THE UNIVERSITY

Professional
Experience
Report
20t4

'ADELAIDE

SCHOOL OF
EDUCATION

lQ,t
Pre-Service Teacher: Tim Moors
Pre-service Teacher enrolled

Pre-Service Teacher

in: X crad Diploma in Education

trom 25/8h4 to 26/9/t4

|-lerofessional Experience Placement

teaching

Days Absent: 0

Ierofessional

taZ

lD: University ld (if known)

Education

Placement:

a vusic

Days at School: 24

Experience Placement 2

School: Urrbrae Agricultural High

Mentor Teacher: Beth Parkin and Adrian Terrace

email contact: beth.parkin3g2@schools.sa.edu.au

Site Co-ordinator: Laura Coonan

email contact: please provide your email address

University Liaison: Rob Tidd

Subject Taught: Music

Year Level(s) Taught: 8-LL

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

Urrbrae has a focus on agriculture, the environment and technology. lt is a co-educational seconday school where
students gain entry through an application. The cohort comes from 96 feeder schools. The Arts is a relatively small
but vibrant faculty within the school.

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

There are 5 Music classes at any one time, including a hybrid 1,1/12 class and 2 Year 8 classes. After Year 8,
students often select to take Music for only one semester per year, but continue with instrumental lessons. Class
sizes are relatively small, after year 8 and classes quite cohesive and cooperative. There is a strong focus on extracurricular ensembles to provide extension for students and provide a vehicle for senior students to achieve their
SACE.

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tl

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Once the report is completed, please sign it and send it through to:
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or email a scanned/signed copV to education.practi

Adelaide SA

5OO5

Professlonal Experience Report

20t4

CTASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1
1.2
1.3
1.4
1.5
1.6

Physical, social and intellectual

development and characteristics of
students.
Understand how students learn.
Students with diverse linguistic,
cultural, religious and socioeconomic

Tim has shown a wide variety of strategies in his teaching to cater for diverse
learning styles and abilities, including students with autism. He has engaged
students with practical activites leading to enhanced theoretical and creative
understanding. He has explained activities clearly and given feedback pertinent
to each student. His passion and kwowledge of his subject was clearly evident
in his work in small group and whole class activities. He was able to think on his
feet to respond to different outcomes. His resources were well prepared and
specifically targeted to the group concerned. He developed his skills in
presentation using his voice, humour, knowing students' names and an
engaging manner.

backgrounds.
Strategies for teaching Aboriginal and
Torres Strait lslander students,
Differentiate teaching to meet the
specific learning needs across the full
range of abilities.
Strategies to support full participation
of students with disab

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

Unsatisfactory

APST:2 - Know the content and how to teach it

2.1 Content and teaching

2.2
2.3

strategies of

Tim showed excellent knowledge of the content covered and used diverse
strategies for teaching, including individual demonstration by students,
experimentaton, you tube clips, group practicals and mni performances. He
chose topics approprate to different age groups and carefully scaffolded his
lessons to cater for different abilites. He completed assessment of theory
tasks, showed sound knowledge of Music technology and incorporated
numeracy aspects where appropriate. His reporting took the form of individual
and group feedback and solo performance assessments for every class. His
literacy strategy included the use of text to reinforce rhythm concepts.

the teaching area.

Content selection and organisation.
Curriculum, assessment and

reporting.

2.4

Understand and respect Aboriginal

and Torres Strait lslander people to
promote reconciliation between
lndigenous and non-lndigenous
Austra lia ns.

25 Literacy and numeracy strateges

26 lnformation and Communication
Techn

PLANNING AND PREPARATION.

Satisfactory

[l

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1
3.2
3.3

3.4
3.5
3.6

Establishchallenginglearninggoals
Plan' structure and sequence learning

programs
useteachingstrategies
Select and use resources
use effective classroom
communication
Evaluate and improve

teaching

was diligent in consulting about what could be achieved in the time

I available and working around interruptions to lessons. He planned effective
seQuences of lessons, sought feedback and reflected honestly on how to fine
I
I tune each lesson. He reworked subsequent lesson plans to build on previous
I work, realising what individual students were capable of and create new

ltim
I

I Challenge.

