3rd Year Undergraduate

PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Charlotte Sharrad 2151527

School Mount Barker High School

Name: Learning Area: Year Level
Shaun Bell Mathematics 8
Mentor Teacher(s)

School Co-ordinator Jenni Cook

Liaison Coordinator
University Penelope Williams 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
Mount Barker High School is located in the Adelaide Hills cluster of DECD schools
and is located 34 kilometres from Adelaide. Mount Barker High is one of the oldest
high schools in the state and has a long history of providing secondary education to
the surrounding regions. Students are drawn from a rural setting as well as a number
of surrounding satellite communities. The diverse school population consists of
families with varied backgrounds including rural, urban and commuters. The current
enrolment of the school has stabilised and shown a modest growth in the recent years
rising to 617 in 2017, including the joint program at the Adelaide Hills Vocational
College. Mount Barker High has a strong sense of community with both administration
and teaching staff from the surrounding feeder schools meet regularly to share ideas,
resources and programmes.

Class (including children with special needs)

Year 8 and 9 Maths – Multiple classes that contain students from mixed
backgrounds and experience with varying levels of ability and students with NEPs.

Students with significant gaps in their Maths are catered for separately in a targeted
class.
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

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 PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I X I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I IX I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

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
SUMMARY STATEMENTS

School Coordinator/Principal

Charlotte was quick to settle in at Mount Barker High School , having a friendly,
professional manner. Whilst at the school she actively participated in sub-school
and learning area meetings and staff T&D sessions. She was keen to learn and
improve her practice and put time into developing her skills and resources.

Name: Jenni Cook Date: 5/9/17

University Liaison
Charlotte’s professional manner has been reflected in her third year professional experience.
Her enthusiasm and diligence to complete her first practical experience has resulted in
positive outcomes for all. Her professional courtesy and prompt reply to emails is a credit to
her professionalism.
Charlotte has clearly handled each situation with care and consideration for the teaching
profession and her representation as a Flinders University Pre-Service Teacher has been a
credit to the university. She has listened to and applied feedback from her mentor and myself.
She has applied her skills and pedagogical knowledge to reflect and consider changes to her
practices. She has created an effective professional learning plan to improve her practice.
She has asked relevant questions in an effort to increase her knowledge and practice to
improve student learning and increase her knowledge base. Charlotte participated in school
professional development activities to broaden her experience and that of her students.
During my observations of Charlotte’s teaching, she communicated effectively and showed
early differentiation technique beyond her level of experience. Her desire to address the
needs of every student in her classroom was shown with enthusiasm and creativity.
Charlotte is a respectful, trustworthy and caring individual with a friendly manner. It was a
pleasure to support her through her professional experience and I wish her all the best for
the future.

Name: Penelope Williams (BA Hons, MTeach Spec Ed) Date: 05/09/17
SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: Mathematics
RE: Charlotte Sharrad

Professional Knowledge
Charlotte had very good knowledge of principles of teaching and learning. She used a range of
teaching strategies to deliver lessons in mathematics catering for a diverse range of learners. She
had well planned units of work based on the Australian Curriculum standards. Charlotte developed
a vast array of learning activities, frequently incorporating ICT where appropriate, and worked hard
to ensure students understood what was expected in each activity. In future, Charlotte could
improve this by connecting activities to the learning intention and developing multiple entry and exit
levels to extend or support students where relevant.

Professional Practice
Charlotte demonstrated a professional approach at all times. She was punctual to lessons and very
well organised. Charlotte attended staff meetings and professional development, and was
supportive of all our programs.

Charlotte reflected on her lessons and engaged in a number of professional discussions around
learning. Her planning was designed to challenge students, engaging them mentally and breaking
larger lessons into smaller chunks to maintain student interest. Students respected her genuine
interest and responded well. Charlotte displayed good resilience when dealing with behavioural
issues with students in year 9 and always had a strong focus on the outcome of the learners.

Charlotte used a variety of teaching strategies to collect formative assessment from students to
monitor their progress and provide strategic feedback to tackle misconceptions the students may
have formed. One such strategy involved providing students with flipped learning opportunities
where students completed online questions to demonstrate the level of student comprehension
before the lesson that Charlotte could then view and plan future lessons accordingly.

Professional Engagement
During her time at Mount Barker High School, Charlotte demonstrated a willingness to learn from
other colleagues, and participate in staff meetings, professional development and other
professional meetings. She was willing to have professional discussions about her teaching
practice, and took on advice given from staff. She identified the areas that she needed to improve
on for the future.

Written by: Shaun Bell Date: 23/8/2017

SUMMARY ASSESSMENT

In our opinion Shaun Bell

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.