FINAL PROFESSIONAL EXPERIENCE REPORT 2017

Mikaela Sawyer Student ID

Pre-service Teacher 2135819

School Underdale High School

Learning Area
Mentor Teacher(s) Ash Brook Maths
Learning Area
Paul Davies
HPE

School Co-ordinator Lesley Holliday

Yvonne Oxenberry Coordinator

University Liaison Caz Lewis

Please delete those not applicable Please select

Teaching Days 10 introductory days + 30 day block: 40 days 
8 week Country/Term 2 Placement: 40 days 
Extended Placement: Up to 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.
Underdale High School is a progressive learning community for approximately 550 students
from diverse cultural backgrounds. The school is located in the western suburbs and is easily
accessed by public transport. Underdale High School as a Professional Learning Community
is committed to:
• All staff participating in learning teams to improve student engagement and learning outcomes
through a focus on pedagogy in particular in the areas of literacy, numeracy, differentiation and
digital learning
• Catering for diverse interests, abilities and backgrounds
• Offering a broad range of subjects and pathways
• Embracing learning technologies
• Supporting students to achieve their personal best
• Involving students in a wide variety of sports
• Promoting student leadership and co-curricular activities
• Delivering a supportive, personal development program
• Celebrating student diversity and achievement
• Participating in international student programs
Class (including children with special needs)

Mikayla taught a mixed gender/abilty Year 8 class. The students have 4 lessons per week of HPE (2 double lessons)
consisting of 2 theory lessons and 2 practical lessons, adhering to the National Curriculum guidelines. Within the class there is
one student on an NEP.
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 I x 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
Mikaela was a committed and professional teacher and she demonstrated the skills of a highly
competent classroom practitioner. She was actively engaged in all aspects of school life-
professional development sessions, meetings, school sport, yard duty supervision as well as
parent teacher interviews.
She was confident in her planning and delivery of lessons and used a range of teaching
strategies to address the diverse learning needs of the students.
Mikaela would quickly establish herself as an invaluable member of any school community.
Name: Lesley Holliday Date: 29/6/17

University Liaison
Mikaela is a well organised, and very competent beginning teacher. She shows high quality
skills in planning, organising and implementing a wide range of engaging learning activities to
motivate students in both middle school classes and in the senior school. Mikaela
communicates very clearly and personably in whole class discussions, small group activities
and individual tasks, extending challenges to all students to work at their optimum level, whilst
always maintaining a vibrant, positive and supportive learning environment. She
demonstrates good knowledge of the concepts and procedures in her specialty learning
areas, and she is very perceptive of the ways that students learn, balancing the discovery
approach with teacher support and explanations, visuals etc. Students respond well to
Mikaela’s leadership, appreciating the way she consistently and respectfully maintains high
behavioural expectations, and appreciating her guidance, knowledge and cheerful approach
to getting work done. Mikaela’s documentation demonstrates a sound understanding of the
various curriculum frameworks and she does well in the assessment domain where she plans
and uses a range of assessment practices to ensure that required outcomes are addressed.
Mikaela’s enthusiasm and love of teaching, together with her friendly and professional
manner meant that she was easily able to establish productive working relationships with
other professionals around her.
She was attentive to wider school aspects, participating and gaining valuable experience in
things like year level care groups, staff meetings, yard duty, PD sessions, parent/teacher
interviews, etc. Her contributions in Sports Day and in the zone competition for after –school
netball were much appreciated by staff and students. A very successful final practicum,
Mikaela certainly demonstrates readiness to enter the teaching profession. She would be an
asset in any school community.

Name: Yvonne Oxenberry Date: 6/7/17

SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Mikaela Sawyer Learning Area: HPE

Professional Knowledge
Mikaela had a very successful placement at Underdale High School and was a real pleasure to
have in the HPE faculty. Within the HPE theory lessons Mikaela followed the SHine SA program
in delivering the Relationships & Sexual Health component. She has a good understanding of
the Australian Curriculum and standards and this was reflected in her lesson planning.
She use a range of inclusive strategies to ensure that the diverse range of learners were able to
access the learning and engage.
Professional Practice

Her planning of this health topic was very thorough and the students were fully engaged in the
discussions and tasks set. This was evident in the quality of assignments produced by the
students at the end of the placement which was marked appropriately by Mikaela.
Within the practical lessons Mikayla followed the SEPEP program through Netball. Throughout
the lessons student participation and leadership was excellent. Mikaela’s knowledge of Netball
was excellent which was demonstrated with her supporting the school’s Netball team through
the weekly zone competition.

Professional Engagement
She conducted herself in a very professional manner in all aspects of her placement. She
quickly set up positive relationships with her students and staff that she came into contact with.
She participated in Parent/ teacher interviews and assisted as Sports day and after school sport.

In summary it was a pleasure to work with Mikaela, and I am no doubt that she will be an
excellent addition to the profession.

Written by: Paul Davies Date: 28/6/17

SUMMARY STATEMENT (May be used as a referee statement)
Classroom Teacher/Mentor
Student Name: Mikaela Sawyer Learning Area: Maths

Professional Knowledge

Mikaela taught 2 middle school maths classes and Stage 1 General maths and showed good
knowledge of the curriculum and a clear understanding of assessing through the performance
standards. She planned and delivered a topic in its entirety at stage 1 including formative and
summative assessment tasks. She used the performance standards in her task design to ensure
students were able to present appropriate evidence for their SACE credits and collaborated with
myself and other staff to provide differentiated entry and exit points for all students.
Her long term and lesson planning made clear connections between topics and included a range of
different learning activities and strategies to engage students.

Professional Practice

Mikaela built strong relationships with her students in the maths classroom. Behaviour and
learning expectations were clear and consequences were set and enforced. She used a variety
of formative assessment tasks to gather data and used this to plan her lessons and
interventions for students in need.
Mikaela was always well prepared for every lesson and balanced teacher centred instruction,
class discussion and individual and group work well. She was able to adapt her plans on the fly
when technology failed.
At the end of her placement Mikaela was able to pass on a comprehensive outline of topics
covered, work completed and grades for each class in order to hand over to the succeeding
teacher.

Professional Engagement

Mikaela was always well presented and professional and in the classroom and her dealings with
staff and the wider community. She developed a professional learning plan and used this to
make connections with staff and leaders within the school to improve her practice. Her
commitment of time outside of school hours with the netball program showed Mikaela’s
eagerness to be involved in all aspects of the school community. During her time at Underdale
Mikaela set herself up as a capable and respected teacher and colleague.

Written by: Ash Brook Date: 4/7/17

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)
In our opinion Mikaela Sawyer

has demonstrated the following overall level of performance in this final professional experience:
(Please click on appropriate box below)

☐ 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 for
completion.

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