DETAILED ASSESSMENT ACTIVITIES

ACTIVITY 1. Self-assess and Plan your Professional Learning

LINKS TO THE GRADUATE TEACHER STANDARDS

6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in
identifying professional learning needs.

PURPOSE

Activity 1 will help you to identify and plan your professional learning. The aim is for you to attain
the Graduate level for all focus areas by the end of your final placement. You will report

on your progress as part of your interim and final reports.

ACTIVITY (1): Word count - 300 words minimum

1. Self-assess and highlight your level of achievement for each focus area using the Australian
Professional Standards for Teachers: Pre-service Teacher Developmental Continuum at the
back of the Professional Experience Handbook.
2. Identify your strengths and consider how you will address your areas of challenge.
3. Create a professional learning plan which makes explicit:
 Realistic goals that you can achieve by the end of the block placement;
 Strategies and resources you will use to achieve your goals;
 The evidence you will gather and how you will know if you are making progress.
4. Discuss your plan with your University Liaison.

DISCUSSION PROMPTS

Use these questions to guide your discussion with your University Liaison.

 How can the Standards help you identify and plan your professional learning?
 What is the meaning of each Standard focus area?
 What types of actions could you take to achieve your goals?
 What opportunities exist for you to make a meaningful contribution to the school, classroom
and individual students?
EVIDENCE

