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Professional Practice I

Secondary Program ry
Report

Pre-service Teacher's name Andrew Simpson Student lD'.

'1n1r1*474
Cuniculum/teaching area Science Dates: ?, - 5-. r3'
tt, c t{ 30 days
School Glenmore Park High School No of placement 1 ot2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Andrew made a confident start from his first day of observation, team teaching and assisting sludents who
were struggling with the set tasks without even being asked. During these observation days he worked to
ensure he knew all the students names before he started teaching his classes. He also made effort in the
playground, and spent time after school watching knockout sport matches to build rapport at a whole school
level. He used his time wisely, and was almost a week ahead with all his lesson plans.

He maintained a confident and prolessional attitude even during ditficult lessons, making appropriate
adjustments mid lesson if the activities he had planned.weren't working. He is equipped to enter the classroom
by himsell as he has the ability to develop well structured lessons and maintain a positive learning
environment. He met and in many cases exceded what is expected ol a teacher in their first practlalin and I
expect his methods will continue to improive. The only challenge I would set lor Andrew is 6look at
diversifying his pedagogy, however, this will happen naturally as he takes his own classes and engages with
professional development once employed.

Andrew has done an amazing job.

OVERALL ASSESSMENT

Grade: ,! Satisfactoru E Unsatisfactory

SATISFACTORY: The Pre-seMce Teacher has passed and met the apected standard in most of the relorant elemenb as described
I
the NSW lnstitute of Temhers for this stage of their professional leaming. Where a pre-service Temhe/s work is considered outstandini
or well above .ilerage, this judgment should be reflected in the summary commenb.

UNSATISFACTORY: The Pre-service Teacher has failed this professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW lnstitute of Teachers. The Supervising Teachel Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfrctory
competence as a graduate teacher. No Pre-service T,eacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds
Peiormance Deficiencies - i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
Withdrawing from Professional Expenence - unless a Withdrawal Without Penalty is arvarded;
Non-Academic Misconduct,

Su pervising Teacher's Name /AucAlt, ature /e (tg

Pre-service Teacher's Signature: : t6'b'tK
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience l/ll as either ND - Not demonstrated; D - Demonstrated; E - Exceeds expectations. Elaborate on the Pre-
service Teacher's professional practice in the Comment section. lf Standards are not ablelo be demonstrated please provide an
explanation in the appropriate Commentssection. lf standards are not relevant please insert'NA'.

STANDARD I:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area
Ll.l Physical. social Demonstrate knorvledge and understanding ofphysical. social and x
and intellectual intellectual development and characteristics ofstudents and how thcse may
developmcnt and affect learning.
characteristics of
students

1.2.1 Understand how Demonstrate knorvledge and understanding ofresearch into horv studcnts x
students learn learn and the implications lbr teaching.

1.3.1 Students rvith
diverse linguistic.
cultural. religious and
socioeconomic
backgrounds
Demonstrate knowlcdge ofteaching strategies that are responsivc to the x
learning strenglhs and needs ofstudcnts from diverse linguistic. cultural.
religious and socioeconomic backgrounds.

1.4. I Strategies for Demonstrate broad knorvledge and undcrstanding ofthe impact ol-culture. x
teaching Aboriginal and cultural idcntity and linguistic background on the education ofstudents liom
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5. I Differentiate Demonstrate knolvlcdge and understanding of strategies tbr dif'f'erentiating x

teaching to meet the teaching to meet the specilic learning nceds ofstudcnts across thc lull range
specilic learning needs of abitities.
ofstudents across the
full range ofabilities

1.6.1 Strategics to Demonstrate broad knolvledge and undcrstanding of lcgislative rcquirements x

support full participation and teaching strategies that support participation and learning of'students
of studcnts rvith with disability.
disability

Comments Andrew not only took his role ln the classroom seriousll', but took the time to bui ld rapport and gct to knorv the
students making di scipline easter He made appropriate ad.i ustments to his language demonstrating respect and
understanding for students tiom Indiginous backgrounds.

STANDARD 2: KNOW' IHE CONTENT AND HOW TO TEACH IT ND D E

Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledgc and understanding olthe concepts. substancc and x
teaching strategies of the structure ofthe content and teaching strategies ofthe teaching area.
teaching area
2.2. I Content selection Organise contcnt into an cllbctive leaming and teaching sequence. x
and organisation
2.3.1 Curriculum. Use curriculum. assessment and reporting knorvledge to design leaming X
asscssment and sequences and lesson plans.
reporting
2.4. I Understand and Demonstrate broad knowledge of, understanding ofand respect for x
respect Aboriginal and Aboriginal and Torres Strait Islander histories. cultures and languages.
Torres Strait Islander
people to promote
rcconci liation betrveen
Indigenous and non-
Indi genous Australians
2.5.1 Literacy and Know and understand literacy and numeracy tcaching strategies and their x
numeracy strategies application in teaching areas.
2.6. I Inlormation and Implement teaching stratcgies for using ICT to expand curriculum learning x
Communication opportunities lbr students.
Technology (lCT
Comments Andrew maintained a very wcll organised lesson sequence and continualll' lct students knorv where thev rvcrc
learning fiom the cuniculum. ./
.';1,

Professional Practice I Repoft 2

Supervising Teacher's Pre-service Teacher's sig nature:
 ST,ANDARD 3: PI,AN
Focus area
3.1.1 Establish
challenging learning
goals
3.2.I Plan. structure and
sequence learning
programs
3.3.1 Use teaching
strategies
3.4.1 Select and use
resources
F, AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E
GRADUATE TEACHER.S
Set learning goals that provide achievable challengcs lbr students of x
varying abilities and characteristics.
Plan lesson sequcnces using knorvledge of student learning. contcnt and x
ef fective teaching strategies.
Include a range ofteaching strategies x
Dcmonstrate knorvledge ol-a rangc of resources. including lCT. that x
cngage students in their leaming.

