WESTERN SYDNEY
UNIVERSITY
Professional Practice | U
Secondary Program
Report
Pre-service Teacher's name | Monica Sharpe Dates 6/4N17 — SIGINT
Curriculumiteaching area Engish = WY of days: 30 days
‘School Parramatta High School 'N® of placement | Tof2
SUMMARY COMMENTS by the SUPERVISING TEACHER
Monica has demonstrated great skil in the classroom. She has developed a great rapport with the
students and incorporates feedback with great enthusiasm and diigence. Her lessons are always on
time and of a high standard, She is eager to learn and has shown initiative by attending lessons (from
both within the English Facilly and in other KLA's) to broaden her knowledge and skills as a teacher.
She has actively worked on classroom management and discipline and over the weeks has grown in
that area as well, Her love and passion for English and teaching is evident in her creative lesson plans, |
positive engagement with the students and a determination to constantly improve her teaching |
methods.
| have no hesitation in satisfactorily passing’ Monica during this practicum and recommending her for
future school placements.
OVERALL ASSESSMENT
Grad
Satisfactory Dunsatistactory
SATISFACTORY: The Preservice Teacher has passed and met the expected standard in mos ofthe relevant elements as described by
‘he NSW inst of Teachers fortis stage of ther professional leaning. Where a Pre-senice Teacher's work is considered outstanding
‘or well above average, this judgment shouldbe reflected in he summary comments,
UNSATISFACTORY: The Pre-senice Teacher has faled ths Profesional Experience unit and has nt demonstrated al of the relevant
‘elements as dascrbed by he NSW insttte of Teachers, The Supervising Teacher, Professional Experience Coosinator and Prncial
are ofthe opinion thatthe Pe-service Teacher requires an adion Professional Experience o attempt to demonstate satisfactory
Competence asa graduate teacher. NoPre-servce Teacher shoud receive an Unsatisfactory grade without being placed At Risk and the
CCorrmitae of Advice being convened, This grade may be recommended on ONE or more othe flowing grounds
+ Performance Deficiencies - ie. falure to exhibit cre inicated forthe paricular Professional Experience unit
+ Withdrawing from Professional Experience - unless a Withdrawal Without Pena is awarded;
+ Namscaer ascodet /
Supervising Teacher's Name KARTS Hp» MurpamSignature: J Date: 5/6/2017
Pre-service Teacher's Signature: Ly? hoget Date: 5/6/2017service Teacher's professional practice in the Comment section, If Standards are notable to be demonstrated please provide an
‘explanation inthe appropriate Comments section. If standards are not relevant please inset NA’
evelopment and
characteristics of
students
affect learning,
STANDARD_1:KNOW STUDENTS AND HOW THEY LEARN DIE
Focus area ‘GRADUATE TEACHERS
1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and charactristis of students and how these may
Tal Understand how
students learn
Demonstrate knowledge and undentanding of research Taro how wudents
lear and the implications for teaching.
TT Students with
diverse linguistic,
cultural religious and
backgrounds
‘Demonstrate Knowledge of teaching strategies that are responsive to the
learning strengths and needs of students fom diverse linguistic, cultural,
religious and socioeconomic backgrounds.
TAT Strategies for
teaching Aboriginal and
Torres Stat Islander
students
Demonstrate broad Knowledge and understanding of the impact of culture,
cultural identity and linguistic background on the education of students from
‘Aboriginal and Torres Strat Islander backgrounds.
TSI Diferentiare
teaching to meet the
specific learning needs
of students across the
full range of abilities
‘Demonstrate Fnowledge and understanding oF srategies for differentiating
teaching to meet the specific earning needs of students across the full range
of abilities,
TAT Strategies to Demonstrate Broad knowledge and understanding of legislative requirements
suppor full participation | and teaching strategies that support participation and learning of students
‘of students with with disability a
disability
Comments
‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT DIE
Fotss era GRADUATE TEACHERS
1 Content and | Demonstrate knowledge and undewanding of tc concep, ubwanss and
teaching sttoies ofthe | suture of the ortent nd teaching sracpe of he eaching area
teaching sea
E21 Content selenTon | Organise comin To an eeve Tang and earing epee
and organisation oi vi
2.3.1 Curriculum,
assessment and
reporting
{Use curriculum, assessment and reporting knowledge to design learning
sequences and lesson plans.
2.4.1 Understand and
respect Aboriginal and
‘Torres Stat Islander
people t promote
reconciliation between
Indigenous and non-
Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect Tor
Aboriginal and Torres Strait Islander histories, cultures and languages.
wh
2.5.1 Literacy and
‘numeracy strategies
‘Know and understand Tieracy and numeracy teaching strategies and their
application in teaching areas.
2.6.1 Information and
Communication
‘Technology (ICT
Implement teaching strategies for using ICT to expand curicuTum learning
‘opportunites for students
AIS
‘Comments
Professional Practice | Report
‘Supervising Teacher's signature:
Pree Tencrs sat Afabroges‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING | ND E
Focus area ‘GRADUATE TEACHERS
3.11 Establish ‘Set learning goals that provide achievable challenges for stodents of
challenging learning | varying abilities and characteristics.
| goals
3.2.1 Plan, sructure and | Plan lesson sequences using Knowledge of student learning, content and
Sequence leaming effective teaching strategies. uy
a
3.3.1 Use hing Tnclude a range of teaching stateuies I
3.4.1 Select and use Demonstrate knowledge ofa range of resources, including ICT, that i
resources engage students in their learning. a
351 Use eave Demonstrate a range of verbal and non-verbal communication strategies to
«lassroom support student engagement.
‘communication
3.6.1 Evaluate and Demonstrate broad knowledge of avategies that can be used to evaluate
improve teaching {eaching programs to improve student learning |
programs
53.71 Engage parents’ | Describe a broad range of srategies for involving parents carers in the
carers in the educative | educative process
process
‘Comments
‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND E
ENVIRONMENTS
ASPECT ‘GRADUATE TEACHERS
“4.1.1 Support student | Identify strategies to support inclusive student pariipation and engagement
participation in classroom activities.
4.2.1 Manage classroom | Demonstrate the capacity fo organise classroom activities and provide clear vy,
activities directions
43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour _| behaviour.
44.1 Maintain student | Describe strategies that support students” wellbeing and safety working
| safety «within school and/or system, curriculum and legislative requirements. “J
TST Use TCT safely, | Demonstrate an understanding ofthe relevant issues and the strategies
responsibly and ethically | available to suppor the safe, responsible and ethical use of ICT in learning
and teaching.
‘Comments
Professional Practice | Report
Supenising Teacher's signature
eranana ey BSTANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT WTP Te
LEARNING
Focus area | GRADUATE TEACHERS
5: Aves sudeat | Demons understanding of ascomen sategicn auding iornal and
caning feral, dagnost, formative an summative approaches oases dent
teri
3zFrovide | Demonstrate an andcstanding of the purpose of proving incly and
feedbackio. | appropte feedback to suds abou ter eating
seidentson thee
icing
53 Make Dernonsate undesanding fescinent noleaon and kr applcon wo
ensient and | support consistent and compare judgements of stn earns i
compart
Saeners
53 Interpret] Deans the capi oie we asiesnet data To eave
Seadent data | det leaning and mai teaching practice 7
55 Repor on | Demonstrate understanding ofa range of aegis Tor ieportng wo dene
dest an parents carers andthe purpose of kesping assure and reliable reir of S
Schievement | student achievement
Comments
STANDARD & ENGAGE IN PROFESSIONAL LEARNING ME
Focus area (GRADUATE TEACHERS
61 Weniy and plan | Demonstrate an undersunding ofthe vole ofthe Avaraian Profsonal
Professional ening | Standard for Teachers in Ken¥ing professional esmng needs. iC
reds
62 Enaae ‘estan ie eleva’ and appropriate sours of profesional ean
profeoal ering | fortauchers
End improve protic
63 Eases: eck and apply consasive feck fom supervisors and aches A
colleagues and improve tethingpraios,
Snprove pratice
64 Apnly profestoral”| Deonsiai an undewandng of ie aoa for continue profesional
Ieamingand improve | eaming andthe implication for iproved dnt ean
stunt lear
Comients
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, WTP Le
PARENTS(CARERS AND THE COMMUNITY.
