Professional Practice II

Secondary Program
Report

Pre-service Teacher’s name Rima Ali Student

ID:17789022
Curriculum/teaching area English Dates:13/9/18-
9/11/18 30 days
School Georges River College Peakhurst Campus Nº of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Rima is a professional and motivated pre-service teacher. She presented herself in a mature and responsible
manner and engaged in all aspects of school activity. Rima taught a range of middle school classes in English
from Year 7 10.

She participated in both professional learning on a faculty and whole school level( staff meetings). She also
observed lessons outside her curriculum area. Rima was very proficient and excelled in organising lessons and
plans which observed the different learning needs of her classes. Her classroom pedagogy in teaching students of
different skill levels and delivery of these lessons, was an example of high quality teaching. She was able to
evaluate her lessons in a constructive manner and applied recommendations readily and effectively. Rima was very
keen to seek advice and strategies for improvement with class room management. She ensured that all students
had access to equal opportunity learning and implemented ICT and other resources effectively.

Rima developed her classroom management skills through the implementation of school behavioural expectations,
applied differentiated strategies to suit students with challenging behaviours and applied positive recognition
strategies to acknowledge student achievement.

Rima will continue to develop and certainly be a highly organised and responsible teacher, as she continues to
experience teaching. She was professional and developed excellent questioning skills which engaged students
and challenged them. This was also reflected in her varied and thought provoking activities which allowed students
to engage in ICT,different texts and visual and non- visual learning.

She was an asset to the faculty through her collaboration in programming and shared resources, marking
examinations and assessment tasks and being exposed to the reporting and assessment process She displayed
commitment and developed her summative assessment strategies through experience in marking assessment
tasks and yearly examinations. She employed formative assessment strategies through informal observation of
student work books, discussion evaluation and feedback to students. She was enthusiastic and pro-active in her
teaching and planning and will become a valued member of any teaching faculty.

OVERALL ASSESSMENT

Grade:  Satisfactory  Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
 • Non-Academic Misconduct.

Supervising Teacher’s Name Alice Talevski Signature: A.Talevski Date: 9/11/18

Pre-service Teacher’s Signature: _____________________________________________Date: ______

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.

STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E

Focus area GRADUATE TEACHERS
1.1.1 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 learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students 
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability

Comments

Rima developed excellent skills in recognising students of diverse cultural and social backgrounds and applying
appropriate lesson content by developing lessons which addressed the student needs. She was able to change
her teaching and resources, when dealing with students of different learning needs, without difficulty. The
transition was smooth and effective.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E

Focus area GRADUATE TEACHERS

Professional Practice II Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technology (ICT
Comments
Rima demonstrated the capacity to organise lessons which were diverse in content and rich in ICT components
which catered for the diverse learning needs of students. She was able to display knowledge and preparation
which followed the key learning outcomes of the syllabus, through effective discussion, questioning and
engagement of students. This was evident and supported through her structured and sequenced lessons and
work sheets developed to reinforce student learning.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D E

Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process.
process
Comments
Rima prepared all lessons professionally by utilising and implementing an organised lesson plan for each lesson.
They clearly showed structure with direct relevance to the syllabus learning outcomes, a variety of resources and
activities which challenged students and developed their high order thinking skills. This allowed for them to
become independent and responsible learners. She was able to evaluate her lessons and discuss feedback which
was reflective and implemented.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E

ENVIRONMENTS

Professional Practice II Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements.

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments

Student safety was strictly adhered to and Rima was aware of school emergency and welfare policies. Her
classroom management developed weekly and she has become competent and more direct in her clear and
explicit expectations of the students. This was evident in her instructions and expectations reviewed each lesson.
Students aware of these and respected them. Issues were dealt with promptly and effectively.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievemen

t.
Comments
Rima is aware of the importance of informal feedback through class discussion and one to
one individualised review of student responses during the lesson. She moves confidently
around the room assisting students and has been able to do this whilst still maintaining
supervision of the other students. Rima has also assisted her classroom teachers in the
marking and recording of student formal assessment tasks. These assessment tasks have
included extended written responses and she has been able to apply the marking criteria in
a sensible and reasonably accurate manner in consultation with the classroom teachers. She
has reviewed student progress and results both in informal and formal assessment tasks to
determine best practice. Rima has developed an inherent understanding of the abilities of her
students who have diverse learning needs and his modified assessment tasks to cater for
their individual needs, reflect her ability to address student learning on all levels effectively.
Her feedback has been constructive in allowing students to understand and develop their
learning outcomes

Professional Practice II Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E
Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learning
Comment
Rima engaged in professional development both formally and informally.
Informally this was shown through the evaluation process of her lessons daily and incorporating suggestions.
She readily implemented them and sought advice. Rima also displayed her knowledge of the evaluations by
constructing lessons which reflected these. She participated actively in faculty meetings and was proactive in
offering her services to take on extra tasks by planning and sharing resources. Rima participated in faculty and
staff meetings .

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers’ professional knowledge and
networks and broader practice.
communities
.

.
Comments

Rima is aware of the duty of care requirements and this is reflected in her punctuality, high level of preparation and
the calm and confident manner in which she speaks to the students. She marks the roll in every lesson as required
by the school and assists her teaches with their playground and roll call duties. She is also working with a
classroom teacher on Wednesday afternoons for House Sport. She has indirectly been exposed to parent
communication by supplying feedback to his supervising teacher about challenging students and parent contact
had to be made to discuss behaviour and consequences.

Professional Practice II Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..