Professional

Experience
Report
2016
Final year pre-service teachers completing their Second and Final Placement
Note if this is the pre-service teachers first five week placement, please use the report template which can be found here

Pre-Service Teacher: Thomas Dawson

Placement: From 22/8/16 to 23/9/16

Days Absent: 0

Days at School: 25

School: Pembroke School

Mentor Teacher: Emma-Jane Nagy

email contact: enagy@pembroke.sa.edu.au

Site Co-ordinator: Kay Petherbridge

email contact: kpetherb@pembroke.sa.edu.au

University Liaison: Lenore Barritt

Subject Taught: Stage 1 Business and Enterprise

Year Level(s) Taught: Year 11

Professional Experience School Context (eg: Co-educational, R-12 School)

Pembroke School is an independent, co-educational, non-denominational, day and boarding school ELC 12.
Situated in the eastern suburbs of Adelaide, Pembroke has a consistent enrolment of 1560 students across three
campuses. Pembroke is an IB World School offering the IB Diploma in the Senior School alongside the SACE and
the Primary Years Program in the Junior School. Although not academically selective, the school has a strong
academic tradition, offers a broad range of subjects and has areas of specialisation in Learning Support, most
notably a specialist unit for hearing impaired students.

Teaching/Learning Context (eg: year levels, class sizes etc)

Co-educational class of 19 students. Students are generally motivated and enthusiastic and are of mixed abilities. Some
completed a year of Commerce in Year 10.

Once the report is complete, please sign it and send it through to

Professional Experience Office, School of Education, University of Adelaide, South Australia 5005
Alternatively, please scan and email a copy to: education.practicum@adelaide.edu.au
University of Adelaide School of Education USE ONLY:
Student id number : ...................................................................
Result entered:

TRIMd :

Copy emailed to student : (date)

Professional Experience Report

2016

CLASSROOM PRACTICE.

Satisfactory

Unsatisfactory

APST: 1 - Know the students and how they learn

1.1 Physical, social and intellectual
development and characteristics of
students.
1.2 Understand how students learn.
1.3 Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds.
1.4 Strategies for teaching Aboriginal and
Torres Strait Islander students.
1.5 Differentiate teaching to meet the
specific learning needs across the full
range of abilities.
1.6 Strategies to support full participation
of students with disability.

Tom consistently adapted pedagogical style to meet students learning needs.

The flexible and varied approach to the material and tasks presented allowed
for student engagement and convey his passion for the subject area. Tom
displayed varied approaches in working with students individually, small groups
and as a whole class. This allowed him to present effective lessons that
displayed a variety of resourses, most of which he created or adapted
personally.

KNOWLEDGE OF SUBJECT AND RELEVANT CURRICULA.

Satisfactory

Unsatisfactory

APST: 2 - Know the content and how to teach it

2.1 Content and teaching strategies of
the teaching area.
2.2 Content selection and organisation.
2.3 Curriculum, assessment and
reporting.
2.4 Understand and respect Aboriginal
and Torres Strait Islander people to
promote reconciliation between
Indigenous and non-Indigenous
Australians.
2.5 Literacy and numeracy strategies
2.6 Information and Communication
Technology.

PLANNING AND PREPARATION.

Tom demonstrated a thorough understanding of the content area within the

subject. Depth of knowledge of curricula through varied tasks and establishing
cross curricular links, both vertical and horizontal. Tom also displayed an innate
willingness to research additional information and present extra knowledge to
the class to assist with learning gaps. He was extremely competent with his use
and application of ICT. It was seamlessly integrated into lessons, and provided
ease of access for students who were absent to have continuity of teaching and
learning as well as for assessment.

Satisfactory

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning
programs
3.3 Use teaching strategies
3.4 Select and use resources
3.5 Use effective classroom
communication
3.6 Evaluate and improve teaching
programs
3.7 Engage parents/carers in the
educative process

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

Tom regularly linked lesson outcomes to the syllabus as well as to the nature of
the class requirements. Appropriate objectives were identified and met
through his lesson planning. He was sensitive to student needs and modified
tasks, activities and assessment when required. His lessons showed
imagination, creativity and incorporated numerous resources. His timing of
lessons were also well thought out and effectively used.

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Professional Experience Report

2016

LEARNING ENVIRONMENT MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.1
4.2
4.3
4.4
4.5

Support student participation

Manage classroom activities
Manage challenging behaviour
Maintain student safety
Use ICT safely, responsibly and
ethically

Tom positively managed student behaviour and strongly encouraged

participation. He trialled various classroom management strategies and has
developed a sound repertoire that he can confidently apply in future situations.
Tom quickly developed positive professional relationships with students and as
such was able to deal with minor interruptions swiftly. All administration tasks
were handled professionally.

ASSESSMENT AND REPORTING.

Satisfactory

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1 Assess student learning
5.2 Provide feedback to students and
their learning
5.3 Make consistent and comparable
judgements
5.4 Interpret student data
5.5 Report on student achievement

During his time Tom developed and implemented varied approaches to

assessment. He clearly identified the assessment criteria for students and as
such their grasp of the task was excellent and they were able to achieve through
the tasks. Tom was extremely efficient in his drafting, and marking of student
work. He also delivered feedback through multiple means to ensure all students
were able to apply the feedback in future tasks.

PROFESSIONAL QUALITIES, PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL DEVELOPMENT.

