Professional Practice II

Secondary Program
Report

Pre-service Teachers name Mark Patterson Student ID:

16958539
Curriculum/teaching area English Dates: 4/9/17-
27/10/17 30 days
School Leumeah High School N of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

During his Professional Practice at Leumeah High School, Mark Patterson conducted himself in a
professional manner at all times. He has proven himself as a thoroughly prepared, articulate and
organised pre-service teacher who demonstrates a great interest in the success of his students. Mark
demonstrated an excellent commitment to his teaching method, English, by actively engaging in
research and participating in collegial conversations and about content and teaching and learning
strategies. Consequently, during his Professional Experience, Mark established himself as a valued
member of our faculty. Marks rapport with students was exceptional and is definitely a strength
directly resulting from his logical and structured approach to inclusive student learning. Mark was
helpful, encouraging and maintained a safe and effective learning environment in all classes
ranging from Year 8 to Year 11. He also implemented a wide range of strategies for the diverse
needs and learning styles he encountered. He used a variety of strategies to manage behaviour and
consulted the schools discipline policy when dealing with students. Mark was always a calm and
encouraging role model who consistently reinforced good behaviour in his students. Throughout
his Professional Experience, Mark exhibited an excellent ability to be a reflective practitioner who
was willing to accept guidance and try new approaches to teaching his classes. This reflective skill
along with his passion for education, professionalism and proficient knowledge will enable Mark to
continue develop his teaching practice as he embarks on his teaching career in the near future .

OVERALL ASSESSMENT

Grade: Satisfactory Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teachers work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
Performance Deficiencies i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
Withdrawing from Professional Experience unless a Withdrawal Without Penalty is awarded;
Non-Academic Misconduct.

Supervising Teachers Name ____________________Signature: ____________________Date: ______

Pre-service Teachers Signature: _____________________________________________Date: ______

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND Not demonstrated; D Demonstrated; E Exceeds expectations. Elaborate on the Pre-
service Teachers professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert NA.

STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability

Comments
Mark was professional and perceptive in his ability to cater to the needs of the students he taught
across Stages 4, 5 and 6. Mark ensured that he had a good understanding of the needs and abilities of
the students in his classes by formatively assessing them, examining their past assessment results and
seeking teacher advice about the learning needs of his students. Mark was able to use the interests
and cultural knowledge of his students to develop relevant lessons that helped them make
connections to future learning. Mark demonstrated an ability to be flexible when delivering lessons.
He differentiated class tasks based on his own observations and teacher advice. Mark effectively
worked one-on-one with students with additional learning needs and through his encouragement and
academic support, instilled in them confidence to successfully complete activities. Mark was able to
develop a strong rapport with his students across the Stages and developed inclusive and interesting
lessons that created a supportive learning environment.

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 STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E
Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technology (ICT
Comments
Mark demonstrated an extensive knowledge and application of the English curriculum and delivered
content rich lessons that reflected specific outcomes and a variety of pedagogies. Mark successfully
organised content into effective learning and teaching sequences by collaborating with staff, using
teaching programs and reflecting on his practice. Mark ensured all of his lessons connected to the
curriculum and designed lessons that helped students build upon their assessment results and
ultimately make improvements for their next tasks. Mark delivered a series of lessons for Stage 6
Advanced English that focused on using Yearly Examination feedback to improve their analytical
writing. Students had to rewrite their weakest paragraphs and rewrite them for additional feedback.
Mark also incorporated a range of literacy strategies applicable to the Stages 4, 5 and 6. In particular,
Mark used Leumeah High Schools writing guide, PEETEL across all of his classes. He used
scaffolds and modelling for Stages 4 and 5 and encouraged Stage 6 students to assess their own
writing using PEETEL. Mark used engaging numeracy strategies in lessons; games and lesson
starters for Stage 4 and facilitated the use of tables and diagrams for Stage 5 to help students make
connections and organise content. Mark ensured that he enriched students learning opportunities by
meaningfully using ICT for research and to test their knowledge with games such as Kahoot. Mark
also gave students the opportunity to view videos and PowerPoint presentations that linked to lesson
goals. Mark developed an understanding of the Personal Learning Plans for Aboriginal and Torres
Strait Islander students at Leumeah High School. He had the opportunity to read Personal Learning
Plans for 2016 and discuss the strengths and areas of improvement for the Aboriginal and Torres
Strait Islander students in his classes.
STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E
Focus area GRADUATE TEACHERS

