MSS FINAL PROFESSIONAL EXPERIENCE REPORT

2019
Student ID
Pre-service Teacher Lisa Majetic 2158312

School Blackwood High school

Learning Area
Mentor Teacher(s) Matthew Loan Middle school
Science and senior
biology
Learning Area
Senior Mathematics
Trevor Clarke

School Co-ordinator Jason Loke

Coordinator
University Liaison Roger Hooper Lou Pike Pyman

Teaching Days 10 introductory days + 30 day block: 40 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.
School

Blackwood High School aims to achieve high academic standards and high participation rates in
curricular and co-curricular activities. The school is focused on inspiring achievement and respect,
and a belief that young people learn best when they feel valued, listened to, challenged, safe and
cared for. Across the school, ICT is used to support learning, including all students being expected to
bring laptops to classes, school-wide wireless access and a school portal. Blackwood High School
offers the International Baccalaureate Middle Years Program in Years 8 – 10 and SACE through
years 11 and 12.
Blackwood High School currently has ~950 students, and a school index of 7. Students come from
the surrounding suburbs, as well as internationally, from countries including, but not limited to,
Vietnam, Thailand, Japan and China.
Many Year 12 students achieve outstanding results, with most choosing a university pathway.
Restorative practices are used to support students in their interactions with each other. Student
opportunities through links to the community are actively sought, including relationships with
business, industry and the tertiary sector.

Class (including children with special needs)

Year 9 Science – (Team Teaching across two classes) 58 students, range of abilities, Sometimes
challenging behaviour, 6 international students, 5 ILP’s, 3 EALD.
Year 11 Care Group – 21 students, 7 ILP’s.
Year 11 Biology – 26 students, range of abilities, sometimes challenging behaviour, 3 international
students, 2 ILP’s, 1 EALD.
Year 12 Mathematics Methods (x2) – class 1, 21 students, 1 EALD, 1 ILP.
- Class 2, 19 students, 9 international students, 1 ILP.
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
Lisa has been an exemplary contributor to the school and a valued member of the staff
throughout her time with us. She has shown great dedication to her learning whilst on placement
and actively sought out opportunities to extend herself beyond the defined classrooms of her
practicum. Lisa has enthusiastically engaged in the professional learning aspects of being
teacher, attending workshops out of hours as well as opportunities made available onsite for
current teachers.
During her extended placement, Lisa has led the development of the first module of our
semester 2, year 9 science curriculum, creating the learning experiences for all students. Lisa
has also supported teachers to understand the learning intentions and how to access and
present the materials by running multiple meetings with teachers to ensure everyone had
access and support. Lisa has also been a valued sounding board for other PSTs in the extended
urban group and has provided support and advice to the rest of the group throughout their time
at Blackwood.

Name: Jason Loke Date: 2/7/19

University Liaison
Lisa has shown a very high degree of professional commitment throughout this placement and
has made excellent progress. She has established strong working relationships with colleagues
and students, and also demonstrated the ability to communicate productively with
parents/caregivers.
Lisa is highly organised and reflective, and these attributes have assisted her in developing
effective teaching skills. She has extensive subject knowledge, and in particular has worked
strenuously to further refine her understanding and pedagogy for Stage 2 Maths. Lisa’s manner
with students is supportive but also task and achievement-focussed, and her classroom and
assessment practices are adapted to suit varying students’ needs and interests.
Lisa has set and achieved high standards for herself throughout this placement, and has the
disposition and capacity to ensure that she will be a most capable beginning teacher with strong
potential for ongoing professional growth.
Name: Roger Hooper Date: 3/7/19
SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Lisa Majetic Learning Area: Science

Professional Knowledge

Lisa was able to successfully plan, engage in and teach a combined year 9 curriculum
that covered all areas of science as need arose to cover the Question of ‘How do we
secure our energy future’. She successfully taught the entire ecosystem topic to the
stage one biology class. She demonstrated an ability to research to develop an
understanding of a new content area and ensured it linked to the Australian
Curriculum and SACE.

Lisa approached her time at Blackwood High School with warmth and
professionalism which enabled students to feel comfortable to engage in classroom
activities. When delivering content, she used a range of pedagogical approaches
allowing all student to have the opportunity to engage in the learning process and
achieve success. She was prompt on supplying weekly lesson plans which included
links to the Australian Curriculum, lesson outcomes and contingency plans if the
lesson ran short. When issuing instructions Lisa worked and improved throughout
her placement to ensure all students were listening and had a complete
understanding of their responsibilities before allowing them to continue.

Lisa was responsible for the planning and implementation the first 5 weeks of the
combined year 9 science curriculum. Willingly taking on board the selection of
content, delivery, assessment design and teacher resources for all 7, year 9 science
classes.

