THE UNIVERSITY

Professional
Experience
Report

OIADELAIDE

SCHOOL OF
EDUCATION

20L4

/o?2
Pre-Service Teacher: Liam Sloan
Pre-service Teacher enrolled in:

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

Crad Diploma in Education

teaching

B Music

Education

Placement: From 25108/I4

to

26109/74

Days at School: 25

Days Absent: 0

Professional Experience Placement L

School: Henley High School

flerofessional Experience Placement

Mentor Teacher: Greg Pascoe

email contact: greg. pascoe@ henleyhs.sa.ed

Site Co-ordinator: Anthony Van Ruiten

u. au

University Liaison: Chad Habel

emailcontact:
Anthony.van ruiten @henleyhs.sa,edu.au
Subject Taught: ICT/HASS

Year Level(s) Taught:

9,IO,It

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

Henley High School is on lnternotonolly Accredited (ClS), DECD School situoted in the Western Suburbs of Adeloide, The school has
population of opproximately 7300 students from diverse bockgrounds (including over 70 nternotionol students) ond with diverse nterests.
The school ottrcts students from q wde ronge of primary schools os opplicotions for enrolment grow from students who ore not in the
Henley HS zone. Henley also has o regionol Speciol Educotion lJnit on site cotering for 32 students wth dsobltes. Henley HS has o speciol
entry Speciolist Sports Program offering 77 sports for students with proven, high level abilities. The school offers o comprehensive
educotionol progrqm to coter lor students who hove diverse aspirotions including tertiory pothways, pothwys to opprentceships and other
skilled employment. Henley hos hod extensive upgrades o its focilties which include purpose built Middle School areas, Trode Troining
Centre, commerciol kitchen, Visual ond Perormng Arts Centre ond senior study centre. The school is committed to o future utilising current
reseorch for our plnning ond use of productive leorning spoces and technology to enhonce student learning ond this has been reflected in
the design of the middle and senior schools and the 7:1 loptop progrom which is supports by robust infrostructure, technicol support and
teoch e r profession ol development.

An editable copy of this report can be downloaded at:

lf you use a Mac computer, please download the Mac friendly version of the report at:
alternatively a blank copy for handwritten reports can be obtained at:
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of

or email a scanned/siened copv to education.oracticum@adela

Adelaide SA 5005

Professional Experience Report

20L4

Teachig/Learning Context (eg: year levels, class sizes etc)

- 26 students, 12 girls and 14 boys. This class contains a number of EALD students. We are lucky to have
support for some of these students to ensure they are able to succeed in their learning. This class has a
number of highly motivated students that are self-driven to achieve while also having a number of students that
need pushing and constant monitoring to ensure they complete set work, There are also quite a few behavioural
issues that restrct student learning.
Yr L0 ICT- 22 students, 18 boys, 4 girls, 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- L5 students,4externalstudentsfrom Seaton High and Woodville High,2 EALD students, students in this
class are completing a Certificate ll in lT, most are motivated with a few that struggle

Yr 9 HASS
SSO

CLASSROOM PRACTICE.

Satisfactory

f]

Unsatisfactory

APST: 1 - Know the students and how they learn

IT

Physical, social and intellectual

development and characteristics of
students.
L2 Understand how students learn.
13 Students with diverse linguistic,
cultural, religious and socioeconomic

Liam has continued through this practicum to build stronger relationships with
the students that he taught in his first practicum as well as building new

backgrou nds.
L,4 Strategies for teaching Aboriginal and

succeed in his classroom. Liam has also participated in lessons in the Supported
Learning Centre, gaining knowledge and understanding for teaching students

Torres Strait lslander students.

15 Differentiate teaching to meet the

relationships with students he has met for the first time during this period. Liam

has taken into account all diversities within the classroom and also
differentiated his teaching to ensure that all students have the chance to

with disabilities.

specific learning needs across the full

range of ablities.
L6 Strategies to support full participation
of students with disabil

KNOWLEDGE OF SUBJECT AND RELEVANT

CURRICUtA.

satisfactory

Unsatisfactory

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

2L contentandteachingstrategiesof

lLiam has a very strong knowledge base in both

ICT and Geography. His

pics within these areas were clearly visible with the
22
anied his teaching methodology. Liam continually used
23
tive tools to provide students with the opportunity to
24
ns as much as possible. He prepared units on Digital
andTorresstraitlslanderpeopleto I Media, Hardware and Software and also Changing a Nation while keeping in
promote reconciliation b"t:^:::
I mind assessing against both the VET competencies and the Australian
lndigenous and non-l ndigenous
Curriculum. Liam also completed end of term school reports'fo-rbotNeTclasses

-*',i
tt i.",
|
lt.\Li,
_:.. I I .,
-\i-1.t..':j:.:'"

.r ?..,.i.y
i.rl.
.\/t

Tf'll-- Uii'rrl: fiilT'. Ctr

AC,i.l.- ii-],,t
Pre-Service Teacher: Liam Sloan
Mentor Teacher: Greg Pascoe

Page 2 of 7

Professional Experience Report

2014

PLANNING AND

PREPARATION.

Satisfactory

Unsatisfactory

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

3.1
3.2

Establish challenging lea rning goals

Plan, structure and sequence learning

programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom

communication
Evaluate and improve teaching
programs
3.7 Engage parents/carers in the
educative process

3.6

LEARNING ENVIRONMENT

Liam has ensured that throughout his practicum that he has kept in close
contact with both mentor teachers thorugh email and peronal meeting tmes
to ensure that he is on track to deliver interactive and informative lessons. He
completed detailed lesson plans for every lesson with a few clear objectives to
achieve by the end of every lesson. Liam provded sequential lessons to lead
towards assingments for students to complete at the end of the unit, providing
them with all of the relevant formative information to do this successfully. Liam
provided interactive lessons for students to engage in , including using a series
of interactive games for students to play to consolidate their learning in relation
to the flow of data through a computer. Liam has provided clear feedback to all
students that he has taught as well as providing written feedback to parents
about their child's progress.

MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

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

pport student pa rtici pation
Manage classroom actvites
Manage challenging behaviour
4.4 Maintain student safety
4.5 Use ICT safely, responsibly and
ethically

4,L
4.2
4.3

Su

Liam provided and maintained a safe learning environment for all students that

he taught. He ensured that all students had a clear understanding of his

expectations in the classroom. Although Liam has not mastered the art of
behaviour management, he has improved from his last practical which is
encouraging. He has sought out advice from teachers on how to improve his
behaviour management in the classroom as well as trying different techniques
to find a system that works best for him. Liam has built relationships with most
students that he has taught during this practicum. He has engaged with the
schools Student Behaviour Management policy and has implemented
consequnces for students when they have not adhered to his classroom
expectations.

ASSESSMENT AND

REPORTING.

Satisfactory

Unsatisfactory

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

5.1 Assess student learning
5.2 Provide feedback to students and

their learning
Make consistent and comparable
judgements
5.4 lnterpret student data
5.5 Report on student achievement

5.3

Liam has developed a range of assessment strategies including oral

presentations, tests and large assignments. He has produced very clear and
concise instructions for students to use as a point of reference when
completing tasks. Liam has graded all work in a reasonable time period and
provided relevant feedback to all students about all aspects of their work. He
has maintained excel spreadsheets with grades for all of his students which are
easily understood for any teacher reading them as well._as bei.ng easily
transferred to the school's reporting system. Liam has continued to rflect on
his own teaching methods and assessment types. He hn able to ilV'tfrs
feedback to his tasks to improve them for the next time he ses tem' 4

,:

[,
Pre-Service Teacher: Liam Sloan
Mentor Teacher: Greg Pascoe

". : ._/
f i.ll.: llil\ ' t;r'P;Pe'l'efr
|

,,1

''ll

'

Professional Experence Report

2014

PROFESSIONAL qUALITIES, PROFESSIONAL RETATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

Satisfactory
APST: 6 - Engage
6.1

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
Apply professional learning and
improve student learning

Liam has shown great commitment and enthusiasm for his teaching. He has
been punctual to work each day as well as making sure he gets to class as
prompt as possble. He has a true passion to learn as well as sharing his own

knowledge with both staffand students. Liam has continued to develop

relationships with students, made himself available outside of school hours for
students to communicate with him, giving them the best opportunity for
success. Liam has been involved in staff meetngs and curriculum meetings as
well as takng part in Training and Development during Student Free Days. He
also has been a part of a coaching squad for after school sport as well as team
teaching Golf as part of the Specialist Sport Program at Henley. Liam has taken
on all feedback which has been given to him and has been more than willing to
discuss his progress as well as modifying his teaching methodologies to
accompanv this feedback

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

Satisfactory

7.L Meet professional

ethics and

respo nsibilities

7.2
7.3
7.4

Comply with legislative,

administrative and organisational
requirements
Engage with the parents/carers
Engage with professional teaching
networks and broader communities

Unsatisfactory

Liam attended staff and faculty meetings as well as involving himself in ICT
commttee meetings. He maintained a professional relationship with both staff
and students throughout his placement.
Liam has engaged with parents via email and phonecalls as well as being
involved in parent meetings and PLP Round Table assessments.

Overall Evaluation.

