Faculty of Arts and Education

PROFESSIONAL EXPERIENCE REPORT

EARLY PROFESSIONAL PLACEMENT

Teacher Education Student Jessica Enemy Student ID 11574672

Course Bachelor of Education K-12 EPT Subject 218

Supervising Teacher(s) Lisa Caligari Placement Dates

From 26/10/2017 to 17/11/2017

School Mudgee Public School Total days attended

17 of 17 days

Secondary: Curriculum/teaching area/s & years/stages

Primary: Years/stage/grade
Year 5, Stage 3.
To the supervising teacher:
This Professional Experience Report will serve as a record of the teacher education student’s ability to demonstrate
appropriate progress towards the full range of descriptors of the Australian Graduate Teacher Standards as
described in the Evidence Guide for an early professional experience placement. The assessment provided by
you will form part of the student’s formative assessment towards full achievement of the Standards at Graduate level
at the end of the student’s course.

Formal assessment to be undertaken by the supervising teacher:

A teacher education student’s progress towards achievement of the Standards is to be:
1) reviewed no later than the mid-point of the placement; and
2) assessed at the completion of the placement against each descriptor of the Graduate Teacher Standards, at
an appropriate level for an early placement as:
ND - Not Demonstrated; WT - Working Towards; D - Demonstrated; E - Exceeds expectations.

Review at Mid-Placement:
At the mid-point of the placement, supervising teachers are asked to engage with the teacher education student in a
collaborative review of progress to date with reference to the Graduate Standards and the Evidence Guide for early
professional experience placements in order to identify demonstrated strengths and areas for further development
during the placement.
Mid-Placement Review completed (tick) ✔ (date): 08/11/2017

✔
No significant concerns have been identified (tick) OR Significant concerns have been identified and notified to the
Workplace Learning Team on (tick) (date)
08/11/2017

Assessment at the Completion of the Placement:

If descriptors are not able to be demonstrated owing to factors outside the teacher education student’s control, please
provide an explanation in the appropriate comment section. The overall assessment of the placement is Satisfactory
or Unsatisfactory.
The Guide to this professional experience can be accessed online or provided to you by the teacher education student. It contains
information on the purpose of this professional experience placement and how this placement links to other placements in the
teacher education student’s program. It also provides information about the expected teaching requirements in this placement.
Supervising teachers should also refer to the Evidence Guide provided before completing this report.

PROFESSIONAL KNOWLEDGE
STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN
ND WT D E
1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics ✔
of students and how these may affect learning.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for ✔
teaching
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of ✔
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic ✔
background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific ✔
learning needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that ✔
support participation and learning of students with disability.

Comment on the teacher education student’s knowledge of students and how they learn
Jessica was quick to develop student profiles and identified their varying needs. She sought to learn about effective
teaching strategies to meet the needs of students requiring additional support and showed a particular strength for
supporting them. Jessica worked well with our ESL student, who has very little English. She programmed effectively for
him and was sensitive to his needs. Jessica was able to communicate successfully with him, utilising visual timetables,
breaking down tasks and giving him suitable, differentiated learning activities. She utilised the class program, identifying
students on our 'differentiation surfboard.' Jessica was able to develop suitable activities for the diverse learners in the
class, allowing access to the curriculum for all students. She demonstrated inclusive practices for students with Autism
diagnoses' and provided support to them when needed.

STANDARD 2 – KNOW THE CONTENT AND HOW TO TEACH IT

ND WT D E
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge, and understanding of the concepts, substance and structure of the content and ✔
teaching strategies of the teaching area.
2.2 Content selection and organisation
✔
Organise content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. ✔
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between
Indigenous and non-Indigenous Australians
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander ✔
histories, cultures and languages.
2.5 Literacy and numeracy strategies
Know and understand literacy and numeracy teaching strategies and their application in teaching areas. ✔
2.6 Information and Communication Technology (ICT)
✔
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

Comment on the teacher education student’s knowledge of content and how to teach it
Jessica's lessons were clearly well thought out, demonstrating a thorough knowledge for the content she was teaching.
With the content that she required further knowledge with, she actively researched and asked questions. Using the
Maths Diagnostic Test, Jessica determined gaps in the student's learning. She used this as a basis for teaching maths
lessons about mass, volume, capacity and decimals. After each lesson, she built on her knowledge of the content,
demonstrating an increased knowledge of effective strategies to teach these concepts. Jessica utilised the class set of
laptops during the literacy session. She used ICT to engage the students and implemented effective strategies, allowing
students that usually have difficulty with writing, to create persuasive texts. The way the Jessica taught these lessons,
clearly showed her knowledge of persuasive texts and how to integrate technology.
PROFESSIONAL PRACTICE

STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

ND WT D E
3.1 Establish challenging learning goals
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
✔
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. ✔
3.3 Use teaching strategies
Include a range of teaching strategies.
✔
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. ✔
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. ✔
3.6 Evaluate and improve teaching programs
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve ✔
student learning.
3.7 Engage parents/ carers in the educative process
✔
Describe a broad range of strategies for involving parents/carers in the educative process.

Comment on the teacher education student’s planning and implementing of effective teaching and learning
Jessica responded well to supervisor feedback and began to set learning goals and made all students aware of them.
She understood that it was important to verbalise these goals with the students and saw that it reflected positively on
student achievement. Jessica developed her skills to alter these goals for students who required extra support. Her
expectations for the students became individualised, as she became more familiar with the needs of each child in the
class. She utilised a range of teaching strategies, targeting kinaesthetic, visual and auditory learners. Her maths
lessons were a particular highlight for the class, as they were highly engaging, allowed them to experiment, use all of
their senses and participate in group work. Jessica reflected on her lessons and was able to identify her strengths, as
well as areas for refinement. It was very clear that she thoroughly reflected on her teaching each day, as she refined
her teaching and built upon her skills throughout her practicum. Jessica developed a good bank of verbal and
non-verbal strategies to effectively communicate to the students. She showed particular strength in voice projection and
altering her tone and volume to keep students engaged.

STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

ND WT D E
4.1 Support student participation
✔
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities
Demonstrate the capacity to organise classroom activities and provide clear directions.
✔
4.3 Manage challenging behaviour
Demonstrate knowledge of practical approaches to manage challenging behaviour.
✔
4.4 Maintain student safety
Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum ✔
and legislative requirements.
4.5 Use ICT safely, responsibly and ethically
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, ✔
responsible and ethical use of ICT in learning and teaching.

Comment on the teacher education student’s creating & maintaining supportive & safe learning environments
Jessica has a particular strength in this area.She engages the students with her positive and motivated attitude. Jessica
has learned to identify students that require 1:1 adult attention and supports them in a respectful manner. She is
learning that it is best to give these students attention for positive reasons,than to wait until they have sought attention
by acting out. Jessica is very competent in managing small groups, while others work independently. She also has the
ability to share her 1:1 time amongst the students during work tasks. Jessica effectively manages the students by
allowing them to be in control of their own learning and giving them reasonable choices.She displays a good knowledge
of the school's discipline policy and Positive Behaviour For Learning principles. Jessica is effective at giving positive
versus negative praise and feedback and recognises the importance of this. She supports student wellbeing by being
sensitive to student needs and understanding how precipitating factors can effect student learning. Jessica is aware of
mandatory reporting guidelines and has used ICT safely, responsibly and ethically throughout her placement.
 STANDARD 5 – ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING
ND WT D E
5.1 Assess student learning
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and ✔
summative approaches to assess student learning.
5.2 Provide feedback to students on their learning
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about ✔
their learning.
5.3 Make consistent and comparable judgements
Demonstrate understanding of assessment moderation and its application to support consistent and ✔
comparable judgements of student learning.
5.4 Interpret student data
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify ✔
teaching practice.
5.5 Report on student achievement
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the ✔
purpose of keeping accurate and reliable records of student achievement.

Comment on the teacher education student’s assessing, providing feedback and reporting on student learning
Jessica has developed her skills to give timely, consistent and specific feedback to students. She understands the value
of formative and summative assessment to inform the teaching and learning cycle. Jessica has used a variety of
assessment and feedback strategies during her placement, including written feedback, diagnostic testing and anecdotal
records. She has conferenced with individual students to assist them with their learning goals and provided both verbal
and written feedback. We discussed the importance of consistent teacher judgement when assessing students and
reporting on their achievements to parents. She has developed a good understanding of why it is important to have
evidence to support the grades given to the students at reporting time. Jessica had the opportunity to interpret NAPLAN
and diagnostic testing data. We looked at student growth and how this helps us to target particular groups of students.
Jessica has looked over student reports and we have discussed the importance of reporting to parents in a sensitive,
honest, positive format.

