‘WESTERN SYDNEY UNIVERSITY Professional Practice | U Secondary Program Report Pre-servoe Teachers name | James Fagary Suse 12/3/65 ‘Curriculumiteaching area ‘PDHPE Dates: ‘39 May-18" June 30 days ‘Sehoot Eide Figh Schoo) Wofpiacement | Tof2 ‘SUMMARY COMMENTS by the SUPERVISING TEACHER James has demonstrated a positive performance on his first practicum. He was consistent in his ability to plan, adapt and implement teaching techniques to improve his classroom management and lesson structure, particularly in theory lessons. With further experience and development of his ability to preempt situations, as well as the development of deep theoretical understanding of health issues and knowledge in skills and techniques of sports taught in Physical Education, James could improve upon his teaching. From his experience at Elderslie High School, he should be able to further develop his ability to self evaluate his lessons and act upon any advice given to him with further teaching experience, James established a good rapport with students and was able to communicate effectively and appropriately during both theory and practical lessons. He has worked closely with a range of experienced colleagues 10 gain advice and clarify information related to the management and learning of his students and the delivery of programs and lessons. He has actively participated in and observed other faculty lessons, school sport, carnivals and other administrational duties. This has increased his understanding of pedagogical knowledge and improved his teaching, He dresses and speaks in a professional manne in all contents. During his first year of teaching, James should continue to develop his ability to provide a variety of engaging learning strategies and resources. He should continue to develop his tone of voice and classroom ‘management strategies to maintain a supportive learning environment. OVERALL ASSESSMENT Grade: X Satisfactory D1 unsatisfactory SATISFACTORY: The Pre-service Teacher has passed and mel the expected standard in mos ofthe relevant elements 2s described by the NSW lnstule of Teachers for his lage oftheir professional leaning Where a Preservice Teacher’ works considered outstanding ‘orwell above averane, this judgment shouldbe elected inthe summary comments UNSATISFACTORY: The Pre-Service Tezcher has filed tis Professional Experience unit and has not demonstald al ofthe relevant clements as described by the NSW Intute of Teachers. The Supenising Teacher, Professional Expeionce Coordinator and Principal ‘a the opinion thal the Pre-sence Teacher requites an ation Professional Experience to allem io demonstalesalstactoy competence asa graduate teacher. No Pre-service Teacher should receive an Unsatisfactory orade witout beng placed At Risk end the Commitee of Advice bsing convened. This grade may be recommended on ONE oF mare ofthe following grounds * Performance Defiances— i. faire to exhibit criteria indicated forthe particular Professional Expeienoe uni; + Withdrawing fom Professional Experience — unless Windrawal Without Penaly i awarded; 5 Noncedemie Misconduct Supervising Teacher's Name ZCrossingham _Signatu ~ £ Date:18/6/2018 Pre-service Teacher's Signature: ( i Date: Pre-service Teachers are tobe assessed bythe Supenvsing Teacher against the relevant Graduate Teacher Standards tha are applicable {a Professional Experience Il s shar ND ~ Not demonstra; D — Demonstated; E ~ Exoseds expectations, Elaborate on the Pre-service Teacher's professional practice in the Comment secon, If Standards are not abl to be demonstraed please provide an ‘explanation in the appropiate Comments section. f standards ae nat relevant please insert NA STANDARD _1:KNOW STUDENTS AND HOW THEY LEARN. ND]D [E Focus area. ‘GRADUATE TEACHERS. 1.11 Physical, social | Demonstrate knowledge and understanding of physical, social and ¥ and intellectual intellectual development and characteristis of students and how these may development and affect leaming, characteristics of| students 12.1 Understand how — | Demonstrate knowledge and understanding of research into how students x students learn Tearn and the implications for teaching 13d Students with Demonstrate knowledge of teaching stratepies that are responsive to the ae diverse lingui leaming strengths and needs of students from diverse linguistic, cultural, cultural, religi religious and socioeconomic backgrounds. backgrounds: TAL Strategies Tor Demonstrate broad knowledge and understanding of the mapact oF culture, x teaching Aboriginal and_| cultural identity and linguistic Background on the education of students from Torres Strait Islander | Aboriginal and Torres Strait Islander backgrounds, students 151 Differentiate Demonstrate knowledge and understanding of siratogis for differentiating x igtomect