Professional Practice II

Secondary Program
Report

Pre-service Teacher’s name Andrew Simpson Student ID:

17464824
Curriculum/teaching area Science Dates: 07/09/18 –
09/11/18 30 days
School Cambridge Park High School Nº of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Andrew is a polite and respectful person who has demonstrated that he is keen, hard-working and
enthusiastic pre-service teacher. Andrew has shown a good level of professionalism in his practical and
commitment to all expected teaching standards, he has shown strong organisation, planning and
evaluation skills. He has delivered lessons to years 7, 8 and 10 Science, Andrew is developing his
behaviour management skills to deal with difficult behaviour students as he had been teaching mixed
ability and bottom classes. He has consistently shown eagerness to learn and develop his skills by
attending faculty meetings and staff meetings. He is professional in his approach and exhibits good
social skills when interacting with students and school personnel. He demonstrated a good
understanding of the Australian curriculum, positive behaviour for learning, and Cambridge learning
model. I wish him good luck in future.

OVERALL ASSESSMENT

Grade: Satisfactory  Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name ____________________Signature: ____________________Date: ______

Pre-service Teacher’s Signature: _____________________________________________Date: ______

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.
 STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E
Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability

Comments
Andrew has worked consistently to ensure that all the students are engaged in significantly meaningful and relevant learning
activities. He worked tirelessly to cater for the needs of the students, by including strategies specifically including literacy,
numeracy and ICT, whilst following Cambridge learning model. He has worked closely with the expectations of the faculty
to ensure that all the students are acknowledged. He has shown immense respect for our diverse learning community.
Considerations were made in all lessons with regards to multiculturalism, gender and prior learning that allowed for a
supportive and inclusive classroom. Andrew also attended the homework club being run at the school for providing students
with extra help that they require, which gave him an opportunity to spend more time with his students and enabled him to
know their needs.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E

Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technology (ICT
Comments

Professional Practice II Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 Andrew has demonstrated a good working knowledge of the Australian curriculum and the Science syllabus by including
differentiation in his key learning areas. Andrew needs to draw upon his understanding for the design and teach lessons that
engage students in a range of challenging and purposeful ways. He has successfully implemented teaching strategies
focussed on numeracy and literacy skills, using pre- and post-testing. Andrew has developed and used strategies and
resources including ICT to differentiate students learning. He has shown a high level of professionalism and commitment to
the expected teaching standards and has utilised the provided feedback to improve on his teaching performance.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E

Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process.
process
Comments
Andrews classroom reflects a student-centred learning environment. His organisational skills are still developing to identify
and articulate learning goals for both himself and his students. Andrew has been involved in planning and teaching of stage
4 and 5. He has used a range of teaching strategies to ensure students learning. He has followed the Australian curriculum
while using the current teaching programs in conjunction with the teaching resources to support his teaching. He needs to
work on scaffolding his lessons to connect students with their learning and by building upon their pre- existing knowledge.
Andrew demonstrates an effective use of verbal and non-verbal communication strategies to get students attention. He is
able to assess students understanding and growth in mindset through formal and informal assessment. Andrew further
experienced the opportunity and had a part in teaching revision for yearly examinations and conducting the exam as well.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments
Andrew continually promoted an atmosphere of acceptance in his class. His instructions were clear and he tried to use his
organisational skills in his classroom management by designing and implementing a seating plan. however, he needs to be
consistent in his approach to make it effective. Andrew is developing his behaviour management skills to manage
challenging behaviour in class. He did try dealing with non-compliance attitude of students by issuing them detentions. He
is extremely confident in using ICT in a safe and responsible manner in his teaching and helps his colleagues with ICT in
faculty matters. Andrew, as a Science teacher needs to conduct some experiments independently to boost up his skills and
confidence in conducting them and to be aware of risk management.

Professional Practice II Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

Comments
Andrew demonstrates some understanding of assessment strategies and growth patterns in literacy by conducting pre- and
post- tests and yearly examinations. He has used formal and informal assessment strategies to know the level of students
understanding and growth. Along with assisting in the marking process. He has used sentral to mark the roll, to enter
student’s wellbeing. During feedback and meetings, he has informed how the wellbeing system works and different levels at
school. He did not get a chance to communicate with the parents.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E

Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learning
Comments
Andrew, reflects on his teaching experience to identify his strengths and weaknesses. He is working towards seeking
feedback for self-analysis to improve his teaching performance. He has been working towards completion of his self-
reflection forms. He possesses a good team spirit within the school community. He demonstrates a good understanding of
the required Australian Professional Standards for Teachers to meet the professional expectations. Andrew has participated
in professional learning in meetings organised by faculty or school on PBL, CLM, NCCD, etc.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers’ professional knowledge and
networks and broader practice.
communities
Comments

Professional Practice II Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 Andrew has developed a positive rapport with the member of the school community, while constantly displaying
professionalism always. He was involved in all faculty, staff and team meetings while also been involved in playground and
assembly duty. He performed his duties with responsibility and complied with all rules and regulations. Andrew established
a connection with the parents of his students indirectly through their homework book which were signed by students’
parents and marked by Andrew.

Professional Practice II Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..