Professional Experience Report

(Primary and secondary school setting:

Initial teacher education programs)
Final report

Final professional experience placement Year of placement

EDUC3021 TCHR3006 TCHR6005 2021

Pre-service teacher name

Heather Blackmore

Total no. of days Date from Date to

30 14/5/2021 25/6/2021

School name
Kenthurst Public School

Year/stage/grade (for primary)

Kindergarten

Subject area/s (for secondary)

Mentor teacher name/s

Susan Tully

University advisor
Stuart Airlie

To the mentor teacher

This Professional Experience Report is to be completed by the mentor teacher at the completion of the professional
experience placement. The report aligns and evaluates the pre-service teacher’s practice to the relevant descriptors of the
Australian Professional Standards for Teachers (APST) at the graduate career stage.
The Professional Experience Handbook and Expectations at a Glance provide advice on the purpose of this professional
experience placement. The Professional Experience Handbook also provides information about the teaching expectations
and requirements of the pre-service teacher and the mentor teacher. As part of their planning and evidence for teaching,
pre-service teachers are required to create a professional experience folder that supports planning and teaching. The
folder can be presented either electronically or in hard copy. A checklist for the professional experience folder is available
from the pre-service teacher.
Mentor teachers are asked to deem the professional experience folder as Satisfactory or Unsatisfactory. Mentor Teachers
should refer to the accompanying Evidence Guide for Mentor Teachers noted in the Professional Experience Handbook
before completing this report. Pre-service teachers are to be assessed against each descriptor of the APST at the
graduate career stage as:

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

If descriptors are deemed as Not Applicable (NA) for a particular focus area, an explanation as to why that Standard was
not appropriate for this teaching experience is required. The overall assessment of the placement is either: Satisfactory or
Unsatisfactory.
To achieve a ‘Satisfactory’ result at the end of this professional experience placement, pre-service teachers must achieve
a grade of D (Demonstrated) or EE (Exceeds Expectations) in 100% of the APST indicators and not receive a grade of
ND (Not Demonstrated) in any Indicator. The year level and developmental stage of the pre-service teacher should be
considered.
Please note: It is a system requirement that mentor teachers comment on the pre-service teacher’s literacy, numeracy and
personal attributes for teaching. Mentor Teachers should discuss this requirement with the university advisor.
Mentor teachers are also asked to provide feedback to pre-service teachers about the development of the non-academic
capabilities as presented by the Australian Institute for Teaching and School Leadership (AITSL). Please note that a ND
in this section does not impact on a Satisfactory grade. This section is for feedback only. The Professional Experience
Handbook provides further explanation of the non-academic capabilities.

Updated on 22 April 2021

 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
PROFESSIONAL KNOWLEDGE
STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN
FINAL
NA ND D EE
1.1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual
development and characteristics of students and how these may affect learning.
1.2.1 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and
the implications for teaching.
1.3.1 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning
strengths and needs of students from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
1.4.1 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural
identity and linguistic background on the education of students from Aboriginal and
Torres Strait Islander backgrounds.
1.5.1 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to
meet the specific learning needs of students across the full range of abilities.
1.6.1 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and
teaching strategies that support participation and learning of students with disability.
Comment on the pre-service teacher’s knowledge of students and how they learn:
Through observation, collegial discussions, research, assessment and differentiation, Heather has shown
she can capably educate and support children with diverse backgrounds and varying capabilities.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

2
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
FINAL
NA ND D EE
2.1.1 Content and teaching strategies of the teaching area
Demonstrate knowledge, and understanding of the concepts, substance and structure
of the content and teaching strategies of the teaching area.
2.2.1 Content selection and organisation
Organise content into an effective learning and teaching sequence.
2.3.1 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences
and lesson plans.
2.4.1 Understand and respect Aboriginal and Torres Strait Islander people to promote
reconciliation between Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and
Torres Strait Islander histories, cultures and languages.
2.5.1 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application
in teaching areas.
2.6.1 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students.
Comment on the pre-service teacher’s knowledge of content and how to teach it:
Heather is becoming very confident in organising and preparing lessons that are integrated, differentiated
and effective. She uses her assessment and anecdotal records to adjust delivery and recognise where
support is needed. Heather implemented a Geography lesson on Local Places and integrated Aboriginal
and Torres Strait Islanders. The students were educated in the ways of the indigenous and the respect they
have for the culture and their environment. An indigenous story then complimented their learning.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

3
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
PROFESSIONAL PRACTICE
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING
FINAL
NA ND D EE
3.1.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities
and characteristics.
3.2.1 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective
teaching strategies.
3.3.1 Use teaching strategies
Include a range of teaching strategies.
3.4.1 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in
their learning.
3.5.1 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support
student engagement.
3.6.1 Evaluate and improve teaching programs.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching
programs to improve student learning.
3.7.1 Engage parents/carers in the educative process
Describe a broad range of strategies for involving parents/carers in the educative
process.
Comment on the pre-service teacher’s planning and implementing of effective teaching and learning:
Heather has experience in parent teacher interviews and has been called upon to make some insight into
the students and handled herself with integrity and confidence.
Heather maintains a quiet disposition which rubs off on the children. She is flexible and has a variety of
strategies and resources that keeps the class focused and interested. ICT is integrated into all lessons and
iPads are used as a consolidation tool.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

