THE UNIVERSITY

Professional
Experience
Report

OIADELAIDE

SCHOOL OF
EDUCATION

20L4
tLeLtLg
Pre-Service Teacher lD: Enter lD (if known)

Pre-Service Teacher: Steph NEALE

Pre-service Teacher enrolled in:

Placement: From 25108 /201.4

to

Grad. Diploma Education

26/09/201.4

Professional Experience placement

1n

School: Saint lgnatius' College

BTeaching

Days Absent: 0

B Music

Days at School

Professional Experience placement

Mentor Teacher:

Education

25

EI

Millar, T Crosby,

Zubreckyj

email contact: s.millar@ignatius.sa.edu,au

Site Co-ordinator: Michael Martin

University Liaison: University staff member.

email contact: m.martin@ignatius.sa,edu,au

Year Level(s) Taught: Year7,8,9, 10 and 1L

Subject Taught: Music

Professional Experience School Context (eg: Co-educational, R-12 School)

Saint lgnatius' College is a Co-Educational Catholic College in the Jesuit Tradition. lt was first established at Norwood
in 1951 and then at Athelstone in 1967, There are approximately 820 students across Years

7lo

12 at the Athelstone

Campus. Students attending come mainly from the local area and the eastern suburbs. The College has a particular
focus on the development of the whole person with a strong academic tradition.

Teaching/Learning Context (eg: year levels, class sizes etcl

StephwasinvolvedintheteachingofYearT,S,9,l0andllMusic.

YearT,Sand9Musicclassesareco-

educational consisting of about 20 students and have 6, 5 and 5x 50 minute lessons respectively over a 10 day cycle.

Year 10 Music Classes have 4 lessons per week, while Year 1 1 Music is a small class with 5 lessons per week.
Stephanie also assisted with a Year

I Home Group, attending morning

notices and some Pastoral Care

sessions.Stephanie was also involved in the co-curricular music programme, conducting some Senior Vocal
Ensemble, Legato Vocal Ensemble, Orchestra and Senior Concert Band rehearsals, including conducting and stage
managing at the College's Annual Elder Hall Concert.

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the
report
is completed, please sign it and send it through to:
Once
Professional Experience Office, School of Education, University of Adelaide

or email a scanned/signed copV to education.practi

sA

5005

Professional Experience Report

SCHOOL OF
EDUCATION

Satisfactory M

CLASSROOM PRACTICE.

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1
1.2
L.3

Physical, social and intellectual

development and characteristics of
students.
Understand how students learn.
Students with diverse linguistic,
cultural, religious and socioeconomic
backgrou nds,
Strateges for teaching Aboriginal and

1.4

Stephanie got to know the students in her classes, quickly learning names and
learning about their particular needs. ln the Year l.L class she worked well

with a student with Aspberger's syndrome, especially helping him to

understand Harmony, and she tailored a program for another student to help
develop his aural skills.

Torres Strait lslander students.

1.5 Differentiate teaching to meet the

1.6

specific learning needs across the full

range of abilities.
Strategies to support full partcipaton
of students with disabilitv.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA. Satisfactory M

Unsatisfactory

APST:2 - Know the content and how to teach it

2.1

2.2
2.3
2.4

Content and teaching strategies of

the teaching area.
Content selection and organisation,
Curriculum, assessment and
reporting,
Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconciliation between
lndigenous and non-l ndigenous

Stephanie demonstrated a thorough knowledge of the music curriculum,

including musicianship, aural and arranging techniques for advanced classes,
and listening composition and notation activities for younger classes. She can
play piano as well as flute and other wind instruments, and was able to teach
the Year 8 piano class and Woodwind class. She also demonstrated strong ICT
skills including knowledge of computer software such as Sibelius and Auralia.

Austra lia ns.

2.5 Literacy and numeracy strategies

2.6 lnformation and Communication
Tec

PLANNING AND

PREPARATION.

satisfactory M

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.L
3.2

Establish challenging learning goals

Plan, structure and sequence learning
progra ms

3.3 Use teaching strategies

3.4 Select and use resources
3.5 Use effective classroom
3.6
3.7

communication
Evaluate and improve teaching
programs
Engage parents/carers in the
educative process

Pre-Service Teacher: Steph NEALE

Mentor Teacher: S Millar, T Crosby, P Z-ubreckyj

Stephanie demonstrated thorough planning, both long and short term,

discussing with her supervising teachers well in advance.
She used many resources effectively, including keyboards, percussion
instruments, computer software and texts, particularly the program Sibelius.
She responded well to suggestions on how to improve aspects of her
teaching.

