THE UNIVERSITY

Professional
Experience
Report

OIADELAIDE

SCHOOL OF
EDUCATION

20t4
l/
Pre-Service Teacher: Athena Taylor
Pre-service Teacher enrolled

Placement: From

25 /8 /

in:

Professional Experience Placement

Pre-Service Teacher lD: University lD (if known)

Grad. Diploma Education

t4 to 26 / 9 / L4

F32l

[l

Teaching

Days Absent: 0

School: Wilderness School

B Music

Education

Days at School: 24

Professional Experience Placement

Mentor Teacher: Rosie Egan & Alison Robertson

email contact: regan@wilderness.com.au
a

Site Co-ordinator: Julie Grant

robertson @wi

ld

erness.com.au

University Liaison: Quentin Maire

email contact: jgrant@wilderness.com.au

Subject Taught: please complete a separate report for
each subjecttaught f,",,. i ,., I

Year Level(s) Taught: Years 9, L0 & 1L

Professional Experience School Context (eg: Co-educational, R-12 Schooll

Wilderness is an independent girl's private school of 750 students located in the inner north-east suburbs. The
school caters for girls from Early Learning to Year L2 and includes 75 boarders and international students.
Wilderness is committed to creating a school which enables every girl to achieve academic success and social,
physicaland spiritualwellbeing. As a non-denominationalChrtistian school, Wilderness is also committed to
providing a firm foundation and inspiration for a challenging, demanding and fulfilling life to enable girls to reach
their full potential.
Please provide a brief description of your school
ing Context (eg: year levels, class sizes etc)

Athena participated in 12 SPA Form and Years 9, L0 & LL English.

Class sizes are approximately 20 - 24 students.

Please provide a brief description of the classes in which the pre-service teacher participated

An editable copy of this report can be downloaded at:

lrttps://c:ducatron rdelardr.,cdrr iru/enrrloy/stLtilent tocl('rs/P[:Rcrort ccllt
or a version compatible for Mac users at:

https://education"adelaidr:.crlu iru/orrploy/studcrrt tcr:hcrs/f,'f,tcport f or MAC t:dit

alternatively a blank copy for handwritten reports can be obtained at:
trttps://cducation adelaidr'.r-clu iiu/r:n.rrloy/studcnL tc'clrt'rs/Pt treporl ltl;rrrk
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of Adelaide SA 5005
or email a scanned/signed copy to r,'clur alion rr;rcticrrrn(iutlcrlaidc erdu .ur

IE

Professlonal Experence Report

20L4

?Bi3,\3,!lg

CLASSROOM PRACTICE.

Satisfactory

[l

THE UNIVERSITY

,/ADELAIDE

Unsatisfactory

APST: 1 - Know the students and how they learn

TT Physical, social and intellectual
development and characteristics of
students.
L2 Understand how students learn.
13 Students with diverse linguistic,
cultural, religious and socioeconomic
backgrou nds.
Strategies for teaching Aboriginal and

Torres Strait lslander students.

15 Differentiate teaching to meet the

specific learning needs across the full
range of abilities.
1.6 Strategies to support full participation
of students with disability.

Athena has an excellent ability to engage students, posng interesting

questons and ensurng that their attention is maintained throughout the
lesson. She provided an excellent PowerPoint featuring different wars to
intrigue the students in the Year 11 War Poetry unit, and clearly outlined the
task requirements. She was able to pitch the content to challenge students,
while also supportng those who needed assistance. Her scaffolding tasks
enabled Year 9 students to understand the elements required for success in
writing paragraphs on symbolic motifs in'Coraline' and she quckly learned all
the students' names in order to ensure they felt personally valued. Athena has
a keen interest and enthusiasm for English and she ganed student respect
through her depth of knowledge. She demonstrated that she was able to
move between whole group instruction to individual tutoring. She used a
variety of resources and approaches, sharing knowledge about contemporary
wars and poets. ln her lesson presentation, Athena gave clear outlines for the
lesson and instructions to students in a calm and professional manner.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

APST: 2 - Know the content and how to teach
21, Content and teaching strategies of
the teaching area.
22 Content selection and organisation.
23 Curriculum, assessment and
reporti ng.
2.4 Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconciliation between
I ndigenous and non-lndigenous
Austra

lia ns.

2.5 Literacy and numeracy strategies

2.6 lnformation and Communication
Technology,

Satisfactory

Unsatisfactory

f]

it

English curriculum. ln her

presentations she researched and presented upon a range of wars, including
film excerpts and poetry readings to add interest, as well as researching
different speeches for the Year L0 unit on Speeches, such as Paul Keating's
Redfern speech. Athena knows her subject well and clearly taught her
students the various literary and stylistic devices used by authors of different
text types, and how they are used to influence the reader or audience
response. She used ICT to present, provide resources and assess student
work. She embraced unfamiliar technology programs such as 'Thinglink' and
'Photoshop'with the Year 9s and used Photobooth with the Year LOs in
recording their speeches, She also learned how to skilfully use a range of
aspects of our Learning Management System 'Canvas', including Speedgrader.

