Faculty Eduestion anc Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ Year 3 and Bachelor of Education Early ‘Childhood & Primary) ~ oar FINAL ASSESSMENT COMMENTS RELATED TO PROFESSIONAL EXPERIENCE: SUPERVISING TEACHER/S OVERALL COMMENTS: we TA ne Wastin peor Feodritng| Supervising Teacher's (Please sign and date) PRE-SERVICE TEACHER REFLECTIVE COMMENTS: [hese thes [these tsraigh caye yecl Muy practical expenene T+ in peinfor Ea a ot ne een alg teacher lear, unis Ae, son meranerhent becky Riquei and _cffecat epeiceche) 1 if he ussbeea Supperteca te ty ne = shies ed geaupes Ce thet Saene_o ON re ke et|_anel’ acd . Sut [veel of the ck AP | Tawe lifter chet ine sesculum fy the needs Of oll stuclené chang na the nombers Uncked ue tin ac G wang eta supped wen needed » Weve i€Acor ii ene OF Ma leery LAK So tavtaint Me tp hex o. cool Epon WC IT clk ab iworde TD hove bialt sheng velahbathial wih the Stucieihs oct tee Keo Gan hove learnt Uke roucin, cent wea te hoot my aa Claii! Se Pre-Service Teacher a pate: 24-6 -\$ (Please sign and date) Based on the information provided in this report the overall assessment for the pre-service teacher: ‘SATISFACTORY (The pre-service teacher has attained the level of Demonstrated (D) or Pravisionally Demonstrated (PD) In all standards) UNSATISFACTORY The above requirements have not been met and the pre-service teacher will be deemed not to have passed the Professional Experience. “Ausivalian Catholic University, 2018Faculty Education and Arts NSW - Professional Experience Report ~ Bachelor of Education (Primary) ~ {Childhood & Primary) ~ Year & ar 8 and Bachelor of Education (Early Tertiary Supervisor Comments: Stephanie Cole ~ June 2015, OLoL Well-intentioned and creative planning characterizes Stephanie’s teaching, and an emerging awareness of student need, lesson delivery and curricula requirement is budding. Lessons have an organized, logical format and are content appropriate with awareness to the value of pertinent stimuli and motivation evident. Timing and focal drive to achieve educational outcomes are apparent, with minimal management Issues and modicum attention and time required to distractions and agitations, which can disrupt lesson tempo. observed pre-emptive actions that indicate Stephanie is in contral, focussed and calmly driving the students. Stephanie possesses a creative mind with many imaginative notions to enhance lessons. There is an assuring blend of resourcefulness and clear lesson intention, well-judged timing, flow, student achievement and quality outcome. The classroom climate _| is constructive, with positive student / teacher interaction and respect noticeable. — Stephanie is keen to expand her emerging proficiencies and competencies and recognizes _| the obligation to advance her repertoire of teacher aptitudes to match her inventive — propensities. | commend Stephanie for her energy and success this practicum. —| = Tertiary Supervisor: eb iboldd pate: 26:6. 1S (Pieask gin and dato) — Pre-Service Teacher - | have read this report: Pre-Sorvico Teacher: 7 pate: 26: 6:1 (Please and date) ‘Australian Gatholie University, 2015