1

SCHOOL OF EDUCATION

TEACHING PRACTICUM REPORT

STUDENT TEACHER:
SCHOOL:

Lauren Edwards

26/8/13

PERIOD FROM

Bob Bamford

UNIVERSITY SUPERVISOR:

MENTOR TEACHER:
SUBJECT

TEACHING PRACTICE
1
GRAD DIP ED

27/9/13

DAYS
ABSENT

Mount Gambier High School

SCHOOL COORDINATOR:

TO

History

Kristen Tunbridge
YEAR LEVELS
TAUGHT

8, 10

TEACHING PRACTICE 2
B MUS ED (4TH YR)

B TEACHING (4TH YR)

!
!

PLEASE COMPLETE A SEPARATE REPORT FOR EACH SUBJECT AREA.

If the report cannot be typed, please use black ink. If space for the descriptive comments is insufficient, please use
additional pages. Student teachers find these comments helpful.
The student teacher is encouraged to use this form throughout the period of teaching experience as a guide to feedback.
The student teacher may wish to use and discuss this report with prospective employers.
Please return the completed and signed report by mail to: Professional Experience Office,
School of Education, University of Adelaide, SA 5005
Ratings and open comments are both needed. Ratings should be made in terms of what may
reasonably be expected of student teachers during either the first or second experience in a secondary school.

U
A
G
VG
O

Unsatisfactory
Acceptable
Good
Very Good
Outstanding

performed below an acceptable standard for this stage

performed at a minimal level for this stage
sound performance from a student teacher at this stage
above that which could reasonably be expected from a student teacher at this stage
well above that which could reasonably be expected at this stage

PROFESSIONAL EXPERIENCE CONTEXT (e.g. co-educational, R-12 school)

Mount Gambier High School is a co- educational, 8 to 12 Secondary School situated 450kms south-east of
Adelaide. The school has a student population of approximately 1000, with 18% being school card recipients. Mt
Gambier is a large country town. Our students are drawn from the city of Mount Gambier, surrounding areas of
long established farming communities, small hobby farms and rural townships. A comprehensive curriculum
across a range of learning areas is the feature of the Year 8 to 10 curriculum and the school offers language
studies in Japanese and Italian. In the senior years, students can choose from a broad curriculum designed to
support a wide variety of career pathways. Four accredited specialist sports programmes, an automotive skills
centre on site, access to a range of VET programmes, a specialist performing and creative arts centre, and sister
schools in Italy, Japan and the United Kingdom, encourage a diverse range of learning opportunities. Classes are
generally of mixed ability; extended classes are conducted in Music, English and Maths.
TEACHING/LEARNING CONTEXT (year levels, class sizes etc.)

The year 8 HASS class consists of students working against the Australian Curriculum. Of the 23 students, 3
have significant literacy and learning difficulties as well as a particular student with severe dyslexia. As well as
these students, there are a number of students capable of achieving highly and so there is a need to cater for a
range of learning abilities in the design and delivery of the curriculum. The gender balance is equal. Lauren was
responsible for delivering part of a depth study of the History curriculum following the Australian Curriculum
guidelines.
The year 10 HASS class consists of students working against the Australian Curriculum. Of the 22 students, 1
has severe learning difficulties associated with dyslexia. There are students capable of achieving highly and so
there is a need to cater for a range of learning abilities in the design and delivery of the curriculum. The gender
balance is equal. Lauren was responsible for delivering part of a depth study of the History curriculum following
the Australian Curriculum guidelines.

PERSONAL QUALITIES, PROFESSIONAL RELATIONSHIPS,

AND PROFESSIONAL DEVELOPMENT.

!
U

VG

Students should demonstrate: (a) Commitment and enthusiasm for teaching. (b) 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. (c) 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. (d) An ability to
identify teaching strengths and weaknesses and respond constructively to feedback.

She naturally fitted into our staff room and faculty, showing an interest in the school events and conversing easily
with other staff members. She participated in an election day fundraiser for our Student Representative Council,
using her barista experience to make coffees to sell with a senior school student. Lauren used this opportunity to
get to know some of her upcoming students, and form professional relationships with staff and community
members. Lauren attended staff and faculty meetings, contributed to discussions, and shared resources she had
prepared on Black Death for the Australian Curriculum, which staff gratefully accepted.
Lauren rapidly learnt students names and demonstrated skills in communicating positively with the students. She
has been very approachable and willing to assist students who asked for assistance. She became an integral part of
our team and was prepared to offer and seek advice and to help in any way. Lauren was keen to get feedback after
lessons and about her unit and lesson plans. She acted upon suggestions and stepped out of her comfort zone to try
new things in the classroom.

PLANNING AND PREPARATION

Students should demonstrate an ability to: (a ) Consult with mentor teacher about the syllabus
U A G VG O
and the nature of the class; (b) Identify appropriate objectives of units and lessons; (c) Take into account different student abilities and be responsive to
student needs; (d) Prepare adequate lesson plans, with a logical sequence of learning activities; (e) Show imagination and initiative in identifying, accessing,
and incorporating resources; (f) Incorporate opportunities for feedback to students; (g) Allocate time effectively.

Lauren conscientiously met with me to collaboratively plan learning experiences for the class. She programmed
using the Australian Curriculum and complied with the school expectations of planning and assessment, by
providing students with assessment criteria and expectations at the commencement of the unit. Her activities were
logical and provided scaffolding for students so that they could achieve success, while providing for the
individual differences in learning styles.
Lauren has developed a year 8 unit of work for an Australian Curriculum depth study- the Black Death. She also
developed a unit of work on American and Australian civil rights which is part of a depth study in the year 10
Australian Curriculum. At the beginning of each lesson she had on the white board the purpose and sequencing
the lesson would take. Her organisational skills were outstanding. She provided students with detailed tasks that
had been well researched and well scaffolded meeting the students needs. She was prepared to help individual
students to understand the requirements and differentiate tasks to suit the needs of multiple students within both
classes. She provided students with resources to assist them with their research. She prepared her lessons
thoroughly and actively sought advice and feedback from me after each lesson.

