Professiona

Experience

THE

OIADELAIDE

SCHOOL OF
EDUCATION

Report

U N IVERSITY

Please select the year from this drop-down list

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Pre-Service Teacher: Georgia Simmons
Pre-service Teacher enrolled

Placement: From

in:

Grad. Diploma Education

Pre-Service Teacher
El

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Professional Experience placement

School: Slnt Peter's Girls' School

Teaching

email contact: ksk

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lD: nter lD (if known)

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Professional Experience placement

Education

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Mentor Teacher: Sally Rounsevell and Sari Noble

ema il contact:

Site Co-ordinator: Kerry Skinner

ro

nsevel I @stp etersgirls.sa.

e d u. a u

University Liaison University staff member,

er@ stpetersgi rls,sa, ed u.a u

SubjectTaught: Music

Year Level(s) Taught: Rec - 12

Professlonal Experience School Context (egl Co-educational, R-12 School)

Georgia has experienced a wide range of age groups and music ensembles while undertaking her Teaching Practicum
at St Peter's Girls. Saints is an all girls' school from Reception to Year L2. Georgia taught in the Junior, Middle and
Senior school, She also took Senior Choir and assisted in taking sectionals for Chamber Choir. Georgia was a great
support during the Year 5 Music Production providing backstage assistance and helping to train the chorus.

Teaching/Learnng Context (eg: year levels, clals sizes etc)

Reception - tZ - Elements of music with a focus on singing a nd movement

Year 2 - Recorder- 27 girls
Year 6 - Musc Technology - 20 girls
Year 7 - Music Elements - 20 girls
Year 10 - Music History, Aural and Theory - 9 girls
Stage 1 and 2 Musicianship - Aural, Theory, Practical- 8 girls

table copy of this report can be downloaded at:

Template: Editable Online (DOCX) Click Here
alternatively a blank copy for handwritten reports can be obtained at:
Template: Printable (PDF) Click Here
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of Adelaide
email
or
a scanned/siEned copy to education.oractcum

Professlonal Experience Report

CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1
1.2
1.3
1.4
1.5
1.6

Physical, social and intellectual

development and characteristics of

students.
Understand how students learn.
Students wlth diverse lingulstlc,
cultural, religious and socioeconomic
backgrounds.
Strategies forteachng AboriginaI and
Torres Strait lslander students.
Differentiate techn to meet the
speciflc learning needs across the full
range of abilities.
Strategies to support full participation
of students with

Georgia ensured she was well prepared for all lessons. She was careful to
make herself familiar with the different learning styles of her students. She
taught students with a wide range of learning dfficulties as well as physical
disabilities. She managed each students needs through careful and diligent
planning, asked for advice when necessary, incorporated different teaching
strategies and used additional resources when required. Teaching students
from Reception to Year 12, Georgia needed to work on varying her approach,
particularly with regard to varying the character and tone of her voice when
workng with junior students. She also worked to vary her teaching pace
depending on the year level and activity she was teaching,

KNOWIEDGE OF SUBJECT AND RELEVANT CURRICULA.

APST: 2 - Know the content and how to teach

2.1
2.2
2.3

Content and teaching strategles of

the teaching area.
Content selection and organisation.
Curriculum, assessment and

reporting.

2.4

Understand and respect Aboriginal

and Torres Strait lslander people

to

promote reconciliation between

lndigenous and non-lndgenous

2.5
2.6

Australians.
Literacy and numeracystrategies
lnformation and Communication

Satisfactory El

Unsatisfactory

il

Georgia has an outstanding knowledge of her subject area. ln particular, she

demonstrated expertise in choir conducting for upper primary. She selected
excellent warm ups and nteresting games for the junior classes that covered
technical aspects of the subject in a fun manner.
Georgia used technology to assit her in middle and senior classes and created
excellent resources for the girls to use. She worked with two learning
management systems (Moodle and Canvas), quickly comng to grips with
functionality and uses withing the classroom setting.

Tech

PTANNING AND PREPARATION,

Satisfactory El

Unsatisfactory

APST: 3 - Plan for and implement effective teachng and learning.