Keep a copy of your journal response

Teaching Performance Assessment 1

By Claudia Svilans
Teaching standard Self-assessment and consideration to
performance level.
1.1 Physical, social and intellectual Through university topics, I have become
development and characteristics of students more informed on the practical vision I
want to implement for differentiation so
that students have equal access of
education. It is important to be aware and
adapt lessons to accommodate for students
physical, social, and intellectual needs to
maximise their interests/engagement,
readiness, and strengthen their learning
profiles to complete tasks and achieve
outcomes.
Over the time of previous professional
experiences, I have attempted to work with
students to provide them with support and
processes so that they become better
educated learners. I know I need to do this
more by giving choice activities, having
different levelled worksheets, working in
collaborative and flexible groups, and
having student-teacher conference times
(one-on-one). Therefore, I am still at the
emerging stage for this standard as I need
to put what I know into practice to
demonstrate knowledge and understanding
for the graduate level.
1.2 Understand how students learn Teachers want students to know and
understand how they learn best to
experience the most success in their
schooling. From assignments, I draw new
pedagogical knowledge and understanding
through researching. This has taught me
with regard to student learning that I
should modify my teaching according to
each student, I identify what students
already know and do, I aim student learning
goals with regard to the Australian
Curriculum, and I use a variety of
instructional strategies to help students.
Although research is ever evolving, this
motivates me to reach new peaks of
excellence with my teaching. I think I am at
the graduate level where I can demonstrate
knowledge and understanding but am still
unsure on the implications to teaching for
student learning.
1.3 Students with diverse linguistic, cultural, Teachers care for students goes beyond
religious and socio- economic backgrounds just knowing about linguistic, cultural,
 religious, and socio-economic backgrounds.
It is important to understand the hidden
experiences and situations students have
had, so I can accommodate for their
diversity through effective practices which
facilitate inclusion. I am at the emerging
level for this standard as I’m understanding
teaching strategies that I can adapt to guide
student learning, but I want to know more
on techniques and methods.
1.4 Strategies for teaching Aboriginal and I have only encountered working with one
Torres Strait Islander students or two Aboriginal and Torres Strait Islander
students over my Professional Experience,
but I’m looking forward to the possibility
for me to teach and work with students of
this culture and background. Some
strategies I would use in the classroom are
talking to Indigenous teachers to have as a
mentor for myself, Indigenous speakers to
talk to students, building strong
relationships with the students (knowing
their cultural practices, beliefs, and values),
having hands on lessons, and being
engaged with the parents and community. I
consider myself at the emerging level as I
haven’t had enough experience teaching
Aboriginal and Torres Strait Islander
students.
1.5 Differentiate teaching to meet the specific By understanding student differences, I am
learning needs of students across the full better supported in meeting the diverse
range of abilities needs of all learners. I will move through
the standard curriculum, but also adapt and
specialize strategies, and have responsive
class activities which will help me be a
highly qualified teacher. By incorporating
inclusive education as a core part of my
practices, this will benefit students of all
abilities. I find I am at the emerging level
for this standard as I am still learning how
to change my instruction and approach for
differentiation.
1.6 Strategies to support full participation of Teachers must recognise challenges
students with disability students with disabilities face to bring
about new possibilities with their
engagement. My view on student
participation has been greatly influenced by
having Physical Education as my major
 which I try to transfer into other subjects.
Inclusion of students with disability is based
primarily on their level of participation, and
the main effects are the activity, support
given, and training the teacher has to boost
the student’s development. But getting
students’ participating in any possible
means will go far with their schooling (PE
with umpiring, coaching, equipment
manager, player, scoring, etc). I am aware
of legislation and policies around
disabilities in Australia, but due to not
working with a lot of students with
disabilities, I am still at the emerging level
as I want to know more about effective
strategies.
2.1 Content and teaching strategies of the From my degree, I will be a specialist in
teaching area Physical and Health Education. I wanted to
teach in these two areas because of my
growing interest and already confidence
with my current education and knowledge.
However, with my strengths in those
subjects, I also lack content knowledge and
strategies in other essential areas such as:
Maths and Science. Knowing the subject
and being able to deliver the content
matters; teachers must help students
progress into becoming experts in all areas
of their schooling. At the moment, I am at
the emerging level as I need to
demonstrate the knowledge and
understanding I have about content further
in my teaching.
2.2 Content selection and organisation A teacher who has has a well-developed
knowledge base and strategies for
instruction are in a better position to shape