CLASSROOM PRACTICE.

Students should demonstrate an ability to: (a) Incorporate a range of strategies to cater for different
U A G VG
needs/learning styles; (b)Engage students; (c) Communicate interest and enthusiasm for the subject; (d) Give clear directions and explanations, and
question pertinently. (e) Work with individual students, small groups (if applicable), and with a full class; (f) Interpret lesson plans flexibly. (f) Select and
use a variety of resources and approaches; (h) Present the lesson effectively, i.e. voice, eye contact, manner, suitable language level.

Lauren employed a variety of strategies to engage the class including class discussions and small group work.
Movement and verbal cues were used during lessons to re-engage the class as it can be unresponsive at times.
Rewards and positive feedback were readily used. Computer technology was successfully used in lessons.
Lauren displayed good classroom practice by: using co-operative learning strategies; being flexible; catering for
different learning styles; encouraging students to participate actively in learning; valuing differences in
background and experience that students bring to their learning; creating a happy and supportive environment;
making the curriculum challenging but attainable; having clear rules and consequences, and acknowledging
students successes. She was easily able to work with individual students, small groups and whole classes.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA

Students should demonstrate: (a) Thorough knowledge of subject area; (b) Knowledge of current
U A G VG O
curricula;
(c) Ability and
willingness
to research additional background knowledge. (d) Knowledge of various teaching approaches, resources, and
current curricula
Ability
and willingness
technologies in their area.

Lauren demonstrated a thorough knowledge of the Black Death. She had prepared to a high level with a variety of
learning strategies for students including use of Power Points, Prezis, direct teaching, and written notes. Students
were also able to use computers in both classes which she had selected websites for students to utilise, providing
high scaffolding. In year 10 History, Lauren had to seek additional background knowledge on American and
Australian Civil rights which she did comprehensively. She developed a number of resources from Power Points
and Prezis to assessment tasks with prepared fact sheets for students. Lauren demonstrated a very good
understanding of the Year 8 and Year 10 subject area of History and had a genuine interest in the topics being
studied. She was up to date with curriculum expectations and also had a good general knowledge which she was
able to incorporate into her teaching to generate interest. She researched thoroughly and provided students with a
wealth of information. She used a variety of teaching practices and was exceptional in her use of technology.

LEARNING ENVIRONMENT - MANAGEMENT AND DISCIPLINE

Students should demonstrate an ability to: (a) Organise and manage the classroom to ensure
U A G VG O
a positive, supportive and appropriate climate for learning. (b) Establish and maintain appropriate behaviour management strategies; (c) Develop sound
professional and personal relationships with students. (c) Deal appropriately with minor interruptions; (e) Manage general organisation and administration.

Lauren was organised with clear instructions on the expectations for lesson and supported students in planning their
time and resources. She has talked individually to students if they have not been on task to ensure they are clear on
what they need to do. She is prepared to follow through behaviour management issues for off task students,
removing them if required, to ensure other students are not disadvantaged in their learning.
Lauren was well organised and managed the History classes well. She provided a supportive learning environment
which met the individual needs of the students. She had high expectations in the area of behaviour management and
incorporated appropriate measures to maintain classroom discipline.
Lauren was punctual for daily routines, morning meetings, collected notices and was punctual in the Home Group
every morning so that all of the morning routines could be promptly dealt with.

ASSESSMENT AND REPORTING.

Students should demonstrate: (a) The ability to develop and apply a range of assessment strategies;
U A G VG O
(b) An understanding of the importance of the clear presentation of assessment criteria to students; (c) The ability to complete marking/grading in a
reasonable time period and report back to students in a clear and supportive way. (d) Appropriate recording procedures; (e) A knowledge of assessment
policies, practices and proformas; (f) An ability to evaluate the effectiveness of the learning program.

Lauren reflected on her own practice and accepted feedback gratefully, as a professional. She provided assessment
criteria to students and reminded them of her expectations as the unit progressed. Work was collected on due dates
and marked promptly. The speed with which Lauren marked and provided feedback to students was very
impressive. She provided clear marking and positive and constructive feedback to students and was pro-active in
remediating any misunderstanding. Recorded information on students work was left for the supervising teacher.
Lauren developed one assessment task for each history class, with appropriate rubrics to judge their performance
by. She is able to link the task and criteria to the outcomes provided.

GENERAL EVALUATION
The Mentor Teacher's evaluation of the general performance of the student teacher during placement.

VG

Undertaking a practicum is daunting enough let alone moving to the country and a town where everyone is a
stranger, as well as leaving home and living independently. Lauren coped extremely well with all of these
challenges. She showed great maturity, confidence and flexibility in her developing of relationships and learning
programmes. She demonstrated a strong desire to learn, her willingness to ask for and act on advice and her
excellent work ethic will stand her in good stead. She is organised, manages her time well, has a good knowledge of
her subject and thinks about what she is teaching and its purpose. She takes a genuine interest in the students and
treats them with respect. They also appreciate that expectations are made clear and that the classroom is well
managed.
Lauren has shown that she has the potential to be an excellent teacher and a valued member of staff. She is
motivated, committed, uses her initiative and possesses both the professional skills and personal qualities to be an
effective and respected teacher. We have thoroughly enjoyed working with her and wish her all the best in gaining
employment upon the completion of her course. We would happily have her back as a member of our staff.

Signed

Date

Classroom Supervising Teacher

Signed

Date

School Coordinator/Principal