Graduate Teacher Professional Conversation Log
Name: Ms Carmen Pinker (e4042054)
School: Bull Creek Primary School Year Level/Learning Area: Year 2/3 and Year 3
What’s Working:
 Everything is going according to plan – interesting with interruption with NAPLAN
(fortunate with technology at our school)
 Quite a couple of disruptive couple of weeks with NAPLAN preparation – did a test
on “TIME” – used above and below year level testing. My Year 3 students are quite
low, I could see what they could do. Some bright Year 2 students showed that they
could achieve at higher level. Great for grading and seeing what they could do not
just what they couldn’t.
 NAPLAN specific style questions to help Year 3 prepare and mechanics of the test
and test preparation. Did extra on the Maths and definitely more on Reading to give
them strategies. Didn’t stick to usual plan.
 Last week, we did more “fun” activities to recover from the NAPLAN testing.
Students responded well to activities which were still learning experiences.
 Start of new topic “SHAPES” this Friday – have done scavenger hunt around the
school and used iPads to complete books on what they know. Airdrop these to
teacher for assessment and also great idea to use for evidence of progress through
this unit.
 Strategy to try this Friday – warm-up to do a graffiti wall to get them to write up
what they know. Keep up to refer to during the unit – add to this at the end of the
unit to see how they have progressed. ADHD students – learning on your feet and
movement, so hoping these graffiti wall will assist with their learning style and
engagement.
 Planning done to create “Word wall” for this unit and visual posters – assist with
spelling, vocab, correct terminology. Progresses through the unit esp as going from
2D to 3D shapes. Hoping to prompt them to be less passive and more proactive
rather than “potato”
Graduate Teacher Professional Conversation Log
©Department of Education 2018
Reviewed Jan 2019
Coach: Ms Simone Rigelsford Date: 22/05/2019
Start Time: 8:30am Finish Time: 9:30am
Current Focus – Challenges – Concerns:
 Would really like to “feel” evidence of full engagement from all students. Sometimes they look like they are
not listening, but they actually are listening (evidence based on their response to questioning). Techniques –
checking for engagement – drop name in to remind them to pay attention, prefer not putting kids on the spot,
but sometimes will direct a question their way (gauge response). Scanning to see how engaged they are
and employing a movement break to freshen up if necessary. Ask for feedback (thumbs up and down) – not
just for the feedback itself, but also to see who is engaging in the lesson.
 If all were engaged, what would it look like? I would expect visual attention – looking at the task (teacher, the
board, the paper etc). Respect emphasised in addition to regular reminders of eyes to me, knees to me etc.
Whiteboard, turn on your bottom to look this way. At desk, instruct when they can talk to shoulder partner.
 Seating plans have been problematic – Kagan grouping last year was good, but difficult this year due to
movement and “interesting personalities”. Responsive to behaviour – know our students well.
 Challenging having 2/3 mixed ability. Year 2 cohort “tricky”.
 Reporting mostly 2/3 – sharing the load, commenting on Measurement and Health and working
collaboratively for checking. Done some editing. ABE all done (see comment below). Work in progress.
ABE reporting - Mention to students that reporting includes behaviour. I try to frame it in a
positive way – “I am looking for students who…” Gives them goal of what to do. Some
students will take it on board, while others may not understand what it means. Making a link
with that theme – Growth Mindset and resilience being studied in Health. Choose mat time
for general conversation time – expectations reinforced.
 Graduate Teacher Professional Conversation Log

Options for trying to get Year 2 and Year 3 Maths curricula to work together: Next meeting date and time:
 Engaging both year levels Lesson observation – 24/05/2019 11:10-12:30pm

 Friday – introduction graffiti wall, play Year 2 and Year 3 animations, use Teacher’s next steps
iPad, Prodigi. Year 3 working on floor with teacher, Year 2 at desks with EA  Think about script for introducing video footage being taken during class time
will be doing challenge sheet as well. Year 3 need teacher assistance even  Set up paper for graffiti activity
with independent work – give more guidance. How do I know the Year 2  Print off challenge sheet
students are working well, while I’m working on the floor?  Shape blocks – concrete materials.

 Coach will be introduced to class and explain why there. Not for students to
be filmed for assessment. Clear expectations.
 Bringing in own shapes from home and hands on activities
Focus for next meeting:
Goal:
By the end of next term I will have in place a selection of practiced strategies and routines to ensure that Year
2 and Year 3 students are engaged in meaningful Mathematics tasks based on their curriculum requirements
ie not “Busy work” so that learning time is not is not wasted and students are making progress at their own
level of competence and understanding.

Standard 1 Standard 2 Standard 3 Standard 4 Standard 5 Standard 6 Standard 7

Know students and how they
learn
1.1 Physical, social and
intellectual development and
characteristics of students
1.2 Understand how
students learn
1.3 Students with linguistic,
cultural, religious and
socioeconomic backgrounds
1.4 Strategies for teaching
Aboriginal and Torres Strait
Islander students
1.5 Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities.
1.6 Strategies to support full
participation of students with
disability
Know content and how to
teach it
2.1 Content and teaching
strategies of the teaching
area
2.2 Content selection and
organisation
2.3 Curriculum, assessment
and reporting
2.4 Understand and respect
Aboriginal and Torres Strait
Islander people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5 Literacy and numeracy
strategies
2.6 Information and
Communication Technology
(ICT)
Plan for and implement
effective teaching and
learning
3.1 Establish challenging
learning goals
3.2 Plan, structure and
sequence learning programs
3.3 Use teaching strategies
3.4 Select and use
resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve
teaching programs
3.7 Engage parents/carers in
the educative process
Create and maintain
supportive and safe learning
environments
4.1 Support student
participation
4.2 Manage classroom
activities
4.3 Manage challenging
behaviour
4.4 Maintain student safety
4.5 Use ICT safely,
responsibly and ethically
Assess, provide feedback
and report on student
learning
5.1 Assess student learning
5.2 Provide feedback to
students on their learning
5.3 Make consistent and
comparable judgements
5.4 Interpret student data
5.5 Report on student
achievement
Engage in professional
learning
6.1 Identify and plan
professional learning needs
6.2 Engage in professional
learning and improve
practice
6.3 Engage with colleagues
and improve practice
6.4 Apply professional
learning and improve student
learning
Engage professionally with
colleagues, parents/carers
and the community
7.1 Meet professional ethics
and responsibilities
7.2 Comply with legislative,
administrative and
organisational requirements
7.3 Engage with the
parents/carers
7.4 Engage with professional
teaching networks and
broader communities

Graduate Teacher Professional Conversation Log

©Department of Education 2018
Reviewed Jan 2019