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THE UNIVERSITY

Professional
Experience
Report

OIADELAIDE

SCHOOL OF
EDUCATION

20I4
\oqab68
Pre-Service Teacher lD: Enter lD (if known)

Pre-Service Teacher: Liam Sloan

Pre-service Teacher enrolled

in:

Placement: From 1-210512014

Grad. Diploma Education

to t3lO6/20I4

zero
Professional Experience placement

School: Henley High School

EI

Teaching

B Music Education

Days Absent: if there were no days absent, please enter

Days at School: 25

Professional Experience placement

2n

Mentor Teacher: Greg Pascoe / Bonnie Churchett

emal contact: greg. pascoe@hen leyhs.sa,ed

Site Co-ordinator: Anthony Van Ruiten

emacontact:
Anthony,va n ruiten

u. a u

University Liaison: Chad Sean Habel

hen leyhs.sa,edu. au

Subject Taught: ICT/HASS/PLP

Year Level(s) Taught: 8/9lLO/LI

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

Henley High School is an lnternotonolly Accredited (ClS), DECD School situoted in the Western Suburbs of Adeloide. The school has o
population of opproximately 7300 students from diverse bockgrounds (including over 70 internotionl students) and with diverse nterests.
The school attracts students rom o wide ronge of primory schools os opplcotons for enrolment grow from students who ore not n the
Henley HS zone. Henley olso hos o regionol Speciol Education Unt on site cotering for 32 students with disobilites. Henley HS hos o speciol
entry Speciolist Sports Progrom offering 77 sports for students with proven, high level oblities. The school offers o comprehensive
eductional program to cater for students who hove diverse osprotions including tertiory pothwoys, pothwoys to opprentceships and other
skilled employment. Henley hos hod extensive upgrodes o ts qcilites which include purpose built Middle School areos, Trode Troining
Centre, commerciol kitchen, Visual nd Performing Arts Centre and senior study centre, The school is committed to o future utilising current
reseorch for our plonning ond use of productive leorning spoces and technology to enhnce student leorning ond this has been reflected in
the design of the middle ond senior schools ond the 1:7 loptop progrom which is supports by robust infrostructure, technicol support ond
te o ch

rofe ssion

I d evel o p me nt.

Teaching/Learnng Context (eg: year levels, class sizes etc)

- 24 students, L4 boys, L0 girls, 9 EALD students, 1 NEP student, the class gets very distracted very easily
and struggle to stay on task
Yr 9 HASS - 26 students, 12 girls and 14 boys, 8 EALD students. This class is extremely derse with the highly
motivated at one end and the disengaged at the other.
Yr 10 ICT- 20 students, 19 boys, 1girl, 1 EALD student, the class has some very motivated students but also has
some students that are disengaged and struggle to be motivated
VET lT- 18 students, 5 external students from Seaton High, 2 EALD students, students in this class are completing
a Certificate ll in lT, most are motivated with a few that struggle

Yr 8 PLP

An editable copy of this report can be downloaded at:

Template: Editable Online (DOCX) Click Here
alternatively a blank copy for handwritten reports can be obtained at:
Template: Printable (PDF) Click Here
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of Adelaide
or email a scanned/sisned copv to educati

I E THE UNIVERSITY
g,/ADELAI DE
Bi3is,I I

Professional Experence Report

CLASSROOM PRACTICE.

Satisfactory M

Unsatisfactory

APST: 1 - Know the students and how they learn

71 Physical, social and intellectual

L2
13

L4

1.6

development and characteristics of

students.
Understand how students learn.
Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
Strateges for teaching Aboriginal and
Torres Strait lslander students.
Differentiate teaching to meet the
specific learning needs across the full
range of abilities.
Strateges to support full participation
of students with disa

Liam made a concerted effort to make sure that he learnt names of all students

to understand the differnet individual needs of all students. Liam worked

with students in a range of actvities in different situations. His ability to adapt
to the learning needs of the cohort meant that students were able to engage in
their own individual way with their work.
and

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

Unsatisfactory

APST:2 - Know the content and how to teach it

Content and teaching strategies of
the teaching area.
22 Content selection and organisation.
23 Curriculum, assessment and
reporting.
24 Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconci liation between
lndigenous and non-l ndigenous

2.1

Liam showed a good understanding of both the VET competences and also the
Australian Curriculum. Liam has produced units on Social Media and
Programming as well as a unit on Making a Nation for Year 9 History. He has
incorporated ICT technologies into all of his lessons, making them as nterestng

and relatable to students as possible. Liam has shown great depth and
knowledge in his subjects taught and has shown great enthusiasm in teaching
these subjects.

Austra lia ns.

2.5
2.6

Literacy and numeracy strategies

lnformation and Communication
T

PLANNING AND

PREPARATION.

Satisfactory Ef

Unsatisfactory

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

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

Liam was always prepared for lesson with in-depth lesson plans and a clear
understanding of what he was trying to achieve with his lessons. Liam used a
range of resources to engage the students and continuously checked all new
ideas and technologies with mentor teachers frist before using them in the
classroom. Liam was always conscious about differentiating his teaching to

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Pre-Servce Teacher: Errorl Reference source not found.

Mentor Teacher: Greg Pascoe / Bonnle Churchett

PaBe 2

of

Professlonal Experience Report

scHooloF
EDUcATToN

LEARNING ENVIRONMENT

I E rHE UNIVERS|TY
I .\E|/,/ADELAI DE
I lt

MANAGEMENT AND DISCIPLINE.

Satisfactory EI

Unsatisfactory

fl

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

4,t

Support student pa rticpation

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

ASSESSMENT AND

Liam showed that he has good classroom management strategies and is willing
to take on any advice to help him improve in these areas. He is fully aware that
this area of his teaching needs to be developed but he is very eager to take on
feedback and try different strategies. Liam successfully managed difficult
behaviours when challenged in the classroom and sought help where needed
or when unsure.

REPORTING.

Satisfactory

Unsatisfactory

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

51 Assess student learning

52 Provide feedback to students

and

their learning

53 Make consistent and comparable

judgements

54 lnterpret student data

55 Report on student achievement

Throughout his placement, Liam has continually provided students with

feedback both through oral and wrtten communication. He has marked several
pieces of work and has provided a variety of assessment tasks for students to
complete. Liam has had limited opportunity to assess student work but is open
to having to complete assessments for all of his classes in his next practicum.

PROFESSIONAI QUALITIES, PROFESSIONAL RETATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

Satisfactory
APST: 6 - Engage

6I

Unsatisfactory

with Professional Learning

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

Liam developed positve relationships wth his colleagues both in the office and
with the rest of the staff at the school. Liam has had positive communication
between staff about curriculum writing and about strategies to help with
behaviour management in the classroom. Liam has been in constant dialogue
with staff in the office about improving his practicein the.cJassroqm".?-qd"
developing ways in which to install these into his own(EhTiilfipttlce.

Pre-Servce Teacher: Errorl Reference source not found,

Mentor Teacher: Greg Pascoe / Bonnle Churchett

Page 3 of 6

THE UNIVERSITY

Professional Experlence Report

scHooL oF

,/ADELAIDE

EDUCATION

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

Satisfactory
7.1,

Meet professional ethics a nd

responsibilities
7.2 Com ply with legislative,
administrative and organisational
requrements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching
networks and broader communites

Unsatisfactory

Liam showed great professionalism during his teaching prac and has developed
solid relationships with staff and students. Lam has shown that he can engage

with other staff memebers on a professional level and have professional

dialogue with them. He has had limited opportunites to engage with parents
and caregivers but he understands that it is a requirement on his prac to
complete this.

Overall Evaluation.

