WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report Pre-senvioe Teachers name | Mr Rhys Casey ‘Student: Curiculumteaching area | English Dates: 130579 | G0 days To 14/0819 | (* B observations) ‘Schoo! Biaxland Figh Schoot Nofplacement | To12 SUMMARY COMMENTS by the SUPERVISING TEACHER Rhys Casey has had a sucoessful teaching experience at Blaxland High School, He always acted in a courteous and professional manner, developing a good rapport with students and fellow colleagues He taught a range of years (8,9 & 10) and a variety of topics during this practicum and displayed confidence with each one. Rhys demonstrated a degree of diligence and enthusiasm in his preparation for planned lessons that will serve him well throughout his career. Rhys was proactive in seeking feedback for his lessons. In discussion of lessons taught, Rhys was reflective in his own self evaluations and applied many ideas and points raised in these discussions towards future lessons, He participated well in a range of teaching duties beyond the classroom; including: playground duties, faculty meetings, staff meetings, an excursion, staff moming teas and colegial conversations and exchanges etc. Rhys will be a proficient teacher and | am sure any school would be pleased to have him. OVERALL ASSESSMENT Grade: Y Satisfactory D unsatistactory ‘SATISFACTORY: The Presenice Teacher has passed and met the expected slandar in most of the relevant elements as described by the NSW Insitute of Teachers fr tis stag of thet professional leaming, Where a Pre-servce Teachers work is consicered outstanding ‘orwell above average, this judgment shouldbe reflected inthe summary commen, UNSATISFACTORY: Tha Pre-sonvice Teacher has fale this Professional Experence unt and has not deransraed ll ofthe relevant clements as desorbed by he NSW Insitute of Teachers. The Supervising Teacher, Professional Experience Cocinaor and Principal ate ofthe opinion that the Pe-service Teacher requires an aden Prolessienal Experience ttempl fo demonstrate salsfactay competence ‘2 a gradvae teacher, No Preservice Teacher shouléreceve an Unsatisfactory grade without beng placed At Risk andthe Comittee of |Advice being convened. This grade may be recommended on ONE or more of te folowing grounds: ‘Performance Defeiences~\e. flue to exhot criteria indicated for he paricular Profesional Experience uit; + Witdraning item Professional Experience unless a Wihdrawal Without Penal is eavarde + Non-Academic Misconduct. Supervising Teacher's Name (Lect chiA Signature: lech Date: |4/oofea Pre-service Teacher's Signature: Date: Pre-serice Teachers are tobe assessed by the Supervising Teacher aoaint te relevant Graduate Teacher Standards that are appicable {o Froessional Experience las ether ND ~Not demonstrated; D ~ Demonstrated; E ~ Exceeds expeciations. Elaborate on the Preservice ‘Teachers professional practice inthe Comment secon. f Standards are notable to be demonstrated pease provide an explanation nthe appropriate Comments section, I standards are not relavat please insert NA‘STANDARD_1:KNOW STUDENTS AND HOW THEY LEARN ND]D JE Focus area ‘GRADUATE TEACHERS LI Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual development and characteristics of students and hov these may v {development and affect leaning characeristis of students T21 Understand how | Demonsirate knowledge and understanding of research into how students 7 students learn lear and the implications for teaching, T1 Stadenis with ‘Demonsiraie Knowledge of teaching srategies thal are responsive to the 7 diverse linguistic, leaming strenaths and needs of students from diverse linguistic, cultural, cultural religious and | religious and socioeconomic backgrounds. backgrounds TAT Strategies for ‘Demonstrate Broad knowledge and understanding ofthe impact of culture, v teaching Aboriginal and_ | cultura identity and linguistic background on the education of students from Torres Strat Islander | Aboriginal and Torres Strat Islander backgrounds. students TSI Diferentate Demonstrate knowledge and understanding of strategies for diferentating 7 teaching to meet the | teaching to meet the specific learning needs of students across the full range specific leaning needs | of abilities of students across the full range of abilities TG Strategies 10 Demonstrate broad knowledge and undersianding of legislative requirements v support full participation | and teaching strategies that support participation and learning of students of students with with disebility disability ‘Comments Rhys was quite sensitive to al the leaming needs of his students. In a comprehensive public school setting, Rhys interacted with and taught a range of students with varying needs and abilities Lessons were adapted and altered, his style moulded and evolved as he developed a better understanding of his students. In his self-evaluation and reflection on lesson outcomes, Rhys's focus was on determining strategies that were