PROFESSIONAL EXPERIENCE REPORT

Student ID

Pre-service Teacher

Nadeem Yazdani

School

St Ignatius College Junior School

2075890

Year Level

Mentor Teacher(s)

Jeanette Noolan

School Co-ordinator

Glenn Clifford
Lynette Richards

University Liaison
Teaching Days

CONTEXT

5 introductory days + 20 day block:

Coordinator

Dr Barbara Nielsen
25 days

Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.

School

School Context For Student teacher Report

In the Jesuit tradition, Saint Ignatius College School is a catholic co-educational day school
for students from early childhood to Year 12. It consists of three campuses; namely, the
Ignatius Early Years, the Junior School, and the Senior School. The Junior School has an
enrolment of 548 students. The college is a caring community that provides a broad,
stimulating and balanced curriculum. By focussing on academic, spiritual, emotional, social
and physical growth, we aim to contribute to the development of well-rounded individuals
who serve society justly.
The College Junior School strives to develop the scholastic habits and ideals that will guide
our young students for years to come. The curriculum is challenging, contemporary and
child-centred, drawing upon the characteristics of Jesuit education.
The Saint Ignatius College Junior School has a strong emphasis on literacy and numeracy
and on providing a broad and balanced curriculum. We engage specialist teaching in the
areas of: Science, Art, Library, Physical Education, Languages (Chinese Mandarin), Music
and Information Communication Technology. Our focus is on teaching children how to learn
as well on learning itself. Our young students are encouraged to be reflective, creative and
imaginative learners.

Class (including children with special needs)

Largely professional parents, High socio-economic, some ethnic diversity but

English is first language for most.
Audio-processing student, several dyslexic students. Some low level social issues
among boys.
High level of school special events during practicum.

ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Please place an X at the point along each continuum that best represents the development of the pre-service
teacher towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE
Standard 1

Know students and how they learn

XI

.
Novice
Proficient

Standard 2
I

Emerging

Graduate

Know the content and how to teach it

x

.
Novice
Proficient

Emerging

Graduate

PROFESSIONAL PRACTICE
Standard 3

Plan for and implement effective teaching and learning

.
Novice
Proficient

Standard 4

Emerging

Graduate

Create and maintain supportive and safe learning environments

xI

.
Novice
Proficient

Standard 5

Emerging

Graduate

Assess, provide feedback and report on student learning

xI

.
Novice
Proficient

Emerging

Graduate

PROFESSIONAL ENGAGEMENT
Standard 6

Engage in professional learning

xI

.
Novice
Proficient

Standard 7

Emerging

Graduate

Engage professionally with colleagues, parents/carers and the community

xI

.
Novice
Proficient

Emerging

Graduate

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal

Comments from Coordinator of Pre-service Teachers about Nadeem

Throughout his time at the Junior School, Nadeem displayed a preparedness to act
upon his supervising teachers feedback, and to learn as much as possible during
his short time with us. Being his first teaching experience, Nadeem experienced a
very busy school environment which found him participating in two very large school
events. He conducted himself professionally and was always willing to assist
students and staff. He developed a good rapport with the students but will continue
to benefit from exploring and experiencing different classroom management
strategies. His lesson plans were well-prepared and as the time progressed, he
began to refine aspects of those plans to include small but important steps such as
transitions from one activity to another.
Nadeem willingly accepted the opportunity to work with other year levels including
lessons with specialist teachers. He displayed a willingness to take risks with his

own learning which I hope he will continue to do. I would encourage Nadeem to
read widely and critically about pedagogical approaches; to experience different
approaches to teaching in future practicum placements, and to think about the
purpose behind learning tasks that he gives students. Nadeem related well to a
wide cross-section of staff; he experimented with different ideas and displayed a
genuine desire to help students become the best they can be.
I thank Nadeem for his contributions to our school and I wish him all the very best
for his future teaching career.

Name:

Date:

University Liaison

Name:

Date:

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor

Re: (Student name)

Professional Knowledge
Professional Practice

Professional Engagement

Written by:

Date:

NB I experienced difficulty with my text going beyond the text borders in the text box above so
have entered it below.
Sorry for any inconvenience.

Re: (Student name) Nadeem Yazdani

Professional Knowledge
It has been my pleasure to see Nadeem make huge learning gains in his time with my
class. He has moved from being highly dependent on my suggestions and modelling to
being confident, creative and effective in his teaching role. He has learnt to apply and adapt
teaching strategies appropriate to the curriculum content including integrating a Geography
unit on waste and an English unit on persuasive texts. He increasing referred to, and took
account of, research and used it to inform his teaching including careful reflection on
feedback provided. ICTs were used to enhance lesson delivery and student skills
developed. Nadeem had good skills at observing teachable moments and improved his
skills at speaking into these across curriculum.
Professional Practice
Initially he found it difficult to plan long term, however during his professional practice
experience he was able produce and teach a number of very good units of learning across
three different curriculum areas (Maths English and Geography) as well as taking
responsibility for classroom routines and established classroom practises such as Spelling.
His skills at scaffolding student learning was particular evident in his persuasive writing unit.
He was able to source a variety of support materials including relevance clips, worksheets
etc. As a part of his main three units, he produced and used a number of assessment
rubrics and was able to accommodate the special learning needs of some students in the
application of these as a result of the way he differentiated for their learning needs. The big
improvement in organisational skills was reflected in more confident and better delivered
lessons. He participated in two parent, teacher, student interviews and several no-blame
conflict resolution meetings with students. Through these, and other means, he
demonstrated a very really understanding of the importance of student well-being and its
under pinning of learning. Nadeem used a variety of formative and summative assessment
strategies and developed strong skills in giving students individual feedback to improve
their learning. He was explicit to students about task expectations and was able to modify
lessons to cover learning gaps. Both he and I assessed students oral presentations and it
was pleasing to see the detailed notes taken by Nadeem and how compatible our findings

were. His record keeping of student performance developed to the level where I will be able
to use his data when reporting to parents. Above all Nadeem's ability to form positive strong
professional relationships with the children stood out.
Professional Engagement
During Nadeem's placement there were a large number of whole school special events
which provided opportunities to engage with other professionals. He engaged in many
discussion with me about ways to improve his practice as well as the professional
understandings and approaches under pinning learning choices. He was able to discuss
matters confidentially and make ethical decisions. He communicated to parents and
students alike through effective use of the class web page. It was clear that through his
time at our school he developed a very real passion for the teaching profession and I wish
him the very best in his chosen career.
Jeanette Noolan Year 4 teacher and Mentor 18/8/15