engaging and worthwhile lessons. I find
using templates helps me arrange informed
content to design effective lessons that
enrich students learning experiences. The
way that I select, organise and present
content comes from the beliefs and
theories I implement in my pedagogies
which in turn impacts the type of teacher I
will become. I am at the graduate level for
this standard as I already use strategies to
prepare content for teaching.
2.3 Curriculum, assessment and reporting I consistently integrate the curriculum into
my instruction and lesson plans. Over the
duration of my course, topics have focused
on including content descriptors in lesson
plans to know what the expected outcomes
for student learning are. These have been
great practice for me, so that when I teach
lessons, I can remember to relate back to
the specific student goals in mind to lead to
their excellence and success in schooling.
Assessment reflects the changes in student
learning, and I am building my capacity to
use effective and planned assessment. I
enjoy using assessment to capture what is
known at the beginning, the process in-
between, and checking on learning at the
end. By teachers using assessment, the final
goal is students becoming their own best
assessor. I am at the graduate level for this
standard as I take into account the
curriculum and assessment towards
student learning.
2.4 Understand and respect Aboriginal and Although I am a non-Indigenous pre-service
Torres Strait Islander people to promote teacher, I will try my hardest in teaching
reconciliation between Indigenous and non- and supporting Aboriginal and Torres Strait
Indigenous Australians Islander students. I know I have a role and
responsibility to acknowledge and include
their culture as an integral part of
education (all learning areas, but the main
ones are Arts, English, Science, History, and
PE). As Aboriginal and Torres Strait Islander
Histories and Cultures is a general
capability on the Australian Curriculum, it is
important for me to highlight and
incorporate this priority in schools by
celebrating Aboriginal and Torres Strait
Islander peoples with appropriate activities
in Reconciliation week, Sorry Day, and
including the Welcome and
Acknowledgement to country at every
assembly. I feel as if I am at a graduate level
with regard to how I would approach
teaching reconciliation in a classroom,
however, I still need the opportunity to
showcase that knowledge and
understanding.
2.5 Literacy and numeracy strategies To enhance students with lifelong literacy
 skills and knowledge, there are critical
areas to focus on. These include
comprehension, vocabulary, fluency,
writing, reading, and speaking. By having
both oral and written work for these
components, this gives students the
opportunity to practice and develop their
learning. In regard to Numeracy, I really
struggle with my own ability with this area
(skills and knowledge), so when working
with students, I take interest in sharing the
multiple ways we can solve different
problems (mental strategies). This shows
students and me that sometimes there isn’t
just one way to work maths problems out
which improves their critical thinking. I am
at the emerging level for this standard as I
am still experiencing teachable moments
and struggle with the application of literacy
and numeracy in my teaching.
2.6 Information and Communication There has been a shift with the delivery and
Technology (ICT) pedagogy employed when teaching ICT to
students. Today, students are surrounded
by technology and this has aided with their
extensive knowledge and understanding in
the area. I know a basic use of ICT with
using PowerPoint to put notes on the board
in the morning and to explicitly teach
content, I use software to easily reference,
and I save electronic resources/
screenshots of tasks that develop students’
learning. I think I am between the emerging
and graduate level as I have implemented
teaching strategies in lessons before, but I
do need to focus more lessons on ICT
literacy and etiquette.
3.1 Establish challenging learning goals By understanding the zone of proximal
development by Vygotsky, I can adopt this
concept into my practices for students. I
must help students choose goals that are
specific, measurable, achievable, realistic,
and time lined. This is to empower them in
achieving short- and long-term goals. I am
at the graduate level for this standard as I
always try to offer and set learning goals for
every student which are tailored for them.
3.2 Plan, structure and sequence learning Planning lessons can be complex. Teachers
programs need to take into account materials,
strategies, and timing for effective student
learning to made. This also includes other
important details for the teacher to
consider, such as: differentiation
(appropriate challenges), intended
outcomes (curriculum), assessment, and
management and instruction. Lesson plans
are important documentation because after
the content is delivered, this is time for the
teacher to self-reflect on the successes and
what improvements they could make to
adjust for future lessons (from theory into
practice). I am at the graduate standard for
this standard as I believe I schedule
required curriculum content; I include what
students know already and what they want
to know (assessment and goals) and cater
for each child with learning.
3.3 Use teaching strategies There is a prominent link between teaching
strategies and student learning outcomes.
Using effective teaching strategies will
better support students in achieving what is
intended. Strategies cover management of
the class, differentiation and inclusion,
organising routines, assessment, working
towards goals, and instruction and choosing
and delivering activities. I have reached the
graduate level for this standard as I feel
that I have a range of teaching strategies
that I can implement that work well for the
whole class, small groups, and individuals.
3.4 Select and use resources To foster digital competence in students, I
need to demonstrate my learning of
fundamental and challenging ICT practices.
I need to implement digital resources (that
takes student interest into mind) that
students can experiment with but will also
connect the resources to objectives for
maximum learning to occur. I already rely
heavily on the internet to access resources
that I believe are required to effectively
teach, but programs and professional
development experiences are sometimes
only provided to permanent and graduated
teachers. This limits me with the types of
resources I that can employ in the
 classroom. I am between the emerging and
graduate level where I could have a better
idea on where I can access resources that
are open and enjoyable for teacher use.
3.5 Use effective classroom communication The type of teacher I want to be responds
immediately but with low-intensity tactics
which reflects a calm and firm behaviour. I
currently struggle with maintaining
teacher-student communication that is
formal and have control over situations. I
want to become more familiar with phrases
and words that encourage being clearer
when explicitly teaching and giving
feedback to students on work. I do need to
work on non-verbal communication that
could be more beneficial for specifically ESL
students who aren’t strong with spoken
English word, or those who have visual or
hearing impairments. At the moment, I am
between emerging and graduate as I am
beginning to have a personalised teaching
style, but I need to know more about other
strategies for communication.
3.6 Evaluate and improve teaching programs Programs provide teachers with new ways
of student learning. On my previous
placement, I was able to participate in the
Berry Street Education Model conference.
It focused on trauma experiences and
strategies teachers can exercise through
their pedagogies to progress student
healing, growth, and achievement. This
definitely made me think more about the
surrounding factors (the ecological model
with the individual student, family, friends,
and community) that directly impact the
child. This is one program that encouraged
me to make a difference with student
learning. I am at the emerging standard as I
should consider more programs and how I
can use what I learn to make them even
better with how I teach.
3.7 Engage parents/ carers in the educative Parents play a crucial part in their own
process child’s learning. Therefore, it is important
for teachers and parents to develop
effective relationships so that learning
crosses over from school and to home. I
have previously listened in and contributed
 to parent-teacher interviews on
professional experiences which have been
substantial learning opportunities for
myself. Interviews are time for parents to
bring up strengths and/or issues they
would like to discuss about their child. This
leads to both the parent and teacher
working together to benefit the student’s
learning. I am at the emerging level for this
standard as I am understanding more of the
strategies I can use to talk to
parents/caregivers, but I need to put them
into practice.
4.1 Support student participation From personal and my previous
professional experiences, I am highly
motivated, and I want to extend this to the
students that I teach. Active participation is
important for student development and
this can be enhanced through the three
domains: cognitive, emotional, and
behavioural engagement. I need to invest in
every student, so they learn course
material through mastered skills,
knowledge and understanding (critically
thinking, reading, speaking, risk-taking,
creating, evaluating, responding,
comprehending, etc). I think I am at the
graduate standard because I am always
wanting to do more for students and make
sure they are participating in any means
possible.
4.2 Manage classroom activities Clear and consistent classroom
management influences students’ learning
and success. The overall management and
running of the class are the role of
teachers, when this is lost, then learning is
lost. I am organised with plans, goals set for
students and as the teacher, motivated so I
can engage others, I build strong student-
teacher relationships, and I am passionate
to become the best teacher I can for a
community of learners to grow and flower.
I am at the graduate standard because I
have comfort being confident to
communicate and teach in front of a class
to help students.
4.3 Manage challenging behaviour The type of management a teacher
 implements will affect how students’
respond in the classroom. The best a
teacher can do is get to know children as a
person (building a relationship) to help
them learn as a student. I need to focus on
strategies for students with challenging
needs, some include maintaining a positive
attitude, seeing mistakes as learning
opportunities, knowing other’s limitations
(appropriate challenge), investing in caring
relationships, and keeping calm when
talking. I am still at the emerging stage
because although I am dedicated in
wanting these students to succeed,
sometimes I can get frustrated when I don’t
feel like my teaching is working anymore.
4.4 Maintain student safety Whenever students step into the schooling
grounds, teachers have a responsibility to
look after them. This safety also goes
beyond the classroom to make sure
students are at the centre of what teachers
do. I have my certificate for responding to
abuse and neglect, so I am able to act on
the behalf of the student for their safety
and wellbeing if it is compromised. I think
the most important strategy for this
standard is about ensuring students have a
