E

Professional
I

EXperence

SCHOOL OF
EDUCATION

Report
20L5

THE UNIVERSITY

'ADELAIDE

Pre-Service Teacher: Emma Perry

Pre-service Teacher enrolled in:

Placement: From 11--5-15

Ierofessional

to

[l

rad Diploma in Education

12-6-15

Days Absent: 0

Experience Placement 1

e Teaching

Days at School: 24

nprofessional Experience Placement

School: Roma Mitchell Secondary College

e Music Education

Mentor Teacher: Shannon Barrett

email contact:

Site Co-ordinator: Patricia Greaves

sh a n n on. ba

rrett@ rm sc.a.ed u.a u

University Liaison: Lenore Barritt

email contact: patricia.greaves@ rmsc.sa.edu.au

Subject Taught: English, Pastoral Care

Year Level(s) Taught:

1-0

and 11

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

Our school has a category 2 index of disadvantage with L,274 students attending our school.
This student population is diverse. A total of L3o/o of students are identified as Students with Disabilities (170
students). This includes the students within the Special Education Campus [7lJ, Special Classes (22) and
mainstream classes within the Girls' Education and Co-Education Campuses (77 students - 60/o). The two
Special Classes are located on site with one in the Girls' Education Campus and one in the Co-Education
Campus. A LINK program has been established where 3 students with a physical disability access the
curriculum within the Co-Education Campus. LINK students attend RMSC but are enrolled with Adelaide West
Education Centre. Approximately B% of students are Aboriginal and Torres Strait Islanders [97 students), 36%
of students have English as an additional language or dialect (459),2o/o (27) are under the guardianship of the
minister, 7o/o (230) have been identified as Gifted and Talente d and 40o/o of students are eligible for School
Card.

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

Emma taught a Year 1-0 English class comprised of twenty-three students (fifteen males, eight females). Twelve of
these students spoke English as an Additional Language or Dialect (EALD), three identified as Aboriginal or Torrens
Strait lslander (ATSI) students and two had Negotiated Education Plans (NEPs). Overallthe literacy levelof these
students were below the standard expected of Year 10 students.
Emma also taught a Year 1-1 English class comprised of twenty-seven students (nineteen males, eight females). Six of
these students spoke English as an Addiitonal Language or Dialect. One, as a result of Cerebal Palsy, was confined to
a wheelchair and had a support worker present with her every lesson. Twenty-one of the students were part of the
Gifted and Talented program the year prior and had been part of the same English class with the mq$ol,teaclgl:

EmmaalsoworkedwithaYear1].Girls,CareGroup,comprisedoftwenty-sevengirls.
Once the report

s complete, please sign it and send it through to

Professional Experience Office, School of Education, University of Adelaide, South Australia 5005
Alternativelv, please scan and email a cov to: education.oracticum
University of Adelaide School of Educoton IJSE ONLY:

Student id numr, ,
Result

...........1.

enteredr E

i
TRIM'd:

tr

Copy emailed to

student:

l1-

(date)

Professional Experience Report

20ts

CLASSROOM PRACTICE.

Satisfactory

fi

Unsatisfactory

APST: 1 - Know the students and how they learn

Physical, social and intellectual
development and characteristics of
students.
7.2 Understand how students learn.
1.3 Students with diverse linguistic,
cultural, religious and socioeconomic
1.1

14

backgrou nds.
Strategies for teaching Aboriginal and

Torres Strait lslander students.

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.

1.5

Emma provided a clear explanation of her thought process and how she would
help students learn. She implemented her plans successfully and was able to
respond intuitively to students when working with students 1:1 within the
classroom. Emma also assessed regularly, providing wrtten feedback on draft
work and explainng it verbally as necessary. She also provided feedback to
classes as a whole, teaching them explicitly aspects of grammar that particular
groups needed to learn about. Emma also worked wellwhen delivering
feedback to students with disabilities, and communicated with our Aboriginal
Education team to help support ATSI students.
The learning environment was safe, challenging and supportive, as well as

positive.
On top of her class work, Emma also attended faculty meetings, staff meetings

and year level meetings as required.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA. satisfactory

Unsatisfactory

fl

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

Content and teaching strategies of
the teaching area.
2.2 Content selection and organisation.
2.3 Curriculum, assessment and
reporting.
2.4 Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconciliation between
lndigenous and non-lndigenous
2.7

Australia ns.