Very Good

Liam has shown a true passion for teaching and endeavours to excel at everything that he does. He has developed
strong relationships with colleagues in the workplace and is always striving to improve his teaching methodologies.
Liam needs to continue to work on his behaviour management techniques to ensure he provides students a safe and
positive learning environment. Liam's continual willingness to improve his teaching practices is exceptional as he
continually seeks feedback and reflects on his performances.

Signed:

Classroom/Supervising Teacher

Date:

Signed:

Site Co-ordinator/Principa

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
Jan Keightley
Head of School
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Signed:
For the Univer:sity of Adelaide
Pre-Service Teacher: Errorl Reference source not found,
Mentor Teacher: Greg Pascoe / Bonnle Churchett

Certification Stamp

Page 4 of 6

Professional Experence Report

2014

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

Ratng

Short
Description

U=

Unsatisfactorv

Performance below an
acceptable standard for this
stage.

Classroom Practice
APST 1

Know the students and how

they learn

Little willingness to engage

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

A = Acceptable

G = Good

VG = Very Good

Performance at a minimal
standard for this stage.

A sound performance at
ths stage.

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

Some willingness to engage

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

Clear evidence of initiative

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

Knowledge of Content and

curricula

Scant/erroneous knowledge
of content and curricula.

APST 2

Know the content and how

to teach it
Planning and preparation

Knowledge of most content,

but several gaps: able to

Sound knowledge of
content; clear

meet curricular
requirements.

Little evidence of planning

or preparation for teaching.

APST 3

willingness to assst

needs.

curricu la.

colleagues.

!
and preparation for
teaching.

Pre-Service Teacher: Error! Reference source not found.

Mentor Teacher: Greg Pascoe / Bonne Churchett

Planning andl or preparation

for teaching that extends
beyond the student's own

Planning and/or preparaton

for teaching extending

class.

Plan for and implement

effective teaching and

learning

Knowledge of content
beyond curricula and

understanding of curricular

Clear evidence of planning

Minimal evidence of
planning and preparation
for teaching.

Strong and self-reliant

knowledge of content;
imaginative application of

stage.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

the school as a place of

learning.

tr

Strong initiative and

willingness to engage
positively with the needs of
individual students and with

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

beyond the student's class

and year levels, or with a
creative aspect that insPires
learning.

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Professional Experience Report

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Rating

U=

Short
Description

A = Acceptable

Unsatisfactory

Performance below an
acceptable standard for this

Performance at a minimal
standard for this stage.

stage.
Classroom Management

and Discipline

G=

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

well above a standard that

could be expected at this
stage.

skills.

potential to develop.
APST

An exemplary performance

Confdent leadership in
classroom management

Confident classroom
management skills.

Effective classroom
management skills.

Some classroom
management skills, with

Poor/unethical classroom
management skills.

A sound performance at
ths stage.

I lt

O = Outstandins

VG = Very Good

Good

IHE_UNIVEEITY

| -@/,/ADELAIDE

Create and maintain

supportive and safe learning

environments

Assessment and Feedback

Little evidence of the use of

assessment as a tool to

Some evidence of
competent assessment.

APST 5

understand student
achievement and the
effectiveness of teaching.

Li

Assess, provide feedback

and report on student

learning

mited/ late feedback.

Lttle differentiation in
assessment processes.

n
Competent and considered
assessment. Useful and
timely feedback. Evidence of
differentiation in
assessment processes.

cient and reflective

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

assessment processes.

n
Leadership in assessment
practices indicating

reflective teaching practice.

Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. lnnovation in
assessment processes.

Professional Relationships
APST 6 Engage

with

Little/no commitment to the

Minimal commitment to the

school, professional
colleagues and students.

school, professional
colleagues and students.

tr
Sound commitment to the
school, professional
colleagues and students.

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

Exemplary commitment to

the school, professional

colleagues and

students.

Professional Learning
APST 7 Engage

professionally with
Colleagues, pa rents/carers
and the communitv

Pre-service Teacher: Error! Reference source not found.

Mentor Teacher: Greg Pascoe / Bonnie Churchett

u'rry

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