FINAL PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Martin Kimber 2120714

School Blackfriars
Learning Area
Mentor Teacher(s) Bradley Baldacchino Health and Physical
Education
Learning Area
Blair Wimshurst Health and Physical
Education

School Co-ordinator Anna Mirisgentis

Coordinator
University Liaison Kaye Lee Caz Lewis

Please delete those not applicable Please select

Teaching Days
10 introductory days + 30 day block: 40 days 

CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.
School

Blackfriars Priory School is an all-boys Catholic school founded by the Dominican Fathers. It is a
rather small campus with 1000 students at the Prospect site from year levels R – 12. The majority of
the students (800) are in years 7 – 12. The school is very multicultural with students from a variety of
backgrounds and socio-economic levels. The school, being a Catholic school, has a strong religious
focus. Students regularly attend and participate in mass, and religion is taught through to year 12,
with time given for retreats and reflection. The school is heavily involved in interschool co-curricular
activities and has teams in all year levels across a range of activities. Students are required to
participate in at least one summer (Term 1 and 4) or winter (Term 2 and 3) co-curricular activity
outside of normal school time.
Class (including children with special needs)

The classes taught by Martin Kimber include the following:

- Two Year 8 Health &Physical Education (H&PE) Basketball
- Two Year 9 Health &Physical Education (H&PE) Baseball and Indoor Cricket, issues
analysis on ‘Women in Sport’
- Year 11 Health &Physical Education (H&PE) Touch and fitness investigation
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Please place an ‘X’ at the point along each continuum that best represents the development of the pre-service
teacher towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 2 Know the content and how to teach it

I I I X I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I I X I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I I X I__
Complete Novice Emerging Graduate Proficient
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
The School was very impressed with Martin’s professional attitude and his openness to
receiving feedback. He was punctual, well organised and participated in class activities.
Martin has been a valuable member of the team and has shown a commitment to continually
improve his pedagogical practice. He developed a strong pastoral relationship with the students
and used effective classroom communication.
Name: Anna Mirasgentis Date: 9/6/17

University Liaison
Personal Characteristics
Throughout his placement, Martin presented as professional, organised and skilled. His quiet
authority was evident from the commencement of each lesson. Martin’s natural control and
stance at the front of a group ensured effective communication and vision. His presence in a
class, both indoors and outside was of a calm, confident, proactive teacher with clear leadership
abilities. His lessons were well-planned but he also displayed the ability to be flexible in adapting
his plans, for example when class numbers were decimated through illness. He quickly learnt
the names of each student; an essential skill particularly in practical, non-classroom based
subjects. Martin effectively gave individual feedback to students, using praise thoughtfully as
well as both encouraging and correcting techniques in a positive manner to improve
performances.
Professional Characteristics
Martin’s knowledge of the skills, rules, offensive and defensive plays was evident in his lesson
delivery in each activity. Correct individual sport terminology was introduced and used, as were
specific rules of each sport. He provided a progression of skill-based activities, including creative
drills to consolidate the targeted skills. Each lesson Martin built in a review of previously taught
or explained rules and skills, then built on these. Martin’s verbal instructions were clear and
concise as was his outline and implementation of behavioural expectations. Importantly also,
students were active and involved for the majority of the lesson. Where necessary for skills
development, students were ability grouped to challenge the more advanced students while also
providing the opportunity for the less skilled to consolidate the basics. Challenging but
achievable goals were set for students in skills acquisition. Martin constantly moved around
during group activities. Where students, for assessment purposes were expected to umpire, he
encouraged their decision making, only intervening if there was a technical decision needing
adjudication. His extensive involvement in extra-curricular activities is outlined in his mentor’s
report. Of particular note is his strong leadership role in the Outdoor Education 3 day camp at
Kuipto Forest was a particular highlight. Martin deserves every success in gaining a teaching
placement based on the consistent quality of his teaching skills displayed during his placement.
Name: Kaye Lee Date: 14/6/2017
SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Martin Kimber Learning Area: Health and Physical Education

