Professional

Experience
Report
2015
Pre-Service Teacher:

Click here to enter text.

Pre-service Teacher enrolled in:

Teaching

Grad Diploma in Education

B Music Education

Placement: From 21/9/15 to 6/11/15

Days Absent: 0

Professional Experience Placement 1

Days at School: 25

Professional Experience Placement 2

School: Glenunga International High

School

Mentor Teacher: Sue Flynn

Site Co-ordinator: Co-ordinator of

placements at School
email contact: Ms Natasa Penna
Subject Taught: French

University Liaison: Mr Tom Greenwell

email contact: sue.flynn@gihs.sa.edu.au

Year Level(s) Taught: Years 8 & 9

Professional Experience School Context (eg: Co-educational, R-12 School)

Glenunga International High School is a co-ed 8-12 with a student population of approximately
1700

Teaching/Learning Context (eg: year levels, class sizes etc)

Year 8 French --- 28 students

Year 9 French --- 23 students

Once the report is complete, please sign it and send it through to

Professional Experience Office, School of Education, University of Adelaide, South Australia
Alternatively, please scan and email a copy to: education.practicum@adelaide.edu.au
University of Adelaide School of Education USE ONLY:
Student id number :..............................................
Result entered:
(date)

TRIMd :

5005

Professional Experience Report

2015

CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1 Physical, social and
intellectual development and
characteristics of students.
1.2 Understand how students
learn.
1.3 Students with diverse
linguistic, cultural, religious
and socioeconomic
backgrounds.
1.4 Strategies for teaching
Aboriginal and Torres Strait
Islander students.
1.5 Differentiate teaching to meet
the specific learning needs
across the full range of
abilities.
1.6 Strategies to support full
participation of students with
disability.

Scarletts classroom practice has improved during her weeks

of teaching as she has become more familiar with her students
and with the course content. She is developing clarity in her
questioning technique & in giving instructions, thus resulting in
improved outcomes in learning & teaching, including student
engagement. She has shown her ability to work effectively
with a whole class, with groups & with individuals & has always
welcomed feedback & acted upon it. Her lesson planning has
been thorough and flexible, both contributing to effective
language teaching. Her lessons are well presented &
incorporate all components of language learning/teaching --listening, reading, speaking & writing. She also successfully
included the use of I.T. when relevant. She has improved in
her ability to use different strategies as she has moved
between the different areas of language learning during her
lessons. In the classroom her manner is professional, she has
excellent voice projection & eye contact & she has a very good
rapport with her students.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

Unsatisfactory

APST: 2 - Know the content and how to teach it

2.1 Content and teaching
strategies of the teaching
area.
2.2 Content selection and
organisation.
2.3 Curriculum, assessment and
reporting.
2.4 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and nonIndigenous Australians.
2.5 Literacy and numeracy
strategies
2.6 Information and
Communication Technology.

Scarlett is aware that this is the area in which she is the most
vulnerable. Having studied French for two years at university,
she has a good overall knowledge of the grammar structures
but she has realised that she needs to be very attentive to her
detailed understanding of the grammar & vocabulary that is
required in order to successfully deliver the content. Having
said that, Scarlett was very willing to put in the time to better
understand her content and she did come to me for
clarification before lessons if needed. Her confidence in
teaching French & in sometimes using the target language in
class did improve during her placement. She was effective in
knowing her goal for each lesson or for the week & then
planning accordingly by using a range of methodologies,
including the use of games, to help her successfully delivery
her content & make the lessons enjoyable & productive for the
students.

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn

Page 2 of 7

PLANNING AND PREPARATION.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1 Establish challenging learning
goals
3.2 Plan, structure and sequence
learning programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve
teaching programs
3.7 Engage parents/carers in the
educative process

From her first observation lesson through to her last teaching

lesson Scarlett has demonstrated an aptitude for teaching. She
made a point of becoming familiar with students previous
learning so she could include old vocabulary & structures in
with the new, a crucial aspect of effective language
learning/teaching. Her lesson planning was thorough and
sequential and she coped very well with the various lesson
lengths. She incorporated a good mix of activites and
methodologies so catering for different students needs. Her
ability to be flexible with her lesson plans improved greatly
showing her ability to cope well with the unpredictability of
working
in a school & with young people. Her lesson
preparation & delivery reflected her understanding of the
importance of using a variety of teaching strategies, including
feedback to the students, to differentiate the curriculum so as
to meet the needs of all her students.

