Professional Practice II

Secondary Program
Report

Pre-service Teachers name Anu Anand StudentID:18508491

Curriculum/teaching area Mathematics Dates:
30 days
School Cambridge Park High School N of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Throughout her professional experience, Anu has displayed an enthusiastic and mature attitude. She
constantly sought advice and was eager to implement constructive feedback in the classroom. Being
able to critically evaluate her own practice has assisted Anu to grow in confidence. In addition, she
implemented a range of skills and methodologies on a daily basis. Her organisational skills have
been outstanding and she has continued to excel with focus and determination.

Anu has exceptional voice projection and she has developed a variety of classroom management
techniques when addressing her classes. During her professional experience, she was able to build
rapport with students, while also supporting the control of the classroom environment. She must
continue to develop this in addition to extending her methods for articulating lesson content to ensure
that the needs of all students are met.

Anu has become a valued member of the Mathematics faculty and the school environment. She was
always willing to assist in all teaching expectations and duties. She should continue to fine tune her
pedagogical practice and with further experience will be able to build what she has learned to
become an excellent educator.

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 Teachers 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 Teachers Name ____________________Signature: ____________________Date: ______

Pre-service Teachers 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 Teachers 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 X
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 X
learn and the implications for teaching.
Demonstrate knowledge of teaching strategies that are responsive to the X
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, X
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 X

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 X

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

Comments
Cambridge Park HS has a diverse range of students, with approximately 20% of student identifying as ATSI. Anu
demonstrated respect for all students and was keen to build positive relationships with the students in her class. Throughout
her practicum, Anu became more aware of the needs of her students and modified her lessons to better suit the students
within the class. In her Year 9 low ability class, Anu modified her tasks to meet the learners needs by providing hands-on
work where possible, and group work to allow students to learn from and engage with each other. An example of this was
having students measure each other and their shadows in order to identify similar triangles to find the height of a tall object,
leading into trigonometry.

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 STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E
Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and X
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. X
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning X
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for X
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 X
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning X
Communication opportunities for students.
Technology (ICT
Comments
During her practicum at Cambridge Park High School, Anu demonstrated strong knowledge and understanding of the
content and how to apply different strategies in order to teach that content. She ensured that each lesson was distinctly
linked to the previous and used lesson starters known as Do Nows to engage students with revision linked to upcoming
assessments. Additionally, involvement of literacy and numeracy strategies were present in all lessons. Anu also applied a
range of different teaching strategies and catered to different learning styles involving the use of ICT.

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 X
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and X
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies X
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that X
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to X
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate X
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 N/A
carers in the educative educative process.
process
Comments
Anu consistently worked on improving her teaching and learning strategies throughout her practicum. She attempted to
build a rapport with each of her classes and consequently was able to plan and implement programs to cater for these
students. In her lesson preparation, on more than one occasion, Anu developed and amended appropriate activities for the
students in her class after getting to know their limitations, level of ability and interests.

Anu was receptive to constructive feedback and looked for ways to improve her pedagogical methods and students
learning. She developed her lessons in accordance with the advice given to her based on feedback from previous lessons,
which allowed

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 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 inclusive student participation and engagement X
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear X
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging X
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students wellbeing and safety working X
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 X
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.

Comments
During her lessons Anu was able to engage and involve all students using a variety of questioning techniques. Students
were always keen to participate as Anu displayed positive reinforcement and encouraged students even if they required
assistance along the way. Anu ensured that students were able to work individually but were also given opportunities to
work in pairs and groups.

Anu developed her classroom management strategies over the time she spent at Cambridge Park High School. She was able
to apply classroom rules that aligned with school rules and expectations and ensured that her consequences were followed
through.

Anu immediately gained student respect as she was quick to build rapport and understand student needs. She was very
approachable and ensured that students were working in a safe and comfortable classroom environment. She has improved
on making explanations and instructions very clear and well-structured which, in turn, gained a positive student response.
Anu has modelled reverence, acceptance and fairness in her interactions with the students.

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 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 X
learning formal, diagnostic, formative and summative approaches to assess student
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and X
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 X
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 X
student data student learning and modify teaching practice

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

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

Comments
Throughout her practicum, Anu was able to complete a number of units with a variety of classes. She was also able to
prepare them for their upcoming Yearly Examinations by demonstrating the importance of revision, and developing study
skills.

Anu has informally assessed her classes through discussion and questioning techniques as well as lesson starters focusing
on topics covered earlier in the year. This type of revision allowed Anu to gain a better understanding of what students
know and their ability to recall. She provided them with opportunities to develop their study skills and showed them new
ways of using/remembering information.

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 X
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning X
professional learning for teachers.
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to X
colleagues and improve teaching practices.
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional X
learning and improve learning and the implications for improved student learning.
student learning
Comments
The Australian Professional Standards for Teachers describe the knowledge, skills and understanding expected of
competent and effective teachers. During her practicum, Anu focused on ensuring all of the teaching standards were met.
She engaged in staff professional learning undertaken at the school level and also used her time effectively to develop an
understanding of all KLAs in the school environment. She involved herself enthusiastically in lesson observations and
asked relevant questions to further her understanding. Feedback was given and taken with due diligence as she also sought
out feedback from a variety of other teachers with differing levels of experience. Anu reflected on each and every lesson
and applied the feedback regularly.

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 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 X
ethics and conduct for the teaching profession.
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational X
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 X
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community X
professional teaching representatives in broadening teachers professional knowledge and
networks and broader practice.
communities
Comments
Anu conducted herself in a professional and collegiate manner. She familiarised herself with school policy and procedures,
applying these as required. She has sought advice from all members of the Mathematics faculty and beyond, when
observing lessons in other KLAs. Anu was an active participant in all aspects of school life available suring her practicum;
participating in meetings, whole school assemblies, playground duty and sport. She always strived to develop a good
rapport with all staff members and students.

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