FINAL PROFESSIONAL EXPERIENCE REPORT 2017

Student ID
Pre-service Teacher Jessica Hoepner 2136134

School
Year Level
Mentor Teacher(s) 4/5

School Co-ordinator
Coordinator
University Liaison Jackie Thomson

Please delete those not applicable Please select

Teaching Days 10 introductory days + 30 day block: 40 days X

CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular
features or unique characteristics; index of disadvantage.
School
260 students
Country school located in the Mid North
Primary School
Key employment around the area: agricultural businesses, service industry and the grain and hay industry.
11 classes from R-7.
14 SSOs
18 teaching members
Major focus on literacy, numeracy and yard play.
Specialist Music and French teachers
17 Filipino students and 8 Aboriginal students
Index of disadvantage: 5
28 students with NEPs

Class (including children with special needs)

24 students
14 females, 10 males
Year 4/5
3 students with SSOs for 6 hours each per week. 1 student with SSO for 1 hour per week
1 student with Autism.
1 EALD student with SSO 1 hour per week
A few students have low reading abilities
A few students have high reading abilities
Ability range of year 1 to year 6 within class
3 students at risk
3 SBM students

ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

Please place an X at the point along each continuum that best represents the development of the pre-service
teacher towards each of the standards at this time.

PROFESSIONAL KNOWLEDGE

Standard 1 Know students and how they learn

I I I X I__
Complete Novice Emerging Graduate Proficient
 Standard 2 Know the content and how to teach it

I I I X I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL PRACTICE

Standard 3 Plan for and implement effective teaching and learning

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 4 Create and maintain supportive and safe learning environments

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 5 Assess, provide feedback and report on student learning

I I I X I__
Complete Novice Emerging Graduate Proficient

PROFESSIONAL ENGAGEMENT

Standard 6 Engage in professional learning

I I I X I__
Complete Novice Emerging Graduate Proficient

Standard 7 Engage professionally with colleagues, parents/carers and the community

I I I X I__
Complete Novice Emerging Graduate Proficient

SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal
Jess very quickly built positive relationships with the students in the class. It was clear that she had
spent the time to get to know the students on a deep level. This meant that when she was teaching,
they were willing to work in the way that she was asking. She adapted to the changes that happened in
the school on a daily basis. She was able to show flexibility in her daily work, while still keeping the
students settled.

The class that Jess taught, often presented challenging behaviours to which she was able to use her
bag of tricks to ensure that learning was at the forefront. It was clear that she had spent time learning
about the students with learning needs and disabilities and her programming catered for the diverse
needs of these students.

Jess willingly participated in staff meetings, learning teams and out of school training and development
and used the learning in the classroom. She was prompt, always acted professionally and quickly built
positive relationships with staff.

I wish Jess all the very best for her teaching career.
Name: Dianna Jarman Date: 20/06/2017
 University Liaison
Congratulations Jess on a very successful practicum at X Primary School.

You showed yourself to be professional, enthusiastic and committed to providing an interesting,

relevant and differentiated learning programme for the students in the class. You worked hard to
produce learning experiences that took into account not only the abilities of the students (which
were very broad) but their interests, social skills and behavioural issues.

You reflected on your lessons and your management of the class with a determination to further
develop your skills. It was evident that you developed skills and confidence I managing
challenging behaviours.

You were willing to seek, accept and build on advice from your mentors.

Very best wishes to you for the future Jess. You will be an asset to the teaching profession.

Name: Sue Ryan Date: 26/06/2017

SUMMARY STATEMENT (May be used as a referee statement)

Classroom Teacher/Mentor
Student Name: Jessica Hoepner
Professional Knowledge

Jess quickly learned the students names and developed positive relationships with them which led to a
mutual respect and trust of one another. She was very perceptive and was able to identify students
with specific needs. Jess sought information about these individuals, to further her understanding of
them. An example of this was a boy with autism who she would often assist while I was teaching. She
provided a calming influence and he responded well to her. On many occasions Jess provided tasks to
meet individual students needs. An example was when she negotiated with 3 SSOs so that they could
begin an Information report with their special needs students, prior to the class beginning the task. Jess
recognised that these students would need extra support and additional time.

