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Professional Experience Final Report

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The attached artefact is a copy of the final report that was completed by myself and my professional experience mentor. The report was provided for feedback and so that I could then be able to input my own feedback, reflecting on the experience and the feedback that was discussed and reported on by my mentor.

I felt the report was accurate and gave me a range of areas that I would be able to focus on for my next professional experience.

The feedback provided by my mentor was extremely helpful and gave me some areas to focus on for my next professional experience engagement, particularly on time management and using my voice and presence to project authority as well as to be able to slow down to give myself more time to be able to deliver the lesson. I enjoyed working with my colleagues and learning what they could teach me as much as the support that was provided amongst the teams. I would also like to be able to make further use of the in house resources to learn more from the discussions that took place there. Overall I really enjoyed the school environment and the energy that came from the students and the staff and I am looking forward to my next experience where I can take the learnings from this one and improve on my skills and knowledge.

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Professional Experience Final Report

  1. 1. Page 1 of 13 Professional Experience Interim and Final Report Supervised Practicum EDU70015 Professional Experience 1 The reporting responsibility of the Mentor: 1. Complete andsubmitan InterimReport formmid-waythroughthe Professional Experience(Day10). Thisis to be submittedtothe Professional Experience Manager. 2. If the Pre-Service Teacherreceivesan UNSATISFACTORY resultonthe InterimReport,the Mentorisrequired to contact the ProfessionalExperience Managerandcomplete the Professional Experience SupportPlanin consultationwithProfessionalExperienceTutor. Thisisto be submittedtothe Professional Experience Manager by the Mentor. 3. Complete andsubmitthe final reportformonthe final placementday. The reporting responsibility of the Pre-Service Teacher is: 1. To make sure all documentsare completedinatimelymannerandsubmittedbythe requireddates.Please note the InterimReportispart of the practicumhurdle requirement. 2. To participate inthe InterimandFinal assessmentreportingprocess. Please note:EDU10023 Professional Experience1is the firstpracticuminthe Bachelorof Education(Secondary).In orderto satisfactorilycomplete thispracticum, the Pre-Service Teacherisrequiredtomeet the sub-setof Australian ProfessionalStandardsforTeachers(Graduate) outlinedinthisreport.Toassistinassessingthe Pre -Service Teacher, practical interpretationsof eachstandardare outlined inthe shadedareaoneachpage. Should you have any queries and/or concerns at any time throughout the practicum, please contact the Professional Placement Office. Professional Experience Manager Angela Maplestone Phone: 03 9214 5788 Email: eduplacements@swin.edu.au Assessing Professional Practice We place greatfaithinthe Mentor’sprofessional judgement andrequestanhonestappraisal of the Pre-Service Teacher’sprogressandfinal assessment. We askthat Mentorstake intoconsiderationthe level of the particular ProfessionalExperience, whenmakingaprofessional judgementandassessingthe overallperformance of the Pre- Service Teacher. InterimReport–ProgressagainsteachDomainofTeaching The AustralianProfessionalStandardsforTeachersaregroupedintothreebroadDomains–ProfessionalKnowledge (Standards1and2),ProfessionalPractice(Standards3,4and5) andProfessionalEngagement(Standards6and7).Atthe InterimReportstage,Pre-ServiceTeacherswillbe assessedasfollows:  SPSatisfactoryProgressthestudentismakingsatisfactoryprogresstowardsthisDomainatthelevelindicated.  WTWorkingTowardsthestudentisworkingtowardssatisfactoryprogresstowardsthisDomainatthelevel indicated,orhasnotyethadasuitableopportunitytodemonstratecompetenceinthisDomain.Ineithercase, thisDomainmayrequireattentioninthesecondhalfof theplacement(butnoadditionaldocumentationis
  2. 2. Page 2 of 13 required).  CCCause forConcernthestudentisnotmakingsatisfactoryprogresstowardsthisDomainatthe level indicated.ThisDomainwillrequirefocusedattentioninthesecondhalfof theplacementandaSupportPlan mustbe submittedalongwiththeInterimReport. Level achievedagainsteachStandard For eachof the Standards being assessed during this placement, please use the following descriptors to guide your assessment:  0 Not demonstrated- the pre-serviceteacherhasnotdemonstratedthe professional standardata satisfactory level.If a0 isawardedfor anyof the standards the overall resultmustbe UNSATISFACTORY.  1 Demonstratedoccasionally - the pre-service teacherhasbeenable todemonstratethe professional standardat an introductory level,albeitoccasionally.  2 Demonstratedregularly - the pre-service teacherhasdemonstratedthe professional standard atan introductorylevelregularlyduringtheirprofessionalexperience.  3 Demonstratedconsistently - the pre-service teacher has consistently demonstrated the Professional standard at an introductory level throughout their professional experience. Please take intoaccount that thisis the first placement pre-service teachershave undertaken,and assessthem accordingly. They are not requiredto demonstrate the same level of competence asa graduate teacher.
