| "stern PER bad 2 setectot eects 20° UniSA | Education PROFESSIONAL EXPERIENCE & REFLECTION 2/REFLECTIVE PRACTICE 2 FINAL REPORT PRESERVICE TEACHER: | Karly Nook TORT PROGRAM: ‘Waster of Teaching 5 - ‘SITE: | Wandana Primary Sohoot ‘SITE COORDINATOR: “ud Underwood Wieky Ma UNIVERSITY LIAISON: “alle Galo ~ TEARNING AREAS (secondary only) Toad days = 7 | eke uo day ~ DATES OF PLACEMENT: | 15/0812017 and | to hee TOTAL DAYS: | 22 days, 18/09/2017 16/08/2017 | PROFESSIONAL EXPERIENCE CONTEXT: Wandana is a CPC-7, Category 2, Public School in suburban Adolaide located on Wandana Avenue at Gilles Plains with an enrolment of approximately 160 students. Wandana celebrates the many cultural backgrounds from which its students come from. The School has specialty teachers for Performing Arts, Auslan and Health and PE, Special Education support and English As a Second Language (EALD). There are 21 students in the class within which ! have Underiaken this practicum with. The class is made up of 18 Receptions and 6 Year 1's; of which 12 are ESL, 6 are Aboriginal and 6 are under a Negotiated Education Plan due to autism, speech and communication and Down Syndrome, which makes for a class of diverse abilities, needs and challenges. The classroom is in an open plan unit shared with another R-1 class. ‘SUMMATIVE COMMENTS BY MENTOR TEAGHERIS: Kariy’s honest manner made it easy for us to develop a positive working relationship, where | was able to openly discuss her leaming with her, Even though Karly was very professional about her leaching she also realised that children need to have an element of fun in their day. Kariy’s enthusiasm for her teaching is evident in what she has achieved; well-planned and organised lessons with clear outcomes. She genuinely kes children and this comes through in her caring and calm interaction with them. Karly has used her time here to ask questions, take risks and learn as much as sho can about teaching and learning. karly is a considerate, caring, honest and supportive teacher who will be an asset in any school. | have enjoyed team teaching with Karly and | wish her all the best in what | know wil be a fantastic teaching career. We hope to see you back at Wandanal MDG gyre: 221 V1 wo sxpsactony (ae Minor Sante (cawouneioersnal veto) ‘SUNMATIVE COMMENTS BY SITE COORDINATOR: ‘karly has demonstrated enthusiasm and a wilingness to make he Most ofall learning opportunliss during tis practicum, She ‘engaged fuly in the life ofthe school, participating in staf meetings, assomblies, assisting with the echool fun run and book wook celebrations and observing learning across the school. She buit positive relationships during her ime at Wandana with staff, colleagues end students and displayed exemplary professional conduct. ‘She planned and implemented lessons thal showed careful thought. had clear learning outcomes, resources to be used, ferentiation nd engagement. It was a pleasure to have her in our school. a LAM niclero pe, 9 1% wn sararscron’ Sto cent Sate (cevtneneerien peste) VERIFIGATION BY AUTHORISED UNIVERSITY PERSONNEL: YEAR LEVEL (8) TAUGHT: | Recoption/Year 1 ‘The Mentor Teacher, Site Coordinator and Preservice teacher have been consulted during the placement and this report ocumants evidence of the Preservice Teacher's achievement ofthe Professional Experionce objectives. _ Gebel ama Ds bes SATISFACTORVIUNSATISEAGTORY CERTIFIED COPY Professional Experience Office University of South Australia‘SUNIMATIVE COMMENTS BY PRESERVICE TEACHER: ‘Throughout my placement [had the opportunity i gain confidence In managing a classroom and leaching a diverse renge of abilities, Some of the challenges | faced included supporting the learning needs of EALD sludents and students with extra needs, Incluging autism, spaach and communication disorders and Down Syndrome. However, gatting to know al he students and their Individua! levels of learning enabled me to prepare appropriate lessons, which catored to both those needing exira support and ‘extended those students who gained concepis and skils more quickly than their peers. Other arees | grew more confidence in include managing tension from lesson to ase0n, menaging student behaviour and engacing students n ai loaming, | found thatthe Recepton/Yeer 1 students responded wel to eaming through pay, incorporating neuroscience in lessons (such as sensory acvils,phystcal movement anc bran beaks) and ICT (neluing videos and Ponereoinis) wes abi to leach to units across is deweck placement, which allowed me to scaffold