3.1
3.2

Establlsh challenging learnlng goals

Plan, structure and sequence learning
progra ms

3.3 Use teaching strategles

3.4 Select and use resources
3,5 Use effective classroom
3.6
3.7

communicaton
Evaluate and improve teachlng

Georgia's lesson plans were presented prior to all lessons and were well
thought out. She acknowledged that not all her lessons went to plan but she
was able to adapt her teaching, improvising confidently when needed. Her
communication with students showed great irnprovement over the course of
her practicum, particularly in relation to junior classes.

progra ms

Of outstanding note was Georgia's eagerness to gain fuedback -after .each

Engage parents/carers in the

lesson. She is very self analytical and always works

areas and fnding ways to improve.

educative process

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Pre-Service Teacher: Georgia Simmons

Mentor Teacher: Sally Rounsevell and Sarl Noble

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Professional Experienc Report

LEARNING E\VIRONMENT

MANAGEMENT AND DISCIPLINE.

Satisfactory EI

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.1

tion

4.2
ies
I Georgia quickly established good classroom rapport and was able to work
viour I confidently with junior students, who on occasion did not want to actively
4,3
4'4
| participate in lessons. After some discusson and consultation, Georgia was
4'5 use lcrsafelv, responslblvand able to use multiple strategies to ensure these more challenging students
I
ethicallv
I r"r" consistently engaged during her lessons. The pace and delivery of her
lesson was key to achieving this goal and Georgia showed great improvement

throughout

the practicum, keeping students focused whilst

ensuring

challenging behaviour was kept to a minimum,

ASSESSMENT AND

REPORTING.

Satisfactory EI

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1
5,2
5.3

Assess student learnlng

Provide feedback to students and

their learning
Make consistent and comparable

judgements

5,4 lnterpret student data

5,5 Report on student achlevement

Georgia made excellent use of positive reinforcement during questioning

wthing the classroom. She promptly marked and returned student work
giving good feedback and appropriate marks. She was aware of the balance
between constructive criticism and being overly critical, and took care to
ensure she achieved a good balance.

PROFESSIONAT QUATITI ES, PROFESSIONAL RELATIONSH I PS AN D PROFESSIONAT DEVELOPMENT.

UnsatsfactorY
Satisfactory

EI

APST: 6 - Engage

with Professional Learning

ldentify and plan professional

learning needs
Engage in professlonal learning and

improve practice

with colleagues and improve

practice
Apply professonal learning and
improve student learning
Engage

Pre-Service Teacher: Georgla Simmons

Mentor Teacher: Sally Rounsevell and Sarl Noble

Georgia was always willing to take on new challenges and work with all age
levels and abilities. She ensured she visited other teachers in the school and
observed several other subjects being taught including Drama, English and
homeclass as well as other music lessons and ensembles. Georgia engaged in
PD on Sinergetic our school administative program, Moodle, and Canvas, our

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Professional Er(perience Report

scHoor- oF
EDUCATION

APST: 7 - Engage professionally wth colleagues, parents/carers and the community

Satisfactory Ef

7.1

Meet professional ethics and

7.3
7.4

Georgia sat in on parent teacher interviews with both menotors, using the time
to compare contrasting styles of teacher conferencing. She ensured she was
well briefed on all OHSW matters and attended all teacher meetings including
briefings, staff meetings and faculty meetings.

respo nsibillties

7.2

Unsatisfactory

Comply with legislatve,

administrative and organisational

requirements
Engage with the parents/carers
Engage with professlonal teaching
networks and broader communltes

Please select your rating of overall performance from this drop-down lst

Overall Evaluation.

Georgia completed a very sound practical. She is a highly competent musican and her teachng skills continue to
develop with experience and confidence. Georgia has a lovely manner with the students and presents as a very
organised and caring teacher. She demonstrated a strong knowledge of music, especially in relation to choral and
vocal skills. She showed outstanding potential, particularly within the Junior School. I would hghly recommend her
for a teaching postion in the future.

