FINAL PROFESSIONAL EXPERIENCE REPORT

28
th
April 6
th
/ 20
th
June 2014

Pre-service Teacher


Sarah Attwood

Student ID: 2087014

School


Reynella East College

Mentor Teacher(s)


Jackie Patterson

Year Level: 2/3

School Co-ordinator


Beck Truran

University

Supervisor
Dennis Harris
Coordinator
Dr Barbara Nielsen

Teaching Days


10 introductory days + 30 day teaching block: 40 days


School Context Please add a brief context statement about your school

School Sector, size and composition of
campus. (R-12, Area, Primary).
Particular f eatures.
Unique characteristics.
Students with specif ic needs



Reynella East College is a K-12 co-ed public school in Adelaides southern
suburbs. It is of mid-range socio-economic status (school category of
disadvantage: 5). The school is culturally diverse with a wide range of
students coming from non-English speaking backgrounds and some being
of Aboriginal heritage.
The class comprises a group of 26 Year 2/3 students working in and open
space unit with a total of 83 students across 3 classes.
Within the class there are students with a variety of needs, including two
students who are supported with the English as an Additional Language or
Dialect program, three students who are supported through the school
learning needs program, one student who is on Negotiated Education Plan
due to intellectual disabilities, three students who have been diagnosed with
dyslexia, and three Australian Indigenous students one of which is also a
Guardian of the State.
The professional learning team comprises of four other Year 3/4 teachers,
two of whom are early graduate teachers.
The school uses restorative processes as a part of their behavioural
management program, which is supported in the classroom with the
dialogue of Wilson McCaskell.

Summary Statements: Classroom Teacher/Mentor
Professional Relationships Comments

Professi onal &Collegial Learning
Teachers actively engage in personal
and collegial learning within the
prof essional community




Sarah participated in Week 0 meetings and planning and supported
in setting up a new classroom for a new class, organising stationery,
classroom displays and record systems.
She attended all staff meetings and training and development
sessions around creating an E-portfolio, the AITSL standards, The
Incredible 5 Point Scale behaviour management model and decision
making discussions in the school. She observed weekly workshops
for students run by the Literacy Coach and followed up with a
professional conversation to support her learning.
Sarah has worked collaboratively to plan lessons and units of work
in English, History, Maths and Science. She sought support from a
peer to develop her I.T. skills and produce a Smart Board resource
to use in a teaching activity. She has supported other Teachers and
Pre-service colleagues, providing additional supervision with an
excursion to the Maritime Museum. She supported Year 7 leaders to
organise and run a Mothers Day fund raising stall.
Sarah has mentored high school students for two lessons a week
focussing on goal setting, assisting them with editing assignments
and supporting students to better manage their time.
Sarah has displayed a great enthusiasm for teaching. She has
actively gathered resources and ideas to support her work and has
reciprocated by sharing resources she has found. She has
demonstrated initiative and an eagerness to support students in
managing their learning to be successful.


Learner Respect
Teachers f oster trusting and respectful
relationships with all learners






Sarah quickly developed a rapport with students and displayed a
genuine concern for their well being. She promptly learnt all the
students names and gathered knowledge of their interests and
family background.
Sarah planned and implemented lessons focussed on valuing
difference and tolerance of others.
She always maintained a positive friendly and respectful relationship
with all students and students were always enthusiastic about
working with Sarah.


Parent/caregiver & Community
Partnershi ps
Teachers work ef fectively with
parents/caregivers and the wider
community





Sarah quickly developed a rapport with visiting parents to the room,
greeting them, fielding questions and passing on relevant
information with confidence.
She observed the communication process; newsletters, emails and
diary notes that keep parents/caregivers informed of classroom and
school news, and has participated in informal meetings with parents
before and after school. She is aware of the need to practice
confidentiality in managing student /family information.
Professional Knowledge Comments

Learning Processes
Teachers know about learning
processes and how to teach and
implement





Sarah identified students prior knowledge and constantly reflected
on their achievements to plan the subsequent learning activity. She
experimented with a range of teaching strategies e.g. whole class
instruction and discussion, small group work and individual explicit
teaching. She explored a variety of teaching methodologies such as
brainstorming, comparing and contrasting, some graphic organisers
i.e. Venn diagrams and problem solving strategies in maths, and
concrete materials.


Learning Content
Teachers know the content they teach






Sarah has used the Australian Curriculum and related documents at
Year 2 and 3 levels to plan and implement lessons.
Sarah engaged students through using student interests and hands
on activities. She assisted students to set up ant farms as a hook
for the Science Unit on Living and Non-living Things. She used the
motivation she created with the ant farms and planned and
implemented a problematized maths situation which led students to
construct their own ant model. She used coins and set up a
classroom shop to engage students in learning about the maths of
money.
Sarah developed her own resource, historical narratives, and used
them to discuss points of view in history.