Page 2 of 6

Professlonal Experience Report

LEARNING ENVIRONMENT

MANAGEMENT AND DISCIPLINE.

Satisfactory

fl

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.t
4.2
4.3
4.4
4.5

Support student participation

Manage classroom activties
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and
ethically

ASSESSMENT AND

Stephanie was able to maintain safe and effective classroom envronments.

Strategies demonstrated included moving individual students to a different
seatinB positon when required, reminding classes about appropriate

behaviour when necessary, and she kept a student behind briefly after one
lesson to discuss their behaviour, then followed up next lesson by
encouraging that student and rewarding good behaviour.
She employed a range of classroom envronments, including sitting at desks,
small group rehearsals, large group rehearsals, playing keyboard and using
computers.

REPORTING.

satisfactory EI

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

51
52

Assess

student learning

Provide feedback

to students and

their learning
Make consistent and comparable
judgements
54 lnterpret student data
55 Report on student achievement
5.3

Stephanie marked homework and written tests and gave constructive

feedback to the students. She also assessed student singing and playing and
group activities.
Her marking and assessments were appropriate and correct.

PROFESSIONAL qUALITIES, PROFESSIONAL RETATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

Satisfactory
APST: 6 - Engage

EI

fl

Unsatisfactory

with Professional Learning

6.1 ldentify and plan professional

learning needs

Stephanie has a very good understanding of curriculum, and was prepared to

skills in order that students learned better.
y to discuss the lessons and was extremely receptive to
very well with her colleagues in the Music faculty.
general staff meetings and information sessions with the
ing with some staff outside the music faculty. - ,,.- ..,,-.. .-.*
-

^,4q

'

l''

"
Pre-Service Teacher: steph NEALE
Mentor Teacher: 5 Millar, T Crosby, P Zubreckyj

::rv''

,'. il',,:t:

Page 3 of 6

THE UNIVERSITY

Professlonal Experence Report

SCHOOL OF
EDUCATION

,/ADELAIDE

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory EI

7.1 Meet professional

ethics and

7.3
7.4

Stephanie dressed and acted professionally throughout her time at the school.
She was well organised, keeping rolls and records as requred (except for one or
two lessons where she had to be reminded to take the class roll). There were
limited opportunities to engage with parents, although she was involved in
several performances whch were attended by parents. Steph was involved in a
number of after hours school activities, including the Musical, weekly Mass and
the Annual Concert. She is also a member of the ASME (Music Education) State
Chapter Council, and has been involved in professional development seminars
and discussions.

respo nsibilities

7.2

Unsatisfactory

Comply with legislative,

administrative and organisational

requirements
Engage with the parents/carers
Engage with professional teaching
networks and broader communities

Outstanding

Overall Evaluation.

Stephanie had an excellent approach to this practicum, being professional and well prepared for her teaching
requirements, but also experiencing many of the other aspects of a school music department. She observed extra
classes and rehearsals; she played flute and piano for school events; she conducted ensembles and choirs; she
became involved in a Home Group and attended yard duty, She was happy to arrive early and stay late for rehearsals,
and gained a lot of valuable experience as a result. She always maintained a positive and outlook, and always
considered the needs and learning ofthe students.

Date:

Signed:

Classroom/Supervising Teacher

tl,i

Signed:

'

.....t.... /... i.. ... /...r................................

Site Co-o rd i nato r/P rineipa I

, t'
li'!

Date:

Staff at the University of Adelaide's School of Education greatly value your opinion and appreciate the time and
effort you have put into supervising our pre-service teachers.
Thank you
t:", ;.,ir,i:..i,

Keightley

Jan
Head of School

-' . "r.' ^ ,

:'

Signed:
For the University of Adelaide
Pre-Service Teacher: Steph NEALE
MentorTeacher: S Millar, T Crosby, P Zubreckyl

Certification Stamp

Page 4 of 6

THE UNIVERSITY

Professional Experence Report

2014

,/ADELAIDE

SCHOOL OF

EDUCAON

Evaluation Rubric
they should give the rating that they think best reflects the pre-service teacher's standard and provide supportve evidence in their qualitative feedback.

