WESTERN SYDNEY | UNIVERSITY Professional Practice II Uv ‘Secondary Program Report Pre-service Teacher's name | Ben Morgan Student: 6565832 Curiculumiteaching area | Education/Mathematics Dales 7878 10 S18 30 days Schoo! ‘Ards High School Nof placement | 2of2 SUMMARY COMMENTS by the SUPERVISING TEACHER This has been a positive leaming experience for Ben. He has developed in confidence in the requirements and application that is required to become teacher. His level of professionalism and ability plan, organise and adapt was a key asset for him. Ben developed a strong relationship for a practicum teacher with his students and this was due to his ability to connect wit the students, He showed a strong understanding of their leaming needs and provided positive support to assist them in their leaming. He moved around the classroom effectively providing constructive feedback where required. Ben lessons showed a clear structure, his introductions where a strong feature linking key learning outcomes and refining literacy and numeracy initiatives. His use of ICT was a strong asset, implementing different platforms for leaming and a range of teaching stratergies that included both teacher directed and student directed initiatives. Ben has displayed the necessary qualities fo become a successful teacher in the industry, | believe he will be a positive asset to any school or system he chooses to move into, He has responded to feedback positively and shown a stronger understanding of different classroom management techniques. OVERALL ASSESSMENT D unsatisfactory ‘SATISFACTORY: The Preservice Teacher has passed and met the expected standard in most of the relevant elements as described by the NSW Institut of Teachers for this stage oftheir professional leaning. Where a Pre-Service Teacher's work is considered outstanding ‘cr well above average his judgment shouldbe refiected inthe summary comments, UNSATISFACTORY: The Pre-service Teacher has falled tis Professional Experience unt and has not demonstrated al ofthe relevant cements as described bythe NSW Institut of Teachers. The Supensing Teacher, Professional Experience Coordinator and Principal ‘22 of the opinion thatthe Pe-senvice Teacher requis an addon Professional Experience to attempt to demonstrate satstactory competence 2s a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being place At Risk and the Committe of Advice being convened. This grade may be recommended on ONE or moe of the folowing rounds: + Performance Deficiencies — fare to exhibit cra indicated forthe parcular Professional Experence unit; + Withdrawing trom Professional Experience ~unless a Withdrawal Without Penaly is awarded ‘Non-Academic Misconduct yi ‘Supervising Teacher's Name Samuel.Rosete Signature: € SKE Date: 09/11/18 Pre-service Teacher's Signature: 2 Date: 09/11/18 Pre-service Teachers ae o be assessed bythe Supervsing Teacher against the relevant Graduate Teacher Standards that ae applicable to Professional Experience Il as ether ND ~ Not demonstrated; D~ Demonstrated; E - Exceeds expectations. Elaborate on the Pre- service Teachers professional practice i the Comment section, If Standards are notable to be demonstrated please provide an ‘explanation in the appropriate Comments secon. f standards ae not relevant please insert ‘NA’evelopment and characteristics of students affect learning. ‘STANDARD KNOW STUDENTS AND HOW THEY LEARN ND [= D) Focus area ‘GRADUATE TEACHERS TLL. Physical, sot Demonstrate knowledge and understanding of physical, social and wv and intellectual tellecual development and characteristics of students and how these may Tl Understand how students lear Demonstrate knowledge and understanding of research into how Sudents eam and the implications for teaching, TRI Students with diverse linguistic, cultural, religious and backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds TAT Strategies for teaching Aboriginal and ‘Torres Stat Islander students Demonstrate broad knowledge and understanding of the impact of culture, ‘cultural identity and linguistic background on the education of students from ‘Aboriginal and Torres Strait Islander backgrounds. 13:1 Differentiate teaching to meet the specific leaming needs ‘of students across the full range of abilities Demonstrate knowledge and understanding of strategies for differentiating ‘teaching to meet the specific learning needs of students across the full range of abi TOT Strategies support full participation of students with disability Demonstrate broad knowledge and understanding of lepslative requirements and teaching strategies that support participation and learning of students ‘with disability, v ‘Comment this translated to develop ‘management issues. Islander background, His understanding of the learning needs lead to mi Ben effectively showed an understanding of how students lear. He developed positive relationships with his students and ing strategies in teaching to their leaning styles and understanding the student behavior patterns. Ben was able to cater