MSS FINAL PROFESSIONAL EXPERIENCE REPORT

2019
Student ID
Pre-service Teacher Caitlin Hattam 2168241

School Tyndale Christian School Murray Bridge

Learning Area
Mentor Teacher(s) Jack Snell
Physical Education

Learning Area

Health

School Co-ordinator Meredith Lockery

Coordinator
University Liaison Sandra Jaunkalvis Lou Pike Pyman

Teaching Days 10 introductory days + 30 day block: 40 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
Tyndale Christian School Murray Bridge is an ELC-Year 12 Independent school compromising of
approximately 210 students situated in a rural township. The school has an SES rating of 83 and
supports the education of students with a range of learning needs. The student cohort also includes a
high number of local Indigenous Ngarrindjeri students and Indigenous students from Hermannsburg in
the Northern Territory.

Class (including children with special needs)

7 PE- including an Indigenous student with English as second language.

8 PE- including students on the Autism Spectrum, a student with a sensitive skin condition and an
Indigenous student with English as a second language.
9 PE- including students on the Autism Spectrum and a student with ADHD.
10 PE- including students with high anxiety and a student on the autism spectrum.
4 PE- Varying levels of student behavioural needs
9 EMERGE- including students on the Autism Spectrum and a student with ADHD.
7 Individual Project- including an Indigenous student with English as second language.
8 Art- including students on the Autism Spectrum and an Indigenous student with English as a
second language.
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 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 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 X I__
Complete Novice Emerging Graduate Proficient
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)

School Coordinator/Principal
It has been such a pleasure to have Caitlin as part of the Tyndale Christian School Murray
Bridge community. She has become a valued part of the teaching team building strong
relationships with staff and students.
Caitlin readily puts new ideas and strategy into place and carefully considers how she might
effectively differentiate the learning for good outcomes for the students.
I wish her well in the completion of her studies. Caitlin is very well suited to teaching as a career
and in future will be a great addition to a staff team.

Name: Date 19 June 2019:

University Liaison
Caitlin is a confident teacher who is very willing to seek and act on feedback. Her students were
clearly engaged in the various activities she organised and she was able to pace her lesson
content appropriately. Caitlin showed a lot of initiative in organising equipment for her lessons as
well as trialling her own ideas in class.
Caitlin managed her students in a firm but fair manner. She implemented a warning system,
reminding students of appropriate behaviour and reinforcing positive behaviour. Caitlin
established positive relationships with both staff and students whilst on placement.

Name: Sandra Jaunkalvis Date: 20/06/2019

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Learning Area:
Caitlin Hattam HPE
Professional Knowledge

Caitlin’s lessons were well planned and organised which translated into effective teaching sequences
that her students enjoyed. She ran Physical Education units in touch rugby and tennis and helped
supervise and guide students in croquet lessons. She created activities that focused on skill
development and in-game situations. Her practical exercises built on students’ prior knowledge as
each week progressed and she reviewed learning before practical lessons started.

Caitlin demonstrated a good knowledge and understanding of strategies for differentiating her
teaching in all of her classes to meet the specific learning needs of students across the full range of
abilities. She showed this by using modified equipment to make participation easier and provided
extra roles such as umpiring and statistic recording for students who could not participate. Caitlin
demonstrated practical knowledge in her teaching through the way she would demonstrate specific
skills and game strategies in her lessons.

Professional Practice

Caitlin planned each unit into an effective learning and teaching sequence as she would give the
students an idea of what direction the lessons were leading to. An example of this is how Caitlin
prepared and trained the year 7 and 8 classes for an end of unit competition against each other.
Each week Caitlin would build on what skills and knowledge the students learnt the week before by
adding some new skills and rules.

When teaching theory lessons, Caitlin utilised ICT by showing game footage on the smart board and
using the online educational communication platform ‘Edmodo’ to share information with her
students.This expanded their opportunities to learn.

During Caitlin’s time at Tyndale, she developed a range of verbal and non-verbal communication
strategies to support student engagement over her placement. In practical lessons, she would use
her whistle and extend her arms out to the side to show that the students need to be in a certain
‘listening space’ in front of her. Caitlin also had very good voice projection when explaining
instructions. This was clear and easy to understand. Caitlin regularly walked around the class and
worked with each student individually when she had the opportunity.

Caitlin contributed to the school in helping out with the school ‘Athletics Club’ on Tuesday afternoons.
She assisted staff and supported student participation. Caitlin also organised a tennis assessment for
the year 10s where they had to teach and mentor some younger students. All the students really
enjoyed this task and gave positive feedback.

Caitlin developed her knowledge of practical approaches to managing challenging behaviour and is
still developing her level of assertiveness in her disciplinary practices. Caitlin acknowledged that she
gained good experience in this area as Tyndale has a cohort that consists of a wide range of learning
needs. Caitlin had a sense of calmness when particular students became challenging which I believe
the students responded well to and respected.

During practical lessons, Caitlin provided the students with timely and specific feedback in a
constructive manner. Students responded positively to this. She thereby also demonstrated the
importance of affirming student success and gave them achievable adjustments to make.
 Professional Engagement

Caitlin regularly sought constructive feedback from her mentors and supervisors to improve her
lesson quality and teaching practice. She gave a positive response to feedback and acknowledged it
in a professional and respectful way.
Caitlin demonstrated an understanding of the relevant legislative, administrative and organisational
policies and processes required for teachers according to school stage. She evidenced this through
the way she conducted herself in a professional manner, created and submitted quality teaching
lesson plans, assessments and rubrics. She also attended all meetings (2 a week) and professional
learning events including an inter-school seminar on ‘Dealing with Trauma’.
Caitlin organised a touch rugby competition and a year 10 tennis assessment which involved other
grades in the school and Caitlin communicated well with other staff to give notice and work with their
lesson schedules. Caitlin also engaged well with parents of students in the Athletics Club in seeing
that students got to their parents safely and in general conversation.

Written by: Jack Snell Date: 20/06/2019

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Learning Area:

Professional Knowledge

Professional Practice

Professional Engagement

Written by: Date:

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

In our opinion Caitlin Hattam

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