Very good

Liam has been a valued member of the school community whilst on his prac at Henley High School. He has involved
himself as much as possible to get a true understanding of the teaching profession. Hls planning and content
knoweldge has been excellent as well as engaging the students with interactive activites on multiple occassions. His
behaviour management techniques are still developing however he has shown improvement in this practicum from
his last. Liam is always accepting of feedback and is always seeking improvement strategies that he can implement.

Tl-i Lti{iVHi:ijjil y
.Af
Pre-Service Teacher: Liam Sloan
MentorTeacher: Greg Pascoe

IL,1ln'-

nir

Page 4 of 7

Professional Experlence Report

20t4

16hO/L4

Signed:

Date:

Classroom/Su pe rvising Teache r

76/tlL4
Signed:

Date:
Site Co-ordin

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-seruice teachers.
" -;.
Thank
, t;,
'"*":..,"1 ; ..,
Jan
":!

you
Keightley
Head of School

'

1'''

'

:.

i..'
' :'i*'^**

Signed:

Pre-Service Teacher: Liam Sloan

MentorTeacher: Greg Pascoe

Page 5 of 7

Professional Experence Report

2014

:BiB_iBr

| @#t{t

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

Rating

Short
Description

U=

A = Acceptable

Unsatisfactory

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.

TI
Knowledge of Content and
curricula
APS 2
Know the content and how

to teach it
Planning and preparation

Scant/erroneous knowledge
of content and curricula.

it

Little evidence of planning

or preparation for teaching.

APST 3

G=

Performance at a minimal
standard for this stage.
Some willingness to engage
with the needs of indvidual
students and with the
school as a place of learning.

A sound performance at

this stage.

tl

Minimal evidence of
planning and preparation
for teaching.

Strong initiative and

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

learning.

learning.

Strong and self-reliant

Sound knowledge of
content; clear

understanding of curricular
needs.

Planning and/ or preparation

for teaching that extends

beyond the student's own
class.

effective teaching and

learning

t-l

Mentor Teacher: Greg Pascoe

knowledge of content;
imaginative application of
curricula.

t-t
Clear evidence of planning
and preparation for
teaching.

An exemplary performance

well above a standard that

could be expected at this
stage.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

Plan for and implement

Pre-Servce Teacher: Liam Sloan

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

Clear evidence of initiative

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

f-|
Knowledge of most content,
but several gaps: able to
meet curricular
requirements.

O = Outstandins

VG = Verv Good

Good

l-l
Knowledge of content
beyond curricula and

willingness to assist
colleagues.

Plannng and/or preparatton

for teaching extending
beyond the student's class
and year levels, or with a
inres
tthat
.a '
- .

,,. X

'-!.--

j
Page 6 o 7

THE UNIVERSITY

Professonal Experence Report

20t4

U = Unsatisfactory

Rating
Short
Description

Performance below an
acceptable standard for this
stage.

Classroom Management

and Discipline
APST

,/ADELAIDE

SCHOOL OF
EOUCATION

Poor/unethica I classroom
management skills.

y6

A = Acceptable

G = Good

Performance at a minimal
standard for this stage.

A sound performance at
this stage.

O = Outstanding

= Vgry Good

An exemplary performance
well above a standard that
could be expected at this
stase.
Confident leadership in
classroom management

Performance at a standard
above that which could be
expected at this stage.
Confident classroom
management skills.

Some classroom
management skills, with
potential to develoP.

Effective classroom
management skills.

Some evidence of
competent assessment.
Limited/ late feedback.
Little differentiation in
assessment processes.

Competent and considered

assessment. Useful and
timely feedback. Evidence of

skills.

Create and maintain

supportive and safe learning

[]

environments
Assessment and Feedback

Little evidence of the use of

assessment as a tool to

APST 5

Assess, provide feedback

and report on student

learning

understand student
achievement and the
effectiveness of teaching.

differentiation in
assessment processes.

APST 6 Engage

with

Timely feedback linked to

strengths a nd weaknesses
of individual school
students, associated beYond
the class to the year
level/cohort. lnnovation in

assessment processes.

l-l
Professional Relationships

Leadership in assessment
practces indicating
refl ective teaching practice.

Proficient and reflective

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

Little/no commtment to the

school, professional
colleagues and students.

Minimal commtment to the

school, professional
colleagues and students.

Sound commitment to the

school, professional
colleagues and students.

assessment processes.

l-l
Exemplary commitment to

Strong commitment to the

school, professional
colleagues and students.

the school, professional

colleagues and

students.

Professional Learning

:.r

APST 7 Engage

professionally with
Colleagues, parents/carers
and the communitv

tr

Pre-Servce Teacher: Liam Sloan

MentorTeacher: Greg

Pascoe

l:-'

I ,:lu

s.,j,.lrjt,-iji-

' "l:

PageT

ot7