Professional Practice II

Secondary Program
Report

Pre-service Teacher’s name Emma Issac Student ID: 18003707

Curriculum/teaching area English Dates: 03/05/2018-
18/06/2018
30 days
School Bossley Park High School Nº of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Over the course of her practical placement, Emma Issac demonstrated that she possesses the skills
to be an effective teacher.
She planned for all lessons and taught students with a range of abilities and cultural, linguistic and
socioeconomic backgrounds. In order to do so, she implemented effective and relevant teaching
strategies to ensure that all students were engaged in her lessons.
In all of her interactions over the course of her placement, Emma presented herself as a professional
member of the school community. She engaged in professional dialogue with members of the
English faculty and treated all members of the school community with courtesy and respect.
Emma also engaged in professional development. She attended staff and faculty meetings, attended
lessons from a range of KLAs and sought out information about school policies and procedures.
I am pleased to give Emma Issac a satisfactory assessment for her Professional Experience 2.

OVERALL ASSESSMENT

Grade: Satisfactory Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name: Laura Hodge Signature: ____________________ Date: 19/6/2018

Pre-service Teacher’s Signature: _____________________________________________Date: ______

19/6/2018
Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are appli cable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.
 STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN ND D E
Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual
development and
intellectual development and characteristics of students and how these may
affect learning.
✔
characteristics of
students

1.2.1 Understand how

students learn
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching.
✔
1.3.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the
diverse linguistic,
cultural, religious and
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.
✔
socioeconomic
backgrounds

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and
Torres Strait Islander
cultural identity and linguistic background on the education of students from
Aboriginal and Torres Strait Islander backgrounds.
✔
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the
specific learning needs
teaching to meet the specific learning needs of students across the full range
of abilities.
✔
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation
of students with
and teaching strategies that support participation and learning of students
with disability.
✔
disability

Comments
During her practical placement, Emma effectively taught students from a full range of abilities and diverse linguistic,
cultural, religious and socioeconomic backgrounds. Specifically, she taught a mixed ability Year 9 class which included
Life Skills students, and a Year 8 Gifted and Talented class. She effectively programmed and delivered lessons that were
appropriate to the range of abilities of the students in her classes.
Although Emma did not have the opportunity to teach students from Aboriginal and Torres Strait Islander backgrounds, she
sought out members of the school’s ATSI Team in order to gain an understanding of how the school support students from
Aboriginal and Torres Strait Islander backgrounds.

Professional Practice II Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT ND D E
Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area.
teaching area
✔
2.2.1 Content selection
and organisation
Organise content into an effective learning and teaching sequence.
✔
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and
reporting
sequences and lesson plans.
✔
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and
Torres Strait Islander
Aboriginal and Torres Strait Islander histories, cultures and languages.
✔
people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and
numeracy strategies
Know and understand literacy and numeracy teaching strategies and their
application in teaching areas.
✔
2.6.1 Information and
Communication
Implement teaching strategies for using ICT to expand curriculum learning
opportunities for students.
✔
Technology (ICT

Comments
Over the course of her practicum, Emma demonstrated knowledge of the content and outcomes of the English teaching area,
and the ability to create effective teaching and learning sequences. Emma especially demonstrated her knowledge and
understanding of literacy strategies through her teaching of Year 9 Literacy lessons. Her use of ICTs to expand curriculum
learning opportunities for students was particularly impressive. She showed the ability to use a range of ICT programs,
including Weebly, and effectively taught students to use such programs in order to engage them in their learning.

STANDARD 3: 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
challenging learning
goals
varying abilities and characteristics.
✔
3.2.1 Plan, structure and
sequence learning
Plan lesson sequences using knowledge of student learning, content and
effective teaching strategies.
✔
programs
3.3.1 Use teaching
strategies
Include a range of teaching strategies
✔
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.
✔
3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom
communication
support student engagement.
✔
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching
programs
teaching programs to improve student learning.
✔
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative
process
educative process. ✔
Comments
During her practical placement, Emma demonstrated the ability to plan for and implement effective teaching and learning.
She demonstrated this through her lesson plans, which showed that she effectively planned for each lesson. Through her
lessons she revealed knowledge of a range of teaching strategies, especially including ICTs. She also evaluated and
reflected on her lessons and teaching practises in order to improve student learning.

Professional Practice II Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E
ENVIRONMENTS
ASPECT GRADUATE TEACHERS
✔
4.1.1 Support student Identify strategies to support inclusive student participation and engagement
participation in classroom activities.

4.2.1 Manage classroom

activities
Demonstrate the capacity to organise classroom activities and provide clear
directions
✔
4.3.1 Manage
challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging
behaviour.
✔
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements.
✔
4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.
✔

Comments
Emma has demonstrated the ability to create and maintain supportive and safe learning environments. She used strategies to
ensure that all students were engaged and involved in the lesson, such as using questioning strategies and asking all students
to read aloud. Over the course of her prac placement, Emma developed her ability to provide clear and explicit directions.
She also developed her repertoire of practical approaches for managing challenging behaviour.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
learning.
✔
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to
students on their
appropriate feedback to students about their learning.
✔
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and
comparable
support consistent and comparable judgements of student learning.
✔
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice
✔
5.5 Report on Demonstrate understanding of a range of strategies for reporting to students
student
achievement
and parents/carers and the purpose of keeping accurate and reliable records of
student achievement.
✔

Comments
During her practical placement, Emma demonstrated the ability to assess, provide feedback and report on student learning.
She demonstrated an excellent ability to provide timely and appropriate feedback to students, and did this regularly by
providing written feedback on homework activities, and giving verbal feedback on work during lessons.

Professional Practice II Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING ND D E
Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning
needs
Standards for Teachers in identifying professional learning needs.
✔
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning
and improve practice
for teachers.
✔
6.3 Engage with
colleagues and
Seek and apply constructive feedback from supervisors and teachers to
improve teaching practices.
✔
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve
student learning
learning and the implications for improved student learning.
✔
Comments
Emma engaged in professional learning during her prac placement. She attended staff meetings and faculty meetings.
During this time she engaged in professional learning specifically relating to risk management assessment during variations
to traditional routines and external validation. She also sought out opportunities for other professional learning by viewing
lessons from a range of KLAs. Emma also demonstrated the ability to apply feedback from supervising teachers in order to
improve her teaching practices.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and
responsibilities
conduct for the teaching profession.
✔
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative,
administrative and
policies and processes required for teachers according to school stage.
✔
organisational
requirements
7.3 Engage with the
parents/carers
Understand strategies for working effectively, sensitively and
confidentially with parents/carers.
✔
7.4 Engage with Understand the role of external professionals and community
professional teaching
networks and broader
representatives in broadening teachers’ professional knowledge and
practice.
✔
communities
Comments
Throughout her practicum, Emma consistently engaged professionally with colleagues and the wider school community.
She conducted herself in an ethical and professional way at all times. She also showed that she understood the role of the
wider community in the life of the school.

Professional Practice II Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..