3 on WESTERN SYDNEY 19" Please complete this report electronicaly & save a it manual Be Cmca enc we Ht pr Pes ree ped UNIVERSITY Star oda resece ese Pes el conde oe ‘steroleonarpercceeuesetnanineyedsoe MASTER OF TEACHING (Secondary) FINAL REPORT Spi 8 02070 Professional Practice 1(102093) [Professional Practice 2 (102094) "pre-service Teacher: IRhys Casey 1D: 17501066 (Cambridge Park High Schoo! ‘Curriculum Aroafe Taught: Bee eee er Lucas Widdison Key: NA~ Not Applicable; ND ~ Not Demonstrated, D ~ Demonstrated, E - Excellent PROFESSIONAL KNOWLEDGE Saar Wao Rada earthy ae | ome PoE Ece Ppa ol Entel open 0 STIS oI characteristics of students & how these may ae lerning 7 1.2.4 Understand how students learn Demonstrate krowledge& understanding of research into how students learn & the implcations for teaching 13.1 Students with diverse ingulstie, cultura, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that ae responsive tothe lean strengths and v ds of students from diverse linguist culture, religous and socio-economic backgrounds 14.1 Strategies for teaching Aboriginal & Torre Strat lander students Demonstrate broad knowledge & understanding ofthe impact of culture, cultural entity & 7 lnguiste background onthe education of students from Aboriginal & Tores Stat slander ckgrounds. 1.5.1 Diferentiat teaching to meet the specifi learning needs of udants across the fullrange of abies Bemonsat nouledge& understanding of strates for fretting teaching to meet the [ 7 specific earning needs of students across the ull ange faites 1.6.1 Stategies to support fl participation of students with isabity = emonstrate broad knowledge & understanding of legislative requirements & teaching strategies Oo _that suppor partcipaion & learning of students with dsabity, ‘Comment on the Pre-Servie Teachers knowledge of students & how they lear, [Rhys has demonstrated an excellent understanding of the various leaming styles of the students lare Cambridge Park High School, He develops lessons that cater for a wide range of learners including students with low-literacy. Rhys has incorporated indigenous texts and concepts into his _| lessons and has encouraged students to consider how culture and identity influences textual | Ichoices and responses. He has extended students through targeted literacy strategies and has [consistently tried to have students think reflectively about their progress in class, v Standard 2 Know the content & how to teach it wa [wo 2.1. Content & teaching strategies of the teaching area Demonstrate knowledge & understanding ofthe concepts, substance & structure ofthe content & teaching strategies ofthe teaching area, 2.2.4 Content selection & organi (Organise content Into an effective earning & teaching sequence, 2.3.1 Curriculum, assessment & reporting oO | Use curriculum, assessment & reporting knowledge to design lenfning sequences & lesson plans. 2.4.1 Understand & respect Aboriginal & Torres Stait islander people to promote reconellation| 7 between Indigenous & non-indigenous Australians Demonstrate broad knowledge of, understanding of & respect for Aboriginal & Torres Stalt islander histories, cultures & languages. 10 x ‘WRU Secondary Proferronal Experience Report 7 Uppated 90 /77o020Preserve Texan: ys Casoy so 2701000, ‘Standard 2 Know the content & how to teach it (Cont/d) wa [wo [oo |e 2S: iteraey& numeracy strategies 7 Xow 8 understngieraty& uray texching taal ta apteaion meacungares. | [J Ow 2.6. Information & Communiation Technology (CT) — Implement teaching strateges fr using ICT to expand curculum learning opportunites for OOO students. ‘Comment on the Pre-Service Teachers knowledge of content & how to teach i. [Rhys has worked tirelessly to create engaging and innovative lessons for his classes. He has jworked across a variety of ability levels including a HSC class, an enrichment class and a focus class. With all of these classes he has used strategies to differentiate learning and to encourage [students to consider the content at a higher level. His content consistently flows logically from previous lessons and he has demonstrated in his students a clear progression in knowledge Iihrough strategic formative assessment, Rhys has embedded literacy strategies and has developed lan understanding of the AITSL literacy progressions with his involvement with the CPHS Literacy ind Numeracy Team. ‘PROFESSIONAL PRAGTICE Standard 3 Plan for & implement effective teaching & learning Na ND 3:11 Establish challenging learing goals = Set learning goal that provide achievable challenges for students of voryng abilities & characteristic. 3.2.1 Plan, structure & Sequence learning programe Plan lesson sequences using knowledge of student learning, content & effective teoching strategies. 3.3.1 Use teaching arategias mlm include a range of teaching strategies. 