Professional Documents
Culture Documents
Secondary Program
Report
Rima has demonstrated the ability to develop creative and engaging lesson plans that address learning
outcomes and goals. She also demonstrated skills in tailoring lessons to different learner needs and adapting her
teaching style in class to engage students with different abilities and learning styles.
One area in which Rima could improve, is on her lesson sequencing. Rima could provide more structure to the
tasks in the lesson and provide more explicit instructions to students. This will ensure students are supported in
the learning sequence. More explicit instructions may also assist students to follow the lesson and understand
what is expected of them, thus minimising room for student interpretation.
Rima’s confidence grew over the practicum in reference to classroom discipline and behaviour management.
Rima tried different methods of re-engagement and discipline in her lessons. Rima’s commitment to improving
her behaviour management strategies resulted in the development of her own unique behaviour management
strategies.
Through observations of Rima’s lessons and evaluation of her lesson plans, it is clear that she is passionate
about teaching and promoting a positive learning experience for the students. Over all Rima demonstrated
commitment to her practicum and determination to improve and develop her skills.
OVERALL ASSESSMENT
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
students learn learn and the implications for teaching. *
1.3.1 Students with Demonstrate knowledge of teaching strategies that are responsive to the
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,
teaching Aboriginal and cultural identity and linguistic background on the education of students from *
Torres Strait Islander Aboriginal and Torres Strait Islander backgrounds.
students
Comments
Over the practicum Rima has deveopled a growing awareness for the learning needs of the students. This was demonstrated
in her lessons and delivery for the 8C support class, where she taoilored worksheets and tasks to indivuadual students needs.
She planned lessons that suited the abilities and demands of the support class students.
Comments
Rima’s confidence in reference to controlling and managing the class developed consistently through the practicum. She
attempted a variety of behaviour management strategies and then adopted the ones that worked best more frequently.
Rima also domonstrated her presence in the classroom by walking around and engaging with students one on one when
required to maintain classrrom discipline and order.
Comments
Rima responded well to feedback and demonstrated effort in applying the feedback she had received for her next class.
Rima enhanced and improved her questioning skills over the practicum, demonstrating her ability to question and extract
knowlegde from the students juring the lesson and activate a highter order thinking learning style.
Rima has a sound understanding of the proffesional standards and expections of teachers. She maintained a professional
manner both in her behaviour and in her professional appearance .