3.5.1 Use clfective Demonstrate a range ol'verbal and non-verbal communication strategies to x
classroom support studcnt cngagement.
communication
3.6.1 Evaluate and Demonstrate broad knorvledgc of strategies that can be used to evaluate x
improve teaching teaching programs to improve student learning.
programs
3.7. I E,ngage parents/ Describe a broad range ofstrategies lbr involving parents/carcrs in the x
carers in the educative educative process.
process
Comments
Andrew set challcnges at the staft of the lesson. letting students knou, r.vhat they would be leaming. He askcd deep
questions during lcssons to help students maintain lbcus. His classroom presence was very engaging making students eager
to parlicipate in class discussion.

AND ND D E

ASPECT
4.1.1 Support student ldentity strategies to support inclusive studcnt participation and engagemcnt x
pafticipation in classroom activities.
4.2.I Manage classroom Demonstrate the capacity to organise classroom activities and providc clear x
activitics dircctions
4.3.1 Manage Demonstrate knowledgc of practical approaches to manage challenging x
challenging behaviour behaviour.
4.4. I Maintain student Describe strategics that support students' wellbeing and salbty rvorking X
salety within school and,/or system. curriculum and lcgislative requirements.

4.5.1 Use ICT safely. Demonstrate an understanding ofthe relcvant issues and the strategics x
responsibly and ethically available to support the saf-c, rcsponsible and ethical use oflCT in lcarning
and teaching.

Comments
Every lesson Andrew stood at the door and rvelcomed each student as they came into the room. lhis positive start lcd to
students fbeling lvelcome and more likely to fbllorv instructions. His activities wcre well planned and backcd up rvith clcar
instructions as to what rvas required for cach.

Professional Practice I J

Supervising Teacher's . Pre-service Teacher's signature:

 STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
5. I Assess student Demonstrate undcrstanding of assessment strategies. infbrmal and x
learning formal. diagnostic. ibrmative and summative approaches to assess student

5.2 Provide Demonstrate an understanding of the purpose of providing timely and x

feedback to appropriate feedback to students about their leaming.
students on their
learning
5.3 Make Demonstrate understanding olassessment moderation and its application to x
consistent and support consistcnt and comparable judgements ol-student leaming.
comparable
iudgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate x
student data student learning and modiiy teaching practice

5.5 Report on Dcmonstrate understanding ola range ofsfategies fbr reponing to students x
student and parcnts/carers and the purpose of kecping accurate and reliable records of
achievemcnt studcnt achievement.

Comments
Andrew used formative assessment throughout most lessons, ensuring that students took
risks and committed to answering questions so he was aware of any misconceptions that
may have developed throughout the lesson so he could go over it quickly.

STANDARD 6I ;E IN PROFESSIONAL LEARNING ND D E

area GRADUATE TEACHERS
6.I Idcntify and plan Demonstrate an understanding of the role olthe Australian Professional x
professional learning Standards for Tcachers in identifying prof'essional learning needs.
needs
6.2 Engagc in Understand the relevant and appropriate sources of prot-cssional leaming
professional learning fbr teachers.
and improve practice
6.3 Engage with Seek and apply constructive ibedback t'rom supervisors and tcachers to x
colleagues and impror c tcaching practiccs.
improve practice
6.4 Apply prol'cssional Dcmonstrate an understanding of the rationale fbr continued prof-essional x
learning and improve learning and the implications fbr improved student leaming.
student learning
Comments
Andrew was active in going over his reflections after each lesson. He took lccdback on board and ntade appropriate
adjustmcnts for the lbllowing lesson.

STANDARD 7: ENGAGE PROTESSIONALLY WITH COLLEAGUES, ND D E

PARENTSiCARERS AND THE COMMUNIry
GRADUATE TEACHERS
7. I Meet professional Understand and apply the key principles describcd in codes olethics and x
ethics and conduct ibr the teaching profession.
responsibi lities
7.2 Comply'with Understand the relevant legislative. administrativc and organisational x
legislative. policies and proccsses required fbr teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage rvith the Understand stratcgics fbr working eII'ectively. sensitively and x
parents/carers confidentialll' rvith parents/carers.
7.4 Engage with Understand the role olextcmal prof-essionals and communitl x
prol-essional teachi n g representati ves in broadcning teachers' prot'essi onal kno',vledge and
netrvork and broader practice.
communities
Comments
Andrer.v used his time addcnding school sporting talk r.vith parents of his students. This lcd to a greatcr
understanding and appreciation ofcertain needs for as r.vell as gaining somc support fbr difllcult students.

Professional Practice I Report 4

Supervising Teacher's Pre-service Teacher's signature: