3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Crystal Mellett 2135155

School Hawthorndene Primary School

Name: Learning Area: Year Level
Charmaine Facciol Primary School Year 6/7
Mentor Teacher(s)
Name: Learning Area: Year Level

School Co-ordinator Diane Winterling

Liaison Coordinator
University Carolyn Franklin Zoe Christopher

Teaching Days 5 introductory days + 20 day block: 25 days

CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.
School

R-7, category 7 school. 347 mixed gender students. 8 acres of land and 11 classrooms. The school
has a diverse cohort with 3 Aboriginal students, 15 students with a disability, and thirteen students with
English as an Additional Language or Dialect (EALD).

Class (including children with special needs)

Class of 32 students with mixed ability and gender. 2 students have support from an SSO, one of those
students is ASD. 2 other students that require extra scaffolding but have no diagnosis

ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Please place an ‘X’ at the point along each continuum that best represents the development of the pre-service teacher
towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I I .
Complete Novice Emerging Graduate
 PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I .
Complete Novice Emerging Graduate

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I I .
Complete Novice Emerging Graduate

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Crystal has completed her placement at Hawthorndene Primary School. She used the experience
to develop insight into the role of the classroom teacher, required skills as a teacher and
commence development of her own skills.
She demonstrated suitable qualities such as enthusiasm, commitment and a compassionate
nature when relating to students.
I observed Crystal in the classroom, she had planned an innovative activity to engage students
and develop their understanding of the concept of personification. During the lesson she used the
IWB and had organised appropriate picture books for the task.
Crystal needs to continue to develop her presence in the classroom through use of voice,
pedagogical techniques to ensure she has the students’ attention and her own physical
demeanour.
I recommend Crystal seeks as much time as possible in classrooms to develop these skills.
Good luck in your journey as an Educator.

Name: Diane Winterling Date: 23/8/17

 University Liaison
Crystal has approached this Teaching Placement with commitment and enthusiasm and has
gained insight and understanding as to the requirements of a classroom teacher. Her lesson
plans were comprehensive and were well scaffolded,
The students responded well and were engaged actively in the innovative tasks that were
planned. Crystal made good use of technology, using the smart board in my observed lessons.
Chrystal displayed an excellent commitment in developing her teaching skills, seeking
feedback and acting on suggestions (such positioning herself in the classroom) which aided
her classroom management.
She was able to develop and build good relationships with her mentor teacher, the students
and the school community.

Name: Carolyn Franklin Date: 29/08/2017

SUMMARY STATEMENT(S) (May be used as a referee statement)

Mentor
Learning Area:
RE: Crystal Mellett

Professional Knowledge

Crystal realises that the physical, social and intellectual development and characteristics of students
may affect their learning. She currently seeks help in selecting teaching strategies that support the
participation and enhance the learning outcomes of students on NEP’s, with disabilities and those
with learning difficulties. After these discussions, she is able to implement appropriate strategies into
her delivery of lessons (pre-prepared slides, pictures, written statements and differentiated rubrics).
Crystal is showing progress to apply this understanding consistently in her practice when planning
and facilitating student learning. Crystal mostly sees learning as an outcome of teaching and is
working on applying current research into how students learn when planning her lessons. Crystal
shows willingness (through discussion), to gain a greater understanding of the diverse linguistic,
cultural, religious and socioeconomic backgrounds that students have and how this may affect their
learning. Crystal has shown progress in organising content into an effective learning and teaching
sequence. She is able to use her curriculum, assessment and reporting knowledge to design lesson
plans accordingly. Crystal has intentionally selected teaching strategies, including various activities
that involve locating literacy devices and involve measurement, to enhance literacy and numeracy
across teaching areas. She is aware of incidental “teachable moments”, however is gaining the
confidence to use these moments to further enhance student learning outcomes.

Professional Practice

Crystal’s awareness of establishing learning goals that are achievable for all students is growing and
has developed from the beginning of her placement. Crystal has worked on her sequencing for
effective learning outcomes and has shown an improvement throughout her placement. With little
support, she is mostly able to plan effective lesson sequencing with appropriate scaffolding. Crystal is
showing increasing independence in selecting new teaching strategies from a limited, but growing
repertoire and is still working on her presence within the classroom. Crystal is able to locate a range
of resources, including ICT (Onomatopoeia song, PowerPoint slides, clips from various movies to
teach literacy devices) that engage students in their learning. She is working on her communication
style within the classroom to ensure student engagement and respect. Crystal is aware that building a
strong student-teacher relationship will enhance her presence within the room and is working on
strategies in doing so. Crystal can discuss the importance of parents/carers for student learning,
however has shown limited interaction. Crystal is able to independently organise activities and the
day-to-day administration of the classroom. She is able to provide clear direction with little support.
Crystal attempts to apply existing classroom rules and more often than not, these are successful.
Crystal was able to provide constructive and timely feedback linked to student achievement
throughout her placement and showed a good level of independence in doing so. Her understanding
and ability to keep accurate and reliable student records was noted and achieved on a weekly basis
throughout her placement.
 Professional Engagement

Crystal is aware of the Australian Professional Standards for Teachers as a way of identifying her
learning needs. She is able to discuss multiple sources that she has used (TED, Tefl, professional
development, attendance at staff meetings) that have improved and will continue to enhance her
professional learning needs. Crystal is able to identify where improvement is needed in her practice
and is open to feedback. She has shown commitment to taking on feedback and implementing this
into her practice. Crystal has maintained professional relationships with colleagues and has started to
apply strategies for working effectively, sensitively and confidently with parents/cares and students
within the community.

Written by: Charmaine Facciol Date: 18/08/17

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion (Insert full name)

(Please click on appropriate box below)

☒ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service
teachers and is ready to progress to the final professional experience.

☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service
teachers and is not ready to undertake the final professional experience.

NOTES FOR COMPLETING THIS REPORT

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.

Please keep an electronic copy of this report and submit the report to the University Liaison.
Please DO NOT give a copy of this to the student as the report needs to be certified by the University.

Please submit the completed report within 2 weeks of completion of Professional Experience placement.

If this is not possible then please email it directly to: mssprofexp@flinders.edu.au