SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor

Student Name: William Seddon-Quigley Learning Area: HASS (History)

Professional Knowledge
William is a passionate, confident and well organised teacher who strives to provide quality learning
opportunities for his students.

William has displayed excellent content knowledge throughout his placement. This includes in-depth
knowledge of history and knowledge of the Australian Curriculum and its implications for his planning
and teaching. This allows William to confidently deliver his lessons with an effective fluency, engaging
student attention. When students ask questions related to the topic being covered, William is able to
provide an answer to their question and facilitate further discussion with both the student and the rest of
the class. This both engages student voice and also gains the respect of his students.

William’s lessons are well sequenced and he is continually reflecting on the course structure, making
adjustments as needed. William makes learning relevant for his students, for example with his year 7
HASS class, William identified the need to connect learning around Ancient Rome to students’ present
context. William presented activities that supported students to connect themselves to the lives of
Ancient Romans, which in turn led to positive learning outcomes.

William reflects on the needs of students with significant learning needs and is able to identify those
students who need differentiated tasks in order to experience success. Importantly, William is also
thinking about those students who need extending, providing academic stretch for these students.
ICT is frequently incorporated into William’s programming and he uses ICT as a tool to engage
students. William also incorporates ICT based activities such as Kahoot to both engage students and
receive immediate feedback on learning. William is competent in using a leaner management system in
order to provide resources for student learning.

Professional Practice

William sets clear learning goals at the beginning of each lesson and importantly reviews previous
learning. This allows William to clearly link learning from lesson to lesson and students have a clear
understanding of what they are learning and why. William uses a range of teaching strategies including
direct instruction, use of media (clips), group conversations, comprehension activities, research
activities and more. William has independently sourced and created his resources, displaying initiative
and creativity in the process.

William understands the use of formative assessment tools with a high completion rate. This includes
exit cards to gauge an understanding of student learning within the lesson just presented.

William attended our school’s parent-teacher interviews and was able to confidently engage with
parents, explaining progress and upcoming learning for their child.

Williams takes the time to ensure the class is settled and focused before commencing a lesson. William
provides a safe learning environment and promptly addresses unwanted behaviour with a verbal
reminder and follows up with further consequences if required.

William will continually move around the classroom and provide immediate feedback to students
around their learning. This also supports the management of behaviour and student accountability.

Professional Engagement

William has actively engaged in professional learning while at our school. This includes attending staff
meetings and our student free day around pedagogical practice, which is in line with our school’s
strategic directions. William willingly takes on feedback, engages with this and then applies this in his
lessons. Along with feedback from mentors, William has displayed self-reflection and is able to
selfidentify areas for improvement within his own practice.

Written by: XXXX and XXXX Date: 23/06/2019