FINAL PROFESSIONAL EXPERIENCE REPORT 2018

Student ID
Pre-service Teacher Marley Fairclough

School Henley High School

Name: Learning Area: Year levels:

Mentor(s) Chad Winstanley H&PE – Integrated Year 11
Learning
Name: Learning Area: Year levels:
Adam Spencer H&PE Year 9

Name: Learning Area: Year levels:

Kim Kloeden HASS Year 9

Sandi Moran
School Co-ordinator

Liaison Coordinator
University Craig Johncock Caz Lewis

Teaching Days 40 days

CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Secondary); particular features or unique
characteristics; index of disadvantage.
School
Henley High School is an Internationally Accredited (CIS), DECD School situated in the Western Suburbs of Adelaide. The
school has a population of approximately 1300 students from diverse backgrounds (including over 40 international
students) and with diverse interests. The school attracts students from a wide range of primary schools as applications for
enrolment grow from students who are not in the Henley HS zone. Henley also has a district Special Education Unit on site
catering for 32 students with disabilities. Henley HS is a special entry Specialist Sports Program offering 10 sports for
students with proven, high level abilities. The school offers a comprehensive educational program to cater for students
who have diverse aspirations including tertiary pathways, pathways to apprenticeships and other skilled employment.
Henley has recently undergone an extensive upgrade of its facilities which include a purpose built Middle School, Trade
Training Centre, commercial kitchen and a Visual and Performing Arts Centre. The school is committed to a future utilizing
technology to enhance student learning and has a 1:1 laptop program well underway.

Class (including types and levels of diversity)

Year 11 Girls Sports Studies is a class of 28 female students. These girls are on a pathway to Stage 2 Integrated Learning
with a focus in Physical Activity. This group was a reasonable complex group with a number of students only attending
school during one of the lessons due to VET and alternative program commitments. This required Marley to take a flexible
approach with assessment modifications, she also needed to be extremely organised with her communication.
Yr 9 H& PE – Students are in the compulsory component for this subject, with the projected pathway to Yr 12 Physical
Education. This class consisted of 22 students with a wide range of ability. One student had Autism, which needed to be
considered when setting both theory and practical tasks. As this is a compulsory subject, the major focus for Marley was
the engagement and participation of the students.
Year 9 History – This Middle School class cohort consisted of 27 students; 15 girls and 12 boys. The class is of varied ability,
ranging from NEP students to high achiever. One student has Autism, needing a modified curriculum and tasks. Teaching
this class required Marley to be flexible, use varied teaching methodologies and planning strategies to accommodate for
all.
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 I__
Complete Novice Emerging Graduate Proficient

Standard 2 Know the content and how to teach it

I I I I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I I I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I I I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I I__
Complete Novice Emerging Graduate Proficient

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

I I I I__
Complete Novice Emerging Graduate Proficient

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
During her final practicum at Henley High School Marley has taught Year 9 Health & Physical Education, Year 11 Girls Sports
Studies, Year 8-11 SSP – Surf Life Saving and Year 9 History. Throughout Marley’s practicum supervising teachers have
reported that she has demonstrated a thorough understanding of the fundamentals of good pedagogy and effectively applied
these across a variety of learning environments and students in a large, comprehensive secondary school. Marley has sought
feedback from supervisors and utilised this to evaluate her own performance and further develop and improve her own
teaching skills and style. She has developed strong positive relationships with fellow teachers in the Physical Education office
and has actively participated in faculty and staff meetings, Professional Development and whole school activities. We wish
Marley success in gaining employment as a teacher in the future.

Name: Sandi Moran Date: 12th July 2018

University Liaison
Marley has excelled in her final teaching placement. She prepared thoroughly by developing unit plans and appropriate resourc
in both HPE and HASS before she commenced her placement and adapted and added these as appropriate. She quickly
developed high expectations with her classes and was able to create a learning environment that was safe, caring and positive.
She developed positive relations with students and used a range of pedagogies that enhanced student learning. Her flexibility
when required facilitated this. She looked to the students to accept responsibility for their own learning and ensured that all
students’ efforts and achievements were acknowledged. She employed a range of questioning techniques to ascertain student
understanding of instructions and content. She constantly moved around the class which allowed her to provide the student with
clarification about their work, while at the same time providing positive constructive feedback. She was able to differentiate her
approach to individual students so that their learning was optimised. This was particular evident when she worked effectively wit
a student who was autistic. She was able to work collaboratively with other teaching and SSO staff to achieve positive outcome
for the students. She assessed and wrote insightful reports for her students so that she effectively completed the planning,
implementation and assessment process.
She actively sought feedback from her mentor teachers and implemented it effectively. She actively participated in faculty and
staff meetings and took part in Professional Development and whole school activities. She quickly became a respected member
staff and acted in a professional manner at all times. Marley’s enthusiasm and genuine concern for her students was evident
throughout her placement. She is now ready to commence her teaching career.