responsive to the needs and strengths ofthe students in his classroom, Teaching a renge of mixed ability classes, Rhys was presented with variety of students with cfferng learning styles and abilties. Over the course of the practicum Rhys was able to identify and assist several ofthe lower ability students in order to meet their specifi Ieaming needs, while maintaining challanging goals for more able students, This was reflected inthe achievements of students inthe Half-Yeary Assessment Tasks. Professional Practice | Report 2 ‘Supervising Teacher's signature: Pre-service Teacher's signature:STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND]D [Ee Focus area ‘GRADUATE TEACHERS 211 Demonstrate knowledge and understanding ofthe concepis, substance and teaching strategies ofthe | structure ofthe content and teaching strategies ofthe teaching area ba teaching area 22.1 Content selection | Organise content into an elective learning and teaching sequence. 7 and organisation 23.1 Curriculum, Use curriculum, assessment and reporting knowledge to design Teaming assessment and sequences and lesson plans. v seportn 72.4.1 Understand and | Demonsimae broad knowledge of understanding of and respect for respect Aboriginal and | Aboriginal and Tortes Strait Islander histories, cultures and languages. v ‘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 siategies and their 7 numeracy strategies ___| application in teaching areas 2.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum Teaming Communication ‘opportunities for students, i ‘Technology (CT ‘Comments Within the units he was required to teach, Rhys displayed a sound understanding of the central concepts and thematic ideas being explored. He made excellent use of ICT equipment and resources in numerous lessons, demonstrating sound information technology skis. Rhys ensured his lessons developed in a sequential manner always using the syllabus documents to inform his teaching practice. His awareness and sense of timing developed quickly. Despite the brevity of the practicum, Rhys was able to set and see through several assessment tasks for his classes. Professional Practice | Report 3 Supenising Teachers signature Pre-service Teachers signature:‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND ]D ] E ‘GRADUATE TEACHERS Set learning goals that provide achievable challenges for students oF challenging learning | varying ailitiesand characteristics, v ous 3.2.1 Plan, sructurs and | Plan lesson sequeness using knowledge of student learning, content and sequence learning effective teaching strategies. v programs 3.3.1 Use teaching Tnclude a range of teaching srategies 7 strategies 3.4.1 Seleet and use Demonstrate Knowledge of a range of rsources, including ICT, that resourees engage students in their leaming. v 351 Use ciieaive Demonstrate range of verbal and non-verbal communication sraiegies To classroom support student engagement. v communication 36.1 Evaluate and Demonsirae broad Knowledge of siaegies hat can be wed To evaluale Jmprove teaching teaching programs to improve student learning v programs 3.7.1 Engage parents) | Describe a broad range of siraiegies for involving pareniwiearen inthe | 7 carers inthe educative | educative process. process ‘Comments Rhys demonstrated the abilty to program for and teach a range of students with different learning needs. He sequenced his lessons appropriately, ensuring he activated the prio learning of students as well as furthering their understanding of the topics studied. Lessons were designed with the literacy needs ofthe students in mind Following from his thorough and detailed planning, Rhys implemented an effective range of teaching strategies and made use of a variety of resources that challenged students to achieve realistic learning goals. Professional Practice | Report 4 ‘Supervising Teacher's signature Pre-service Teachers signature:STANDARD & CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND TD] E ENVIRONMENTS ASPECT ‘GRADUATE TEACHERS 4.1.1 Support student | Identify strategies to support inclusive student participation and engagement v participation in classroom activities 42.1 Manage classroom | Demonstrate the cupocity To organise classroom activities and provide clear activities directions 43.1 Manage ‘Demonstrate Enowledge of practical approaches to manage challenging 7 challenging behaviour _ | behaviour 44.1 Maintain student | Describe strategies that support stadenls wellbeing and safety working safety ‘within school and/or system, curriculum and legislative requirements. v monstraie an understanding ofthe relevant issues and the sategies available to support the sae, responsible and ethical use of ICT in learning. v and teaching. ‘Comments Rhys maintained an awareness and understanding of the importance of classroom safety throughout his practicum. Over the course of the practicum, Rhys developed a range of classroom management skil, (On entering