Focus area GRADUATE TEACHERS
71 Mex rofestnal Understand an apy the Key preps dcsaribod a codes of ies and
thes and conduct for the teaching prftson ~
pol
72 Comply with] Understand teow leslatv,ainsave and organo
Ics, polices and processes required for teachers according to school sage
dciinsrative and |
ergaistonal
requrements
Tr Engage with ibe] Understand satis for working fcc, snsvely and wal
peratacea conden with prensa.
Ta Engage wi Understand the oof extemal proRsionals and communi
Profesional teaching | rpresenttves in broadening cache profesional knowledge and wl
Retworks and broader | practice. 4
Comments
Protest Practes | Report
Pre-service Teacher's signature:‘WESTERN SYDNEY
; UNIVERSITY
Professional Practice | U
‘Secondary Program
Report
Pre-service Teachers name | Monica Sharpe Dates ‘6 Apri — June 5th
‘Curriculumieaching area English N? of days | Ey
School Parramatta Fgh School Wolplacement | Tafa
|UMMARY COMMENTS by the SUPERVISING TEACHER
Monica Sharpe has successfully completed a Professional Practice Program which involved teaching
my Year 8 Selective class. In this time she has demonstrated an extremely strong knowledge and
understanding of both subject content and different teaching strategies, a high degree of organisational
skill and an extremely well developed capacity to reflect on her progress and to build her capacity
through the constructive use of feedback
Her lessons have reflected great diversity in teaching strategies (group work, pair work, thinking
routines, igsaw activity), been inventive in terms of activities and marked by a strong focus on Literacy
and the development of student writing skils as well as an astutue awareness of the need for students
to engage critically and creatively with the texts studied. In addition, the use of questioning in class
discussion/sharing activities has been wel varied and effective in clarifying and consolidating particular
concepis. Throughout the Practice Program, Monica has produced well inked lesson sequences and
lessons that contain smooth transitions between various activities.
She has used class time and small group work to formatively assess student leaming and has set
and marked three pieces of work ( two writing tasks and a quiz on the class novel) to monitor student
leaming, Monica has also established an excellent rapport with students and has been insightful in
observing individual student needs, She has been able to balance a warm and positive classroom
presence with increased classroom control. Another impressive feature of her Practice Program has
been her development of a more confident and controling classroom persona. Monica has
successfully established a clear set of classroom rules and expectations and has been effective in
dealing with a bullying issue that occurred in the classroom. In her classroom management she has
been able to make clear links between the need for different behaviours to facilitate diferent types of
leaming activities. ( For e.g. Sustained silent reading or writing, listening to peers or following teacher
instruction) which has resulted in ioncreased student engagement throughout the four weeks,
In addition to teaching two of Ms Mathur's classes and my Year 8 class, Monica has also acted as
‘a mentor to an Extension 2 student, providing valuable advice and sharing her deep understanding of
the role of fictociticism in shaping a critical response.
Monica has at all mes been cooperative and keen to lear about the school and further her
knowledge of English teaching. She has been responsive to feedback and conducted herself in a
mature and professional manner during her time at Parramatta High School. Monica has shown herself
to be a particularly impressive student teacher who | feel has the potential to have a very successful
teaching career.