25 Lteracy and numeracy strategies

26 lnformation and Communication
Technology.

Emma's knowledge within the English area is strong enough to teach the middle
years. Whilst SACE English was not the area she was most confdent about,
Emma also worked diligently to ensure she developed her knowledge of

content within the

SACE

subject outline, partcularly the performace

standa rds.

Emma's understanding of the importance of context was also evdent,

particularly with her Year 10 English class. Whilst the Year 1-L English class was
generally motivated and high achieving, the Year 10 English class were more
difficult to engage and represented a broader range of abilities and interests.
Emma reflected her understanding of how this impacts teaching by planning
lessons for the Year l-0 class that provided extra scaffolding as necessary, and a
range of delivery methods including direct instruction and group work. Emma
also divided lessons into more manageable 'chunks'of time.

: r

t.;
,-a

l'l

t.i.

Pre-Service Teacher: Emma Perry

MentorTeacher: Shannon Barrett

Page 2 o1 7

Professional Experlence Report

2015

PLANNNG AND

PREPARATION.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and mplement effective teachng and learning.

3.1
3.2

Establish challenging learning goals

Plan, structure and sequence learning

programs
Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve teaching
3.3

3.7

progra ms
Engage parents/carers in the
educative process

LEARN I NG ENVI RONMENT

Emma came to RMSC at a tme when the English Learning Area was beginning
their lB MYP journey for Year 10. As a result she was charged with teaching
Year 10 students about documentary and mockumentary. She came in half
way through an analytical text response task and developed further resources
to help students with this as she felt necessary, and was successful in helping
students complete the assigned task. She transitioned smoothly into
mockumentary, using resources the school provided and spending time
resourcing and developing her own, making them engaging. Learning goals for
the Year L1 class had already been established; Emma successfully enabled
students to meet these.

MANAG EMENT AND DISCI PLIN

E.

Satisfactory

Unsatisfactory

f]

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

pport student participation

4.r

Su

4.2
4.3
4.4
4.5

Manage classroom activities

Manage challenging behaviour
Maintai n student safety
Use ICT safely, responsibly and

ethically

ASSESSMENT AND

Emma worked positively with students when supporting them l-:1. She
experimented with different ways of getting a class group's attention, and
began to establish effective routines for doing so. When speaking to a group
she also began to realise the importance of watng for attention before
delivering instructions. Because of her positve interaction with individual
students and small groups she managed challenging behaviours well.

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

Providing feedback was initially daunting for Emma, who was unsure of how
to respond to extended student responses. She immediately saw the ability to
use this feedback process as an integral part of the learning process though,
diagnosing deficiencies in student writing and addressing them. She also saw
that this was an important part of the self-reflection process, identifying areas
of her teaching she would change when delivering the units in the future. ,"

'"' ' . -

,,,

, -.

t*j;:

i.+ t,

'-

.:,.-

'i'i'{i: l.liil\r

::

Il :.., r'i',
lllir.l iili"

Pre-Service Teacher: Emma Perry

MentorTeacher: Shannon Barrett

Page 3 of 7

Professional Experlence Report

2015

PROFESSIONAL QUALITIES, PROFESSIONAT RETATIONSH IPS AN D PROFESSONAL DEVELOPM ENT.

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
Engage with colleagues and improve
practice
Apply professional learning and
improve student learning

Emma was an enthusastc attendee at the school's professional learning days,

listening intently to lessons delivered. She also enthusiastically participated in
discussion about boys' literacy, and implemented lessons - from a workshop on

creating engaging classrooms - in her planning.

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

Satisfactory

7.1 Meet professional

ethics and
ponsibilities
Comply wth legislative,
administrative and organisational
req uirements
Engage with the parents/carers
Engage with professional teaching
networks and broader communities
res

7.2
7.3
7.4

[l

Unsatisfactory

Emma met professional ethical standards and complied with ethicalstandards.

There was no opportunity to engage with parents.

Overall Evaluation.

