PRIMARY FINAL PROFESSIONAL EXPERIENCE

REPORT 2019
Student ID
Pre-service Teacher Kelsey Williams 2165163

School Swallowcliffe School P-7

Year Level
Mentor Teacher(s) Suada Smajlovic 3/4

School Co-ordinator Eleanor Rawson

Ronda Mugford Coordinator

University Liaison Jennifer Frances

Please delete those not applicable Please select

Teaching Days 10 introductory days + 30 day block 40 days X

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

Swallowcliffe P-7 is a public primary school in Davoren Park in the Outer Northern
Suburbs of Metropolitan Adelaide, along the “Peachey Belt”. The school has
approximately 470 students enrolled (not including the on-site Preschool), including
19 Mainstream classes, 3 site funded intervention classes and 3 Regional Special
classes.
The school is a highly complex, Category 1 site, with a high representation of students
with additional needs, ATSI, EALD and students who have experienced/experiencing,
complex high-level traumas.

Class (including children with special needs)

Class of 21 students with16 boys and 5 girls. There is 1 ATSI student; 3 students on
NEP/Oneplan; 1 ASD child and three waiting to be verified; and 5 EALD students. The
class has children with trauma backgrounds and 2 Children in Care.
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 I X I
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I X
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I I X
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
Complete Novice Emerging Graduate Proficient

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

I I I X
Complete Novice Emerging Graduate Proficient
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
It has been an absolute pleasure to host Kelsey for her final practicum. Kelsey has
presented herself in a highly professional manner at all times, she has been
punctual, courteous, engaged with others and highly reflective of her practice.
Kelsey attended yard duty, staff and team meetings with her mento teacher. Kelsey
quickly established positive relationships with the students in her class, developing
respectful and trusting relationships.
I was very impressed with Kelsey’s planning and teaching, and the degree of
differentiation I observed in her teaching. Students were given multi entry level
tasks and opportunities to challenge themselves in a safe, supportive learning
environment.
Kelsey has participated in a variety of professional development sessions, including
awareness of trauma and Berry Street Education Model training (2 days). It has
been pleasing to see Kelsey adopting some of the strategies from the PD during her
practicum.

Kelsey has had a very successful final practicum and we wish her well in her future
career as an educator.
Name: Date:
Eleanor Rawson (Deputy Principal) 12/06/2019

University Liaison

Kelsey was highly motivated, energetic and enthusiastic throughout the practicum.
She was organised, thoroughly prepared and had completed lesson plans and
gathered resources before the 6 week period began. At the suggestion of her
mentor, she immediately took on a full teaching load and rose to the challenge,
quickly gaining confidence. Kelsey devoted time to learn about her students and
understand their backgrounds, special needs and ability levels. This led to her
establishing a strong relationship with each student and she became practiced at
predicting responses and behaviour. She was also then able to become skilled at
diversifying her lesson presentations to allow each student entry points for tasks and
ensure each experienced success. Kelsey learned to recognise small steps of
achievement among her students and established realistic expectation levels for
herself. Kelsey’s rapport with her students and her animated, imaginative approach
produced engaging lessons and interactive learning.
It was evident Kelsey grew to feel a sense of responsibility for her students and was
committed to their learning as well as her own, which she took every opportunity to
develop.
Kelsey was eloquent in discussing her experiences, her rationale and her
perceptive, ongoing self-assessment. Kelsey’s professional contribution was valued
by the school.

Name: Ronda Mugford Date: 23/06/20019

SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Kelsey Williams

Professional Knowledge
Kelsey has shown good professional knowledge by using ACARA to plan and
assess children’s work. Kelsey made her learning intentions clear to myself and the
children, and she discussed ways in which they can be successful in their task.
Kelsey modified learning tasks to suit the children’s needs accordingly. Kelsey
incorporated the school’s vision into her teaching, ensuring that each child can be
successful. Kelsey attended all professional development courses that were on offer
during her practicum, and helped incorporate these new practices within the
classroom. Kelsey successfully used all ICT resources, creating fun new ways of
learning.

Professional Practice
Kelsey was always organised before her lessons. She used different learning
strategies to help the children stay engaged in the lesson. She made a number of
impressive resources that both taught and entertained the students. She was not
afraid to step out of the box and try something new. Kelsey made sure she
incorporated the school and classrooms high learning expectations. Kelsey
familiarised herself and used the school’s practices of the Zones of Regulation,
Berry Street, Brain Breaks and Third Space choices. She kept the routines and
structures the same, which greatly helped the ASD students. Kelsey made herself
readily available to help students who were struggling, and she also allowed others
to be challenged. Kelsey took on all feedback and suggestions professionally and
asked appropriate questions to help her teaching journey.

Professional Engagement
Kelsey was always respectful and professional with all staff, students, parents and
teachers. She took the time to build relationships with the students and parents on
an individual level, which greatly helped her teaching success. Kelsey always came
with a positive and vibrant attitude, eager to teach. Due to her impressive
organisation skills, Kelsey was always confident in her teaching approach. Kelsey
was open to feedback, suggestions and change. She acknowledged mistakes and
found solutions. Kelsey actively participated in school Professional Development
courses. Kelsey understood that this was a school with many complex issues, and
carried herself professionally by not openly discussing issues that may have
occurred. It was a pleasure being Kelsey’s mentor, and I wish her great success!

Written by: Suada Smajlovic Date: 12/6/19

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

In our opinion Kelsey Williams

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.

If this is not possible then please email it directly to: primaryprofexp@flinders.edu.au