Académique Documents
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Secondary Program
Report
OVERALL ASSESSMENT
Grade: Satisfactory
SATISFACTORY: The Pre-service Teacher has passed and met the expected standard in most of the relevant elements as described by
the NSW Institute of Teachers for this stage of their professional learning. Where a Pre-service Teacher’s work is considered outstanding
or well above average, this judgment should be reflected in the summary comments.
UNSATISFACTORY: The Pre-service Teacher has failed this Professional Experience unit and has not demonstrated all of the relevant
elements as described by the NSW Institute of Teachers. The Supervising Teacher, Professional Experience Coordinator and Principal are
of the opinion that the Pre-service Teacher requires an addition Professional Experience to attempt to demonstrate satisfactory
competence as a graduate teacher. No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the
Committee of Advice being convened. This grade may be recommended on ONE or more of the following grounds:
• Performance Deficiencies – i.e. failure to exhibit criteria indicated for the particular Professional Experience unit;
• Withdrawing from Professional Experience – unless a Withdrawal Without Penalty is awarded;
• Non-Academic Misconduct.
1.2.1 Understand how Demonstrate knowledge and understanding of research into how students x
students learn learn and the implications for teaching.
1.3.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the x
diverse linguistic, learning strengths and needs of students from diverse linguistic, cultural,
cultural, religious and religious and socioeconomic backgrounds.
socioeconomic
backgrounds
1.4.1 Strategies for Demonstrate broad knowledge and understanding of the impact of culture, x
teaching Aboriginal and cultural identity and linguistic background on the education of students from
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students
3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to x
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate x
improve teaching teaching programs to improve student learning.
programs
3.7.1 Engage parents/ Describe a broad range of strategies for involving parents/carers in the x
carers in the educative educative process.
process
Comments
Brigitte has established challenging learning goals for students of varying abilities and needs to engage them in their
learning. Programming has high impact in its relevance, interest and differentiation. Lessons flow smoothly and
sequentially providing explicit connections in content delivery. She constantly self-reflects on ways to improve her teaching
practice employing innovative teaching strategies through lesson evaluations and student feedback.
4.5.1 Use ICT safely, Demonstrate an understanding of the relevant issues and the strategies x
responsibly and ethically available to support the safe, responsible and ethical use of ICT in learning
and teaching.
Comments
Brigitte has established in the classes she has taught a safe and inclusive learning environment. She has developed a warm
rapport with students demonstrated in her interactions in and outside the classroom in different settings. Brigitte is gently
nurturing, encouraging students with positive comments and feedback. She inspires in students the concept of enjoyment
and satisfaction in celebrating achievement.
Comments
Brigitte has trialled informal and formal assessment strategies in making judgements about student
progress and achievement. This has been demonstrated in the setting of assessment tasks,
developing marking criteria and mark sheets to provide timely and appropriate feedback to students.
She has documented according to the descriptors; work samples of students works in progress and
resolved works. Critical class discussions have also provided opportunities for students to peer
evaluate their work and reflect on their practice. Involvement in revision of the Creative Arts faculty
report comment banks in the reporting process has facilitated reporting to parents an accurate record
of student achievement.