FINAL PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Elysha Rehn

School Willunga Primary School

Year Level Reception

Mentor Teacher(s) Sandy Graham

School Co-ordinator Greg Doig

Judith Ormsby Coordinator

University Liaison Jackie Thomson

Please delete those not applicable Please select

Teaching Days 10 introductory days + 30 day block: 40 days x
8 week Country/Term 2 Placement: 40 days
Extended Placement: Up t0 65 days

CONTEXT
Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.
School

Willunga Primary School is a Category 6, R-7 school with 450 students. We have 16 classes and 4
specialist teachers; PE, Health, Dance and Japanese. School Card numbers are approx. 26%.
There are 450 children enrolled from 297 families. Classes are a mix of composite and straight year
levels based on enrolment information. A comprehensive preschool to school transition program
operates across three terms of the school year in partnership with Willunga Preschool, to support a
strong connection to school. Willunga Primary School has a strong focus on teacher efficacy and
powerful learning. The teaching staff have undertaken significant work in Positive Psychology.

Class (including children with special needs)

A Reception class with a gender balanced group of 27 students. We have a range of abilities and
needs including 2 students with English as a Additional Language and 1 student with significant
learning needs.
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Please place an X at the point along each continuum that best represents the development of the pre-service
teacher towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 2 Know the content and how to teach it

I I I x I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I Ix I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I I x I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I x I__
Complete Novice Emerging Graduate Proficient

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I I x I__
Complete Novice Emerging Graduate Proficient

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Elysha has demonstrated considerable growth in both her skills and confidence over her time at
Willunga primary School. She has demonstrated a willingness to learn, constantly reflecting on
her practice and those of the staff around her.
Elysha has interacted positively with her mentor teacher and other school staff. Elysha has
observed a range of staff, positively reflecting on their practices and asking questions to clarify why
they have approached tasks and students in that manner. Elysha has participated in a number of
professional development activities and discussions including two Student Free Days with a focus
on Growth Mindset and Moderation of Writing
When working with students, Elysha has utilised a range of effective management strategies to
help keep students focused and engaged on the learning tasks. She outlines the learning
intentions at the start of each lesson along with the criteria of success. Support is provided to
clarify tasks for students along with positive redirection for those who require additional support.
Elysha continues to reflect on her planning and programming, looking for opportunities to
incorporate her new learning (eg discussions around utilising BeeBots and how they could have
been used in maths and geography topics). Elysha works to ensure that the tasks are not only
engaging but provide academic rigour and stretch at an appropriate level.

Name: Greg Doig Date: 13th June 2017

University Liaison
From the outset of her practicum, Eysha further developed her general teaching and class
management skills to a high level. Elysha was highly responsive to all aspects of feedback from
her mentor teacher. In her final week, she took responsibility for the entire class program which
included planning lessons (including differentiation), administration, organisation of resources
and assessment. Her lessons included creative approaches to the relevant curriculum outcome
and specific learning needs for individuals and groups within the class. Integrated lessons were
planned well with related stories, songs, games, film clips and excellent preparation of materials
to ensure a high level of engagement for the students.

Elysha presented as a competent, confident emerging teacher.

Name: Judith Ormsby Date: 23/6/2017
SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Elysha Rehn

Professional Knowledge
Elysha demonstrated a thorough knowledge of Foundation Level of the Australian Curriculum and used
it to focus learning outcomes, develop assessment tasks and plan a sequential learning program. She
implemented a range of teaching strategies including explicit teaching and hands on learning activities
throughout the curriculum. She was very aware of the range of needs within our class and always
sought further knowledge of practices or strategies which would maximise learning for all. Throughout
every aspect of Elyshas teaching she had the needs of the children and their learning at the forefront
which was evident in both the structure of lessons and learning experiences provided especially in her
aboriginal history unit, sorting and patterning activities in maths, implementation of the Primary
Connections unit on materials for science and use of Jolly Phonics in literacy. She incorporated stories,
music, physical and creative activities to provide a holistic learning experience inclusive of all students.
The children were always engaged in their learning and through the use of growth mindset strategies
that Elysha employed throughout her lessons, the children felt supported and challenged. She made her
learning intentions clear and always provided the children with the success criteria required to fulfil the
task. Elysha utilised the STEPS strategies to provide the framework of her pedagogy ensuring to
reinforce the language of the program to instil the behaviours within the children. This includes the ideas
of stamina, teamwork, enthusiasm, planning and stretch.

Professional Practice
Elysha used her knowledge of the way children learn and the needs of the learning styles within our
class to effectively plan and implement an engaging and age appropriate unit of work for the children.
She used a range of teaching strategies including individual, small group or whole class learning. She
used effective practices to ensure all children contributed, had a voice and were focussed on learning
outcomes. These strategies included, popsticks for no hands up approach, Learning outcomes and
success criteria outlined for each lesson, peer assessment, child led learning through group work and
inquiry and giving positive, timely feedback to children. She differentiated instruction when appropriate
and used her ongoing assessment of childrens learning to inform the direction of her programming. She
effectively used ICT to engage children or demonstrate new concepts. She developed a range of
strategies for effective positive behaviour management where children felt safe to take risks in their
learning or contribute to class discussions. By staying calm, consistent and positive, Elysha created a
wonderful learning environment where children knew the behaviour and learning expectations and
trusted her. She developed respectful and positive relationships with all students through having a
warm and approachable style and showing a genuine interest in students and families. Parents were
very comfortable with Elysha and were happy to discuss childrens learning with her. Her displays of
childrens work around the room promoted class pride and ownership of the learning space as well as a
way of engaging the parents and prompting discussions about the learning program.

Professional Engagement

Elysha was always ready and willing to further her knowledge through professional development
opportunities or seeking knowledge independently. She engaged with peers, leadership and attended
Professional Development sessions to help develop and improve her practice and to provide the best
possible outcomes for all students. She engaged in professional discussions and reflected upon her
teaching with insight and purpose. She was able to apply constructive feedback which became
evident in her improved planning, assessment, behaviour management and teaching strategies as the
placement progressed.

Written by: Sandy Graham Date: 8/6/2017

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Elysha Rehn

has demonstrated the following overall level of performance in this final professional experience:

Fail

Pass

Credit

Distinction

High Distinction

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 to the University Liaison.

If this is not possible then please email it directly to: primaryprofexp@flinders.edu.au