4
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS
FINAL
NA ND D EE
4.1.1 Support student participation
Identify strategies to support inclusive student participation and engagement in
classroom activities.
4.2.1 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
4.3.1 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4.1 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school
and/or system, curriculum and legislative requirements.
4.5.1 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to
support the safe, responsible and ethical use of ICT in learning and teaching.
Comment on the pre-service teacher’s knowledge and practice in creating and maintaining supportive and safe learning
environments:
One of Heather's strengths is recognition of children requiring support whether it be more instruction,
time or hands on. Heather has shown a massive improvement in classroom organisation and management
of behaviour. She is teaching full days, attending meetings, consistency days and duties.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

5
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
FINAL
NA ND D EE
5.1.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal,
diagnostic, formative and summative approaches to assess student learning.
5.2.1 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate
feedback to students about their learning.
5.3.1 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support
consistent and comparable judgements of student learning.
5.4.1 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student
learning and modify teaching practice.
5.5.1 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and
parents/carers and the purpose of keeping accurate and reliable records of student
achievement.
Comment on the pre-service teacher’s knowledge and practice in assessing, providing feedback and reporting on
student learning:
The InitiaLit program that Heather is implementing has a very effective assessment strategy which can
allow the teacher to ascertain where issues lay and what needs to be addressed. She can capably interpret
the data and teach accordingly. Heather uses feedback to adjust children's learning and knowledge.
Feedback is clear and concise.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

6
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
PROFESSIONAL ENGAGEMENT
STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING
FINAL
NA ND D EE
6.1.1 Identify and plan professional learning needs
Demonstrate an understanding of the role of the Australian Professional Standards for
Teachers in identifying professional learning needs.
6.2.1 Engage in professional learning and improve practice
Understand the relevant and appropriate sources of professional learning for teachers.
6.3.1 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve
teaching practices.
6.4.1 Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning and
the implications for improved student learning.
Comment on the pre-service teacher’s engagement in professional learning:
During discussions it is obvious that Heather researches teaching strategies and any teaching programs
that may assist her teaching. Heather has been involved in all collegial discussions, parent interviews and
meetings.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

7
 Professional experience FINAL report – Primary and secondary setting:
Initial teacher education programs
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
FINAL
NA ND D EE
7.1.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in codes of ethics and conduct for
the teaching profession.
7.2.1 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage.
7.3.1 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with
parents/carers.
7.4.1 Engage with professional teaching networks and broader communities
Understand the role of external professionals and community representatives in
broadening teachers’ professional knowledge and practice.
Comment on the pre-service teacher’s engagement with colleagues, parents/carers and the community:
As mentioned before Heather has been engaging professionally in every aspect of our school.

NA – Not Applicable; ND – Not Demonstrated; D – Demonstrated; EE – Exceeds Expectations

Pre-service teacher’s name
Heather Blackmore

8
SUMMARY COMMENT: Overall comments by the mentor teacher on the pre-service teacher’s progress during
this professional experience. Please comment on the pre-service teacher’s literacy, numeracy and personal
attributes including areas of strength and areas that require improvement.

I have been extremely pleased wiith Heather's progression this placement. She has taken on board all she
has learned and observed and put in to place in her classroom. Heather has successfully implemented the
school programs and managed to make them her own. She is aware of all the students' capabilities and
differentiates accordingly. Heather has an excellent rapport with the students and shows she is ready to
have a class of her own.

FINAL ASSESSMENT: Satisfactory Unsatisfactory

The Australian Institute of Teaching and School Leadership (AITSL) has released non-academic capabilities for
teaching and it is requested that mentor teachers also comment on the non-academic capabilities of the pre-
service teacher.
Non-academic capabilities are:
1. Motivation for teaching 5. Self-efficacy (belief in the ability to undertake tasks)
2. Strong interpersonal and communication skills 6. Conscientiousness
3. Willingness to learn 7. Organisation and planning skills
4. Resilience for teaching
Final comment on the non-academic capabilities of the pre-service teacher during this Professional Experience:
Heather has a genuine love of teaching. Although naturally quiet, she has developed a good relationship
with parents and staff. Heather is a hard worker and shows an ability to learn quickly. Her programming,
assessment and records are exemplary.

SIGNATURES (CAN BE ELECTRONIC)

Mentor teacher
Name Signature Date
Susan Tully 25/6/2021

Pre-service teacher
Name Signature Date
Heather Blackmore 25/6/2021

Coordinator/Principal (optional)
Name Signature Date

Please provide an electronic copy of this completed report to the pre-service teacher and the University Adviser. The
pre-service teacher is responsible for uploading the completed report to the unit blackboard site for grading by the Unit
Assessor.
PROFESSIONAL EXPEREICNCE CENTRE USE ONLY
SATISFIED REQUIREMENTS UNIVERSITY STAMP
(original not valid without SCU stamp)
YES

NO

Received Finalised