  3. 3. Page 3 of 13 Professional Experience Interim Report Supervised Practicum EDU70015 Professional Experience 1 Pre-Service Teacher: Alena Krasnopeeva Student number: 100641247 Number of days completed in this phase: Please note: Missed days should be made upin negotiationwith the mentor. 9 Missed days: Days made up: Mentor: SulaTyndall Principal: ElisabethLenders Teaching Area(s): BusinessManagement Year level: 11 Based on the first10 days of thisplacement,the Pre-Service Teacherisassessedat the followinglevel of achievement: Australian Professional Standards for Teachers: Domains of Teaching Professional Knowledge: Demonstrates current professional knowledge and skills to begin planning for and managing learning programs. SP WT CC Professional Practice: Demonstrates a growing capacity to begin to plan, implement and assess for effective teaching and learning as well as maintaining a safe and supportive learning environment. SP WT CC Professional Engagement: Demonstrates the capacity to begin developing effective relationships with the school community to enhance learning opportunities. SP WT CC Key for assessment: SP – Satisfactory Progress WT – Working Towards CC – Cause for Concern Important note: If one or more CC results are indicated against the Domains of Teaching above, submission of this Interim Report must be accompanied by a completed Professional Experience Support Plan. When completingthe above assessmentof interim progress,please be guided by the examples of evidence for each standard, outlined in the final reportform. Comments (Optional): Mentor Teacher Alena has made good progress with her teaching. She is learning to develop effective lessons within the timeframe and accommodate student needs. Her activities are engaging and she is working on her voice projection and class room management. Things are progressing well.
  4. 4. Page 4 of 13 Signatures Mentor: SulaTyndall Pre-ServiceTeacher: Date: 22.04.1026 Professional Experience Final Report Supervised Practicum EDU70015 Professional Experience 1 Pre-Service Teacher: Alena Krasnopeeva Student number: 15 Number of days completed in this phase: Please note: Missed days should be made upin negotiationwith the mentor. 20 Missed days: 0 Days made up: Mentor: SulaTyndall Principal: Elisabeth Lenders Teaching Area(s): Business Management Year level: 11 Overall Performance  Satisfactory. The pre-service teacherhassatisfactorilyassumedthe professional responsibilitiesof ateacher at this stageof practice. The Pre-Service Teacherhasnotreceiveda0 forany of the assessedStandards.  Unsatisfactory. The pre-service teacherhasnotsatisfactorilyassumedthe professional responsibilitiesof a teacherat this stageof practice. The Pre-Service Teacherhasreceiveda0 for anyof the assessedStandards and/oris deemedbythe Mentorandthe NominatedSupervisortobe notachievingthe requiredlevel forthe stage of practice.  Not completed.The pre-service teacherhasnotyetreacheda satisfactorylevelforthisstage due to exceptionalcircumstances. Based on the level achieved for each standard the OVERALL result for this Professional Experience Placement is: Satisfactory Unsatisfactory Notcompleted Signatures Mentor:
  5. 5. Page 5 of 13 Pre-ServiceTeacher: Date: 06/05/2016 Overall comment (Mentor): Alena is softly spoken,so her ability to projecther voiceand use her tone and key words to manage classroombehavior is vi tal.It is not necessary to yell,however, Alena can experiment with the use of silence,movement in the room and engaging with students usingeye contact. The key area for improvement is ensuringAlena does not move on or speak when students are chattingand distracted.It is important to wait, gain all students attention and then continuewith the lesson.Talkingover students is non effective and can lead to classroombehavior management issues. Alena could also starther next practicumwith a set of expectations, clearly articulated learningintentions and usestudent names to manage individual behaviour.Engagingwith the students on this level will help create the environment conducive to effective teaching and learning.Keep expectations simple,ensure consequences are clear and swiftand praiseis used actively to engage cooperation of students. Standard 1- Know the students and how theylearn [Professional Knowledge Domain]: (0-3 to be placed in column to indicatelevel of achievement) 0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently Focus areas Level Achieved 1.1 Physical, social and intellectual development and characteristics of students - Demonstrate knowledge and understandingof physical,social and intellectual development and characteristics of students and how these may affect learning. 2 1.2 Understand how students learn – Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 2 Feedback and self-review Mentor  What did the pre-service teacher do well in regard to these focus areas?  What does he/she need to focus on before the next Professional Experience placement? Alena ensured she gained a sound understandingof the students in the Business Management class.She satwith me and went through the classlistand we discussed each student, in terms of learningneeds, behavioral issues and Individual LearningP lans. Time constraints prohibited us touchingbaseabout these students regularly and reviewingeach student’s progress after each lesson.However, Alena attempted to meet the student’s needs in all her lessons by differentiatingthe learningactivities.This is an area that will develop with more time in the classroomand when she gets a chanceto engage with these students more regularly.Alena is progressingwell in this area.
