Professional Practice I

Secondary Program
Report

Pre-service Teacher’s name Matthew McClure Student ID: 18372205

Curriculum/teaching area History Dates: 30 days
School Bass High School Nº of placement 2 of 2

SUMMARY COMMENTS by the SUPERVISING TEACHER

Matthew has successfully met all the requirements of this practicum, having excelled both in his
professional approach and application in his capacity as pre-service teacher within the HSIE faculty, at
Bass High School. Throughout this time, Matthew was responsible for teaching the second highest
Year 9 Mandatory History class and two mixed ability Year 9 Mandatory History classes. Matthew was
given the opportunity to co-teach Year 10 History Elective and assist with two Year 10 Mandatory
History classes as well as a mixed ability Year 8 HSIE class.

Matthew’s level of competence was highly evident through the extensive lesson planning, scaffolding,
development of resources and incorporation of ICT used to engage each and every class. Matthew’s
knowledge of the curriculum content for Stage 5 History was consistenly demonstrated through his
teaching style, enthusiasm, and pedagogy. The students regularly responded with feedback and in
particular displayed growth and development of their skills in historical enquiry.

Matthew engaged in professional dialogue with teaching staff, collaborated with the daily duties,
participated in every aspect of school life (faculty meetings, staff meetings and professional
development) and maintained a supportive collegial network with fellow pre-service teachers. He was
also attentive to supervising teacher, embracing constructive feedback, suggestions and
recommendations for specific lesson modifications given the learning abilities of the students and the
outcomes of lessons taught with those particular classes. Matthew was very good at establishing a
positive learning environment for the students, which enhanced the development of rapport between
teachers and students and naturally facilitated the learning process in class and outdoor settings (sport,
playground duty, assemblies).

Matthew’s high level of proficiency is indicative of the successful completion and achievement of this
practicum. He has shown evidence of his extensive knowledge, deep understanding and expert skills
as a pre-service teacher; and is consistently redefining ‘what it is to practice as a teacher in the 21 st
century’. Matthew has shown a determination and dedication to pursue the respected profession of
education and subsequent to this practicum has an outstanding journey ahead in the role of educator,
teacher, supervisor, facilitator and leader of future generations of learners. Well done.

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 ____________________Signature: ____________________Date: ______

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 X
development and affect learning.
characteristics of
students

1.2.1 Understand how
students learn
1.3.1 Students with
diverse linguistic,
cultural, religious and
socioeconomic
backgrounds
Demonstrate knowledge and understanding of research into how students
learn and the implications for teaching. X
Demonstrate knowledge of teaching strategies that are responsive to the
learning strengths and needs of students from diverse linguistic, cultural,
religious and socioeconomic backgrounds. X

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 X
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 X
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 X
of students with with disability.
disability

Comments
Matthew has excelled in developing the necessary skills required to engage with the students in all of his classes. Through
observation and application, Matthew has diligently planned and prepared appropriate teaching and learning activities that
relate to varying levels of learning evident with every student. Matthew has made relevant adjustments for each class to
maximise the educational access and equity of every student regardless of their aptitude or interest in the topic; thus
ensuring student engagement and learning outcomes are achieved.

Professional Practice I Report 2

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 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. X
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation X
2.3.1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans. X
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 X
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 X
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. X
Technology (ICT
Comments
As part of the HSIE Faculty, Matthew was given Stage 5 classes in History (specifically three Year 9 Mandatory History
classes of mixed ability). He was also given an opportunity to co-teach Year 10 Mandatory History and Year 10 Elective
History classes. Matthew has consistently demonstrated extensive knowledge of curriculum content and high level of
preparedness to teach and facilitate student learning at any given moment; which was often received with positive feedback
from the students. Matthew was consistently and thoroughly prepared for every lesson, extensive lesson plans with clear
and distinct teaching and learinng strategies. Excelled in use of ICT throughout each lesson, this catered to the
diversification of learnng styles evident in class; concurrent with the consistent application of literacy and numeracy skills
encouraged of individual students.

