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Professional Practice Il
Secondary Program
Report

Pre-service Teacher's name Zoe Lee Fuller Dates sth sept-28th october

Curriculum/teaching area Drama and English No of days 30

School Northmead Creative and Performing Arts No of placement 2of2

High School

SUMMARY COMMENTS by the SUPERVISING TEACHER

Zoe has developed into a promising beginning teacher. She possesses a naturaltalent, passion and
enthusiasm for the profession. She is highly motivated and has the initiative to ensure that her lessons
are educational, well resourced, interesting and enjoyed by both the students and herself throughout the
teaching and learning process.
Zoe's interest in education has ensured her enjoyment of her Practicum. She has taught Drama and
English to students from Years 7-10 in Drama and English, teaching topics often outside her knowledge
and interest area. She was also invaluable in her assistance with our End of Year Showcase.
Zoe has understood the need for a variety of teaching and learning strategies to cater for the mixed
ability of students within the classroom. She has developed and implemented strategies to ensure her
Iearning activities are both appropriate and engaging. She developed and incorporated herown
behaviour management strategies holistically within the school's policy and framework and worked at
implementing them consistently.
Zoe's literacy, interpersonal and communication skills are strong, She has the ability to comprehensively
converse with all members of the school community, from students, teachers, parents to the school
executive.
Zoe is a competent Student Teacher, her commitment and enthusiasm for teaching ensured that her
Practicum has been highly successful.

OVERALL ASSESSMENT

Grade: {satistactory
SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW lnstitute 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 lnstitute ofTeachers. 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 N

Pre-service Teache/s Signature: e-f/r//a

-----T /
 Pre-service Teachers are lo be assessed by the Supervising Teacher against the relevant Graduate
Teacher Standards that are applicable
to Professional Experience l/ll as either ND - Not demonshited; D Demonstrated; E Exceeds expectations.
- - Elaborate on the pre-
service Teacher's professional practice in the Comment section. lf Standards are not abteto be
demonstrated please provide an
explanation in the appropriate Comments section. lf standards are not relevant please insert 'NA'.

STAxDARDIII..KNOW $TUDE]{T.ffi ND D E
Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge *d *d.r.tarrdffi x
and intellectual intellectual development and characteristici olstudents and how these mav
development and affect learning
characteristics of
students

1.2. 1 Understand how
students leam
1.3,1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of .esearch into ho* stI6G x
learn and the implications for teaching.
Demonstrate knowledge of teaching .trut"gi"@ x
leaming strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds.

1.4.1 Strategies for Demon;trate broad knowledg. unO

teaching Aboriginal and
Torres Strait Islander
students
x
cultural identity and linguistic background on the education-ofsrudents from
Aboriginal and Torres Strait Islander backgrounds.

1.5.1 Differentiate Demonstrate knowledge and understanding@ x

teaching to meet the t.:..hj.lq to meet the specific leaming needi of studeir, u.ro* the full rarige
specific leaming needs of abilities.
of students across the
full range of abilities

1.6.1 Strategies to Demonstrate broad knowledge and understuno@ x

support full participation a1! teachine strategies that support participation-and leiming of students
of students with with disability.
disability

Comments
Zoe works hard at developing a positive rapport with the students in her classes.
She is quick to learn student names
and is interested in knowing her students and how they learn. Whilst she is still
experimenting with a range of
te-achjng and learning strategies, she is keen to implement and refine
differentiated approachJs to cater for the needs
of individual students.
ND D E
Focus area GRADUATE TEAC}IE,R-
2. l. 1 Content and Demonstrate knowledge and understandir@
teaching strategies of the
x
structure of the content and teaching strategies of rhe reaching area.
teaching area
2.2.I C ontent selection Organise content into an effective learning *O teict i,rg s.qr.rr.e.
and organisation
x
2.3.1 Curriculum, Use curriculum, assessment and reporting t<nowGdgttfi;E; earn@
assessment and
I x
sequences and lesson plans.
reportins
2.4.1 Understand and Demonstrate broad knowledge of,@ x
respect Aboriginal and Aboriginal and Torres Strait Islander histories, .-ultu...
Torres Strait Islander
*d lunguug.r.

people to promote
reconciliation between
Indigenous and non-
Indigenous Australians
2.5.1Literacy and Know and understand lite.acy
numeracy stratesies
x
application in teaching areas.
2.6.1 Information and
Communication
Implementteaching strategies for using ICT to e@ x
opportunities for students.
Technolosv flCT
Comments
Zoe's lestons demorst."te a logical seqr.rce that *orks towa.ds building qomprehensive student understandins in
Professional

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Supervising'
 ac.ordar"e to .elevant curriculu* and units ofwork, She has demonstrated significant skill and ability in her
capacity to engage students through her expert use ofICT. Her motivation to interest and inspire students into the
teaching and learning process is to be commended.

