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MASTER OF TEACHING
PROFESSIONAL EXPERIENCE AND REFLECTION
PRESERVICE TEACHER:

PROFESSIONAL EXPERIENCE SITE:

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UNIVERSITY

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Osmond Primary School

PROFESSSIONAL EXPERIENCE SITE COORI)lNAToR:

MENTOR TEACHERS:

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Jane Angove

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Joy Milward

Joanna Demasi

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DATES OF PLACEMENT,

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PURPOSE OF THIS STATEMENT

PER 1 is the first of 3 courses with a professional experience component undertaken by graduate students

enrolled in the Masters of Teaching or Double Degree programs. Preservice teachers are placed in primary,
PrimarylMiddle and Middle/Secondary education settings.
The purpose of this initial report is to document the experiences and achievements of the preservice teacher in
his/her first educational setting. lt is hoped that a basis for future development in skills, knowledge and
attitudes will be established. lt is an 'interim' statement of the preservice teacher's involvement and participation
in the setting. For this reason, it is relatively brief but broad enough to allow both preservice teacher and mentor
teacher to collaborate together and reflect on teaching and learning issues. lt is intended that the preservice
teacher and mentor teacher will complete this statement together.

SEcTloNA:EDUCATloNSlTE:Describebelowthe
clientele, groupings, levels taught, location, physical, socio-economic factors, services provided. This section to

be completed by the preservice teacher.

Glen Osmond Primary School is a South Australian Government School located Skm from the Adelaide CBD, catering for
year levels Reception through to Year 7. There are approximately 300 students which is suitable number with consid6ration
for the school facilities. lt as a Category 7 school, with students typically showing high literacy and demonstrating diverse
cultural understanding. Such characteristics rellect the school values of respect, excellence, integrity, persistence, and
caring. Students are typically from dual income households with parents generally in either professional or managerial
professions. The school is currently operating the Stephanie Alexander Kitchen Garden program within their science stream.
The school also offers access to additional music instrumental lessons and heallh and physical education programs with
OSHC care available before and after school hours.

SECTION

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B:

SUMMATIVE COMMENT BY MENTOR TEACHER

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AREAS FOR FUTURE DEVELOPMENT

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ASSSESSMENT OF PRE.SERVICE TEACHER'S PERFOR MANCE

Mentor Teache(s) and/or Site Coordinator to complete by placing {'in the appropriate boxes and making a
summary comment. A tick in ANY unsatisfactory box results in an unsatisfactory outcome forthe whole

placement.

Attendance

10 days completed

Relationships with:
- mentor

teachers/Staff

tr
tr
Unsatisfactory
tr

- students

Unsatisfactory

- peers

Displaying lnitiative

Unsatisfactory

Communication Skills

- Competence in English language

tr

Satisfactory

tr

Satisfactory

tr

Unsatisfactory

Satisfactory

Good

Unsatisfactory

Satisfactory

Early Development of Professional Folio

Ea

rty Teac

h,

Professional Attitude

nn

J,li,1'tt'"'oo

tr
tr

tr
tr

V
Good

tr
Satisfactory

tr

nstratio n of

E
Good

Unsatisfactory

De m o

Good

Satisfactory

Evaluating/Reflecti ng

Good

Satisfactory

tr

Planning

a
a
Good
a
Good
a

Satisfactory

Unsatisfactory

- Comprehension Skills

tr
Unsatisfactory

Good

tr
Satisfactory

Good

a
a

tr

Unsatisfactory

Satisfactory

Unsatisfactory

Satisfactory

Good

tr

Good

SECTION C : PRESERVICE TEACHER COMMENTS

Overall, my experience over the previous two weeks in the Reception class has been immensely positive. Despite initial
apprehension about being with such a young group, I have lound that I love watching the discoveries and sense ol pride that
each student displays in their work. Ultimately, this practical experience has provided me a firm foundation for future
experiences, not only equipping me with innovative behavioural management strategies and techniques, but also enabling me
to develop the qualities inherent in good teaching, such as a caring nature, understanding, a positive attitude, enthusiasm and
the ability to cater for a wide variety of students. The experience has ignited an interest in the Junior Primary years and the
early development of the brain, particularly due to certain students who require either support or extension beyond their age.

MENTOR TEACHER'S OVERALL ASSESSMENT:

Mentor

SITE COORDINATOR (PROFESSIONAL EXPERIENCE) OVERALL ASSESSMENT

C TORY / U N S ATI S F ACT ORY
(Delete whichever is not applicable)

SA T'SFA

Teacher

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Site Coordinator
(Signature)

Date:

VERIFICATION BY AUTHORISED UNIVERSITY PERSONNEL:

The Mentor Teacher has been consulted during the placement and this report documents evidence of the Preservice Teacher's
achievement of the Professional Experience objectives.
T'SFT C TORY / UN S AN SF ACTO RY
(Delete whichever is not applicable)
SA

(Signature)

Please return this completed form to:

School of Education, Professional Experience Office,
University of south Australia, Mawson Lakes Boulevard, Mawson Lakes sA sogs

University Liaison/ Coordinator

Date:

IANE ANGOVE ID NUMBER: 110016034

It

has been a pleasure to work with fane. She has an excellent professional
attitude, willing to share ideas and engage in professional discussions with
colleagues. She quickly became part of the teaching and learning team, having
input into planning and discussions about the students..
fane showed a high level of initiative. This was especially evident in the
environmental ed activity she suggested, planned and taught on world
Environment Day. The children were engaged and understood the lesson's
objective, offering opinions and answers to ]ane's questions.
One of f ane's emerging strengths is her enthusiastic and engaging nature, where
she used an animated and motivating approach with the students. They
responded well to her friendly and caring manner.
Early Teaching skills: Jane demonstrated teaching skills beyond what would be
expected ofa teacher ofearly experience. She
. was very organized; planned lessons well, identifying the main objective of
the lesson;
. explained the learning intention to the students, building on their prior
knowledge;
o used some successful behaviour management skills that were modeled to her
and also trialed some behaviour management techniques of her own
o planned and taught whole lessons on most days, initially with mentor teacher
stipport and progressing to more autonomy
. used some simple ways to gather assessment information about the students
such as identifying the writing progress in student writing samples, reading
the class curriculum Overview and observing a reading running record
o established a working relationships with many of the parents
fane also has good understandings about the Australian Curriculum. This was
especially evident in the links to the Australian Curriculum that she made when
planning and documenting her lessons.
fane also observed a parent/teacher interview, keen to learn about this aspect of
teaching, and afterwards asked questions about the process and the content.
I look forward to working with fane again in August.
FUTURE DEVELOPMENT:

Assessment of student learning - continue to learn about the importance of

student assessment to inform your teaching, using the Australian curriculum as
the basis for assessment.
Behaviour management - continue to experiment with, and research, strategies
that suit your teaching style and that work for you.
Begin to focus on the individual needs of students especially those with differing
learning styles and difficulties. Investigate how you will plan and differentiate
learning for them. Plan for and work with small grqups at your next prac if
possible.
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