I PROFESSIONAL EXPERIENCE REPORT

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THE UNTVERSTTY

,f ADELAIDE

STUDENT TEACHER Stephanie Tunn

PERIOD FROM
31512013

TO
141612013

SCHOOL

Banksia Park lnternational High School Lynn Gibbons

MENTOR TEACHER

DAYS
ABSENT

SCHOOL COORDINATOR UNIVERSITY SUPERVISOR

Marin Poljak
YEAR LEVELS TAUGHT
11

Tammy Edwardson
TEACHING PRACTICE
1

SUBJECT

History

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B MUS ED (4rH YR)

EACHING PRACTICE 2

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GRAD DIP

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B TEACHTNG (4rH YR)

PLEASE COMPLETE A SEPA TE REPORT FOR EACH SUBJECT AREA. lf the report cannot be typed, please use black ink. lf space for the descriptive comments is insufficient, please use additional pages. Student teachers flnd these comments helpful. The student teacher is encouraged to use this form throughout the period of teaching experience as a guide to feedback. The student teacher may wish to use and discuss this report with prospective employers.

Please return the completed and signed report by mail to: Professional Experience Office, School of Education, University of Adelaide SA 5005

Ratings and open comments are both needed. Ratings should be made in terms of what may
reasonably be expected of student teachers during either the first or second experience in a secondary school. U Unsatisfactory Acceptable Good Very Good Outstanding performed below an acceptable standard for this stage performed at a minimal level for this stage sound performance from a student teacher at this stage above that which could reasonably be expected from a student teacher at this staqe well above that which could reasonably be expected at this stage

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PROFESSIONAL EXPERIENCE CONTEXT (e,9. co-educational, R-12 school)

BPIHS is a government school situated in the NE outskirts of Adelaide (Milne Road, Banksia Park). lt is in a residential area where the majority of the 650 students are enrolled from adjoining suburbs. The school has a multicultural focus with international students enrolled and CIS accreditation as an lnternational school. The school is an active part of the local community, involving students in various after-school sports, open nights, work experience, drama productions and arts night. The socioeconomic background of the students' varies with approximately 20% receiving school card benefits.

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TEACHING/LEARNING CONTEXT (year levels, class sizes etc.) Yr 11 Modern History: 21 Students, 13 female, I male including an lnternational Student. Mixed abilitv includinq hiqh achievers and students repeatinq yr 11

PERSONAL QUALITIES, PROFESSIONAL AND PROFESSIONAL DEVELOPMENT.

RE LATIONSH IPS

EENEE U A G VGO

Students should demonstrate: (a) Commitment and enthusiasm for teaching. (b) An ability to develop personal and professional relationships with students e.g. positive responses from students; approachability; willingness to listen to students; respect for and from students. (c) An ability to develop personal and professional relationships with colleagues e.g. accepts responsibility for assigned tasks; assumes initiative; identifies classroom, school and government policies; attends meetings; maintains confidentiality; becomes involved in extra-curricular activities; participates as a team member. (d)An ability to identify teaching strengths and weaknesses and respond constructively to feedback.
Stephanie has conducted herself in a professional manner and students have been willing to engage with her and ask questions. She has been respectful to students and maintained a positive working relationship. She has willingly accepted tasks and formulated lessons to ft with curriculum guidelines. Although Stephanie was willing to accept feedback, she would benefit from further brainstorming of ideas to improve areas of her performance.

PLANNING AND PREPARATION

EENEE U A G VGO

Students should demonstrate an ability to: (a ) Consult with mentor teacher about the syllabus and the nature of the class; (b) ldentify appropriate objectives of units and lessons; (c) Take into account different student abilities and be responsive to student needs; (d) Prepare adequate lesson plans, with a logical sequence of learning activities; (e) Show imagination and initiative in identifying, accessing, and incorporating resources; (e) (f) lncorporate opportunities for feedback to students; (g) Allocate time effectively.
Stephanie made time to become familiar with the syllabus and to understand the class she would be teaching. She was able to plan units of work and organise appropriate resources. Her lesson plans were well prepared and she was able to incorporate discussion and feedback during the lessons. With further experience, she will continue to develop more flexible and innovative plans. Her time management was very good.

