Professional Experience Office

School of Education
Telephone: 8201 3330
Fax: 8201 2568
Professional Experience Report 2013
PROFESSIONAL EXPERIENCE THIRD YEAR
Middle & Secondary Schooling
Year 3 Undergraduate & Year 1 Master of Teaching
Pre service teacher name Brodie West Student No. 2095567
Site Reynella East College Year level(s) taught 9,11
Site mentor teacher Brian Marsh, Subject Geography
Site coordinator Bob Bastian University liaison Peter Crawford
20 day placement 5 Days Preparation + 4 Week Block DATES: 22 July-16 Aug, 2013
Site Context School Coordinator - Context statement about your school
School sector (DECD), Independent.
School size, class size and composition of
campus
(R-12, Area, Primary, Secondary)
Physical and/or unique characteristics.
Students with specific needs.
Socio-economic factors.
Reynella East College is an R-12 school divided
over 2 campuses. It caters for over 1700 students
from all year levels. It is a DECS school which
accommodates students from the Adelaide South
district. The class sizes vary depending on the
subject but generally have 20-30 students per
class. We see ourselves as preparing students of
all abilities who are independent and
interdependent learners, active citizens,
enterprising and prepared to meet the challenge of
the 21st century. As a school, we are aiming to
become a community of learners, where we learn from
each other. We make strong connections to our local
community, and our students are actively engaged
with the community. We host International students
as exchange - short term and long term. Our focus
is on the student as a member of a local, national
and global community. The school setting at
Reynella, a southern suburb of Adelaide, has
extensive gardened grounds, sporting and learning
facilities, and provides an ideal environment for a
focused, well-rounded preparation for life.
Mentor Teacher - Summary Statements
Professional Relationships Comments
PROFESSIONAL & COLLEGIAL LEARNING
Teachers actively engage in personal and
collegial learning within the professional
community
From the moment Brodie first arrived at REC, he was
willing to be completely immersed in the school
environment. He happily attended general staff
meetings and faculty focus meetings. He displayed
an energetic interest in all subject matter covered
through discussion and made a point of thoroughly
exploring particular aspects previously distant to
his experiences.
LEARNER REPORT
Teachers foster trusting and respectful
relationships with all learners
Brodie was able to develop quality relationships
with all his students very quickly. He connected to
both year 9 and year 11 Geography classes very well
which allowed more opportunity to work closely with
individual students. He also spent a great deal of
time in class during breaks, chatting with some
students, tutoring others from his classes and
beyond. He was (and still is) very popular with his
students, primarily because of his approachable yet
professional disposition.
PARENT/CAREGIVER & COMMUNITY PARTNERSHIP
Teachers work effectively with
parents/caregivers and the wider
community
Brodie was not required to directly make contact
with any parents or caregiver during his placement,
but certainly displayed the professionalism one
would expect of a successful teacher. This fact,
combined with his clear communication skills
suggest that when needed, his contact with
students' families will be exemplary.
Professional Knowledge Comments
LEARNING PROCESSES
Teachers know about learning processes and how
to teach and implement
Brodie showed from the earliest of times that not
only did he understand the benefits of applying
appropriate teaching techniques in accordance to
student needs, but showed how he could employ
varying techniques to individual students during
the one class. All of Brodie's plans moved from
well structured overviews to personalised and
specific task driven units, based on the particular
needs of the students with which he worked.
LEARNING CONTENT
Teachers know the content they teach
Brodie brought with him a very well developed and
well rounded general knowledge of all things
"geography." That with which he may have been
unfamiliar provided Brodie with chances to
investigate and develop his own, more comfortable
understandings prior to delivery. This factor
served as one of his greatest abilities. Not one to
rest on his laurels, Brodie continually impressed
with the amount of extra work he took on in order
to provide the best lessons possible to his
students.
LEARNING CONTENT
Teachers know about learner contexts and
diversity
Not only was Brodie able to employ various teaching
techniques to different classes, he was obviously
aware of particular preferences amid certain
students and always worked towards gaining the most
from these individuals. From the quiet ones hidden
in corners, to the outspoken, attention seeking
characters, Brodie catered to them all and created
opportunities for success for each and every one of
them.
Professional Practice Comments
PLANNING AND TEACHING
Teachers plan and implement teaching
strategies for successful learning experiences
During Brodie's initial observation visits during
term two, it became apparent that he was completely
focused on providing successful learning
opportunities for every class. He would ask all the
right questions and always took advice on board.
Brodie planned to the nth degree. In reflection he
displayed the ability to analyse his own
performance and make adjustments accordingly.
FEEDBACK AND REPORTING
Teachers assess and report learning outcomes
Through Brodie's four week placement he was able to
provide meaningful feedback to all his students
after assessing completed work, both in written
format and verbal. Brodie made his expectations
clear from the outset and applied consistent
standards through his time at REC.
LEARNING ENVIRONMENT
Teachers create a safe, challenging and
supportive environment
Greetings filled with smiles and laughter were an
obvious indication that students felt comfortable
in Mr West's presence. In addition, students
unwittingly completed a great deal of work...the
benefit of enjoying class time. Brodie was able to
support those that needed a little more help and
push those who would rise to a challenge.
Pre-service teacher: Comments
Throughout my placement at REC I have developed as a teacher, as well as a person. The
myriad of experiences I had while on placement have taught me much about myself, and
what makes an effective classroom. Through great feedback from my mentor teachers I know
what areas of my teaching are strengths, and what needs improvement. I enjoyed my time
at REC immensely, and look forward to my 4th year placement to improve my teaching even
further.
University Liaison: Summary statement
Brodie completed a very successful practicum at REC. He is highly organised and he has a
great presence in the classroom. His attitude and approach is extremely positive and
this comes across to the students. He quickly gains the respect of the students and that
of his mentor teachers. His ability to circulate in the classroom and help, support and
encourage students is high order. Brodie is quick to learn new strategies and he has all
the attributes to be a successful teacher.
School Coordinator: Final Comments (optional)
School Coordinator:
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
Name of School Mentor Teacher(s): Brian Marsh Date: 26.08.2013
Name of School coordinator: Bob Bastian Date: 26.08.2013
Consideration has been given to the complexities and degree of challenge of the professional
experience context in evaluating the pre-service teacher's ability to meet the assessment criteria
for the professional experience.
In our opinion, the pre-service teacher -
HAS demonstrated competency in the professional standards indicated in this report, and is ready to
undertake Professional Experience in the final year SATISFACTORY
University Liaison
Name of University Liaison: Peter Crawford Date: 06.09.2013
Report ID: 000509