WESTERN SYDNEY Professional Practice | SE ‘Secondary Program 9 Report acs Teather same | WY Lay Nowren Soe Teer Carraianteacheg wes | Enon Dabs Wanye Soa Tabramata High Schoot Wotpacanet | t® SUMMARY COMMENTS by the SUPERVISING TEACHER My Y Lay Nguyen has saisfectory passed her fist practicum at ‘Cabramatta High School in the KLA of English. She was an enthusiastic and witing pertjpant who fook the worload given fo her and crafted lessons that were unique to her teaching style. During the practicum, My Y Lay buit @ good rapport with studons in he Year 7, Year 8 and Year 9 Gasete she taught and effectively taught lessons that incorporated @ vast aroy ‘of pedagogical Strategies thal demonstrated her understanding of behaviour management ‘and the content of the subjet My ¥ Lay aso had the opportunity fo teach one lesson of a Year 11 ‘Advanced English class to gain an understanding of how to teach a Stage 6 cass. Sho also observed 3 ‘number of other teachers aon classrooms and was able fo observe a Stage 6 Year 12 Advanced English cass delivered by an ‘extremely experienced teacher inthe fculy, which My Y Lay amt asignicant ‘amount from. My ¥ Lay demonstrated her passion and eagemess fo teach by designe, developing and implementing appropiate resources that assisted the students in the development of their ideas and roretctanding ofthe texts taught across the tages; Little Brother, The Lion, the Witch and the Wiecirobe, end Romeo and Juliet The creation of her orginal resources showed that My Y Lay had ereirepeianding of diferentation and was able fo design acutles that supported the diferent Raming siyls of the students she taught in her practicum. The resources My Lay created were Ta effective and can be easly adapted fr sludens aftr this practicum. Her high eneray ‘and orrruciacim was infectious and the students realy responded well fo her as their teacher. My ¥ Lay was extremely responsive fo her supervisor’ feedback and ft wae clear that she took on oan ine suggestions and comments made fo her and incorporated them nto he feaching sequences She was forhcoming wit her plans and ideas forthe classes she was taking and aways presented Teezon plans and worksheets well ahead of tm tha elected the professional dalogue she had with her supervisor. My Y Lay attended all Engish Faculty and Aboriginal Education Professional Development meetings (othe sation of her practicum and invoWed heel! in these meetings well demonstrating her knowledge and understanding ofthe issues discussed in these meetings. My Y Lay ulised ICT appropriately and effectively fo enhance the leaning outcomes of the students sho taught | would fe to thank My Y Ley Nguyen for allowing me the opportunity fo assist her in her professional development and | have no doutt that she wil be @ successful and effective teacher in the Department of Education. | wish her all the very best in her future educational endeavours.sssroom Climate ben at ot sroom nies (a3) ] r ° jement (41-45) [Povawve renforcement used (4 1-4 3) now and acted upon (5.4-5 5) ods used management (3.1-3.6) of all students throughout the lesson (4.1) Clarity of instruction (3.5) Professional Personal Qualities rp >nalappearance (3.7.6 1-6.4,7.1-7.4) Effective communication (36 3,7.3-7.4) | Responsive to feedback (6.1.6.4) | Evidence of concern for students (365255616. 4) | Approachabilty (3.7.6 3,7.3) Application of school policies (eg dscptne, homework. dary wre out of dant oT) Adequacy of class records (3.6-3.7,5.4-5.5) Professional ap COMMENTS Closs were a litle Unsetled — they were. xuted LPH OMS wee sure You quidel Stade tine wns nose of tne Class re movirls on: Newer tae ove them, Wait Por them +o be qua fe preceeding. Voice Wos we UseA and yeu. Were conPoent S our approach of asking queskons because you leness Gdc Vivite Something en+the Beard, ensuretne Gre aware if trey ha woité it down or not. OUTCOMES: Lesson discussed with Pre-service Teacher Outtomes Were mer and lesson was weir dikes With teacher before Commencementof + ing- Flease incorporate the “Show, don't +L" memo into our 12880 Seguerre With fre Shulents — Petaes desian, activity trot Seedficaliy addresses this concept WEL hardted when a Shitog Need You se eC Ona Speing &rlor_ ON Me