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 3.1.1 Establish
challenging learning
goals
3.2.1 Plan, structure and
sequence learning
programs
3.3.1 Use teaching
strategies
3.4.1 Select and use
resources
Set learning goals that provide achievable challenges for students of
varying abilities and characteristics.
Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies.
Include a range of teaching strategies
Demonstrate knowledge of a range of resources, including ICT, that
engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process.
process
Comments
Mark developed engaging, relevant and interesting lessons for his classes. Mark ensured each lesson
was clearly structured and used learning intentions and success criteria to support his students. He
used programs to plan lesson sequences and ensured he linked lessons to prior learning. Overall,
Marks planning and research of the units was extensive and organised. Mark gained a valuable
experience of using a range of teaching and learning strategies and developed clear verbal and non-
verbal communication skills to engage students. Mark was able to modify his method of delivery
based on his use of teaching strategies such as collaborative learning, practical activities and
meaningfully interacting with ICT. He also encouraged students to reflect on their learning and
learning processes by completing formative assessment tasks. Mark demonstrated an excellent ability
to adapt the changing circumstances of a school environment and was careful to consider and respond
to the needs of his students. He also learned about a range of strategies involved in involving
parents/carers in the educative process such as telephone contact, N Warning letters and excursion
permission notes.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments
Mark demonstrated a clear and concise method of communication with all of his students. Mark
modified his communication style as required to suit the different stages and was professional in all
interactions with his students. He developed his questioning technique to encourage student
participation in the classroom through discussion and activities. He also developed class procedures
to help establish his expectations for each lesson and manage behaviour. Mark continuously
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 encouraged his students with positive feedback and reinforcement in a calm and supportive manner.
He also integrated school values and rules in his classroom practice. Mark established a supportive
and positive classroom environment and also effectively dealt with challenging behaviour by
referring to Leumeah High Schools behaviour management flowchart and issuing appropriate
consequences. Mark supported students wellbeing and safety by referring to Leumeah High Schools
Welfare Policy and actively supervising students on excursions and playground duty.

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 STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
Mark effectively communicated verbal and written feedback to his students. His feedback was timely and
demonstrated his clear connection between learning outcomes and student progress. Mark monitored student
learning through implementing a range of formative assessment strategies and used these strategies to inform
subsequent teaching. Mark used a variety of strategies to assist Year 10 prepare for their assessment task. This
helped students articulate their learning goals and adequately plan for their assessment. He also used Yearly
Examination essay data to lead a reflection activity for Preliminary Advanced English which encouraged
students to evaluate their own analytical paragraphs.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E

Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learning
Comments
Mark observed a variety of English and History lessons in order to seek to improve his own method and
practice. Mark was always responsive to feedback, habitually reflected on all of his lessons, discussed lesson
ideas and acted on the constructive advice provided by teachers at Leumeah High School. Mark also attended a
professional learning session on creative writing and implemented learned strategies in subsequent lessons with
his Year 8 and Year 11 classes.

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 STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E
PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers professional knowledge and
networks and broader practice.
communities
Comments
Mark demonstrated a friendly and professional approach to his role and responsibilities as a teacher. He
valuably contributed to staff, faculty and committee meetings by providing feedback about the Stage 6
Mentor Program and asking questions about the development of assessment tasks. He also developed an
understanding of the additional responsibilities of teachers, which included gaining an awareness of the
legislative, administrative and organisational requirements in regards to excursions. Mark attended the WSU
Young Writers Day excursion and the Year 12 Picnic Day. He interacted positively with students, actively
supervised students and at the conclusion of the excursions, waited with staff until all students had been
collected by their parents/carers.

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