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 X
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and X
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies X
strategies
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-verbal communication strategies to X
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate X
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 X
carers in the educative educative process.
process
Comments
Matthew was very effective with the implementation of teaching and learning strategies that catered to the varying
academic abilities of each class. He was attentive to the existing feedback and instruction already set in place with each
Stage 5 (year 9 class), however modified the lesson plans for each particular class (for example the second highest year 9
history class compared with the other two mixed ability year 9 classes). Matthew’s skill in ICT use came in exceptionally
worthwhile, utilising the range of Microsoft suite including powerpoint and incorporating sources both primary and
secondary (archaeological, written and video/ audio) to enhance student engagement throughout the entire lesson. Matthew
was highly attentive to the varying learning styles of the students and was consistent with his delivery of the prepared lesson
plan.

Professional Practice I Report 3

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ND D E
ENVIRONMENTS
ASPECT GRADUATE TEACHERS
4.1.1 Support student Identify strategies to support inclusive student participation and engagement X
participation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear X
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging X
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. X

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 X
and teaching.

Comments
Matthew was able to maintain a supportive and safe learnng environment for all the classes he taught, for the classes he co-
taught and at every school activity involved in (sport, playground duty, assemblies, athletics and cross country carnivals).
Matthew encouraged every student to actively participate in the lessons and elicited responses accordingly to assess student
learning at various intervals during the lesson itself to ascertain progression of understanding. Matthew demonstrated an
attentiveness to the behavioural and social challenges that presented during class and responded appropriately when faced
with multiple interruptions throughout the lessons on any given day. Matthew diligently applied the classroom management
strategies in tandem with the PBL (Positive Behaviours for Learning) framework that is all encompassing of Bass High
Schools’ discipline and wellbeing policy; ensuring that all students are being Safe, Respectful Learners at all times.

STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT ND D E

LEARNING
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 X
learning.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning. X
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. X
comparable
judgements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice X

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 X
achievement student achievement.

Comments
Matthew was a welcome member of the HSIE Faculty and encouraged to participate in all facets of
Bass High School daily life, which included morning muster for all teaching staff; whole school
morning assesmblies, weekly year assemblies and weekly sport activites. Matthew maintained a
high degree of professionalism, courtesy and respect at all times both on a collegial level and as a
pre-service teacher when conducting his lessons. Matthew’s practicum included faciliting the
revision process for year 9 half-yearly exams, implementation of the half-yearly exam in adequate
test conditions and subsequently marking the exam papers. This consisted of post exam follow up,
results and feedback instruction for future revision purposes.

Professional Practice I Report 4

Supervising Teacher’s signature: ……………………………………Pre-service Teacher’s signature: ……………………………………..
 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. X
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers. X
and improve practice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues and improve teaching practices. X
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. X
student learning
Comments
Matthew has regulary engaged in critical self-reflection and welcomed feedback accordingly regarding his teaching
practice. Matthew has actively sought out guidance and perspective from all members of the HSIE Faculty and consistently
appreciated constructive critique, which has always endeavoured to apply in subsequent lesson planning and preparation.
Other members of the Faculty have embraced Matthews’ contributions towards professional dialogue including discussion
of local, national and international issues of concern and how this affects the educational experiences of the current
community that supports Bass High School learners.

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, ND D E

PARENTS/CARERS AND THE COMMUNITY
Focus area GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession. X
responsibilities
7.2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage. X
administrative and
organisational
requirements
7.3 Engage with the Understand strategies for working effectively, sensitively and X
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 X
networks and broader practice.
communities
Comments
Matthew has been a highly valued member of the HSIE Faculty, throughout his practicum he has maintained a high level of
professionalism, courtesy and respect when interacting with teaching staff and fellow pre-service teachers at Bass High
School. Matthew displayed professionalism as a teacher and colleague at all times, throughout involvement in standard
classroom lessons with students; at whole school events including Assemblies, the Cross Country and Athletics Carnivals;
and during weekly/ fortnightly staff professional learning sessions (whether faculty or whole school).

Professional Practice I Report 5

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