Partnerships

- B. Ed year 4:- Print End of Practicum Report

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Year 4 graduating preservice teachers can be expected to display interest in teaching as a career, awareness of
personal relations in teaching and an inquiring attitude to teaching and learning. There are three domains,
Professional Knowledge, Professional Practice and Professional Engagement alongside 7 core standards that we ask
you to reflect and write upon when providing feedback to the service teacher. The criteria in the report are derived
from the Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teacher Standards. A
copy of the Standards can be found at http://www.aitsl.edu.au/verve/ resources/Accreditation o f initial teacher
education file.pdf.
This report should be completed in consultation with the preservice teacher and other relevant colleagues. A brief
comment for each main Standard will be sufficient. Preservice teachers and teacher educators encourage you to
describe specific achievements, identify areas of concern and make recommendations for future development.

Year 4 graduating preservice teachers will be involved in the development of a curriculum-focused project and
extensive teaching practice, usually in a primary school. In Year 4 graduating preservice teachers might develop,
implement and evaluate a curriculum initiative, normally drawing on their major studies background, using an Action
Research Approach. Extensive teaching practice is essential. Preservice teachers are expected to keep a journal
containing reflections, evaluations and thoughts about this project partnership work. These become examples and
evidence of how they meet each of the 7 core standards of teaching. This evidence should be shared with the mentor
teacher prior to the completion of this report.

PP End of Practicum Report Deadline: Week beginning 12th October 2015 - Preservice teachers must read and
acknowledge that they have read this report by checking the tick box next to Preservice Teacher and entering their
name under the compulsory Signatures section. Mentor teachers required to do the same before the report can be sent
to Victoria University. Two copies of this report (one for the mentor and one for the preservice teacher) must be
printed while sending the report electronically to Victoria University.


PRESERVICE TEACHER DETAILS

ID: 3886660

Family Name: Patman

Given Name: Carisa

Teaching Method/s: Primary

Year Level /Grade: T-3

PARTNERSHIP SCHOOL DETAILS

School Name: Manyallaluk School

Street: Eva Valley Rd

Suburb: Eva Valley

Postcode: 0852

Phone: (08) 89754438

Mentor Teacher: Rosemary Sullivan

School Partnership Coordinator: Lawry Mahon

Year Level/Grade: 1-2
School Name: Woodville Primary School

Street: 33-57 Warringa Crescent Suburb: Hoppers Crossing

Postcode: 3029

Phone: (03) 9749 2770

Mentor Teacher: Kimberley Withers

School Partnership Coordinator: Sharon Ciantar

http://education.vu.edu.au/reports/eoy/year4/y4_end_print_mentor_copy,php?sid=1 2210912015

Partnerships - B. Ed year 4:- Print End of Practicum Report

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END OF PRACTICUM ASSESSMENT

At a level of practice and understanding expected in Year 4 of the Bachelor of Education, the preservice teacher is consolidating
their understanding of professional knowledge. This graduating competence needs to address all aspects of teacher knowledge,
practice and engagement as listed. At a level of practice expected of the graduating teacher. Please comment on areas of strength
and/or aspects needing improvement in relation to the following standards.
Note: Please refer to the AITSL. National Graduate Teacher Standards for a listing of the specific characteristics expected under each
of the seven standards below.

These characteristics of teachers' knowledge, practice and professional engagement have been identified by teachers and teacher
educators as essential for the preparation of members of the teaching profession. This list of standards and characteristics provides
a guide to effective teaching practices that all teachers graduating from a course of preservice teacher education should have the
opportunities to consider, understand and develop as identified by the Australian Institute for Teaching and School Leadership.

Please complete the form using these symbols - A: above expectation B: at expectation C: below expectation NA: not applicable

PROFESSIONAL KNOWLEDGE
Preservice teachers in Year 4 will develop their understanding of how teachers:
know students and how they learn

know the content and how to teach it

COMMENTS ON PROFESSIONAL KNOWLEDGE:

Carisa gradually got to know our students and began to interact with them and understand learning approaches that
work, she has demonstrated that she can plan suitable tasks for all learning levels. Carisa chose different texts for each
reading group and created worksheet based activities. The students were engaged throughout the entire lesson and
worked well with her. Each of her lessons outlined the progression points and what her focus was. This showed me that
she was able to use the curriculum as a tool for her teaching that best developed the students learning.

She learned about the use of small group rotations to provide targeted learning experiences at childrens learning levels
and to deal with the challenges of childrens limited focus and concentration. Over the course of the placement she
became more confident preparing hands on activities suitable to younger learners.
Please indicate development in relation to the Professional K n o w l e d g e domain:

(S= Satisfactory; N= Unsatisfactory )

PROFESSIONAL PRACTICE
Preservice teachers in Year 4 will develop their understanding of how teachers:
plan for and implement effective teaching and learning

create and maintain supportive and safe learning environments

assess, provide feedback and report on student learning

COMMENTS ON PROFESSIONAL PRACTICE:

Carisa was provided with the schools Scope and Sequence, and Multiple Year Level units of work, and encouraged to
select and develop appropriate learning outcomes from a learning sequence and develop lessons based on these
activities. She took time to engage in the units, which were provided and respond to the learning levels of children.

Carisa planned and implemented effective teaching throughout all lessons that she planned. She catered for individual
differences by choosing suitable texts, making sure that the language was appropriate. She created her own activities that
covered multiple concepts, such as sequencing, adjectives, identifying main characters and settings. Carisa created a safe
learning environment for the students by building a great rapport with each student. It was impressive to see her relationship
with students grow within a matter of days in the classroom.

