THE

Professional
Experience
Report

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U N IVERSITY

'[ADELAIDE

SCHOOL OF
EDUCATION

20L4
Pre-Service Teacher lD: Enter lD (if known)

Pre-Service Teacher: Stephanie Neale

Pre-service Teacher enrolled in:

Grad. Diploma Education

Placement: From

12105

/201.4 Lo 13/06/201.4

Professional Experience placement

School: Saint lgnatius' College

Teaching

Days Absent: 0

B Music Education

Days at School

Professional Experience placement

2n

Mentor Teacher: Stephen Millar

email contactr s.millar@ignatius,sa.edu.

Site Co-ordinator: Michael Martin

25

AU

University Liaison: University staff member.

email contact: m.martin @ignatius.sa.edu.au

Subject Taught: Music

Year Level(s) Taught: 7,8,9,1O,L!

Professional Experience School Context (eg: Co-educational, R-12 School)

Saint lgnatius' College is a Co-Educational Catholic College in the Jesuit Tradition. lt was first established at
Nonruood in 1951 and then at Athelstone in 1967. There are approximately 820 students across Years 7 to 12 at the

Athelstone Campus. Students attending come mainly from the local area and the eastern suburbs. The College has
a particular focus on the development of the whole person with a strong academic tradition.

Teaching/Learnng Context (eg: year levels, class sizes etc!

StephwasinvolvedintheteachingofYearT,S,9,l0andllMusic.

YearT,Sand9Musicclassesareco-

educational consisting of about 20 students and have 6, 5 and 5x 50 minute lessons respectively over a 10 day
cycle. Year 10 Music Classes have 4 lessons per week, while Year

Music is a small class with 5 lessons per

week. Stephanie was also involved in the co-curricular music programme, conducting some Senior Vocal
Ensemble, Legato Vocal Ensemble and Senior Concert Band rehearsals.

An editable copy of this report can be downloaded at:

Template: Editable online (DocX) Click Here
alternatively a blank copy for handwritten reports can be obtained at:
Template: Printable (PDF) Click Here
Once the report is completed, please sign it and send it through to:
Professional Experience Office, School of Education, University of Adelaide
or email a scanned/signed copy to

SA 5005

IE

Professional Experlence Report

THE UNTVERSTTY

g'/ADELAI
?3i3,i3,! |
CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

DE

APST: 1 - Know the students and how they learn

LT Physical, social and intellectual

1.2
1.3

L.4
1.5

development a nd cha racteristics of

students,
Understand how students learn,
Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
Strategies for teaching Aboriginal and
Torres Strait lslander students.
Differentiate teaching to meet the
specific learning needs across the full
range of abilities.
Strategies to support full participation
of students with disability.

Stephanie was able to demonstrate all of the attributes in this area.

She demonstrated highly developed skills in:
- Engaging students
- Communicating interest and enthusiasm for the subject
- Working with individual students, small groups and with a full class;
- Presenting lessons effectively, i.e. voice, eye contact, manner, suitable

language level.
- lncorporating a range of strategies to cater for diverse needs, learning styles
and backgrounds, showng partcular patence and skill workng with a Year 7
boy who has a severe emotional/social disorder.

to demonstrate:
- lnterpreting lesson plans flexibly;
- Selecting and using a variety of resources and approaches
She was also able

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory M

Unsatisfactory

APST:2 - Know the content and how to teach it

2.r Content and teaching strategies of
the teaching area,
2.2 Content selection and organisation,
2.3 Curriculum, assessment and
reporting.
Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconciliation between
lndigenous and non-lndigenous
Austra lia ns.

2.5 Literacy and numeracy strategies

2.6 lnformation and Communication

Stephanie demonstrated:
- A thorough knowledge of a wide range of Music

- Knowledge of current curricula, including SACE and ACARA

- An ability and willingness to research additional background knowledge.
- Knowledge of various teaching approaches, resources, and technologes n
their area, including composing with Sibelius software, teaching piano in a class
setting, and locating and usng suitable Youtube clips.
Stephanie plays flute, saxophone and piano, and can sing and pitch choir music
accurately.

Technology.

She was given little opportunty

to integrate reconciliation into her planning

and delivery of curriculum, although there is no reason to suspect she wouldn't
be capable in this area.

