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ERIENCE REPORT
STUDENT TEACHER Emma Cant

PERIOD FROM

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2May,2014

June 13,
2014

DAYS

Marryatville High

SCHOOL

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,/ADELAIDE

ABSENT
SCHOOL COORDINATOR Harry Theodorus
UNIVERSITY SUPERVISOR
Rob Tidd

MENTOR TEACHER
Pauline Hansford
SUtsJEC
History,

YEAR LEVELS
TAUGHT

Research Proiecl
TEACHING PRACTICE

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B MUS ED (4rH YR)

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TEACHING PRACTICE 2

B TEACHTNG 1+rH Yn

PLEASE COMPLETE A SEPARATE REPORT FOR EACH SUBJECT AREA.

lf the report cannot be typed, please use black ink. lf space for the descriptive comments is insufficient,
please use additional pages. Student teachers find these comments helpful.
The student teacher is encouraged to use this form throughout the period of teaching experience as a guide
to feedback. The student teacher may wish to use and discuss this report with prospective employers.
Please return the completed and signed report by mail to: Professional Experience Office,
School of Education, University of Adelaide SA 5005

Ratings and open comments are both needed. Ratings should be made in terms of what may
reasonably be expected of student teachers during either the first or second experience in a secondary school.

Jnsatisfactory
\cceptable

Good

ery Good

)utstanding

erformed blow an acceptable standard for this stage

rerformed at a minimal level for this stage
toun d performance from a student teacher at this stage
bove that which could reasonably be expected from a student teacher
at this staqe
ruell above that W hich could reasonably be expected at this stage

PROFESSIONAL EXPERIENCE CONTEXT (e.9. co-educational, R-12 school)

Marryatville High School is a co-ed YR 8-12 school in an eastern suburb of Adelaide. The school offers
specialist Music and Tennis programs as well a standard high school program. A comprehensive
lnternational program offering cultural and graduate programs is also available. Students are keen to do well
and as a whole students are highly motivated and well supported by parents.

TEACHING/LEARNING CONTEXT (year levels, class sizes etc.)

Emma taught a Year 9 History class of 25 with 12 girls and 13 males. The range of ability levels is very wide
from the very able to those who only attempt work if there is a one to one teacher student ratio. There is an
lnternational boy who needs ESL support.
Emma also worked with a Research Project class of 26 Year 11 students with an equal number of girls and
boys. The range in ability and motivation is also extensive and there are two lnternational students who work
with an lnternational support teacher when possible. The class is at varying stages of completing their
Research Project, a Year 12 compulsory SACE subject. Some students have re-negotiale,d.-the-rf.g.UqS.-tAn
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and are completing the research development, while others have been working on their Ou{oe e[j ij{);:,r.
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Evaluation during Emma's

placement.

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Jnsatisfactory
Acceptable

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Good

)utstanding

,le ry Good

rerformed below an acceptable standard for this stage

rerformed at a minimal level for this stage
;ound performance from a student teacher at this stage
above that which could reasonably be expected from a student teacher
at this staoe
vell above that which could reasonably be expected at this stage

PROFESSIONAL EXPERIENCE CONTEXT (e.9. co-educational, R-12 school)

Marryatville High Schoolis a co-ed YR 8-12 school in an eastern suburb of Adelaide, The schooloffers
specialist Music and Tennis programs as well a standard high school program. A comprehensive
lnternational program offering cultural and graduate programs is also available. Students are keen to do well
and as a whole students are highly motivated and well supported by parents.

TEACHING/LEARNING CONTEXT (year levels, class sizes etc.)

Emma taught a Year 9 History class of 25 with 12 girls and 13 males. The range of ability levels is very wide
from the very able to those who only attempt work if there is a one to one teacher student ratio. There is an
lnternational boy who needs ESL support.
Emma also worked with a Research Project class of 26 Year 11 students with an equal number of girls and
boys. The range in ability and motivation is also extensive and there are two lnternational students who work
with an lnternational support teacher when possible. The class is at varying stages of completing their
Research Project, a Year 12 compulsory SACE subject. Some students have re-negotiated their question
and are completing the research development, while others have been working on their Outcome or
Evaluation during Emma's placement.