OVERALL ASSESSMENT
Grade: [satisfactory Dunsatistactory
SATISFACTORY: The Pre-servioe Teacher has passed and met the expected standard in most ofthe relevant elements as described by
the NSW lnsitute of Teachers for this stage ofthe professional leaming. Where 2 Pre-servce Teachers wor is considered oustanding
or wall above average, tis judgment shoud be reflected in the summary commentsUNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience uit and has not demonstited al ofthe relevant
‘elements 25 described bythe NSW Insitute of Teachers, The Supenising Teacher, Professional Expeience Coorinator and Principal
ae ofthe opinion thatthe Pe-senvice Teacher requires an addon Professional Experience to attempt to demonstrate satstactory
‘competence a a graduate teacher. NoPe-service Teacher should receive an Unsaisfacory grade without being placed At Rsk andthe
Committe of Advice being convened. This grade may be recommended on ONE or mare ofthe folowing grounds:
+ Performance Deficiencies - ie, flue to exh teria indicated fr te particular Professional Experience ui;
+ Witharening from Professional Experience ~ unless a Withdrawal Without Penalty is awarded;
+ Non-Academic Misconduct
Supenising Teacher's Name _() 9 ignature Date: S]6)I7
Pre-service Teacher's Signature: AShorpe ate Sf/6/')
Pre service Teachers are tobe assessed by the Supervising Teacher agains the relevant Graduate Teacher Standards tht are applicable
to Professional Experience Il as ether ND - Not cemansivted; D - Demonstrated; E - Exceeds expectations, Elaborate onthe Pre-
service Teachers professional practice in the Comment section. f Standards are notable to be demonstrated please provide an
‘@xlanation in the appropiate Comments section. standard are not relevant please inset ‘NA.
STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN ND]D JE
Focus area ‘GRADUATE TEACHERS.
TL:I Physical, sosial | Demonstrate knowledge and understanding of physieal, social and
and intellectual intellectual development and characteristis of students and how these may x
development and affect leaming
characteristics of
students
Toi] Understand how | Demonstrate knowledge and understanding of research into how students x
students learn Team and the implications for teaching.
TT Stadenis with Demonstrate Knowledge of teaching strategies thar are responsive tothe x
diverse linguistic, Teaming strengths and needs of students from diverse linguistic, cultural,
cultural, religious and | religious and socioeconomic backgrounds.
backgrounds
TAT Strategies for Demonstrate broad knowledge and understanding ofthe impact of eutur, x
teaching Aboriginal and_ | cultural identity and linguistic background on the education of students from
Torres Strait Islander | Aboriginal and Torre Strait Islander backgrounds,
students |
11 Diferentane Demonstrate Knowledge and undersianding of sategies Tor differentiating ¥
teaching to meet the | teaching to moct the specific learning needs of students across the full range
specific learning needs | of abilities.
of students across the
full range of abilities
Demonstrate broad knowledge and understanding of legislative requirements x
suppor full participation | and teaching strategies that support participation and learning of students |
of students with with disability |
disability
Comments - Monica has demonstrated a solid understanding of Standard 1.
‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND]D [E
Focus area | GRADUATE TEACHERS
Profesional Practice |Report x 2
‘Supervising Teacher’ signa: LOM, oe ‘2d Content and Demonstrate knowledge and understanding ofthe concepts, substance and T*
teaching strategies of the | structure of the content and teaching strategies of the teaching area
teaching area
2.1 Content selection | Organise content into an effective Teaming and teaching sequence x
and organisation |
23.1 Curriculum, | Use curriculum, assessment and reporting knowledge to design earning Te
assessment and sequences and fesson plans. |
report
24.1 Understand and | Demonstrate broad knowledge of, understanding of and respest for x
respect Aboriginal and | Aboriginal and Torres Strat Islander histories, cultures and languages
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non
Indigenous Australians
25.1 Literacy and ‘Know and understand literacy and numeracy teaching srategies and their x
‘numeracy stategies__| application in teaching areas.
726.1 Information and | Implement teaching strategies for using [CT to expand curriulum Teaming x
Communication ‘opportunites for students
Technology (CT
‘Comments
Monica's expertise and understanding in this Standard have been particularly impressive.
‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND | D | E
Focus area ‘GRADUATE TEACHERS
3.1.1 Establish ‘Set learning goals that provide achievable challenges for students OF x
challenging learning | varying abilities and characteristics.
goals
132.1 Plan, aructure and | Plan Tesson sequences using knowledge of stent Fearing, content and x
sequence leaming effective teaching strategies.
programs
‘3.3.1 Use teaching Trchade a range of teaching sraegies x
strategies
3.4.1 Select and use Denonsirate knowledge of a range of resources, including ICT, that x
resources: ‘engage students in thir learning.