Pre-Service Teacher: Stephanie Neale

MentorTeacher: Stephen Millar

Page 2 of 7

Professlonal Experlence Report

scHool oF
EDUCATION

PLANNING AND

PREPARATION.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1
3.2
3.3
3.4
3,5
3.6
3.7

Establish challenging learning goals

Plan, structure and sequence learning

programs
Use teaching strategies
Select and use resources
Use effective classroom
communication
Evaluate and improve teaching
progra ms
Engage parents/carers in the
educative process

Stephanie demonstrated an ability to:

- Consult with three different mentor teachers about the syllabus and the
nature of the classes. She took initiative and made regular meetings with each
teacher to discuss plans and lesson content.
- ldentify approprate objectives of units and lessons;
- Take into account different student abilities and be responsive to student
needs;
- Prepare adequate lesson plans, with a logical sequence of learning activities;
- Show imagination and initiative in identifying, accessing, and incorporating
resources;
- lncorporate opportunities for feedback to students and parents/carers. Steph
assessed and gave feedback to students on their performnces, compositions,
assignments and tests.
- Allocate time effectivelv.

LEARNING ENVIRONMENT

MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

fl

APST: 4 - Create and maintain supportive and safe learning environments

4.1 Support student pa rticipation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Ma intain student safety
4.5 Use ICT safely, responsibly and
eth ica lly

Stephanie demonstrated an ability to:

- Organise and manage the classroom to ensure a positive, supportive and
appropriate climate for learning;
- Establish and maintain appropriate behaviour management strategies,
following institutional guidelines and proced ures;
- Develop sound professional and personal relationships with students.

- Deal appropriately

with minor interruptions;

- Manage general organisation and administration

During the course of the practicum, Stephanie's skills in this area improved and
developed, lnitially she needed to be firmer and more consistent in dealing with
minor interruptions, but over the weeks she was able to demonstrate an
improvement in this area.

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Pre-Service Teacher: Stephanie Neale

Mentor Teacher: stephen Mllar

Page 3 of 7

THE UNIVERSITY

Professlonal Experlence Report

,/ADELAIDE

scHooL oF
EOUCATION

ASSESSMENT AND

REPORTING.

satisfactory EI

Unsatisfactory D

APST: 5 - Assess, provide feedback and report on student learning

5.1

Assess student learning

5.2

Provide feedback to students and

5.3
5.4
5.5

their learning
Make consistent and comparable
judgements
lnterpret student data
Report on student achievement

Stepha nie demonstrated

to develop and apply a range of assessment strateges;

- An understanding of the importance of the clear presentation of assessment
criteria to students;
- The ability to complete marking/grading in a reasonable time period and
report back to students in a clear and supportive way.
- Appropriate recording proced ures;
- A knowledge of assessment policies, practices and proformas;
- An ability to evaluate the effectiveness of the learning program.
Stephanie conducted a wide range of assessments, including Aural Tests,
Theory Tests, Solo Performances, Group Performances, lndividual and Group
Compositions, and Home Made Musical lnstruments. She set and marked
written tests, and wrote feedback on various types of assessments. All three
teachers were happv with the srades and feedback she eave.
- The ability

PROFESSIONAT QUALTIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVETOPMENT.

Satisfactory

EI

Unsatisfactory

APST: 6 - Engage with Professional Learning

6,1

ldentify and plan professional

learning needs
6.2 Engage in professional learning and
improve practice
6.3 Engage with colleagues and improve
practce
6.4

Apply professional learning and

improve student learning

Stepha nie demonstrated;

- Commitment and enthusiasm for teaching;
- 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.
- 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.
- An ability to identify teaching strengths and weaknesses and respond
constructvely to feedback.
Stephanie became very involved in all aspects of the music department,
including faculty meetings, involvement in concerts and performances and
attendance at general staff meetings. She conducted some of the co-curricular
ensembles, and obserued a number of rehearsals of other groups. Stephanie
conducted the Senior Concert Band and sang in the staff item at the Cabaret,
staying until the end ofthe evening to help pack up. She returned after her prac
was completed to conduct the Year 7 choir in the Middle Years Concert. She
had regular meetings with staff on a range of topics, and was always
professional and positive in her conduct. Stephanie also accompanied staff on
rd dutv and attended morning home group.

Pre-Service Teacher: Stephanie Neale

Mentor Teacher: Stephen Millar

Page 4 of 7

Professional Experlence Report

scHoot oF
EDUCATION

rHE

UNTVERSTTY

N9i,,/ADELAtDE

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory
7.1,

Meet professional ethics and

responsibilities
72 Comply with legislatve,
administrative and organisational
requ irements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching
networks and broader communities

Unsatisfactory

Stephanie complied with all relevant policies and procedures, including

following up the Year 7 specal needs student with relevant staff.
She respected the College's requirements regarding prayers and readings.
She met with parents in an informal way at two school concerts, as well as
conducting large ensembles in front of parents at these two events.
As a member of the ASME SA Chapter Council, Stephanie is involved in a range
of professional development and music advocacy activities.

Overall Evaluation.