  6. 6. Page 6 of 13 Self-review - Pre-service teacher  What I did well  What I still need to learn about this area At the start of my placement I was informed by my Mentor aboutsome students’ difficulties and behavioral issues,such as disruptivebehavior fromunmotivated individuals.I was provided with the relevant information and a listof students with photos and preferable names and ways to communicate. I tried to remember their names and their stories in terms of understanding and relatingto the class.I introduced myself and shared my story in order to build a bridgeand connect to students. Some students responded in a certain degree of relatedness,even to my background to make me feel welcome whereas others were interested if I could speak Russian? I believeit was a good start,but not strong enough to establish myself as a teacher at this time. Next time I would probably ask to introducethemselves and one thing they are passionateaboutand strugglewith. I would try to be more approachableand friendly on common ground and pay more attention to their needs and being more social.MaybeI would incorporatea multipleintelligencetest or ask them how do feel they learn best? And of coursesharemy own strategies if time would have allowed. Professional Knowledge Examples of evidence 1.1 Demonstrate knowledge and understandingof physical, social and intellectual development and characteristicsof students and how these may affect learning  Written observations of characteristicsof individual students in the class.  Planninga variety of activities thattake learner characteristics into account.  Reflective journal entries focussingon specific ways physical,social and intellectual development impacton learning in relation to the students in the class. 1.2 Demonstrate knowledge and understandingof research into how students learn and the implications for teaching  Discussion with mentor of research into learningand the impact on teachingof these theories.  Planningof a range of activities thatseek to address the various ways learninghappens in this subject(e.g. usingvisual aids alongwith spoken explanation)  With the guidanceof the mentor, plan and deliver lessons thatdemonstrate an understandingof the research on learning.  Reflect on how students learn in a specific discipline,drawingon research to supportideas and observations. Standard 3- Plan for and implement effective teaching and learning [Professional Practice Domain]: (0-3 to be placed in column to indicatelevel of achievement) 0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently Focus areas Level Achieved 3.4 Selectanduse resources - Demonstrate knowledgeof arange of resources, includingICT,thatengage studentsintheirlearning. 3 3.5 Use effective classroomcommunication - Demonstrate arange of verbal and non-verbal communicationstrategiestosupport studentengagement. 2 Feedback and self-review
  7. 7. Page 7 of 13 Mentor  What did the pre-service teacher do well in regard to these focus areas?  What does he/she need to focus on before the next Professional Experience placement? Alena has a wealth of knowledge around ICTand current technologies.She is acutely awareof what various apps and programs can do and is constantly lookingfor new ways to do things. Alena is enthusiasticto use a variety of technologies, apps and programs in her lessons,which can be engaging for students. She also taughtme a thing or two about new apps and different ways to use them. In the future, itis importantfor Alena to tailor the use of apps and programs to suitthe level of the student’s ability in howthey use these effectively. To do this,Alena must ensure she outlines the purpose of usingthese technologies/apps and give them a set of step-by-step instructions on how to use the apps/programs.At times, Alena assumed a level of understanding in the class, and students were below this,which delayed the roll outof the task and created a littlebitof confusion attimes. It is also worthwhile closingdown unnecessary apps whilstteachingto avoid opening and searchingthrough open applicationsto access the relevant ones – this can causeclassdisruptions and noiselevels can escalate. As the lessons progressed, Alena paced herself and took her time to explain and scaffold students whilethey interacted with the apps and programs. Alena is certainly ahead of may pre-serviceteachers in her understandingand use of technologies. In terms of other resources,Alena experimented with group work and used a