FINAL PROFESSIONAL EXPERIENCE REPORT 2015

Student ID

2093075

Pre-service Teacher

Daniella Porcaro

School

St. Leonards Primary School, Woodcroft Primary School

Mentor Teacher(s)

Judy Ireland, Caren Poulter, Janet Larkin

School Co-ordinator

Linda Richardson, Josh Vick

Year Level

R/1, 3/4, Spec. Ed.

Liaison

Coordinator

University

Gwenda Cunningham

Dr Barbara Nielsen

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
St. Leonards Primary School is a R-7 government primary school. There are 345 students, consisting of 7 junior primary classes
and 6 upper primary classes. The school has been growing rapidly over the past five years with at least one new class planned for
2016. We have a Principal, Deputy Principal and a coordinator in student well-being. Approximately 25% of the school population are
from a ESL background. We have strong and active parent community.
Woodcroft Primary School is an R-7 government primary school. There are 869 students consisting of 13 junior primary classes
and 19 primary classes. We have a Principal, Deputy Principal, and two Senior Leaders. The school is Category 6, with 20% of
students on school card, 1.5% ATSI, 11% from non-English speaking backgrounds (including India, Pakistan, Russia and China),
4.5% with a verified learning disability and 24% with one or more parent born overseas. The school is innovative in the use of
technologies for learning in the 21st century and environmental sustainability is a key part of teaching and learning programs. The
Play is the Way program has formed the basis of the schools approach to behaviour and social development since 2010.

Class (including children with special needs)

St. Leonards: Danni was placed in an R/1 class with 7 Year One students and 19 Reception students. We have several children with
verified speech and language issues who receive extra support.
Woodcroft: Danni was placed in a Year 3/4 class and supported a male student with severe ASD one day/week. Danni also taught
in the Special Education program and supported verified students one day/week. The verified students included those with speech
and language issues, ASD and cognitive issues.

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

Complete Novice

Emerging

Standard 2

I
Graduate

X I__
Proficient

Know the content and how to teach it

Complete Novice

Emerging

I
Graduate

X I__
Proficient

PROFESSIONAL PRACTICE
Standard 3

Plan for and implement effective teaching and learning

Complete Novice

Emerging

Standard 4

X I__

Graduate

Create and maintain supportive and safe learning environments

Complete Novice

Emerging

Graduate

Standard 5

Proficient

X I__
Proficient

Assess, provide feedback and report on student learning

Complete Novice

Emerging

Graduate

I__

Proficient

PROFESSIONAL ENGAGEMENT
Standard 6

Engage in professional learning

Complete Novice

Emerging

Standard 7

X I__

Graduate

Proficient

Engage professionally with colleagues, parents/carers and the community

Complete Novice

Emerging

X I__

Graduate

Proficient

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Danni has demonstrated the ability to quickly establish herself as part of the teaching team and
established good relationships with children. She has gained the respect of staff, students and parents
through her warm and caring nature, together with her provision of learning opportunities in the
classroom. Danni actively listens to others and acts upon advice when necessary. I have been
impressed with Dannis flexibility in working at two schools and her commitment to continuously
improve her knowledge and skills in teaching. It has been a pleasure to have Danni working with us at
St Leonards.
In her time at Woodcroft Primary School, Danni has clearly demonstrated the skills, knowledge and
professional disposition to successfully make the transition from pre-service to graduate teacher.
Working with a range of students, staff and families, Danni has made a significant contribution to
school programs and daily operations, particularly in the area of Special Education, supporting students
with verified learning disabilities. Dannis exemplary planning, communication and organisational
capabilities, complemented by a caring and personable nature, will make her an asset to any school or
organisation that engages her services now or in the future.

Name: Linda Richardson, Josh Vick

Date: 9-6-15

University Liaison
Daniella has demonstrated strong professional qualities throughout her final Professional
Experience. She capably applied her knowledge of the curriculum, teaching strategies to support
students literacy and numeracy achievement across a range of situations in two schools.
Daniella has shown professionalism in evaluating her teaching and learning programs, using
student assessment data, feedback from mentors, self-evaluation then using this information in
on-going planning/teaching to maximise opportunities for the students.
Daniella has demonstrated the capacity to organize classroom activities and provide clear directions.
She has demonstrated strategies to manage challenging behaviour.
Daniella understands and uses strategies to effectively, sensitively and confidentially work with parents/
carers.
Daniella has demonstrated the professional qualities required to become a valued member of the
teaching profession.

