Pe ee ee WESTERN SYDNEY ‘completion is necessary, use black pen only. Please provide the printed UNIVERSITY {signed orignal to he Preservice Teacher. Please eral competed reper to SEcProfessionalexpertenceewestemaydney edu au MASTER OF TEACHING (Secondary) FINAL REPORT Seen (7 Professional Practice 1 (102093) Professional Practice 2 (102094) Pre-service Teacher: |Tayla Nicholls ID: 18606762 School Bede Polcing College, South Windsor Curriculum Areals Taught: Mentor Teacher: Melina Jamhour oe Key: NA ~ Not Applicable; ND ~ Not Demonstrated; D ~ Demonstrated: E — Excellent PROFESSIONAL KNOWLEDGE Standard 1 Know students & how they learn wa_| ND 41.1.1 Physical, socal & intellectual development & characteristics of students = Demonstrate knowledge & understanding of physical, social & intellectual development & characteristics of students & how these may affect lezrning. 11.2.4 Understand how students learn = for teaching. Cartons inter Bceerdg french how ncers iar achaimotenins | [] 113.1 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and. needs of students from diverse linguistic, cultura, religious and socio-economic backgrounds. 11.4.1 Strategies for teaching Aboriginal & Torres Strait Islander students Demonstrate broad knowledge & understanding of the impact of culture, cultural identity & backgrounds 15.1 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge & understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Inguste bckarundonthe eicationfstudentsrom soorgmal@cToessuat wonser, | E21 O}/OjoO oO H/o 1.6.1 Strategies to support fll participation of students with disability Demonstrate broad knowledge &. understanding of legislative requirements & teaching strategies Oo ajo that support participation & learning of students with disability ‘Comment on the Pre-Service Teacher's knowledge of students & how they learn. {students within the lesson so instructions and activities are clear. [Tayla has engaged with the Personalised Learning Plans for students with learning and/or social land emotional needs. She has used the information from these plans to adjust her teaching and (differentiate learning activities. She makes it a point to have one on one conversations with these ‘Standard 2 Know the content & how to teact WA ‘ND oD & A Content & teaching stele ofthe teaching area = = Demonstrate knowledge & understanding of the concepts, substance & structure ofthe content & | |] v teaching sates ofthe teaching aes E 2.2.1 Content selection & organisation ain Crgnise content nto an effective leaning & teaching sequence 2.3.1 Curriculum, assessment & reporting Use curriculum, assessment & reporting knowledge to design learning sequences &, lesson plans. SKS] [sl 2.4.1 Understand & respect Aboriginal & Torres Strait Islander people to promote reconciliation between Indigenous & non-indigenous Australians olo Demonstrate broad knowledge of, understanding of & respect for Aboriginal & Torres Strait Islander histories, cultures & languages. ‘WSU Secondary Professional Experience Report 7 Updated 30/7/2080Preservice Teacher ame Taya Nichols to, 19608762 ‘Standard 2 Know the content & how to teach it (Cont/a) wa [ND] > | © 2.5.1 Literacy & numeracy strategies Know 8 understand literacy & numeracy teaching strategies & thelr application in teaching areas. OO fel 2.6.1 Information & Communication Technology (ICT) Implement teaching strategies for using CT to expand curriculum learning opportunities for students. O)O)4/O ‘Comment on the Pre-Service Teacher's knowledge of content & how to teach it. lassessment. jTayla has a broad and varied knowledge of subject English. She has organised her lessons with the end in mind and then backward maps the appropriate content and learning activities that need to be delivered to meet the outcomes. She also adjusts lesson content in response to formative PROFESSIONAL PRACTICE ‘Standard 3 Plan for & implement effective teaching & learning A 3.1.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities & characteristis. 3.2.1 Plan, structure & sequence learning programs Plan lesson sequences using knowledge of student learning, content & effective teaching. strategies ] 1/0 \s 3.3.1 Use teaching strategies Include a range of teaching strategies 3.4.1 Select & use resources, Demonstrate knowledge of a range of resources, Including ICT, that engage students in thelr | learning. 3.5.1 Use effective classroom communication Demonstrate a range of verbal & non-verbal communication strategies to support student engagement. ] ojO0 3.6.1 Evaluate & Improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to Improve student learning. 3.7.1 Engage parents/carers In the educative process Describe a broad range of strategies for involving parents/carers in the educative process. Oojojoojo|o} OOM ‘Comment on the Pre-Service Teacher's planning & implementing of effective teaching & learning. Imentimeter, to engage students. [Tayla has structured lessons in line with the Gradual Release of Responsibility model to at first Imodel the content, and then empower students to engage in their own independent learning. Tayla has incorporated individual and group work into lessons, as well as ICT platforms, such as ‘Standard 4 Create & maintain supportive & safe learning environments “1.1 Support student participation Identify strategies to support inclusive student participation & engagement in classroom activities. “42.1 Manage classroom activities Demonstrate the capacity to organise classroom activities & provide clear directions. 4.3.1 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. NA oop! Oo “4.4.1 Maintain student safety safe, responsible & ethical use of ICT in learning & teaching 4.5.1 Use ICT safely, responsibly & ethically | WSU Secondary Professional Experience Report Updated 20/7/2020 ©Preservice Teacher Name Tavia Nichols 18608762 ‘Comment on the Pre-Service Teachers creating & maintaining supportive & safe learning environments, [Tayla has used College processes to manage challenging behaviour and has remained consistent in her expectations. She uses effective questioning techniques to encourage all learners to participate. ‘Standard 5 Assess, provide feedback & report on student learning NA ND D E SL: Rees denon Demenstte understanding assessment sates, lang normal &fomot.capnoste, | [7] 7 formative & summative approaches to assess student learning. 5.2.1 Provide feedback to students on thelr learning Demonstrate an understanding of the purpose of providing timely & appropriate feedback to Alo students about ther learning. 5:3: Mate consistent & comparable dgerens = == Derrnstendestnding ct asesmentderstion is application to support consent & Ole mmr gern of tte eon 5.4.1 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning & modify teaching practice. '5.5.1 Report on student achievement — lo Demonstrate understanding of a range of strategies for reporting to students & parents/carers & [ v the purpose of keeping accurate & reliable records of student achievement. ‘Comment on the Pre-Service Teacher's assessing, providing feedback & reporting on student learning. |Tayla has provided written and verbal feedback to students on their learning. She has also ‘compiled student writing samples, and discussed the areas of need to focus on in the future by lshowcasing these samples to the class. Tayla has also used formative assessment to inform [subsequent lessons. PROFESSIONAL ENGAGEMENT ‘Standard 6 Engage in professional learning wa _[_ND) Ei: ety & sen prterinal esa eat = Lang eeuae nee 6.2.1 Engage in professional learning & improve practice ono mA Understand the relevant & appropriate sources of professional learning for teachers. 6.3.1 Engoge with colleagues & improve practice ola ial Seek & apply constructive feedback from supervisors & teachers to improve teaching practices. 6.4.1 Apply professional learning & Improve student learning ae Demonstrate an understanding of the rationale for continued professional learning & the Implications for improved student learning 7 te) ‘Comment on the Pre-Service Teacher's engagement on professional learning. |Tayla has attended both whole staff professional learning opportunites and English KLA meetings. IShe is very willing to engage in reflective discussions about her practice and implements all feedback given. ‘WSU Seconda Professional Experience Report a plated 20/7/2020