WESTERN SYDNEY ‘UNIVERSITY, Professional Practice | yy Secondary Program Report Pre-service Teachers name | Tristan Brown ‘Student: 19253507 Curriculurnteaching area ‘| ‘Science istem Dales: oe | 30days | School [ Stairs ‘N° of placement Tore ‘SUMMARY COMMENTS by the SUPERVISING TEACHER ‘Tristans’s lesson plans document clear links between syllabus outcomes and learning experiences. His lessons address the subject content and his knowledge of the subject of general Science is satisfactory at this stage and wil improve with time and experience. With STEM subjects his knowledge allows him to be able to make adjustments fo the content so as fo ensure student understanding end progress. Tristan plans for and implements a variety of teaching and learning activities that are based on the leaming needs of the students, Tristan hes shown awareness of the background of his students in the choice of how he approaches the lesson and the choice of resources for pieces of work. Tristan teaches the metalanguage ofthe subject and uses an appropriate level of instructional language in the classroom. He has improved greatly over the 30 days gaining a valuable insite into the interactions and dynamics of a working classroom. Tristan steadily improved his technique of using a variety of questioning sirategies to engage and extend his students. Tristan is working toward clearly articulating goats/direations to students before the lesson begins. He has worked in conjunction with others to gain experience in planing for and providing many and varied opportunities for students to respond and engage in the classroom. In observation of his ‘STEM classes, students had clearly defined roles in group work and stayed on task. He has been observed using techniques such as positive reinforcement and group discussion and moving from teacher-centred to student-centred teaching in order to maintain student engagement inthe lesson. Gaining more experience in teaching Juniors wil only aid this leaming process. Tristan models respect, tolerance and fairness in his interactions with students, He is working toward establishing clear directions for students to follow and articulates clear expectations, procedures and routines. He is extremely aware of classroom organisation and has added a large number of techniques to his growing repertoire fo ensure that students are safe and engaged within his classroom. This has been a steep learning curve that would be benefited by regular teaching to hone techniques. OVERALL ASSESSMENT Grade: x Satisfactory C Unsatisfactory ‘SATISFACTORY: The Pre-senvice Teacher has passed and met the expected standard in most ofthe reavant elements 28 described by ‘he NSW Insitute of Teachers for his stage of ther profesional eening, Where a Pre sorvice Teachers work is considered oustanding ‘orwell above average, tis judgment should be reflocied inthe summary comments, UNSATISFACTORY: The Pre-sanice Teacher has failed his Profesional Expince unt and has not domonatatod elf the relevent ‘loments as described by the NSW Intute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal are of the opinion that the Preservice Teacher requires an aio Professional Experience fo atemgt lo demonstele sasfctory ‘competence 2s a graduate teacher. No Pre-Senica Teacher should receive an Unsaistaciory grace without being placad At Rsk andtheCommitee of Advice being convened. This rade may be recommended on ONE or mare ofthe following grounds: + Perfomance Deficiencies — ie. faire to exhibit itera indicate forthe particular Prfessional Experionee unt; ‘+ Withdrawing fom Professional Experience ~ unless a Withdrawal Without Penalty is awarded; + ‘Non: Aceiemi Misconduct. Supervising Teacher's Name LPS senae Rebvecca Rafoh vas 1B Pre-service Teacher's Signature: BE Date: x AZ Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards thet are anplice laPesinl Experience Ila eer NO Not emenstatedD -Oemonstae E~ Exceeds expels Eltras on he Pre service Teachers professional pracive inthe Comment section if Standards are no able to be derranstraed please provide an ‘explanation in the appropiate Comments cect. standards re rot relevant lease inset NA ‘STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN. ND]D TE ‘Focus area ‘GRADUATE TEACHERS | 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, solal and and intellectual intellectual development and characteristies of students and how these may development and affect learning. characteristics of students 7.21 Understand how | Demonsitae knowledge and understanding of research into how studenis x students learn Fearn and the implications for teach THT Students with Demonstrate knowledge of teaching sraogies That aze responsive to the x diverse linguistic, leaming strengths and needs of students from diverse linguistic, cultural, ccoltural, religious and | religious and socioeconomic backgrounds. backgrounds 1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, x teaching Aboriginal and | cultural identity and Tinguistic background on the education of students fom Torres Strait Islander | Aboriginal and Torres Strait Islandor backgrounds. students 7.57 iferentate — Demonstave knowledge and Understanding of aalgies Yor GMersaang x teaching mest the | teaching meet te spect ering need of stents atoss the ful ange specific learning needs | of abilities. ‘of students zcross the full range of abilities 1.61 Strategies © Demonstrate broad Knowledge aid understanding oflegisalive requirements x ‘support full participation | and teaching strategles that support participation and learning of students fof students with ‘with disability. isabiliy ‘Comments Tristan has demonstrated a commitment to building solid relationships with his students through informal conversations. Additionally, Tristan has used classroom observations, formal assessment tasks and one-on-one conferencing to develop a good understanding of his students’ physical, socio-emotional and learning needs. Using this information, Tristan has developed teaching and learning experiences that cater to the needs of all students, Clear differentiation is also evident through the use of open-ended questioning and progressively more complex activities to provide appropriate scaffolds and extension for students accessing the curriculum at various levels. Professional Practice | Report AL 2 ‘Supervising Teachers signature: Pre-senice Teacher's signatures‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT. ND]D [E Focus area ‘GRADUATE TEACHERS 2.1.1 Contentand ‘Demonstrate Knowledge aud understanding of ihe concep, substance and ¥ teaching strategies of the | structure of the content and teaching strategies ofthe teaching area teaching area ct 72.2.1 Content selection | Organise content into an effeciive learning and teaching sequence. x and organisation 723.1 Curriculum, Use curriculum, assessinent and reporting knowledge to design learning x assessment and ‘sequences and lesson plans, seporting 72.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for % respect Aboriginal and | Aboriginal and Torres Strat Islander histories, cultures and languages. ‘Torres Strait Islander people 1 promote reconcilistion between Indigenous and non- Indigenous Austral 25.1 Literacy and Know and understand iteracy and numeracy leaching swategies and ter * umeracy strategies __| application in teaching area. 2.6.1 Information and | Implement teaching strategies Tor using ICT to expand curtioulum Tearing * Commonication } opportunities for students. ‘Technology (ICT ‘Comments ‘Tristan is working toward designing and implementing lessons that are differentiated to cater for a range of abilities and learning styles. He plans and adjusts his lessons to accommodate various learning needs of students. His teaching strategies include a balance of teacher- directed and student-centred learning. Tristan has a developing understanding of content, which is evident in the development of his programs. Tristan has developed units of work clearly linking syllabus outcomes and leaning experiences, while accommodating students? prior knowledge and experiences. His lessons contain a variety of teaching and learning activities, including appropriate ICT to suit the needs of his students. Tristan evaluates and reflects on the effectiveness of teaching and learning experiences and adjusts further planning as required, ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING ANDEARNING [ND [D [© Focus area (GRADUATE TEACHERS 3.11 Esbish ‘Set lemming goals that provide achovable challenges Tor ehudenis of x ciullenging learning | varying abilities and character soals 3.2.1 Plan, sicure and | Plan lesson sequences wing Knowledge of student learning, onent and x Sequence learning eflecsive teaching satgies, rograms - 53.1 Use teaching Tnelade ange of eoching saegies x suateges ft ‘3.4, Selectand wse | Demonstrate Knowledge oF range ofvesouroes, Including ICT, that x resources engage students in their leaning. 351 Use alfocive Deronsivte a rage of veal and aon-verbal communication saiegies x assroom Support sudent engagement. communication 3.6.1 Evaluate and Demonstrate broad knowedge of suategies Tat can be used to evaluate xT] improve teaching teaching programs to improve student lextning. programs, 3.71 Engage paren” | Deseribe@ Broad range of sategies for involving parentcarers fn the x carers in the educative | educative process. process ‘Comments ‘Tristan is working toward planning and implementing well-organised learning programs that provide a balance of challenge and support.'A variety of teaching strategies have been used and continual formative assessment throughout lessons identifies students who need support. ‘Students are provided with effective, timely verbal feedback throughout the lessons, aaffirming those demonstrating progression towards learning goals and supporting those experiencing difficulties. STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SANE LEARNING NDT D[E ENVIRONMENTS ASPECT. ‘GRADUATE TEACHERS 4.1.1 Suppoit student | Tdeniiy strategies fo support melusive student participation and engagement x participation in classroom activities, 4.2.1 Manage classroom | Demonstrate the capacity t organise classroom aciviies and provide clear ¥ activites directions 43.1 Manage ‘Demonstrate knowlege of practical approaches o manage challenging ¥ challenging behaviour __| behaviour. 