Professional Practice II WESTERN SYDNEY UNIVERSITY ‘Secondary Program Report Pre-service Teacher's name | Rebekah Donoghue | Student ID: 17495892 Curriculumteaching area HSLE Dates: ] = 910 Commerce orimtt, | Sodas = 11 Business Studies Englsh = 9Engish ‘School ‘Mamre Angican School N° of placement I 20f2 | SUMMARY COMMENTS by the SUPERVISING TEACHER Rebekah has approached her teaching experience at Mere Angican School with greet enthusiasm, dedication and fessionals. Her approach to teaching has not ony been student centred but she has been actively involved in whole school activities andthe wider school community, | have been most impressed with Rebekah's commitment to teaching Commerce and her desire to understand the need of her students. She has embraced her ole as classroom teacher wth matunty, creativity and sensitvty ensuring er teachin practice and strategies are focused on student engagement and leaming while catering toa diverse range of abies. Rebekah’s overall classroom management statogies have progressively improved and as Rebekah becomes more experienced in teaching and gained greater confidence, she wil continue to implore strategies to improve the management of challenging behaviour in acassroom seting, Rebekat’s teaching and cassroom responsiites have inoue. — Teaching the fist haf of Core 2.2 Emclosment issues to two composite 910 Commerce classes, which included mixed ables and students who were gifed and talented Teaching the frst haf ofan Autobiocrachical Study focuses on Anh Doh's The Happiest Refuges — Construction ofthe Year /10 Commerce Yearly Examination, Notation and assistances in marking ‘examination — Creation ofan informal Assessment task forthe two Year 8/10 Commerce and marking with relevant feedback given in ately manner — Observation of Year 12 Standard English, Year 11 Advanced Engish and other Senior classes fom various KLAs — Registering teaching and leaing programs in accordance wih NESA and school paces and procedures ~ Yealy Examination Supervision for 710 = Assistanoo wih Semester 2 Reports, co-consructon of comment, input of formal and informal assessment atk, ranks and focus outcomes Rebekat's involvement in Faculty and Whole School aces have included, | —_ Daily Pastoral Care Group which included roll marking, uniform checking, general announcements and devotions = AMtendance at taf Daly Devotions and Chapel on a week! basis — Active patipaton in the HSIE and English Facully and Senior School Staff meetings — Involvement in co-curicular activites such asthe Friday atemoon Cus Program and organisation of Work Experience for Year 10 students = Supporing Mamre's Behavioural Management through aocurae loging of student incidents via Edumate, following up wih the Stage Coordinator and Director of Welfare when necessary Inyolvementin school Spot for 7-10 ncuding Roller Skating and Self Defence — Communicated wit parentsicarers about students’ welbeing and academic progress trough cary and email conversations Rebekch is well presente, punctual, respect, eager to assis, inclusive, creative, approachable and an excellent communicator witha postive dispositon. Rebekah’s optimistic and considerate nature has gained her the respect of staff and her students during her teaching experience at Mame Anglican School and Iam sure she willbe missed ithas been an absolute pleasure working wih such an outstanding behnning teacher and invidval during this | practicum and | wish Rebekah the very bes inher teaching career.OVERALL ASSESSMENT Grade: EZ] satisfactory Dunsatistactory ‘SATISFACTORY: The Pre-sonice Teacher has passed and met the expected standard in most of the relevant elements as descrived by ‘he NSW initue of Teachers for his stage oftheir professional learning. Where & Pre-Service Teacher's work is considered oustanding ‘ocwel ove average, this judgment shouldbe refeced inthe summary comments. UNSATISFACTORY: The Pre service Teacher has fale this Profesional Experience unt and has nat demonstrated all of the relevant cements 2s desorbed by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal ae ofthe opinion that the Preservice Teacher requires an alton Professional Experience lo allem to demonstrate saisiatory ‘competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grace without being placed AL Risk and the Commitee of Advice being convened. This grade may be recommended on ONE or more ofthe folowing grounds + Performance Deficiencies ~ ie felue to exhibit itera indicated for he patcular Professional Experience unt + Withdrawing fom Professional Experience —uness a Withdrawal Witout Pnally is awarded; + Non-Academic Misconduct Signature: Presence Tears Sou... PRE... Date: penis Teagnpesjony A elle Sau Cede nite é UPS oae,..Alu [18 Professional Practice ll Report ft 2Pro-service Teachers are fo be assessed by the Supervising Teacher against the relevent Graduate Teacher Standards that ‘ate applicable to Professional Experience Ill a either ND — Not demonstrated; D — Demonstrated; E ~ Exceeds expectations. Elaborate on the Pre-service Teachers professional practice inthe Comment section If Standards are not able to be demonstrated please provide an explanation inthe appropriate Comments section. i standards are not relevant please insert ‘NA ‘STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN ND ]D JE Focus area GRADUATE TEACHERS “11 Physical, social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual development and characteristics of students and how these may development and affect leaming charecterstios of Vv students 7.21 Understand how | Demonstrate knowiedge and understanding of research into how students Y students leam learn andthe implications for teaching 13,1 Students with | Demonstrate knowledge of teaching strategies thal ae responsive to he diverse ingustc, leaming strengths and needs of students from averse linguist, cultural, cultural, religious and | religous and socioeconomic backgrounds. v socioeconomic backgrounds 7.41 Stategies for | Demonstrate broad knowledge and understanding of he impact of clture, teaching Aboriginal and | cultural identty and linguistic background on the education of students from TTores Strat lander | Aboriginal and Torres Stait Islander backgrounds. v students 15:1 Diferentiate Demonstrate knowledge and understanding of strategies for diflrentaing teaching to meet the | teaching to meet the speci eaming needs of students across the ful ange specific learning needs | of abilities. v of students across the fullrange of abilities 1.61 Strategies to Demonstrate broad knowedge and understanding of legal requirements ‘support full participation | and teaching strategies that support participation and learning of students of students with with disability. v disability Comments Rebekah has demonstrated a thorough understanding and awareness of her students and how they leer. Throughout her Practicum Experience at Mame Anglican Schoo! she continualy endeavoured to develop and strengthen her relationships With her students through observations, pastoral conversations, collegial dsussions wth Staff which enabled her to effectively develop and implement a variety of dferentste sratogies inher teaching and leaming strategies to meet the needs of students across a fll ange of abilies. As Rebekah becomes more experienced and confident her assessments, programs and lessons wil become more diferentiated with a focus on remediation and extension to meet the needs of al students, With reference to the above, Rebekah has developed an array of teaching and learning strategies that cater tothe needs of all students, drawing on Gardner's Mutpleinteligences as a guide when designing and planning her lessons as a means to provide opportunities for students to leam in their preferted medium. in addition, Rebekah enriched her more able students through the use of open-ended questioning and progressively more complex aitvites using the Blooms Taxonomy model 28 a scaffold for extension. Professional Practice I! Report ‘Ob, . 3 SS [ll tte nnn aoreon GED