Professional Knowledge
Martin was able to examine curriculum documents and school policy regarding assessment,
assignments and non-participation in Physical Education and implement them into his teaching. His
teaching methodology reflected a thoughtful approach to the needs of all students. This was
achieved through structuring lessons such that all students were active participants in tasks.
He was able to be flexible in relation to use of space and time constraints as evidenced by his ability
to teach wet weather lessons with little notice. His lessons generally contained game like activities
and he recognised the importance of this in terms of motivation and management.
Martin planned, implemented and assessed teaching and learning units of work relating to the
ACARA Achievement Standards for Year 8, 9 and 11 Health and Physical Education.
Martin went above and beyond during his placement some examples of this were
- Helped with Primary school sports day
- Taught minor games with year 8B during observation weeks
- Taught Basketball (8D) during observation days
- Participated in Year 11 practicals when required during observation days
- Helped relief teacher with relief lesson during observation days
- Attended Professional Development day
- Helped with Yard Duties
- Attended faculty meetings
- Attended Meeting on the behaviour of a specific student and provided feedback
- Took a relief Lesson of year 11 PE (A class I wouldn’t have otherwise taught)
- Observed a number of H&PE lessons from Primary to Year 12 including Year 12 Health
- Attended Outdoor Ed excursion accompanied with one other teacher (Yr 11/12)
- Attended 3 day Outdoor Ed camp
- Taught 5 Practical units (Baseball, Touch, Indoor cricket, Basketball x2)
- Taught 3 theory units (issues analysis x2) and Yr 11 Fitness Investigation
- Marked all 8 units (5 practicals and 3 theory)
Professional Practice
Martin’s lessons were thoughtfully prepared throughout his teaching. Each lesson was prepared with
specific objectives and he was able to achieve these in most lessons. His short term planning was a
strength and it will only develop with greater experience. I would encourage him to develop unit
planners for his next Professional Experience
Martin was able to be flexible in terms of constraints of time and space. He was able to work and
implement ACARA Achievement Standards into the school's curriculum; this was seen in his Physical
Education units. Martin’s ability to assess, evaluate and modify learning programs has shown a
pleasing development throughout the teaching practice. He has a good understanding of how to
develop purposeful assessment criteria.
Martin has an excellent rapport with students, I would encourage him to expand his questioning
techniques in reference to different cues and continue to develop his tone and verbal instructions.
Martin has demonstrated a quiet, personable approach and quickly gained the respect of students.
His confident approach and establishment of clear behavioural expectations were paramount in the
creation of a safe learning environment for all students. When problems did occur they were dealt
with in a calm and efficient manner.

Professional Engagement
Martin’s mature and calm persona has certainly enabled him to develop many positive relationships
with both teaching staff and students. He has participated widely in discussions with peers relating to
both personal and professional matters. He is comfortable and confident in sharing and developing
teaching strategies and ideas and is always eager to seek guidance or offer valuable advice, this was
especially seen at our staff retreat day. His professionalism is manifested also in his attitude towards
punctuality and organisation. His own work is consistently well presented and tightly structured and
this has had a significant impact on the students and the choices they make in their own work.
Martin has involved himself in faculty and staff meetings, and has displayed outstanding
organisational skills in his duties as a Home Group teacher. He participated in a staff retreat day and
 The Blackfriars community has certainly benefited and appreciated his highly professional attitude to
teaching.
Although the opportunity to meet parents has been limited I believe that he has demonstrated an
awareness of professional tact that will hold him in good stead in the future. Martin’s maturity and
friendliness has been most welcome within the Physical Education faculty, and I’m sure that the
manner in which he conducted himself with my Home Group each morning would have been
reported favourably to many families.
Written by: Brad Baldacchino and Blair Wimshurst Date: 14/6/17

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion (Anna Mirasgentis, Bradley Baldacchino and Kaye Lee) Martin Kimber

has demonstrated the following overall level of performance in this final professional experience:
(Please click on appropriate box below)

☐ Fail

☐ Pass

☐ Credit

☐ Distinction

☐ High Distinction

NOTES FOR COMPLETING THIS REPORT

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.

Please keep an electronic copy of this report and submit the report to the University Liaison for
completion.

If this is not possible then please email it directly to: mssprofexp@flinders.edu.au