Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name Keer Zhang Student ID:

19655198
Curriculum/teaching area Chinese Mandarin Dates:
23/07/2020 - 04/09/2020 30 days
School St Paul’s Grammar School Nº of placement 1 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Throughout Keer’s practicum, she established a lovely rapport with staff and students. She observed lessons
in both Mandarin and English, and engaged in professional conversations with eagerness to learn and improve.

During her own teaching practice, Keer had the opportunity to teach a range of students from Year 8 Chinese
beginners to Year 12 Chinese Literature classes. In her lessons, Keer actively reinforced given feedback and
implemented various teaching strategies. Her strengths include understanding of the teaching content, using
ICT to stimulate engagement, organising teaching content into effective teaching and learning sequences, and
use of verbal and non-verbal cues. Given covid restrictions, Keer still managed to engage students who
remained in China through online learning using Skype calls. Although this created some challenges in the
delivery of the lessons, Keer tried her best to use effective questioning to improve student participation.

Since this was the first time for Keer to teach Chinese Literature classes, she had to familiarise herself with the
teaching content in a short amount of time. During her preparation, Keer demonstrated professionalism by
seeking advice from her supervising teacher to ensure her teaching content is accurate. In addition, Keer
showed the ability to differentiate teaching content to accommodate students’ needs.

Keer continued to improve her classroom management skills throughout her practicum. With more experiences
in teaching and the exposure to different classroom behaviours, Keer will continue to develop strategies to
manage challenging behaviours.

OVERALL ASSESSMENT

Grade: X Satisfactory Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name: Jacqueline Xiao 3/9/2020

Signature: ____________________Date: ______

Pre-service Teacher’s Signature: _____________________________________________Date:03/09/2020

______
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.

STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and X
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students X
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the X
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, X
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating X

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements X

support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability

Comments
Keer has engaged in professional discussions around supporting students with diverse learning needs. In teaching the Year
11 class, Keer applied feedback from supervising teachers by scaffolding the lesson content using a range of teaching
strategies. In particular, she provided constructive feedback and one to one assistance to students with different levels of
learning needs. When teaching complex sentence structures, Keer is able to highlight the key vocabulary using flashcards.
She also allowed time for students to apply learnt prior knowledge into new contexts.

Professional Practice II Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E
Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and X
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence. X
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning X
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for X
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
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 strategies and their X
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning X
Communication opportunities for students.
Technology (ICT
Comments
Keer is committed to the preparation of her lessons. For instance, Keer and I have professional conversations in regards to
her preparation of appropriate teaching content according to the needs of students. This is demonstrated especially through
her extensive research and references for the literary texts in Year 9 and 12 Chinese Literature classes. She has meaningful
discussions with the students and teachers in order to design lesson sequences suitable for the students.

As our school does not have a large Aboriginal population, Keer was not exposed to a range of learning needs that these
students may pose. However, Keer observed the Year 12 English as Second Language examination on the book The Absolutely
True Diary of a Part-time Indian, where she demonstrated the understanding and respect for Indigenous history, culture and
languages.

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 X
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and X
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies X
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that X
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to X
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate X
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the X
carers in the educative educative process.
process
Comments
Keer used PowerPoint presentation to present lesson content and material, engaging students in learning key vocabulary in
Chinese. She also incorporated the use of Quizlet flashcards for repetition and revision, prompting students’ participation in
learning.

When teaching analytical skills to Year 12 Chinese Literature students, Keer used effective questioning skills to engage
students in higher order thinking. She used various colours to demonstrate various ideas shared by students and teachers,
comparing it to the purpose of the text presented by the author. In addition, Keer implemented the use of Skype calls to include
students who remained in remote learning.

Professional Practice II Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E
ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement X
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear X
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging X
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working X
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies X
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments
Keer used a range of strategies to support students participation and engagement in classroom activities and discussions. She
orgainsed classroom activities and provided clear directions through modelling specific questions and answers when
completing a conversation in Chinese. Keer allowed students to peer mark, self-correct and reflect upon the completion of an
activity. Keer also established a supportive and safe learning environment where students were comfortable to share their own
ideas and opinions.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and X
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and X
feedback to appropriate feedback to students about their learning.
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to X
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate X
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students X

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
There were Year 11 Yearly examinations and 12 Trials during Keer’s practicum. As such, Keer was involved in the peer
marking process for Year 12 Chinese A Literature and Year 12 English speaking examinations. We had professional
discussions about students’ performance according to the Marking Criteria, reporting on their outcomes.

In her own teaching, Keer conducted many informal assessment tasks, such as dictation, speaking, and listening tasks. She
provided timely feedback, allowing students to identify any errors and self-correct. She also used verbal encouragements and
praises to promote students’ confidence.

Professional Practice II Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E
Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional X
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning X
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to X
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional X
learning and improve learning and the implications for improved student learning.
student learning
Comments
During Keer’s practicum, she had the opportunity to attend staff meetings around various topics on examinations and reports.
She also sought feedback from teachers in order to improve her teaching.Throughout these conversations, Keer demonstrated
an understanding of the rationalse for continued professional learning and its implications.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and X
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational X
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and X
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community X
professional teaching representatives in broadening teachers’ professional knowledge and
networks and broader practice.
communities
Comments
Before proceeding the Practicum, Keer had an Induction with the school’s Manager of Safety, Policy and Compliance. Keer
understood the Code of Conduct for the teaching profession at our school. She was also shown the importance of documenting
information such as medical, discipline, welfare and contact with parents.

Through the engagement of Professional Development, Keer also understood the role of external professional and community
representatives in broadening teachers’ professional knowledge and practice.

Professional Practice II Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..