CLASSROOM PRACTICE

t]NEEE U A G
VGO

Students should demonstrate an ability to: (a) lncorporate a range of strategies to cater for different needs/learning styles; (b)Engage students; (c) Communicate interest and enthusiasm for the subject; (d) Give clear directions and explanations, and question pertinently. (e) Work with individual students, small groups (if applicable), and with a full class;(f) lnterpret lesson plans flexibly. (f)Select and use a variety of resources and approaches; (h) Present the lesson effectively, i.e. voice, eye contact, manner, suitable language level.
Stephanie incorporated a range of teaching strategies with varying levels of success. She had the difficult task of teaching senior level skills and content on an unfamiliar topic but did will in structuring tasks to give students scope to improve their literacy skills. At tmes, her instructions needed to be clearer and her explanations more structured and explicit. Stephanie works well with individuals but has also shown signs of improvement when managing the whole c_lass. Stephanie would beneflt from adoptlng a more assertlve presence in the class but she has made improvements in this area. Overall, she was to work closelv with students and to structure tasks within a reasonable time frame.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA

Students should demonstrate: (a) Thorough knowledge of subject area; (b) Knowledge of curricula; (c) Ability and willingness to research additional background knowledg:;(d) 'ih!i ., ' Knowledge of various teaching approaches, resources, and technologies in their area.
the content of the curriculum in a short space of time. She do additional research. She was confident in using a

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technologies in the class.

LEARNING ENVRONMENT . MANAGEMENT AND DISCIPLINE

Students should demonstrate an ability to: (a) Organise and manage the classroom to ensure a positive, supportive and appropriate climate for learning. (b) Establish and maintain appropriate behaviour management strategies; (c) Develop sound professional and personal relationships with students. (c) Deal appropriately with minor interruptions; (e) Manage general organisation and administration.

t]NEEE U A G
VGO

Stephanie exhibited good management and discipline when working with individual students and made sure to follow through with consequences. At times, she found it challenging to maintain behavioural expectations in the whole class setting. With further experience, she will develop more confdence when dealing with interruptions. As she developed a deeper relationship with students, she was able to maintain a more productive learning environment. Overall, she established a supportive environment in the class.

ASSESSMENT AND REPORTING

Students should demonstrate: (a)The ability to develop and apply a range of assessment strategies; (b) An understandng of the importance of the clear presentation of assessment criteria to students; (c) The ability to complete marking/grading in a reasonable tlme period and report back to students in a clear and supportive way. (d) Appropriate recording procedures; (e) A knowledge of assessment policies, practices and proformas; (f) An ability to evaluate the effectiveness of the learning program.

EEENE U A G
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GENERAL EVALUATION
The Mentor Teacher's evaluation of the general performance of the student teacher
during placement.

EENEE U A G VGO
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Stephanie planned successful tasks and diversified her lessons. She has a good manner when working students, however there is room to develop practical aspects of her'front of class'teaching. As she grows in confidence and broadens here exoerience. she will continue to develoo into a verv effective teacher.

Signed Signed

Date

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PROFESSIONAL EXPERIENCE REPORT

scrooL

oF EDIJAIION

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THE UNIVERSITY

S/ADELAIDE

STUDENT TEACHER

STEPHANIE TUNN

PERIOD FROM
13105113

TO
14106113

SCHOOL

BANKSIA PARK INTERNATIONAL HIGH SCHOOL MENTOR TEACHER scHooL cooRDrNAroR LYNN GIBBONS
UNIVERSITY SUPERVISOR

DAYS
ABSENT

CERI JONES
YEAR LEVELS
TAUGHT

Tammy Edwardson

SUBJECT: YR 9 HISTORY, YR 1O SUSTAINABLE

FUTURES

I,
10

TEACHING PRACTICE

tr
B MUS ED (4rH YR)

TEACHING PRACTICE 2

GRAD DIP

ED tr

B TEACHTNG (4rH YR)

PLEASE COMPLETE A SEPARATE REPORT FOR EACH SUBJECT AREA. lf the report cannot be typed, ptease use black ink. lf space for the descriptive comments is insufficient,
please use additional pages. Student teachers fnd these comments helpful. The student teacher is encouraged to use this form throughout the period of teaching experience as a guide to feedback. The student teacher may wish to use and discuss this report with prospective employers.

