3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2018
Student ID
Pre-service Teacher Andrew Jenkins 2151274

School Tyndale Christian School Strathalbyn

Name: Learning Area: Year Level
Mentor Teacher(s) Narelle Kluge English / PLP 10

Name: Learning Area: Year Level

Clara Baddams Research Project 11

School Co-ordinator Meredith Lockery

Liaison Coordinator
University Ray Soekov Anna Noble

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

The Tyndale Group of Schools includes Tyndale Murray Bridge, Tyndale Salisbury East and Tyndale
Strathalbyn, and caters for over 2,000 students across our three Reception to Year 12 campuses.
There are 320 students at Strathalbyn. All schools have a low SES index.

Tyndale’s vision is to provide an excellent, inclusive Christian education that equips our students to
serve God and His world. Our schools were established to be a place of learning for students within the
context of the Christian faith and therefore the core purpose of our schools is to provide best practice
learning and curricula within a Christian and inclusive community.

Class (including children with special needs)

The Year 10 class is made up of 28 students of mixed gender and ability. There are two students who
generally need enrichment or extension. 6 students are on IEPs because of learning difficulties. And at
least 4 students have been identified as chronically absent.
The year 11 class is made up of 25 students of mixed gender and ability. 2 students are chronically
absent, and 3 students on IEPs.
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 .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I IX .
Complete Novice Emerging Graduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I X .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I X I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I I X .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I X .
Complete Novice Emerging Graduate

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

I I I X .
Complete Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Andrew has demonstrated great competence in his teaching. He was able to build strong
relationships with the students and entered into the life of the Tyndale community. I wish him well
in his teaching career. He has the makings of a great teacher.

Name: Date:
21 January 2019

University Liaison
Andrew demonstrated a mature, measured and yet enthusiastic approach to his work during
this placement. His students were fully engaged in their learning as guided by Andrew, even
during the double lesson I visited. He took ownership of his lesson and curriculum planning
during his time at Tyndale College. His involvement in broader school activities during the final
term was commendable. I wish him well in the future and feel assured that secondary
education is in good hands!

Name: Ray Soekov Date: 21/1/19

SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: English, PLP,
RE: Andrew Jenkins Research Project

Professional Knowledge
Andrew has excellent knowledge of the Australian Curriculum and SACE. He researched and
prepared for teaching content he was unfamiliar with, presenting knowledgeable and confident
lessons on workplace writing and public speaking based on Erik Palmer’s Well Spoken. His
knowledge of Research Project was invaluable to students, who actively sought his input.
Professional Practice
Andrew knew the processes of planning and implementing curriculum. His preparation was
consistently flawless and timely. His feedback and assessment for students was accurate and given
in a variety of ways, including incidental verbal feedback, comments on drafts and finals and effective
use of rubrics. Andrew comfortably ran classes, applying good preventative practices to manage
behaviour. His lessons were thoughtfully sequenced and he was confident in sticking to his plan or
adapting if need be.
Professional Engagement
Andrew engaged with staff and the wider community, as if he were already a member of staff. He
contributed to staff devotions, leading one of the mornings. He helped run a dinner for parents,
supporting the students in the kitchen, after hours. Andrew also participated in staff meetings and
Presentation Nights. Andrew was always willing to go the extra mile for the school community. He
asked intelligent and thoughtful questions, collaborated professionally with other colleagues and
conducted himself with integrity in communicating with students.

Written by: Narelle Kluge Date: 18/12/18

Mentor
Learning Area: Research Project
RE: Andrew Jenkins

Professional Knowledge
Andrew has excellent knowledge of SACE. He researched and prepared feedback based off of
content with a knowledgeable and confident written and verbal demeanour. His knowledge of
Research Project was invaluable to students, who actively sought his input and advice repeatedly.

Professional Practice
His feedback and assessment for students was accurate and delivered in a variety of modes,
including verbal feedback, responding to student questioning, comments on drafts and finals and the
effective use of rubrics. His advice was highly regarded and sought after by the students, with Andrew
making himself regularly available to sit with students and help them and go the extra mile to support
students who needed it.

Professional Engagement
Andrew conducted himself outstandingly and seamlessly integrated into the role of a professional as
if he was already a graduate. He contributed to staff devotions, leading one of the mornings and also
participating in staff meetings and Presentation Nights. Andrew contributed to school events outside
of the requirements of a student teacher, and was always willing to go the extra mile for the school
community. He asked intelligent and thoughtful questions, collaborated professionally with other
colleagues and conducted himself respectfully and with integrity in communicating with students.

Written by: Clara Baddams Date: 19/12/18

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

In our opinion Andrew Jenkins

(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: mssprofexp@flinders.edu.au