Professional Documents
Culture Documents
Professional
Experience
Report
OIADELAIDE
SCHOOL OF
EDUCATION
20t4
lo213s6
Pre-Service Teacher: Emma Kant
Pre-service Teacher enrolled
!erofessional
to
26/9/L4
Experience Placement
Days Absent: 0
Teaching
Days at School
a vusic Education
25
Marryatville is an eastern suburbs co-educational DECD high school with 1250 students enrolled from a very small &
affluent catchment area. 200 students are enrolled in the speciality music school with 100 additional music students
in the main body of the school. 30 students participate in the tennis program & 70 students come from overseas.
The school runs an extensive co-curricula program actively supported by staff, parents & friends. Consequently
students are frequently out of class for extra tuition in various subjects, They are generally diligent in catching up
with missed work.
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alr r ar
Adelaide SA
5OO5
20t4
Class sizes are made up of around 27 students, some of which are lnternational students from a variety of
Asian and European countries. There is a strong degree of parental involvement with high academic expectations
being held. Emma taught a year 9 class of mixed gender and ability who have engaged in a curriculum that builds on
their prior learning. Most have demonstrated a high level of study skills in excess of that accorded to this year level
by ACARA. Many have displayed a high level of confidence, social skills and interdependency with group work. The
class contained many of the specialist music students, meaning that they were often having to leave for music
lessons and commitments. ln addition to this, Emma taught a year 1L class, also of mixed gender and ability.
CLASSROOM PRACTICE.
Satisfactory
Unsatisfactory
L.1
1.2
L.3
1.4
1.5
1.6
Emma provided a range of activities each lesson designed to suit all learning
styles and consolidate material covered in a manner that allowed students to
have ownership of their understanding. she combined explicit teaching with
class discussion, use of questioning, short research tasks using the internet,
written worksheets, videos and group activities. when introducing the topc
of law, Emma engaged students in a class discussion about the legal aspects of
their school environment and followed this by directing them to a website
that explained a range of laws relevant to their age with accompanying case
studies. students shared laws of interest to them with the rest of the class.
This gave students a basis relevant to their own lives, thus catering for
diversity, and generating class interest in the topic. when teaching about the
law, Emma encouraged students to work in groups to demonstrate their
understanding of the need for laws in society. To scaffold students, she
provided a range of sentence starters. Each group was given the opportunity
to share and explain their responses which promoted discussion and allowed
exploration of a range of perspectives. At the start of each lesson, Emma
would pose a topic or question to the students about an aspect of the legal
system or laws which fostered student engagement. At the end of the lesson,
Emma would give the students a short time to write a written response to the
question which she would collect and discuss in future lessons. This
demonstrated to the students that Emma valued their opinions. At all times
Emma displayed empathic and caring behaviour towards students whilst
maintaining the professional distance necessary to gain their trust and
respect. Emma was quick to identify students who needed extra support or
modified tasks. she adjusted assessment pieces to suit the needs of ESL
students and spent extra time clearly explaining the requirements of the
Research Project to those students who were struggling. Emna' dTd not
encounter any students of Aboriginal or Torres strait lslander origin or any
students with disabilities.
I
pd z or s
Satisfactory
[l
Unsatisfactory
of
reporting.
2.4
to
lia ns.
PLANNING AND
PREPARATTON.
Satisfactory
Unsatisfactory
3.1
3.2
programs
3.3 Use teachi ng strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
Evaluate and improve teaching
37
progra ms
Engage parents/carers in the
educative process
After consultation with me, Emma familiarised herself with all syllabus criteria
and resources in the Humanities office and school library. prior to beginning
her practicum, Emma had prepared a unit plan that was extensively
researched and incorporated lessons that allowed students to build on and
consolidate their understanding of the topic through activities and
assessments that catered to a diverse range of learning styles, backgrounds
and interests. Demonstrating a multi-modal approach, Emma successfully
delivered lessons that contained a variety of forms of communication to cater
to different learning styles. when introducing new concepts, Emma used
activities that elicited prior knowledge from the students. Emma was
were enrolled in the specialist music programme and had to leave class for
lessons and commitments. Emma was able to be flexible in her teaching
of
these students and always ensured that they were informed of any work
missed.
..,.
Page 3 of 9
2014
TEARNING ENVIRONMENT
Unsatisfactory
Emma has displayed highly effective behavioural management skills. She set
clear expectations at the outset of her practicum and was consistent with
ensuring that the students met these expectatons. For example, Emma would
confiscate any moble phones that were visible during lessons and used
proximity, eye contact, silent pauses and individual reminders to keep
students quiet and focused during times of explicit teaching. ln both classes
Emma displayed interest in the students and used humour and discussions
about their lives to connect with them. All students responded positively to
Emma and it was evident that they both liked and respected her. Emma
participated in a fire drill, during which she acted in accordance with school
policy and was efficient in her management of students as they left the
classroom.
'Page4o19
20t4
ASSESSMENT AND
REPORTING.