LEARNING ENVIRONMENT MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.1
4.2
4.3
4.4
4.5

Support student participation

Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly
and ethically

Scarletts classroom management began well but has

improved immensely during her time with us. She understands
the importance of effective behaviour mamagement strategies
to enable a positive & successful learning environment. She
was quick to learn students names, this greatly helping her
classroom management & her rapport with her students. She
was attentive to taking the roll, questioning students who were
late & following up with students who had missed work. She
was able to control her classes whether she was teaching the
whole class or whether they were working in groups or
individually. She had a good awareness of what was happening
in her class & dealt efficiently with students who werent on
task. She was always willing to listen to others strategies so
as to learn from more experienced teachers, including those
who have taught in schools where behaviour management is
much more demanding than what she experienced at
Glenunga.

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn

ASSESSMENT AND REPORTING.

Satisfactory

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1 Assess student learning
5.2 Provide feedback to students
and their learning
5.3 Make consistent and
comparable judgements
5.4 Interpret student data
5.5 Report on student
achievement

Scarlett taught a unit of work to both her French classes thus

being able to give appropriate assessments in Comprehension
& in Writing. Aural & oral abilities were assessed informally
during the unit of work as was a lot of formative written work.
For her Writing & Comprehension assessments she created the
tasks then shared them with me & then was prepared to make
adjustments to improve clarity, layout & to correct any
language errors. I believe that as a result of this time spent
together discussing her assessment tasks, Scarlett gained a
very good insight in to what is required of LOTE tasks & how
to effectively construct them so the students can clearly
understand what is expected of them to succeed. This was
evident in the positive way in which the students worked on
the tasks & in the good results they gained. Before she marked
the Comprehensions we spoke of the importance of being clear
on the answers required & being consistent with your marking
---- both of these areas she covered very well. She completed
all her marking within 1-2 days of the tasks being completed &
recorded the results appropriately. When marking written work
in the target language, my advice would be to take a little
more time so as to pay more attention to the accuracy of the
structures & vocabulary used. Her feedback to the students
was thoughtful, encouraging & relevant.

PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL

DEVELOPMENT.
Satisfactory

Unsatisfactory

APST: 6 - Engage with Professional Learning

6.1 Identify and plan professional
learning needs
6.2 Engage in professional
learning and improve practice
6.3 Engage with colleagues and
improve practice
6.4 Apply professional learning
and improve student learning

Scarlett carried out her duties in a professional manner at all

times. She is a dedicated, responsible & enthusiastic teacher
who is willing to listen to & to act upon constructive feedback &
to engage in professional discussions to better her classroom
performance. Her relationship with fellow teachers & with
students was excellent. Both students & teachers found her to
be friendly, approachable, & respectful. Scarlett has readily
participated in conversations with other LOTE teachers & with
the wider group of teachers. She has attended LOTE faculty
meeting & sub school yr 8 meetings as a member of the group
of yr 8 homegroup teachers. She has attended staff meetings,
professional development training in How Language Works as
a member of the LOTE faculty & has participated in yard duty.
Scarlett was always keen to reflect upon & to discuss her
lessons. She was able to identify areas in which she was
improving as well as those which still needed her attention, in
particular her subject content & she was always open to ideas
to help her develop as a teacher.

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory
7.1 Meet professional ethics and
responsibilities
7.2 Comply with legislative,
administrative and
organisational requirements
7.3 Engage with the
parents/carers
7.4 Engage with professional
teaching networks and
broader communities

Unsatisfactory

Scarlett carried out all her duties in a responsible & professional

manner, always meeting the requirements of the school & the
teaching profession.
There was no need for Scarlett to have communication with
parents other than communicating homework through Daymap.
On a couple of occasions, she used class emails to contact her
classes to relay important information to them.
At all times she conducted herself in a friendly & approachable
manner with the broader teaching staff & always took the
initiative to ask others for help & advice to support her
teaching. This included her approaching the I.T. staff so she
could use the school's I.T. facilities.

Overall Evaluation.
It has been a pleasure & a privilege to work with Scarlett during
her second pre-service teaching placement. She has many
postitve attributes, both personal & professional which will be
valuable to her in her future teaching career. She has shown
commitment, professionalism, but, most importantly, a love for
teaching & working with students, I believe she has the qualities
to be a good teacher & I wish her well as she finishes her
studies & for her future as a teacher.

Unsatisfactory
Acceptable
Good
Very Good
Outstanding

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn

Sue Flynn
13/11/2105

Signed:

Signed:

........................................................
Classroom/Supervising Teacher

........................................................
Site Co-ordinator/Principal

Date:

Date:

............................................

Please enter the date of the

report here

............................................

Staff at the University of Adelaides School of Education greatly value your opinion and
appreciate the time and effort you have put into supervising our pre-service teachers.
Thank you
Jan Keightley
Head of School

Signed:

........................................................
For the University of Adelaide

Certification Stamp

Evaluation Rubric
Please note that there is some latitude in interpreting these ratings. If Mentor teachers believe that their mentees
reflected the tenor of the rating, but their attributes are not reflected in the examples given, they should give the
rating that they think best reflects the pre-service teachers standard and provide supportive evidence in their
qualitative feedback.

Rating
Short
Description

U = Unsatisfactory

A = Acceptable

G = Good

Performance below
an acceptable
standard for this
stage.

Performance at a
minimal standard
for this stage.

A sound
performance at this
stage.

APST 1
Know the students and
how they learn

Little willingness to
engage with the needs
of individual students
and with the school as
a place of learning.

Some willingness to
engage with the needs
of individual students
and with the school as
a place of learning.

Clear evidence of
initiative and
willingness to engage
positively with the
needs of individual
students and with the
school as a place of
learning.

Strong init
willingnes
positively
needs of i
students a
school as
learning.

Knowledge of
Content and
curricula

Scant/erroneous
knowledge of content
and curricula.

Knowledge of most
content, but several
gaps: able to meet
curricular
requirements.

Sound knowledge of
content; clear
understanding of
curricular needs.

Strong and
knowledge
imaginativ
application
curricula.

Classroom Practice

APST 2
Know the content and
how to teach it

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn

VG = V

Perform
standard
which
expect
st

Rating
Short
Description

Planning and
preparation
APST 3
Plan for and
implement effective
teaching and learning

Classroom
Management and
Discipline
APST 4
Create and maintain
supportive and safe
learning environments
Assessment and
Feedback
APST 5
Assess, provide
feedback and report
on student learning

Professional
Relationships
APST 6 Engage with
Professional Learning

U = Unsatisfactory
Performance below
an acceptable
standard for this
stage.

A = Acceptable
Performance at a
minimal standard
for this stage.

G = Good
A sound
performance at this
stage.

VG = V

Perform
standard
which
expect
st

Little evidence of
planning or
preparation for
teaching.

Minimal evidence of
planning and
preparation for
teaching.

Clear evidence of
planning and
preparation for
teaching.

Planning a
preparatio
teaching t
beyond th
own class.

Poor/unethical
classroom
management skills.

Some classroom
management skills,
with potential to
develop.

Effective classroom
management skills.

Confident
managem

Little evidence of the

use of assessment as
a tool to understand
student achievement
and the effectiveness
of teaching.

Some evidence of
competent
assessment. Limited/
late feedback.
Little differentiation in
assessment processes.

Competent and
considered
assessment. Useful
and timely feedback.
Evidence of
differentiation in
assessment processes.

Proficient
reflective
Timely and
feedback
strengths
weakness
individual
students.
assessme

Little/no commitment
to the school,
professional
colleagues and
students.

Minimal commitment
to the school,
professional
colleagues and
students.

Sound commitment to
the school,
professional
colleagues and
students.

Strong com
the school
profession
colleagues
students.

APST 7 Engage
professionally with
Colleagues,
parents/carers and the
community

Pre-Service Teacher: Click here to enter text.

Mentor Teacher: Sue Flynn