Professional Experience Office

School of Education
Telephone: 8201 3330
Fax: 201 2568
Professional Experience Report 2014
PROFESSIONAL EXPERIENCE FINAL YEAR
Middle & Secondary Schooling
Year 4 Undergraduate & Year 2 Master of Teaching


Pre service teacher name Su-Sim Lim Student No. 2082583
School Underdale High School Year level(s) taught 8-11
School mentor teacher Rosie Pioveson Subject Biological Sciences
School coordinator Lesley Holliday University liaison Yvonne Oxenberry
40 day placement
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.
Underdale High School is a progressive learning
community for approximately 650 students from
diverse cultural backgrounds. The school is
located in the western suburbs and is easily
accessed by public transport.



Underdale High School as a Professional
Learning Community is committed to:



All staff participating in learning teams to
improve student engagement and learning
outcomes through a focus on pedagogy in
particular in the areas of literacy, numeracy,
differentiation and digital learning



Catering for diverse interests, abilities and
backgrounds



Offering a broad range of subjects and pathways




Embracing learning technologies




Supporting students to achieve their personal
best



Involving students in a wide variety of sports




Promoting student leadership and co-curricular
activities



Delivering a supportive, personal development
program



Celebrating student diversity and achievement




Participating in international student programs

Mentor Teacher - Summary Statements
Professional Relationships Comments

PROFESSIONAL & COLLEGIAL LEARNING
Teachers actively engage in personal and
collegial learning within the professional
community
Su-Sim actively participated in school life.
She attended staff and faculty meetings. She
related well to staff with in the science
faculty and
members of the broader school community. LEARNER RESPECT
Teachers foster trusting and respectful
relationships with all learners
Su-Sim displayed confidence within the classroom
and it was evident that she enjoyed teaching. This
allowed students to be confident in the materials
that were presented. Students names were quickly
learned and the abilities of students were quickly
recognised. Students were comfortable responding
to questions and regularity sought feedback. This
feedback was provided in a constructive manner
PARENT/CAREGIVER & COMMUNITY PARTNERSHIP
Teachers work effectively with
parents/caregivers and the wider
community
Su-Sim did not have the opportunity to do this
with this class, however it was clearly evident in
classes with other supervising teachers.
Professional Knowledge Comments
LEARNING PROCESSES
Teachers know about learning processes and how
to teach and implement
A variety of teaching strategies such as you- tube
videos and power points were used to effectively
engage students and develop their understanding.
Tasks were well sequenced and sufficient
scaffolding given when required. Students were
also given opportunities to explore open ended
investigations.
LEARNING CONTENT
Teachers know the content they teach
Su-Sim displayed a good knowledge of the
physiology unit being studied in SACE stage 1
Biology. She was able to impart this understanding
to students using a range of strategies.She was
familiar with the assessment criteria and
performance standards
associated with SACE biology.Tasks were generated
which were able to allow the necessary criteria to
be assessed. LEARNING CONTEXT
Teachers know about learner contexts and
diversity
Su-Sim was able to engage all students with in the
class. The class consisted of students with
varying abilities and aspirations. Some students
were continuing on with Biology next semester with
the intention of studying biology in Year 12,
others only studying Biology for the one semester.
Her use
of different strategies to engage students with
diversity abilities enabled all students to
become
fully involved.
Professional Practice Comments
PLANNING AND TEACHING
Teachers plan and implement teaching
strategies for successful learning
experiences
Su-Sim was highly organised in her daily and long
term planning. The tasks necessary for students to
meet the assessment plan were successfully
completed. Her daily lessons were well structured
and allowed the long term curriculum goals to be
achieved. Su-Sim produced thorough unit plans and
detailed lesson plans. She also showed the ability
to modify plans when required.

FEEDBACK AND REPORTING
Teachers assess and report learning outcomes
Su-Sim was responsible for assessing and providing
feed back to students on two major tasks, an issue
analysis and a design style practical. Feed back
was provided to students throughout the drafting
process and students were assessed appropriately on
their outcomes.
LEARNING ENVIRONMENT
Teachers create a safe, challenging and
supportive environment
Su-Sim provided a safe working environment for
herself and students. She was aware of the safety
issues associated with practical sessions and took
the necessary safety precautions.
Pre-service teacher: Comments



Whilst teaching Year 11 Biology I demonstrated that I could successfully engage and
provide for student learning through many different modes. These included role play,
videos, narrative writing,
PowerPoint, practical experiments and research tasks. I thoroughly enjoyed teaching
this group of Year 11 students. Their engagement in learning tasks as well as their
eagerness to ask questions showed that these teaching practices were effective. I was
able to build relationships with students. These relationships were evident through my
knowledge of students names and interests and their willingness to approach me
outside of lesson time.
University Liaison: Summary statement


Su-Sim
is a very competent beginning teacher. She has good rapport with students, and
she consistently encourages them to achieve their highest individual
potential. She shows high quality skills in planning creative and engaging
activities for students, incorporating the use of things
like ppts, youtube clips, games, well designed worksheets/tasks as well
as whole group teaching and group work discussions to facilitate
learning.



Unit
plans are well documented, and Su-Sim designs her individual lesson plans
thoughtfully and with good detail, implementing strategies to support the
varying abilities, interests and learning styles of those in her classes.



She
is respectful in establishing student behavioural expectations, she listens
to advice from her mentors, and she has shown very good progress in managing
this facet of her teaching.



Su-Sims
friendly and professional manner meant that she was able to develop sound
working relationships with the other teaching staff around her. She made
herself aware of whole school administrative details, school policies, and
curriculum details, asking for guidance and following through as necessary.

A very successful
practicum at Underdale High School.
School Coordinator: Final Comments (optional)
Su Sim demonstrated highly competent skills as a teacher of year 11 Biology.
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): Rosie Pioveson Date: 16.06.2014

Name of School coordinator: Lesley Holliday Date: 16.06.2014

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 teaching standards for registration in SA
SATISFACTORY
University Liaison
Name of University Liaison: Yvonne Oxenberry Date: 19.06.2014
Report ID: 000864