‘SUMMATIVE COMMENTS BY PRESERVICE TEACHER:
‘This placement, leading on from my placement in PER 1, helped me to improve my skills as a'sre
significantly, as well as give me a clearer picture of the functioning of the school system.
‘As | was already familiar with the school, the class and the procedures within the class I was able to become and feel
Part ofthis learning environment immediately. | felt respected and supported within the class and within the school. Both
the mentor teacher, Paul Duff, and the other staff were always happy to discuss matters with me when I had questions
and gave me invaluable advice to improve my teaching practice and help me better understand the school as a whole
In particular, Paul set aside a considerable amount of time at the end of each day to discuss lessons | had given and
general questions | might have. This instant and honest feedback was essential fo me, especially in those situations
where lessons did not go to plan, | tried to take the key points and apply them to my next lesson.
While in some cases this was straight forward, in others | now appreciate that it wil take time to gradually change. One
area in which | feel | have improved, but certainly still feel | need to improve further is pitching the lesson at the right
level. Coming from an academic background | sometimes still struggle to place my lessons in a primary school setting.
\also much appreciated accompanying Paul to a year 1/2 class where he was mentoring an early career teacher. This
gave me valuable insights into a very different year level
Overall | fee! this placement has presented itself as a steep, but rewarding, learning curve for me. | was able to learn
much, but also still have much to leam. The support and welcoming environment at Sheldow Park Primary School
ensured that I could take as much from the placement as possible.
service teacher
STES FOR MENTOR TEACHERS AND SITE COORDINATORS COMPLETING THIS REPORT
The assessment criteria used inthis report are the Australian Professional Standards for Teachers.
‘The Preservice Teacher may wish to submit this report with an application for employment, Plesse avoid the use of acronyms as student reports are
‘often viewed by interstate and international employers who are not alway falar with South Australian nomenclature
The preservice teacher has completed the required the full 22 days of thelr placement including visit YES
days a | LINO}
MENTOR TEACHER COMMENTS: PROFESSIONAL KNOWLEDGE
1. Know students anc how th 2. Know the content and how to teach it
1-1. Physica, social and intelectual development and characteristics of | 2.1 Content and teaching strategies ofthe teaching area
Students 2.2 Content selection and organisation
1.2, Understand how students learn 2.3 Curriculum, essessment and reporting
13. Students win dverse inguiste, cultural, rebglous ana 24 URaitae an econ cane eee eae
socioeconomic backgrounds
4.4 Strategies for teaching Aboriginal and Tores Strat Islander
students
41.5. Diferentiate tesching to meet the specific leering needs of
students across th fll ange of abifties
| 16 Strateaies to suppor ful parcipaton of students with disabilly
people to promote reconciliation between Indigenous and non
Incigenous Australians
2.5 Literacy and numeracy strategies
Information and Communication Technology (ICT)
1, Know students and how they learn
This was John's first experience with students of this age and he worked hard to ensure his knowledge of their cognitive
development so as to tailor his delivery more effectivel
His feedback to each student was relevant, respectful and positive,
Know the content and how to teach it
John was careful to annotate the content of each lesson with the National Curriculum documentation. After some initial
challenges with addressing the content to stucents of this age, John demonstrated improving skills in this area. By
placoment's end John was much closer to delivering the content in an age appropriate way. His scope and sequence of
Content was reasonable, logical and fluent. John was invited to give assessment to some students in some areas of
their work and he was accurate in his evaluation of their achievements. John developed an appreciation of modeling
how to do many of the tasks expected of the students before they began,
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