Professional Practice

Lisa constantly improved her use of Daymap to present her lesson plans which were
completed in advance which allowed time for discussions relating to the content and
the appropriateness of the activities for the class. She was organised in her planning
which included identifying class objectives and success criteria. After lessons we
debriefed identifying classroom management strategies that were successful and
possible improvements if she was to undertake the lesson again. Lisa identified and
used a range of learning activities including questioning, interactive IT resources
along with direct teaching. She provided students feedback on drafts and
assessment tasks through DayMap.

Lisa constantly improved on her managing of the classroom environment to ensure all
students were in a safe and supportive learning environment. She was able to deal
with minor interruptions with calmness and followed the school’s behaviour
management policies. Lisa completed the daily rolls and alerted students to important
daily communications. She was in charge of a year 11 Pastoral Care Group.
Lisa completed assessment tasks which were designed to assess the Australian
Curriculum content descriptors and International Baccalaureate Middle Years
Program level descriptors as well as SACE requirements.
 Professional Engagement

As part of her Year 9 science class Lisa attended a planning day for all year 9
science teachers where she assisted in planning the semester 2 curriculum. She
regularly collaborated with the other year 9 science teacher, teaching on the same
line to plan and implement lessons in a team-teaching environment to implement
content for our integrated year 9 science unit which incorporates all branches of
science using a problem base, holistic approach. Lisa has immersed herself in the
Professional development days interacting with a variety of staff across a wide
range of curriculum areas and schools. Lisa understands all aspects of ethical
practice and ensured that she understood various administrative and organisational
practices at this site. Lisa was in constant contact with parents and caregivers to
share information about student learning, assessment requirements and reports
through direct contact, email and DayMap.
Written by: Matthew Loan Date: 22/6/2019

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor Trevor Clarke

Student Name: Lisa Majetic Learning Area: Senior Mathematics

Professional Knowledge
Lisa was responsible for the planning and implementation of the first 6 weeks of
Stage 2 Methods and taught the Integration topic. She successfully taught the topic
for two stage 2 Methods classes and related her content to the SACE outline for
Methods. Lisa also developed the SAT covering integration and created a formative
assessment task for the students to complete as preparation for the assessed test.
She also marked the completed SATs and graded the students using the SACE
performance standards for stage 2 Methods. Lisa spent a lot of preparation time
getting to understand the content the students were required to know and developed
lesson plans and strategies that helped improve the students mathematical
understanding of Calculus. When delivering content, she used a range of
pedagogical approaches allowing all students to have the opportunity to engage in
the learning process and achieve success.
Professional Practice
Lisa constantly improved on her management of the classroom and developed over
time, different techniques, to help students understand quite complex mathematical
operations. Integration is a topic that is not easily taught, as it is a reverse process,
and students struggle to comprehend the mathematics they are doing. Lisa
developed strategies to deliver the content that helped student understanding of the
mathematical concepts and developing these strategies further will make Lisa an
exceptional Maths teacher.
As Lisa was teaching two stage 2 Methods classes, we were able to reflect on the
lesson just completed and discuss any improvements or tinker with her pedagogical
approach and lesson plan. Her improvement in delivering content from one class to
the next was outstanding and this is evidence that Lisa is able to reflect on her
practice productively and will develop as a teacher, as her experience in the
classroom grows.
Lisa engaged well the students and gave good feed back to the students so they
could develop their own strategies to solve maths problems. She always gave the
students plenty of time to find answers to their own questions and scaffolded her
response to questions, that helped students develop their own understanding.

Professional Engagement
Lisa actively interacted with a variety of staff, which helped her develop broad
strategies when delivering content and controlling the classroom environment. Her
classrooms were productive places where students enjoyed their engagement and
learning.
Lisa also regularly caught up with me in her spare lessons and we would discuss
different approaches to delivering content, how students learn mathematics, the
structure and scaffolding required to produce exam level questions and the marking
of students work.

Written by: Trevor Clarke Date: 01/07/2019

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Lisa Majetic

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

☐ Unsatisfactory

☐ Satisfactory

x Competent

☐ Outstanding

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

 3rd Year Undergraduate or 1st Year Master of Teaching
PROFESSIONAL EXPERIENCE REPORT 2017
Student ID
Pre-service Teacher Lisa Majetic 2158312

School Reynella East College

Name: Learning Area: Year Level
Narayani Mcardle Mathematics and Science Years 8 and 9
Mentor Teacher(s)
Name: Learning Area: Year Level

School Co-ordinator Nicole James

Liaison Coordinator
University Sam Schulz Zoe Christopher

Teaching Days 5 introductory days + 20 day block: 25 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.
School

Reynella East College is an R-12 school divided over 2 campuses. It caters for over 1700 students
from all year levels. It is a DECS school which accommodates students from the Adelaide South
district. The class sizes vary depending on the subject but generally have 20-30 students per class. We
see ourselves as preparing students of all abilities who are independent and interdependent learners,
active citizens, enterprising and prepared to meet the challenge of the 21st century. As a school, we
are aiming to become a community of learners, where we learn from each other. We make strong
connections to our local community, and our students are actively engaged with the community. We
host International students as exchange - short term and long term. Our focus is on the student as a
member of a local, national and global community. The school setting at Reynella, a southern suburb of
Adelaide, has extensive gardened grounds, sporting and learning facilities, and provides an ideal
environment for a focused, well-rounded preparation for life.
Class (including children with special needs)