Rating

Short
Description

U=

A = Acceptable

Unsatisfactory

Performance below an
acceptable standard for this
stage.

Classroom Practice
APST 1

Know the students and how

they learn

Little willingness to engage

with the needs of individual
students and with the
school as a place of learning.

Performance at a minimal
standard for this stage.
Some willingness to engage
with the needs of individual
students and with the
school as a place of learning.

!
Knowledge of Content and
curricula

Scant/erroneous knowledge
of content and curricula.

APST 2

Know the content and how

to teach it
Planning and preparation

Knowledge of most content,

but several gaps: able to
meet curricular
requirements.

APST 3

VG = Verv Good

Good

A sound performance at
this stage.

Strong initiative and

willingness to engage
positively with the needs of
ndividual students and with
the school as a place of

learning.

learning.

Sound knowledge of
content; clear
needs.

and preparation for

teaching.

effective teaching and

learning

Pre-Service Teacher: Steph NEALE

S Millar, T Crosby, P Zubreckyj

Mentor Teacher:

colleagues.

Planning and/ or preparation

for teaching that extends
beyond the student's own

Planning and/ or preparation

for teaching extending
beyond the student's class
and year levels, or with a

class.

Plan for and implement

n
Clear evidence of planning

stage.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

Knowledge of content
beyond curricula and
willingness to assist

a nd self-reliant
knowledge of content;
imaginative application of
curricula.

Strong

understanding of curricular

O = Outstanding
An exemplary performance
well above a standard that
could be expected at this

tr

n
Minimal evidence of
planning and preparation
for teaching.

Performance at a standard
above that which could be
expected at this stage.

Clear evidence of initiative

and willingness to engage
positively with the needs of
individual students and with
the school as a place of

!
Little evidence of planning
or preparation for teaching.

G=

creativ-e.spect

tr

that

nsPi res

lear,qin.'

1'E

Page 5 of 6

Professional Experience RePort

20L4

A = Acceptable

U = Unsatisfactory

Rating

Short
Description

Performance below an
acceptable standard for this
stege.

and Discipline

Performance at a minimal
standard for this stage.

O = Outstanding

VG = Verv Good

Good

A sound performance at
this stage.

Performance at a standard
above that which could be
expected at this stage.

management skills.

An exemplary performance

well above a standard that

could be expected at this
stage.

Confident leadershiP in
classroom management

Confident classroom
management skills.

Effective classroom

Some classroom
management skills, with
potential to develoP.

Poor/u nethical classroom

management skills.

Classroom Management

G=

skills.

APST 4

Create and maintain

supportive and safe learning

environments

Little evidence of the use of

Assessment and Feedback

assessment as a tool to

understand student
achievement and the
effectiveness of teaching.

APST 5

Assess, provide feedback

and report on student

learning

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Some evidence of
competent assessment.
Limited/ late feedback.
Lttle dfferentiation in
assessment processes.

differentiation in
assessment processes.

tr

Leadership in assessment
practices indicating

Profcient and reflective

assessment. TimelY and
useful feedback linked to
strengths and weaknesses
of individual school
students. Creativity in

reflective teaching practice.

Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beYond
the class to the year
level/cohort. lnnovation in

assessment processes.

assessment processes.

!
Little/no commitment to the

Professional RelationshiPs
APST

school, professional
colleagues and students.

6 Engage with

n
Minimal commitment to the
school, professional
colleagues and students.

tr
Sound commitment to the
school, professional
colleagues and students.

Strong commitment to the

school, professional

Exemplary commtment to
the school, professional

colleagues and students.

colleagues and

students.

Professional Learning
APS 7 Engage

professionally with

Colleagues, parents/carers
and the community

Pre-Servce Teacher: StePh NEA[E

Mentor Teacher: s Millar, T Crosby,

Zubreckyj

fl

PaBe 6

of 6