concep's and conduct @ | range of nasessments to rack students progress, Managing these ant aught me howto combine concepts rom the Ausralin | Curieutum and tobe exile with my lessons, as changes ofen needed to ba mde fo Unexpected Ineruptions or when ‘skadont edn fly grap concopte | also had the opportunity to work with another pre-service teacher during my placement. | thoroughly enjoyed leam-teaching 2s we ‘were able to communicale effectively to develop and improve our lessons, share responsibilies and teaching time, and respect each cther's ideas. As there ware two of us in the classroom, we were able to teach in a range of diferent situations, including small group ‘and individual work. While working in a team was a valuable and postive experience, | was always conscious of how I vould have ‘managed the classroom if | was by myset. ‘The staff st Wandana were very welcoming and | enjoyed building a supporive relationship wth my mentor. | algo had the chance bserve@ numberof other teschers across a range of year level including Year 2/3, Year S/6 end Year 6/7). This experience | fexpased me to diferent teaching svles and salagies wien leaching in both junior and upper primary 20/09/2017. Pewee Tasersrawe A le NOTES FOR MENTOR TEACHERS AND SITE COORDINATORS COMPLETING THIS REPORT The assessment criteria used in this repor are the Ausiralan Professional Standards for Teachers. ‘Tne Prosonvice Teacher may wish fo submit this ropor than appicaion for employment. Pease avoid th uso of ecronyens as student reports are ‘ten vowed by interstate and intoratonal employers who are no alvay familia wit South Australian nomenclature ‘The preservice teacher has completed the required number of ful Gays of their placementincluding [YES TNO | visit 3 TEACHER COMMENTS: PROFESSIONAL KNOWLEDGE 7, Know students and how they fearn [2 Know the content and how te each 1 Pryce scl andi dewgment end shes of | 2.1 conte ndash states of warn ea a ra 22 Gant anlecten on oration ndrtn how tudo in 23 Cuneta sosnerert se 13 Sons win dee gute, alt regu an 2. Unnatan andepet Argan Tree Se land ‘socloaconomic backgrounds | "poopie to promote reconciliation between Indigencus and non 14 Statogie for eaciny Abarat and Toros Stak andor Welgencus Auststons noon veNeen enews an Stee 2 Leroy are numeroy stele 1.5. Diferantate teaching to meet the specie leaming neods of Stucenis across the fll range of ities atcipavon of students with sabi Information and Communicalon Technology (ICT) Karly successfully worked with another Pre Service teacher to develop well-organised thought-out actvites | "=" ‘and was keen to use @ varely of resouroes to gain the attention of the sludents (2.9. concrete materials, mw ‘creating her own PowerPoints, using the internet, YouT ube, books). Karly successfully developed and ran unis of work in Numeracy, Literacy, Design and Technology and Science, where her leaming activities matched the learning outcomes from The Australian Curriculum. She was able fo use her long term planning (Unit plan) to help successfully develop her weekly plans. Karly had many conversations with me on haw Bear ‘she would diferentiate the lessons for ncivcuals ‘As Karly goto know the chien individually, she was aware ofthe citien's differing needs end abilities Oo and was able o Use her knewiedge witen panning actives, as vel as chalenging ther inking, n her ‘Science sessions she was eble to come Up with cvealive, child Ganired activities. During these lessons Karly | took every opportuni to hghght vidal success end acheverenis, by gellng cisten to share ner | ——Siao7 GIscoveres hiswat algo demonstrated trough her ahadval conferring ostdente wor, conser thee needs ana focussing on ner svength, se wel ee allongng toms oO Karly always speaks confidently and postivey tothe children and in times of stress, when things are not always going to plan, was able to calmly refocus the students. Karly was willing to soi into the routinesThat the children were used t, realising they responded poslively To continuity. Ta Karly has Incorporated coneapts she has leamt about neutosclene® into her aan lessons; having brain g breaks, including movement and sensory actives in lessons as well as doing conceniration and focussing activities to improve their working memory. MENTOR TEACHER COMMENTS: PROFESSIONAL PRACTICE i, Susan ca 2 SRS See fe rere 4; BEES cren 4 Reesor. pte eho Sous creat tlhe sane 2 es Sea eS ae El oem en 2 an pads asi ae oe te cea apes 5 ieee eat nae cheaper tae ao etl is staring to buld up cofecton of strategies o use if things ae no ging to plan. (.9 refocusing alton and using {questioning to cle the understanding, ban beaks in sessions, am to the person next fo you abot your leaning), When “inking on her fee Karly has kept calm and has showed flexibility in he progeamming, realising tis ok lo change Sessions or _ lasson outcomes its needed. Kary corsstonty assessed the progress of student a invduals aid a8 group. Kenly wos able to adopt lessons o sutthe need ofthe cscren, She achieved this by working one-on-one, in eral groups and bringing the whol lacs back down to ho a {arpa work ough nar concers anata gal thee undortanding, curing and al th ond of naming eoesions. Even hough cass expectations had been segoltes erler In the yee, Katy frlavised Reel wih Ihoea ard eorperated them inte Rer teaching. Kary leaaing to use car slatoments¥ coe ihe eileen no taking responsibilty fer tae wn befaviur. Katy was slang tobe consistent wih ie Use of Behawour management toorniques and se needs fo continue to ook at siudents dont respond to “king through he problem or reminding dom of hie covet bataviou, whats she going {©:do nent. Katly constant was cbsarving what te chgren were daira, weking sieedolal oormente on chiens werk of ao \thal they nad achieved andthe raxt leaning stop. Karly wes tsa of slents being in he lenning pt encouraging tem {0 problom cele and enallnge ipemselves i har Teering. She used positve comments af encouragement to refocus the Cilidren, When aceossing work Karly used a simple rubs (rocy fem the mesieraton process she was involved in) to eae F thore was any movemantin the children's larring, aftr teaching a unl of werk on shapes. Sho Used an opan-ondd actly a8 a pre assessment and than repeat he same activ fo see the dren Nad moved thr knowodge of shape. Kary | [7] ‘arved a schoo ary enough fo ensure te photoccpying was cane, the daly Umetabia wae.onthe boare and warkwas | ‘eave displayed around the ream. MENTOR TEACHER COMMENTS: PROFESSIONAL ENGAGEMENT _ [6 Engage in professional learning 7. arenislearers and 81, leony and pan professional ieamingneeos 11, Mest professional ames and responstitves 2. Engogo in prtessionel ining andinproveproctoe 12. Comply wih teslove,admiistatve and egansatonl requirements 63. Engego wih eateagues and inprove pesioe 753. Engoge wih the pareteares 64 Apply prtessorl earning and prove student leering Engae wih professional eschingretwos an broader communities Tarly was anost in or approach fo sslfaigong her teaching, understanding that navi Fe opporaniy To ora discuss stratogias, content and organisaton would help her inthe future. Kary was eager lo all lessons Cat were very complex witha variety of differen resources needed and learning areas, to help engage the stents, mq Tis ed her to see how important orsenisaion and ler inirucons are In achieving success fearning | experiences fra HESssssdaaeected Parent involvement isan area the mentor eacher had been working on and Karly worked with the other pro = service teacher o organise a pancake breakfast for paren and family members to calabrate the ond of he unt ‘of work on the senses and to bull positive relationships, During this ime Karly used excellent organisation skis, oO Every morning Karly made herself avalobe to tek wih parents by heving the room open 10 minus earier at {he begining ofthe day forthe students to enter the oom n'a calm, relsved and weleomng way. Sy Karly worked coleboratvely with har teaching periner and mento teacher, sharing resources and Work areas Many actviies were delivered with her teaching parnerrespecttuly shang he teaching sro supporting each oO other. (his led 0 very engaging activites mat kept the children's focus) She eagerly partcipated in professional dialogue istening to iteas and opinions working towards an agreement thal all were hepoy wih Keri ook partin staff meetings and had the opportunity tobe lnvlved in taning and development in maths al moderation wih another schoo, Restorative Justice, Reed Waite ine and whole school numeracy agreement. Her lessons bonefited from these experiences and she wes able lo incorporate many ideas into her Planning. Outing a these sessions she demonsteted her ably tobe sensiive end considerate when Intrecing wth others, Professional Experience Office - University of South Australia, ‘Mawson Lakes Boulevard, Mawson Lakes SA 5095 This is ceted copy ofthe rail essessment documont provide by the site which the sludent was placed or the professional experiance, may be used fer employment purpasee.