NETET
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PERSONAL QUALITIES, PROFESSONAL RELATIONSHIPS

AND PROFESSIONAL DEVELOPMENT.

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Students should demonstrate: (a) Commitment and enthusiasm for teaching. (b) An
ability to develop personal and professional relationships with students e.g. positive responses from students;
approachability; willingness to listen to students; respect for and from students. (c) An ability to develop
personal and professional relationships with colleagues e.g. accepts responsibility for assigned tasks;
assumes initiative; identifies classroom, schooland government policies; attends meetings; maintains
confidentiality; becomes involved in extra-curricular activities; participates as a team member. (d) An ability to
identify teaching strengths and weaknesses and respond constructively to feedback.

At all times Emma consistently demonstrated a commitment and enthusiasm for teaching and developed a positive
working relationship with both classes. She quickly learnt student names and the students felt that they could
confidently ask questions or seek help from her. Emma was always approachable and non-judgemental. Emma
quickly sized up the classes and provided appropriate support catering for individual and class needs. An example of
this was when she worked on an individual basis with some of the Research Project students and helped them to plar
in manageable steps what they needed to do. Students responded well to this support and Emma monitored their
progress.
Emma developed a positive personal and professional relationship with staff, including myself. She could be
consistently relied upon to carry out tasks and use her initiative. Emma was able to identify school and government
policies and worked within these. She attended statf, faculty and Year level meetings as well as participating in a
student free professional development day. At all times she maintained confidentiality and participated as a team
member. Emma also responded positively to constructive feedback.
I also appreciated the way Emma was willing to share the materials she prepared and provided a learning program,
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lesson plans and resources to finish the unit of work after he,t5-weKnlacernent.

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PLANNING AND PREPARATION

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Students should demonstrate an ability to: (a ) Consult with mentor teacher about the syllabus and the
nature of the class; (b) ldentify appropriate objectives of units and lessons; (c) Take into account
different student abilities and be responsive to student needs; (d) Prepare adequate lesson plans, with
a logical sequence of learning activities; (e) Show imagination and initiative in identi7ing, accessing,
and incorporating resources; (f) lncorporate opportunities for feedback to students; (g) Allocate time
effectively.
mma confidently planned a unit of work on WW1 and Australia's involvement in the war for the Year 9
History class and did so in a timely manner. Using her background in museum presentations she thought
about what were the key ideas that she wanted the class to understand. Emma planned the unit
independently and located, selected and adapted a wide range of suitable resources enabling her to use
a range of teaching approaches catering for the diverse group of students. Extensive visual and paired or
group tasks supported students with limited ability while also being suitable for the more able students.
This comprehensive lesson planning allowed her to use a wide range of teaching strategies and engage
the class. Emma quickly understood the nature of the class and how best to work with them to
successfully meet curriculum outcomes. Emma divided the unit into manageable sections for the students
ensuring that during each well structured lesson students learnt a new facet or built on their knowledge.
Lesson and HW time for students to work on their summative task was also provided. The pace of the
lessons was good.
Emma worked well both with the whole class and where appropriate put structures into place that
supported individual students. An example of this is when most students were asked to work in small
groups and report back to the class. As this was not approperiate for some students, Emma selected the
task and the student reported back their findings to the class, enabling them to feel that they were part of
the class and could contribute to the group sharing of information.
Emma provided on-going feedback to students on their progress by asking questions and ascertaining
what students understood. As she moved about the classroom she also provided formative
feedback.

With regards to the Research Project class Emma acted as a mentor. Emma provided one to one
support for those who needed structures put in place to assist them progressing. She also provided
constructive feedback on student draft Outcomes and Evaluations. All of this was managed in a time
effective manner.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA

HISTORY

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RESEARCH PROJECT

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Students should demonstrate: (a) Thorough knowledge of subject area; (b) K

Ability and willingness to research additional background knowledge. (d) Kn o
teaching approaches, resources, and technologies in their area.

