THE UNIVERSITY

Professional
Experience
Report

Ple

OIADELAIDE

SCHOOL OF
EDUCATION

elect the year from this drop-down list

Pre-service Teacher lD: 1605996

Pre-service Teacher: llyasi Siraji

Pre-service Teacher enrolled in:

Placement: From 1./A6/2015

Grad, Diploma Education

to 3/07/2015

Professional Experience placement

School: St. Dominic's Priory College

Teaching

Days Absent: 0

B Music

Days at School:

Professional Experience placement

Education

732+

2n

Mentor Teacher: Andrew Coleman

email contact: [email protected],edu.a

Site Co-ordinator: Rita Shepherd

email contact: rsheph erd @stdom

University Liaison: Anthony Potts

i

cs.sa. ed u. au

Year Level(s) Taught: Year 9 and 10

Subject Taught: Geography

Professional Experlence School Context (eg: Co-educatlonal, R-12 School)

St Dominic's Priory College is an R-12 Catholic girls' school comprised of 180 primary students and 400 secondary students. lts
relatively small size makei it a friendly place with a strong sense of community, The primary and secondary sections of the school
share the same campus which is located in North Adelaide.
Due to the inner c1y locaon, the school has a compact site however teaching facilities and resources are good. The school has a
wide socio-economlc mix of students and a significant number of nationalities are represented amongst the student population.
Students are generally motivated, well behaved and absenteeism is low. Most students have aspirations to proceed to tertiary
studies afterYear 12.

Teaching/Learnlng Context (eg: year levels, class szes etc)

The class sizes vary according to year level and subject. llyasi was responsible for teaching the Year 10 Geography class which
had 18 students in emester oe nd 19 in semester two. His Year 9 Geography class had 28 students in both semesters. The
students are mixed ability and in some instances have English as a second language. Each student has their own laptop
computers. There is sufiicient access to AV equipment should any teacher wish to use it to enhance their teaching. llyasi was also
invoived in the College's Pastoral Care programme of 3 lessons per fortnight, morning and afternoon Home Group Supervision of
Year 12s, yard duty and sport. She also participated in the Running Club.

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An editable copy of this report can be downloaded at:

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alternatively a blank copy for handwritten reports can be obtained at:
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Once the report is completed, please sign it and send it through to:
professional Experience Office, School of Education, University of Adelaide

or email a scanned/signed copy to educati

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iba 6t1

THE UNIVEI.I.ITY OF
AOEI.AIDE

Professlonal Experlence Report

Satisfactory

CLASSROOM PRACTICE.

Unsatisfactory

APST: 1 - Know the students and how they learn

TI

Physical, social and intellectual

development and characteristics of
students.
L,2 Understand how students learn.
1.3 Students with diverse linguistic,
cultural, religious and socioeconomic
backgrounds.

r.4 Strategies for teaching Aboriginal and

Torres Strait lslander students.

llyasi was always clear and concise about what he expected the students to
do. An important part of his lessons were worksheets which students had to
work on towards the end of the lesson which reinforced what was taught earlier
in the lesson. llyasi used group work extensively during mosty of his lessons.
While this was being completed by the class, he would walk around and assist

students who had difficulty understanding any of the work they had to
complete. He controlled the activities very well and the students enjoyed
sharing their ideas with the class.

15 Differentiate teaching to meet the

specific learning needs across the full
range of abilities.
Strategies to support full participation
of students with disabllity.

He used PowerPoint presentations, Presi, YouTube and Clickview audio-visual

as part of teaching which proved very etfective for student

understanding in all his classes. These were accompanied by task sheets
which related to important concepts and knowledge shown.
segments

llyasi's class management skill is developing well. He gave clear instructions

and used the tone in his voice to manage class behaviour. He never needed to
do more to maintain the attention of the class. The class responded positively all
the time because he was firm but fair in his treatment of all the students.
He maintained high levels of eye contact throughout his lessons and ensured
that the students maintained their participation. His level of language was
suitable for the class he was teaching and had no problem expressing his ideas
at a level suitable for the class he was teaching.
There were no students of Aboroginal or Torrens Strait lslander background in
the classes.

KNOWLEDGE OF SUBJECT AND RELEVANT

CURRICUIA.

APST:2 - Know the content and how to teach

it

Content and teaching strategies of

the teaching area,
Content selection a nd organisation,
Curriculum, assessment and
reporting.
Understand and respect Aboriginal
and Torres Strait lslander people to
promote reconciliation between
lndigenous and non-lndigenous
Australia ns,

2.5 Literacy and numeracy strategies

2,6 lnformation and Communication
Technology,

Satisfactory El

Unsatisfactory

fl

the human side to material.

llyasi was able to deliver lessons that were engaging and interesting to the Year 10
siudents units on the Geography of Well-being and Coasts. He made the most of
opportunities to develop his knowledge and was comfortable approaching staff with
topic expertise when he needed assistance.
was impressed by llyasi's use of a variety of
PowerPoint and Presi presentations, exerts from Y
I

showed his ability

to use modern AV equipment in his le

whiteboard to good effect, building notes from student res

students copied to support the worksheets later issued.

llyasi developed his lessons around mind maps which

students as it reinforced their learning, but it was
visually inclined learners.

