PROFESSIONAL EXPERIENCE REPORT

SCHOOL OF EOUCATION

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THE UNIVERSITY

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STUDENT TEACHER
RHIANNON TRIMBY SCHOOL

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Nikki Kotrotsos

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The Nonrood Morialta High School

MENTOR TEACHER David Fawcett& Tom Farnan SUBJECI Music TEACHING PRACTICE 2

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SCHooL CooRDINATOR

UNIVERSITY SUPERVISOR

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YEAR LEVELS TAUGHT 8,10,11

TEACHING PRACTICE

B MUS ED (4rH YR)

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B TEACHING (4TH YR)

PLEASE COMPLETE A SEPARATE REPORT FOR EACH SUBJECT AREA. lf the report cannot be typed, please use black ink. lf space for the descriptive comments is insutficient, please use additional pages. Student teachers find these comments helpful. The student teacher is encouraged to use this form throughout the period of teaching experience as a guide to feedback. The student teacher may wish to use and discuss this report with prospective employers.

Please return the completed and signed report by mailto: Professional Experience Office, School of Education, University of Adelaide SA 5005

Ratings and open comments are both needed. Ratings should be made in terms of what may reasonably be expected of student teachers during either the first or second experience in a secondary school.
U Unsatisfactory Acceptable
Good

A
G

performed below an acceptable standard for this stage performed at a minimal level for this stage sound performance from a student teacher at this stage above that which could reasonably be expected from a student teacher at this staoe well above that which could reasonably be expected at this stage

VG

Very Good Outstanding

PROFESSIONAL EXPERIENCE CONTEXT (e,9, co-educational, R-12 school)

The school is situated in the north-eastern suburbe of Adelaide. lt is a dual campus school with Years 8-'10 on the Middle Campus and Years 11-12 on the Senior Campus. Each campus is structured with Sub Schools, each representing a year level with a Sub School head (coordinator level) responsible for teams of staff and the Sub School cohort. Currently there are 1400 students enrolled, with 800 on the middle campus and 600 on the senior campus. The student population is diverse, representing 53 different cultural backgrounds. NESB students account for about 40% of total enrolments. The school has state, national and international recognition as a school that operates within an international context. The school has been a leader in the development of a cluster delivery of the lnternational Baccalaureate Middle Years Program.

Rhiannon has taught on both

Campuses.

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TEACHING/LEARNING CONTEXT (year levels, class sizes etc.)

One year 8 class of 29, one year 10 class of 30 and a combined Advanced/Experience Year
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THE UNIVEIISITY OT ADHLP.Ii:F

PERSONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

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Students should demonstrate: (a) Commitment and enthusiasm for teaching. (b) An ability to develop personal and professional relationships with students e.g. positive responses from students; approachability; willingness to listen to students; respect for and from students. (c) An ability to develop personal and professional relationships with colleagues e.g. accepts responsibility for assigned tasks; assumes initiative; identifies classroom, school and government policies; attends meetings; maintains confidentiality; becomes involved in extra-curricular activities; participates as a team member. (d)An ability to identify teaching strengths and weaknesses and respond constructively to feedback.
Rhiannon's ability to cultivate positive and productive working relationships is a real strength. She involved hersel several of our class ensembles & joined in with the Musical Orchestra. She willingly accepted feedback from both mentor teachers and acted on it, Feedback wasn't taken personally and she showed her ongoing commitment and enthusiasm for teaching by being prepared to continually develop her skills as a teacher.

PLANNING AND PREPARATION

Students should demonstrate an ability to: (a ) Consult with mentor teacher about U A GVGO the syllabus and the nature of the class; (b) ldentify appropriate objectives of units and lessons; (c) Take into account different student abilities and be responsive to student needs; (d) Prepare adequate lesson plans, with a logical sequence of learning activities; (e) Show imagination and initiative in identifying, accessing, and incorporating resources; (e) (f) lncorporate opportunities for feedback to students; (g) Allocate time effectively.
On the senior campus Rhiannon prepared lessons using the Stage work.
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to create lessons to support existing units of

On the middle campus Rhiannon worked successfully with existing lB units to plan individual lessons in Theory, Solo

Performance and Class Band strands. Lessons were logically sequenced and Rhiannon was able to develop her use of effective formal and informal planning including the use of the unit planner, Rhiannon wrote and marked worksheets as formative assessment and used other informal marking as part of her lesson plans. She set summative assessment pieces in Theory and assessed these appropriately and provided grades to her mentor teacher. She also assessed Class Band and Solo Performance from I - '10 and provided written feedback to students. Rhiannon continually consulted her mentor teachers on planning, course content, assessment tasks and delivery so that her teaching matched with the objectives and tone of the departry-e-g!"

CLASSROOM PRACTICE
Students should demonstrate their ability to: (a) lncorporate a ra needs/learning styles; (b) Engage students; (c) Communicate i (d) Give clear directions and explanations, and question pertine small groups (if applicable), and with a full class; (f) lnterpret lesson a variety of resources and approaches; (h) Present the lesson manner, suitable language level.