Signed:

Date:

Signed:

Date:

A7 nleu ,F

7 tyil t!/:

Staff at the Unversity of Adelaide's School of Education greatly value your opinion and appreciate the tme and
effort you have put into supervising our pre-seruice teachers.
Thank
Jan
Head

you

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Keightley
ofSchool

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Signed:
For

the Univrsty of Adelaide

Pre-Srvice Teacher: Georga Simmons

MentorTeacher: Sally Rounsevell and Sarl Noble

Page 4 of 6

Professional Experience RePort

20L4

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Evaluation Rubric
in their qualitative feedback.
theyshould give the ratingthattheythink best reflects the pre-serviceteache/s standard and provide supportive evidence

Rating

Short
Descrption

Performance at a minimal
standard for this stage'

A sound performance at

Some willingness to engage

with the needs of individual

Strong initiative and

willingness to engage
positively with the needs of
individual students and with
the school as a place of
learning.

Leadership in engaging with

the needs of individual

students and wth the

school as a place of learning.

Clear evidence of intiative

and willingness to engage
positively with the needs of
individual students and with
the school as a Place of
learning-

tr

tr

Scant/erroneous knowledge
of content and curricula.

Knowledge of most content,

Performance below an
acceptable standard for this
stage.

APST 1

Know the students and how

school as a place of learning.

they learn

Knowledge of Content and

curricula

but several gaps: able to

meet curricular
requirements.

APST 2

Know the content and how

Little evidence of planning

or preparation for teaching.

Sound knowledge of
content; clear
u nderstanding of curricular
needs.

Pre-service Teacher; Georgia Smmons

Mentor Teacher: Sally Rounsevell and Sari Noble

Strong and self-reliant

knowledge of content;
imaginative application of
cu rricula.

planning and PreParation

and preparation for

teaching.

tr

staee,

students and with the

school as a place of learning.

Knowledge of content
beyond curricula and
willingness to assist
cofleagues,

Planning and/ or preparaton

for teaching extendinB
beyond the student's class

Planni ng andl ar preParaton

and year levels, or with a

creative aspect that insPires
learnins.

class.

could be expected at this

for teaching that extends

beyond the student's own

An exemplary performance
well above a standard that

Clear evidence of planning

Plan for and implement

effective teaching and

learning

Performance at a stenderd
above that which could be
expectd at this stage.

Minimal evidence of
for teaching.

APST 3

this stage.

tr

to teach t
Planning and preParation

Outstanding

G = Good

Unsatisfactory

Little willingness to engage

with the needs of individual
students and with the

Classroom Practice

O=

VG = Very Good

A = Acceptable

U=

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Professlonal Experlence Report

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Rating
Short
Description

Classroom Management
and Discipline

VG = Very Good

U = Unsatsfactory

A = Acceptable

G = Good

Performance below an
acceptable standard for this
stage.

Performance at a minimal
standard for this stage.

A sound performance at

Confident classroom
management skills.

Effective classroorn
management skills.

Some classroom
management skills, with

Poor/u nethical classroom

management skills.

this stage.

O=

Performance at a standard
above that which could be
expected at this stage.

lHr#Ti'J

I ;t

Outstanding

An exemplary performance
well above a standard that
could be expected atthis
stase,
Confident leadership i n
classroom management
skills.

potential to develop.
APST 4

Create and maintain

supportve and safe learning

Assessment and Feedback

Little evidence of the use of

assessment as a tool to

APST 5

Assess, provide feedback

and report on student

learning

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Some evidence of
competent assessment.

Limited/ late feedback.

Little differentiaton in

understand student
achievement and the
effectiveness of teaching.

tr

environments

differentiation in
assessment processes.

assessment processes.

tr

EI

Leadership in assessment
practices ndicating
refl ective teaching practice.
Tmely feedback linked to
strengths a nd weaknesses
of individual school
stu dents, associated beYond
the class to the year

Proficent and refl ective

assessment. Timely and
useful feedback linked to
strengths and wea knesses
of individual school
students. CreativitY in
assessment processes.

level/cohort. lnnovation in
assessment processeS.

Professional RelationshiPs
APST 6 Engage

with

tr
Little/no commitment to the

Minimal commitment to the

Sound commitment to the

school, professional
colleagues and students.

school, professional
colleagues and students.

school, professional
colleagues and students.

Exemplary commitment to
the school, professional
colleagues and
students.

Strong commltment to the

school, professional
colleagues and stu dents.

Professional Learning
APST 7 Engage

professionally with
Colleagues, pa rents/ca rers
and the communitY

Pre-Service Teacher: Georgia Simmons

MentorTeacher: sally Rounsevell and Sari Noble

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