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    Professional Experience Report Placement 2 Steve

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    Professional THE UNIVERSITY Experience SCHOOL OF o ADELAIDE Report EDUCATION 2015 Pre-Service Teacher: Jocelyn Chai Pre-service Teacher enrolled in: [] Grad Diploma in Education Bae teaching Ce musie Education Placement: From 21/8/15 to 25/9/15 Days Absent: 1 Days.at School: 24 LoProfessional experience Placement 1 DXJprofessional Experience Placement 2 School: Hamilton Secondary College Mentor Teacher: Steve Kelly email contact: steve.kelly@hamcoll.sa.edu.au Site Co-ordinator: Annette Ryan Universi email contact: annette.ryan@hamcoll.sa.edu.au ison: Virginia Gill Subject Taught: Mathematics Year Level(s) Taught: 9810 Professional Experience School Context (eg: Co-educational, R-AZ School) HSC is a diverse co-ed campus, with continuing Yr 8-12 students, aduit re-entry students and a disability unit, The school has an Index of Disadvantage of 4. We have a significant ATSI population, and many of our students are new arrivals and consequently have EALD. ‘Teaching/Learning Context (eg: year levels, class sizes ete) Jocelyn taught a streamed Yr 9 Standard Maths class of 23, four of whom had special needs (autism/AHDH). She also taught a Yr 10 Advanced Maths class of 27, seven of whom were international exchange students from Japan and Korea, Both classes had a fairly broad spectrum of capabilities and engagement. ‘Once the reports complete, please sign itand send through to Professional Experience Office, School of Education, University of Adelaide, South Australia S005 Alteratvely, please scan and emalla copy to: educatlon.oracticum @adbelide.ed | University of Adelaide School of Education USE ONLY: RSITY OF Student Id umber. ADELAIDE rest entered wa: Copy emo tstudent Professional Experience Report 201s CLASSROOM PRACTICE. APST: 1 - Know the students and how Satisfactory Unsatisfactory [] they learn LA Physiea, social and intellectual development and characterises of students. Understand how students learn Students with averse linguistic, cultural, religious and soclogconomic backgrounds. ‘Strategies for teaching Aboriginal and Torres Strat Islander students Differentiate tezching to meet the specific leerning needs across te full range of ables. Strateglesto support full participation 12 13 14 as 16 | students choice in content and method of presentation. Jocelyn provided Jocelyn quickly became acquainted with the students in the classes she taught. She memorised their names promptly and developed and understanding of their personalities and needs. Tasks set in class were flexible and allowed opportunity for feedback, and responded to it appropriately. Her instructions were provided in a number of formats, with particular emphasis on visual larity, so that students felt confident that they understood the criteria for tasks, Jocelyn’s very clear explanations reflected her understanding of students’ needs when learning new concepts and skils. of students with disability. KNOWLEDGE OF SUBJECT AND REI Apst = Know the content and how: LEVANT CURRICULA. Satisfactory 3] to teach it Unsatisfactory [] 2a Content and teaching strategies OF the teaching area Content selection and organisation. Curriculum, assessment and reporting, Understand and respect Aboriginal ‘and Torres Strat islander people to promote reconciliation between Indigenous and non-indigenous ‘Australian. Lteracy and numeracy strategles Information and Communication Technology. 22 23 24 25 26 Jocelyn showed clear understanding of the AC, had a concise knowledge of the subject matter, and provided very good contextual applications of the curriculum in a series of challenging tasks. Her pedagogies were varied and engaging, and her comfortable and diverse applications with ICT provided a sound platform for her lessons. Jocelyn used a variety of assessments, some informal, others based on rubrics developed at HSC, to make sound judgements, On student learning. Her assessment tasks were designed to incorporate the Literacy & Numeracy strategies that are part of our schools policy. PLANNING AND PREPARATION. APST: 3 - Plan for and implement effe: Satisfactory 6] Unsatisfactory [] tive teaching and learning, ‘stablsh challenging learing goals Plan structure and sequence learning programs Use teaching strategies Select and use resources Use effective classroom ‘communication Evaluate and improve teaching programs Engage parents/carers in the educative process 33 34 35 jae ar Jocelyn’s lessons were extremely well prepared. She developed good lesson] structure, allowed flexibility in timing, and had done impressive research to find suitable applications of the curriculum in the tasks set. Instructions were explicit and criteria for success clearly communicated. Although quietly spoken, she commanded a presence in which students responded with respect and affection. Jocelyn was reflective on her teaching strategies and lesson content, and responded positively and effectively to suggestions for improvement or alternative approaches, reSenlee Teacher Jocelyn Gal Mentor Teacher: Steve ely Page Dot IE UNIVERSITY OF ADELAIDE Professonal Bperlence Report LEARNING ENVIRONMENT — MANAGEMENT AND DISCIPLINE. Satisfactory BQ Unsatisfactory C] APST: 4 - Create and maintain supportive and safe learning environments ar 42 43 44 45 Support student participation “Manage classroom activities Manage challenging behaviour Maintain student safety Use ICT safely, responsibly and ethically ‘After an Initial acclimatisation to the characteristics of our students, Jocelyn adjusted and refined her classroom management to achieve a highly successful approach. She developed a strong rapport with the students, showing care and Interest in them. The students responded accordingly, and discipline became a onissue. Jocelyn’s calm and measured approach was contagious, and even the difficult students behaved well for her. Jocelyn moved around the room, ‘monitoring student participation and gently refocusing students who had lost concentration. ICT was used very effectively, and student use of laptops was carefully monitored. ASSESSMENT AND REPORTING. APST: 5 ~ Assess, provide feedback an Satisfactory 52) Unsatisfactory \d report on student learning ‘Ba Assess student learning 5.2. Provide feedback to students and ther learning 5.3 Make consistent an comparable judgements 54 Interpret student data '55_ Report on student achievement Jocelyn provided continuous and pertinent feedback to students in an one-one process, Students felt confident to seek feedback, and responded well when it was provided. Assessment tasks were appropriately annotated when returned to the students. Formative tasks were provided to guide student learning to ensure that assessment pleces were successfully completed, When we conducted informal discussions around student performance, Jocelyn was able to provide insightful comments on student progress. PROFESSIONAL QUALITIES, PROFESSI ONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT. Satisfactory BQ) Unsatisfactory APST: 6 - Engage with Professional Learning ‘BA identify and plan profesional learning needs 6.2. Engage in professional learning and Improve practice 6.3. Engage with colleagues and improve practice 644 Apply professional leatning and Improve student learning Jocelyn was very responsive to advice provided by staff. She had a conscientious and diligent approach to improvement, and acted quickly and ‘thoroughly when offered alternative approaches in teaching practice. Although ite shy, Jocelyn engaged with other members of the Maths faculty, and willingly led a professional learning community session in which she Introduced the Kahoot website to staff. This was favourably received by the group. Jocelyn showed a willingness to constantly seek better ways of engaging students, through research into relevant contexts for the concepts taughy, different settings for learning, and using new ICT applications, | C&HTIMIED COPY ‘re Senses Teacher: ocayn Cha) Mentor Teacher: Steve Kelly HE UNIVERSIPSPCH& ADELAIDE Professional Experence Report, ms APST: 7 - Engage professionally with colleagues, parents/carers and the community Satisfactory BZ Unsatisfactory 7 Meet professional thes ond Jocelyn conducted herselfin a very professional manner throughout her a Chay aioe Practicum. She was punctual, well-presented and enthusiastic at all times. She administrative end orgensational | €X@rCcised her duty of care responsibly, and approached all students ina fequremants respectful and caring manner. Jocelyn established a good professional 73. Engage with the pavents/carers relationship with the students in both classes, and earned their respect in 74 Soeage with profesional teaching | return, Under limited circumstances, Jocelyn interacted well with other staff networks and brosdercommunties | she had no need or opportunity to interact with the broader educational ‘community at HSC. Overall Evaluation. Jocelyn exceeded my expectations in time at HSC. Being quiet, diminutive and ‘so young looking, she could easily have been overwhelmed by some challenging students, particularly nthe Yr9 class. However, she proved to be particularly adept at getting the students on side, and behaviour management became ‘apparently effortless, Jocelyn's thoroughly conscientious approach meant that she sought out excellent resources and methods of engagement; these engaged the students and enhanced their learning experiences considerably, The students confided in me that they found her very likeable, and that she always took the time to explain things carefully and patiently with them. She will be missed. Unsatisfactory Acceptable Good Very Good Owmaoad Outstanding 2a/siis Signed: h seg . Date: _--Classrooni/Supervising Teacher 25/9/35 Signed: nnn z Site Co-ordinator/Principal Staff at the University of Adelaide’s School of Education greatly value you

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