variety of brains tormingand collaborativetasks, which required students to usea series of worksheets, mind maps and engage in effective discussions. Alena was nervous, so her pace was also littletoo fast and difficultto understand, however she is workingon this – to slowdown, articulateher words and repeat key instructionsto students. She must also waitto ensure the students have understood and a re on task before moving on. Alena started usingthe board to write down key words,ideas and instructions for students so that they could refer back and also catch up. Self-review - Pre-service teacher  What I did well  What I still need to learn about this area I tried to engage students with different ICT activities,makethem cooperate and sharetheir knowledge and expertise within physical and virtual environments,setting up tasks,where they needed to physically movearound and actwith role playing, whilstthe importance was still keep them focused on the topic. I believe that team gamingand roleplays were very effective as well as collaborativebrainstormingwith ICT, mind mapping and engaging discussions around videos,articles and brainstorming. Next time, I would better chooseand test ICT tools and its suitability with the security policy of the school networking and learn the best and efficient way of surfingon the white board as well as deliberatethe transcendinghurdles and obstacles with more efficient way of delivery of the materials. I would try to be more clear of the need and purposeto use such a digital tool and be sure that everyone is familiarenough to utilizeand execute this tool in a current task.I will work on my scaffoldinginstructions and use questions to identify at what stage students are at, therefore everyone will haveto constructtheir one knowledge at their own pace. Professional Practice Examples of evidence 3.4 Demonstrate knowledge of a range of resources,includingICT,that engage students in their learning  Seek adviceon the use of appropriateresources.  Reflect on why these resources are deemed appropriatefor this subject  Begin to sourceand develop own resources (where appropriate).  Use ICT and other resources to engage students. 3.5 Demonstrate a range of verbal and non- verbal communication strategies to support student engagement  Show an ability to relate to and work with students e.g. learns and uses students’ names, converses with individuals,listens,smiles.  Effective movement within a learningspace;body languageis open, encouragingand ‘safe’.  Use of appropriatevolume, pitch,tone, language,forms of address,body
  8. 8. Page 8 of 13 language,eye contact, gestures.  Ability to assertthemselves in a classroomenvironment as relevant. Gives clear instructions.Corrects student behaviour where appropriate.  Verbal communication,includinginstructions, is clear,concise,and positive. Standard 4- Create and maintain supportive and safe learning environments [Professional Practice Domain]: (0-3 to be placed in column to indicatelevel of achievement) 0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently Focus areas Level Achieved 4.3 Manage challenging behaviour - Demonstrate knowledge of practical approaches to manage challengingbehaviour. 1 4.4 Maintain student safety - Describestrategies that supportstudents’ well-being and safety workingwithin school and/or system, curriculumand legislativerequirements. 3 Comments by the Mentor providingfurther evidence of the Pre-Service Teacher’s performance in relation to the above mentioned criterion. Feedback and self-review Mentor  What did the pre-service teacher do well in regard to these focus areas?  What does he/she need to focus on before the next Professional Experience placement? Alena attempted to manage challengingbehaviour,however this is notan easy feat. Given it is her firstteachingpracticum,her focus was on developing engaging content and deliveringher planned lessons effectively.Therefore, her attention to recognising disruptivebehaviour and managingiteffectively was a littlelimited.The class was a talkativegroup,who used any gap in delivery or the factthey couldn’thear Alena, as a chanceto disruptthe class.I had to step in a few times, which we negotiated beforehand – so that we could supporther delivery. Alena must startto pre-empt behaviours and look for indicatorsin theclass,and respond to these as a matter of urgency. Getting on top of whisperingstudents or students playinggames on their laptops will help setthe right tone for the remainder of the lesson. As the lessons unfolded, Alena gained a better understandingof individual students and began to form positiveconnections with the students so they worked well and engaged with her in class discussionsand activities. In terms of safety – Alena was well versed and sought information on legal implications,rules and policies of the College. These considerationswere evident in her preparation,discussion and planningwith me. Self-review - Pre-service teacher  What I did well  What I still need to learn about this area I did a presentation about myself at the