to a variety of student needs including teaching students with NESB, LBOTE, students with Autism and Aboriginal and Torres St inimal classroom ‘STANDARD 2: KNOW. (HE CONTENT AND HOW TO TEACHIT Focus area ‘GRADUATE TEACHERS ny D| 2.1.1 Content and {caching strategies of the teaching area ‘Demonstrate knowledge and understanding of the concepts, substance and structure ofthe content and teaching strategies of the teaching area. 72.2.1 Content selection and organisation ‘Organise content into an effective Tearing and teaching sequence 23.1 Curriculum, assessment and reporting Use curriculiam, assessment and reporting knowledge to design Tearing sequences and lesson plans, 2.4.1 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strat Islander histories, cultures and languages. NNSA SI 2.5.1 Literacy and rhumeracy strategies ‘Know and understand literacy and numeracy teaching strategies and their application in teaching areas. XN 2.6.1 Information and Communication ‘Technology (ICT. [implement teaching strategies for using ICT to expand euriculum learning ‘opportunities for students v Professional Practice i! Report Preservice Teacher's signature: B‘Comments ‘Ben demonstrated knowledge and understanding ofthe concepts, substance and structure ofthe content and teaching strategies of the teaching areas of Financial Mathematics for Stage $ and Measurement for Stage 4, He showed tremendous in depth knowledge of the content and strived to extend higher learning from his students. A key feature of Ben's practice was his ability to link class discussion and ICT platforms such as Geogebra and Manga High. This was a strong feature which provided positive learning outcomes for his students ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND ]D_ | E Focus area ‘GRADUATE TEACHERS 3.11 Establish ‘Set learning goals that provide achievable challenges for students of v challenging leaning | varying abilities and characteristics. goals 3.21 Plan, structure and | Plan lesson sequences using knowledge of student learning, content and 7 sequence leaming effective teaching strategies programs 3.31 Use teaching Taclude a range of teaching srategies oe all 3.4.1 Select and use| Demonstrate knowledge ofa range of resources, including ICT, that £77 resources ‘engage students in ther learning 31 Use effective Demonstrate range of verbal and non-verbal communication sategies “fa classroom ‘to support student engagement. communication 3.61 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate 7 improve teaching teaching programs to improve student learning. programs 3.71 Engage paren | Deseribe a broad range of srategies for involving parens/caren inthe oS cares in the educative | educative process. process ‘Comments Ben had a strong foundation in his teaching style. Having a clear structure of lesson flow which included fundamental skill development in his warm ups and linking the previous lessons learning outcomes. His body components showed depth of knowledge of the content and link a variety of teaching strategies which included primarily teacher directed tasks but as ‘confidence increased student centered activities became more frequent, with an enthusis on investigation activities. His ability to incorporate ICT was a strong feature of his teaching practice. His verbal communication skills are excellent, clear and ‘concise. There was an effort to use non-verbal cues but this will come with more experience. ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING MW] TE ENVIRONMENTS ASPECT ‘GRADUATE TEACHERS “41.1 Suppor’ salen | Tdenify strategies t0 suppor Tclusve student participation and oe Patcpation engagement in classroom activites. $2.1 Manage dassoom | Demonsate The capacity To oanise classroom actives and provide of. activites clear directions 43.1 Manage ‘Demonsrate know eda of pascal approaches to manage halenging 7 ciuilenging behaviour _| behaviour 4.1 Maintain student | Describe strategies ta spon wudens” wellbeing and wey working < safety within schoo and/or system, cursculum and legislative requirements TS Uae ICT stay, | Demonsiate an understanding oF ie relevant iss and Wie wrateaies A responsibly and | available to suppor the safe, responsible and ethical se of ICT in ethically Teaming and teaching Comments Ben was well organized and prepared forall lessons in his practicum experience. He always set clear learning outcomes and expectations and had a clear st of class rules established which aided in reinforeing his expectations and the schools learning ‘outcomes. His ability to deal with classroom management issues increased with each lesson, he was responsive to trying differnt strategies and saw the potential for each hased on its context. His approachabilty made it easy for students to engage with him and consistently gave positive and constructive feedback. Ben's ability to adjust to challenges in the class environment was a credit to his calm nature Professional Practice I Report ‘Supervising Teacher's signature. _Pre-service Teacher's signatut: