activities 42.1 Manage classroom | Demonstrate the capacity 1 organise classroom activites and provide clear directions [43.1 Manage ‘Demonsirate Knowledge of practical approaches to manage challenging challenging behaviour _ | tchaviour safety 44.1 Maintain student | Describe siatepios tha suppor students” wellbeing and safety working ‘within school andlor system, curriculum and legislative requirements, 451 Use ICT sally, | Demonstrate an undersianding ofthe relevant issues and ihe strategies responsibly and ethically | available to support the safe. responsible and ethical use of ICT in learning tnd teaching. ‘Comments ‘STANDARD &: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND] D LEARNING Focus area ‘GRADUATE TEACHERS '.1 Assess tide learning ‘Demonstrate understanding of assessment strategies, mneluding informal and formal, diagnosti, formative and summative approaches to assess student learning. achievement SZ Provide] Demonsraié a andestanding ofthe purpose of proving ively and feedback to | appropriate feedback o students abo the earning J stants on hee icaming 33 Make Deivonsate underSandng of sesment moderation and Ws appieation To Consistent and stpport consistent and comparable judgements of student leaning comparable judgements Stet | Demons te capaci ointrpret Sudont assent data To evant Stodentdata | student Tearing and moi caching practice TE Repar on | Denonsrate understanding ofa range o areas Tr reporting to odes seodet tnd preiscarrs and he pups hein acta ai eb eer of student achievement, Comments ‘STANDARD & ENGAGE IN PROFESSIONAL LEARNING. Focus area [GRADUATE TEACHERS: ND] D Professional Practice | Report “supervising Teacher’ signature Pre-senvice Teache! signature