repel PER1 Unis Senket occas Education Comer. 2017 PROFESSIONAL EXPERIENCE AND REFLECTION 1 PRESERVIGE TEACHER: ary Nooh 1D: 10294311 PROFESSIONAL EXPERIENCE SITE: wanngana G-7 School | PROFESSIONAL EXPERIENCE SITE COORDINATOR: jugyn Underwood MENTOR TEACHERS: Vicky wir UNIVERSITY MENTOR" 0 Gale UBARNING AREA7 YEAR LEVEL: Reception [DATES OF PLACEMENT: 55 36 © 16/06/2017 Total Days! PURPOSE OF THIS STATEMENT PER 1s the first of 3 courses with a professional experience component undertaken by graduate students enrolled in the Masters of Teaching or Double Degree programs. Preservice teachers are placed in Primary, Primary/Middle and Middle/Secondary education settings. ‘The purpose of ths initial report is to document the experiences and achievements of the preservice teacher in his/her first educational setting. It is hoped that a basis for future development in skills, knowledge and attitudes will be established. Itis an ‘interim’ statement of the preservice teacher's involvement and participation in the setting. For this reason, its relatively brief but broad enough to allow both preservice teacher and mentor teacher fo collaborate together and reflect on teaching and leaming issues. Itis intended that the preservice teacher and mentor teacher will complete this statement together. "SECTION A EDUCATION SITE: Desciiba below the contextual detalls of your placement. Youmay include clientele, groupings, levels taught, location, physical, socio-economic factors, services provided, This section to be completed by the preservice teacher. Wandana is a CPC-7, Category 2, Public School in suburban Adelaide located on Wandana Avenue at Gilles Plains with an enrolment of approximately 160 students. Wandana celebrates the many cultural backgrounds from Which its students come from. The School has specialty teachers for Performing Arts, Auslan and Health and PE, Special Education support and English As a Second Language (EALD). There are 21 students in the class within ‘which | have undertaken this practicum with. The class is made up of 15 Receptions and 6 Year 1's; of which 12 are ESL, 6 are Aboriginal and 6 are under a Negotiated Education Plan due to aulism, speech and communication land Down Syndrome, which makes for a class of verse abilties, needs and challenges. The classroom is in an ‘open plan unit shared with another R-1 class. ‘SECTION By SUMMATIVE COMMENT BY MENTOR TEACHER ‘Karly’s open and honest manner made it easy for us to develop a positive working relationship, where | was able to openly reflect on her learning. Even though Karly was very professional about her teaching she also realised that children need to have an element of fun in their day to keep them engaged in thelr learning. Karly was able to work professionally and cooperatively with another pre-service teacher to present engaging lessons. Karly's enthusiasm for her teaching is evident in what she has achieved; well-planned and organised lessons with clear outcomes. She genuinely likes children and this comes through in her compassion and caring interaction with them. She is clearly passionate about making a difference for students and their leaming. AREAS FOR FUTURE DEVELOPMENT = voice modulation, how to use your voice to gain and keep children engaged. = On going knowledge of the Australian Curriculum - different behaviour management techniques - timing of lessons and transitions between lessons and places - differentiation for the ability levelsASSSESSMENT OF PRE-SERVICE TEACHER'S PERFORMANCE Mentor Teacher(s) andlor Site Coordinator to complete by placing 1/in the appropriate boxes and making a summary comment. A tick in ANY unsatisfactory box results in an unsatisfactory outcome for the whole placement. ‘Attendance a 10 days completed Relationships with: - mentor teachers/Staff Qo oO QO Unsatisfactory Satisfactory Good = students ao Oo o Unsatisfactory Satisfactory Good ~ peers oO o O Unsatisfactory Salisfactory Good Displaying Initiative oO o Unsatisfactory Satisfactory Good ‘Communication Skills = Competence in English language C1 o Unsatisfactory Satisfactory Good = Comprehension Skills a a a Unsatisfactory Salistactory Good Planning Qo a Unsatisfactory Satisfactory Good EvaluatingiReflecting oO a a Unsatisfactory Satisfactory Good Early Development of Professional Folio a i Unsatisfactory Satisfactory Demonstration of Early Teaching Skills Qa Oo Unsatisfactory Satisfactory Oo ao Unsatisfactory Satisfactory (SECTION ©: PRESERVICE TEACHER COMMENTS: During my placement | was exposed to a wide range of student abilies and teaching challenges, including EALD students, trauma/emotional problems, disabilities and behavioural issues. This really emphasised the importance of being flexible with the curriculum; and differentiating activities to cater for all the diverse learners in one classroom, as some needed further intellectual stretch while others required greater support than planned. It was important for lessons to not only align with the curriculum, but also to incorporate lots of fun and hands on activities to keep the reception and year 1 students engaged. The young students also relied heavily on consistency within the classroom, students had a set routine each day and had clear expectations in terms of work and behaviour. | really enjoyed my time at Wandana Primary and look forward to returning in term 3. MENTOR TEACHER'S OVERALL ASSESSMENT: sarisracToRYjunsarisracrory IV) PV 2 Mentor Teacher snot applicable) (Signatur) Date: 16 / 6/17 ‘SITE COORDINATOR (PROFESSIONAL EXPERIENCE) OVERALL yee SATISFACTORY / NSATISEAGEORY— Site Coordinetor (Delote whichovers not epicable) bers Date 6/7 ‘VERIFICATION BY AUTHORISED UNIVERSITY PERSONNEL: The Mentor Teacher has been consulted during the placement and this report documents evidence of the Preservice Teacher's achievement of the Professional Experience objectives, Fapetioed eros omar Ofe ae (for lease roturn this completed form t School of Education, Professional Experience Office, University of South Australia, Mawson Lakes Boulevard, Mawson Lakes SA 5035