Jess demonstrated an excellent knowledge of the Australian curriculum, evident in her confidence to
take on suggested topics and her detailed lesson plans. She planned and implemented three units of
work successfully, building on students prior knowledge and providing a sequence of lessons. These
units were on area, capacity and volume in maths and Information reports in English. Jess clearly
stated her learning intentions, included explicit teaching sessions and allowed adequate time for the
students to carry out their tasks. She also built in a variety of different assessment tasks and provided
feedback to the students. Jess provided clear guidelines, used visual prompts and examples and
provided proformas for the students to access. Her choice of activities reflected a good understanding
of literacy and numeracy teaching strategies.

Professional Practice

During her Teaching practice Jess reflected daily on her lessons. She spoke of her own delivery,
individual students of concern, the students achievements, and what adjustments she might make in
future lessons. She also sought my feedback and acted on suggestions for improvement. I found her to
be very collaborative and adaptable especially when we had to make changes to our timetable. She
incorporated creative and fun hands on activities for the students and the use of ICTs which
immediately engaged them in their learning. She collected resources from our library and made her
own, for use in her lessons. There were individual, partner and small group tasks and a mix of indoor
and outdoor activities.

Jess always acted in a professional manner, being punctual, confidential and reliable. She had perfect
attendance. Jess always displayed a friendly and calm demeanour which led to positive interactions
with students. She listened to students, learnt about their interests and families, showed empathy and
established a supportive and safe environment. She always acted in a professional manner, being
punctual, confidential and not missing any days during her teaching practice. She was able to
differentiate the curriculum and provide activities suited to a range of abilities by making modifications
to tasks and by providing buddies to work alongside identified students. Jess varied the composition of
groups so that all students felt supported. When dealing with challenging behaviours Jess followed the
established Student Behaviour management procedures. Over the six weeks she gained confidence
and became more assertive when disciplining students and they responded to her requests promptly.
She worked hard to be consistent with her expectations and the students behaviour reflected this.

Jess used rubrics, exit cards, formative and summative assessments and observations in her
assessment and reporting of student achievements. One example was to use a rubric to assess
students presentations of their information reports. Jess used on going assessment data to modify her
teaching lessons to meet the students needs. She also made available all collected data to me, to use
when reporting to parents. Parents were also informed of her teaching plans through Jesss
contribution to the Class Newsletter. Jesss interactions with parents included informal chats before and
after school. She also attended parent/student/teacher interviews at the end of Term 1.

Professional Engagement

Jess participated in several Professional Development activities during her teaching practice. She
attended our Personal Learning Communitys Training and Development session at X on moderation.
She watched lessons presented by a High School maths teacher, trialling a new maths program with
Year 5s, on the Singapore Bar Model method. Jess attended our two planning days at the start of the
year. She attended weekly staff meetings and took on roles of responsibility during the schools Wheel-
a-thon, Harmony Day breakfast and Reconciliation Day activities. She also helped to run the school
assembly.

Jess worked with our teacher librarian to incorporate specific skills based lessons using Non Fiction
books, to seek information. She took this new knowledge and incorporated it into her unit of work. She
also adapted resources provided by another teacher following discussions on suitable proformas. Jess
frequently liaised with our 3 SSOs (Student support officers) so that their special needs students felt
valued and included in her lessons. At the end of Term 1 during placement days, Jess sat in on our 3
way interviews between parent, child and teacher to gain an insight into reporting to parents. Jess also
informed me of concerns raised by students involving their well-being and followed these up with the
school counsellor.

Written by: Jenny Rowland Date: 06/06/2017

SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)
 In our opinion Jessica Hoepner

has demonstrated the following overall level of performance in this final professional experience:
(Please click on appropriate box below)

Fail

Pass

Credit

Distinction

High Distinction

NOTES FOR COMPLETING THIS REPORT

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.

Please keep an electronic copy of this report and submit the report to the University Liaison.

If this is not possible then please email it directly to: primaryprofexp@flinders.edu.au