Outstanding

Stephanie is one of the most organised and committed student teachers we have seen. As wellas fulfilling her basic
teaching requirements, she observed extra classes and rehearsals and took part in a large number of activities both
before and after school. She volunteered to assist with set ups and performances, and attended evening
performances. ln the classroom, she initially had some minor inconsistencies with behaviour management in some
classess, but successfully employed different strategies and developed excellent working relationships with her
classes during the course of the practicum. She has a wide range of music knowledge and skills, and shows great
enthusiasm for teaching and music in general.

Signed:

Date:

Classroom/Supervising Teacher

Date:

Signed:
S

ite Co-o rd i nato r/Prinei.pel

...........z1.

I p..l .,1t.

*1 lIulY

Staff at the University of Adelaide's School of Education greatly value your opinion and appreciate the time and
effort you have put into supervising our pre-service teachers.
Thank you
Jan Keightley
Head of School

Signed:
For the University of Adelaide
Pre-Service Teacher: Stephanie Neale

Mentor Teacher: Stephen Millar

Page 5 of 7

Professbnal Experience Report

20tr

Evaluation Rubric
qualitative feedback'
they should give the rating that they think best reflects the pre-service teache/s standard and provide supportive evidence in their

Rating
Short
Description

U = Unsatisfactorv

Performance below an
acceptable standard for this
stage.

Classroom Practice
APST 1

Know the students and how

they learn

Little willingness to engage

with the needs of individual
students and with the
school as a place of learning.

VG = Verv Good

A = Acceotable

G = Good

Performance at a mnmel
standard for this stage.

A sound performance at

Some willingness to engage

with the needs of individual
students and with the
school as a place of learning.

Clear evidence of initiative

and willingness to engage
positively with the needs of
individual students and with
the school as a place of

Performance at a standard
above that which could be
expected at ths stage.

this stage.

learning.

!
Knowledge of Content and
curricula

Scant/erroneous knowledge
of content and curricula.

APST 2

Knowthecontentand how
to teach it
Planning and preparation
APST 3

Plan

Knowledge of most content,

but several gaps: able to

Sound knowledge of

Strong and self-reliant

content; clear

meet curricular
requirements.

understanding of curricular

knowledge of content;
imaginative application of
curricula.

needs.

Clear evidence of planning

Minimal evidence of
planning and preparation
for teaching.

and preparation for

teaching.

colleagues.

tr

Planning andl or preParation

for teaching that extends
beyond the student's own

Planning and/ or preparation

for teaching extending
beyond the student's class
and year levels, or with a
creative aspect that insPires
learning.

class.

for and implement

effective teaching and

learning

Preservice Teacher: Stephanie Neale

Mentor Teacher: Stephen Millar

Knowledge of content
beyond curricula and
willingness to assist

tr

tr

!
Little evidence of planning
or preparation for teaching.

Strong initiative and

willingness to engege
positively with the needs of
individual students and with
the school as a place of
learning.

O = Outstandine
An exemplary performance
well above a standard that
could be expected at this
stase.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

Page 6 of 7

Pmfessional Experience Report

2014

ffi+tr1@ffili'

Rating
Short
Description

Classroom Management

and Discipline

U = Unsatisfactorv

A = Acceptable

G = Good

VG = Verv Good

Performance below an
acceptable standard for this
stage.

Performance at a mnmal
standard for ths stage.

A sound performance at
ths stage.

Performance at a standard
above that which could be
expected at this stage.

skills.

potential to develop.
APST

stage.

Confident leadership in
classroom management

Confident classroom
management skills.

Effective classroom
management skills.

Some classroom
management skills, with

Poor/unethical classroom
management skills.

O = Outstandine
An exemplary performance
well above a standard that
could be expected at this

Create and maintain

supportive and safe learning

environments
Assessment and Feedback

Little evidence of the use

assessment as a tool to

APST 5

understand student
achievement and the
effectiveness of teaching.

Assess, provide feedback

and report on student

learning

of

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Some evidence of
competent assessment.

Limited/ late feedback.

Little differentiation in

differentiation in
assessment processes.

assessment processes.

Leadership in assessment
practices indicating

Proficient and refl ective

assessment. TimelY and
useful feedback linked to
strengths and weaknesses
of individual school
students. Creativity in

refl ective teaching practice.

Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beyond
the class to the year
level/cohort. lnnovation in

assessment processes.

assessment processes.

tr
Professional Relationships
APST 6 Engage

with

Lttle/no commtment to the

school, professional
colleagues and students.

n
Minimal commitment to the
school, professional
colleagues and students.

tr

tr

Sound commitment to the

Strong commitment to the

Exemplary commtment to

school, professional
colleagues and students.

school, professional
colleagues and students.

the school, professional

colleagues and

students.

Professional Learning
APST 7 Engage

professionally with
Colleagues, parents/carers
and the community

Pr+Servce Teacher: stepha n;e Ne le

MentorTeacher: 5ephen Millar

tr

PaEeT of 7