Please indicate development in relation to the Professional Practice domain:

(S= Satisfactory; N= Unsatisfactory)

http://education.vu.edu.au/reports/eoy/year4/y4_end_print_mentor_copy,php?sid=1 2210912015

Partnerships - B. Ed year 4:- Print End of Practicum Report

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PROFESSIONAL ENGAGEMENT
Preservice teachers in Year 4 will develop their u n derstan din g of how:

Teachers: engage in professional learning

Engage professionally with colleagues, parents/carers and the community

COMMENTS ON PROFESSIONAL ENGAGEMENT:

Carisa worked with indigenous and non-indigenous staff and parents during her placement. She engaged in interactions with
colleagues and supervisors. She gained some confidence in preparing simple lessons and activities and implemented games and fun
activities during our camp at school fun sessions and sleepover. Carisa was provided with information and texts about student
learning (e.g. texts such as Get Reading Right, the schools key phonics resource and program, guides to how to read to young
children).

Carisa joined in all meetings that we had throughout the week. She attended a staff meeting, a team meeting and was present during
parent conversations. She was able to discuss what her goals were and the areas that she needed improvement in.

Please indicate development in relation to the Professional Engagement domain:

(S= Satisfactory: N= Unsatisfactory}

OVERALL ASSESSMENT

(S= Satisfactory': N= Unsatisfactory)

MENTOR TEACHER'S RESPONSE

Manyallaluk School Junior Class proved a demanding and difficult final placement for Carisa, as she had to deal with a
turnover of students, young children with ESL, changes in teaching spaces and the absence of and at times limited
access to the Mentor Teacher/Teaching Principal. Even with these difficult times during the placement Carisa has
developed her skills in how to read a picture book or story to children in an engaging manner, to choose the right book
for the children and manage a small group and ask questions relevant to childrens learning. These are basic teaching
skills, which involve bringing books and learning - to life. Due to the circumstances of being in the junior class, I do
think Carisa should complete a further week of placement in an early years setting with 20+ children to ensure she can
manage behaviour, planning and the significant demands of teaching in such a circumstance.

Carisa was a wonderful addition to the classroom at Woodville Primary School. Given the short amount of time that
Carisa was part of the classroom, I saw her confidence grow and become more comfortable around the students and
classroom taking on more initiative as time went on. Carisa spent time with the students during recess and lunch
playing games and interacting with them, building a relationship that is valuable to have. She was able to deliver
effective lessons that were engaging and catered for individual needs and using appropriate language. Her activities
covered a range of concepts that was able to further the students knowledge about the context delivered. I wish her all
of the best in her career.


PRESERVICE TEACHER'S REFLECTIVE RESPONSE

Coming to the Northern Territory to work with Indigenous students in a remote Aboriginal Community, I did not know
what to expect in regards to the students and school, as I have never experienced a setting or environment like this
before. Over the weeks of getting to know the students and then eventually teaching them, I did struggle with behaviour
management a bit, as I am not used to controlling challenging behaviour and working in a multi- year level class as the
students have quite limited focus and concentration. From this experience however I have learnt a fair few techniques
that could be used in order to help with students behaviour and grabbing their attention. Having such a range of year
levels in one class, finding activities and lessons to teach was not easy as I have never needed to cater so much for
individual learning needs and adjusting the level of individual activities to suit each student appropriately needed, but I
started to be able to do that feeling more confident after having gotten to know the students more and understanding
how they learn better. Having a look at the scope and sequence for the class in the units they were learning did help me
in getting know what each student will need to have satisfactorily completed as well as what was appropriate for the
students to learn. As I had the opportunity to take over the classroom and make it an effective learning environment for
the students, I believed that the displays around the classroom were great to have and did start to also display students
work for the students to see and be proud of.

Overall, I enjoyed my time at Manyallaluk School in the Northern Territory, working with the students and staff. My
experience had ups and downs and I believe I learnt very valuable skills that I could use in my future teaching. I also
enjoyed myself very much in getting to know the students and in teaching them. This experience has had me come to a
lot of realisations in teaching and my own learning experience as I believe, being a teacher you are constantly coming to
realisations that certain things are more your style than others as we are constantly learning along with the students in
how to teach certain units and topics and how to handle situations.

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Partnerships - B. Ed year 4:- Print End of Practicum Report

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I enjoyed every bit teaching the students at Woodville Primary School, as I was able to get to know the students quite
well in a very short amount of time and using this to each the students effectively and efficiently. The students were
very kind and welcoming and enjoyed having me in the classroom happily completing the activities I had created and
prepared for them. Being at Manyallaluk School in the Northern Territory and having placement here, I was able to
make comparisons with teaching and learning styles of the students and teachers, which in turn became very valuable
to have and implement skills learned and gained by teaching a vast range of students in a short amount of time.



SIGNATURES
Preservice Teacher: I have read this report

Name: Carisa Patman

Date: 23 September 2015

Mentor Teacher: I have read this report

Name: Rosemary Sullivan

Date: 23/9/15

Preservice Teacher: I have read this report

Name: Carisa Patman

Date: 23 October 2015

Mentor Teacher: I have read this report

Name: Kimberley Withers

Date: 23/10/15

Seen and approved: Lawry Mahon

Date: 26 October 2015

http://education.vu.edu.au/reports/eoy/year4/y4_end_print_mentor_copy,php?sid=1 2210912015