PROFESSIONAL ENGAGEMENT

STANDARD 6 – ENGAGE IN PROFESSIONAL LEARNING

ND WT D E
6.1 Identify and plan professional learning needs
Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying ✔
professional learning needs.
6.2 Engage in professional learning and improve practice
✔
Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Engage with colleagues and improve practice
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. ✔
6.4 Apply professional learning and improve student learning
Demonstrate an understanding of the rationale for continued professional learning and the implications for ✔
improved student learning.

Comment on the teacher education student’s engagement in professional learning

Jessica referred to the Teaching Standards on a daily basis, to inform her reflection of teaching. She actively looked for
information and evidence to support her in her learning and to identify her individual needs during her early professional
experience placement. Jessica's learning goals reflected the Standards and were challenging yet achievable. She
looked for opportunities to achieve these goals. Jessica is to be commended for the way she accepted feedback from
her supervising teacher. This was reflected in her daily teaching,as she refined aspects that were discussed at the end
of each day. Jessica clearly took on professional advice about areas that would benefit her professional development
while working towards her degree.
STANDARD 7 – ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY
ND WT D E
7.1 Meet professional ethics and responsibilities
Understand and apply the key principles described in codes of ethics and conduct for the teaching ✔
profession.
7.2 Comply with legislative, administrative and organisational requirements
Understand the relevant legislative, administrative and organisational policies and processes required for ✔
teachers according to school stage.
7.3 Engage with the parents/carers
Understand strategies for working effectively, sensitively and confidentially with parents/ carers.
✔
7.4 Engage with professional teaching networks and broader communities
Understand the role of external professionals and community representatives in broadening teachers’ ✔
professional knowledge and practice.

Comment on the teacher education student’s engagement with colleagues, parents/carers and the community
Jessica was very professional in the way that she interacted with students, staff, visitors, parents and carers. She
demonstrated knowledge of teacher's duty of care to maintaining the safety and wellbeing of the students by reporting
to me of any concerns she had of particular students. Jessica sought information about the school's discipline and
behaviour management policies. She showed a willingness to participate with school staff in a range of activities,
including staff/stage meetings and Learning Support meetings. Jessica respected the confidentiality of these meetings
and ethical and respectful during her placement.

SUMMARY COMMENT:
Jessica has had a very successful practicum placement at Mudgee Public School. She has an engaging personality
and seeks to build strong, supportive and respectful relationships with the students. Jessica earned the respect of the
students in 5C very quickly and as a result, they responded positively to her. Some highlights of her placement include
the way she responded to my feedback as her supervisor, her willingness to experiment with different teaching
strategies and her fantastic, hands on lessons in Maths, Drama and Art. Jessica effectively communicates to the
students and is very clear and explicit in her teaching style. She is developing an ability to differentiate learning
activities and has enjoyed the challenge of meeting the physical, social, emotional and academic needs of all 31
students in our class. I encourage Jessica to explore in greater detail, research on assessment and feedback and its
value to teaching and learning. She has a fantastic personality for teaching and wish her all the best, working towards
obtaining her degree and in her career as a teacher. Thank you Jessica for your help over the past three weeks.

The overall assessment of the placement is:

✔ Satisfactory:
Unsatisfactory:

Supervising Teacher

Name Signature Date

Digitally signed by Lisa Caligari
DN: cn=Lisa Caligari, o=Mudgee Public
Lisa Caligari Lisa Caligari School, email=lisa.caligari@det.nsw.edu.au,
c=AU
Date: 2017.11.17 11:47:31 +11'00'
17/11/2017
Principal
Name Signature Date
Digitally signed by Roslyn Rogers
DN: cn=Roslyn Rogers, o=Mudgee Public
Roslyn Rogers Roslyn Rogers School, ou,
email=roslyn.rogers@det.nsw.edu.au, c=AU
17/11/2017
Date: 2017.11.17 12:06:41 +11'00'
Teacher Education Student

Name Signature Date

Digitally signed by Jessica Emeny

Jessica Emeny Jessica Emeny DN: cn=Jessica Emeny, o=Charles Sturt University ,
email=jesse@javoca.com.au, c=AU
Date: 2017.11.17 15:19:04 +11'00'
17/11/2017