Emma has undertaken her practicum professionally and enthusiastically,

overcoming some initial uncertanty. The students were happy for her
presence; Roma Mitchell, and l, thank her for her contributions to the learning
process.

u
n

x
n
n

Un

satisfa cto ry

Acceptable
Good
Very Good
Qut.standing

Pre-Servce Teacher: Emma Perry

MentorTeacher: Shannon Barrett

PaEe 4

ol

Professional Experence Report

2015

An electronic signature can be added here. lf

you're not using an electronic signature, then
please delete thls text before you print the report

Signed:

,.........

j...........................

Please

enterthe date ofthe report

here

Date:

Classroom/Su pervising Teacher

An electronic signature can be added

here. lf

you're not using an electronic signature, then

plea-se delete ths text before you print the report

Please enter the date of the report

here

Signed:

Date:

.rs

lls.lr:

Site Co-ord inator/Principal

Staff at the University of Adelaide's School of Education greathvaluiVOf
effort you have put into supervising our pre-service teachers. i
I
Thank you

Keightley
School

inicin and appreciate the time and

Jan
Head of

:i

Signed:

Adelaide

Certification Stamp

Pre-Service Teacher: Emma Perry

MentorTeacher: Shannon Barrett

Page 5 of 7

Professional Experence Report

2015

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

Rating

Short
Description

A = Acceptable

U = Unsatisfactory

Performance below an
acceptable standard for this
stage.

APST 1

Little willingness to engage

with the needs of individual
students and with the

Know the students and how

school as a place of learning.

Classroom Practice

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

they learn

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

A sound performance 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

learning.

n
Knowledge of Content and
curricula

Scant/erroneous knowledge
of content and curricula.

to teach it
Planning and preparation

Knowledge of most content,

but several gaps: able to

meet curricular
requirements.

APST 2

Know the content and how

Little evidence of planning

or preparation for teaching.

APST 3

Minimal evidence of

planning and preparation

for Eaching.

Sound knowledge of

Strong and self-reliant

content; clear
understanding of curricular

knowledge of content;
imaginative application of
cu rricula.

Planning and/or preparation

for teaching that extends
beyond the student's own

Clear evidence of planning

and preparation for

teaching.

class.

Plan for and implement

effective teaching and

learning

Pre-Service Teacher: Emma Perry

Mentor Teacher: Shannon Barrett

Strong initiative and

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

X
needs.

O = Outstandine

VG = Very Good

G = Good

-l

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.

t-l
Knowledge of content
beyond curricula and
willingness to assist
colleagues.

Planning and/ or prepa ration

for teaching extending

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

learning.

Page 6 of 7

i,:;-

i r.i]..,.!: j:,-:-.

,.r .-i,l::.ir;

fJil

Professional Experience Report

2015

Rating

scHooloF
eoucrr

U=

Short
Description

Unsatisfactorv

A = Acceptable

Performance below an
acceptable standard for this
staBe.

Classroom Management

Poor/unethical classroom

and Discipline

management skills.

VG = Verv Good

G = Good

Performance at a minimal
standard for this stage.
Some classroom
management skills, with

A sound performance at
this stage.

O = Outstandins

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

Effective classroom
management skills.

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

Confident leadership in
classroom management

potential to develop.
APST

I lE THE UNIVERSTY
| -\1E/-'lADEl-{l DE
I lf

skills.

Create and maintain

supportive and safe learning
environments
Assessment and Feedback

it

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.

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

Competent and considered

assessment. Useful and
timely feedback. Evidence of

differentiation in
assessment processes.

Proficient and reflective

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

t-t
Professional Relationships
APST 6 Engage

with

Little/no commitment to the

school, professional
colleagues and students.

Minimal commitment to the

school, professional
colleagues and students.

Sound commitment to the

school, professional
colleagues and students.

Strong commitment to the

school, professional
colleagues and students.

Leadership in assessment
practices indicating

reflective teaching practice.

Tmely feedback linked to

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

Exemplary commitment to
the school, professional
colleagues and

students.

Professional Learning
APST 7 Engage

professionally with
Colleagues, parents/carers
and the communitv

il

Pre-Service Teacher: Emma Perry

Mentor Teacher: Shannon Barrett

:;

PageT

ot7