Ea 2016 3 THE UNIVERSITY OF Faculty of Education and Social Work Master of Teaching (Secondary) Formative Milestone Report Practicum Three 7 March to 14 April 2016 Madelaine Gravatt Preservice Teacher: CT Massey High School School ‘Saskia van Waaijenburg Mentor Brian Marsh University Liaison Teacher History and Social Studies Teaching Learning Ares 'Year 10 Social Studies (Summit) and Year 12 History (low literacy) 7 April 2016 Classes and Levels Date of ULT Formal Observation: | LThank you for your continued work with on behalf of our future colleagues in the profession. | This Formative Milestone Report Is to be completed collaboratively, as indicated, and overall progress should be agreed on by the Mentor, University Liaison Teacher and the Preservice Teacher. Any disagreement should be seen as data for further discussion in relation to progress towards achieving the practicum learning outcomes. This report is formative and is to be used to enhance learning, ensure transparency of any concerns and will inform professional development planning for future Preliminary Practicum Experiences | (PPE) and Block Practicum. PART ONE: CONTEXT and EXPERIENCE | This section is to be completed collaboratively by the Mentor and Preservice Teacher. Describe the contexts in which you have worked in your second Professional Learning School, Name and describe the classes you have worked with and outline the ways that you have worked with the class and the students. This may include quantifying the number of lessons you have taught and any wider school activities you may have been involved in Maddie came to Massey High School. During her time here she was teaching a Year 10 Social Studies Summit (Maths) and a Year 12 History with very low literacy. During the first week, Maddie spent her time observing classes and learning students’ names. Towards the end of the week, Maddie took the Do No so students could see her as a teacher. She was also a valuable addition to our Year 12 field trip to the Auckland War Memorial Museum and the Waikumete Cemetery. In the second week, after collaborative discussion with her mentor (Me) @, she taught 10 lessons solely teaching. | observed from the back of the classroom a competent PST who was actively taking the roll, planning well-structured lessons and including critical thinking questions. Maddie has taught the following: 16 team teaching 32 sole teaching She has attended a PLD on Literacy after school with me. This was something that she was keen to participate in and was outside of the usual PST timetable.This section Is to be completed by the Mentor and University Liaison Teacher. Reflect on the themes that inform the practicum learning outcomes. Describe your perception, using evidence, of how the preservice teacher is working towards achieving these milestones. It may be useful to identify strengths, areas for development and recommended actions to support development. Collecting, analyzing and critically engaging with information about learners and utilizing this to inform, evaluate and enhance their teaching practice: | Maddie has taken the time to learn about her leamers needs. She has reflected on questions in the classroom and altered her practice to enhance her teaching style. Maddie has prepared several questionnaires which allow students to indicate their knowledge. Students are encourage to share their ideas with the class as Maddie uses their knowledge to bolster self-efficacy and enrich class discussions. One of Maddie's strengths is that she welcomes feedback on how to improve her lessons and each time feedback is given, she relishes the opportunity to put this into action. Demonstrating effective practices that are responsive to adolescents learning: Maddie is a compassion teacher who has taken the time to lean how each student best learns. She has a mixture of activities which allow different learning styles to interact. Maddie makes each lesson relevant to the student's world - something that is vital for student buy in. Using Inquiry cycles to improve practice during a sustained period of teaching Maddie is forever challenging herself and asks probing questions on how she can improve her craft. Her reflections with the mentor after each lesson establish logical next steps. She has a passion for improving literacy and this was shown when she created scaffolded activities for students that were literacy poor. PART TWO: MILESTONES| PART THREE: LEARNING OUTCOMES This section Is to be completed by the Mentor and ULT. Please indicate the level that represents where the | student is positioned with regards to expectations of progress made in relation to achieving the learning | outcomes at this stage of the year (i.e. the final semester of the course when preservice teachers still have a block of practicum in School A in term 2). Learning Outcome Collect, analyse and critically engage with information about learners to inform, | ‘evaluate and enhance their teaching —=|_— Demonstrates effective practices that are responsive to adolescents” learning Lo3 | Use inquiry cycles to improve practice during a sustained period of teaching } 2 | free | Tick | Initiate an e-portfolio that will eventually demonstrate how their professional | 104 | learning and practice meet the alms of the programme and the Education Counci’s Graduating Teacher Standards. PART FOUR: PROFESSIONAL DEVELOPMENT GOALS This section is to be completed collaboratively by the Mentor, Preservice Teacher and University Liaison Teacher. Use the feedback in this Formative Milestone Report to identify up to four S.M.A.R.T. goals that are linked to the Practicum Learning Outcomes that you intend to address in future PPE and Block Practicums. S.M.A.R.T. goals are specific, measureable, achievable, relevant and timely. Once you have identified the goal, specify action you will take in order to achieve this goal. ‘Specific goal for final PPE and Block Practicum: Action to be taken to achieve this goal | want to implement more formative assessments ~ a more formative assessment throughout the racticum Literacy specific strategies ‘eeping on increasing vocabulary strategies