startand felt that I may have become quite vulnerablefrom a professional and personal perspective, however, I felt that it helped students to gain information and form an opinion aboutwho I am, and what I am doing here. With an accent, it occurred to me that students would begin to wonder about that aspectof my background and potentially ask questions so opening up personally feltlikethe correct thing to do. The students seemed quiet at firstbut they soon opened up and started to ask questions. I felt that I did not have an ‘authoritative’ voiceand I was unableto speak loudly and itwould appear that some of the stu dents would take advantage of that and startto have their own conversations. I was unableto raisemy voiceloudly and strongly enough to regain the control of the room and my mentor spoke up to regain control of the classroom. I feel that in future I would have to pay closer attention to individual behavioursin order to stop groups forming in an uncontrolled manner that would become harder to control. When I gave the students a task,and I sawthem speaking,I would approach them immediately and seek out the students’ progress. I would agree with my mentors comments on safety and believe that there is a combination of planning,care,awareness, alertness and common sense that must prevail to ensure that unsafebehaviours were managed before they arose.
  9. 9. Page 9 of 13 Professional Practice Examples of evidence 4.3 Demonstrate knowledge of practical approaches to manage challenging behavior  Followmentor teacher’s expectations for behaviour management.  Observe and identify various classroombehaviours –those that lead to learningand those that do not – and discusswith mentor practical strategies to manage those behaviours that have a negative impacton others.  Discuss thedifference between proactiveand reactive strategies. 4.4 Describestrategies that support students’ well-beingand safety workingwithin school and/or system, curriculumand legislative requirements  Discuss thereasons for and implications of appropriateschool policies  Discuss potential riskswith mentor teacher.  Respond to potentially unsafesituations.  Document what strategies/ policies and legislation arerelevantto school/student/teachers.  Reflect on ideas/policies/strategies that can translateto future actions. Standard 6 – Engage in professional learning [Professional Engagement Domain]: (0-3 to be placed in column to indicate level of achievement) 0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently Focus areas Level Achieved 6.1 Identify and plan professional learning needs – Demonstrate an understandingof the role of the Australian Professional Standardsfor Teachers in identifyingprofessional learning needs. 2 6.3 Engage with colleagues and improve practice - Seek and apply constructivefeedback from supervisors and Teachers to improve teaching practices. 2 Feedback and self-review Mentor  What did the pre-service teacher do well in regard to these focus areas?  What does he/she need to focus on before the next Professional Experience placement? Alena demonstrated a keen interest to discuss theAITSL standards and usethese in her practice.She is developinga firmer understandingof what these look likein a practical sensein a school environment – both in the classroomand out. Alena took every opportunity to engage with colleagues – she observed a range of classes,participated in many staff meetings (includingParentTeacher conferences) and had professional conversations with a variety of staff. Alena is keen to learn and find out the ins and outs of teaching – she is dedicated to improvingher practiceand seeks constructivefeedback regularly.She must try to seek in-house Professional Learning opportunities in her next rounds.These are usually free,and will add to her Professionally Development journal. Self-review - Pre-service teacher  What I did well  What I still need to learn about this area I do believe that I engaged with colleagues a lotin this area and tried to soak up as much knowledge as possiblefromother teachers around me. I received a great deal of energy, motivation and drive from the many teachers that wanted to sharewith me their knowledge and help me to learn more. I learned that every teacher has their own unique methods and styles to deal with different circumstances,and was very keen to understand this aspectin order to help me become a better teacher. There were students with a range of challenges and with each issueI tried to raisethatwith teachers and understand the different methods of dealingwith situations.Each different class,with different classroomcontent presented another opportunity to learn something new and I really enjoyed that part of the process. The in house independent group of people offer a range of functions that I would liketo have used more often and would endeavor to make further use of such resources in future. I did not get to take much more opportunity as a number of the discussions wereclosed to student teachers due to the confidential natureof the discussions.