Please return the completed and signed report by mail to: Professional Experience Office, School of Education, University of Adelaide SA 5005

Ratings and open comments are both needed. Ratings should be made in terms of what may reasonably be expected of student teachers during either the first or second experience in a secondary school.
U Unsatisfactory Acceptable Good Very Good Outstanding performed below an acceptable standard for this stage performed at a mtnimal level for this stage sound performance from a student teacher at this stage above that which could reasonably be expected from a student teacher at this staqe well above that which could reasonably be expected at this stage

A
G VG

PROFESSIONAL EXPERIENCE CONTEXT (e.9. co-educational, R-12 school)

BPIHS is a government school situated in the NE outskirts of Adelaide (Milne Road, Banksia Park). lt is in a residential area where the majority of the 650 students are enrolled from adjoining suburbs. The school has a multicultural focus with an average of 20 international students enrolled and CIS accreditation as an lnternational school. The school is an active part of the local community, involving students in various after-school sports, open nights, work experience and drama productions. The socio-economic background of the students' varies with approximately 20% receiving school card benefits.

TEACH I NG/LEARN I NG CONTEXT

class sizes etc.

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Yr 9 History, Yr 10 Sustainable

Futures

PERSONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

t]t]EEE U A G
VGO

Students should demonstrate: (a) Commitment and enthusiasm for teaching. (b) An ability to develop personal and professional relationships with students e.g. positive responses from students; approachability; willingness to listen to students; respect for and from students. (c) An ability to develop personal and professional relationships with colleagues e.g. accepts responsibility for assigned tasks; assumes initiative; identifies classroom, school and government policies; attends meetings; maintains confidentiality; becomes involved in extra-curricular activities; participates as a team member. (d) An ability to identify teaching strengths and weaknesses and respond constructively to feedback.
Stephanie has displayed a thoroughly professional approach to this practicum. She kept in regular contact before

the placement and committed an appropriate amount of time to preparing units of work. She was aware of the
outcomes she hoped to achieve from those units and was ready to teach her classes from the first day.

Stephanie is a person of great integrity. She has a genuine interest in the well-being of her students which comes through in her interactions with them. She is respectful and honest in her communications and in turn was able to quickly gain the respect of her classes. She had little trouble with behaviour management due to the efficient, friendly nature with which she facilitated student learning. Students were aware of Stephanie's expectations and when needed, she responded with the appropriate course of action.

During her time at the school Stephanie attended staff meetings regularly and witnessed different forms of teaching
by visiting different staff members in the subject area. ln all of these interactions, she was personable, reliable and

professional. Stephanie also took on the responsibility of a Japanese class for the last remaining week as she had
been observing the class from quite early in her prac and showed great initiative in organising herself to teach the students.

PLANNING AND PREPARATION

EEEEE U A G VGO

Students should demonstrate an ability to: (a ) Consult with mentor teacher about the syllabus and the nature of the class; (b) ldentify appropriate objectives of units and lessons; (c) Take into account different student abilities and be responsive to student needs; (d) Prepare adequate lesson plans, with a logical sequence of learning activities; (e) Show imagination and initiative in identifying, accessing, and incorporating resources; (e) (f) lncorporate opportunities for feedback to students; (g) Allocate time effectively.
Before arriving at the school, Stephanie had some idea of what she would be delivering and worked hard to ascertain what is was that she needed to cover and how she could deliver it. A unit plan was developed qui,gt<ty 4li lessons plans were always ready for viewing before any new class. All content met the required standalds and Slso' the correct level of the students. All lessons varied in nature as Stephanie realised that the student group nada diverse range of learning styles. She utilised ICT resources along with other techniques in order to engage stfdents
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and convey the information required before moving onto more challenging tasks. Stephanie made sure she was available to all students. She regularly stayed in the resource centre where students could pick up work or complete tasks at lunch times and all students received many opportunities in class to gain help and advice. Stephanie utilised group work in the class to try and promote more discussion and peer review which worked well and later helped individual students decide on a topic and course of action for the summative task. Stephanie alternated from working on the board, to showing small clips in class to power point and internet searches, all designed to give the students a variety within the class and tap into their preferred method of learning. Stephanie had to work hard on one particular topic she taught as she had not studied it before but she was able to do her research and up-skill enough to deliver well thought out and appropriate lessons. She is resourceful and prepared to investigate widely to develop her units of work. She is able to combine a depth of knowledge about the content of activities with a range of successful teaching strategies.

CLASSROOM PRACTICE

EEEEE U A G VGO

Students should demonstrate an ability to: (a) lncorporate a range of strategies to cater for different needs/learning styles; (b)Engage students; (c) Comrnunicate interest and enthusiasm for the subject; (d) Give clear directions and explanations, and question pertinently. (e) Work with individual students, small groups (if applicable), and with a full class;(f) lnterpret lesson plans flexibly. (f)Select and use a variety of resources and approacnes; (h) Present the lesson effectively, i.e. voice, eye contact, manner, suitable language level.

