Professional

Experience
Report
2014

Pre-Service Teacher: Alana Thompson

Pre-service Teacher enrolled in:

Pre-Service Teacher ID: a1176515

Grad. Diploma Education

Placement: From 25/08/14 to 26/09/14

B Teaching

Days Absent: 0

B Music Education

Days at School: 25

Professional Experience Placement 1

Professional Experience Placement 2

School: Pulteney Grammar School

Mentor Teacher: Libby Parker, Gina Kadis

email contact:

Site Co-ordinator:
email contact:

University Liaison:

Subject Taught: English, Legal Studies, Research Project

Year Level(s) Taught: Year 11

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

Pulteney is a co-educational, Anglican school in the heart of Adelaide. It offers a complete education for girls and
boys and maintains a boutique size of approximately 1000 students. A Pulteney education is a continuum of four
phases: Early Learning Centre to Year 2; Years 3 - 6; Years 7 - 9 and Years 10 - 12. These phases correspond with key
developmental stages in a student's life and allows the sub-school Heads to oversee and know first-hand the 250
individual students and families through small class sizes modelled on 24 students or less. Academic fulfilment,
physical and cultural development, and community involvement are hallmarks of the School character.
The teaching is structured and student centred, to offer personalised learning that is enriched by the cultural
resources of the city, and underpinned by a Learning Platform with ICT embedded ubiquitously within the learning
landscape.
The School emphasis is on building positive, meaningful and lasting relationships in combination with high quality
teaching and learning, that then creates an enriching and holistic educational quest. A comprehensive Pastoral care
program complements a rigorous academic curriculum.
The aim of a Pulteney education is to make every day an adventure of learning and prepare young people for
tomorrow.

An editable copy of this report can be downloaded at:

https://education.adelaide.edu.au/employ/student-teachers/PEReport-edit
alternatively a blank copy for handwritten reports can be obtained at:
https://education.adelaide.edu.au/employ/student-teachers/PERreport-blank
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of Adelaide SA 5005
or email a scanned/signed copy to education.practicum@adelaide.edu.au

Professional Experience Report

2014

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

Alana Thompson worked with year eleven English Studies, a SACE stage one class of 17 mixed ability students, one
with Auditory Processing Disorder and one with Dyslexia; and year eleven students completing SACE stage two
Research Project. This is a class of 14 students with mixed abilities, two students receiving support for learning
difficulties.
Alana also worked with the Year 11 Legal Studies class. Mixed ability. 20 students. Male and female. Some students
continuing into Year 12 Legal Studies. A number of students commenced semester 2 legal and the rest have been
doing legal all year. This has challenges and she managed to teach a great differentiated teaching program on Bill of
Rights and whether this is needed in Australia as legislative reform.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

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.

Alana worked well in English Studies by identifying students with special

learning needs and differentiating her units of work to cater for the diverse
needs and abilities of the class. She was engaging, reflective and sought and
followed feedback after each class. Alana ran a unit about the Holocaust in
preparation for the text study on The Book Thief which she delivered with
sensitivity and respect for the students wellbeing. Clearly passionate about
English, Alana showed an enthusiasm for the content she planned and
delivered which in turn engaged the students. She related well with the class,
often varying her approach to suit the mood and size of the group. In
Research Project, Alana gave clear instructions and consistent feedback to the
students. One particular student required her to sit and work with him oneto-one which she was able to do without detracting from her engagement
with the remainder of the class. Using a variety of resources, Alana ran a unit
on writing an Evaluation for the externally assessed section of the course. She
worked with students from the concept stage of the written piece until the
submission of the work. She presented each lesson effectively and learned
from any obstacles she encountered. That particular class were often quite
lively so Alana used different strategies until she found a behaviour
management plan that worked for her. She also sought and followed
feedback about any issues she had.

In legal studies, Alana planned and taught an enthusiastic

unit on Bill of Rights. She mapped out the unit carefully,
seeking clarification and feedback. She engaged with the
students using media analysis to get to know their
strengths and individual needs. She was able to plan a
differentiated program to cater for one student with
aspergers. Once the research was done and checked
with the SACE subject outline, Alana prepared a
Powerpoint storyboard and we discussed this and the
sequencing. She then planned and delivered engaging
and relevant lessons, encouraging discussion and using
relevant internet clips to strengthen student
understanding of these concepts.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

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 non-Indigenous
Australians.
2.5 Literacy and numeracy strategies
2.6 Information and Communication
Technology.