Athena has

Pre-Service Teacher: Athena

TaylOf

MentorTeacher: Rosie Egan

a AliSOn RObeftSOn

thorough knowledge

of the

Page 2 of 7

Professional Experence Report

20t4

PLANNING AND

PREPARATION.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learnng.

3.1
3.2
3.3

3.4
3.5
3.6
3.7

Establish challenging learning goals

Plan, structure and sequence learning

programs
Use teaching strategies
Select and use resources
Use effective classroom
communication
Evaluate and improve teaching
programs
Engage parents/carers in the
educative process

LEARNING ENVIRONMENT

Athena has worked closely with her mentor teachers to establish the learning
goals and to clearly articulate these to the students. Her lesson plans were

clearly structured and seguential and demonstrated a clear knowledge of

student outcomes. ln Year 10 and 1L English, she was responsive to different
student needs, modifying tasks and providing more time for those students
involved in the Drama production. Athena gave effectve feedback to students
on their formative tasks and on essay drafts, clearly providing advice and
outlining skills achieved. Her use of time is most effective, both within lesson
delivery and organisation and with her own time in setting timelines and
keeping up with all tasks.

MANAGEMENT AND DISCIPLINE.

Satisfactory

[l

Unsatisfactory

APST: 4 - Create and maintan supportive and safe learning environments

4.1,

Su

pport student participation

Manage classroom activites

Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and
ethica lly
4.2
4.3

ASSESSMENT AND

Athena has organised and managed the classroom in a calm and orderly
manner, creating a supportive and positve environment. She has used a
variety of activities, including group presentations, one on one drafting, pair
work and whole class discussion. Her relationships with students have been
respectful and they have responded in kind, aided by quickly learning their
names and interests. She has dealt with interruptions in a calm and practical
manner, ensuring that the focus of the classroom is maintained.

REPORTING.

Satisfactory

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1

Assess

5.2

Provide feedback to students and

student learning

their learning

5.3

Make consistent and comparable

judgements

5.4 lnterpret student data

5.5 Report on student achievement

Athena has used both formative and summative assessment, creating tasks
with clear assessment criteria relating to SACE and the Australian Curriculum:
English achievement standards. Her feedback on student drafts has been
extensive and relevant, providing clear guidelines for students to reflect upon
their analysis and clarity of expression. She has used the school's operating
system, Canvas, to mark student work, give grades against a criteria and
provide judgements. She has reflected upon the effectiveness of the learning
program and made adjustments where necessary. ;''' ::"",;:':-,.il---

i
,.1

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TaylOf
Egan a AliSOn RObgrtSOn

Pre-Service Teacher: Athena

MentorTeacher: Rosie

Page 3 of 7

Professional Experence Report

20L4

PROFESSIONAL QUALITIES, PROFESSIONAL RETATIONSHIPS AND PROFESSIONAL DEVETOPMENT.

Satisfactory
APST: 5 - Engage

Unsatisfactory

with Professional Learning

61 ldentify and plan professional

learning needs
6.2 Engage in professional learning and
improve practice
6.3 Engage with colleagues and improve
practice
6.4 Apply professional learning and
improve student learning

Athena has demonstrated a strong commtment and enthusiasm for teaching.

She has established and developed positive relationships wth students,
exhibiting a calm and interested approach. She has arrived punctually to lessons
and Athena's relationships with teachers have been friendly and professional.
She has engaged in professionalconversations and reflections upon her
teaching, ensuring that student outcomes are improved, Athena also actively
helped in the school's extra-curricular Poetry and Literature Group during
Thursday lunchtimes.

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory

7.1 Meet

professional ethics and

ponsibilities
Comply with legislative,
administrative and organisational
requirements
Engage with the parents/carers
En1age with professional teaching
networks and broader communities
res

7.2
7.3
7.4

Unsatisfactory

Athena has met the professional ethics and responsibilities of a teaching

position. She has effectively used the school's ITC administration program to
provide resources and assignments and mark student work.
She followed up concerns with a student not submitting work by the due date
with a parent in a respectful manner, ensuring they worked as a team to
resolve the issue.

Outstanding

Overall Evaluation.

Athena has performed at a high to outstanding level during hertime at Wilderness, She has performed alltasks in
willing and enthusiastic manner. Her lesson plans have shown initiative and originality, and have been highly
engaging for the students. Athena's depth of knowledge of the English Curriculium has resulted in thoughtful and
relevant lessons. She is able to reflect and review her lessons, maximising their effectiveness for students.

Pre-service Teacher: Athena

)r'','

Tayl Of

MentorTeacher: Rosie Egan a

Alison Robeftson

Page 4 of 7

Professional Experlence Report

2014

SCHOOL OF
EDUCATION

zs
/m ht
"""'f""""f""'"'

Signed:

Date:
Site Co-ord inator/Principa

15 I li,

/l--

Staff at the University of Adelaide's School of Education greatly value your opinion and appreciate the time and
effort you have put into supervising our pre-service teachers.
Thank you
.. ,.,n.

Keightley
School

Jan
Head of

,-. I'l -'r'

-' ' ';ii"' ': : ' '-*"'4'

Signed:

r r:.. .. i, i'ji. ri':

Certification Stamp

TaylOf
Rosie Esan a AliSOn RObeftSOn

Pre-Service Teacher: Athena

Mentor Teacher:

Page 5 of 7

Professional

.pernce Report

,"r,*a*

2014

or-cot

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Evaluation Rubric
they should give the rating that they think best reflects the pre-service teacher/s standard and provide supportive evidence in their qualitative feedback.

Ratns

Short
Description

A = Acceotable

G = Good

Performance below an
acceptable standard for this
stage.

Pedormance at a minimal
standard for ths stage.

A sound pedormance at
ths stage.

Little willingness to engage

with the needs of individual
students and with the
school as a place of learning.

Classroom Practce
APST 1

Know the students and how

they learn

Some willingness to engage

with the needs of individual

students and with the

school as a place of learning.

Scant/erroneous knowledge
of content and curricula.

Knowledge of Content and

curricula

Knowledge of most content,

but several gaps: able to

meet curricular
requrements.

APST 2

Know the content and how

to teach t
Planning and preparation

n
Little evidence of planning
or preparation for teaching.

APST 3

Clear evidence of initiative

and willingness to engage
positively with the needs of
individual students and with
the school as a place of
learning.

n
Minimal evidence of
planning and preparation
for teaching.

Performance at a standard
above that which could be
expected at this stage.
Strong intatve and
willingness to engage
positvely with the needs of
individual students and with
the school as a place of

content; clear
understanding of curricular
needs.

curricula.

and preparation for

teaching.

Planning andl or preparation

for teaching extending
beyond the student's class
and year levels, or with a
creative aspect that inspires

Planning and/or preparaton

for teaching that extends
beyond the student's own
class.

Plan for and implement

effective teaching and
learning

T
! i
ut-r

Pre'Servce Teacher: Athena

n
Knowledge of content
beyond curricula and
willingness to assist
colleagues.

f-t
Clear evidence of planning

the needs of individual

students and with the
school as a place of learning.

X
Strong a nd self-relia nt
knowledge of content;
imagnatve application of

Sound knowledge of

An exemplary performance
well above a standard that
could be expected at ths
staee.
Leadership in engaging with

learning.

O = Outstandins

VG = Verv Good

U = Unsatisfactory

learning.

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Professional Experence Report

20L4

Ratns

Short
Description

lz-

U = Unsatisfactory

A = Acceptable

Performance below an
acceptable standard for this
stage.

Performance at a minimal
standard for this stage.

Classroom Management

Poor/unethical classroom

Some classroom

and Discipline

management skills.

ma nagement skills,

with

A sound performance

O = Outstandine

VG = Very Good

G = Good

at

ths stage.

Performance at a standard
above that which could be
expected at ths stage.

An exemplary performance
well above a standard that
could be expected at this

stase.
Confident leadership in

Effective classroom
management skills.

Confident classroom
management skills.

classroom management
skills.

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Proficient and reflective

assessment. Timely and
useful feedback linked to
strengths and weaknesses
of individual school
students. Creativity in
assessment processes.

Leadership in assessment
practces indicating
reflective teaching practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond

potential to develop.
APST 4

Create and maintain

supportve and safe learning

environments
Assessment and Feedback
APST 5

Assess, provide feedback

and report on student

learning

Little evidence of the use of

assessment as a tool to
understand student
achievement and the
effectiveness of tea

ch

Some evidence

of

competent assessment.
Limited/ late feedback.
Little differentiation in

differentiation in
assessment processes.

assessment processes.

ing.

the class to the year

leveUcohort. lnnovation in

ft

ft
Professional Relationships
APST 6 Engage

with

Lttle/no commitment to the

Minimal commitment to the

school, professional
colleagues and students.

school, professional
colleagues and students.

Sound commitment to the

school, professional
colleagues and students.

X
Strong commitment to the
school, professional
colleagues and students.

assessment processes.

Exemplary commitment to
the school, professional
colleagues and

students.

Professional Learning
APST 7 Engage

professionally with
leagues, pa rents/ca rers
and the community
Col

Pre-Servce Teacher: Athena Taylor

MentorTeacher: Errorl Reference source not found.

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