43.4.1 Select & use resources Demonstrate knowledge of range of resources including IT, that engage students in their learning 3.5.1 Use effective cateroom communiation Demonstrate a ange of verbal & non-verbal communication strategies to support student o engagement 3.6.1 Evaluate & improve teaching programs Demonstrate broad knowledge of strategies that canbe used to evaluate teaching programs to improve student Tearing. 13.71 Engage parents/carer in the educative process Descrivea broad range of satepies for involving parens/cares inthe educative proces. ‘Comment on te Pre-Service Teacher's planning & implementing of effective teaching & learning IRhys always looks to make a challenging learning environment however is always mindiul of tucient needing to have achievable processes put in place to support them. His lessons involve ferent strategies that cater for different learning styles. When students are engaging in work he is ways active around the classroom, canvasing student understanding and assisting students who re struggling with strategies that boost their efficacy in the classroom. OOO O!O!: [Standard 4 Create & maintain supportive & safe learning environments “| wa_[ no “2.4 Support student participation Olt =} deni strategies to support inclusive student participation & engagement in classroom activities LI “42:1 Manage classroom activities [ [ > | Demonstrate the eapacity ta organise classroom activities & provide clear directions. “43: Manage challenging behaviour {Semarang oaths to meag caengg eur Ole ‘44.4 Maintain student safety | cseribe strategies that support students wel-being & safety working within school &/or system, O,Oe | eurdculam & legislative requirements 7 [45.4 Use ICT safely, responsibly & ethically | Demonstrate an understanding of the relevant issues & the strategies avallabe to support the [ v sate, responsible & ethical use of CI In leaming & teaching a - ‘WE Seconda Professional Experience Report 2 Updated 20/7/2000Prosanice Teche Namo: Riys Casey 01086 [Comment on the Pre-Service Teacher's creating & maintaining supportive & safe learning environments, Rhys always maintains a calm demeanour in the classroom. He engages students with respect in a firm but approachable manner and has quickly built a strong rapport with his students. Rhys has demonstrated concerns for his students with discussions with them in class and has been proactive jn addressing behavioural concems. Rhys has developed a range of effective classroom management strategies that have not only improved his practice but has developed his confidence. He consistently iooks to engage all students in learning and provides meaningful opportunities to his students to demonstrate their understanding of lesson content. ‘Standard 5 Assess, provide feedback & report on student learning wa [wo] oo] & ‘Sad Assess student learning 4 “| Demonstrate understanding of assessment strategies, including informal & formal, diagnostic, v formative & summative approaches to aszezs student learning 2.1 Provide feedback to students on ther leaning Demonstrate an understanding ofthe purpose of providing timely & appropriate feedbck to 7 coeaaarcane DO} | 5.3.1 Make consistent & comparable judgements Demonstrate understanding of assessment moderation & ts pplication to support consistent & | [ A comparable judgements of student learning. 54.1 interpret student data Demonstrate the capacity to interret student assessment data to evaluste student learning & 4/0 :modily teaching practice, 5.5.1 Report on student achievement Demonstrate understanding ofa range of strategies for reporting to students & parents/caers & v the purpase of keeping accurate & relable records of student achievement. ‘Comment on the Pre-Service Teacher's assessing, providing feedback & reporting on student leaning. Rhys has engaged with one of the core strategic directions of Cambridge Park High School, quality questioning and feedback. After recognising that his feedback was very ego based he has worked to make his feedback more skills based and targeted towards what the student has demonstrated land where they can improve their response. Rhys using ICT technology to engage students with juestioning and has implemented an effective strategy that allows him to assess the learning of all tudents. This ensures that Rhys caters towards the Department of Education's goal of every tudent being known, valued, and cared for. Whilst Rhys has not had the opportunity to engage in ummative data, he has showcased his understanding of reporting and his flexibility to cater his [practice around the specific needs of his students. PROFESSIONAL ENGAGEMENT ; ‘Standard 6 Engage in professional learning NA cr o Ez 6.1.1 Identify & plan professional learning needs T Demontat en undestatn a teat the swale Pofeoal standards tor eases | [ E (emtyngpttestont ang neds G3: engage prolong prove proce 3 Linestan the elvan & opr sourcer ot profesional ann for taehrs_ L i 3.1 engge wih