WESTERN SYDNEY ‘UNIVERSITY Professional Practice ¢ gu Secondary Program Report Pre-service Teachersname | Xiaoyan (Allen } Ji ‘Student iD: 16126050 Guriculumfeaching area | Japanese Datos: Bday ge ‘Schosi Colo High School Nof placement | tof2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER. Allen has a lovely rapport with all staff and students. He met statf in many different faculties and observed their lessons and engaged in professional dialogue with enthusiasm and a willingness to leam. During observation of Japanese lessons Allen recorded key points and concapts and then acted upon these points when he taught his own lessons. Allen's key focus was on the following areas; pacing ofthe lesson, representing content in different ways for different leamers, content organised into an effective teaching and leaming sequence, effective use of paralinquistic communioation (tone, inflection, volume, speed of speech), non-verbal cues (such as eye contact, gestures, looking confident). Alien responded positively to feedback and immediately acted upon professional advice when teaching the lessons that followed on, Student progress was monitored by Allen by verbal feedback, signing or stamping student's book work at the end of a lesson and he even set and marked 2 Slage 5 speaking task and gave individual written and verbal feedback. Allen used many strategies to rmolivaie students including the school merit award system and even purchased his own authentic | Japanese snacks fo give students as prizes, and to build and encourage authenticity and rapport. Allen thas been an asset to Colo High School during this practicum, OVERALL ASSESSMENT Grade: X Satisfactory Dunsatisfactory ‘SATISFACTORY: The Pre-sanice Teacher has passed and met the expected slandardin mos! ofthe relevant elements as desorbed by the NW Insitute of Teachers fortis stage of the professional leering, Whero a Pre-sovce Teacher's wor is considered oustanding ‘or wel chove average, tis judgment should be reflected in he summary comments UNSATISFACTORY: The Preservice Teacher has fale his Professional Experience unit and has na demenstated alo he rlevant ernenis as described by the NSW Insite of Teachers. The Supendsing Teacher, Professional Experience Coordinator and Principal ‘ate o he opinion thal he Preservice Teacher requires an aditon Professional Exoetence to alemet to demonstra sasfctory ‘competence asa graduate teacher. No Pre-sanice Teacher should receive an Unsatisfactory grade without being placed ALRIsk and the Corie of Adve being convened. Ths grade may be recommended on ONE or more ofthe following grou: + Performance Defcioncies~i. allure to exit cite indicated forth partclar Professional Experience unit, + Wieming fom Professional Expenienco~ unless a Withdrawal Witoul Penalty is awarded; ‘+ Non-Academic Misconduct ‘Supervising Teacher's NameCAE Hon lerenkignature: Date: 22-6 -/P Pre-service Teacher's Signature: Date 22 OL /1 § ese Texses ont ho Sgalg cheep tm ml Glo Teo andr fl pe {o Professional Experience Il as elther ND ~ Not demonstrated; D~ Derfonstated: E Exceeds expectations, Eleborateon the Pre- service Teacher's professional pracice inthe Comment section Slander are notable to be demonstrated please provide an ‘exglaraton in the appropriate Comments secon, I standards re not relevant lease insert NK’intelectual development and characeristie of stadnis and how these may affect learning. 12:1 Understand how | Demonstrate knowledge and understanding of research into how students x students learn lear and the implications for teaching, 73.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the x diverse linguistic, leaming srengihs and needs of students from diverse linguistic, cultural, cultural, religious and | religious and socioeconomic backgrounds. backgrounds TAL Strategies for Demonstrate broad knowledge and understanding ofthe impact of culture, x teaching Aboriginal and | cultural identity and linguistic background on the education of students from ‘Tomes Stait Islander | Aboriginal and Tones Stat Islander backgrounds students 15.1 Differentiate ‘Demonstrate knowledge ond understanding of sategies for iferentating ¥ teaching to meet the | teaching to meet the specific learning needs of students across the full range specific leaming needs | of abilities. of students across the full range of abilities 16.1 Swategies to Demonstrate broad knowledge and understanding of legisative requirements x support full participation | and teaching strategies that support participation and learning of students of students with disability “Comments ‘Our school only realy has diversity in the socio-economic background tobe able to respond to in an individual focus area. ‘Allen was involved in