Learner Context
Teachers know about learner contexts
and diversity





Sarah gathered knowledge of students academic characteristics.
She asked questions and engaged in professional conversations
around the impact of personal, social and cultural factors on
individuals and their learning. She identified learner strengths and
weaknesses and supported learners by differentiating her lessons to
ensure their success. She provided small groups and individuals
with learning support to successfully participate in activities.

Professional Practice Comments

Pl anning & Teaching
Teachers plan and implement teaching
strategies f or successful learning
experiences




Sarah planned learning experiences based on the Australian
curriculum and she willingly took on feedback to modify lesson plans
and develop a student learning focussed framework.
She has linked ideas across the curriculum areas and helped
students to connect their knowledge and understanding to prior
learning and the real world.
Sarah reflected on her teaching strategies and lessons and modified

them when necessary.
Sarah initiated and developed a speech program for one student to
support her needs in speech therapy and worked 1:1 with that
student.


Feedback & Reporting
Teachers assess and report learning
outcomes


Sarah used observations, rubrics and checklists to monitor student
success, and gave students verbal feedback.
Sarah was able to assess and discuss student achievement and
then adjusted her teaching plans accordingly.


Learning Envi ronment
Teachers create a saf e, challenging
and supportive learning environment



Sarah experimented with existing strategies to assist her in
managing student behaviour. She used a flexible step chart, praise
and positive reinforcement. Sarah discussed behaviour expectations
with the class and set lesson expectations regularly.


Compl eted by:

Jackie Patterson

Date:

5/7/14



PRE-SERVICE TEACHER COMMENT
Whilst on teaching practice at REC I involved myself in the Week 0 staff meetings, curriculum planning
and the setting up of a year 2/3 classroom. I participated in staff meetings, professional development
sessions and feel I have gained a wealth of experience during this time. I have successfully planned,
adapted and delivered a range of subject areas to students in my class. I have developed my
behaviour management skills, implementing various different strategies in the classroom.
I believe I have built strong relationships with the students in my class and through the wider school
community; this was a personal goal as I believe that strong relationships benefit students learning. I
feel I supported learners by differentiating lessons by readiness, interests and learning profiles to
ensure students success.
I have made positive connections with staff members and gathered and shared resources. I was
involved in lesson planning, curriculum outcomes, implementing behaviour management strategies and
learning school procedure.


Summary Statement: School Coordinator/Principal
Congratulations Sarah on completing a successful teachi ng practice at REC. You impressed us with
your ability to juggle many responsibilities whilst teaching in a complex class with many challenging
students- although individually many strengths! Sarah settled quickly into REC and had an honest
relationship with her mentor teacher which was very reflective. Sarah plans in great detail and was very
committed to her teaching practice during the 6 weeks. Sarah has a calm approach to students and her
friendly manner was noticed amongst staff. All the very best Sarah in your career as a teacher!

Name: Beck Truran Date: 28/7/14


Summary Statement: University Liaison
I have consulted with Sarahs mentor, Jackie Patterson, School Coordinator, Beck Truran and Sarah
during this practicum at Reynella East College and this Report does provide evidence of Sarah's
achievements. In addition it reflects on her readiness for teaching.
In all areas .. Professional Relationships, Knowledge and Practice .. Sarah has developed her
understandings around what it is like to be an effective teacher. She has worked well with her mentor
and has shown a willingness to learn from the advice given. Sarah has diligently focused on building
effective relationships with both students and staff. She has used the time productively to work with her
class to develop good practice.
Sarah clearly displays a passion for teaching. She has worked diligently to plan her lessons to suit the
learning needs of her students. She relates well to them and they show a respect and affection for her.
Sarah has joined in on staff meetings, professional development and the general life of the school. I
wish her all the best for her teaching future.

Name .. Denni s HARRIS Date .. June 18th, 2013



OVERALL ASSESSMENT .. to be agreed by the Mentor Teacher and the University Liaison.

In our opinion, Sarah ATTWOOD has demonstrated readiness to be employed as a teacher.

University Liaison.





August 1
st
, 2014



NOTES FOR COMPLETING THIS REPORT
The pre-service teacher may wish to submit this report with an application for employment. Please avoid the use of acronyms as
student reports are often viewed by interstate and international employers who are not always familiar with South Australian
nomenclature.

Please keep an electronic copy of this report and submit the report through the university liaison.

If there are any issues please contact Elizabeth McKenna .

Email: elizabeth.mckenna@flinders.edu.au