WESTERN SYDNEY UNIVERSITY Professional Practice Il U Secondary Program Report Pre-service Teachers name | Benedict Stone Student ID: #4 BESO Curriculumfeaching area | History Dates Society and Culture 30 days Schosl Mercy Cathole. Colege Nrofplacement | Zof2 SUMMARY COMMENTS by the SUPERVISING TEACHER Overall, Benedict had a positive placement at Mercy College. He taught Years 9 and 10 History as well as Year 11 Society and culture. Throughout the placement Benedict created numerous lessons and used teaching strategies based on knowledge of students’ learning. Benedict took time to observe other teachers when not on class and had many discussions with colleagues. He responded well to feedback and made adjustments to lessons where necessary. Benedict attended staff meetings and performed normal teaching duties, including supervision at the College Swimming Carnival. Benedict demonstrated organisational skills and maintain a good report with both staff and students. We wish him every success in his teaching career. OVERALL ASSESSMENT satisfactory Insatisfactory UY sais Di unsatis SATISFACTORY: The Preservice Teacher has passed and mel the expected standard in mast ofthe relevant elements as desccbed by ‘he NSW Institue of Teaches fo his stage o ther professional learning. Where @ Pre-senice Teacher's works considered outstanding ‘orwell above average, tis jaigment shouldbe reflected inthe summary comments, Grade: UNSATISFACTORY: The Preservice Teacher has faled ths Profesional Experience unit and has not demonstrated al ofthe relevant clemenis as descited by the NSW insite ol Teachers. The Supervising Teacher, Professional Experience Coordnalor and Princical ‘ate ofthe opinion thal the Preservice Teacher requires an additon Professional Experience to allem to demonstrate saistaciny ompetance asa graduato teacher. No Pre-sence Teacher should ecoive an Unsaistaciory grade without beng placed At Risk andthe Commitee of Advice being convened. This grade may be recommended on ONE or more ofthe falling grounds + ertormance Deficiencies ie. aur to exhibit ctr Inicated forthe particular Professional Experience unt + hitherawing fom Professional Experience ~ unless a Withdrawal Without Penalty is awarded, 1 Nandcodone listo ‘Supervising Teacher's Name Clave The Qe brenda — Pre-service Teacher's Signature Bate: Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are at to Professional Exprance lila eer ND - Net cemersed; D- Demonsvaed;E ~ Exceeds expectations Elaborate onthe Pe- sence Teacher's professional praice in he Comment soctn. If Standards ao na abl tobe domonstted please provide an explanation inthe appropriate Comments section, senda ae nol leant please inser‘STANDARD _i:KNOW STUDENTS AND HOW THEY LEARN, ND |B Focus area ‘GRADUATE TEACHERS. 1.11 Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual development and characteristics of students and how these may evelopment and affect leaning. characteristics of | 4 students 121 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 73.1 Students with diverse linguistic, cultural, religious and backgrounds Demonstrate knowledge of teaching satogies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. TA Strategies for teaching Aboriginal and Torres Strait Islander sudents Demonstrate broad knowledge and understanding ofthe impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Stat Islander backgrounds. Tl Differentiate teaching to meet the specific leaming neods of students across the full range of abilities Demonstrate hnowledge and understanding of strategies for differentiating teaching to meet the specific learning necds of students across the full range of abilities, 6.1 Strategies 0 support full participation of students with disability ‘Demonstrate broad knowledge and understanding of legislative requirements and teaching stratgies that support participation and learning of students swith disability, ‘Comments Benedict demonstrates an ‘understanding of how students lear by engaging fective questioning and outlining Focus area GRADUATE TEACHERS achievable leaming goals for the lesson. He also looks to try to modify his lessons for students with needs. Benedict also sought advice and guidance with implementing effective teaching and learning strategies. ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND]D JE 2.1.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concept, substance and structure of the content and teaching strategies ofthe teaching area, 72.2.1 Content sleation and organisation ‘Organise content into an effective Teaming and teaching sequence 2.3.1 Curreulum, assessment and reporting “Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans 2.4.1 Understand and respect Aboriginal and ‘Torres Stat Islander people to promote reconciliation beween Indigenous and non- Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for ‘Aboriginal and Torres Strait Istander histories, cultures and languages. 2.5.1 Literacy and ‘pumeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6.1 Information and Communication ‘Technology (ICT Implement teaching strategies for using ICT to expand carriculura learning opportunites for stuclens i ‘Comments is able to work with the se Shools programs to create lessons that are clear and logical Benedict has excellent content knowledge, especially n the feld of History and is able to answer questions confidently. He Professional Practice I! Report Co. poset morse ple. conn Supenising Teacher's signatuBenedict worked well to adapt with challenging content outside his area of Sudy, He also provided learning activities that allowed for collaboration and the effective use of ICT. ‘STANDARDS: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND] D | E Focus area ‘GRADUATE TEACHERS 3.141 Establish Set leasing goals that provide achievable challenges fo students OF challenging eaming | varying abilities and characteristics. | Si cals 3.21 Fa snus and Pan eon squeices wing howedge of sade Tung conten and] Sequence learning cffectve teaching strategies. v as | 3.3.1 Use teaching Taclade a range oF teaching rategies T 7 sortegies 3.4.1 Selecianduse | Demonstrate Knowledge of range of resourees, including