Stephanie was aware that some students had different learning styles and in order to incorporate all students she developed lessons that contained variety and different methods of showcasing what they had learnt. She showed a genuine interest in her subject matter and brought a lot of extra information into the classroom which she used to further inform the students. The content was delivered in a clear and methodically manner. All students were left knowing exactly what was required of them through verbal instructions and on written task sheets. Stephanie also made effect use of diaries and the whiteboard. For the majority of the time Stephanie worked with the whole class
but she regularly helped students individually and broke them into groups to achieve a better work rate.

Stephanie was always prepared in case an activity ran over time or if one finished earlier than expected, she was able to manage the situation well. She was also able to learn from activities that did not work as well as planned and modify
her approach for the next lesson.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA

Students should demonstrate: (a) Thorough knowledge of subject area; (b) Knowledge of curricula; (c) Ability and willingness to research additional background know^ledge. (d)

EEEEE U A G
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Knowledgeofvariousteachingapproaches,resourceS,andtechnologieSntheirarea.

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Stephanie had limited experience in one subject area which showed in her planning and what she wanted to accomplish. She spent time looking through teacher resources and online information in order to acquire anything that might better engage students and provide herself with more understanding. Stephanie got the students to use a variety

of learning forms and ways to produce their work. They use their books where they would store a lot of information; their laptops were also used to search for relevant information; and a projector and the internet were used
to further convey the information through images and video.

LEARNING ENVIRONMENT. MANAGEMENT AND DISCIPLINE

Students should demonstrate an ability to: (a) Organise and manage the classroom to ensure a positive, supportive and appropriate climate for learning. (b) Establish and maintain appropriate behaviour management strategies; (c) Develop sound professional and personal relationships with students. (c) Deal appropriately with minor interruptions; (e) Manage general organisation and administration.

EEEEE U A G VGO

Stephanie was able to learn from mistakes made in one class that she taught and then practice different techniques in the next class. ln this way expectations were given to the students and they responded quite positively. Stephanie had two classes which v,rorked well but who were also able to get distracted very easily especially on a Friday last lesson. As a result Stephanie had to make sure they stayed on task by using her presence and her voice. There were occasions where Stephanie had to impose consequences for interruptions. These consequences were fair and consistent. The students felt like they could approach Stephanie with any help that they required and she was able to provide this help quickly and efficiently.

Stephanie learnt the student's names very early on and this had a great impact on the students and she was then able to gain some really good relationships with the class. By the end of the practicum Stephanie had firmly grasped that things don't always go to plan in a classroom, that you need to iJV:'' contingency plans and she came to class readyfor any interruption. She recognised when to speed['1
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things up, when an activity needed extra time and also when to create something that she knew worfld better suit the group.
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ASSESSMENT AND REPORTING

Students should demonstrate: (a) The ability to develop and apply a range of assessment strategies; (b) An understanding of the importance of the clear presentation of assessment criteria to students; (c) The ability to complete marking/grading in a reasonable time period and report back to students in a clear and supportive way. (d) Appropriate recording procedures, (e) A knowledge of assessment policies, practices and proformas; (f)An ability to evaluate the effectiveness of the learning program.
4

EEEEE U A GVGO

During the four weeks of teaching the yr 9 History and yr 10 Sustainable Futures classes, Stephanie completed one major summative task each and a number of smaller formative tasks. Any homework was followed up the next lesson, with no exceptions. She consulted with me about how to assess the students and what format was required in relation to the student's assessment sheet. With this information she created assignments that correctly covered the required performance standards and content delivered in class. Stephanie created her own rubric modelled on one given which was clearly explained to the class along with the major task. Students received copies of the task and they were also available on the school's shared drive. All assignments will be handed back to me next week, well within the time required.

GENERAL EVALUATION
The Mentor Teacher's evaluation of the general performance of the student teacher
during placement.

EEEEE U A G VGO

Stephanie has been a great addition to the S&E faculty this semester. She approached everything in a confident, professional and organised manner and I found her a pleasure to work with. She has quite an easy way with the students and she speaks clearly and shows genuine passion for her subjects. All advice was taken on board as constructive criticism and she strived to improve every lesson. I believe that Stephanie has the makings of a good teacher and I wish her all the best in her next practicum where I expect
her to build on her experience at this school.

Signed Class Signed oordinator/Principal

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