3rd Year Undergraduate or 1st Year Master of Teaching

PROFESSIONAL EXPERIENCE REPORT 2018

Student ID
Pre-service Teacher Meredith Young 2162717

School Renmark High School

Name: Simon Turk Learning Area: HASS Year Level: 9
Mentor Teacher(s)
Name: Kay Heuzenroader Learning Area: English Year Level: 9

Name: Athina Papametis Learning Area: HASS Year Level: 8

School Co-ordinator Tony Clough

Liaison Coordinator
University Brian Featherstone 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

Renmark High School is a medium sized Year 8-12 public high school located in the Riverland. It has
a mixed cultural and social economic intake with many ethnic groups being represented in the
district. The largest numbers of students from non-English speaking backgrounds are of Greek or
Turkish descent albeit the ethnic profile of the school has changed significantly with large numbers of
Afghani students arriving over the last 8 years. The school has 40 Aboriginal and Islander students and
occasionally some adult re-entry students. The student enrolment spans a very wide range of socio-
economic groups and family structures. Renmark High school draws students from 3 public primary
schools and one independent primary school. In 2018 there is a total enrolment of 516, FTE students,
including 30 students enrolled in FLO programs. Approximately 30% of the student profile is from a
Non English Speaking background and 40% are on school card, some of whom present with significant
socio economic complexity. Renmark High School is a DECD Internationally Education Services
accredited school and has a small number of International enrolments.

Class (including children with special needs)

Meredith worked with a Year 9 class teaching both English and Humanities and Social Science, which
included the teaching of an Integrated Unit of work. The class consisted of 27 Students, including 15
girls and 12 boys. There was 1 EALD learner and some disengaged boys to support.

Meredith also worked with a Year 8 HASS class, consisting of 27 students with 17 boys and 10 girls.
This class is far more diverse with a number of students on Negotiated Education Plans, identified
disabilities or special needs as well as EALD Learners (10 students fitted in these categories). This
provided a complex and challenging classroom environment for Meredith to practice her skills in.
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
Meredith presented herself as a very professional young lady with a dedicated approach to her
vocation. She displayed a positive attitude toward educating and showed a genuine interest in the
students she came into contact with. This was reflected in the building of productive, positive
relationships with the students of Renmark High School. Meredith networked well during her short time
and was respected by staff.
Name: Tony Clough Date: 28/8/18

University Liaison
Meredith approached this professional experience with enthusiasm. She understood the importance
of forming warm and positive relationships with the students. She quickly learned the names of
students and engaged with them in a warm and friendly manner. She demonstrated to the students
that she cared. I interviewed many students during my observations and all commented how she
was clear with her explanations, genuinely showed interest in them and was attempting to make
learning interesting and fun.
Meredith is in the early stages of building democratic relationships and creating safe conditions in
the classroom. She has listened attentively to her mentor's feedback and made adjustments to
improve the way she delivers instruction and manages the classroom.
We spoke a lot about developing an understanding of thinking and the role thinking plays in deep
learning. I am confident that Meredith will learn more about developing activities that challenge
students’ thinking and allow them to collaborate and learn together. This will enable her to move
away from more teacher-directed activities which require significant amounts of energy and
potentially leads to ‘burn-out’.
Given this was Meredith’s first experience in the classroom, she has done extremely well. She was
attempting to model curiosity and experiment with a range of questioning techniques that actively
promote risk taking and discovery. Over time I am confident that Meredith will build a repertoire of
thought provoking questions that encourage students' resilience in using their strengths to tackle
new learning and solve problems.
Meredith has been left with the challenge to progressively move from more prescriptive learning
activities to student led activities. For example, more open ended tasks with clearly defined criteria
that maximises the learning time available.
I wish to congratulate Meredith on her professional experience. By accepting the opportunity to live
in a rural town and teach in a school that serves a culturally and economically diverse community,
she has demonstrated the resilience required to be a truly successful educator in time. I wish her
well in the future.
Name: Brian Featherstone Date: 15/8/18
SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor: Simon Turk
Learning Area: HASS - History
RE: Meredith Young

Professional Knowledge
Meredith has developed and demonstrated many professional qualities needed to be successful teacher.
She has consistently demonstrated an eagerness to support all learners and ensure they have the
opportunity to engage in class. She has acted on feedback and reflected on her own practice in an effort
to improve. Through the teaching of Year 9 History – ‘Making a Nation’, Meredith needed to deliver a
curriculum that was new to her and integrated with the English program. This required her to learn the
subject matter and curriculum structure for two learning areas. To achieve this she proactively worked
with colleagues to plan materials as well as complete extra research and reading to build her topic
knowledge. One of Meredith’s great strengths was her development of learning materials and activities.
She was very effective in developing a range of tasks and activities that aimed to engage students. This
included a range of sources analysis activities that challenged students thinking, while developing higher
order thinking skills.

