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Professional Experience Office
School of Education
Telephone: 8201 3330
Fax: 8201 2568
Professional Experience Report 2014
Urban
Middle & Secondary Schooling
Final Assessment for Registration: Extended Placement
Pre-service teacher name Kevin Kelly Student No. 9704234
Site Reynella East College Year Level(s) taught 8
Site mentor teacher Gaye Smith Subject English
Site co-ordinator Bob Bastian University Liaison Peter Crawford
60 day placement
Site Context School Coordinator - Context statement about your school
Site sector (DECD), Independent.
Site size, class size and composition of campus (R-12,
Area, Primary, Secondary) Physical and/or unique
characteristics. Students with specific needs. Socio-
economic factors.
School size, class size and composition of campus (R-12, Area, Primary,
Secondary) Physical and/or unique characteristics. Students with specific
needs. Socio-economic factors. 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
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focused, well-rounded preparation for life.
Mentor Teacher - Summary Statements
Professional Relationships Comments
Professional & Collegial Learning
Teachers actively engage in personal and collegial
learning within the professional community
Kevin has attended faculty and whole staff meetings and has willingly and
enthusiastically shared his knowledge and experience with staff. Kevin has
understood the relevant school policies and processes such as behaviour
management policy. He has often engaged with his mentor teacher and other
colleagues to seek and apply constructive feedback to improve his teaching
practices and he has demonstrated his understanding of the role of the
National Professional Standards for Teachers in identifying learning needs, as
well as the appropriate sources.
Learner Respect
Teachers foster trusting and respectful relationships with
all learners
Kevin has developed ethical, respectful collaborative relationships with his
students in English. He has effectively managed a difficult class by chatting
informally to disengaged students to find common ground and therefore
respect, cooperation and engagement in class.
Parent/caregiver & Community Partnership
Teachers work effectively with parents/caregivers and
the wider community
Kevin has liaised with parents / carers during his placement, in consultation
with his mentor teacher, regarding behaviour issues, homework expectations
and student outcomes and expectations. His contact with parents / carers was
always treated sensitively and confidentially.
Professional Knowledge Comments
Learning Processes
Teachers know about learning processes and how to
teach and implement
Kevin has demonstrated his understanding of how students learn by
implementing effective teaching strategies which address student needs
across a range of abilities and development. Kevin was happy to receive
constructive feedback and he regularly used collegial advice about how to
improve his practice and student outcomes.
Learning Content
Teachers know the content they teach
Kevin used effective teaching strategies to support literacy and numeracy in
his poetry unit of work during his placement. His students were required to use
ICT to present their work using Prezi, a new idea to all the Year 8 students,
making the content more engaging for students. Kevin developed his program
into well organised and well-sequenced sections and was always exceptionally
well prepared.
Learning Context
Teachers know about learner contexts and diversity
Kevin used effective teaching strategies in his poetry unit of work, which
allowed students to choose options based on their learning strengths. His
teaching was responsive to student linguistic, cultural and socioeconomic
backgrounds in a diverse class.
Professional Practice Comments
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Planning and Teaching
Teachers plan and implement teaching strategies for
successful learning experiences
Kevin used a range of verbal and non-verbal communication to support student
understanding and participation. He was extremely patient with his students
and used student and mentor teacher feedback to inform his planning and
teaching, setting explicit, challenging and achievable goals for all students. He
used a diverse range of teaching strategies including quizzes, class discussion
and questioning, tests, class and homework tasks, group work and individual
responses, peer feedback and assessment and self evaluation.
Feedback and Reporting
Teachers assess and report learning outcomes
Kevin often reflected on his assessment practices in discussions with his
mentor teacher and other colleagues. He developed formative and summative
assessment strategies to assess student learning and provided effective
feedback to students, his mentor teacher and parents / carers about their
progress in his class, relative to their learning goals.
Learning Environment
Teachers create a safe, challenging and supportive
environment
Kevin ensured student well-being and safety by implementing the school's
behaviour management policy effectively, and ensured students understood
the ethical and safe used of ICT in learning. He was able to have many
positive interactions with his English students, which engaged and supported
them in the many and varied classroom activities he implemented. Kevin
maintained an orderly and workable classroom with a class containing many
students with challenging behaviour, to allow students to learn safely and
effectively. He managed challenging behaviour by maintaining very clear
expectations with students and by dealing with discipline issues promptly, fairly
and respectfully.
Pre-service teacher: Comments
My involvement with REC has been an extremely rewarding experience. The extended and embedded nature of the internship program
has meant that my learning experience has been much more authentic. It also enabled significant growth in my professional knowledge,
enhanced the range of strategies I can use in my practice and encouraged me to develop more enriched relationships with my
colleagues, students and the broader school community. During my practical, three of the four subjects I taught were in areas I had had
no previous experience in. From this, I gained an understanding of how to develop and implement units of work with which I was
unfamiliar and the importance of being able to collaborate effectively with others including the staff at REC, Flinders, SACE and various
other professional institutions. I was also able to specifically address particular areas that needed improvement. I am most grateful to my
mentors and liaison for the patience and diligence they were willing to display as I developed my behavioral management strategies. The
constant feedback and words of support allowed me to implement effective strategies, maintain them and subsequently see the benefits
of teaching in a class that had clear expectations and applicable consequences. Finally, I would like to thank REC, the organisers of the
internship and my mentors for providing an enriching professional experience which has prepared me in the best possible way for my
future career.
University Liaison: Summary statement
Kevin proved to be an excellent teacher of English. He is very patient with students and he built a very strong rapport with the students.
His lessons and unit plans were highly organised and structured. He continued to build a repertoire of student behaviour management
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strategies over the 10 weeks. he was able to engage students in their learning whilst maintaining a positive classroom environment.
Kevin has enormous potential as a teacher. He makes the subject matter "come alive" which keeps the student interested and very much
on task. Kevin has enormous potential to develop into a high performing teacher.
Site Coordinator: Final Comments (optional)
Kevin has become a valued member of our school community. He has developed excellent relationships with staff, students and the
wider school community in his time at Reynella East College and never hesitated to volunteer to be involved in any opportunity
presented to him. Kevin will be a valued staff member at where ever he chooses to continue his career.
Site coordinator
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
Name of Site Mentor Teacher(s): Gaye Smith Date: 22.07.2014
Name of Site coordinator: Bob Bastian Date: 22.07.2014
Consideration has been given to the complexities and degree of challenge of the professional experience context in evaluating the
pre-service teacher's ability to meet the assessment criteria for the professional experience.
In our opinion, the pre-service teacher -
! HAS demonstrated competency in the professional teaching standards for registration in SA SATISFACTORY
University Liaison
Name of University Liaison: Peter Crawford Date: 06.08.2014
Report ID: 001134
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Professional experience report http://ehlt.flinders.edu.au/pers/view_report_school.php?report_id=...
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