FINAL PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Anna Bampton 2164244

School Prospect Primary School

Year Level
Mentor Teacher(s) Julie Bondarenko Three

School Co-ordinator Christie Butler

Coordinator
University Liaison Rebecca Reid-Nguyen Jackie Thomson

Please delete those not applicable Please select

Teaching Days 10 introductory days + 30 day block: 40 days X

CONTEXT 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
The student enrolment at the end of each year ranges between 470 - 500 and has steadily
increased over recent years. The schools history, student population and ethos reflect the
wide socio-economic and cultural diversity of the Prospect Council area. The school highly
values this diversity and seeks to ensure effective community involvement and participation.
The school community is proud of the school with families from outside the zone requesting to
enrol their children at the school. Approximately 25% of the student population are on School
Card, 47% are from families where English is the second language. Our school population
has representation from 33 different cultures. We have a 0.8% Aboriginal student enrolment.
Class (including children with special needs)
The class consists of 25 Year Three students, 14 are girls and 11 are boys. Seventy percent
of the students come from families where English is the second language. The class has a
range of students with specific learning and behaviour needs, including two students with
extreme behavioural mannerisms.

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

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 2 Know the content and how to teach it

I I I x I__
Complete Novice Emerging Graduate Proficient
 PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I I x I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I I x I__
Complete Novice Emerging Graduate Proficient

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
At the successful completion of this practicum at Prospect Primary School we believe Anna
will have a promising and rewarding career. She exhibits all the characteristics of a successful
and passionate educator. She already has a comprehensive understanding of the curriculum,
planning for its application diligently and efficiently. Anna made cross-curricula connections
whenever it benefitted the students development and she skilfully drew on talents as far-
reaching as singing, dancing, filming and drama.

Planning for and meeting the learning needs of individual children is strength, not only in
terms of ably differentiating the curriculum but with a professional awareness of how to best
sequence learning opportunities into manageable, achievable yet appropriately challenging
tasks. Her work with our special needs students was impressive as she quickly developed
their trust and built positive relationships with them.

Her approach is intrinsically child-centred - one based on honesty and openness. This was
evident by the on-going self-appraisal of her practice and an approach valued by both her
students and colleagues. The ultimate indicator for us as mentors as to Annas
preparedness to enter the profession is to ask Would I benefit from being a student in her
class? The answer is an unqualified Yes.
Name: Christie Butler Date:09/06/2017
(Deputy Principal)
University Liaison

Anna demonstrated an enthusiastic, professional and vibrant approach to her practicum

experience, drawing learners into engaging learning opportunities. She was well planned,
demonstrating curriculum understanding and knowledge, particularly in her areas of
strength across the arts. She planned for cross curriculum learning using the arts in other
curriculum areas, looking to assess against criteria from more than one curriculum area.
With further experience it seems clear that Anna will expand her expertise across the whole
curriculum, given her level of professional engagement, her ability to discuss educational
and curriculum purpose and her ability to respond to feedback.

Anna planned for individual learning needs, challenging students and recognising where
differentiated support would be required in order for students to make appropriate progress.
Anna demonstrated a range of productive pedagogies across the curriculum and
implemented these with individuals, small groups, her own class group and other classes
involved in a team teaching approach. Teaching classes other than your own class group as
a preservice teacher can be quite a challenge; it is a challenge to which Anna admirably
rose, ensuring that she personalised and connected with students, established clear
boundaries and paced the learning appropriately.

Anna gained the respect of her mentor teacher and the team in which she worked through
her professional approach and her ability to share her expertise in a way which enthused
and engaged other teachers. Anna has a promising teaching career ahead of her.

Name: Kerry Hugo Date: 29 June 2017

SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Anna Bampton
Professional Knowledge
Anna demonstrated a good knowledge of the Australian Curriculum and was able to design
and implement learning and teaching programs throughout her final professional teaching
experience.
She was able to identify the specific learning needs of all students in the class. Anna
demonstrated a sound knowledge of the teaching strategies that are required to evoke
appropriate learning outcomes for the students and was able to implement these effectively.
Her differentiated programs were well sequenced and coherent and ensured all students,
across the full range of abilities and from varying and diverse backgrounds, were engaged
and able to achieve success.

Anna devised detailed units of learning in English, Mathematics, PE, Drama and
Technology, and demonstrated a sound understanding of the curriculum content. Her
activities were enjoyable and inclusive. She demonstrated her ability to implement
meaningful assessment tasks. Anna was able to incorporate the use of ICT tools across the
curriculum.
Anna successfully identified students with learning difficulties and supported the successful
participation of these students in all lessons. She implemented and devised specific
learning programs for these students.

Anna created her own assessment and reporting tools, which included colour coordinated
spreadsheets and checklists. She based her differentiated learning programs on the
evidence she had collated from these assessments.
Anna used all relevant opportunities (and made the most of these opportunities) to transfer
skills and learning tasks across the curriculum. She constantly listened to collegial advice
and always endeavoured to put it into practise.

Professional Practice
Anna immediately developed a good rapport with all students. This enabled her to
communicate effectively and positively, to gain the respect of all students. The class
environment was fun, supportive, safe and welcoming. All class routines and rules were
maintained to maximise learning time. Anna quickly established good relationships with
students with behavioural and learning needs to foster all students learning. She
demonstrated confident and successful behaviour management skills.

Anna confidently planned sequences of lessons and units of work that demonstrated a
sound knowledge of how students learn. Her sequence of lessons allowed her students to
problem solve and think creatively and critically on tasks. She was aware of the importance
of student discussions, working in teams and students giving feedback to peers which was
evident in many lesson plans.
Anna knew the students well using effective recording and data collection tools. She
successfully collected evidence from each lesson to give feedback to students, plan future
lessons and improve students learning. Anna kept detailed records using observation,
discussions and assessment tasks.
Anna took part in providing assessment moderating tasks and so was aware of the need for
consistent and comparable judgements of student learning. She willingly familiarised herself
with the schools reporting and record keeping processes and was keen to attempt some of
these processes herself.
Professional Engagement

Anna consistently conducted herself in a professional manner throughout her final teaching
experience. She established good relationships with all staff and especially with the Year
team. Anna willingly took on challenges and volunteered to participate in extra school
activities which included going on a three day school camp, helping to implement a Mothers
Day activity with our team community and creating and coordinating three classes to
perform a dance at assembly.

Anna participated in all professional learning opportunities while on placement. She

attended all staff and team meetings enthusiastically and was well aware of the importance
and relevance of continuous learning. She keenly participated in discussions and provided
ideas and relevant comments in staff discussions. Anna eagerly took on board all learning
opportunities that were provided to her within the class and learning team setting, to
improve the delivery, sequence and content of her lessons and often asked advice and for
feedback.

Anna established respectful and good relationships with parents and the school community.
When approached, she was able to professionally and respectfully engage in conversations
with parents socially and about their childs wellbeing and learning process.
Anna had an outstanding teaching experience at Prospect Primary School and I thoroughly
recommend her for a teaching position when her degree is completed.

Written by: Julie Bondarenko Date: 6/06/2017

 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Anna Bampton

has demonstrated the following overall level of performance in this final professional experience:
(Please click on appropriate box below)

Fail

Pass

Credit

Distinction

High Distinction

NOTES FOR COMPLETING THIS REPORT

The pre-service teacher may wish to submit this report with an application for employment. Please avoid the use of
acronyms as student reports are often viewed by interstate and international employers who are not always familiar
with South Australian nomenclature.

Please keep an electronic copy of this report and submit the report to the University Liaison.

If this is not possible then please email it directly to: primaryprofexp@flinders.edu.au