Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name Joseph Helo Student ID: 18319196

Curriculum/teaching area Mathematics Dates: 3rd May – 15th June
30 days
School Sarah Redfern High School Nº of placement 1 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Joseph has shown immense progress during his time at Sarah Redfern High School. While teaching the 7NUMR
and S5MAT4 classes, he demonstrated a strong understanding of the fundamental mathematical contents for
stage 4 and stage 5. His lessons were relevant to the topic and contained different activities to keep the students
engaged throughout the 75-minute period. Joseph does need to learn and build up his skills to teach the same
content in different ways to cater for the range of needs within his class.

Joseph demonstrated his ability to create and maintain a safe and inclusive learning environment. His positive
attitude allowed his students to feel comfortable and accepted in his classroom. Joseph is still working towards
refining his behaviour management skills and has already shown great progress in this area. Joseph would
benefit from developing his own behaviour management plan that contains expectations that fit his own values
and beliefs, as well as fitting with the school policies.

The best quality about Joseph was his willingness to accept constructive feedback. He is keen to learn from his
experiences and would always incorporate feedbacks into the following lesson to refine it. He engages well with
the other staff members and takes on their advice with an open mind.

Joseph has done very well during his time here. He has improved a lot during the 5 weeks and will continue to
improve as he takes on more opportunities. His passion and love for teaching are shown through his consistent
effort to improve, and I believe he would do well in the teaching profession.

OVERALL ASSESSMENT

Grade:  Satisfactory  Unsatisfactory

SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.

UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal
are of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.

Supervising Teacher’s Name Jennifer Truong Signature: ____________________ Date: 15/6/18

Pre-service Teacher’s Signature: _____________________________________________Date: ______

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience I/II as either ND – Not demonstrated; D – Demonstrated; E – Exceeds expectations. Elaborate on the Pre-
service Teacher’s professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert ‘NA’.
 STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN
ND D E
Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and characteristics of students and how these may
development and affect learning.
✓
characteristics of
students

1.2.1 Understand how Demonstrate knowledge and understanding of research into how students
students learn learn and the implications for teaching. ✓

1.3.1 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, cultural,
religious and socioeconomic backgrounds.
✓

1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture,
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds. ✓
students

1.5.1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the ✓
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements

support full participation and teaching strategies that support participation and learning of students
of students with with disability. ✓
disability

Comments
Joseph demonstrated his knowledge of the different ways that students learn by consistently adjusting his lessons to fit the
content and the students’ abilities. He made sure to include challenging questions to keep the high ability students engaged.
Joseph would normally have fun brain teasers towards the end of the lesson to challenge the students. He made sure to
individually check in on the low ability students throughout the class and will work together with those students through the
worksheet. Joseph does need to work on differentiated his instructions and explanation to cater for students who have a
lower understanding of maths.

STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT

ND D E
Focus area GRADUATE TEACHERS
2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and
teaching strategies of the structure of the content and teaching strategies of the teaching area. ✓
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
✓
and organisation
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans. ✓
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote ✓
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
✓
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students. ✓
Technology (ICT
Comments
Joseph has demonstrated knowledge of mathematical concepts. He utilised the lesson scopes and sequences and the
teaching programs provided by the school to help plan the sequence of his lessons. Joseph also made sure that he has
covered all content points by regularly checking with the NESA mathematics syllabus. He has implemented ICT such as

Professional Practice I Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 PowerPoint slides to present his information and Desmos (an online graphing tool) to help provide students with a visual
representation of the mathematics theories. Joseph ensured that key vocabulary is defined at the beginning of his lesson and
used them regularly throughout the lessons.

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

ND D E
Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning varying abilities and characteristics. ✓
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies. ✓
programs
3.3.1 Use teaching Include a range of teaching strategies
✓
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning. ✓

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement. ✓
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
improve teaching teaching programs to improve student learning. ✓
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the
carers in the educative educative process. ✓
process
Comments
Joseph had his lesson objectives written on the side of his whiteboard during the lessons. This allowed the students to see
what he expected them to be able to achieve by the end of the lesson. He has developed lesson plans that are based on the
content and has created worksheets to help students apply that knowledge.
I would have like to see Joseph attempt other teaching strategies such as group work or game-based activities. He does need
to build up his repertoire of mathematical strategies, as there were times when students did not understand the explanation
provided to them. Joseph should observe more mathematics teachers (either in class or online on Youtube) see how the
same content can be taught differently.

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING

ENVIRONMENTS ND D E
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement
✓
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
✓
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
✓
challenging behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students’ wellbeing and safety working
safety within school and/or system, curriculum and legislative requirements. ✓

4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
✓
and teaching.

Comments
Joseph’s positive attitude in the classroom created a safe and inclusive learning environment. By the end of his practicum,
Joseph was able to get all students in year 7 to be involved in class discussion. He often observes the students and will
directly ask them questions that are at their current level of understanding. This made the students more comfortable when
sharing their answers. He would make sure to thank them for their participation and provided instant feedbacks for their
answers. Joseph is still working towards refining his behaviour management skills. I suggest that Joseph develop his own
management plan where prepared consequences for negative behaviour and rewards for good behaviour are outlined. I am
confident that Joseph and will continue to improve with practice.

Professional Practice I Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT
LEARNING ND D E
Focus area GRADUATE TEACHERS
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student ✓
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
✓
students on their
learning
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
✓
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice ✓

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students

student and parents/carers and the purpose of keeping accurate and reliable records of
✓
achievement student achievement.

Comments
Joseph was able to demonstrate his knowledge of how assessments influence teaching when he took part in marking of the
year 7 half-yearly exam and the creation of the year 11 topic test. Our discussion of teachers’ feedbacks and marking
guidelines helped develop his understanding of why assessment moderation is needed to create fairness. Joseph often
provided verbal feedbacks during class discussions to indicate if the students are on the right track or not. An area that
Joseph should work on is using other forms of assessments such as quick quizzes or class test. This will allow him to
practice writing more detailed and thought out feedbacks. It would also allow him to assess the learning of all students, not
just the actively verbal students. Joseph should also use data to develop lessons that targets and addresses students’
weaknesses and strengths, to help develop an engaging lesson for all students.

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

ND D E
Focus area GRADUATE TEACHERS
6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs. ✓
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers. ✓
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices. ✓
improve practice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning. ✓
student learning
Comments
Joseph understands the positive effects that professional learning has on everyday teaching and has demonstrated that he is
a capable teacher who understands the National Professional Standards. He is continuously taking in the feedbacks that are
given to him by myself and other teachers within the school, and constructively incorporating those feedbacks in his
following lessons. He participated in the school’s TeacherTalk sessions which allowed him to learn about how other
teachers teach their lessons.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES,

PARENTS/CARERS AND THE COMMUNITY ND D E
Focus area GRADUATE TEACHERS

Professional Practice I Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession. ✓
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and ✓
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
✓
parents/carers confidentially with parents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers’ professional knowledge and
✓
networks and broader practice.
communities
Comments
Joseph has demonstrated his understanding of the importance of the code of ethics for the teaching profession. He regularly
engages himself with professional dialogue with teachers across a range of educational issues. He participated in faculty and
staff meetings which address issues relating to the legislative, administrative and organisational policies and processes. He
also attended an N-Determination Policy Review meeting where he participated in discussions surrounding the N-
Determination School Policy and comparing it to the NESA Policy.

Professional Practice I Report 5

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..