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cater for different for the subject; vidual students, Select and use contact,

Rhiannon's skills as a classroom teacher developed well in her time at NMHS. She has a passion for Music, and this shows in the way she communicates her ideas to the students. When teaching a new concept, she prepared a logical sequence of explanations, questions and exercises, so that the students were clearly aware of what was required of them. We have talked about the need to have several lesson plans in case the current one is not working, and she has taken this feedback on board. Throughout her prac Rhiannon developed her skill in integrating a range of modes - discussion, sight-reading, aural, written work etc, into her middle school theory lessons to keep students engaged. She also became increasingly oroficient at the timino of intersoersino individual written work and individual student feedback with group discussion

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KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA

Students should demonstrate: (a) Thorough knowledge of subject area; (b) Knowledge of curricula; Ability and willingness to research additional background knowledge. (d) Knowledge of various teaching approaches, resources, and technologies in their area.
Rhiannon is a very competent musician which she demonstrated through her thorough and wide ranging explanation-;-in theory and banil clases and her obvious comfort in taking on a rang-e of topics across the year levels tatG ShUV'r also brought in a range of instruments - clarinet, viola and sax - to participate in rehearsals with students and heADELA expertise and confidence was noticed and appreciated by students and staff. ln running class bands she was able to demonstrate parts using her voice and on a piano keyboard. ln theory classes she worked in a variety of modes including written activities, sight-reading, and a successful aural recognition unit. Rhiannon was able to use a variety of printed resources effectively to support a range of learners in mixed ability theory classes. Her band direction improved solidly throughout the prac and demonstrated her significant ensemble background. Although there weren't facilities available for Rhiannon to teach any music technology during the practicum the worksheets, tests she prepared in Sibelius demonstrated her understanding and skill in this area.

LEARNING ENVIRONMENT . MANAGEMENT AND DISCIPLINE

Students should demonstrate an ability to: (a) Organise and manage the classroom to ensure a positive, supportive and appropriate climate for learning. (b) Establish and maintain appropriate behaviour management strategies; (c) Develop sound professional and personal relationships with students. (c) Deal appropriately with minor interruptions; (e) Manage general organisation and administration.

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Throughout her practicum Rhiannon's management of classes was increasingly based on well organised and articulated lesson structures. Class discussions were carefully considered and activities well timed and planned to maintain an engaging mixture of passive and active participation. Lessons were increasingly well signposted. Rhiannon gave good clear instructions for moving classes and setting up the band room. ln dealing with disruptions Rhiannon shows a realsense of compassion and understanding of teenagers. Rhiannon is gentle in her management of disruptive students but firm, and she doesn't allow minor disruptions to get in the way of the lesson. Rhiannon familiarised herself with the full extent of the school's behavioural code. The ultimate mark of Rhiannon's classroom management was the tone of her classes, particularly as the m went on. Under her drection students were calm, engaged and focussed on their work.

ASSESSMENT AND REPORTING

Students should demonstrate: (a) The ability to develop and apply a range of assessment strategies; (b) An understanding of the importance of the clear presentation of assessment criteria to students; (c) The ability to complete marking/grading in a reasonable time period and report back to students in a clear and supportive way. (d) Appropriate recording procedures; (e) A knowledge of assessment policies, practices and proformas; (0 An ability to evaluate the effectiveness of the learning program.
During her practicum Rhiannon pa

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in criteria based assessment within both lB and SACE curricula.

On the middle campus Rhiannon designed and marked theory tests for her classes summarizing the units which she ran. She also assessed solo performance for her classes and participated in ensemble performance assessment. Tests and performance assessment forms were returned to students in a timely manner and her grades were entered on the relevant subiect soread sheets for inclusion in semester reportinq,

On the senior campus Rhiannon voluntarily participated in Stage 2 Performance assessment where her curriculum knowledge supported sound judgement. Rhiannon demonstrated a good understanding of task design setting theory pre-tests and tests which used a range of inventive questions in which students were able to demonstrate their understanding and skill levels against the lB criteria. ln assessing student work Rhiannon deliberated carefully over her grades and written comments to students, taking care to match student levels to the criteria. Her intrinsic understanding of what comprises high quality work in this subject coupled with her genuine concern for student development underpin her good instinct for assessment.

GENERAL EVALUATION
The Mentor Teacher's evaluation of the general performance of the student teacher
during placement,

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Both mentor teachers were really impressed with Rhiannon's aptitude, commitment and the quality of her work We were reatly pleased that she itlingty lnvolved herself ln a comprehensive range of curricular and extra' curricular actvities during her practlcum. She sought advice and feedback and acted on lt' When her workload was heavy with planning nd marking she persisted and the work was produced ln a tlmely fashlon.
She is an easy person to work with and a pleasure to have around. The students enioyed worklng with her and were sorry to see her practicum finish.