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ula; (c
)

Emma demonstrated a thorough knowledge of the History ACARA curriculum. She had an indepth
knowledge of the subject area and at the beginning of the unit ascertained student prior knowledge and
what they wanted to learn. This was incorporated into her unit planning with the emphasis on"{tgtrqlilsinvolvement in WW1. Emma constructed a detailed plan with individual lesson plans. An aq"s.-e5$ri"1 'l:" .';
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plan and teaching program based on the curriculum statement and which included a range of {:, ,'
assessment types and catering for the range of students was developed. Emma has outstandin ICT
skills which she competentlv used in the classroom and was demonstrated bv her sourcinq helpfulvideo

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internet material as well as using a PowerPoint presentation. To cater for diverse class needs Emma
used Bloom's Taxonomy to structure the main assessment task. She also used individual, group and
whole of class learning activities effectively.
Emma has an understanding of the SACE Research Project Curriculum and appreciates that teaching
this subject requires largely a mentoring role while also at times explicit teaching is needed. She is
aware of the curriculum statement and the need to closely follow this ensuring students meet the
assessment criteria.

LEARNING ENVIRONMENT . MANAGEMENT AND DISCIPLNE

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Students should demonstrate an ability to: (a) Organise and manage the classroom to ensure a
positive, supportive and appropriate climate for learning. (b) Establish and maintain appropriate
behaviour management strategies; (c) Develop sound professional and personal relationships with
students. (c) Deal appropriately with minor interruptions; (e) Manage general organisation and
administration.
Emma was able to organise and manage the classroom ensuring a positive, supportive and appropriate
climate for learning. lf particular students started to behave inappropriately she would tactfully try to get
them back on track. Sound professional and personal relationships with students were quickly
developed and maintained. Emma was able to manage when music students needed to attend
instrumental lessons. Emma competently managed class general organisation and administration.
including the electronic class roll.

ASSESSMENT AND REPORTING

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Students should demonstrate: (a) The ability to develop and apply a range of
assessment strategies; (b) An understanding of the importance of the clear presentation of
assessment criteria to students; (c) The ability to complete marking/grading in a reasonable time
period and report back to students in a clear and supportive way. (d) Appropriate recording
procedures; (e) A knowledge of assessment policies, practices and proformas; (f) An ability to
evaluate the effectiveness of the learning program.

Emma developed and applied a range of summative assessment strategies using

A formative task was used early in her placement allowing her to get an idea of the class and individual
abilities. Quickly realizing the diverse cohort, Emma worked with one of the Assistant Principals to
develop a task based on Bloom's Taxonomy and which helped to cater for individual needs for the
History class. The task sheet provided a range of tasks that students could select from to make up their
'12 points. Some of the less able students were directed to complete some of the recall type questions
and allowed to select other questions to make up lhe 12 points. More able students were encouraged
to select questions requiring more analysis. Emma negotiated with one student whose Great
Grandfather had been involved in the war to research his involvement in WW1. Emma checked that
students selected appropriate questions for their ability levels
Marking and grading was completed in a timely manner and constructive personal student feedback
was provided. The comments were friendly and written clearly allowing students to understand what
they had done well or how they might improve.

With regards to the Research Project class, Emma checked some student Proposal refinements, draft
Outcomes and Evaluations and provided constructive feedback suggesting possible improvements
where appropriate. Effective on-going formative feedback was also provided.

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GENERAL EVALUATION
The Mentor Teacher's evaluation of the general performance of the student teacher

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during placement.
Emma is confident and was well liked by the students. They appreciated the way in which she
quickly fitted in and worked with the classes. At alltimes Emma acted in a very professional
manner and carried out all tasks competently. I believe she would be an asset in any school that
she is appointed to.

Signed
Signed

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