  10. 10. Page 10 of 13 Professional Engagement Examples of evidence 6.1 Demonstrate an understandingof the role of the Australian Professional Standardsfor Teachers in identifyingprofessional learning needs.  Discuss therequirement for and benefits of regular professional development for teachers.  Reflect on the roleof the Australian Professional Standards in ongoing professional learning  Use the Standards to set goals duringthis placement. 6.3 Seek and apply constructivefeedback from supervisors and teachers to improve teaching practices  Discuss with Mentor areas for improvement.  Seeks feedback for improvement.  Acts on constructivefeedback from Mentor to improve teachingpractices.  Engages in self-assessmentof developing teacher knowledge and practice. Standard 7 – Engage professionally with colleagues, parents/carers and the community [Professional Engagement Domain]: (0-3 to be placed in column to indicatelevel of achievement) 0 – Not demonstrated 1 – Demonstrated occasionally 2 – Demonstrated regularly 3 – Demonstrated consistently Focus areas Level Achieved 7.1 Meet professional ethics and responsibilities - Understand and apply the key principles described in code of ethics and conduct for the teachingprofession. 3 7.2 Comply with legislative, administrative and organisational requirements - Understand the relevant legislative,administrativeand organisational policies and processes required for Teachers accordingto school stage. 3 Feedback and self-review Mentor  What did the pre-service teacher do well in regard to these focus areas?  What does he/she need to focus on before the next Professional Experience placement? Alena made efforts to understand and apply the key principles described in codeof ethics and conduct for the teaching profession.This was done by constantly engagingin discussionswith me and other staff around these issues. Alena also ensured she understood the relevant legislative,administrativeand organisational policies and processes required for Teachers accordingto school stage.We covered this on her firstday and provided access to all documentation (i.e. policy documents) on our LMS (learningmanagement system). Self-review - Pre-service teacher  What I did well  What I still need to learn about this area I was very lucky to be ableto accompany the other teachers on an excursion to the Yakult factory which was a significant experience to followa set of standard,a set of processes (medical forms) and be ableto observe teachers as they engage the students in a learningenvironment outsideof the classroom.The teachers’ principlesand ethics were testing well duringthis period and I was ableto both apply my own and learn atthe sametime. I felt that I covered these learningaspects very well. We also had contactwith an indigenous student and be ableto prepare a special programfor this student who was significantly disadvantaged in terms of her learningexperience. We had a range of policiesand processes thathad to be undertaken in order to be ableto be able to help her grow as a student. I was also fortunateto be ableto be present duringa firedrill,which was an interestingprocess to learn how safety procedures and processes. We had to be sure that all legislative,administrativeand organizational policies were undertaken and this was a very serious partof the learningengagement. Professional Engagement Examples of evidence 7.1 Understand and apply the key principles described in code of ethics and conduct for the teaching profession  Dresses,speaks and behaves in a professional manner.  Interacts with students and staff respectfully and professionally.  Reflects on how codes of ethics and professional codes of conduct apply to teaching.