the | teaching to meet the specific learning needs of students across the fll range specific leaming needs | of abilities. ‘of students across the full range of abilities 1.6.1 Strategies Demonstrate broad knowledge and understanding of legislative requirements X suppor fll participation | and teaching strategies that support participation and learning of students of students with with disability, disability ‘Comments James has demonstrated his knowledge for students and how they lear by his; + Ability to plan lessons that provide relevant learning experiences for a range of learning styles. + Ability to use demonstrations, media and ICT, at times concurrently, to develop students knowledge and understanding. + Ability to identify specific student needs and develop appropriate resources. + Development and use of appropriate questioning techniques to check students understanding. + Sound communication skills which are positive and realistic, including the use of positive reinforcement. ‘Through increased teaching experience, James will develop his competence to become aware of student ‘background and leaming difficulties and respond accordingly in a classroom setting. Professional Practice | Report Supervising Teachers signatures.‘STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND [D Focus area. ‘GRADUATE TEACHERS. 2.1.1 Content and ‘Demonstrate knowledge and understanding ofthe concepts, substance and ¥ ‘teaching strategies ofthe | structure ofthe content and teaching strategies ofthe teachi teaching area ig and teaching sequence. x Content selection | Organise content into an effective lea and organisation T Curriculum, {Use curriculum, assessment and reporting knowledge to design Teaming x assessment and sequences and lesson plans. reporting. 2.4.1 Understand and | Demonstrate brood knowledge of, understanding of and respect for x respect Aboriginal and | Aboriginal and Torres Strait Islander histories, cultures and languages, Torres Strait Islander people to promote Feconeiliation between Indigenous and non- Indigenous Australians 2.5.1 Literacy and Know and understand Iteraey and numeracy teaching strategies and thelr Fa ‘numeracy strategies ___| application in teaching areas. 72.6.1 Information and | Implement teaching strategies for using ICT to expand curriculum learning x ‘Communication ‘opportunities for students. ‘Technology (ICT ‘Comments James has demonstrated his teaching ability through his; + Pleasing knowledge and understanding of subjects taught. + Ability to accurately answer content-related questions from students. + Capacity to plan lessons that meet course outcomes and syllabus requirements. + Sound communication skills which are positive and realistic. + Proficiency in the use of delivering classroom activities that involve information and computer technology, including student centred intemet and resource activities and teacher centred power point presentations and PBL lessons. ‘Those elements which should improve and develop with experience include; + Knowledge of skills and techniques when implementing a varicty of learning experiences. + Confidence in his own abilities when presenting a lesson. ‘STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING | ND | D Focus area. ‘GRADUATE TEACHERS 3.1.1 Establish ‘Set learning goals that provide achievable challenges for students OF x challenging learning | varying abilities and characterises. goals 3.2.1 Plan, sucture and | Plan lesson sequences using knowledge of student Fearing, content and x ‘sequence learning effective teaching strategies, programs 3.3.1 Use teaching Thelude a range of teaching stateaies xX strategies 3.4.1 Selost and use Demonstrate knowledge ofa range of resourees, including ICT, that x resources ‘engage students in their learning. 351 Use effective Demonstrate a range of verbal and non-verbal communication strategies © ¥ classroom support student engagement, 3.6.1 Evaluate and Demonstrate broad knowledge of siratogios that can be sed to evaluate x improve teaching teaching programs to improve student learning. programs 13.7.1 Engage parenis) | Describe a broad range of strategies for involving parcns/eare inthe x carers in the educative | educative process. process a ‘Comments During his practicum, James displayed very competent planning and organisational skills. He demonstrated strengths in; + Producing suitable and methodical lessons plans to a high standard, + Planning developmentally appropriate lessons that reflect school programs and syllabus outcomes. + Reviewing current and relevant teaching resources to improve lessons/unit planning. + Using current and relevant resources to ensure accurate content is presented in lesson. Profession Prato | Report 9 4 Supenssng Teachers ignated --Prosonice Teacher's signature.