‘WESTERN SYDNEY UNIVERSITY Professional Practice Il U Secondary Program Report [Pre ‘service Teacher's name | Taylor Laporte an ‘Student 1D: Curisuureaching area Japanese Dales days ‘School Northmead CAPA High School N° of placement 202 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER Taylor has competently understood the significance in structuring the lesson and pacing of content. She needs to continue mastering the skills of setting down procedures and explaining the purpose of | each lesson to students as well as consistently giving time indications for each activity for every lesson Taylor has begun to understand the importance of scaffolding in Languages and linking previous | fessons to current lessons, She needs to continue working on developing a range of teaching strategies to further engage students in the classroom, She has made attempls to identify behavioural issues in the classroom and acted upon them quickly. Taylor needs to continue working on giving explicit instructions, so students are able to understand what her expectations are in the classroom. OVERALL ASSESSIIENT v Grade: WI satisfactory TD unsatisfactory SATISFACTORY: The Pre-sarvice Teacher has passed and met the expected standard in most ofthe relevent elements as descibed by the NSW Insite of Teaches fo this stage oftheir professional learning. Whore a Pre-Service Teacher's work is considered outstanding ‘orwell above average, tis judgment shouldbe refected inthe summary comments, UNSATISFACTORY: The Pre-service Teacher has failed his Professional Experience unit and has not demonstrated all of he réevant tlements as deseied by the NSW Institute of Teachers. The Supensing Teacher, Profesional Experience Coordinator and Pincial ‘are of he opinion tal the Preservice Teacher requites an adsiton Professional Experience to attempt to demonstrate satsfactory Competence asa graduate teacher, No Pre-service Teacher should receive an Unsatisfactory grace without being placed At Rsk rth Commit of Avie boing convened, Tis grade may be recommended on ONE or mare of the folowing grounds: + Perfomance Deficiencies ~i, fue to exhib otra indicated forthe particular Professional Experience uni + Witceing from Professional Eypartence ~ unless a Withdrawal Without Penalty is awarded; + Non-Academic Misconduct. Supervising Teacher's Name Nasrite Pow somites Date: l8 Pre-service Teacher's Signature: Date: Pre-senvice Teachers ae to be assastad by the Superising Teacher against te relevant Graduate Teacher Standards tha re applicable to Professional Experience Il as either ND ~ Not demonstrated: D - Demonstrate; € Exceeds expectatons. Elaborate onthe Pre- service Teachers professional practoe inthe Comment section. Standards ere not abo tobe demonstrated please provide an explanation in the appropriate Comments secon. I standards are nt relevant please insert NA’.‘STANDARD _[:KNOW STUDENTS AND HOW THEY LEARN ND E Focus area GRADUATE TEACHERS TL.1 Physiail social | Demonstrate knowledge and understanding of physical, social and sand intellectual inelleetual development and characteristics of students and how these may development and affect learning. ‘characteristics of students 2:1 Tinderstand how | Demonstrate knowledge and understanding of research inio how students sludents eaen [earn and the implications for teaching. T.3.1 Siodenis with Demonstrate Knowledge of teaching strategies that are responsive ro the diverse linguistic. learning strengths and needs of students from diverse ingufstc, cultural. celtwal, ligious and | religious and socioeconomic backgrounds, backgrounds Ta Strategios for Demonstrate broad knowledge and understaneing of the impact oF elture teaching Aboriginal and. | cultural identity and linguistic background on the education of students from Torres Stat Islander | Aboriginal and Torres Sirait Islander backgrounds. students 731 Ditlerentate Demonstrate knowledge and understanding of strategic for diferentating ing tomeet the | teaching to mest the specific Fearing needs of students across the fall range feleaming needs | of abilities. ‘oF students across the Tall range of abilities Tia Siaiegies 6 Demonstrate broad Knowledge and understanding of gislaive requirements support lull participation | and teaching strategies that support partieipation and learning of students tudents with with disability. ‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND E Focus area ‘GRADUATE TEACHERS. 2.1.1 Content and ‘Demonstrate knowledge and understanding ofthe concepis, substance and teaching strategies ofthe | structure ofthe content and teaching strategies of the teaching area. teaching aca 2.2.1 Content sceeiion | Organise content ino an effeciive learning and teaching sequen. organisation 23.1 Curriculum: Tise curicaln, assessment and reporting knowledge vo design learning assessment and sequences and lesson plans. sporting 2.1 Understand and respect Aboriginal and Torres Steit (sander people to promote reconciliation between Tadigenous and non Indigenous Australians Demonstrate broad knowledge of understanding of and respect for ‘Aboriginal and Torres Strat Islander histories. cultures and languages. 2.5.1 Literney and numeraey strategies Know and understand Meracy and numeracy teaching wrategies and their application in teaching areas, 2.6.1 Information and Communication Technology (ICT Timplement tacking strategis for Slag ICT to expand curioulusn learning ‘opportunities for students. “Comments Professional Practice Report Supervieing Teachers signature. PPre-servce Teacher's signature:‘STANDARDS: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING [ND [D | E Focus area ‘GRADUATE TEACHERS “3.1.1 Establish ‘Set learning goals that provide achievable challenges for students of v ‘challenging leaming | varying abilities and characterises, oals 5.2.1 Phan srocare and | Plan lesion snqunces sing Know edgy of sadent Tearing. conan and v esque learning clfetive caching srategies. prowras 3.3.1 Use teaching Tnctade a range of teaching sraregies v Siratexies Sak 1 Seled and we | Demonstrate nowledge ofa range of rexoures neluding (CT hat v resources engage students in their learning. BEI Tee ane ‘Demonstrate a range of verbal and non-verbal communication satees To v eassoom support student engagement. 36.1 Bvaluat and Demonstrate Broad knowledge of sates Wat can bo sedTo alts 7 improve teaching teaching programs to improve student leaning, programs Sci. Engage parzas? | Deseriboa broad range of strategies Tor inolving pareniearers tothe 7 ‘cuers inthe educaixe | educative process. process Comments ‘She needs lo work on exeating a variety of resources to engage all students on the lesson content STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND TD TE ENVIRONMENTS ASPECT ‘GRADUATE TEACHERS “11.1 Support student | Idendfy strategies io support inclusive stadent pancipation and engagement 7 participation in classroom activities. 42:1 Manage classroom | Demonstrate the capacity To organise classroom acliilics and provide clear v nctivities directions 43.1 Manage Demonstrate lnowledge of prasieal approaches [0 manage challenging 7 challenging behaviour | behaviour. ‘ol Matoiain student | Describe strategies that support students” wellbeing and salety working v sat ‘within school and/or system, curiculum and legislative requirements TET Uke TCT sale, | Demonstrate an understanding ofthe relevant sues and the siatczies v responsibly and ethically | available to suppor: the safe, responsibie and ethical use of ICT ia learning and teaching, Comments Tap loris to continae trying @ variety of methods to approach challenging behoviour und neds to work on set upon it quis. She isto continue working on provide clearer explicit instructions to students in the classroom so they are aware of her expectations daring the lesson, Taylor also needs to work on being consistent in applying her classroom rules to students. Professtene! Practice ! Raport Superieing Teachers signature: Pte-servce Teacher's signature