School Based Teaching/Learning Experience

Feedback Sheet
Joshua Land

Pre-service teachers name ..............................................

Billabong High School

Julia Mackinlay

16.03.2016

Observer ........................................Date:
Stage 6: Years 11 & 12

School ...............................................................................

Class/Stage/Year group .............................................

HSIE: Business Studies

Learning Area ..............................................................................

Management Processes: HR
Topic ...................................................................................

Small group teaching

Focus of observation (negotiated with pre-service teacher) ......................................................................................................
Please tick the appropriate column using the following grading: Causing Concern (CC), Working Towards (W), Achieved (A) or Going Beyond (GB).
Please add a comment to elaborate on your observations.
Standard/Descriptor

CC

GB

Comment

.
Professional Knowledge:
Know students and how
they learn

Students had a wide range of resources appropriate to their intellectual development.

Professional Knowledge:
Know the content and
how to teach it

A well researched and planned lesson.

Professional Practice:
Plan for and implement
effective teaching and
learning

Professional Practice:
Create and maintain
supportive and safe
learning environments
Professional Practice:
Assess, provide
feedback and report on
student learning

A very thorough understanding of human resources processes was demonstrated.

Support of small groups was explicit and positive.

Informal assessment as students engaged in discussion.

Strengths observed

This was a very successful lesson, as was the preceding two on this part of the topic. It was highly engaging - the human resource case
studies were interesting and the businesses relevant to students lives. You constantly provided support for students by roaming the room,
responding to questions that integrating key business terms and listening to discussion.

Areas for further development

Be more specific in terms of task requirements for the second learning activity of this lesson. In theory, having students create their own
recruitment strategies was very sound as it required them to use their understanding gained in the previous lessons and be creative. It
did; however, need more direction in terms of providing a business for them to use, either well known or the one they created for there
recent assessment task.

General comments

You were able to effectively identify that students were not clear of requirements for the second task of this lesson and the reasons for
this. This is important as it demonstrates you capacity for reflective practice - a key aspect of successful teaching. This group is very
settled and their learning time was maximised over the previous three lessons. As discussed, it is important that you use student names
during interactions to highlight their value as individuals in your classroom.

This analysis should be discussed with the pre-service teacher as soon as possible following the lesson and signed by both to indicate that this
discussion has occurred. Pre-service teacher to retain a copy. Associate Teacher to retain a copy until finalisation of the placement.

Associate Teacher/Observer Julia Mackinlay

Digitally signed by Julia Mackinlay

DN: cn=Julia Mackinlay, o=Billabong High
School, ou,
email=julia.mackinlay@det.nsw.edu.au, c=AU
Date: 2016.03.16 20:04:45 +11'00'

Pre-service Teacher

Joshua Land

Digitally signed by Joshua Land

DN: cn=Joshua Land, o, ou,
email=josh.s.land@gmail.com, c=AU
Date: 2016.03.18 09:53:58 +11'00'