3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2018

Student ID
Pre-service Teacher Isabella Davies 2167120

School Murray Bridge High School

Name: Learning Area: Year Level
Andrew Walkley English 10, 8
Mentor Teacher(s)
Patti Williamson-Daley

Name: Learning Area: Year Level

Deb Johns HASS- Geography/Civics and 8, 9
Citizenship

School Co-ordinator Darren O’Connor

Liaison Coordinator
University Sandra Jaunkalvis Anna Noble

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

Murray Bridge High School; wide range of curricula offered; approximately 1000 students years 8 -12;
category 2

Class (including children with special needs)

Year 8 Geography- 24 Students- 5 Aboriginal; 1 SWD (high functioning Autism)

Year 9 Civics and Citizenship- 24 students- 1 Aboriginal; 3 SWD (Speech/ Language)
Year 10 English – 30 students – 2 Aboriginal
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 x I .
Complete Novice Emerging Graduate

Standard 2 Know the content and how to teach it

I I x I .
Complete Novice Emerging Graduate

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I x I .
Complete Novice Emerging Graduate

Standard 4 Create and maintain supportive and safe learning environments

I I x I .
Complete Novice Emerging Graduate

Standard 5 Assess, provide feedback and report on student learning

I I x I .
Complete Novice Emerging Graduate

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I x I .
Complete Novice Emerging Graduate

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

I I x I .
Complete Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Isabella engaged in the pre service placement bringing a friendly and positive approach. She had
some prior knowledge of our school and was comfortable working with staff. She developed
working relationships with a number of teaching staff who provided a broad and challenging
mentoring experience. Isabella worked professionally and gained in confidence during her time
with us. Isabella undertook daily routines as required and was keen to develop her teaching
strategies.

Name: Darren O’Connor Date: 4/09/2018

University Liaison
Isabella developed her content knowledge well over the course of her placement. She
designed a suitable task sheet which reflected her understanding of the Australian Curriculum
and assessment. She explored a number of behaviour management strategies and used
humour appropriately when engaging with students. Her strength was in her individual work
with students; it was here where she was able to motivate reluctant students and helped more
able students extend themselves. Isabella also reflected and improved on her timing of lesson
components and extended her range of questioning techniques.
She is encouraged to always give her students clear expectations and expand her strategies
for keeping them on task.

Name: Sandra Jaunkalvis Date: 4/09

SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
Learning Area: HASS/ Geography
RE: Isabella Davies Civics and Citizenship

Professional Knowledge

Bella realised that the physical, social and intellectual development of students affects learning and
applied this understanding when planning lessons. She understood the need to engage students
through connecting them to their learning and the use of technology (an example was her use of
Kahoots to review their prior learning at the beginning of each lesson). Bella needed to develop her
knowledge and understanding of Geography concepts but was willing to seek guidance and put in
extra effort to understand the content (Landforms and Landscapes; Geomorphic processes) and how
to differentiate her teaching to meet a range of specific learning needs before creating her lesson
plans.
She began with some knowledge and understanding of the topics we were covering in Civics and
Citizenship but again was willing to work hard to further develop her understanding of the
Government systems and responsibilities.
Professional Practice

Bella created and delivered a series of lessons, using a range of teaching strategies, some of which
she was provided with, (clickview documentaries/Class worksheets/ Power Points ) and some she
developed on her own (Kahoots, youtubes). She did this for both the Year 8 Geography Class on
Landforms and Landscapes and the year 9 Civics and Citizenship class.
With guidance, Bella set summative tasks to assess student learning
• (Choose a Landform; create a Power Point describing the Landform and the geomorphic processes
that created it and how the landform can be viewed using the 7 geographical concepts, Space, Place,
Interconnection, Change, Environment, Scale and Sustainability)
• A test on Australia three levels of Government, their roles and responsibilities and the creation of Laws
Bella became more confident in her teaching style and her ability to manage challenging behaviour as
time continued. She began to plan for inclusive learning events to engage and motivate students and
demonstrated the capacity to independently organize classroom activities that were suitable for the
tasks.
She offered immediate feedback to students through moving around the room and helping them
develop their understanding of curriculum and what was required of them and also by giving them
written comments on their formative work.
Professional Engagement

Bella is aware of the Professional Standards for Teachers and identified some personal learning
needs in the areas of curriculum knowledge and classroom and behaviour management strategies.
Bella took part in some staff T&D around Quality Teaching and Learning developing some Solution
Fluency tasks and skills in the use of Google Classroom. She attended staff meetings, engaging with
other staff members and peers.

Written by: Debra Johns Date: 29/08/18

Mentor
Learning Area: English
RE: Isabella Davies

Professional Knowledge
Isabella was able to identify appropriate learning activities to enable students to demonstrate their
learning against the Achievement Standards. She showed good awareness of the importance of
developing and maintaining positive relationships with students.

Professional Practice
Isabella maintained positive relationships with students and used appropriate feedback to guide their
learning. She is beginning to develop behaviour management strategies to ensure students are on
task. Isabella recognised the importance of a planned teaching sequence, using explicit instruction,
shared deconstruction and co-construction of a text before expecting students to write independently.

Professional Engagement
As mentioned above, Isabella is aware of the Professional Standards for teachers, and has identified
some areas which she needs to further develop. She was open to guidance about appropriate timing
and learning activities, and was prepared to discuss her lesson goals and reflect on what she might
learn about the craft of teaching from each lesson.

Written by: Patti Williamson-Daley Date: 30/08/18

Mentor
Learning Area: English
RE: Isabella Davies

Professional Knowledge
Isabella established a calm and positive learning environment through engaging students with a
variety of tasks and expectations. She directed class input into the creation of an exemplar essay
that demonstrated her ability to manage a group of students with different ideas, interpretations, and
arguments. Class discussions were energetic and Isabella ensured that all students had input by
directing questions and asking for other perspectives.

Professional Practice
Isabella was able to plan, deliver, direct, and give feedback to a whole class cohort on essay writing,
critical analysis of texts, and general language usage. She did so in a timely manner and
experimented with a variety of different feedback methods. An area for further development for
Isabella is how to engage students that are resistant or work avoidant by utilising parental
engagement or differentiated tasks. Isabella recognised the importance of a planned teaching
sequence, using explicit instruction, shared deconstruction and co-construction of a text before
expecting students to write independently.

Professional Engagement
Isabella was open to feedback about her planning and delivery and readily adapted her classroom
management to incorporate suggestions. When giving feedback, Isabella was able to give
individualised verbal and written forms as directed and was able to see the different perception of
each kind through surveying students for feedback.

Written by: Andrew Walkley Date: 30/08/18

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

In our opinion Isabella Davies

(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

Powered by TCPDF (www.tcpdf.org)