ICT, that resourees engage stadens in thet learning 4 35.1 Use eectne ‘Demonstrate a range of verbal and non-verbal communication sategies fo classroom support student engagement VY eommunication 3.61 Evaluate and Demonsirate broad Knowledge of sratgies that can be used to evaluate | improve teaching teaching programs to improve stdent learning | programs | 5.7.1 Engage parent | Deseribe a broad range of strategies for ivolving pareabTearersia the | carers inthe educative | educative process. [resis | process I ‘Comments Benedict i beginning to develop detailed lesson plans with time frames and asa result he is able to draw effective learning ‘goals. He has demonstrated good communication and isa strong presence in the classroom, Benodict is preparing detailed lesson plans and reflecting with the Supervising Teacher has allowed Benedict’ lesson 10 ‘become more engaging and student centred, He also provided timely written and verbal feedback to improve students Teaming. ‘STANDARD &: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] DE ENVIRONMENTS, ASPECT (GRADUATE TEACHERS. “.I.1 Suppor’ student | Identify strategies to support inclusive student participation and engagement | participation in elassroom activities. | 442.1 Manage classroom Demonstrate the eapaciy to organise swear aces and provide Ger | activities directions | 43.1 Manage ‘Demonstrate Knowledge of practical approaches to manage challenging challenging behaviour __| behaviour, “44.1 Maintain student | Deseribo siratogios that support students’ wellbcing and safely working safety ‘within school andior system, curiculum and legislative requirements, | FS Use ICT sally, | Demonstrate an understanding ofthe relovant issues and the Srategios responsibly and ethically | available to support the safe, responsible and ethical use of ICT in learning and teaching. NT SINIATS Comments Benedict has a good report withthe students and was able to lear some ofthe student's names within his placement, He worked with the Supervising Teacher to implementa range of behaviour management strategies. Benedict demonstrates engagement with students and encourages a safe learning environment. Benedict's enthusiasm for teaching allows the students to actively participate in the learning, Professional Practice I! Report 3 ‘Supervising Teochar® signature Presence Tesoioesanre Loerie. SPER.‘STANDARD §: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT a LEARNING Focus area ‘GRADUATE TEACHERS 5.1 Assess student | Demonstrate understanding of assessment strategie, including informal and learning Formal, diagnostic, formative and summative approaches to assess student learning. Sa Provide Demonstrate an understanding ofthe purpose of providing timely and feedback to appropriate feedback to students about their learning. students on their Jearning 53 Make Demonstrate understanding of asestment moderation and is application 0 consistent and | support consistent and comparable judgements of student leaming, comparable judgements 5.4 Interpret Demonstrate the capacity fo interpret student assessment data to evaluate student data student learning and modify teaching practice “3 Report on | Demonstrate understanding of range of srategies for reporting 10 students student and parentscarers and the purpose af keeping accurate and reliable records of achievement student achieverent. ‘Comments Benedict implemented feedback from the Supervising Teacher in his own practies which led to effective feedback of students work. He is beginning to demonstrate appropriate assessment strategies when developing lessons. Benedict provides timely feedback on work set. He sort to improve his knowledge and understanding of assessment and feedback with the Supervising Teacher, in order to improve his, practice and work with a marking criteria, STANDARD 6 ENGAGE IN FROFESSTONAL LEARNING wT PE Feens ares GRADUATE TEACHERS 5 cn and plan | Demonstrate an understanding of he vole of ie Ausvallan Frovssoal profsonal earring | Sundar for Teachers in entying poston leaning neds y needs preeeeeae S2ENRaTT rnd erent and appropri oure of profeoaleaming profeonal faring | fer teaches J tad ingeov i 63 Enenge wih | Seok an apply contatve Tealinck fom superna and acho colleagues and improve teaching practices. i improve practice [64 Apply professional | Demonstrate an understanding ofthe rationale for continued professional learning end improve | learning and che implications for improved student learning. student learning ‘Comments Benedict engaged well with all staff including staff out of the HSIE faculty. He actively sought out professional ‘conversations to improve his teaching an developed a good report in the staffroom. Benedict has an excellent report within the stafftoom and the HSIE faculty. He participated in faculty meetings and receives constructive feedback in a professional manner. Benedict demonstrates a keen interest in being part of the whole school ‘community Professional Practice I! Report supe Teachers sane Zo reserve Tete srmuen 26. LEE.‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] ) © PARENTS/CARERS AND THE COMMUNITY. Focus area GRADUATE TEACHERS 7.1 Meet profesional cthies and responsibilities (Understand and apply the key principles described in codes ofethies and ‘conduct for the teaching profession, 7.2. Comply with legislative, administrative and organisational requirements indersiand the relevant legisaive, administrative and organisational policies and processes required for teachers according to school stage. 7.3 Engage with the parents carers Understand strategies for working effectively, sensitively and confidentially with parents/caers. 74 Engage with professional teaching nesworks and broader Understand the role of extemal professionals and community representatives in broadening teachers’ professional knowledge and practice | SN] ‘Comments Benedict attended part ofthe Year 11 Parent Teacher interview evening in order to gain an understanding the need to engage partents in student learning Benedict acted professionsally and within the codes of practice at all times. Professional Practice i! Report 5 Supervising Teaches signature: execs memeunencteencla at