"

ice showed carefully sequenced ideas, effective use of

the students) and clear outcomes. He made excellent use
et up groups to maximise engagement and outcomes. Tim
effective ly to a low fo r packing u p'and'manadmpnt,iSues.
I

Pre-Service Teacher: Tim Moors

Mentor Teacher: Beth Parkin and Adrian Terrace

Professional Experence Report

20L4

TEARNING ENVIRONMENT. MANAGEMENT AND DISCIPTINE.

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
Mantan student safety
Use ICT safely, responsibly and
ethica lly

Tim maintained a very calm manner in the classroom at alltimes, using humour
and postive reinforcement to engage with students. He was encouraging of
less able students and developed their confidence to be risk takers in activities.
He managed student behaviour through his voice and by following through on
students adhering to instructions. He refined his skills in organising groups to
make effective use of student skills, time and manage diverse personalities. He

showed excellent capacity to develop sound professional and personal

relationships with students, thus minimising any challenging behaviour.
Tim dealt effectively and appropriately with any minor or major interruptions.
He has excellent organisational sklls and always used ICT in a responsible and
ethical manner.

ASSESSMENT AND

REPORTING.

Satisfactory

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

student learning
Provide feedback to students and
their learning
5.3 Make consistent and comparable
judgements
5.1
5.2

Assess

54 lnterpret student

data
55 Report on student achievement

Tim made use of the school's database to create a system for recording student
assessment results. He showed he could effectively apply assessment strategies

for practical, theoretical and technological work. He provided feedback to

students both formally and informally, was consistent in his judgement and did
so in a reasonable time frame. Tim reflected on students' strengths in different
areas and adjusted his teaching accordingly. He participated in assessing stage

1 and 2 students for solo and ensemble performances and contributed

effectively to discussion on these assessments.

., i

Pre-Service Teacher: Tim Moors

Mentor Teacher: Beth parkin and Adrian Terrace

Page 3 of 7

Professlonal Experlence Report

20'4

PROFESSIONAT QUATITIES, PROFESSIONAL RETATIONSHPS AND PROFESSIONAT DEVETOPMENT.

Satisfactory

Unsatisfactory

APST: 6 - Engage with Professional Learning

ldentify and plan professional
learning needs
6.2 Engage in professional learning and
improve practice
6.3 Engage with colleagues and improve
practice
Apply professional learning and
improve student learning
6.1

Tim showed complete commitment and enthusiasm for teaching. His prior
experience in working with students was evident in his ability to relate to
students and engage them on an appropriate manner. students enjoyed
engaging in banter with him before and during activities. His skills as a musician
were highly valued by students and he used them appropriately to demonstrate
key ideas in his teaching.
He worked well with the Arts faculty to support the cabaret Night and was able
to foresee tasks to be done. Tim showed initiative, attended meetings and was
involved in coaching basketball after school. He was a valued team member of
the Music faculty as he readily filled in where necessary, especially for
lunchtime rehearsals and working with individuarstudents. He readily
recognised his own strengths and weaknesses and responded positively to
feedback.

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory

7.1

Meet professional ethics and

respo nsibilities

7.2

7.3
7.4

Comply with legislative,

administrative and organisational
requirements
Engage with the parents/carers
Engage

with professional teaching

networks and broader communites

Overall Evaluation.

Unsatisfactory

Tim shared responsibility for supervising an after hours ensemble performing at

the Festival centre, as well as supervising students at the Royal Adelaide show.
He was diligent in ensuring the safety of students and complied with school
expectations, including through his work backstage at the cabaret Night. Tim
attended staff and faculty meetings, as per the calendar.
Tim took the initiative to observe a physical Education class and involved
himself with the school's basketball program.

.',cJl

'

,-

-i

/lle3se select from this drop down list

Timhascontributedinaprofessional,diligentandenthusiasticmanner.Hewasastutffi
working out how he could support the Music faculty, both in and out of the classroom. The students showed
confidence in his ability and responded well to his expectations. The creative outcomes he produced from
students
were to be commended. He would be a welcome asset to any school.