Year 8 and 9 Science, Year 8 Mathematics

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 X I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I X I .
Complete Novice Emerging Graduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I X I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I X I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I X I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I X I .
Complete Novice Emerging Graduate

Standard 7 Engage professionally with colleagues, parents/carers and the community

I X I .
Complete Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Lisa has developed excellent professional relationships with staff, students and the wider school
community. She has been a valuable member of our school community during her time with us
and I believe will be an asset to any school where she continues her teaching career.
Name: Nicole James Date: 31/8/17

University Liaison
Lisa used this placement to good effect to apply and extend aspects of her emergent pedagogical
identity. She is extremely organised, a respectful professional, provides clear instructions and has a
pleasant demeanour, which translates well in the classroom. Lisa did a very good job during
observations of starting lessons by recapping and diagnosing existing knowledge before introducing
new learning. Her lessons are clearly-framed and move students through whole-group and
independent learning experiences, which work logically toward key outcomes. Moving forward, Lisa
may consider strengthening her approach by: positioning students more frequently as active rather
than passive participants by seeding diagnostic questions throughout lessons; seeking evidence of
depth of thinking on a more regular basis, particularly with respect to students on the periphery of
the room who are prone to disengagement; occupying the available space by moving about the
room, and in so doing, extending presence as a proactive means of touching base with students on
the periphery; stimulating student thinking by linking the learning to students’ worlds outside the
classroom (i.e. when talking about sodium chloride, you might say … we know sodium chloride by a
household name – can anyone tell me? Clue: we might find it on the dining table. Salt. Ok, who can
tell me something useful or interesting about salt? In other words, find opportunities to link the
learning to students’ lived experiences rather than reproducing set or standardised knowledge, and
use this strategy to extend students who warrant it); having set an independent learning task,
consider stopping the class after a while to focus attention and pose 1 or 2 whole group questions to
ascertain depth of engagement; and finally, reduce long periods of independent work when students
are clearly starting to veer off track by varying tasks to re-establish engagement.
Overall, Lisa is clear, professional and committed in her approach and I have every confidence she
will be an asset wherever she works. I was most pleased with all aspects of Lisa’s performance.

Name: Sam Schulz Date: 31/8/17

SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: Science / Maths
RE: Lisa Majetic

Professional Knowledge

Lisa is increasing her knowledge and understanding of the concepts and issues which need to be
presented in Year 8 and 9 Science. In Maths, she understands the content which needs to be
delivered. Lisa demonstrated her willingness and ability to create activities and tasks which are
designed to cater for students of varying learning needs. She has organised curriculum content into an
effective learning and teaching sequence. Her learning plans are detailed. She has incorporated a
variety of delivery strategies – both written and visual.
Assessment tasks are easily read and clear in their intention. She has demonstrated her ability to
instruct students when undertaking practical tasks, clearly demonstrating the correct use of equipment
and emphasising safety requirements.

Development required in the areas of:

Lisa needs to use questioning techniques that lead students towards making real world connections
with scientific concepts. Also she needs to continually monitor students’ progress to check for
understanding.

Professional Practice

Lisa uses activities which engage with the students’ prior knowledge with the aim of extending their
knowledge within Science. Activities allow the students to work individually and as a group. She has
selected ICT resources which allow the students to engage and motivates their learning. She has
utilised an array of methods to deliver the content to the class. She has adapted and created new
tasks. Lisa has organised classroom activities with clear directions for the students and relief teachers
to follow. Lisa is able to project her voice well in the classroom when instructing the class. She has a
great rapport with the students with the class and attempts to engage with each student through the
lesson.

Development required in the areas of:

Lisa needs to continue to think about questions which can challenge the students’ thinking. She has
very clear expectations of behaviour which she wants the student show, but needs challenge their
behaviour on firm basis. She is also adapting different techniques to manage those challenging
behaviours within the class. Also, she must wait she has all the students attention on her when she is
providing instructions or teaching new concepts.

Professional Engagement

Lisa is always seeking constructive feedback on her teaching and learning – whether in the classroom
or on her programs. She reflects upon her teaching and is able to make suggestion as to how
improvements can be made. Lisa has started to include real world connections when questioning
students.

Written by: Narayani McArdle Date: 1/09/2017

 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Lisa Majetic

(Please click on appropriate box below)

☒ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service
teachers and is ready to progress to the final professional experience.

☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service
teachers and is not ready to undertake the final professional experience.

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.
Please DO NOT give a copy of this to the student as the report needs to be certified by the University.

Please submit the completed report within 2 weeks of completion of Professional Experience placement.

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