3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher James King

School Pooraka Primary School

Name: Learning Area: Year Level
Michael Rodda Classroom 5/6
Mentor Teacher(s)
Name: Learning Area: Year Level
Michael Rodda Physical Education R-7

School Co-ordinator Deborah Barry

Liaison Coordinator
University David Jones Jackie Thomson

Teaching Days 5 introductory days + 20 day block: 25 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
Pooraka Primary School is located in Adelaide’s northern suburbs and it has an
enrolment of two hundred and fifty students. There are ten classes and the school
has a very multicultural community. The school is a level three on the index of
disadvantage. Pooraka Primary School has a student counsellor, Aboriginal
Education Worker and Aboriginal Education Teacher, an English as a Second
Language Teacher and bilingual SSO’s, which reflects the complex nature of the
school’s student enrolment.

Class (including children with special needs)

The class James worked in is a year 5/6 class (3 days per week). The demographics
of this class include ; 3 students identified as a student with a Disability; 1 ATSI
student; 16 EALD students; 7 students on School Card; and 5 students with medical
conditions.

James also worked in the PE NIT role R-7 (2 days per week).
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 x I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I x I .
Complete Novice Emerging Graduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I x I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I xI .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I x I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I xI .
Complete Novice Emerging Graduate

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

I I x I .
Complete Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
James has completed a successful placement at Pooraka Primary School. His
mentor teacher, Michael Rodda has been very pleased with his teaching and learning
journey at Pooraka. James displays a confidence in himself that will be useful within
his own classroom in the future. James displays a friendly and approachable manner
when dealing with children and staff – he will need to be aware of his nature in terms
of joking / friendliness / banter and ensure he stays within the lines of professionalism,
as it can be easy to blur at times. James is confident in working with students, staff
and leadership and has been keen to immerse himself in all aspects of the school.
He planned and implemented engaging lessons in various curriculum areas. I think,
with a mix of his personality – friendly, approachable, flexible, humorous; and his
professional learning and passion for teaching, he has a great career ahead of him.

Name: Deborah Barry Date: 21/8/17

University Liaison
Whether teaching or generally communicating, Jason engages with students in a very
confident manner, to which they respond respectfully. His specialised Phys Ed
lessons are well prepared with resources at hand and his group organisational skills
were evident during lessons. He delivered clear instructions and explicitly
demonstrated the techniques required. He used a variety of behaviour management
ideas appropriate to the situation. When teaching in a conventional classroom he
used the Interactive white board to recap prior learning and identify the task to be
completed and provided clear instructions to get students started. While students
were engaged in group activity James circulated the room and provided support as
required. When necessary behaviour expectations were reiterated to maintain student
focus. He needs to be mindful of how much content he can reasonably expect to
cover with students of varying abilities especially within available time
Name: David Jones Date: 1/9/17
SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: 5/6 Class
RE: Michael Rodda

Professional Knowledge
James displayed a broad range of content and student knowledge across the course of
his placement. He made a conscious effort to meet and familiarise himself with each
student, and asked for strategies to cater for their various needs. It was evident that in-
depth planning and research had been put into his lessons. All of his tasks or activities
were accessible for a variety of learning capabilities. James acknowledged that
Mathematics and Design and Technology were learning areas that he had previously had
minimal classroom experience in, and made them a focus for his development. James
used a variety of resources to create his lessons, sourced from Pooraka Primary School
based, Flinders University and the school where James is an SSO.

Professional Practice
James planned, conducted and assessed units on recount writing, fractions and board
game design. He allowed opportunities for independent work, small group work and
whole class discussions. He supported students of various competences by using
multiple access points in tasks and by negotiating differentiating expectations. Each of
his lessons were supported by multi-modal representations of information, instructions
and intended outcomes; utilising the smart-board, white board and verbal discussion.
James used a combination of written, hands on and verbal activities in each of his units.
He offered consistent formative assessment throughout each of his units, but due to time
limitations was unable to conduct any summative assessment.

Professional Engagement
James embraced every opportunity to engage in professional learning. He was
an active participant in each staff meeting, questioning and contributing to
school based discussions. He attended a professional learning community meeting
based on task design and moderation. James worked collaboratively with other teachers
within the school when I was not present, including additional PE lessons and supporting
teachers.

Written by: Michael Rodda Date: 18/08/17

Mentor
Learning Area: R-7 P.E.
RE: Michael Rodda
Professional Knowledge
James constructed and conducted a four-week unit on basketball. He adapted each
lessons’ activities and outcomes based on the year level (R-7), and student
capabilities. Each lesson was based on a particular focus (dribbling, passing,
shooting, match), that was developed through a variety of simple and engaging
games. His high energy and positive persona was well received by the students,
minimising behavioural issues.

Professional Practice
James ensured through frequent demonstrations and discussions in association with
physical activities that the students understood and utilised the intended outcomes.
Identifying and focusing on key cues progressed each student across the course of
the unit. James fortified a safe and supportive learning space within PE.
Continuous supportive and constructive feedback was frequently offered to the class
as a whole as well as individual student achievement or concerns.
Professional Engagement
James took part in a SAPSASA basketball carnival for one of his placement days. He w
responsible
For coaching a year 4/5 basketball team and representing Pooraka Primary School.
Written by: Michael Rodda Date: 18/08/17
 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion James King

(Please click on appropriate box below)

☒ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service
teachers and is ready to progress to the final professional experience.

☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service
teachers and is not ready to undertake the final professional experience.

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.
Please DO NOT give a copy of this to the student as the report needs to be certified by the University.

Please submit the completed report within 2 weeks of completion of Professional Experience placement.

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