the classroom students were given detailed and important instructions from Rhys; hs ability to ensure the class were attentive and engaged with his delivery progressed in good time. Rhys developed a confidence and still set in navigating and addressing behaviour issues, Students were made to feel safe and respected which allowed them to express their ideas freely through discussion as well as presentations, Rhys was well respected by his students, however, classroom management is one area that he should look to develop his skis in to ensure that students are making the most ofthe lesson material that he prepared and invested in. Professional Practice | Report 6 Supervising Teacher's signature: Preservice Teacher’ signature:STANDARD &: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT DIE LEARNING. Focus area ‘GRADUATE TEACHERS 'S.1 Assess student | Demonstrate understanding of assessment srategies, including Informal and learning formal, diagnosti, formative and summative approaches to assess student v learnin Sa Provide Demonstrate an understanding ofthe purpose of providing mely and Feedback 10 appropriate Feedback to students about their learning v students on ther learns 3.3 Make Demonsiraie understanding of assessment moderation and ts applicaifon to consistent and | support consistent and comparable judgements of student leaming. v comparable judgements S.4 Interpret emonsirae the capactiy to interpret sudent assessment data to evaluate student data student learning and modify teaching practice | v SS Reporon | Demonsiate understanding of a range of srategies for reporting to Students student and parenis/arers and the purpose of keeping accurate and reliable records of v achievement student achieverent. Comments Rhys delivered, explained and taught each of his classes through their Half-Yearly Assessment Tasks. Throughout ‘each unit he ensured that students were presented the necessary knowledge and skills required to complete each task satisfactorily. Tasks were clearly explained, delivered effectively and appropriate assistance was provided to students where necessary. Rhys also marked a number of class tasks for Years 9 and 10, providing them with detailed feedback and constructive comments. ‘Professional Practice | Report 6 ‘Supervising Teacher's signature Pre-service Teacher's signature:‘STANDARD & ENGAGE IN PROFESSIONAL LEARNING. DD | © Focus area ‘GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding ofthe role of the Australian Professional professional leaming | Standards for Teachers in identfVing professionel leaming needs, v needs 62 Engage in Trndersiand the relevant and appropriate sources of professional Teaming professional leaning | for teachers v and improve practice 63 Engage with ‘Beck and apply constructive feedback from supervisors and ieachers fo colleagues and improve teaching practices v improve practice ‘64 Apply professional | Demonstrate an understanding ofthe rationale Tor continued professtonal Jearning and improve | learning and the implications for improved student earning v student learning ‘Comments Rhys was diligent in his planning, demonstrating an understanding of the role of the National Professional ‘Standards for Teachers in identifying professional learning goals. Rhys was quick to establish a positive rapport with fellow colleagues. He frequently sought out advice and feedback on how best to approach particular topics or activities. He used this advice to improve on his Understanding of teaching and to further develop his teaching practices. Professional Practice | Report i 7 ‘Supervising Teacher's signature: Preservice Teacher's signature:‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] DE PARENTS/CARERS AND THE COMMUNITY. Focus aren ‘GRADUATE TEACHERS 7.1 Meet professional | Understand and apply the key principles deseribed in codes of ehies and v eihies and conduct forthe teaching profession. responsibilities 722.Comply with ‘Understand the relevant legislative, administrative and organisational legislative, | policies and processes required for teachers according to school stage v administaiveand | “organisational | requirements, | 7.3 Engage with the | Understand strategies for working effeatively, sensiively and 7 arentslearers confidentially with parentslearers. 7.4 Engage with Understand the role of external professionals and eommnuniy professional teaching | representatives in broadening teachers’ professional knowiedge and v networks and broader | practice ‘communities ‘Comments Rhys was quick to develop a positive rapport with his colleagues in the English staffroom. His professional and mature outlook was weloomed and appreciated, No opportunity presented itself for Rhys to engage with parentsicarers. Had the opportunity presented ise, | have no doubt that Rhys would have conducted himself in a professional manner. Professional Practice |Report 7 Supenising Teachers signature Preservice Teacher's signature: