WESTERN SYDNEY UNIVERSITY Professional Practice | U ‘Secondary Program Report Pre-service Teachersname | Vishal Ashwin Sharma Dates TAN 7617 1 Curiuiumiteaching area | Biology stage 6. Science St. 4/5 | N’of days 30 Schol ‘The Hills Sports High School _| Wof placement) Tof2 - ss ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Vic has shown some high quality teaching attributes, having arrived with a number of established professional characteristics to start with, He is seen by staff and students alike as being highly professional in appearance. Vic has been open to feedback from lessons and has shown modifications to further lessons from our discussins. His knowledge in several areas is exceptional, while there are areas that he will improve on with greater experience. Over the time at this school Vic has refined his lessons in order to meet the differences in learning abilty and leaming styles of his classes. The use of various ICT resources including short videos with follow up class discussion has helped to create high interest levels with all students engaged and opinionated. The use of models and power points as well as videos accommodated a wide range of learning styles and the following question sessions also indicated leaming had taken place. Revision also took place in the form of student challenges where each team competed to win. This created high energy levels in terms of participation. OVERALL ASSESSMENT Grade: xi Satisfactory D1 Unsatisfactory ‘SATISFACTORY: The Pre-savice Teacher has passed and met the expeced standard in most of he relevant elamonts as described by the NSW Insitute of Teachers for his stage oftheir profesional leaming. Where a Pre-serice Teacher's work's considered outstanding ‘orwell above average, tis judgment shouldbe reflected in the summary comments, UNSATISFACTORY: The Preservice Teacher has fallod this Profesional Experionce unt and has not demonstrated al ofthe relevant ‘elements 2s described by the NSW Insitute of Teachors. The Supervising Teacher, Professional Experience Coordinator and Principal ‘are othe opinion that the Pre sorvce Teacher requires an adtion Professional Experience to attempt to demonstalesatitactoy ‘competence es a graduate teacher. No Pre-service Teacher should receive an Unsatstactory grade without being placed At Fisk and the ‘Commitee of Avice being convened. Tis grade may be recommended an ONE or more ofthe folowing rounes: + Performance Deficiencies — ie. flue to exhibit cir indicated fr the particular Profesional Experience nit + Windrawng rom Professional Experience - unless @ Withdrawal Without Penalty is awarded, + Non-Academic Misconduct. Supgrdising Teggher’s Name ___Brenton Duffy Signature: Date: 2106/17 Pre-service Teacher's Signature: vA Date: $- 6 9 Pre senice Teachers ae io be assessed by the Supervising Teacher agains! he relevant Graduate Teacher Standards that are applicable to Professional Experience Il as ther ND ~ Not demonstrated; ~ Demonsirate; E ~ Exceeds expectations. Elaborate on the Preservice Teache’s professionel practice inthe Comment section. If Standards ae no able tobe demonstrated please provide an ‘explanation in the appropriate Comments section. standards are not relevant please inset ‘NA STANDARD_1:KNOW STUDENTS AND HOW THEY LEARN development ang characteristics of students Focus area ‘GRADUATE TEACHERS. TALI Physical social | Demonstrate knowledge and understanding of physical, social and and intellectual intellectual development and characteristies of students and how these may affect learning. 12.1 Understand how students learn Demonstrate knowledge and understanding of research info how students learn and the implications for teaching. Td Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate Knowledge of teaching sategies tat are responsive o the learning strengths and needs of students from diverse linguistic, cultura religious and socioeconomic backgrounds. TALT Strategies for teaching Aboriginal and ‘Torres Stat Islander students Demonstrate broad knowledge and understanding of the impact of culture, caltura identity and linguistic background on the education of students from ‘Aboriginal and Torres Strait Islander backgrounds. 151 Dilferentiate teaching to meet the specific leering needs of students across the full rage of abilities ‘Demonstrate knowledge and understanding of strategies for differentiating teaching to mect the specific learning needs of students across the full range of abilities 161 Strategies to support full participation of students with disability ‘Demonstrate broad knowledge and understanding of fegistative requirements and teaching strategies that support participation and learning of students ‘with disability Comments for different learning abilities. Vie quickly became aware of differences within each class and allowed for this in his teaching methods. He included information from a wide range of cultural backgrounds including Aboriginal and Torres Strait Islander cultures. Vie made an effort to learn student names and showed respect for the students in each elass. Vie made adjustments | STANDARD 2; KNOW THE CONTENT AND HOW TO TEACH IT Focus area ‘GRADUATE TEACHERS: 2.1.1 Content and teaching area Demonstrate Knowledge and understanding of the concepts, substance and teaching strategies of the | structure of the content and teaching strategies of the teaching area 72.2.1 Content selestion ‘and organisation ‘Organise content inio-an effective earning and teaching sequence. 23.1 Curriculum, assessment and reporting Ue curriculum, assessment and reporting Knowledge to design Tearing sequences and lesson plans 24.1 Understand and respeet Aboriginal and “Torres Strait Islander people promate reconciliation between Indigenous and non-« Indigenous Australians Demonstrate broad knowledge of, understanding oF and respect Tor “Aboriginal and Torres Strat Islander histories, cultures and languages. 2.3.1 Literacy and ‘numeracy strategies ‘Know and understand literasy and numeracy teaching strategies and their application in teaching areas. 