  11. 11. Page 11 of 13 7.2 Understand the relevant legislative, administrativeand organisational policies and processes required for teachers accordingto school stage  Discuss with mentor the relevant legislative,administrativeand organisational policies and processes required for teachers.  Reflect on what these policies and processes mean for the work of a teacher. Final professional experience summaryand commentson Pre-Service Teacher’sprogress Mentor comments: Alena has made a commendable start to her teaching practice.She demonstrates dedication to achievingstudent outcomes and engaging students in their learning.Alena is actively seekingnew and improved teachingstrategies to add to her collection.She has worked diligently to prepare lessons and worked tirelessly to ensurethat the unitoutcomes were satisfied. Given these are Alena’s firstteachingrounds,there is room for improvement in terms of classroommanagement and creatinga strong presence in the classroom in order to manage difficultstudents.Alena is well on her way to addressingthis,and with time and more teaching opportunities,this will develop. It is challengingto establish a rapportand also step into another teacher’s class and managestudents who are not familiar. Alena is a dedicated teacher, and a learner.She spent hours reading,researchingand preparingfor lessons,which the studen ts appreciated.She always ensured that content was covered and delivered in an engaging and dynamic way. In time, I hope Alena develops “smarter” ways to work and not “harder” ways. Often, she seemed stressed and tired, due to late nights preparingand dealingwith the overwhelming work requirements. This will easeonceshe is in her own classroom oneday and gets into her own rhythm. Alena has been a delight to mentor and I hope she finds that her passion and strengths liein the teaching profession,as she has a lot to offer our young people. Her empathy, compassion and diligence will begift to any classroom.I wish her all thebest in her future endeavors in this rewardingprofession. ___________________________________________________________________________ Pre-Service Teacher comments: Overall I feltvery lucky to be at the school and they had a very engaging learningenvironment. The teachers were very caring, they paid a lot of attention to the pre-serviceteachers and were constantly engaged to be surethat I was alright,well taken care of and were ableto learn and grow. They always tried to accommodate my needs and provide feedback that was very constructive. The students paid a lot of attention to me as well and I felt that the process was engagingand I was ableto connect with a number of students and assistthem in their educational experiences. They were always respectful and generally very well behaved in their treatment of teachers and pre-service teachers. I spent a lotof time observingthe processes,the teachers and the students overall and this time spent was highly valuablefor me to understand how to be a better teacher. I did find a range of challenges duringthe experience, however, I believe that ‘experience’ and ‘practice’will seethese overcome in the future. For example, I struggled with the planningof the lessons and spentmany hours working on the subjectcontent and delivery to be sure that I was very well versed in the material and would be ableto manage any questions a student may potentially ask. I would also need to learn to manage the classtimebetter to be sure to make full useof the time, and also be ableto includeall contentduringthe class discussion time. I really enjoyed the flip-model approach thatthe school used often and being able to give students pre-work and post-work to be ableto create an engaging process. I do understand that I need to work on projectingmy voice, speakingwith strong confidenceand deliver the content in that aspectand will continueto do that in my education. I will also engagein the community more, especially theonlineones as I do really enjoy the onlinelearningcomponent of the educational process wherestudents and teachers are sharingideas. I find that the students often help the teachers to learn as well duringthis process. I loved the school’s environment, its ethos and its motto and really enjoyed being at Kingswood College duringmy time. They were a very innovativeschool and itwas a pleasureto learn from such a dedicated, hard working group of professionals. Their approach was inspirational to me and clearly demonstrated what professional teachers areall about. My mentor was the model of a professional teacher that I hope to one day be ableto emulate, she was strong, knowledgable and clearly well versed in all aspects of the modern teachingenvironment.
  12. 12. Page 12 of 13 Email the completed report to: Professional Experience Manager Angela Maplestone eduplacements@swin.edu.au Please ensure that the Pre-Service Teacher has completed their sections and signed (electronically) the form.
  13. 13. Page 13 of 13 Professional Experience Support Plan To be completed by the Mentor teacher following consultation with the Professional Experience Tutor and Pre-Service Teacher. Pre-Service Teacher: Student number: Date: Number of days completed: Missed days: Days made up: School name, address and contact details: Year Level: Teaching Area(s): Mentor: Professional Experience Tutor: The following sections are to be completed by the Mentor teacher: Major areas of concern Please identify which areas from the Australian Professional Standards for Teachers (Graduate) and/or any other areas of concern regarding teacher professional conduct that need to be improved on by the Pre-Service Teacher. 1. 2. 3. Actions requiredby the Pre-Service Teacher 1. 2. 3. Support from the Mentor(in collaborationwith Professional Experience Tutor) The following sections are to be completed by the Professional Experience Manager: Support from Swinburne Review comments/notes Email this Support Plan to: Professional Experience Manager Angela Maplestone eduplacements@swin.edu.au

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