GUT

Distribution Preservice Teacher:

Queensland

University

of Technology

SECONDARY FIELD STUDIES 3 (Bachelor

once signed: Original to Preservice Teacher; ~ to Field Experience

of Education)

- Final Report
retained by School.

Office, Victoria

Park Road, Kelvin Grove, Qld 4059; ~

Chrissie Churchill

Student ID Number:

n7247648

I ~~B0331

School:

Park Ridge State High School

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Subject/Teaching

Area:

English

QUT preservice teaching courses are aligned with the Queensland College of Teachers Professional Standards. Students undertaking Field Experience Programs are expected to meet the standards at a level corresponding to their stage of professional preparation. For satisfactory completion of this field experience, the preservice teacher must demonstrate they are satisfactory, at an enhanced level for preservice teachers, in the Overoll Assessment for each of the three QCT-given clusters of standards below.

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Supervising Teacher comments

Teaching and Lf}arning

Standard Two Design and implement

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learning experiences that develop language, literacy and numeracy

Uses a range of teaching strategies to support language, literacy and numeracy development across teaching areas and in different contexts Monitors and evaluates students' language, literacy and numeracy skills and knows how to use this information when designing programs, reporting to parents, caregivers and reviewing strategies and resources Models effective language, literacy and numeracy skills

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Chrissie uses a variety of engaging teaching and learning strategies to to support literacy and language development. She has worked hard with teachers as well as independently to design lessons that assist in the monitoring and evaluation of student work. She has been made aware of the reporting process and the link between achievement, behaviour and effort. She has been able to communicate the importance of this reporting and assessment to her students. Chrissie models effective language and literacy and she has integrated numeracy skills into her teaching and student learning in practical ways. Chrissie has been able to unpack the task criteria sheets successfully with students so that they understand the expectations and what is required to achieve the highest possible grade. Chrissie is an excellent professional. She is thorough in her planning and is willing to seek advice when needed. She varies her strategies and tasks to cater for the different ability levels. The strategies are engaging and challenging and they are linked to time-lines. Her design of activities are intellectually challenging and innovative. She integrates technology and indigenous perspectives as part of her teaching priorities and she creates challenging and engaging lessons which include students being involved in higher order thinking. She has integrated Bloom's Taxonomy to build higher order thinking skills. Chrissie values individual differences. She has broadened her experience by being involved in various meetings that focus on differentiation and improving pedagogy. Her approaches I are diverse catering for various learning styles and the different student abilities. She has clearly understands the importance of tailor making tasks to cater for the different learning when she taught a high level literacy class and she had to make decisions about learning difficulties and particular learning needs. She also specifically built in opportunities for the extension students so that students could pace their individual learning.

Standard Three (Building on Standard One) Design and implement intellectually challenging

learning experiences

Plans and implements a range of strategies for engaging students in intellectually challenging and worthwhile topics, problems and issues and implements teaching activities that involve higher order thinking

Identifies skills

Standard Four Design an~ implement

learning experiences that value diversity

Plans and implements

individual and group learning activities that take account of the backgrounds, characteristics and learning styles of students

Identifies individual learning needs and knows how teaching students with particular learning needs (disabilities, to apply strategies forgifted) learning difficulties,

' Standard Five Assess and report constructively on student learning

Establishes learning goals and policies, curriculum frameworksassessment requirements that meet relevant and students' experience and needs understanding of characteristics, Shows anassessment techniques including different uses, advantages and limitations validity, fairness and authenticity of

Provides feedback to students on their learning

Overall assessment

of Teaching and Learning

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Chrissie has worked in collaboration with the supervising teacher to ensure that she is aware of the learning goals and the assessment requirements, She has often individually designed activities to prepare students for the upcoming assessment by providing students with a strong skills base and modelling how to respond to questions and testing. Shoe has made an excellent effort to work with the school plan to implement the national curriculum and to maintain time-lines and.d~e dates as outlined by the school's policies and procedures. She has been given the opportunity to mark student work with the supervising teacher and discuss assessment techniques such as validity, fairness and authencity. She is currently developing her skills with these assessment techniques. Chrissie is very mature and her feedback to students is constructive and positive. She has shown them what they have done well and what they can improve on. Students have valued this.

Relationships
Standard Seven Create and maintain safe and supportive learning environments

Establishes and maintains respectful, positive and safe learning environments and constructive relationships that support students and foster positive attitudes to learning Applies strategies to monitor independent and group work and encouraging the participation of all students

Overall assessment

of Relationships

Chrissie has tested a variety of approaches to managing student behaviour and she ensures that safety and a positive environment is a priority. Chrissie is a dynamic teacher and makes her expectations of her students very clear in terms of behaviour and positive achievement outcomes. She embeds the school ethos in her discussions with students and her management of student behaviour. Chrissie has a friendly disposition that students easily relate to and she has used strategies to foster group and independent work so that all students are engaged and on task. She has had the opportunity to work with students across a variety of year levels and she has adapted her classroom strategies to cater for the different levels and ability groups. The students responded very positively to her.

Reflective Practice, Professional Renewal

Standard Ten Commit to reflective practice and ongoing professional renewal
Chrissie has worked well to be part of the English team by sharing resources, collaborating on the design of tasks and discussing due dates and implementation of assessment. She has involved herself in whole school activities such as NAPLAN, playground duty, observed the operation of the Withdrawal Room, att~~ded regular department and full school meetings and assemblies and for her own professional experience, attended meetings about differentiation and pedagogy. Her records are excellent. She is constantly looking for ways to improve her practice and share her ideas, excellent use of technology and her strategies with other pre-service teacher and teachers alike. Chrissie engaged in rigorous and positive discussion and reflection with teacher mentor about what works well for her students.

Engages in personal and collegial development and dialogues to improve teaching practice and manage other aspects of the role of a teacher Reflects critically on personal and professional practice

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Teacher:

Overall assessment

of Reflective

Practice, Professional

Renewal

Field Experience result

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20 days of field experience

have been completed

(completion

date):

04 June 2012 ~
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Supervising

Deb Pillay
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QUT Preservice

Teacher:

Chrissie Churchill
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Site Co-ordinator: Name of University

lan Sevens
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Unsatisfactory (Not yet ready to proceed to next field experience)

Satisfactory (Ready to proceed to next field experience)

Liaison Academic

(ULA):

Mallihai Tambyah
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Version 1 April 2011