Name: Craig Johncock Date: 16th July 2018

SUMMARY STATEMENT (May be used as a referee statement)
Mentor
Re: Marley Fairclough Learning Area: Health and Physical Education (Sports Studies) & SSP Surf
Professional Knowledge
Marley has modelled and implemented a range of learning styles in all her classes. Her willingness to experiment
and trial different styles and methodologies within his classes has resulted in improved learning outcomes for the
students she has worked with. With her Sports Studies class, Marley has implemented teaching methodologies
to encourage the students to become independent learners, whilst providing them with support required in this
demanding course.

Marley sourced a range of resources in order to deliver the curriculum she was required to teach before her
placement commenced. This allowed Marley to construct a range of ICT resources and documents that she used
throughout her teaching units

Marley has been extremely thorough and yet flexible at the same time in following the teaching and learning plan.
She regularly consults a range of teaching staff about the progress and requirements of the Physical Education
and Integrated courses. Marley has been knowledgeable on the content covered, identifying both short term and
long term objectives for the students.
Professional Practice
Marley was always ready to seek and implement advice in engaging students with the curriculum content. She
has also developed an understanding of the interrelationships between various components of the H&PE and PE
courses. Linking to how careful planning of the learning program is essential to maximising positive student
outcomes.

Marley has demonstrated an understanding of the needs of the students and this was reflected in her
assessment and reporting for students. She has used effective and specific criteria to assess the students’ efforts
to be successful in her class. Her report writing reflects an understanding of the efforts in her class.

She has developed an appreciation of the challenges of assessment in both theory and practical. She has
planned, applied, marked and given feedback on several assessment tools, and assessed the practical of
Football Codes. She has become aware of the need for discriminatory assessment due to the process of
moderation. During her practicum, she has been involved in the reporting processes of the school.

Marley’s use of the learning space has been good and her voice has improved markedly over her 8 week
experience. Her development of positive learning relationships with students has enabled her to have a very
positive classroom atmosphere and as a result a lack of behavioural issues arising. Her ability to relate to
students in a positive way has allowed her to cope easily with any behavioural issue she has had to confront.
She was able to create a learning environment that is safe, caring and positive.
Professional Engagement
Marley has demonstrated an outstanding ability to work with a range of people in a range of contexts within the
school. Her ability to engage with staff and students in the classroom and in the yard has demonstrated a
professional approach to the job at hand. She has worked well as a learning area member, suggesting and
implementing a number of new initiatives in her classes. She has also been a willing participant in professional
discussion on a number of topics.

She has been involved in the development and implementation of new curriculum situations in both Physical
Education and Specialist Sport. Her ability to develop positive relationships with all her classes has made it a
valuable experience for Marley.

She has listened to and acted on constructive criticism and has embarked on self- analysis of her own teaching
style. Marley has especially been able to develop an excellent rapport with the, PE and SSP students, being
friendly, caring and understanding, yet firm and expectant, this was particularly evident with her engagement with
the Swimming/Surf students with her running the Pool Program for her 8 week block. She has been able to work
collaboratively with other teaching and SSO staff to achieve positive outcomes for the students.

Marley was quick to establish a positive rapport with the students in all her classes. In PE and SSP lessons Marley
has worked with small groups of students, individual students and communicated ideas to the entire class. She
employs a range of questioning techniques to ascertain student understanding of instructions and content. She
constantly moved around the classroom which allowed her to provide the student with clarification about their work,
while at the same time providing positive constructive feedback. Marley engaged the students with a diverse range
of teaching aids, which demonstrated her flexibility in her lesson planning.
 Marley followed the school policy on attendance and uniform. Her outlook and readiness to discuss ideas with a
wide range of teachers has made her a valued member of the school community. Marley is receptive to both oral
and written feedback as a means for confirming her progress.

Written by: Chad Winstanley Date: 20/6/18

SUMMARY STATEMENT (May be used as a referee statement)

