Professional Experience Office

School of Education
Telephone: 8201 3330
Fax: 201 2568
Professional Experience Report 2014
PROFESSIONAL EXPERIENCE FINAL YEAR
Middle & Secondary Schooling
Year 4 Undergraduate & Year 2 Master of Teaching


Pre service teacher name Su-Sim Lim Student No. 2082583
School Underdale High School Year level(s) taught 9 & 10
School mentor teacher Herta Moskwa Subject Science - Middle Years
School coordinator Lesley Holliday University liaison Yvonne Oxenberry
40 day placement
Site Context School Coordinator - Context statement about your school
School sector (DECD), Independent.
School size, class size and composition of
campus
(R-12, Area, Primary, Secondary)
Physical and/or unique characteristics.
Students with specific needs.
Socio-economic factors.
Underdale High School is a progressive learning
community for approximately 600 students from
diverse cultural backgrounds. The school is located
in the western suburbs and is easily accessed by
public transport.
Underdale High School as a Professional Learning
Community is committed to:
All staff participating in learning teams to
improve student engagement and learning outcomes
through a focus on pedagogy in particular in the
areas of literacy, numeracy, differentiation and
digital learning
Catering for diverse interests, abilities and
backgrounds
Offering a broad range of subjects and pathways
Embracing learning technologies
Supporting students to achieve their personal
best
Involving students in a wide variety of sports
Promoting student leadership and co-curricular
activities
Delivering a supportive, personal development
program
Celebrating student diversity and achievement
Participating in international student programs

Mentor Teacher - Summary Statements
Professional Relationships Comments

PROFESSIONAL & COLLEGIAL LEARNING
Teachers actively engage in personal and
collegial learning within the professional
community
Su-Sim responded to our school life and routine
with enthusiasm and in a pleasant and friendly
manner. She was professional in her attendance at
staff and faculty meetings and completion of yard
duty under supervision. Su-Sim attended weekly
Science Professional Learning Community meetings
in which the Australian Curriculum was
discussed and she witnessed professional learning
and discussions to improve practice. Su-Sim
related well, not only to immediate faculty staff
but to other staff
members. LEARNER RESPECT
Teachers foster trusting and respectful
relationships with all learners
Su-Sim was willing to identify the interests and
abilities of the students in the class and
developed an awareness of the importance of
maintaining a professional relationship with them.
Su-Sim learnt the students names very quickly and
this helped her develop an immediate rapport with
the students. She developed her skills in
providing feedback to students during lessons
which aided learning. This provided the needed
support to the
students. PARENT/CAREGIVER & COMMUNITY PARTNERSHIP
Teachers work effectively with
parents/caregivers and the wider
community
Su-Sim recognised the need to make written contact
with some parents to inform them of their child's
lack of work submission. This was favourably
received by those parents. Su-Sim also attended
the Parent/Teacher Conference evening and was able
to observe teacher/parent interactions and
supportive
communities. Professional Knowledge Comments
LEARNING PROCESSES
Teachers know about learning processes and how
to teach and implement
Su-Sim used a variety of teaching strategies,
utilised engaging "games", and used effective
communication to engage the diverse range of
students and to meet their needs. Su-Sim's use of
PowerPoint presentations, You-tube video clips,
worksheets and hand-outs to communicate the
content and to enhance student learning outcomes
was both
good, engaging and interesting. LEARNING CONTENT
Teachers know the content they teach
Su-Sim displayed a good knowledge of both the Yr 9
Science topic (Diseases) and the Yr 10 Chemistry
unit. She was well aware of the ACARA Science
curricula and produced thorough lesson plans in
line with them. She was aware of and used a
variety of resources in the gathering of
information of the course content. She used
scaffolding within tasks effectively and produced
comprehensive and useful
worksheets to aid student learning.

LEARNING CONTEXT
Teachers know about learner contexts and
diversity
Su-Sim found it necessary to adapt and change the
learning environment and dynamics of the group to
enhance learning outcomes. She also developed
effective strategies to deal with distracted and
disruptive students. She developed a range of
strategies to keep students actively engaged in
their learning and was prepared to adapt her
delivery to ensure that a sound understanding was
achieved by all students.
Professional Practice Comments
PLANNING AND TEACHING
Teachers plan and implement teaching
strategies for successful learning
experiences
Su-Sim was most thorough in her daily and long term
lesson/curriculum planning. She had a good
understanding of the different types of assessment
tasks for different areas of content utilising
formative tasks effectively. Su-Sim showed logical
sequence in the implementation and time allocation
of the content and leaning experiences. Her
worksheets showed good scaffolding of tasks and an
understanding of how students learn.
FEEDBACK AND REPORTING
Teachers assess and report learning outcomes
Su-Sim displayed good skills in providing feedback
to students during question time which aided their
learning and provided valuable support to the
students. She produced both formative and summative
assessment tasks with appropriate marking schemes
for both classes. The work was marked promptly and
appropriate written feedback made.
LEARNING ENVIRONMENT
Teachers create a safe, challenging and
supportive environment
Su-Sim was aware and took responsibility for a safe
working environment for both herself and the
students during lessons and Science practicals. She
would perform some practicals herself prior to
conducting them with students to check on safety
issues. She completed yard duty supervisions and
undertook the responsibility for a Yr 9 home group
which involved roll checks, reading daily bulletins
and other administrative matters.
Pre-service teacher: Comments
Through teaching middle years science at Underdale High School I have demonstrated
skills in planning and executing relevant and engaging science units linked closely to
the Australian Curriculum. I have also demonstrated ability to communicate effectively
with staff, students and parents. I have developed skills in behaviour management and
my ability to lead students through a range of practical activities. My understanding
of intercultural relationships has also been strengthened through my interactions with
students and staff from a diverse range of cultural backgrounds.
University Liaison: Summary statement


Su-Sim
is a very competent beginning teacher. She has good rapport with students, and
she consistently encourages them to achieve their highest individual
potential. She shows high quality skills in planning creative and engaging
activities for students, incorporating the use of things
like ppts, youtube clips, games, well designed worksheets/tasks as well
as whole group teaching and group work discussions to facilitate
learning.



Unit
plans are well documented, and Su-Sim designs her individual lesson plans
thoughtfully and with good detail, implementing strategies to support the
varying abilities, interests and learning styles of those in her classes.



She
is respectful in establishing student behavioural expectations, she listens
to advice from her mentors, and she has shown very good progress in managing
this facet of her teaching.



Su-Sims
friendly and professional manner meant that she was able to develop sound
working relationships with the other teaching staff around her. She made
herself aware of whole school administrative details, school policies, and
curriculum details, asking for guidance and following through as necessary.



A very successful
practicum at Underdale High School.
School Coordinator: Final Comments (optional)

School Coordinator:
The pre-service teacher may wish to submit this report with an application for employment. Please
avoid the use of acronyms as student reports are often viewed by interstate and international
employers who are not always familiar with South Australian nomenclature
Name of School Mentor Teacher(s): Herta Moskwa Date: 06.06.2014

Name of School coordinator: Lesley Holliday Date: 06.06.2014

Consideration has been given to the complexities and degree of challenge of the professional
experience context in evaluating the pre-service teacher's ability to meet the assessment
criteria for the professional experience.
In our opinion, the pre-service teacher -

HAS demonstrated competency in the professional teaching standards for registration in SA
SATISFACTORY
University Liaison
Name of University Liaison: Yvonne Oxenberry Date: 19.06.2014
Report ID: 000955