professional discussions regarding the School Uniform Policy and catering for students who cannot afford 2 school uniform. ‘Allen used teaching strategies that supported the participation and leaming of students with a disability, this was particularly present when he taught a mixed ability Siage 4 class and he worked individually with students on their work so they could complete their worksheet in writing in Jepanese. ‘Allen taught lessons to Stage 4 which included cultural discussions on what Australians ea/éink for breakfast and food culture in Australia, He taught students the cultural food habits of his own culture also. This comparison made for excellent discussion on Moving Between Cultures “The importance of tradition toa sease of cultural identity and diversity within the culture” which is 4 syllabus outcome. Professional Practice ! Report ‘Supervising Teacher’ signature: Pro-sorvica Teachers signature11 Content and Demonstrate Knowledge and understanding of the concepts, substance and x teaching strategies ofthe | structure ofthe content and teaching strategies of the teaching area. teaching area, 2.1 Context TeSTon | Organs conte into anefeive Tearing and acing sequence x and organisation fi 2.3.1 Cuticalum, Use cancun, asec ai eportng Knows to desi Teaming x aseessment and seqoenees and issn plans report 2.1 Uidartand and | Demonstrate broad owedae of, andesanting of and rape Tor x respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages. ‘Torres Strat Islander people to promoté reconciliation besween Indigenous and non- Indigenous Australians 2.5.1 Literacy and ‘Know and understand Tneracy and namerasy teaching strategies and their x frumerscy strategies | application in teaching areas. 72.6.1 Information and | Implement teaching strategies for using ICT to expand currievlum leaming x ‘Communication ‘opportunites for students. “Technology (CT. ‘Comments Allon invested a substantial amount of effort on the timing ofhis lessons and the sequencing of lesson content. Although he ‘only submitted a few vritten lessons to me, he verbalised all of his lessons and sequencing and we had professional dialogue and writen feedback regarding these areas before and after every lesson. Allen atended our roll call for our Aboriginal and Torres Stat Islander students called Kirranari. This oll call allows indigenous students from the whole school to meet together each day In this meeting they ae involved in many different programs including language, culture and mentoring. They each have a mentor teacher who has volunteered their time to ‘work together with the student on thelr Personal Learning Plan. Allen had a meeting with e mentor teacher regarding the program and its outcomes. area 3.11 Establish ‘Se leaming goals tat provide achievable challenges for stents of x ‘hallenging learning, | varying abilities and charectrists. goals i 3.2.1 Plan, race and | Plan lesson sequences using knowledge of tude learning, conient and x sequencs learning ‘ffectve teaching strategies. programs 3.31 Use Teaching Tnchade a range of caching svaegios ¥ strategies Z 3.41 Select and use | Demonstrate knowledge of a range of resources including ICT that resources engage students ia thei earning 351 Use elieive Demonstrate a range of verbal and non-verbal communication saiegies ¥ elassroom support student engagernen communication 3.61 Evaluate and Demonstrate Broad Knowiedge oF sates that ean be used to evaluate ¥ improve teaching teaching programs to improve student learning programs 3.7.1 Engage paren? | Desorbe a broad range of aicgis for Involving parcni/cares in he ¥ carers the educative | eduative process process ‘Comments We have a unique subject in terms of parenlcaregiver interaction. We are fortunate enough to offer students and families the opportunity to host a Japanese student fora week in their own homes and also we offer the students an opportunity 10 travel to Japan and do a homestay and study tour. Allen engaged in professional dialogue regarding these opportunites and also spoke to students regarding their experiences and related those experiences inthe classroom, Allen explored various strategies regarding verbal and non-verbal behaviour. He exceeded my expectations In this area ‘because ie invested a lot of time in trialng ideas with various elasses and mastered some of these techniques which really defined his clasoom management, These strategies included visual cue cards that were handed to students for discipline or ‘merit instances, non-verbal gestures co give students an awareness oPhis expectations. Also moments of silence and pausing as eclass room management strategy. Professional Practise I! Report ‘Supervising Teacher's signature: Pre-service Teacher's signature: