MSS FINAL PROFESSIONAL EXPERIENCE REPORT

2019
Student ID
Pre-service Teacher Ailish Ling 2166866

School Victor Harbor High School

Learning Area
Mentor Teacher(s) Mandy Jones Visual Art
Learning Area
Visual Art/
Maggie Savage
Mentoring Programme

School Co-ordinator Travis Roach

Coordinator
University Liaison Suzanne Mcchesney Lou Pike Pyman

Teaching Days 10 introductory days + 30 day block: ☒

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

Victor Harbor High School is an 8 – 12 public high school, located approximately 85km from
Adelaide in a semi – rural location and is the only public school in the immediate district. The
district’s other schools include: 3 public primary schools and two private R -12 schools. There are
approximately 800 students including 100 students enrolled in FLO (Flexible Learning Options on an
alternative site). Incorporated in the school is a Disability Unit and a Nunga Program. Half of the
school population is elgible for school card and the disadvantage index is 4.

Class (including children with special needs)

Ailish Ling worked with the following classes:

Year 12 Visual Art
Year 11 Visual Art
Year 10 Visual Art
Year 9 Visual Art
Stage 1 Mentoring Programme
Year 8 Indonesian

All classes consisted of mixed abilities and included NEP, SWAN, International Education and/or ESL
students.
Ailish Ling also attended an Outdoor Education Camp as the female supervising teacher for 3 nights
in Currency Creek Conservation Park
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

Ailish had an exceptional placement demonstrating high level knowledge of her field through practice.
Ailish immersed herself in school culture and earnt the respect of both staff and students. Whilst
Ailish’s is still moving towards proficiency in how she composes herself at the front of the room, it is
clear that through her placements and study she will be a great asset to any school’s teaching team.

Name: Travis Roach Date: 05/06/2019

University Liaison
Ailish is an exceptional teacher.She has excellent planning and pre-prepares her lessons with
strategies for managing challenging behaviours.
In the classroom she has a calm and encouraging presence and moves around the classroom
offering supportive comments.
Her knowledge of curriculum is substantial and evident in her practice.
Ailish will be a great asset for any School in which she teaches.

Name: suzanne mcchesney Date: 6.6.19

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Learning Area:
Visual Art
Ailish Ling
Professional Knowledge
Ailish has demonstrated excellent professional knowledge in Visual Art within Australian Curriculum
and at SACE levels throughout her final placement. This was evident in her planned units of work
which met Australian Curriculum standards and performance standards in SACE and in her excellent
delivery of practical and literacy components of the course. Ailish’s understanding of how students
learn was evident early in this teaching placement by her surveying students to determine interests
and learning needs and in her varied presentations such as role modelling analysis; practical
demonstrations; use of ICT and collaborative peer learning opportunities. She prepared teacher
examples and showed students’ work in progress for motivation and provided lots of hands-on
opportunities to experiment with media in formative assessment tasks. She used differentiated
teaching approaches with literacy with the Year 9 Art class by determining students who required
different levels of support with sentence starters and terminology sheets. She responded to learning
gaps in Stage 1 students’ art literacy skills by implementing explicit teaching around succinct writing,
nominalisation and avoiding generalised judgment words. She participated in moderation of Stage 1
work with other teachers to accurately assign grades using performance standards. Ailish also
developed her own rubric based on Australian Curriculum standards to provide explicit feedback to
Year 9 Art students on their achievement and provided opportunities for them to improve. Early in
this teaching placement Ailish identified AITSL teaching standards to develop along with the
Australian Curriculum Aboriginal Torres Strait Islander perspectives and Numeracy and Literacy
capabilities and integrated these effectively within her units of work.
Professional Practice
Ailish used a number of strategies to involve and connect with parents/carers in their student’s
educative process. This included attending our school’s Meet and Greet night; sending introductory
messages to parent/carers through Daymap to introduce herself and phoning home with positive
feedback to a parent of their child’s improved progress. Ailish also implemented various strategies for
organising the classroom according to the activity, such as arranging the tables in a formation to
allow for student movement during a peer assessment activity. Student well-being was a high priority
as she planned numerous different brain break activities during Year 9 double lessons. Ailish has
developed a calm, confident and fair approach to challenging behaviour dealing with students in a
non-confrontational way. She set high expectations for student behaviour particularly around
responsible use of ICT and respectful classroom conduct. She frequently initiated conversations with
mentors reflecting on her handling of challenging behaviour and future practice in similar situations.

Professional Engagement
Ailish embraced Professional Learning opportunities by engaging with LeadLearn coaching and
responded to data analysis to improve student to teacher feedback. For this she developed a
sequence of PowerPoints and exit cards as a strategy to determine student’s understanding of the
lesson’s learning intention over a unit of work. Ailish also self-directed individual professional learning
goals in ICT including the use of the swivel as a tool to self-reflect and evaluate her own teaching
performance during a lesson. She very effectively implemented use of the school touch pad during
an art analysis lesson to document class discussion and trialled the use of a mindmup app as a mind
mapping exercise with a class to create a terminology reference to scaffold deconstructing art
elements. Ailish was inducted in the school’s administrative procedures for setting reliefs and
correctly followed this process when she was absent on an Outdoor Education camp. Throughout
this final placement Ailish continuously sought constructive feedback from mentors which she
responded to promptly and professionally.
Written by: Mandy Jones Date: 2/06/19
SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Ailish Ling Learning Area: Visual Arts

Professional Knowledge
Ailish’s work with the Stage 2 Visual Arts students demonstrated: Excellent knowledge of
subject content; excellent interpretation of the Performance Standards; excellent knowledge of
analysing examples of Visual Artworks; excellent knowledge of the appropriate pedagogies required
to teach and support student learning.
Ailish’s work with the Stage 1 Mentoring class demonstrated: Excellent knowledge of building
relationships with adolescence and the ability to gain the trust of the students and prepare and
deliver relevant personal growth and wellbeing lessons.
Professional Practice
Ailish’s work with Stage 2 Visual Art Students demonstrated: Implementation of inclusive
and positive interactions to engage and support student learning; timely, effective and
appropriate feedback to students about their achievement in relation to their learning goals;
understanding and participation in group assessment and moderation to support consistent and
comparable judgements of student learning.
Ailish’s work the Stage 1 Mentoring class demonstrated: setting challenging and achievable
learning goals for students; the use of effective verbal and non-verbal communication strategies
to support student understanding, participation, engagement and achievement; manage
challenging behaviour by establishing and negotiating clear expectations with students and
address discipline issues promptly, fairly and respectfully.
Professional Engagement
Ailish engaged with professional learning sessions with whole staff and specific learning area
groups. Ailish always maintained respectful collaborative relationships with both her learning
area group and the whole staff while fully participating in all professional development activities.

Written by: Maggie Savage Date: 3/6/2019

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

In our opinion Ailish Ling

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

☐ Unsatisfactory

☐ Satisfactory

☐ Competent

☒ Outstanding

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