safe place, and this can be the class
atmosphere that is encouraged by the
teacher (physical safety, making sure they
have basic needs, and psychological safety).
I’m at the emerging stage as I am still
gathering knowledge and understanding on
strategies to enhance safety of students.
4.5 Use ICT safely, responsibly and ethically ICT has transformed everyone’s lives. For
students to be a part of this higher
education learning, they need to know the
fundamentals on its use with safety,
responsibility, and ethics. Many schools
have students sign an agreement that they
understand what is right and wrong to
follow with smart ICT use with school
property and their own at home. To
harness ICT potential with student learning,
I need to lead as a competent example with
my knowledge, understanding, and skills, so
that students are confident with its use,
 therefore, finding valuable resources
(Scootle, Twinkl, Microsoft, and Adobe) can
provide learning direction. I am still at the
emerging stage because although I
completed the Numeracy and ICT topic at
university, it did not benefit my learning
from the way it was laid out, so I am still
learning from myself and others on how to
implement ICT practices in teaching.
5.1 Assess student learning Assessment is critical data for teachers to
monitor progression in learning.
Assessment for teachers is a feedback tool
to understand the success of their
instruction, style of teaching, pedagogies,
beliefs, attitudes, and lesson plans to know
if they can do more for students’
educational growth. The ways I assess
students predominantly include
observation, communicating with them to
tell me what they are doing, listening to
their feedback with their thoughts and
opinions- what went well, exit cards, think-
pair-share, whole class discussions, one-on-
one interviews, and reflections. In my
previous placements, I did summative
testing (at the end of a unit) to know what
students retained from lessons and the
gaps that still needed to be refined/
improved. I have learnt a lot from
assessment as in using it from the start,
middle, and end of a unit to achieve
learning goals. I am at the graduate
standard as I have practices in place that
are effective for student learning and that I
can switch/adjust for better student
outcomes.
5.2 Provide feedback to students on their What is considered good feedback?
learning Feedback includes having specific
descriptions and suggestions on student
work. I’m very aware on how I need to
improve my feedback to students to be an
exceptional teacher. My main concern on
feedback is my communication. I need to
avoid simple language feedback- great
work, good effort, etc that doesn’t identify
how the student went with regard to a goal
or expected result. Focusing more on
 choice of words, giving praise for positives,
and being constructive on improvements
will be providing better feedback to
produce greater student learning. I am at
the graduate standard as I know how to
give ongoing, consistent, and sound
feedback for student performance and
achievements, but I am still learning to be
at the proficient stage.
5.3 Make consistent and comparable Moderation ensures that students
judgements outcomes are based on appropriate
standards. I’m beginning to understand
how to moderate work with assessment for
learning by interpreting student work
according to if they are at, above, or below
the standard (meeting criteria and
Australian Curriculum). To make sure
students are aware of my fair judgements
with their work before, during, and after
they are assessed, I communicate to all
students what constitutes as high-quality
work, show them examples, and provide
them with opportunities (feedback) to
modify their creations during lesson time. I
am at the emerging stage as I have
strategies to not be bias with my
feedback/assessment, but I do need more
practice.
5.4 Interpret student data Teachers must reflect on strengths and
weaknesses they have toward classroom
assessment to become experts in the area. I
enjoy using questioning and having
conversations with students as informal
assessment and creating a criterion with
curriculum standards that students can
follow. From end of unit outcomes, this
gives me enough time to review events that
happened so that I can adjust the
assessment designs in the future (what
went well, and what could be improved).
To enhance my professional learning, I
want to be a teacher that seeks solutions
when common routines aren’t working well
for students, so assessment improves. I am
in between emerging and graduate
standard because I modify my teaching for
students but need more support with
 evaluating data for the best course of
action for next time.
5.5 Report on student achievement Teachers must scaffold content and
organise student learning with regard to
documentation. For previous placements, I
have taken pictures and stored documents
in folders to keep a record of student work.
I critically reflect back on the work to know
if the style, instruction, content, and
assessment of teaching is worth
repeating/adapting for other students and
their learning. This helps me track my own
learning as a teacher and how I have
improved by being able to refine lessons
and units to be meaningfully and high
quality for students. I am in-between
emerging and graduate because I know the
how and why to recording student
achievement, but I haven’t’ had to
opportunity to communicate this with
parents/carers.
6.1 Identify and plan professional learning I am very aware of the AITSL standards that
needs teachers must adhere to master a career in
the workforce. The AITSL standards is a
framework that evaluates teachers on the
key features that attribute to student
learning. From my university topics, it is
constantly referred to, so that final year
students are familiar with what they should
be clearly exercising in their professional
learning experiences to be above
satisfactory at teaching. I am at the
graduate level because I always specify
areas I can improve on and what my
strengths are with the AITSL standards.
6.2 Engage in professional learning and Professional learning for teachers makes
improve practice sure that they are continually developing
their practices and thinking for the new
wave of students they will receive.
Teachers skills and knowledge development
is just as important as students. I have had
ongoing learning from my university
subjects and professional experiences to
make relevant changes to my management,
attitude/beliefs, practices, pedagogies,
instruction, and engagement. For example,
I would revert to negative behaviour
 management (punishment) before
considering positive strategies. I try to now
maintain positively in my management
(from my building positive relationships
topic) which has had a massive difference in
student learning. I am at the graduate
standard as I have a network of people and
research I can go to for professional
learning.
6.3 Engage with colleagues and improve Teacher mentors should offer feedback to
practice pre-service teachers to reinforce
professional learning. Qualified teachers
are informed and experienced, and
extending this knowledge, understanding,
and skills to pre-service teachers support
them to be more prepared and capable for
teaching. At my previous professional
experiences, I have always been provided
with mentor feedback that has changed the
way I think with management (talking tone,
choice of words, and how to deal with
challenging situations), individual student
needs (communicating with each other,
negotiating work, and not judging because
of what is unknown), and content
(sequence of lessons, goals for students,
and assessment). I am at the emerging
standard because I do take in feedback
from mentors but have had little
opportunity to practice the feedback in
future lessons.
6.4 Apply professional learning and improve Teachers impact the quality of student
student learning education; therefore, they must have
specific knowledge, understanding, and
skills to develop learning. I always consider
experimenting with new ideas in my
teaching practices to be creative with
practical lessons that engage and interest
students to enhance their learning. For
example, in my previous professional
experience, students designed a portrait
and had puzzle pieces covering it with facts
about themselves. I am at the emerging
stage as I do self-assess my professional
learning in regard to addressing students’
success, but I need to think more on
implications and how to deal with barriers.
7.1 Meet professional ethics and In South Australia, teachers are
responsibilities recommended to acknowledge the three
core values: integrity, respect, and
responsibility. Teachers need to meet
professional ethics and responsibilities to
understand concerns that are special to the
profession. Some examples include
teacher-student relationship, working with
parents, community involvement,
Indigenous education, low SES zones,
colleague collaboration, behaviour
management, and differentiation. As I meet
ethics as a pre-service teacher, I am moving
towards professionalisation who is
accountable for standards and performance
management. I am at the graduate
standard because I follow codes and rules
that are the same for all schools across
Australia to be a professional teacher.
7.2 Comply with legislative, administrative and As a teacher, legal requirements that need
organisational requirements to be considered are discrimination,
harassment, negligence, mandatory
reporting, privacy, teacher registration, and
health and safety. Documentation that
teachers can access to be knowledgeable in
these areas include Responding to abuse
and neglect, first aid, and DCSI screening
check. I always make sure I work in a
professional manner as a role model, so
that students follow by becoming active
citizens with school policies. I am in-
between the emerging and graduate
standard because I know the processes and
limitations to legislative/ administrative
policies and requirements but haven’t had
to organise any myself yet.
7.3 Engage with the parents / carers The only experience I have had with
contact with parents is with interviews on
my previous placement. I got to comment
on a student (being a great and positive
addition to the class as she is always caring
for peers and wanting the opportunity to
have a leadership role in the classroom-
being a Term 2 class captain) to her parent.
It was also beneficial to listen on how my
mentor teacher communicated with the
parents to connect how involved parents
 are with their child’s learning. My mentor
first talked about work and grades but gave
parents the chance to raise concerns and
what strategies they have use when
working with their child. Working with
parents is like a partnership, to activate
participation with student learning. I am
currently at the emerging standard as I lack
strategies to effectively work together with
parents.
7.4 Engage with professional teaching I welcome others to share their wealth of
networks and broader communities knowledge in specialised areas of teaching
to me so I can update my practices and
understanding. Over university, I have been
caught up with assignments and haven’t
invested my time into organisations that
have beneficial information with teaching.
Over my previous placement, I got to
attend the Berry Street Education Model
which was very practical, and teacher
focused to allow me to hear experiences
and strategies. I consider myself at the
emerging standard as I need to engage
further in courses, resources, and
community activities to develop into a
graduate teacher.