Mentor
Re: Marley Fairclough Learning Area: H & PE – Year 9 HPE
Professional Knowledge
Marley demonstrated initiative in her lesson preparation; she was well organised, and prepared. She was
extremely thorough and yet flexible at the same time in following the teaching and learning plan. For her year
9HPE classes, Marley tried a range of approaches to her lessons and was always willing to take on board
feedback and modify future lessons. She showed a great understanding of the importance of establishing positive
relationships with the students and how that goes a long way to help achieve her outcomes. Being well organise
helped her maximise student participation and engagement.
Professional Practice
Marley displayed a very positive approach to teaching as evident from her enthusiasm when progressing from
planning how to introduce a topic, delivering the lesson and reflecting on the student reactions toward the lesson.
She engaged with teaching staff well to discuss and plan lessons. The students in her Physical Education
lessons found the lessons very engaging and she worked hard to build positive relationships with them all.
Marley developed an appreciation of some of the challenges and unpredictability of how a school operates on a
day to day basis and was able to maintain flexibility in the planning of her lessons to ensure she was still able to
deliver quality lessons.
Her understanding on students needs were highlighted by her outstanding work with an Autistic student and how
she was able to develop trust with the student and modify the course for him appropriately. Marley delivered a
unit of target sports and was able to maintain a consistent approach to her teaching despite having to deliver a
range of different sports within the unit. Marley responded very well to feedback. One of the key messages given
to her to improve on was the presence she showed within lessons. Along with developing her voice, she made a
concerted effort to become a stronger physical presence in practical lessons, which helped her achieve her
intended outcomes.
Professional Engagement
Marley was a great contributor to the PE faculty in her time at the school. She engaged in professional
development and contributed to the curriculum area during a student free day and all staff meetings. One of
Marley’s best traits was her willingness to learn and take on constructive criticism, which she always then made
strong efforts to adapt her teaching styles and practices in subsequent lessons. This was evident in both theory
and practical lessons.
During her practicum, Marley was required to teach in a variety of educational settings. Under Marley’s control
these learning environments remained positive and supportive. She looked to the students to accept
responsibility for their own learning, and ensured that all students’ efforts and achievements were acknowledged.
In the final week she demonstrated more confidence in dealing with behaviour issues, which she was able to
manage quickly and effectively She was given the opportunity to contribute to the assessment of students where
she was keen to take full responsibility of the reporting of her students. As her mentor, I felt totally comfortable
in her doing this and trusted her judgement in all areas of assessment.

Written by: Adam Spencer Date: 22/6/18

SUMMARY STATEMENT (May be used as a referee statement)

Mentor
Re: Marley Fairclough Learning Area: HASS – Year 9 History
Professional Knowledge

Marley showed that History is an area of strength for her. Her research into the most relevant and appropriate
resources was outstanding, and I was impressed with how she always found a balance with written and visual
resources. Marley’s knowledge in the area of History (Movement of Peoples Unit) was strong which came across
in her clear and concise explanations, class discussions and set tasks. She was always proactive in researching
and discussing any new concepts to ensure she was proficient in all areas before teaching, constantly building
on her knowledge.
 Students appreciated the depth to Marley’s explanations and her broad level of understanding of this topic as
she always sought to give students the best information possible and sought expertise in particular areas in
order to access the best learning activities for students. I was pleased that Marley implemented her curriculum
delivery in a number of successful ways throughout her practicum, ie research based, discussion based,
creative / visual, ICT, note based, questions, open ended and individual tasks. She saw the need for a variety
within the class to engage the students which has kept them interested and wanting to learn.

Marley’s knowledge of the Australian Curriculum was proficient. Her assessment was fair and demonstrated a
clear understanding of students’ achievement in accordance with the Achievement Standards. Her assessment
of the summative source analysis was efficient and fair.

Professional Practice
Marley’s approach to her classroom practice was the highest priority for student engagement. She collaborated
and researched various ways to implement her ‘Movement of Peoples’ unit to ensure that her teaching
methodologies were varied and interesting for the students, catering for the needs of all.

I was impressed with Marley’s dedication to present her lessons in a variety of ways to cater for different learning
styles. In particular, she differentiated both formative and summative tasks throughout the unit for identified NEP
students and a student with Autism. Her dedication and patience enabled her to build trust and respect with
students, enabling positive one on one work and success with individuals. Due to this approach all students were
given opportunity to reach their potential. Marley’s interest for teaching in the area of History was expressed well
through her delivery. Marley planned her lessons well to contain written analysis, Click view and You Tube
videos, documentaries and group discussion.

Marley is always clear and presented herself confidently to the class. Her voice projection and manner with the
class was relaxed and at ease with the students from day one.

Professional Engagement
Both Marley’s enthusiasm and professionalism towards her role in the Middle School was appreciated by both
staffand students. She was punctual, always keen to be involved and showed a genuine interest in the students’
lives, building on rapport with students. She learnt names quickly and took on the role of Care Group teacher
efficiently, engaging with individual students on their interests and subjects.
Marley attended the Middle School Student Wellbeing meetings as part of the teaching team, to both get to
know the students in her class as well as give critical feedback and input on student progress.

Written by: Kim Kloeden Date: 22 June 2018

FINAL GRADE

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

In our opinion Marley Fairclough has demonstrated the following overall level of performance in this final
professional experience:
(Please use the space bar to move the ‘X’ to indicate the level of performance)

Fail Pass Credit X Distinction High Distinction