UIE$TENH SYDiliEY

I.INTTIERSTIY
Professional Practice I

Secondary Program
Report
tD- -1 g9 AV
Pre-service Teacher's name Jacqueline Bryson Dates 24.04.17 - 05.06.17

Curriculum/teaching area History/HSIE No of days 30 days

School Cambridge Park High School No of placement I ot2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Jacqueline has done a wonderful job in her first practicum at Cambridge Park High School. She was
diligent and consistent and I was very impressed with how she designed her lessons and resources
and always presented detailed lesson plans that showed consideration for all her students and they
varying ways in which they learn.

She was always immaculately presented and the way in which she conducted herself makes her an
excellent role model for the students she has taught, but also her future students.

It is clear that Jacqueline will make a wonderful teacher and her students will benefit from her hard-
working ethic and her desire to see all her students achieve. This approach was demonstrated during
the short time that she was at Cambridge Park High School.

OVEMLL ASSESSMENT

Grade: ilatisfactory El Unsatis factory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW lnstitute of Teachers for this stage of their professional learning. Where a Pre-service Teacheis 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 lnstitute 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
eompetence 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 Date: I- 6' l+

Pre-service Teache/s Signature : 5 (,-t1

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience l/ll as either ND - Not demonstrated; D - Demonstrated; E - Exceeds expectations. Elaborate on the Pre-
service Teacher's professional practice in the Comment section, lf Standards are not able to be demonstrated please provide an
explanation in the appropriale Comments section. lf standards are not relevant please insert 'NA',
 STANDARD I:KNOW STTJDENTS AND TIOW TIIEY 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 leaming.
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 horv 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.

L4.l Shategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education ofstudents 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 leaming needs of abilities.
of sfudents across the
fulI range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support ful1 participation and teaching strategies that support participation and leaming of students
of students with with disabiliry.
disability

Comments

Jacqueline's lessons show careful consideration ofboth the relevant aspects ofthe syllabuses and the needs ofthe students
in her classes, She taught students from a variety ofbackgrounds, with differing literacy and numeracy needs and she was
able to desigtr resources and activities to help these students meet the lesson goals, while building and developing their
skills. She differentiated her activities so that all students meet the leaming objectives. Jacqueline designed her lessons to
adhere to the school's Cambridge Leaming Model and this meant that there was continuity with the structure and
implementation of all her lessons. Jacqueline also took part in a trip to Moree to further her knowledge and understanding of
Aboriginal and Tores Strait Islander pedagogy.

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

Focus area GRADUATE TEACIIERS

Professional Practice I Repoft

Supervising Teacher's signature:
 2. 1 .1 Content and Demonstrate knowledge and understanding ofthe concepts, substance and
teaching strategies of the structure ofthe content and teaching strategies ofthe teaching area.
teaching area
2.2. 1 Content selection Organise content into an effective learning and teaching sequence.
and orsanisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reoortins
2.4.1 Understand and Demonstrate broad knowledge of, understanding ofand 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-
Indisenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracv stratesies application in teachins areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum leaming
Communication opportunities for students.
Technology (ICT)

Comments

Jacqueline's lessons were well planned, showing consideration for students' prior knowledge and explicit links to past and
future leaming. Her lessons and resources showed excellent use of ICT and incorporation of these technologies. This was
evident in her Year 7 Ancient Egypt unit where students'knowledge of this society was enhanced by a variety of websites
which Jacqueline used, linking to relevant and engaging activities. Jacqueline also taught a section ofthe Year l0 Rights
and Freedoms unit. Her lessons demonstrated an understanding and respect for Aboriginal and Torres Strait Islander history
and cultures, incorporating indigenous perspectives regularly. Jacqueline's lessons integrated literacy and numeracy
strategies that were relevant to the topics. She also taught a very low literacy class rvhere she demonstrated excellent
knowledge and use of a variety of strategies including scaffolding, modelling and making leaming intentions clear.
Jacqueline also followed the whole school implementation of Edmodo as a tool to engage students further in their leaming.

STANDARD 3: PL,AN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNFiG 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 ofstudent leaming, content and
sequence Ieaming effective teaching strategies.
nrograms
3.3.1 Use teaching Include a range ofteaching 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.
orosrams
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process.
Drocess
Comments

Jacqueline spent considerable time in thinking and planning her lesson content and resources. She was able to demonstrate
the abilify to articulate the goals needing to be achieved in each lesson. She displayed an eagerness and willingness to try a
variety oflearning acitivities and an activity ofnote was the workstations and group work she designed as part ofthe study
of trench warfare for the Core Study: World Wars I and II. This student-centred activity led to increased student
engagement and all student's had a better understanding oftrench warfare and a soldier's experience. She provided regular
opporhrnities for gifted and talented students in her Year 9 class to further extend their understanding of the topic by
creating meaningful tasks. Jacqueline's eagerness to cater for her students different learning needs and styles rvas also
demonstrated in her Ancient Egypt unit where class discussion was fostered and a practical lesson on mummification
enhanced students' understandins. She was also easer to reflect on her lessons and used Swivl as a tool in which to do this.

Professional Practice I Report

Supervising Teacher's signature: ..

