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3 Year Undergraduate or 1 Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2017
Student ID
Pre-service Teacher Emma Beaton 2151579

School Woodville High School

Name: Learning Area: Year Level
Mentor Teacher(s) Michelle Place HASS 9, 10

Name: Learning Area: Year Level

Mark Zigoronikos HASS 9

School Co-ordinator Neil Hendry

Liaison Coordinator
University Ray Soekov Zoe Christopher

Teaching Days 5 introductory days + 20 day block: 25 days

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
Woodville High School is a category 2 school, with around 850 students. It is a very
multicultural school, with a diverse range of students, many from ESL students. The Wiltja
program is also a part of the school, which consists of Indigenous students mainly from the
APY lands, most of which are ESL. The school embraces diversity, and has a strong focus on
student engagement and wellbeing. Relationships between students and staff are of utmost
importance to create an engaging, supportive and safe learning environment.
Class (including children with special needs)
Emma taught two year 9 History classes, one year 9 English class and assisted with a year
10 History class. One of the year 9 classes had 18 students with very diverse backgrounds,
including EALD learners. The other year 9 class had 23 students with a wide range of
diversity, including Indigenous and Vietnamese students and 10 EALD students. The year 9
English class was also very culturally diverse.

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 PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I xI .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I xI .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I xI .
Complete Novice Emerging Graduate

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I X I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I X I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I x I .
Complete Novice Emerging Graduate

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

I I x I .
Complete Novice Emerging Graduate
 School Coordinator/Principal
Emma quickly developed excellent relationships with students and staff that supported her
development. She was organized and thorough, managing her classes to promote best student
learning.

Name: Neil Hendry Date: 05/09/2017

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)

University Liaison
Emma was an energetic, passionate and confident teacher in the classes I observed. She set clear
goals for her students and showed great maturity in facilitating their learning. Students were actively
engaged in the tasks at hand and her lessons were well paced. She willingly accepted advice given to
her and attempted to put this into practice as the opportunity arose. Her classroom awareness was
well developed and her ability to move from the individual to the group and then on to the class as a
whole was quite impressive.

Name: Ray Soekov Date: 16/08/2017

SUMMARY STATEMENT(S) (May be used as a referee statement)

Mentor
Learning Area: HASS
RE: Emma Beaton

Professional Knowledge

Emma had positive and respectful relationships with all students. The students related well
to Emma both in and outside the classroom. Emma built relationship with students easily
and was accommodating to those students who had development issues. She differentiated
her curriculum to accommodate these students. She understood how students learn
differently, and provided a range of teaching and learning methods in her classes. As this is
a multicultural school she worked with students from a diverse range of backgrounds.

Emma familiarised herself with each subjects content, text books and unit plans. She
organised her teaching and assessment tasks in order to cover all the curriculum content and
explicitly teach the required content. She thoroughly planned her lessons, and sequencing of
lessons, including all explicit teaching, tasks and assessments in line with the Australian
curriculum standards. Much of her teaching was based on the use of ICT, including interactive
quizzes and Power Points.
Professional Practice

Emma has demonstrated excellent planning and preparation for all classes. She spent a lot
of time looking for resources, both in Woodville, online, and resources she created herself,
all contributing to creating engaging curriculum. Her planning, structure and sequencing of
her learning programs was comprehensive and thorough. She sought feedback and advice
when needed, and was constantly seeking to improve and finesse her programs. She used
a variety of teaching strategies, and incorporated use of ICT in most lessons. She created
great Power points to assist with her explicit teaching and provide visuals for visual learners.
She applied and adapted teaching strategies appropriate to the curriculum content.

Emma supported and maintained a safe and engaging learning environment, by

encouraging students to engage through one on one support. She created very engaging
and interactive class activities to support learning. She managed classroom activities by
always walking around the classroom and helping students struggling students as she
noticed them. She set high standards for behaviour and correct use of their ipads, by
implementing a warning system and also providing positive reinforcement of good
behaviour.

Emma has applied a range of assessment strategies to cater for all students. She assessed
the students’ work, both written and oral presentations using the proficiency scales and
relevant rubrics. She completed all marking and reported back to the students in a clear and
supporting way.
Professional Engagement
Emma attended all PD sessions the school ran throughout her time here, including ICT
sessions, daymap, clickview, ASOT, and learning goals and proficiency scales, all of which
are utilised through the school and programs. She also attended staff meetings and year
level meetings. She engaged well with other staff and collaborated with others to write
assessment and task sheets. She was eager to learn, and to take on new challenges.

Emma had positive and respectful relationships with colleagues and the community. She
sought to learn from teachers in areas such as the learning hub and HASS faculty to find out
routines and structures in place. She engaged with other teaching professionals at
Woodville High by curriculum collaboration and assisted creating Power Points, task sheets
and quizzes. She understands the professional ethics and responsibilities of teaching and
presented and carried herself as a very professional student teacher.
Written by: Michelle Place Date: 27/08/2017
 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Emma Beaton

(Please click on appropriate box below)

 ☒ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service
teachers and is ready to progress to the final professional experience.

☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service
teachers and is not ready to undertake the final professional experience.

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.
Please DO NOT give a copy of this to the student as the report needs to be certified by the University. Please

submit the completed report within 2 weeks of completion of Professional Experience placement. If this is not

possible then please email it directly to: mssprofexp@flinders.edu.au