board — we're aun ona i+ ‘Pre. Clie Teacher's performance is satisfactory * © Pre Service Teacher's ‘Performance is causing concern * * If, by the end of the first week of the Professional Experience Block, the Pre Service Teacher's performance is causing concern, then the Mentoring Teacher MUST commence the Requiring Additional Support (RAS) process. Refer to Section 4 of the Professional Experience Protocols (available from this school's Professional Experience Coordinator or from the UWS School of Education website) for the process and responsibilities. Signed: Mentoring Teacher: : Date: a los [20.8 Signed: Pre-service Teacher: Date:_/Y, DCLClassroom Climate Clear set of classroom rules (4.1-4.5) Effective overall classroom management (4.1-4.5) Positive reinforcement used (4.1-4.3) Issues identified quickly and acted upon (5.2-5.3) ‘Consequences made know and acted upon (5.4-5.5) Range of methods used management (3.1-3.6) Involvement ofall students throughout the lesson (4.1) Clarity of instruction (3.5) Ojojoja Ojo}ojo}ojojojo} § ofo}ojo}a|o}ao]o} ° Aaleaielast"| [a\elo/o/a\ala{~ ojojo z 5 Professional Personal Qualities Professional appearance (3.7,6.1-6.4,7.1-7.4) Effective communication (36.3,7.3-7.4) Responsive to feedback (6.1-6.4) Evidence of concern for students (3.6,5.25.5,6.1.64) ‘Approachability (3.7/6.3,7.3) ‘Application of school policies ea dsdbine, homework lary use, ovt of cass ete 7.2) ‘Adequacy of class records (3.6-3.7,5.4-5.5) Olojolojojojo Djojojojojojo} § ooO/olojojojo}e COMMENTS You created on exeierst Pore Point presentahion Bruusing on the meaning of Shateespeare’s larg ened Play: Shidents Were engagest in pulposttn leaming, had Hme te record their answers and then Share Hem Through Alsurssion: LESSON Wit) cary on- ‘OUTCOMES: Lesson discussed with Pre-service Teacher Lesson was Aiscussed before Aetivers ee ero seer Peer ae causing concern * * If, by the end of the first week of the Professional Experience Block, the Pre Service Teacher's performance is causing concern, then the Mentoring Teacher MUST commence the Requiring Additional Support (RAS) process. Refer to Section 4 of the Professional Experience Protocols (available from this school’s Professional Experience Coordinator of {from the UWS School of Education website) for the process and responsibilties, Signed: Mentoring Teacher: pate; LB/OS/208 Signed: Pre-service Teacher:, Date: ALEClassroom Climate stole : Clear set of classroom rules (41-45) apots Effective overall classroom management (4.1-45) eteteted Positive reinforcement used (4.1-4.3) T a 3 x Issues identified quickly and acted upon (5.2-5.3) apope Consequences made know and acted upon (5.4-5.5) stetotsy Range of methods used management (3.1-3.6) tele = {Involvement of all students throughout the lesson (4.1) atete Clarity of Instruction (3.5) oe Professional Personal Qualities atets 1 Professional appearance 3.7,6.1-64,7.1-7.4) spate 7 Effective communication (36.3,7.3-7.4) atete Responsive to feedback (6.1-6.4) Stetete Evidence of concern for students (3.6,5.2-5.5,6.1-6.. 2 5 a 7 Approachability (3.7,6.3,7.3) 5 c a 7 Application of school policies (ea. dining homework dary we, tot dass ete 7-2) opolery| Adequacy of class records (3.6-3.7,5.4-5.5) etetets COMMENTS: —You Whet you wetted ho do with the Shidentk based on Dre small ndmber of-shidents present >this was Bec So the shidents on the excursion don't miss ouk SThe sheets you created were exceuent anc veept the [Shudents involved in velevorrt revision Fass — find-a- word, Cloze passage ond craswora > excellert ane you Were able fo get Mumerary into your lesson, too. OUTCOMES: Lesson discussed with Pre-service Teacher, Lesson was disuussel before oletivery. dre Service Teacher's performance is satisfactory * (1 Pre Service Teacher's performance is causing concern * + «16; by the end of the first week of the Professional Practice Block, the Pre Service Teacher’ x i 's performance i sertion 4 of the Professional Practice Protocols (avallable from ths schools Professional Practice Coordinator or from the UWS School of Education website) for the process and responsibilities. linator or fror Signed: Mentoring Teacher: ee ome : |: Pre-service Teacher: i 7 2 ao Signed: Pre-servi owe