Name: Gwenda Cunningham

Date: 10-6-15

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor

Re: Daniella Porcaro

Professional Knowledge
Danni demonstrated a strong understanding of how cultural and family background factors impact on
childrens learning. This was clear in both her lesson planning and in the professional discussions she was
involved in. She used a variety of teaching strategies in order to be inclusive of both childrens family
backgrounds and educational needs and was able to modify and adapt lessons as appropriate. Danni
demonstrated a sound knowledge of the Australian Curriculum, using the framework extensively in her
planning. Danni demonstrated a great deal of flexibility in her teaching, adapting easily when lesson times
had to be changed and events like sports day catered for. I was impressed by the way she managed the
complexity of working across two schools during her practicum, maintaining a positive and professional
attitude and staying organised at both sites.
Danni used Negotiated Education Plans to familiarise herself with individual students needs and developed
teaching programs and strategies based on recommendations in the NEP and discussions with her mentor
teacher. She followed programs set by the DECD speech pathologist efficiently and provided clear and
constructive feedback to all students. Dannis ability to be flexible, accept change and pick up new
information is outstanding as plans changed continually while she was working with special needs students.

Professional Practice
Danni planned and implemented well-structured learning and teaching programmes during her block based
on a thorough knowledge of childrens developmental stages. Dannis questioning techniques are well
beyond what would normally be expected in a pre-service teacher. She used a range of questioning levels
which really encouraged children to use critical and creative thinking. Danni also directed different levels of
questions to different children to enable all children to participate. She was aware of the varying abilities
within the class and used a range of teaching scaffolds in her lessons, including both verbal and non-verbal
strategies to support children. Danni communicated her expectations to children clearly and managed
difficult behaviours calmly and respectfully. Danni demonstrated a solid understanding of assessment
strategies and provided appropriate feedback to the students. She demonstrated the ability to conduct and
interpret student assessment and observations and to use this understanding to plan follow up lessons .
Danni implemented well-structured learning programs that targeted students specific needs. Danni
understands the importance of setting achievable goals and providing scaffolding when teaching special
needs students 1:1.

Professional Engagement
Danni demonstrated a thorough understanding of the Australian Professional Standards and how they
applied to her teaching. She sought advice willingly and responded positively to feedback on her teaching,
using it to further improve her performance. Danni contributed to collegial discussions both in informal
settings such as the staffroom and in more formal staff meetings. She worked with a range of colleagues,
including relief teachers, impressing each with her professional and hardworking ethic. Danni gained the
trust and respect of our class parents, maintaining confidentiality at all times. She kept parents informed

through regular letters and also wrote an article about our excursion for the school newsletter. Danni
planned and organized an excursion during her block, planning before and after follow up activities and
involving parents in the process.
Danni was an integral part of the change process that was implemented for one particular student with a
verified learning disability and complex social and academic needs. She initiated a social story for the
student to help him cope with the change of teachers during the week. Danni supported a new yard
timetable aiding the students transition from a small supervised group to more independent activities.
Changes were suggested and made based on Dannis insightful observations and knowledge of children on
the spectrum. Many professional conversations with Danni about this students needs and his reactions to
situations were at a level far beyond her years of experience. Her patient, calm and non-judgemental
manner with children and people in general are qualities that will be of great benefit to any school.
Danni established trusting and respectful relationships with students and staff very quickly and was able to
maintain these relationships even though she only saw them 1x/week. Danni engaged her students with
their learning and made them feel comfortable and confident to take risks in a variety of activities which is
a critical skill when support students with special needs.
Danni implemented several formal assessments with a range of students and conducted these in a highly
professional and confident manner. Her willingness to try new things is a credit to her and she gained
knowledge and experience through this willingness. Danni understands the sensitive nature of working with
families of students with special needs and attended several NEP meetings for the students she supported.

Written by: Judy Ireland, Caren Poulter, Janet Larkin

Date: 5-6-15

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Supervisor)
In our opinion

Daniella Porcaro

has demonstrated the following overall level of performance in this final professional experience:

X
Fail

Pass

Credit

Distinction

High Distinction

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

Due Dates: Standard placement 8th June 2015

Country 8 week placement 22nd June 2015
Extended placement 6th July 2015