Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name Matthew McClure Student ID: 18372205

Curriculum/teaching area English Dates:
30 days
School Bonnyrigg High School Nº of placement 1 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

During his time at Bonnyrigg High School, Matthew has successfully taught a variety of English
classes which included a Year 9 low ability class, a Year 10 mixed class and a Year 12 Advanced
English class. Matthew’s committed attitude has meant he was successful in delivering lessons that
made sure the students under his guidance, were sometimes challenged, met outcomes, were
engaged and understood the content. As a result, Matthew demonstrated a satisfactory knowledge
of a range of teaching strategies and pedagogy. Matthew was prepared and organised for each
lesson, thinking critically and creatively about the program, scope and sequence and learning
activities. His lesson plans showed a high level of knowledge of the KLA of English and allowed him
to produce a variety of lessons that kept students interested and highly engaged. His use of ICT was
effective in engaging students with the core content and he was able to create resources that
catered to a range of learning needs. However, he must check all resources before their distribution
to ensure they are correct.
Matthew has had the opportunity to set homework tasks, set class tasks and create marking
guidelines and rubrics to mark student work and peer assessments. He has also had the experience
of planning for English Advanced with other staff members in this process.
Matthew also demonstrated a satisfactory rapport with the students under his guidance, who were
keen to attend his lessons. Before starting to teach Matthew asked about the classes to gather as
much information about the students as possible, this information helped him to cater to the needs of
the students. He has made successful attempts to scaffold, model and differentiate for the lower
ability students. He made effective attempts to deal with any behavioural issues that arose in the
classroom. He also tried a variety of behavioural management strategies and used the school's
discipline policy to deal with any troublesome students. Matthew has shown a highly professional
attitude towards his second teaching experience. He has reflected upon his lessons, taking on any
advice from his supervising teacher and modified his lessons accordingly. Furthermore, he has
involved himself in school activities, like sport, faculty and staff meetings.

OVERALL ASSESSMENT

Grade:  Satisfactory  Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

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 Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
 competence as a graduate teacher. No Pre-service Teacher 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:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name ____________________Signature: ____________________Date: ______

Pre-service Teacher’s Signature: _____________________________________________Date: ______

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.

STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and X
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students X
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the X
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, X
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating X

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements X

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

Comments
Matthew has endeavoured to build a rapport with the students in his classes. He has also inquired about student abilities,
disabilities and backgrounds to attempt to tailor teaching and learning activities. Matthew has demonstrated some strategies
to cater for different abilities of students. He has shown a keen ability to plan for, scaffold and model for lower ability
students to ensure they have access to meet their outcomes as well as successfully complete their assessment tasks.

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

Focus area GRADUATE TEACHERS

Professional Practice I Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and X
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence. X
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning X
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for X
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their X
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning X
Communication opportunities for students.
Technology (ICT
Comments
Matthew has worked with the English Faculty, teaching a year 9 low ability class, a year 10 mixed ability class and a year
12 advanced class. His lessons have demonstrated an extensive knowledge of content and a satisfactory range of teaching
practices. He has used the new Australian curriculum for stage 5 and the new stage 6 syllabus to guide his lesson plans. He
was highly organised and prepared for each lesson, showing an understanding of the importance of planning. Matthew
attempted to implement a wide variety of teaching strategies in order to facilitate effective and engaging learning in the
classroom. Matthew also endeavoured to utilise ICT into his lessons to engage students. Matthew had a heavy focus on
literacy and grammar within the classroom which extended upon student learning.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E

Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of X
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and X
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies X
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that X
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to X
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate X
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the X
carers in the educative educative process.
process
Comments
Matthew’s lessons were clearly planned and coherently sequenced. His lesson plans set learning goals for students that were
achievable yet challenging and engaging. Towards the end of his professional experience Matthew had developed a range of
teaching strategies and resources that were effective in engaging most students, this included the use of ICT. Whilst
Matthew’s communication with the class was mostly verbal, he attempted to implement non-verbal communication
strategies in his lessons. He has worked diligently in making sure his instructions are highly explicit and this has improved
over the practicum. Matthew reflected upon each lesson to develop his skills to improve student learning.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVIRONMENTS
ASPECT GRADUATE TEACHERS

Professional Practice I Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 4.1.1 Support student Identify strategies to support inclusive student participation and engagement X
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear X
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging X
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working X
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies X
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments

Matthew demonstrated the appropriate respect, tolerance and equity whenever dealing with students, which ensured that
they focused and participated fully in his lessons. Matthew has improved significantly in providing positive feedback to
students within the classroom. He understands that this is important for student participation and for students to feel valued.
Matthew developed an awareness of what was happening in his classroom, picking up on behavioural issues and trying to
implement a range of behaviour management strategies to settle certain behaviours. He developed a satisfactory rapport
with students he taught in various classes. He encouraged students and was always mindful of ensuring student
involvement. Matthew also had an understanding of the disciplinary procedures within the school and followed these in the
classroom.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and X
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and X
feedback to appropriate feedback to students about their learning.
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to X
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate X
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students X

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
Matthew interacted with his students in a professional manner. He used both written and oral
instructions when communicating in the classroom. He provided adequate learning intentions for
students at the beginning of the lesson to ensure they understood what was expected of them.
Matthew had the opportunity to provide feedback on student learning in writing activities,
homework and class quizzes. Matthew also gave feedback for Advanced students in their writing
tasks and practise exams. Matthew did not have the opportunity to report back to parents on this
professional experience.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E

Focus area GRADUATE TEACHERS

Professional Practice I Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional X
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning X
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to X
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional X
learning and improve learning and the implications for improved student learning.
student learning
Comments
Matthew has shown the capacity to reflect critically on and improve his teaching practice. He is a motivated teacher, who
thinks carefully about his lessons, takes on the advice of his supervising teacher and colleagues and modifies lessons
accordingly. Matthew has engaged in professional dialogue with other staff members in the faculty.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and X
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational X
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and X
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community X
professional teaching representatives in broadening teachers’ professional knowledge and
networks and broader practice.
communities
Comments

Matthew displayed a highly professional attitude whilst on his professional learning experience at Bonnyrigg High School.
He demonstrated his understanding of the code of conduct within the classroom with his students and with the English
faculty in the staffroom. Matthew did have the opportunity to engage with the wider community within this practicum
including Greening Australia whilst working on the extra curriculuar activity – High Resolves.

Professional Practice I Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..