TEI Uwe eifecive Denmonsirate a range of verbal and non-verbal communication strategies to x
classroom support student engagement.
3.6.1 Evaluate and Demonsirate broad Knowledge of strategies that can be used 1 evaluate x
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parenis) | Describe a broad range of strategies for involving parenisearers inthe Nx
carers inthe educative | educative process,
process
‘Comments ~ As indicated, Monica has excelled in regard to this aspect of the teaching standards.
‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE
ENVIRONMENTS,
ASPECT ‘GRADUATE TEACHERS
“4.1.1 Suppor’ student | Identify strategies to support inclusive student participation and engagement x
participation in classroom activities
442.1 Manage classroom | Demonstrate the capacity to organise classroom activities and provide clear x
activities dliretions
43.1 Manage ‘Demonstrate knowledge of practical approaches to manage challenging x
challenging behaviour | behaviour.
“44.1 Maintain student | Describe strategies that suppor Sudents” wellbeing and safety working x
safety Within school and or system, curriculum and legislative requirements.
FEI Use ICT safely, | Demonstrate an understanding ofthe relevant asues and the strategies NA
responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning.
and teaching
‘Comments Monica’s performance in regard to this Standard has been impressive.
ntact ;
Scpsing Teachers sai: 2 U2 ( fh 980STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT D
LEARNING.
Focus area | GRADUATE TEACHERS
51 Assess siden | Demonstrate undertnding of eacisment state, cdg infernal and
deaming formal, diagnostic, formative and summative approaches to asess student
leamin
Ta Provide | Demonstrate an andersanding of the purpose of prosiding timely and
feedback to | appropmate feedback to students abou thet leaing
stodenson ther
leaning
33 Make Demonstrate undewanding of moeanent moderation and fs appition x
consistent and | support consistent and comparable judgements of student earning
‘omparabie
judgements
Ss Tnierpeed] Detonstate te capi to inept want ascent data To Cate =
seudent data | student leaning and modi teching practice
"ES Reparton | Demonsitsundertanding oF a range of rategis for eporing to wets NA
srudent and parentscaers and the purpose of Keeping accurate and reliable records of
Achievement | student achievement
Comments
While the Practice Program did not provide the opportunity for her to experience
some of the focus areas listed above, she was involved with preparation for the Year
8 Half Yearly Exam and has excelled in building a number of opportunities for
formative assessment into her lesson
STANDARD & ENGAGE IN PROFESSIONAL LEARNING ™>
Focus aren [GRADUATE TEACHERS
61 dent and plan | Demonstrate an understanding ofthe rte of he Ausralian Profssional
profesional leaming | Standards for Teacher in identifying professional leaning needs
reds
2 Engage a ‘Understand the relevant and appropri warees of restora Tearing
rofessonal leasing | for teachers
el inprorspasticg
63 Engage with Sack and ply conoracive feedback Wom spanned ache 1
colleges nd innprove teaching prcices
improve price
64 Apply professional | Demonstrate an understanding of the rationale for continoed professional
Jeaming and improve | leaming and he implications for improved stdent learning.
student ean
Comments ———
Monica has excelled ia relation to this Stand
STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, XD] D
PARENTS/CARERS AND THE COMMUNITY
Focus aren GRADUATE TEACHERS
Professional Practice | Report
‘Supervising Teacher's signature.) UBS-4OS.1) CoA Pre-service Teacher's signature:[7.1 Meet professional
ethies and
Understand and apply the key principles deseribed in codes of ethies and
conduct forthe teaching profession
professional teaching
networks and broader
‘communities
representatives in broadening teachers’ professional knowledge and
practi
responsibilities
7.2. Comply with Tinderstand the relevant legislative, adminisirative and organisational x
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 Na
parents carers confidentially with parents cares.
7.4 Engage with ‘Understand the role of external professionals and community NA
"The Practice Program did not provide opportunities for Monica to engage with some aspects of
Pokal Frcs Ropar
supenisngTeschers signature: )VIQSNONN} nn