MSS FINAL PROFESSIONAL EXPERIENCE REPORT 2019

Student ID
Pre-service Teacher Hayden BENNETT 2152248

School Springbank Secondary College

Learning Area
Mentor Teacher(s) Daniel Hornhardt Health & Physical
Education
Marilyn Grosser Learning Area
English

School Co-ordinator Wendy LOWES

Coordinator
University Liaison Michele POPE Lou Pike Pyman

Teaching Days 10 introductory days + 30 day block: 40 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

Springbank Secondary College, formerly Pasadena High School is a small metropolitan high school
in the inner South suburbs of Adelaide.
Springbank Secondary College is creating a safe and rich learning environment and learning
community that enables individual student achievement and excellence.
Springbank Secondary College has small class sizes and offers personalised learning opportunities
for students. Individual student learning progress is monitored and shared with students and parents
to enable tailored, supportive strategies.
Specialist programs include:
• Disability Unit
• Doorways 2 Construction
• VET Pathways
• The Arts
• Ice Factor (Ice Hockey)
• Basketball Academy
• Science, Technology, Engineering, Arts and Mathematics (STEAM)

Class (including children with special needs)

Year 8/9 HPE: Class consisted of 13 students, 9 of which are on an NEP. A large portion of them
learnt best when they had access to demonstrations, visual aids and ICT’s.
Year 10/11 PE: 3 students completing SACE Stage 1 PE and 6 undertaking year 10 HPE. Several of
the students are EALD and 1 of them on an NEP. Students largely required tasks to be chunked and
instructions made explicit.
Year 11/12 disability unit HPE: Class consisted of 19 students, all with varying levels of intellectual
disability. Along with Hayden, there was always 2 teachers and SSO’s present.
Year 8 English: Class consisted of 14 students, 5 of which are on a NEP. There are also some
students who present behavioural challenges and management issues for teacher practice.
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 XI I__
Complete Novice Emerging Graduate Proficient

Standard 2 Know the content and how to teach it

I I XI I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I XI I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I X I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I XI I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I XI I__
Complete Novice Emerging Graduate Proficient

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

I I IX I__
Complete Novice Emerging Graduate Proficient
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)

School Coordinator/Principal
Hayden has demonstrated that he has a satisfactory knowledge of ACARA Health and Physical
Education Curriculum and Health and PE Curriculum at Stage 1. Hayden has adapted
curriculum content to cater for a variety of students’ learning needs and abilities. He has sought
out resources that enable him to differentiate work in this curriculum area. Hayden participated
in the delivery of the Year 9 Home group program supporting the SHINE curriculum.
Hayden has found the delivery of English curriculum more complex and challenging and this is
obviously an area of his professional practice he will need to improve on if he is required to
teach this subject.
Hayden has engaged in a professional manner and conduct throughout his teaching practicum
at Springbank Secondary College. He established good working relationships with teaching
staff and the student cohort. He was able to take advice and make plans to improve his teaching
practice and behaviour management strategies where appropriate. Throughout this professional
experience timeframe, Hayden has actively engaged in professional development activities at
Springbank Secondary College including the planning and delivery of interdisciplinary focussed
STEAM curriculum. He also participated in the Mitcham Plains Collaborative Moderation
program.
On behalf of Springbank Secondary College, we wish Hayden a successful and rewarding
professional career.

Name: Wendy Lowes Date: 30/7/2019

University Liaison
Hayden has had a unique professional experience at Springbank Secondary College. His
classes comprised a wide range of students with diverse and specific learning needs in addition
to a range of challenging behaviours. This context demonstrated that he is more confident in his
curriculum knowledge and pedagogy in H&PE than English. He demonstrated his ability to take
feedback into account when planning follow up lessons and I saw his confidence improve during
the placement. He was aware of the diverse needs of his students but sometimes struggled to
provide appropriately for all of them. Hayden has increased his knowledge and application of
classroom and behaviour management strategies during his placement. He conducted himself in
a professional manner throughout the placement and established positive relationships with staff
and students.
I wish him well in his future teaching career.

Name: Michele Pope Date: 1/8/2019

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Learning Area:
Hayden BENNETT Health & Physical Education & English
Health & Physical Education Teacher Mentor: Daniel Hornhardt
Professional Knowledge: Hayden’s knowledge of the HPE curriculum is at a satisfactory level
and he was able make the key concepts apparent to the students. His units of work were
planned and delivered in a logical sequence, however he still needs to ensure that summative
assessment tasks are effectively designed in order to maximise this learning and allow the
students to demonstrate evidence of their knowledge. Hayden was able to evaluate the types of
learner that he had in his classes and plan accordingly, such as incorporating the use of ICTs
and using class discussions rather than constant written work to consolidate understanding with
the year 8/9 HPE class.

Professional Practice: Hayden established professional relationships with most students,

which was evident in the way that he was able to engage them in group discussions, in which
students felt comfortable to ask questions and maintain a 2-way dialogue. There were some
students in the classes that had very unique and specific learning needs and styles, which
Hayden still needs to ensure that he is conscious of when planning and delivering lessons and
assessment tasks. He demonstrated a satisfactory ability to assess student’s work against the
AC achievement standards and SACE performance standards. While Hayden did provide
students with constructive feedback on their assessment tasks, he would benefit from doing so
sooner in the task and using this to identify whether the task is providing students with adequate
opportunities to meet the standards.

Professional Engagement: Hayden engaged professionally with HPE staff from partnering
schools during the collaborative moderation process and used this opportunity to develop his
understanding of effective task design. He also assisted the year 8 care group through the
Student Led Conference process, which involved him engaging professionally with students and
their parents. When Hayden commences his teaching career, he would benefit from
collaborating with his colleagues and utilising and adapting their tasks and resources that are
tried and tested until he has enough depth of knowledge and experience to create his own from
scratch.

Learning Area: ENGLISH Teacher Mentor: Marilyn Grosser

Professional Knowledge: Hayden’s knowledge of the English curriculum is narrow and one
dimensional. He needs to understand how the various aspects of the language, literature and
literacy components of the Australian Curriculum complement and inter-link with each other.
Hayden has only a scant understanding of the notions of genre and what constitutes text
material for secondary students.
Professional Practice: Hayden established a respectful and focused classroom on most
occasions. Hayden was organised and did grow the range of options he gave students to
engage with, in both the productive and receptive modes. There were times Hayden could have
designed more interactive activities for the class, although pleasingly that did evolve organically
rather than deliberately. For example, a NEP student designed a Kahoot response to a task
which Hayden had prescribed as a written response. The student felt confident enough to
suggest this option to Hayden which reflected positive classroom relationships.
Professional Engagement: Professional conversations began in a one-way manner (mentor to
pre-service teacher) but Hayden did become more confident in his professional interaction and
discussions about the students, their learning and his programme. I sensed that Hayden was
unsure of which direction to go with his programme, that he was not always confident in
designing content, of broadening that content and of what he really wanted to achieve with his
programme. I think this may have eventuated from his (apparent) limited knowledge and
 understanding of the English curriculum and the possibilities it provides.

Written by: Daniel Hornhardt & Marilyn Grosser Date: 30/07/2019

SUMMARY ASSESSMENT

In our opinion HAYDEN BENNET

has demonstrated the following overall level of performance in this final professional experience:
(Please click on appropriate box below)

☐ Unsatisfactory

☒ Satisfactory

☐ Competent

☐ Outstanding

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 for
completion.

If this is not possible then please email it directly to: mssprofexp@flinders.edu.au