 -

O*, it e course of her practicum her communication improved, including her delivery of instructions and use of
ouestioninp.
STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E
ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identiff strategies to support inclusive student participation and engagement
oarticioation 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 ofpractical 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.

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

Comments

Jacqueline was eager to create a safe and supportive learning environment for her students. As her confidence grew,
especially with the use of her voice, she was able to implement a variety of classroom management strategies and pursued
those thit she found effective. Her management of the classroom matched the Positive for Behviour for Leaming policies of
the wider school community. She maintained a relaxed, yet firm approach to classroom management. Jacqueline worked
hard to develop rapport and build relationships with her students. She also attended the school's Homework Centre
regularly to assist itudents from her classes to complete homework and assessment tasks. This one-on-one assistance
provides furrher evidence of her dedication to see her students achieve.

Professional Practice I Repoft

Supervising Teacher's signature: . . Pre-service Teacher's signature: ...

 STANDARD 5; ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E
LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess studenl Demonstrate understanding of assessment strategies, including informal and
leaming formal, diagnostic, formative and summative approaches to assess student
learnins.
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
learnins
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student leaming.
comparable
iudsements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to er,aluate
student data student Ieaming and modifu teaching practice

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

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

Comments

Jacqueline spent considerable time providing both written and oral feedback to srudents' on their class work
and homework tasks. She designed both the class and homework tasks, at first in consultation with the
supervising teacher, but as her confidence grew she was able to design and develop lessons and resources that
were appropriate for all students in her classes. She provided written feedback for both a Year 7 andYear 9
writing task, which gave students' positive reinforcement but also relevant ways they could improve their
writing.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E

Focus area GRADUATE TEACHERS
6.i Identifu and plan Demonstrate an understanding of the role of the Australian Professional
professional leaming Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources ofprofessional learning
professional learning for teaclrers.
and imnrove oractice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices.
imorove oractice
6.4 Apply professional Demonstrate an understanding ofthe rationale for continued professional
learning and improve learning and the implications for improved student learning.
student leamins
Comments

Jacqueline displayed a willingness to reflect on all ofher lessons and the implementation ofthese lessons. She demonstrated
an ability to reflect on the constructive feedback provided to her and consulted extensively with her supervising teaches in
regards to the appropriateness of her lessons and resources. Jacqueline regularly revised the effects and outcomes of each
lesson and incorporated new strategies to improve student learning. She recorded some of her lessons, using Swivl as a
reflection tool to improve not only her delivery of lessons but her classroom management. She engaged in extra professional
learning by attending Health Culture, Healthy Country training, an after school workshop in Engaging Classrooms, a trip to
Moree to visit the primary and high schools and a presentation at Glenmore Park High School on engaging students in
History Elective.

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

Professional Practice I Repoft

Supervising Teacher's signature: ................... Pre-service Teacher's signature:
 7.3 Engage with the Understand skategies for working efEctlvety, sor.iti"Ay una
confi dentially with parents/carers.
7.4 Engage with
professional teaching
Understand the role of extemal pr@
representatives in broadening teachers' professional knowledge and
networks and broader
communities

Jacqueline always conducted herself in a professional manner.

Whilst being a practicum student does not offer the
opportunity to directly engage with parentJ and carers, she did take part
in faculty conversations, discussing different
strategies for working effectively, sensitively and confidentially with parents
and carers. Jacqueline,s presentation was
immaculate and she was a valued member oi tt uslr Faculty
in the time ihat she was at Cambridge park High School.
" of t39her
Jacqueline was involved in all aspects of the role
and took purt in the Athletics cJmival, HSIE faculty
meetings, whole school staff meetings, playground duty, 1
NAPLAN supervision and a visit to Moree.

I
i
:

Professional Practice I Repoft

Supervising Teacher's signature; .................. Pre-service Teacher's signature: ....
 WESTERN SYDNEY
UNIVHRSITY
Master of Teaching (Secondary) w

PRE-SERVICE TEACHER,S NAME and ID NUMBER: iJ4/rrtQ 8, t78S3Sot1-

NAME OF SCHOOL: CA,N b, ' lqh oat=s:
Day Date Start and Finish Times Pre-Service University
Teacher's Advisor's
Siqnature initials
1 (lnduction) 0, 0? t'7 On: $ tOaM Off: 3,3a"o,w fuir-
2 L+|04 il] On: A: l,\ avrt Off: & , 41>osn /> Ir_-
3 ?A'l oLt'l 11 On: #"'. c) { *.., Off: e, ia)r,r* &.F
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12 Q'/ o5 I t-l On: 4,: l.\ nrn Ott= % " 7-5 n".t -M,
13 Lo 1a S' /t1 On: Sil1avq Off: 3 +b 'ffiq---
14 u /o9li1 On: +"; 1Soqr^ Otf: 1,Zoayot ,/M-
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27 ht:/ o\ I t1 On: 4-'. in a/v: Off: Z r'q{)cw .,&o(,/
28 zl IOL\l11 On: < '. t(, e<{w Off: ?, : a0orrrn /.
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30 irft
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Pre-Service Teacher's Signature:

Mentor Teacher's Signature:

The Pre-Seruice Teacher MUST return this register to the Professlonal Experience Office at the completion of the
professional experience so a grade can be awarded.

Updated 23/08/2076 Page 1