Satisfactory

Unsatisfactory

APST: 6 - Engage with Professional Learning

6.1 Identify and plan professional
learning needs
6.2 Engage in professional learning and
improve practice
6.3 Engage with colleagues and improve
practice
6.4 Apply professional learning and
improve student learning

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

Tom was extremely professional and displayed commitment and enthusiasm

for teaching. He has a natural ability to develop professional relationships with
colleagues and students. He showed respect towards everyone and was eager
to adapt to all constructive feedback. Tom showed initiative not only within his
classroom but also with his involvement in extra-curricular activities, staff
events and confidently participated as a team member, assisting across the
common subject areas.

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Professional Experience Report

2016

APST: 7 - Engage professionally with colleagues, parents/carers and the community

Satisfactory
7.1 Meet professional ethics and
responsibilities
7.2 Comply with legislative,
administrative and organisational
requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching
networks and broader communities

Unsatisfactory

Tom was an enthusiastic professional member of staff while at Pembroke. He

easily engaged with all faculty members, attended and supported school
excursions and assisted with roles throughout Athletics Day.

Overall Evaluation.1
The pre-service teachers overall rating should reflect the mentors view of how they performed against the
Graduate Teacher Career Stage level of the Australian Professional Standard for Teachers.
Tom demonstrated that he exceeds graduate standand across multiple areas.
He had a positive impact on student learning and clearly met the teaching and
learning objectives for this subject. He consistenly showed iniative in planning
and lesson creativitiy. Tom demonstrated effective classroom management
strategies and adapted quickly to individual student needs. He provided timely
and detailed feedback to students and clearly linked into learning outcomes for
individual students. Tom also showed a stong commitment to the school
through his voluntary participation in events and attendance of professional
meetings. His interaction with staff and students was exemplary.

Below Graduate Standard

Graduate Standard

Exceeds Graduate Standard

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

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Professional Experience Report

2016

29/9/16

Signed:

.......................................................................
Classroom/Supervising Teacher

Date:

.......................................................

Signed:

.......................................................................
Site Co-ordinator/Principal

Date:

.......................................................

30.09.16

Staff at the University of Adelaides School of Education greatly value your opinion and appreciate the time and
effort you have put into supervising our pre-service teachers.
Thank you
Jan Keightley
Head of School

Signed:

.......................................................................
For the University of Adelaide

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

Certification Stamp

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Professional Experience Report

2016

Evaluation Rubric
Please note that there is some latitude in interpreting these ratings. If Mentor teachers believe that their mentees reflected the tenor of the rating, but their attributes are not reflected in the examples given,
they should give the rating that they think best reflects the pre-service teachers standard and provide supportive evidence in their qualitative feedback.

Rating
Pre-service teachers should be
rated against the Australian
Professional Standards for
Teachers Graduate Career Stage2
Classroom Practice
APST 1
Know the students and how they
learn

Below Graduate Standard

Meets Graduate Standard

Little or no evidence of meeting the APST

Graduate Career Stage

Meets the expectations of the APST Graduate

Career Stage

Minimal willingness to engage with the needs of

individual students and with the school as a
place of learning.

Clear evidence of initiative and willingness to

engage positively with the needs of individual
students and with the school as a place of
learning.

Knowledge of Content and

curricula

Insufficient knowledge of content and curricula.

APST 2
Know the content and how to
teach it

Exceeds Graduate Standard

Shown to be capable beyond the expectations
of the Graduate Career Stage.
Strong initiative and willingness to engage
positively with the needs of individual students
and with the school as a place of learning.

Sound knowledge of content; clear

understanding of curricular needs.

Strong and self-reliant knowledge of content;

imaginative application of curricula.

Planning and preparation

APST 3
Plan for and implement effective
teaching and learning

Inadequate planning or preparation for

teaching.

Clear evidence of planning and preparation for

teaching.

Planning and/or preparation for teaching

extending beyond the students own class.

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

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Professional Experience Report

2016

Rating
Pre-service teachers should be
rated against the Australian
Professional Standards for
Teachers Graduate Career Stage2
Classroom Management and
Discipline

Below Graduate Standard

Meets Graduate Standard

Little or no evidence of meeting the APST

Graduate Career Stage

Meets the expectations of the APST Graduate

Career Stage

Lacks the effective classroom management

skills required to facilitate student learning.

APST 4
Create and maintain supportive
and safe learning environments

Exceeds Graduate Standard

Effective classroom management skills.

Shown to be capable beyond the expectations

of the Graduate Career Stage.
Confident classroom management skills.

Assessment and Feedback

APST 5
Assess, provide feedback and
report on student learning

Some evidence of competent assessment.

Limited/late feedback.
Little differentiation in assessment processes.

Competent and considered assessment.

Useful and timely feedback.
Evidence of differentiation in assessment
processes.

Proficient and reflective assessment.

Timely and useful feedback linked to strengths
and weaknesses of individual school students.
Creativity in assessment processes.

Professional Relationships
APST 6 Engage with Professional
Learning
APST 7 Engage professionally with
Colleagues, parents/carers and the
community

Pre-Service Teacher: Thomas Dawson

Mentor Teacher: Emma-Jane Nagy

Minimal commitment to the school,

professional colleagues and students.

Sound commitment to the school, professional

colleagues and students.

Strong commitment to the school, professional

colleagues and students.

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