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Third Year Undergraduate and First Year Master of Teaching Professional Experience

MSS FINAL PROFESSIONAL EXPERIENCE REPORT 2019

Student ID
Pre-service Teacher Hannah Fox 2166872

School Australian International School Malaysia (AISM)


Name: Learning Area: Year Level
David Stagg English 6 & 11
Mentor Teacher(s)
Name: Learning Area: Year Level
Rebecca Parkhouse English 10

School Co-ordinator Kelly Holmes


Liaison Coordinator
University Sue Skinner Lou Pike Pyman

Teaching Days 20 day block: 20 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

K-12 International school. 570 students. Co-educational. World’s First Certified Visible Learning

Class (including children with special needs)

Yr6 English: 18 students, over 60% are EAL, 3 have been identified as Gifted and Talented and 1
student with ASD and has a full-time teacher’s aid
Yr10 English: 22 students (4 Students identified as Gifted and Talented)
Yr11EAL/D: 8 students 3 students have only been communicating in English for less than 3 years

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 X I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I X I .
Complete Novice Emerging Graduate
PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I X I .
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 X I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I X I .
Complete Novice Emerging Graduate

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

I I X I .
Complete Novice Emerging Graduate

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Hannah is to be congratulated on a highly successful professional experience at the Australian
International School Malaysia. She has displayed a high level of professionalism and dedication
to her own and her students learning. Her enthusiastic contributions to a wide range of community
activities and warm and genuine interactions with her students was notable.

Name: Kelly Holmes Date: 16.08.19

University Liaison
Hannah has been impressive in her teaching role at AISM. She was well prepared for lessons,
was very attentive to students, and reflective of her practice. Hannah responded positively and
constructively to feedback from her mentor and engaged enthusiastically in co-curricular
activities and special events at the school. Hannah was a positive contributor to the six-student
team which travelled to Malaysia to complete their third-year professional experience
placement.
Hannah is to be congratulated on a highly successful teaching and learning experience at
AISM.
Name: Sue Skinner Date: 2.09.19
SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: English
RE: Hannah Fox

Professional Knowledge
During the 4 weeks, Hannah demonstrated an awareness of the diverse linguistic needs of the
students, especially for those in the Yr11 EAL class. The content was selected, designed and
implemented with an understanding of their language competencies and needs. There was a strong
emphasis on literacy strategies to provide them with the skills that they will need to complete the
Preliminary Course.

At AISM all students bring their own device and have access to the Learning Management System -
Google Classroom. Hannah ensured that all work was clearly identified and accessible on the Google
Classroom for all students to access.

Professional Practice
At the beginning of every lesson Hannah informed the students of the Learning Intentions and
Success Criteria. The students’ learning goals were always set to a level that would allow them to
achieve and demonstrate a new skill or concept taught.

The resources that she utilised were relevant, current and interesting for the students. As the school
is located in Malaysia the resources chosen for Yr11 EAL/D took this into consideration and were
chosen to reflect their needs and interests.

Throughout each lesson Hannah used a variety of techniques to include student participation, from
informing them which question they would respond to, to asking all students to provide an answer.
Within each lesson, she would make sure that she had spoken to every student and checked for their
understanding.

Professional Engagement
Hannah’s interaction with all staff members was to a high and professional standard, she is eager to
listen, learn and develop a greater understanding of her teaching and learning practice.

During professional development she participated actively in the tasks, was an active listener and
always took notes. Afterwards we would discuss the PD and how to apply it in the classroom.

She also attended a meeting about a student of concern and offered valid opinions .

Written by: David Stagg Date: 15/08/2019


Mentor
Learning Area: English
RE: Hannah Fox

Professional Knowledge
Throughout her Professional Experience Hannah has engaged professionally with the students
she has been teaching. She made a conscious effort to learn their names and ensure she
addressed them individually on a first name basis. Hannah has grown to understand their
individual idiosyncrasies and the different learning styles of each student. She has created
lessons appropriate for their ability levels with areas of differentiation when required
The lesson content demonstrated her own knowledge of what she was teaching. She went
above and beyond to familiarise herself with the focus text, Macbeth, ensuring she had an in
depth understanding of the text and the best way to deliver the content. Through her teaching,
Hannah has demonstrated strong communication skills, both written and verbal, and
communicated effectively within the classroom environment. Hannah used the appropriate ICT
platforms (Google Classroom) to communicate with students what was required.

Professional Practice
Hannah has been conscientious in her planning and preparation for lessons. She thinks ahead
and considers the timing of activities within her planning, ensuring that the activity length is
appropriate for the content being delivered. She used various classroom strategies to ensure
students remain on task and all students contributed equally. The activities Hannah devised for
her lessons have been engaging for students and have resulted in students implementing higher
order thinking skills.
Hannah’s warmth and enthusiasm creates a safe and supportive environment for the students
she teaches. Within her classes, students are willing to share their thoughts and ideas and are
not afraid of making mistakes. When faced with difficult or challenging interactions with students,
Hannah remained calm and clearly communicated her expectations of behaviour. Through
developing a strong rapport with her students, Hannah has been able to further support them in
their learning of Shakespeare, which can at times be difficult for students to grasp.
Throughout the professional experience Hannah created multiple learning activities in order to
formatively assess students knowledge and understanding. The work Hannah assigned to
students was submitted and feedback was provided through Google Classroom. Hannah’s
feedback was detailed and clearly indicated areas of success and areas for improvement.

Professional Engagement
Whilst on her Professional Experience Hannah has been an active member of the teaching team.
She has attended the weekly Professional Development held every Wednesday morning and has
engaged in collegial discussions during this time. She has also attended fortnightly staff meetings
and contributed to discussion surrounding decisions within the English Faculty.

Hannah has engaged professionally with all colleagues during her time at the school. She has
attended and participated in Co Curricular Activities, allowing her to get to know the wider school
community. Hannah attended and participated in the schools International Day activities,
demonstrating a capability to engage with all students from K - 12.

Written by: Rebecca Parkhouse Date: 15/08/2019


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

In our opinion Hannah Fox

(Please click on appropriate box below)

✓ has overall 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

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