Professional Practice 3

School of Education

102605 Secondary PP Community Engagement Self Reflection Form

Pre-service Teacher Details

Pre-service teacher Name:

Pre-service Teacher ID:

Alicia Sukkar 18363441

Pre-service Teacher Phone Number:

Pre-service Teacher Email Address:

0403 987 303 18363441@student.westernsydney.edu.au

Placement Name:
Placement Phone Number:

Bethlehem College 9798 9099

Placement Address:
Placement Email Address:

18 Bland St, Ashfield. info@bcashfield.catholic.edu

Contact Person:

Geoigina Tsiftsis

Describe in 500 WORDS any features and benefits of the setting you attended.
Consider number of students, location details, age of students, types of educational
programs offered and any other salient aspects of the experience. Consider how this
experience will contribute to your development as a beginning teacher.

Completing the Secondary Professional Practice Community Engagement at Bethlehem

College was a successful learning experience for me. The 60 hours I spent there engaging
with other teachers and students of the school inspired me into knowing the type of teacher I
want to become. My experience began with the meeting of my wonderful mentor Georgina
who showed me around the school and introduced me to the teachers across the board.
Georgina provided me with a range of opportunities within the school to involve myself in.
Some of these opportunities included: Assistance in peer reading; assisting students with
EAL/D; involvement in the Newman program; assisting teachers with tasks within the
staffroom; assistance with the CARE group. I had set my self three goals for the duration of
the practical experience. These being:

1. To work collaboratively as a member of the school community

2. To develop my teaching professionalism

 3. Involve my self in as many experiences that the school has to offer

My involvement within these different settings and groups allowed me to understand and
appreciate the significance of the school as a community and support system. Through this
involvement, I was able to identify and appreciate the diverse linguistic, cultural and
socioeconomic backgrounds of the students. My communication with many of the girls at
the school allowed me to appreciate the significance of differentiation for students of diverse
needs to meet their specific learning needs across the full range of abilities. The Newman
program allowed me to ensure that those gifted students achieved educational equity, while
assisting students with EAL/D allowed me to ensure that those students also achieved their
best possible outcome. My involvement within the diverse program also allowed me to
engage within the schools culture of high expectations for all the students. This involvement
allowed me to work with fellow teachers in implementing Project Based Learning / Inquiry
with students. Here I was able assist students through active learning and exploring of real-
real-world challenges. This further enabled me to broaden and deepen my understanding of
contemporary issues confronting the wider education community. These factors, as well as
a range of others allowed me to achieve those girls I had set for my self.

During my experience at Bethlehem college I was able to be part of the schools missions
and goals that it held for its students. I was also able to gain effective interpersonal skills,
and work collaboratively with other teachers, pre-service teachers and students, namely the
school leaders as I was also given the opportunity to be involved with the year 11
homeroom activities. This practical experience gave me an opportunity to use technology to
enhance my learning as a pre-service teacher as well as to familiarise my self with the best
practice of Literacy and Numeracy within the school setting. This largely supported my
commitment to my ongoing professional learning. Overall, I had really enjoyed my self
during this practical experience, and I am grateful for the lessons it taught me outside of the
classroom setting.