Satisfactory
Unsatisfactory
The assessment tasks constructed by Emma were vared, student directed and
conducive to critical thinking. For example, when coverng legal scenarios with
54 lnterpret
being broken and the resultant process for the perpetrator. Students gave a
written summary of the scenaro and roles of various officials then reflected
on the social context and accuracy of the process in relation to the Australian
Judiciary system, which had been explicitly taught during lessons. Emma
provided each individual student with detailed feedback which advised them
on areas for improvement in their work. She also included questons that
encouraged students to extend their ideas about the concepts they discussed
and utilise critical thinking skills. Other tasks included an analysis of crime
statistics in their local area and Australia as a whole and a final summative
assessment that required students to research a particular law and present an
argument about its effectiveness within society. Emma was meticulous in her
recording of marks and made sure to chase up any students who had missed
or not submitted work. ln the Research Project class, Emma conducted a
5.1-
Assess
5.2
student data
the year 9 Humanities class, Emma set students a homework task that
required them to watch a W show, news report or movie that involved a law
comprehensive progress check and made detailed notes about each student's
work. During her discussions with students, Emma provided direction and
advice on how each individual student should progress with their research.
Page 5 of 9
Satisfactory
Unsatisfactory
with staff, She sought advice from a range of teachers and incorporated this
advice into her planning during her practicum. She also shared ideas which
some staff members have found beneficial to their teaching practice. Emma has
readily engaged with staff from allyear levels in professional and social
conversations. During staff and faculty meetings, she liaised with many staff
members and actively contributed to discussions. ln addition to this, Emma
attended a whole staff Training and Development day as well as some small
group ITC development sessions. Once again, Emma was a willing participant in
these sessions and shared a number of lT based resources which the staff found
valuable in their ITC skills develooment.
73
74
Overall Evaluation.
Unsatisfactory
ln her unit of work on law, Emma drew on the community to bring in two guest
speakers from the police force. The students found this enjoyable and
informative and were able to pose questions relating to areas of the law of
interest and relevance to them. Emma was always punctual during her
practicum. She complied with all administrative procedures and took on duty of
care responsibility by carrying out yard duty three times a week and running a
home group each morning. There was no opportunity for Emma to make
contact with parents.
Outstanding
Overall, Emma has demonstrated outstanding commitment and professional teaching skills. A particular strength of
Emma's is her ability to engage students in activities that generate engagement and engender critical thinking. Emma
is highly organised, efficient and knowledgeable in her teaching areas. She will be a valuable asset to any school and
is competent at teaching the middle and senior years. Emma is willing to learn and is not afraid to be critical of her
teaching performance and adjust her planning to improve student outcomes. She conducts herself in a professional
yet friendly manner, developing productive and positive relationships with staff and students in the school.
Page 6 of 9
20t4
Signed:
Date:
sing Teacher
Please enter
Signed:
illi
Date:
Site Cci-ordinator/Principal
rilt:/
tt
Staff at the University of Adelaide's School of Education greatly value your opinion and apprecate the time and
effort you have put into supervising our pre-seruce teachers.
you
Keightley
Thank
Jan
Head of School
Signed:
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Certification Stamp
Page 7 of 9
THE UNIVERSITY
20t4
scHooL oF
,/ADEtAIDE
EDUCATION
Evaluation Rubric
they should give the rating that they think best reflects the pre-servce teacher's standard and provide supportive evidence in their qualitative feedback.
Rating
Short
Description
U = Unsatisfactory
A = Acceotable
Performance below an
acceptable standard for this
stage.
G=
Performance at a minimal
standard for this stage.
APST 1
Classroom Practce
they learn
Scant/erroneous knowledge
of content and curricula.
APST 2
to teach it
Planning and preparation
APST 3
t-l
Minimal evidence of
planning and preparation
for teaching.
O = Outstandine
VG = Very Good
Good
A sound performance at
this stage.
Performance at a standard
above that which could be
expected at this stage.
willingness to engage
positively with the needs of
individual students and with
the school as a place of
learning.
learning.
l-l
[]
understanding of curricular
knowledge of content;
imaginative application of
Knowledge of content
beyond currcula and
willingness to assst
needs.
curricu la.
colleagues.
Sound knowledge of
content; clear
ft
tt
Planning and/ or preparation
for teaching that extends
beyond the student's own
class.
[l
An exemplary performance
tr
_lgarning.
Page 8 of 9
I E THE Ul|V_ERSITY
g,/ADELAI DE
Bi3,I3, I
2014
Rating
Short
Description
U = Unsatisfactorv
A = Acceotable
Performance below an
acceptable standard for this
stage.
Classroom Management
and Discipline
APST
Poor/unethical classroom
management skills.
G=
Performance at a minimal
standard for this stage.
O = Outstandins
VG = Verv Good
Good
A sound performance at
this stage.
Performance at a standard
above that which could be
expected at this stage.
Effective classroom
management skills.
Some evidence of
competent assessment.
Limited/ late feedback.
Little dfferentiation in
assessment processes.
Confident leadership in
classroom management
Confident classroom
management skills.
Some classroom
An exemplary performance
skills.
APST 5
Assess, provide feedback
understand student
achievement and the
effectiveness of teach ing.
differentiation in
assessment processes.
Leadership in assessment
practices indicating
refl ective teaching practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. nnovation in
I
tt
Professional Relationships
APST 6 Engage
with
il
x
Exemplary commitment to
the school, professional
colleagues and
students.
Professional Learning
APST 7 Engage
professionally with
Colleagues, parents/carers
and the communitv
assessment processes.
tr
tr
Page 9 of 9