clengos Binpove pote | Seek & apply constructive feedback from supervisors & teachers to improve teaching practices. wi bat poy afeonl aang Sbnptow nasenocne Dement an une Lnan heaton for cone professon ang he ra Inptatons fo improved sent esng ; ‘Comment on the Pre Service Teacher's engagement on professtonal leaning. IRhys has quickly become an established member of the English faculty at Cambridge Park High |Schoo!. His professional and approach demeanour ensures that colleagues view him as a peer who |can be relied upon and trusted. Rhys has been eager to observe the practice of every member of lhe faculty thus providing him opportunities to improve and extend his practice. Rhys has [participated consistently in professional learning at both the faculty and whole-school level. He has luesd his knowledge of professional practice and has implemented this into his lessons. ‘WSU Secondary Profesional Experience Report Updated 20/7/2020Presence Teacher Name. ys Casey \o-A7501066 ‘Standard 7 Engage profesionaliy with colleagues, parents/cares & the community [Wa [NOD | 7A.4 Meet profesional this & responses = Understand & app the key principles described in codes of ethics & conduct for the teaching Ole | profession 7.2 Comply with legislative, administrative & organisational requirements — 1 Understand the relevant eisiative, administrative & organisational policies & processes required v for teachers according to shoo! stage. 7.3.1 Engage withthe parents/carere Understand strategies for working effecivey sensitively 8 confidently with parents/crers. 7.4.1 Engage with professional teaching networks & broader communities Understand the role of external professionals & community representatives in broadening Oo [ teachers profesional knowledge & practice Comment on the Pre-Service Teacher's engagement with colleagues, parents/carers & the community. Rhys is always professional in his approach to his practice. He produces lesson plans that are not lonly well planned and structured out that frequently embed the feedback provided from previous lessons. Rhys has demonstrated awareness of all legislative requirements and has been guided in Imandatory reporting situations. He has received professional learning on policies and practices when engaging with parents and has listened to staff engage with parents in respectful and ‘constructive ways. Rhys has participated the faciliation of welfare programs and understands how schools engage with wider communities to enrich and engage students, ‘SUMMARY CONMENT [Rhys has been a successful preservice teacher in his 6-week placement at Cambridge Park High ‘School. He has strived to improve his practice and to ensure that he engages all learners in his classroom. Rhys has been eager to receive feedback and he has taken constructive criticism well and implemented recommendations in a timely and effective manner. He has looked at making his practice more engaging and has successfully motivated students in all of the classes that he took \whiist on placement, Rhys has understood that effective classroom management stems from strong relationship building and trust with the students. He has looked to ensure that his classroom is lalways calm and controlled and this has allowed for him to have very little behaviour management oncems. When concerns do arise he is able to have an honest dialogue with the class and this hhas helped to maintain the strong collaborative environment that permeates his classes. As a professional, Rhys is approachable and eager to contribute to faculty and school initiatives, He has participated and contributed towards the schoo'’s Literacy Week, Halloween, Remembrance Day, land NAIDOC Weok activities. He has also engaged in welfare programs and has a keen interest in hhow school's can embed strong welfare practices along with academic curricula. Rhys has strong interpersonal skills and through his empathy, active listening skills, and calm presense he has fitted in well with both the schoo''s and faculty's culture. He has demonstrated a consistent effort to adapt his practice to various situations and this flexibility has ensured that all of his lessons have been ‘successful experiences for his students. Rhys has consistently engaged with professional learning opportunities and has been quick to seek clarity on his practice so he can improve. His willingness {to engage with feedback has seen notable improvements in his practice, particularly around (questioning and scaffolding, His practice now ensures that all students are able to access the [content and can extend themselves in a calm and supportive environment. SIGNATURE BLOCK **Piease use black pen oni?™ en FINAL GRADE: required number of Professional Unststetory |] [enter Mentor Teacher's Name; Lucas Widdison menorrescressareie [fp y COScr\ [om _[renovaoa0 Pro-sorvies Teacher's Signature: Vor _ Date: 13-Nov-2020, Tated 20/7/2020