Professional Documents
Culture Documents
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Professional Knowledge – Mid Stage – Fourth Interaction with students and teachers.
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Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
Going into grade 2 from my previous placement in grade 6 was completely different, like any grade is. I had
to learn all the students, their names, their interests and their learning styles. Which I believe I tried to do as
quickly as possible. Learning names I try to learn on the very first day by lunchtime and I believe I might
have achieved this. I believe I tried to create lessons that were engaging and at the same time appropriate
to the level of the students, taking into account those who are higher or lower level than average. I have
worked with students individually who needed extra support and tried my best to accommodate them. I
have loved the different talents in the classroom, even if it has posed as a challenge I have enjoyed being
tested to teach such a wide ray of different learning styles and individual needs.
Teacher Comment, including impact on student learning (space will expand as you add text)
Lucy has been very pro-active in developing a positive rapport with all the students in 2HK. She quickly
recognised individual learning needs within the class and structured her lessons to accommodate individual
students and their learning styles.
As well as working with 24 students (including 2 International students) in 2HK Lucy has also worked with a
number of Grade 1 and 2 students across the level in our ‘Mixed Up Maths’ and ‘Mixed Up Fine Motor ‘
groups. In the Maths groups Lucy planned for and taught the group independently and during fine motor
groups Lucy researched different activities and introduced a new activity to our fine motor rotation.
Professional Practice – Mid Stage – Fourth interaction with students and teachers.
Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
In 2HK I have built positive teacher student relationships with all the students within the classroom. I have planned activities to
meet their needs and interests. I tried my best to create an environment that was inclusive of all students and activities where no
student would be left out. It was a challenge including different students needs, Eg, Jehovah witness. Challenging the students
who are above average in their learning was really fun as I could plan different activities for all those students as well as the
average level of students and those who are below average. I also had a chance to plan lesson sequences that were consistent to
the relevant curriculum and it was great seeing the student’s knowledge at the start before I taught the topic and the student’s
knowledge after the lessons that I taught. It’s really rewarding to see this growth as a pre serviced teacher.
Teacher Comment, including impact on student learning (space will expand as you add text)
Over the course of Lucy’s teaching placement in 2HK she has planned, organised, taught and assessed a
series of Maths lessons about fractions. When organising resources for her lessons Lucy was very creative
and made up her own open-ended fraction activity to follow on from the picture book she was reading
called ‘Full House’. She also made up a very realistic looking pizza for a fraction activity and even went to
the trouble of finding a real pizza box to display it in! Lucy also conducted pre and post assessments on the
student’s knowledge of fractions.
I have also been impressed with Lucy’s use of ICT in the classroom. She is very capable with ICT and is able
to pick up an iPad, laptop or work on the Interactive Whiteboard (IWB) without any assistance or
instruction. Lucy was also very eager to learn about the Robotic Mice and different websites we use to
teach coding in Grade 2.
As well as teaching Maths lessons Lucy participated in and taught a number of Literacy lessons
incorporating reading, writing, grammar and spelling. When planning for Literacy groups Lucy was very
happy to pitch in and help with the preparation of resources including: re-designing and making a ‘Main
Ideas’ board game which was a time consuming task. She also created activity sheets, found books related
to our Inquiry Unit to share with the class and modeled the use of particular apps on the iPads, e.g. Explain
Everything. Lucy also spent a lot of her own time researching fun and engaging activities for the students
(including going to other school libraries for resources), e.g. the students created a doll out of recycled
materials that they brought in from home. Lucy sent a note home to the parents asking them to send in
recycled materials to make the dolls, she made her own doll to model the activity for the students, worked
out what sort of glue the students would need to adhere the different items to their dolls, made up a simple
design brief for the project and then taught and evaluated the lesson.
Professional Engagement – Mid Stage – Fourth Interaction with students and teachers.
Comments
Pre-service Teacher Evidence, including impact on student learning (space will expand as you add text)
Ever since my first day of school in prep I knew I wanted to be a teacher. My mother is a teacher and I
have always gone to her school on curriculum days and now that I’m not at school myself I go often to
help my mum out in a classroom. My mum often tells me why do you want to be a teacher? When you see
all the work and time that I spend? And I always reply because I love it!
I understand the complex nature of teaching and I’m excited to be able to do this job in my years to come.
I believe I have tried my hardest to show that I’m willing to become a member of a professional teaching
team by using my initiative and helping where needed.
I have tried my best to engage with parents but it has been difficult because a lot of the parents don’t
come into the classroom so there is no chance to engage but when they come in for literacy groups I make
an effort to introduce myself and to say hello.
Teacher Comment, including impact on student learning (space will expand as you add text)
Throughout her teaching placement Lucy has been very friendly and approachable and she easily initiates
conversations with staff, parents and students.
During her placement Lucy attended a professional learning session about OH&S issues and effective feedback and
assessment. She also attended the school production of ‘Peter Pan’ and assisted staff behind the scenes.
Lucy very willingly shared lesson ideas, resources etc. with the 1/2 team and quickly became an invaluable member
of the teaching team.
Reflections (completed by pre-service teacher): Areas of strength, areas needing development
I have loved my time in 2HK and I have been spoilt by Heidi and the students with all the love they gave
me and support and even gifts and cards at the end of the placement. I will definitely be coming back into
2HK (if they will have me ) and I will be helping out as much as I can because I thoroughly enjoyed
spending time in this classroom. I have tried my hardest to improve my teaching practice and incorporate
more ICT, which was a section for improvement listed in my last placement at Old Orchard. I believe I
have done this successfully by using Ipad’s, the interactive whiteboard and computers.
I have enjoyed planning lessons for 2 HK because of their creative minds, especially the one on Reduce,
Reuse and Recycle, when the students made little characters out of recycled materials from home. They
looked absolutely fantastic! I have also helped them learn a song to sing at assembly in the coming week
and I’m so excited to see how they go!
I will continue to focus on ICT, Behaviour Management skills and adapting and collecting new ideas for my
future teaching practices.
I’m so thankful for 2HK for teaching me so much and helping me to improve and to become a better
teacher in the future.
Thank-you 2HK and Heidi.
General Comments (completed by supervising teacher): Areas of strength, areas needing development
It has been a delight having Lucy in 2HK. From the moment I received an email from Lucy asking to set up a pre-
placement visit I was very impressed by her organisational skills and extremely positive attitude.
Lucy very quickly established a positive rapport with the students in 2HK and was able to recognised any social
concerns/issues that the students were having. She was pro-active in stepping in and offering to assist the students
to find an appropriate solution to their individual problems.
Lucy has been a hardworking, creative and professional pre-service teacher. She will be an asset to any primary
school or educational setting and I wish her all the best for her future teaching career. Best of luck Lucy!
Is at risk, having fulfilled some but not all expectations for this Professional
Experience
Will require support to meet the expectations of the next placement.
Date: 11/8/17
Date: 14/8/17
“I understand that comments made in this report will be seen by the pre-service teacher and
may be used by the pre-service teacher for inclusion in a portfolio for employment purposes in
the future. I consent to the Deakin University pre-service teacher named in this report retaining
a copy of this report.”