Professional Practice
Over the course of the practicum Meredith developed her understanding and confidence in the
classroom. This included the development of learning programs and activities that focused on improved
student outcomes. Meredith also developed her knowledge and understanding of the Explicit Instruction
Model (EIM) as a lesson planning tool. This included the development and use of Learning Intentions
and Success Criteria to give students clear goals and ability to measure success in class.
For her first practicum, Meredith demonstrated good behaviour management skills and maintained high
expectations around classroom behaviour and learning. This involved the setting and displaying of
classroom expectations as well as rewarding positive attitudes and behaviours.
Over the course of the practicum Meredith has been pro-active in the development and assessment of
formative and summative tasks. This included the development of her own summative assessment task
that was mapped against the Australian Curriculum and assessed against the Year 9 Achievement
Standard. Meredith has been effective in providing both written and verbal feedback, always focused on
providing formative information. This has included supporting students in class, drafting work and
providing written feedback through DayMap.
Professional Engagement
Meredith has maintained an approachable and professional manner throughout her time at Renmark
High School. She has developed and maintained positive relationships with students, colleagues and
parents. Meredith has also helped with whole school events including the school’s Open Night, in which
she assisted with set-up of faculty materials and engaged with parents and the community on the night.
Meredith has maintained a positive and enthusiastic attitude, which has allowed her to develop a good
rapport with staff and students alike. Over the period of the practicum Meredith attended our regular
Thursday afternoon staff professional development sessions as well as attended our student free days in
which she participated actively in Site Improvement Plan (SIP) project teams.
Written by: Simon Turk Date: 27/8/18
Mentor: Kay Heuzenroeder
Learning Area: English
RE: Meredith Young
Professional Knowledge

Meredith successful planned sequential lessons on "Visual Literacy" to a class of Year 9 English
students, specifically focusing on developing understanding of techniques used to interpret and
evaluate texts that communicate with visual images rather than words. She was able to demonstrate
knowledge and understanding of literacy strategies to further develop student’s skills in exposition
writing.

Professional Practice

Meredith used varied and engaging formative class activities that supported inclusive participation. She
was able to successfully interact with the class as a whole, as well as with individuals and small
groups. Meredith took student’s needs and abilities into account when delivering curriculum and
modified formative assessment tasks to suit the needs of all students. Summative assessment tasks
were used which challenged students of varying abilities. At all times Meredith provided both clear and
precise directions to students.

Professional Engagement

Meredith clearly displayed enthusiasm towards her teaching. She developed respectful relationships
with all students in the Year 9 English class she taught. Meredith provided detailed and timely feedback
to students about their learning, highlighting strengths and suggesting areas for improvement. Prior to
returning summative work to the class, Meredith sought clarification on the grades and the feedback
she provided students. Meredith responded well to feedback and made every attempt to improve her
teaching practices throughout the practicum

Written by: Kay Heuzenroeder Date: 27/8/18

Mentor: Athina Papametis

Learning Area: HASS
RE: Meredith Young

Professional Knowledge
Meredith demonstrated a very good knowledge and aptitude with Student Behaviour management.
She effectively established class expectations and she was consistent in her management of the
learning environment. In the task design process she was able to scaffold work to suit the needs of
each learner, which was important to the context of this class. In front of the class, Meredith was
explicit in her instructions and teaching of the content and was able to create and deliver very good
learning materials.

Professional Practice
Meredith showed demonstrated many great qualities in her professional practice. She was able to
meet the needs of her learners and provide both challenge and rigour in task and assessments.
Overall, I was very impressed with her skills and knowledge and a pre-service teacher and I am very
confident that she will make a great graduate teacher in the future.

Professional Engagement
Meredith engaged very well with me as a mentor and would frequently seek guidance and advice to
improve her professional practice. During Professional learning time and Student Free Day Meredith
was actively involved in group tasks and joined a SIP team. In the classroom Meredith developed
positive relationships with all students and was able to connect with even the more challenging
students.
Written by: Athina Papametis Date: 27/8/18
 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)

In our opinion Meredith Young

☒ 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