WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report Preservice Teacher's name | Benjamin Morgan Student 0: 16565832 Curiculumiteaching ea | Mathematios Dale 35,45, 106, 118 1485 ~ 1885 30 days ‘School ‘Campbelltown Performing Arts High School | N° of placement 10f2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER. In my opinion, Mr Morgan has satisfactorily completed his first professional experience placement. He has prepared lessons, following the relevant program for the class and used various teaching strategies to allow students to achieve the outcomes for the lesson. He has used various methods to engage students, and has learned the need to differentiate lessons for different learning styles and student ability levels. Mr Morgan has reflected upon his lessons, taken feedback from the supervising teacher in a positive way and applied it to improve his teaching. He has realised the need to develop strategies for the management of challenging behaviours from students. He has developed a positive rapport with the students in his classes. Mr Morgan’s teaching will develop with experience. I wish him well for his career as a teacher. OVERALL ASSESSMENT Grade: X Satisfactory Dunsatistactory SATISFACTORY: The Pre-senice Teacher has passed and met the expocid standard in most of the relevant elements as described by the NSW Insitute of Teachers for ths stage of ther professional learning, Where a Pre-service Teacher's work is considered outstanding ‘orwell above average, tis judgment should be reflected inthe summary comments UNSATISFACTORY: The Preservice Teacher has falled ths Profesional Experience uit and has not demonstrated al ofthe relevant elements as described bythe NSW insite of Teachers. The Supervising Teacher, Prolssional Experience Coordinator and Principal ‘ate othe opinion thal the Pre service Teacher requires an ation Professional Experience to attempt to demonstrate satstactory Competence asa graduate teacher. No Preservice Teacher should receive an Unsatisfactory grade without being placed At Risk and the Commie of Advice being convened. This grade may be recommended on ONE or more ofthe folowing grounds: + Performance Deficiencies —e. falure to exhibit criteria icicated forthe partcular Professional Experience uni; + Withdrawing fram Professional Expennce - unless a Withdrawal Without Penalty is awarded; ‘+ Non-Academic Misconduct ‘Supervising Teacher's Name Jennifer McGrath Signature’ Wve nk vz Date: IS/6//¢ Pre-service Teacher's Signature: Ba vate: /6/o/ 155 Pre-serice Teachers ar to be assessed by the Supervising Teacher against he relevant Graduate Teacher Standards that are applicable to Prolessional Experience Il as ether ND ~ Not demonstrated; D - Demonstrated; E ~ Exceeds expeciaons. Elaborate onthe Pre- service Teacher's profesional practice inthe Comment section, if Standards are notable tobe demonstrated please provide an ‘explanation in the approprizte Comments section standards are not relevant pease inset NASTANDARD _1:KNOW STUDENTS AND HOW THEY LEARN N ]D]E Focus area GRADUATE TEACHERS D 1.1.1 Physical, social | Demonstrate knowledge and understanding of physical, social and x and intellectual intellectual development and characteristics of students and how development and _| these may affect learning, characteristics of students 122.1 Understand how | Demonstrate knowledge and understanding of research into how a students learn students learn and the implications for teaching. 13.7 Students with | Demonstrate knowledge of teaching strategies that are responsive to x diverse linguistic, _| the learning strengths and needs of students from diverse linguistic, cultural, religious and_| cultural, religious and socioeconomic backgrounds. socioeconomic backgrounds 14.1 Strategies for | Demonstrate broad knowledge and understanding of the impact of x teaching Aboriginal _ | culture, cultural identity and linguistic background on the education and Torres Strait ‘of students from Aboriginal and Torres Strait Islander backgrounds. Islander students 15.1 Differentiate | Demonstrate knowledge and understanding of strategies for x teaching to meet the | differentiating teaching to meet the specific learning needs of specific learning needs of students across the full range of abilities 1.6.1 Strategics to | Demonstrate broad knowledge and understanding of legislative x support full requirements and teaching strategies that support participation and participation of learning of students with disability. students with disability Comments: During ths first professional practice, Mr Morgan asked about the specific learning needs of the students in the classes that he would be teaching. This included questions concerning the student in a wheelchair, students with ASD, and different learning abilities. He considered these learning needs when planning activities for his lessons, and any alterations which may have been needed to accommodate the ‘needs of these particular students. He acknowledged that students have different learning styles, and provided different approaches in his lessons to allow for these differences in learning styles. Mr Morgan provided additional support when it was required for the students with learning disabilities. He sought advice ‘on how to best support of the learning of students with different disabilities, and provided learning ‘opportunities forall students in his classes. There was not a situation in maths lessons where Mr Morgan needed to consider the cultural background of students. peer a aang eee NaS peor ee een .‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT N [DE ‘Focus area ‘GRADUATE TEACHERS D 2.1.1 Contentand | Demonstrate knowledge and understanding of the concepts, substance x teaching strategies of | and structure of the content and teaching strategies of the teaching the teaching area area, 2.2.1 Content ‘Organise content into an effective learning and teaching sequence. x selection and ‘organisation 2.3.1 Curriculum, | Use curriculum, assessment and reporting knowledge to design x assessment and. Teaming sequences and lesson plans. reporting 2.4.1 Understand and | Demonstrate broad knowledge of, understanding of and respect for a respect Aboriginal | Aboriginal and Torres Strait Islander histories, cultures and and Torres Strait languages. Islander people to promote between Indigenous and non-Indigenous ‘Australians 2.5.1 Literacy and | Know and understand literacy and numeracy teaching strategies and x rmumeracy strategies __| their application in teaching areas. 2.6.1 Information and_| Implement teaching strategies for using ICT to expand curriculum x Communication learning opportunities for students ‘Technology (ICT ‘Comments Mr Morgan's lesson plans clearly explained the content of the lesson. During these lessons, he correctly answered questions from the students about the content, and the correct method which they needed to use to obtain the solution. Mr Morgan used feedback from the mentoring teacher to improve some setting out of his solutions when it was deemed necessary. The lessons planned by Mr Morgan were coherent and well- sequenced, following the schoo!’s teaching program. References were made to the stage 4 mathematics syllabus to determine the content of an existing assessment task for Year 9 5.2, demonstrating Mr Morgan's knowledge of the content of the course he was teaching. Real world examples were given to classes when appropriate to support the numeracy achievement of all students. He attended staff meetings where teachers from the English KLA presented strategies to Improve students writing paragraphs. He also took advice from his supervising teacher about strategies to improve answers from worded questions, where students underline the important information, extract the maths, do the solution, and then write the answer as a proper sentence. Mr Morgan incorporated ICT resources into lessons to enhance students’ learning. This Included accessing online loan calculators with a senior class, to showing students animations of Pythagoras’ theorem to help them understand the relationship between the sides in a right-angled triangle. Pots Prac Report Spans Tears spate ys ene ee ee