Having a thorough knowledge of the subject area and the text being studied
in English contributed to Alanas success in this teaching placement. She was
able to offer study techniques and ideas to the students and could relate to
them on their level due to her knowledge of pop culture and technology. She
delivered a unit on themes which resulted in group presentations. Alana
researched effective strategies for presenting to an audience and shared her
experiences and ideas with students. In Research Project, Alana researched
the topic, spent time learning about each students individual project and
ensured she was prepared to coach and assess each students work. She was
willing to research different areas in order to provide the best outcome for
each student and sought feedback and guidance in order to plan and deliver
her units of work.
Clearly Alana knows her legal content brilliantly with her legal qualification.
She also knew here SACE subject outline well and understood how to design
her teaching unit to set assessments that allowed children of diverse
background to meet the assessment design criteria and performance
standards. Alana set the Issue Study component of the course. Explained it to
the children. Set a draft deadline in consultation with me and the teaching
program. Provided really good advice and scaffolding to the children, teaching
them how to evaluate legal experts for and against legislative reform. She also
taught them to reference correctly using SACE guidelines. She marked the
drafts using the performance standards and lots of valuable feedback for the
students to finalise their good copy of their Issue Study. Alana used
technology facilities at Pulteney proficiently and in an engaging manner.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

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

Alana met with her mentor teachers prior to commencing her teaching
placement to identify the units she would be covering in Research Project and
English. After discussion, she devised a number of plans and activities for the
classes and sought feedback about them. After discussion, she polished and
altered her plans appropriately. Throughout her placement, Alana was flexible
in her delivery of the plans, incorporating topical and current events into her
plans and keeping the content relevant to the students. At the beginning of
each class, she gave clear goals and expectations to the students and then
delivered her lessons. If timing was an issue, she discussed strategies for
extending or condensing content to apply to future lessons. Alana attended
Parent, Student and Teacher Conferences where she contributed to the
meetings, offering an insight into the students progress and wellbeing. She
was professional and well spoken at the meetings giving appropriate feedback
and advice.

In legal studies, Alana came in to see me on a number of

occasions before she commenced her prac teaching at
Pulteney, in order to be really organised before she started.
We talked through a range of strategies and topics and
negotiated the best way forward for her teaching and the
students in the class. Alana learnt some new strategies from
me in terms of how I plan legal units. We mapped this out for
one of the week's and she was able to competently and
independently map out the remainder of the unit on her
own. She always prepared lesson plans and sent them to me
in advance for feedback and advice. These were fantastic and
Alana was always appreciative and gracious in accepting
feedback and advice. Alana was collegiate and professional at
all times, in working with me, faculty meetings and staff
meetings.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

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

The English Studies class is a diverse group of 17 students who are well
behaved and engaged. Alana worked well to continually keep them working
and enthusiastic by varying her approach and establishing and maintaining
boundaries. In Research Project, Alana learned and applied different
strategies for dealing with disruptive students. She sought advice and adopted
a behaviour management plan that would suit her demeanor and teaching
style. Through trial and error, Alana was able to organise and manage the
classroom to ensure a positive, supportive and appropriate climate for
learning.

In legal, Alana managed to engage and discipline the

students well. She familiarised herself with the school's
behaviour management program and rules and she went
through these with the students to let them know she was
aware of procedures and to keep the classroom environment
positive and engaging. Trust was built very quickly, with
Alana strengthening a great rapport with all students. On a
number of occasions the asperger's boy would 'test' Alana,
like he does all his teachers, by strategically trying to get onto
games. She was polite, firm and the boy knew she was onto
him and he cooperated in a good way. Emailing of parents
and Heads of House as needed was also undertaken. Alana
quickly won the respect of students and colleagues.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

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

As the subjects Alana was teaching are senior supjects, the assessment
process is already established, however, Alana was able to understand the
importance of giving feedback to students in the form of drafting work and
returning assessment tasks with the appropriate performance standards
indicated. During the course of her placement, she gave verbal and written
feedback to students and often gave positive encouragement and validation
to students when appropriate. She relates well with young people and was
respected by them for her ability to make consistent and comparable
judgements, be fair yet firm and provide appropriate assessment in line with
the school and SACE guidelines.

In legal, Alana planned and implement an Issue Study

assessment task on whether Australian needs to alter the
Constitution and codify a Bill of Rights. The children
developed their research skills and reported back their
findings. The task sheet followed key SACE guidelines. The
task sheet clarified requirements to students well. The draft
due date was stated on the task and adhered to. Followup
with parents and head of house if drafts not met, therefore
students at risk were supported to meet the final deadline
date. Great valuable feedback, using the performance
standards were given.
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

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

Alana shows an enthusiasm for teaching and the teaching profession. She
develops relationships effectively with colleagues and management and shows
a commitment to building a career within the education vocation. Relating well
with colleagues, Alana got involved in discussions, meetings and activities in
and around the school, even helping out with extra-curricula activities like the
school musical where she attended and helped out with rehearsals, attended
production week and helped out backstage. She also got involved with House
sport, supporting teachers and students with competitions and she attended
the Rungy Cup to cheer on her students. This dedication to going above and
beyond expectation is a plight of an exceptional teacher and puts Alana in the
unique category of being a beginning teacher of a very high calibre.

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2014

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

Overall Evaluation.

Unsatisfactory

Alana attended parent teacher interviews with both mentor teachers and
contributed professionally and appropriately, giving helpful and valuable advice
and feedback. She met professional and ethical expectations and standards and
conducted herself as a consummate professional, adhering to the schools
policies and procedures at all times. Alana completed an orientation to ensure
she was complying with legislative, administrative and organisational
requirements. She engaged with a range of people throughout the duration of
her placement and was able to establish herself as an effective teacher.

Outstanding

Alana is an outstanding teacher with an ability to engage students across a broad range of curriculum. She
consistently took feedback on board and was keen to plan, organise, implement and reflect on pedagogy. With her
unique, quiet and engaging approach, students listened and related well to the lesson plans and content Alana
delivered. Each lesson was well planned, adhering to the overall plan of the topic with the needs and abilities of the
students in mind.
Alana has developed skills in differentiating teaching and curriculum programs for a diverse range of students and
their abilities, and utilised and extended her existing knowledge of curriculum and behaviour management.
With her subject knowledge and ability to relate to her colleagues and management, Alana has proven to be a
teacher any school would benefit from having on their staff.

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

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Professional Experience Report

2014

Signed:

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

Date:

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

Signed:

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

Date:

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

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

Pre-Service Teacher: Alana

Thompson
Gina Kadis

Mentor Teacher: Libby Parker,

Certification Stamp

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Professional Experience Report

2014

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

Classroom Practice
APST 1
Know the students and how
they learn

Knowledge of Content and

curricula
APST 2
Know the content and how
to teach it
Planning and preparation

U = Unsatisfactory

A = Acceptable

G = Good

VG = Very Good

Performance below an
acceptable standard for this
stage.

Performance at a minimal
standard for this stage.

A sound performance at
this stage.

Performance at a standard
above that which could be
expected at this stage.

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 initiative and

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

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 self-reliant

knowledge of content;
imaginative application of
curricula.

Knowledge of content
beyond curricula and
willingness to assist
colleagues.

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 and/or preparation

for teaching that extends
beyond the students own
class.

Planning and/or preparation

for teaching extending
beyond the students class
and year levels, or with a
creative aspect that inspires
learning.

APST 3
Plan for and implement
effective teaching and
learning

Thompson
Libby Parker, Gina Kadis

O = Outstanding
An exemplary performance
well above a standard that
could be expected at this
stage.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

Pre-Service Teacher: Alana

Mentor Teacher:

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2014

Rating
Short
Description

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

A = Acceptable

G = Good

VG = Very Good

Performance below an
acceptable standard for this
stage.

Performance at a minimal
standard for this stage.

A sound performance at
this stage.

Performance at a standard
above that which could be
expected at this stage.

O = Outstanding
An exemplary performance
well above a standard that
could be expected at this
stage.
Confident leadership in
classroom management
skills.

Poor/unethical classroom
management skills.

Some classroom
management skills, with
potential to develop.

Effective classroom
management skills.

Confident classroom
management skills.

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 and reflective

assessment. Timely and
useful feedback linked to
strengths and weaknesses
of individual school
students. Creativity in
assessment processes.

Leadership in assessment
practices indicating
reflective teaching practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. Innovation in
assessment processes.

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 commitment to the

school, professional
colleagues and students.

Exemplary commitment to
the school, professional
colleagues and
students.

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

Pre-Service Teacher: Alana Thompson

Mentor Teacher: Error! Reference source not found.

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