Strengths and Challenges

From having many jobs in retail that rely on communication, I have greater confidence and
enjoy talking to people which has helped me have more success when teaching. I’m more
willing with my ability to stand in-front of a class and without the need to constantly
check/follow lesson notes. I am also confident to teach subjects competently with my current
content knowledge (for English, PE, Arts, Science, and HASS).
I have always been a patient person to be mindful when helping students. To me, teachers
need this quality because they shouldn’t speak rudely and mix their emotions when trying to
teach. In addition, no matter how many times they need to explain instructions over, they
don’t get irritated as they want their students to understand concepts and to thrive in their
learning. This supports students with learning processes (reducing their frustration) and
encourages to ask for my help more.

I sometimes find it difficult and time-consuming to plan and design units of work that are high
quality and engaging for students. I like to take my time to sort through materials and
resources, however, I can then face setbacks. To address this challenge, I know I need to be
more organised and plan ahead to use my time sufficiently. I should ask for help from peers,
family, or my mentor teacher to gather ideas and give me feedback on my work. I could do
extra readings to help with research in the planning stage of a unit/ lesson.
Another challenge I have faced with lessons is allocating and restricting class time. In class
time, there is a required time frame that teachers must stick to for content to be covered. A
student on my previous placement said to me that I need to watch the clock more (a part of
my feedback at the end of my time there where they commented on what they liked, learnt or
what I could improve on). It is difficult to find a balance between instructional and activity
time so students can make gains with academic achievement. I find I do need to be
proactive with my time management where I know when to move on to other tasks, clear
student misconceptions on instructions, or give extra time for work. Therefore, before
lessons, I should sort out a time for each activity. I can also ask students if they need
more/less time to gather an idea on where they are at.
I could be better at problem-solving to be able to think and make decisions to act to
situations. I think that comes with more experience, but I do want to be better equipped to
support students. To address this, I could attend more live talk sessions to hear from guest
speakers/professionals. I should reflect more on my practices if they had positive outcomes
or what I could do better next time. I can ask the opinion and receive feedback from my
mentor teacher on what they would do in circumstances when they happen/ if my reaction
was correct or could be improved.

Goals Resources and strategies Evidence

To improve my content Doing my own research, Mental math questions
knowledge and using apps on my phone and answers, passing my
understanding in to practice (Khan numeracy LANTITE test,
Mathematics. Academy), using flash marking math tests, and
cards, asking my teacher giving clear verbal
for help to show me math support for students to
problems, and using understand processes.
books, websites, and
worksheets
recommended by my
teacher.
I want to include more Getting to know students Work I organise for
differentiation in my and what they like, having students (resources that I
lessons and units to cater options with tasks, having use), student feedback,
for a wide spread of challenging activities for mentor teacher feedback,
students’ interests, students that want to frameworks that I follow,
learning style, and push further, having university topic work
readiness. different entry points for completed and
students to start when transferred into
they are ready (for professional learning, and
example, in PE, there can effective strategies
be closer targets and then shown.
there can be further away
ones for students to
choose), I need to be
more organised to know
what ways I can cater for
students’ needs, and I
can gauge other teachers
knowledge and
understanding by talking
to them about their most
effective strategies.
Use of ICT more Research useful and Successfulness of the
frequently and creatively interactive websites or tasks by student
in school subjects. applications that students outcomes (expectations
 can run, could be through and if goals are met),
assessment for students student feedback, mentor
to reflect learning, I want teacher feedback, and
to look further into the university knowledge,
vast features of ICT understanding, and skills
(PowerPoint and Word) to implemented.
know more about what I
already use, I can ask my
teacher on her
experience of using ICT
in the classroom, and I
could talk to my university
friends in my course as to
what they have
completed.

