Professional Experience Office

School of Education
Telephone: 8201 3330
Fax: 201 2568
Professional Experience Report 2013
PROFESSIONAL EXPERIENCE THIRD YEAR
Middle & Secondary Schooling
Year 3 Undergraduate & Year 1 Master of Teaching
Pre service teacher name Hannah Weiss Student No. 2086343
School Cleve Area School Year level(s) taught 8
School mentor teacher Graeme Byrnes Subject Physical Education
School coordinator Ray Marino University liaison Jamie Harvey
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.
Cleve Area School is an R-12 School with about 300
students, situated in a small town of about 1000
people. The school is on a large campus and whilst
the facilities are shared, the high school and
primary school are located in different areas. The
school also owns a farm, which is approximately
1000 hectares where they farm sheep and also crops.
Agricultural Studies is a focus of the secondary
school where students from across the state enroll
in the Certificate of Agriculture. Whilst Cleve is
a remote school there still are a broad range of
subjects offered including English, Mathematics,
Science, Physical Education, Agricultural studies,
Drama, Music and Art. The secondary school consists
of single year 8 to 10 classes however, at the
senior level many classes are composite, with stage
1 and 2 combined. Many kids are from farming
families so this impacts the socio economic status
of some of the students at particular times during
the year. There is a strong link between the
school, parents and the wider community and this
contributes to the positive climate of the school.

Mentor Teacher - Summary Statements
Professional Relationships Comments
PROFESSIONAL & COLLEGIAL LEARNING
Teachers actively engage in personal and
collegial learning within the professional
community
Hannah quickly established good relationships with
all staff and students. She sought assistance and
took part in professional discussions during breaks
and after school. Hannah attended the Australian
Curriculum conference for cluster schools (Cleve,
Cowell, Kimba, Karcultaby and Wudinna), with a
focus on Moderation Matters. Hannah worked
collaboratively with other teachers to make
decisions around assessment. Hannah attended staff
meetings and was involved in discussions around
updating the schools Site Development
Plan.
LEARNER REPORT
Teachers foster trusting and respectful
relationships with all learners
Hannah displayed an interested and committed
approach towards all opportunities she undertook.
She quickly established a positive rapport with all
students by getting to know them and taking an
interest in their individual learning. Hannah
treated all students equally and at all times was
approachable and friendly. She was always calm but
purposeful when dealing with students.
PARENT/CAREGIVER & COMMUNITY PARTNERSHIP
Teachers work effectively with
parents/caregivers and the wider
community
Not relevant
Professional Knowledge Comments
LEARNING PROCESSES
Teachers know about learning processes and how
to teach and implement
Hannah utilised a Game Sense approach to
delivering practical lessons, modifying games to
create interest and a deeper understanding of the
sport covered. She explained tasks well,
demonstrating skills to ensure students gained
confidence and understanding. She scaffolded
activities for students, breaking lessons up into
smaller, achievable parts and focusing on embedding
specific skills. Hannah often sought advice and
feedback on the processes she used and was prepared
to act upon the feedback given.
LEARNING CONTENT
Teachers know the content they teach
Hannah planned a 4 week block on Badminton and
Soccer for each of the Year 8 Physical Education
classes. She also planned a 3-4 lesson unit on
Physical Activity and Components of Fitness. Hannah
used the Australian Curriculum and the
South Australian Curriculum, Standard and
Accountability Framework as a guide for
developing these units along with researching ideas
for practical activities. She developed an in depth
understanding of the content required to deliver
the classes and responded well to student questions
and needs.
LEARNING CONTENT
Teachers know about learner contexts and
diversity
Hannah provided a variety of practical learning
activities in both Soccer and Badminton to cater
for students of different abilities and to make
learning interesting and enjoyable. She developed
units which progressed sequentially, building on
students previous knowledge and providing a
variety of tasks suitable for differing learning
styles.
Professional Practice Comments
PLANNING AND TEACHING
Teachers plan and implement teaching
strategies for successful learning experiences
Hannah produced detailed units of work on Badminton
and Soccer demonstrating thorough prior
preparation. Her individual lesson plans were
detailed and displayed appropriate sequencing and
continuity over the course of the practicum to
provide students with the opportunity to develop
their skills. She effectively used a variety of
resources and utilized technology (ie Interactive
Whiteboard, Computers) to deliver interesting
lessons catering for a wide range of student needs.
Hannah confidently delivered these lessons using
clear explanations and demonstrations whilst using
effective questioning techniques. For practical
lessons she had equipment organised and used a
clear and audible voice which she varied for the
learning environment (class, gymnasium or outside).
Hannah endeavoured to listen to students and took
time to explain when students didnt understand.
In particular she focused on subject literacy
by explaining terminology specific to the task. She
provided an effective closure to each lesson by
reviewing learning for the session and
providing a guide to the next lesson. Throughout
the practicum, Hannah improved her judgement of the
timing allowed for completion of practical tasks.
FEEDBACK AND REPORTING
Teachers assess and report learning outcomes
Hannah regularly provided verbal feedback both to
individual students and to the class to guide
improvement. She modified and utilized an
assessment proforma for each class on Soccer and
Badminton that clearly displayed the progress
students were making in Movement and
Performance, Game Sense and Personal and Social
Skills. Hannah was able to make valid judgements
and assessment of students knowledge and
abilities in relation to SACSA outcomes.
LEARNING ENVIRONMENT
Teachers create a safe, challenging and
supportive environment
Hannah exhibited a very good approach to
establishing and maintaining a positive learning
environment in both the Year 8 classes. She
encouraged responsible behaviour and reinforced the
school values of Caring, Respect, Enthusiasm for
Learning and Working Together. She revisited and
reinforced safety rules and ensured activities were
structured to allow for safe movement and use of
equipment. She demonstrated an understanding of how
to deal with student behaviour and the importance
of supporting students throughout the teaching
process.
Pre-service teacher: Comments
Cleve Area School provided me with an environment that was both supportive and
encouraging. My practium experience here was of great value, as I felt as though I
gained a greater understanding of what is expected of me as a teacher, mentor and as a
role model to my students. My mentor teachers provide me with valuable support and
feedback, in which I used to my advantage. This practium experience allowed me to
develop upon my planning and teaching as well as my teaching and learning strategies.
From the feedback I received throughout my practium, I continually tried to take it on
board and make changes where applicable. I believe as though I have learnt a lot from
this experience, as it has allowed me to work out my strengths and weaknesses, and has
also identified the areas in which I need to improve upon for the future.
University Liaison: Summary statement
Hannah's teaching experience has demonstrated that she has developed a strong and
consistent teaching efficacy. She engages in professional discussions, has developed a
positive rapport with students and staff, and enforces and embodies the school values.
Hannah has clearly become a valuable and reflective teacher that is respected by this
community of educators and learners.
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): Graeme Byrnes Date: 09.09.2013
Name of School coordinator: Ray Marino Date: 09.09.2013
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: Jamie Harvey Date: 11.09.2013
Report ID: 000394