2.6.1 Information ard Communication Technology (ICT Tmmplement teaching strategies for using ICT to expand curriculum [ea ‘opportunities for students. ‘Comments ‘Professional Practice | Repc pete.) ayVie has a high level of Knowledge. He could translate this Knowledge into meaningful lesson content. He planned sequences of lessons that built upon each other progressively and was able o convey this knowledge effectively to the students, Vie included literacy, numeracy and ICT eontent in Skis in delivering the syllabus content. ‘STANDARD 5: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND | D | © Focus area ‘GRADUATE TEACHERS, 3.1.1 Establish Set learning goals that provide achievable challenges for students of x challenging learning, varying abilities and characteristics. als 5.2.1 Plan, structure and | Plan Tesson sequences using Knowledge of student learning, content and x Sequence learning effective teaching strategies. programs “33.1 Use teaching Tnclude a range of teaching sirarepies x ‘strategies 3.4.1 Select and use Demonstrate Knowledge ofa range of resourees, including ICT, that ® resources: engage students in their learning. 35.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to x classroom ‘support student engagement, ‘communication 3.6.1 Evaluate and Demonsirave broad Knowledge of siategies that ean be used to evaluate % improve teaching teaching programs to improve student learning. programs 3.71 Engage parents) | Describe a broad range of Srategies for Involving parentslcare inthe x ‘carers in the educative | educative process. process ‘Comments Vic showed forethought and planning of lessons and included revision of concepts where a need arose. He familarised himself with Risk Assess to plan practical activites, Inthe lasseoom Vie used a number of verbal and non-verbal ‘comminication as part of his elasstoom management strategy. Parents fearers were engaged in the education process on several occasions ‘STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND] D]E ENVIRONMENTS "ASPECT ‘GRADUATE TEACHERS “4.1.1 Support student | Identify strategies to support inclsive sladent paricipation and engagement x participation in classroom ssivities. “4.2.1 Manage classroom | Demonstrate the eapacity to organise classroom activities and provide clear ¥ activities directions 43.1 Manage Demonstrate Knowledge of pracical approaches to manage challenging x challenging behaviour __| behaviour. “44.1 Maintain — student | Describe strategies hat support Sudenis” wellbeing and safety working x safety within sehool and/or system, curriculum and legislative requirements. 3.1 Use ICT safely, | Demonstrate an understanding of the relevant isues and the strategies og responsibly and ethically | available to support the safe responsible and ethical use of ICT in learning, and teaching Comments ‘Vie has successfully met the challenges by applying strategies laid out from the frst lesson with each clas including class entry tothe room, settling down procedures and lesson preparation that involved short quizzes for revision and links to previous lesson, Vie's rst practicum has shown relevant classroom management strategies that will develop further with experience. ease aie eat ane “+‘STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDI D LEARNING. Focus area ‘GRADUATE TEACHERS 5.1 Assess student | Demonstrate understanding of assessment siralegies, including informal and x learning formal, diagnostic, formative and summative approaches to assess student learn 32 Provide Demonstrate an understanding ofthe parpose of providing imely and ¥ Feeback to appropriate feedback to students about their learning, students on their learning 5.3 Make Demonstrate understanding of assessment moderation and its application to x consistent and | support consistent and comparable judgements of student learning, ‘comparable judgements a ‘SA Interprel Demonstrate the capacity to interpret student assessment data to evaluale x student data student learning and modity teaching practice SS Repor on | Demonstrate understanding of a range of strategies Tor reporting to sudenis| x student and parents/earers and the purpose of keeping accurate and reliable records of achievement student achievement. Comments Vic has assessed students using informal tests set in the form of quizzes, He has used the results to modify lesson content and (o identify areas that need greater exposure. ‘This demonstratse his eapacity to interpret student assessment data. ‘STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING, ND] D Focus area ‘GRADUATE TEACHERS 6.1 Identify and plan | Demonstrate an understanding ofthe role ofthe Australian Professional x professional learning | Standards for Teachers in identifying professional learning needs, needs (62 Engage in ‘Unelerstand the relevant and appropriate sources of professional learning x professional fearing | for teachers. and improve practice 63 Engage with ‘Seek and apply constructive feedback from Supervisors and teachers to me colleagues and improve teaching practices improve practice ‘64 Apply professional | Demonstrate an understanding ofthe rationale for continued professional x earning and improve | learning and the implications for improved student leaning. student leaning a ‘Comments During this professional practice unit Vic has reflected on lessons taught using the Australian Professional Standards for Teachers guidelines. He has contributed to Science faculty meetings and converses with other stafT ‘members fo discuss strategies for a number of students, an appropriate sourse of professional learning. ‘STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND] D PARENTSICARERS AND THE COMMUNITY Focu aca GRADUATE TEACHERS Fesestved Pattee Irepet 2 ae a)1 Meet professional | Understand and apply the key principles described in codes of ethies and oe sthies and ‘conduct for the teaching profession, responsibilities | 7.2.Comply with Understand the relevant legislative, administrative and organisational 53 legislative, Policies and processes required for teachers according to school stage administrative and organisational requiternents 73 Engage with the | Undlersand srategies for working effectively, sensitively and x parentslearers confidentially with parentscarers. 7.4 Engage with Tinderstand the role of external professionals and community x professional teaching | representatives in broadening teachers’ professional knowledge and networks and broader | practice. | ‘communities ‘Comments e's approach to teaching has remained highly professional throughout this practicum. He speaks to students and staff in professional manner, He has a clear aim to improve student learning to further their opportunities post high school, He dresses in an exemplary manner with suit and tie. In a ealm way, he has deescalated a very heated ‘conversation between students, treating both in a professional and caring way. Sena ae pee Coe