Journal entries for Term 1.

Week 1 and 2.
I have my 10 days to complete with the class. As I have already taught year 6/7’s before, I
was expecting students to be acting cool and not wanting to talk to me much (being a
teacher). However, I was surprised that this wasn’t the case. From observation, the students
are quiet and shy. I wasn’t sure if this was from not knowing each other or because it is the
start to a new year. I found this harder to develop relationships with the students because
they weren’t very open or social, therefore, I felt defeated not making progression to interact
with them and be a part of the class environment. The students were completing a get to
know me task which was different facts and likes and dislikes of the students, but in an
iPhone template (iFriends, iFamily, iSport, etc). I questioned some students on their interests
so that I could share my own experiences too, but because this task is colouring in to finish
it, there wasn’t much for me to do when observing students to support them.

In the lead in days, I worked closely with one year 6 student (he is on the Autism Spectrum
and has challenging behaviour). At times, I felt that my mentor teacher didn’t want to work
with him herself and left him to me. I really struggled to use strategies to engage this student
and when I mentioned this to her, she told me that it is common to feel that way and it
happens to everyone. He continuously says the word “no” to get away from completing work
and engaging in content. This student’s behaviour and attitude was very new for me, so if
there was a plan put in place that works for him that teachers follow, then I could have been
more successful when we worked together.

I attended specialist lessons with our class. The most surprising one was Japanese.
Students had told me they do not enjoy going to Japanese as they don’t like the teacher.
From what I observed, the teacher is very driven with content for student learning to make
sure they are completing what is required each week. As she doesn’t have strong
relationships with the students, this could be a factor to why they act out and don’t engage in
the subject. I didn’t necessarily agree with her teaching style. For example, when the
students were loud, she yelled louder to get their attention. I think there are other effective
strategies teachers can utilize when managing a class, but she is the teacher and that is her
choice. In addition, the year 6 ASD student most definitely did not do work in this subject, so
she got him to complete Japanese puzzles for the whole hour lesson. I think something
needs to change so that the impact on student learning is more positive rather than negative.
Week 3 and 4.
I’ve now started weekly visits. In week 3, my mentor teacher had another pre-service teacher
join her classroom. At my previous professional experiences, I haven’t had the best
encounters when there are other learning teachers in the room (my first placement I got
compared to a student in their 2nd year Masters placement- so we were at very different
stages of our courses, but my teacher believed that I would be doing the same workload as
she was which was not the case). However, having Rachael in the classroom was fantastic
and we got along really well. It was good to have someone to talk to because both of us
were still developing relationships with the students, but we could focus on more adult
conversations with regard to university. As the class has 31 students in it, there is constant
support needed and having 3 teachers in the one classroom made this possible. We had to
mark Mathematics tests (four pages in the test) and between the two of us, we were able to
finish them over 2 days. Both of us were completing jobs around the classroom for my
mentor teacher (to present student work on the walls), we had something to do, and I was
happy to do this, but I thought I would be more focused on planning for teaching with my
placement block in Term 2. I didn’t come for a weekly visit in week 5 due to Rachael’s last
week (I wanted there to be a focus on her teaching with the students and my mentor teacher
in the classroom). I will be returning in week 6.

Week 6 and 7
When I came back, I started to do mental mathematics with the students to start some
teaching. This was a good first step because I’m not overly confident with math, so I could
learn alongside the students. There were some days that my mentor teacher had to cancel
due to sickness/ prior commitments, so I wasn’t able to come in for many weekly visits. Then
in week 7, I got my placement cancelled due to COVID-19. This was very sudden, and I had
many mixed emotions. I was quite upset, angry, and confused as to what this meant for the
future (if I would be at another school for placement, or if I would graduate next year). My
mentor teacher didn’t know anything about this happening (I knew before she did), so it was
completely out of the blue for all involved. I did send an email to my mentor teacher to thank
her for my time at Hawks Primary School and I hoped her the best for these uncertain times.