1 44.1 Maintain student | Describe siategies that support sudents’ wellbeing and safety working X safely within shoo! andfor system, curticulum and lepslative requirements. (5.1 Use ICT safely, | Demonstrate an understanding of te relevant isues and the salegies x responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching. ‘Comments ‘Tristan is consistent in his expectations for behaviour and the rales are clearly communicated to students at start of every lesson. Tristans’s classroom welfare strategies reflect the school’s welfare program and policy, and he actively monitors individuals learning plans for students with specific learning or behavioural issues. Tristan ensures that he maintains a safe and supportive environment where student effort and learning are valued. Tristan listens to and takes time to acknowledge students. He interacts with students in a positive manner and takes time to celebrate individual or group success in learning, Tristan knows, undersiands and observes appropriate ICT safety procedures which demonstrate an understanding of school ICT policies; constantly reinforces safe online behaviour. ‘STANDARD S: ASSESS, PROVIDE FEEDBACK AND REPORT ONGTUDENT tT) ] De LEARNING, Focus area. (GRADUATE TEACHERS 5.1 Assess student | Demonsirate understanding of assessment sirategies, wcluding informal and x learning formal, diagnostic, formative and summative approaches to assess studeat learning Sa Provide Demonsirate an understanding ofthe purpose of providing timely and x feedback to appropriate feedback to students about their learning. students on their learning 53 Make Demonsirat understanding of assesiment moderation and is application to | X ‘consistent and | support consistent and comparable judgements of student learning. ‘comparable Judgements 5.4 Interpret Demonstrate the capacity o interpret stadent assessment dava o evaluate x student data student learning and modify teaching practice ‘5S Report on | Demonstrate understanding ofa range of strategies Tor eponing fo Sudents | X student and pareois/carers and the purpose of keeping accurate and reliable recozds of ‘achievement student schieversent, ‘Comments Tristan gives constructive and justifiable verbal feedback he also gives specific comments on positive achievement and areas for improvement, he ensures students understand why and how to achieve | goals. Tristan gives verbal feedback which is learning focused and linked Profesional Practice | Repent Ge a Supenising Teacher’ signature Pre-senice Teachers sgnalue soto outcomes this ensures students know how to improve their work and | move forward. STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING [ND | D | © ‘Focus area. GRADUATE TEACHERS: 1 6.1 Identify and plaa | Demonstrate an understanding of the roo ofthe Australian Professional ¥ professional learning | Standards for Teachers in identifying professional lea ceds ng needs. 6.2 Engage im ‘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 ¥ colleagues and improve teaching practices. | improve practice ‘64 Apply professional | Demonstrate an understanding ofthe rationale for continued professional x learning and improve _ | learning and the implication for improved student Ie student learaing ing. Comments Tristan participates in a range of professional learning opportunities (staff and faculty meetings , Valid marking); listens to and learns from colleagues. He engages in professional development opportunities when available, is developing effective relationships with colleagues, shows interest and initiative and demonstrates awareness of the Australian Professional Standards for Teachers. Tristan whole heartedly applies new knowledge and skills {0 professional practice and accepts suggestions from supervisors / colleagues ‘STANDARD 7; ENGAGE PROFESSIONALLY WITH COLLEAGUES, TD TE PARENTS/CARERS AND THE COMMUNITY ; | Fons area RADUATE TEACHERS 7.1 Meet profesional] Understand er appiy the key piles sorbed codes oF as and ¥ cies and condst forthe teaching proesion. tesponsblies 72 Comply with | Understand elvan egal, adiaiiatve and organ iaonal ¥ legislative, Polisis and process requited or acts coding 0 Schoo sas iinisetive and crginisationa requirements | a 73 Engage wi ie” | Understand rata or wing eTevely, enV and ¥ arenstares confidently with pares. fa Ta Engage wit] Understand the ole of exeral profes nd cormaniy x professional teaching | representatives in broadening teachers’ professional knowledge and reworks and broader | practice. ‘communities ‘Comments Tristan has worked closely with colleagues and supervisor and, on their advice, has made adjustments to his planning and teaching. He has participated in Staff meetings and actively networked with staff, sharing expertise and resources within the faculty. Tristan quickly has become a valued member of the faculty team. He has achieved this through a determination to provide the best teaching practice in a short period of time to the students in his classes. Profesional Prato |Report BE 5WESTERN SYDNEY ‘UNIVERSITY 9 PRE-SERVICE TEACHER'S NAME and ID NUMBER: _ Tit f Oo? name or scoot: St Clair oates: 10/8/1b— a/I 13 Day Date ‘Start and Finish Times Pre-Service | University Teacher's | Advisor's Signature (induction) B ‘On: 7:30 2 73/0 On: 7:30 3 Je/ 13, ‘On: 7/30 4 BAS ‘On: 7230 5 813 On: 7:30 6 20/9/13 ‘On: 7:30 Zz 7 3/3/13 On: 7:30 8 6/9/3 On: 730 z 9 Vs. On: 7330 10 I/D On: 7:30 a 11 YB On: 230 12 ais On: 7:30 13 Hil ‘On: 7230 14 d On: 7230. 15. ays ‘On: 7:30 i 16 hi ‘On: 7:30. 17 b/s ‘On: 7:30 18 eels. On: 7:30 ca) 19 ys On: 7:30. 20 OAs On: 7°30 21 GAoHs. On: 7:36 22, na/loH3 ‘On: 7:30 23 o/ On: 7:30 24 ws. ‘On: 7:30 25 AS/ONB On: 7:30 26 85/08. ‘On: 7:30 27 GMM. On: 7:32 28. NOB. On: 7:30 29 NCfs ‘On: 2:30 EAC 30 ola £2fy/s| On: F350 Off: 16:00 re Service Teacher's Signature: go Mentor Teacher's Signature: This attendance register is required as proof of attendance, for registration with the NSW Teacher's Institute. ‘The Pre-Service Teacher MUST return this register to the Professional Experience Office at the completion of the professional experience so a grade can be awarded, Updated 9/4/2018