EMENf .EFFE.CIrTVE .TEACIil ND D E

Focus area GRADUATE TEACHERS
3.1.1 Establish Set leaming goals that provide achievable challenges for students of x
challenging learning varying abilities and characteristics.
soals
3.2.1 Plan, structure and ftun t.ston i.qrences using knowledge ofstudent learning. content and x
sequence leaming e llective teaching strategies.
ofosrams
3.3.1 Use teaching Include a range of teaching strategies x
stratesies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that x
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbai communication strategies to x
classroom support student engagement.
communication
3.6.l Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate x
improve teaching teaching programs to improve student learning.
nfograms
3.7.7 Engage parents/ Describe a broad range of shategies for involving parents/carers in the x
carers in the educative educative process.
nrocess
Comments
Zoe has thrived on creating learning opportunities that not only engage but challenge students tin order to build
their full potential in her classroom. She ensures maximum participation in all lessons and ensures goals are made
explicit through her communication strategies, as such students understand her expectations oflearning in each
lesson.
STANDARD 4i CREATE AND MAINTAIN SUPPORTIVE..AI\.D SAFE.LEABNING :::ND D E
ENVIRONMENTS
ASPECT GRADUATE TEACIMRS
4.1.1 Support student Identiff strategies to support inclusive student participation and engagement x
oarticioation in classroom activities.
4.2.7 Manage classroom Demorstate the capacity to organise classroom activities and provide clear x
activities directions
4.3.1Manage Demonstrate knowledge of practical approaches to manage challenging x
challeneine behaviour behaviour.
4.4.1Maintain student Describe strategies that support students' wellbeing and safety working x
safety within school and/or system, curriculum and legislative requirements.

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

Comments
Zoe has a sound understanding ofcatering for students with Iearning needs and literacy issues and has sought to
implement appropriate strategies in her lessons. She has endeavoured to develop and incorporate her own
behaviour management strategies holistically within the school's policy and framework. Zoe has achieved great
success trv developing a positive rapport with students.

Professional Practice ll Report

Supervising Teacher's signature: Teacher's signature:

 SiANoInn.Sl SSESS; :PROVDE:FEEDBAEI(. AND RE?OR..T..ON STUEENT N.]D D E

Focus area GRADUATE TEACIMRS

5.1Assess student Dernonstrate understanding of assessment strategies, including informal and x
leaming formal, diagnostic, formative and summative approaches to assess student
leaming.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and X
feedback to appropriate feedback to students about their leaming.
students on their
learnins
5.3 Make Demonstrate understanding of assessment moderation and its application to x
consistent and support consistent and comparable judgements of student leaming.
comparable
iudsements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate x
student data sludent learning and modiff teaching practice

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

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

Comments
Zoe has had the opportunity to assss students in multiple Stage 4 formal assessments. She has
understood the need for detailed and timely feedtrack that relates specifically to both identified
markins criteria as well as relevant svllabus outcomes.
STANDARD 6i ENGAGE IN PROFESSIONAL,LE*'RNING ND D E
tr'ocus area GRADUATE TEACHERS
6.1 ldentiff and plan Demonstrate an understanding of the role of the Australian Professional x
professional learning Standards for Teachers in identifying professional leaming needs.
needs
6.2 Engage in Understand the relevant and appropriate sources ofprofessional learning x
professional leaming for teachers.
and imorove oractice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to x
colleagues and improve teaching practices.
imorove oractice
6.4 Apply professional Demonstrate an understanding ofthe rationale for continued professional x
leaming and improve leaming and the implications for improved student leaming.
student leamins
Comments
Zoehas consistently sought to receive feedback for her lessons, both written and verbal. She has [reen capable of
identifying issues with her teaching methodology and practice and has sought to rectify them in subsequent lessons.
She has engaged in staff based Professional Learning in faculty and whole school meetings, most recently on Code of
Conduct related to Social Media usage. She was also witness to the Creativity and [nnovation Professional Learning
Team.
S.T*NDARD,T: ;,ENG"dGE;,,PROTTESSTONALLV \il-rTl{,OLLEAGUESi ND D E
PARENTS/CARERS. AI\D..TIIE GOMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes ofethics and X
ethics and conduct for the teaching prolession.
resnonsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational X
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
reouirements
7 .3 Ergage with the Understand strategies for working effectively, sensitively and
Darents/carers confi dentially with parentsy'carers, x
7.4 Engage with Understand the role of extemal professionals and community
professional teaching representatives in broadening teachers' professional knowledge and X
networks and broader practice.
communities
Comments
Zoe has acquired a strong understanding ofthe School Institution and its operations. She has participated
successfully in all elements from playground duty, to faculty and whole school meetings, school assembly and some
extra-curricular activities within the school including extension CAPA Programs and our End of Year Showcase.

Professional Practice ll Report

Supervising Teacher's signature: Teache/s ffiffit