Pre-Service Teacher: Tim Moors

MentorTeacher: Beth parkin and Adrian Terrace

s'

fir:l

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Page 4 of 7

Professional Experience Report

2014

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Signed:

Date:

ator/Principal

^'T auJn l t *

Staff at the University of Adelaide's 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: Tim Moors

MentorTeacher: Beth Parkin and Adrian Terrace

Page 5 of 7

Professional Experience Report

20t4

Evaluation Rubric
they should give the rating that they think best reflects the pre-service teache/s standard and provide supportve evidence in their qualitative feedback.

Rating

Short
Description

U = Unsatisfactorv

A = Acceptable

Performance below an
acceptable standard for this
stage.

Classroom Practice

APS

Know the students and how

they learn

Knowledge of Content and

curricula

Little willingness to engage

wth the needs of individual
students and wth the
school as a place of learning.

APST 2

Know the content and how

to teach it
Planning and preparation

Little evidence of planning

or preparation for teaching.

APST 3

Plan for and implement

effective teaching and
learning

Pre-Service Teacher: Tim Moors

MentorTeacher: Beth Pfkn and Adrian Terrace

O = Outstandine

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.

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

Strong initiative and

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

learning.

learning.

n
Scant/erroneous knowledge
of content and curricula.

VG = Very Good

G = Good

t-t

Knowledge of most content,

but several gaps: able to

Sound knowledge of
content; clear

meet currcular
requirements.

understanding of curricular
needs.

fl

Minimal evidence of
planning and preparation
for teaching.

and preparation for

teaching.

knowledge of content;
imaginative application of
curricula.

ft

ft

stase.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

ft
Knowledge of content
beyond curricula and
willingness to assst
colleagues.

Planning and/ or preparation

for teaching that extends
beyond the student's own
class.

ft

well above a standard that

could be expected at this

X
Strong and self-reliant

f-l
Clear evidence of planning

An exemplary performance

Planning andf or preparation

for teaching extending
beyond the student's class
and year levels, or with a
creative aspect that inspires
learnine:"

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Professional Experience Report

20t4

Rating
Short
Description

U = Unsatisfactorv

A = Acceptable

Performance below an
acceptable standard for this
stage.

Classroom Management
and Discipline

Poor/u nethical classroom

management skills.

VG = Very Good

G = Good

Performance at a minimal
standard for this stage.
Some classroom
management skills, with

A sound performance at
this stage.
Effective classroom
management skills.

O = Outstandine

Performance at a standard
above that which could be
expected at this stage.
Confident classroom
management skills.

potential to develop.
APST

An exemplary performance

well above a standard that

could be expected at this
stase.
Confident leadership in
classroom management
skills.

Create and maintain

supportive and safe learning
environments
Assessment and Feedback

Little evidence of the use of

assessment as a tool to

APST 5

Assess, provide feedback

and report on student

learning

understand student
achievement and the
effectiveness of teaching.

Some evidence of
competent assessment.

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Limited/ late feedback.

Little differentiation in

differentiation in

assessment processes.

assessment processes.

Proficient and refl ective

assessment. Timely and
useful feedback linked to
strengths and weaknesses
of individual school

students. Creativity in
assessment processes.

Professional Relationships

tl

Little/no commitment to the

school, professional

6 Engage with
Professional Learning

APST

colleagues and students.

APST 7 Engage

professionally with
Colleagues, parents/carers

and the communitv

Minimal commitment to the

school, professional
colleagues and students.

ft
Sound commitment to the
school, professional
colleagues and students.

X
Strong commitment to the
school, professional
colleagues and students.

Leadership in assessment
practces indicating
refl ective teaching practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. lnnovation in

assessment processes.

Exemplary commitment to
the school, professional
colleagues and

students.

tr

tr

tr

Pre-Service Teacher: Tim Moors

MentorTeacher: Beth Parkin and Adian Terrac

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