Graduate Teacher Professional Conversation Log

Name: Ms Carmen Pinker (e4042054) Coach: Ms Simone Rigelsford Date: 29/03/2019

School: Bull Creek Primary School Year Level/Learning Area: Year 2/3 and Year 3 Start Time: 9:30am Finish Time: 10:30am
What’s Working: Current Focus – Challenges – Concerns:
 Prodigi – has been going well (when technology is available). Clearer with  Mindfulness
explanations and directions. Explained what was coming up to the students.  Wellness Way
Routine established – predictability especially great for the special needs students.  Concentrating on students we are working with better engaged and performance reflecting their best effort
 Team teaching working well – working together well. Getting jobs done,  Maths is a concern with the split – as the two curriculums don’t match up and neither group is able to work
communication via text or phone – any issue that comes up, we notify each other. independently. Management of this rather than worksheets.
Consistency with behaviour and both on same page – students appear to feel safe  Developing literacy in Mathematics – explaining, reasoning particularly EALD students
and comfortable.
 Trialling different strategies with students with challenging needs. Wellness way at
back of classroom, student uses this if they have been sitting too long – weight
bearing exercises recommended by OT, so this seems to being going well.
 Mood from “Wellness Way” worked really well with ADHD student.

Options for meaningful engagement of Year 2 and Year 3 students Next meeting date and time:
simultaneously in the Measurement Strand:
 Using Prodigi (working at moment) Week 3 phone coaching Wednesday 8:30-9:30 15 May
 EA works with half of the class (ok with this) Teacher’s next steps
 Sometimes worksheets which are reinforcing ideas  Students would – feel challenged, enjoying what they are doing, understanding why they are doing
 Sometimes using games to reinforce concepts (looking expanding it and how it relates to concepts, have expectations upon them to complete the task at their best
repertoire)  Look into Mathematical journal idea for reflection on learning
 Textbook for each group
 Expose year 2 to year 3 concepts, then Year 2 work on their own and Year
3 taught explicitly then swap (aim for about 30mins with each group – Focus for next meeting:
explicitly teaching content and assisting with content) Goal:
 Ideal would be teaching on continuum By the end of next term I will have in place a selection of practiced strategies and routines to ensure that Year
 Would love more hands-on and problem solving, but not feeling this is 2 and Year 3 students are engaged in meaningful Mathematics tasks based on their curriculum requirements
possible at the moment 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.
Constraints:
 Textbook – forced to use as required purchase by parents
 Time
 Special needs students have different timing to others
 Catering for all students – differentiating the curriculum for huge range of
skills.
 Students working independently but encouraging shoulder partner if
required

Graduate Teacher Professional Conversation Log

©Department of Education 2018
Reviewed Jan 2019
 Graduate Teacher Professional Conversation Log

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

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

Graduate Teacher Professional Conversation Log

©Department of Education 2018
Reviewed Jan 2019