Pre-service Teacher: llyasi Siraji

MentorTeacher: Andrew Coleman

Page2 of 7

Professlonal Er(perence Report

Satisfactory

PLAN NING AND PREPARATION.

Unsatisfactory

APST: 3 - Plan for and implement effective teaching and learning.

3.1
3,2
3.3
3,4
3.5
3.6
3.7

Establish challenging learning goals

Plan, structure and sequence learnlng

programs
Use teaching strategies
Select and use resources
Use effective classroom
communication
Evaluate and improve teaching
programs
Engage parents/carers in the
educative process

llyasi has shown very thorough lesson planning and preparation for each of his lessons.
l-ie prepared his lessons in such a way that students with varying abilities would come
away from the lesson feeling that they have learnt something and achieved the required
goals. The lesson always followed a logical sequence, with a number of extra exercises
for students who grasped the content more quickly and were able extend themselves.
This also gave llyasi the time to then focus more personal attention on smaller groups.
llyasi was aware that he would need to have a wide range of tasks available and would
need to ensure that the timing of the lesson was planned carefully. He quickly realised
the abilities of the various classes and adjusted his lessons to strengthen his lesson
structure and impact.
llyasi also became increasingly aware of the varying abilities of individual students and
uiilzed strategies such as visual reinforcement and individual attention to accommodate
differences.
He quickly learnt how to engage the students, and they enjoyed the interactive nature of
the lessos as well as the manner in which he constructed the conceptual knowledge of
the lessons as the lesson progressed. Consequently, the students came away from his
lessons feeling secure about what was taught.

LEARNING ENVIRONMENT

MANAGEMENT AND DISCIPLINE.

Satisfactory

Unsatisfactory

APST: 4 - Create and maintain supportive and safe learning environments

4.t Support student

pa

rticipation

Manage classroom activities

Manage challenglng behaviour
4.4 Maintain student safety
4,5 Use ICT safely, responsiblY and
ethically

4.2
4.3

While llyasi is very polite and friendly, when he was in charge of the class his control of
the discipline was impressive. Students had a clear idea that he was in charge, but at no
time do they feel threatened. The students responded positively to his instructions and
accepted the consequences of their actions without protest because of his fair approach
to discipline.
llyasi developed sound working relationships with the students in a short period of time,
larnt the names of his students quickly and used their names when working with the
class. I was impressed with his demeanour and never witnessed a time when his classes
were out of control and off task.
llyasi was successful in creating a positive and productive learning environment. This
was done by clearly defining the work ethic and behaviour expectations for students. He
also effectively used praise and encouragement when necessary.

Pre-servlce Teacher: llyasl Sirail

MentorTeacher: Andrew Coleman

Page 3 of 7

Professlonal Experlence Report

ASSESSMENT AND

REPORTING.

satisfactory Ef

Unsatisfactory

APST: 5 - Assess, provide feedback and report on student learning

5.1 Assess student learning
5.2 Provide feedback to students and

their learning
Make consistent and comparable
judgements
5.4 lnterpret student data
5,5 Report on student achievement

Due to the short period of his teaching practice, he did not have the
opportunity to do any formal assessment items with his class.

5.3

llyasi was shown the manner in which The lB Middle Years Program

is

assessed and reported upon using Markbook.

PROFESSIONAT QUALITIES, PROFESSIONAL REI.ATIONSHIPS AND PROFESSIONAT DEVEIOPMENT.

Satisfactory

Unsatisfactory

fl

APST: 6 - Engage with Professional Learning

6.1

ldentify and plan professional

learning needs
Engage in professional learning and
improve practice
6.3 Engage with colleagues and improve
practice
6.4 Apply professional learning and
improve student learning

llyasi attended various staff meeting as well as professional development sessions on

Risk assessment as they relate to camps and excursions which is very relevant to his
teaching area of Geography.
He also attended SOSE meetings where curriculum matters were discussed.

s
Geography
He was very kee

of teachers in subjects other

and managed their classes.
lessons which he used to

He spent times

than

guide future lessons.

APST: 7 - Engage professionally with colleagues, parents/carers and the community

SatisfactorY Ef

7.1 Meet professional

7.2
7,3
7.4

ethics and
responsibilities
Comply with legislative,
administrative and organisational
requirements
Engage with the parents/carers
Engage with professional teaching
networks and broader communities

Unsatisfactory

llyasi performed in a thoroughly professional manner throughout the time I worked with
him. He was present and punctual to all his classes. He observed and abided by all of
the college's expectations regarding teacher dress code, behaviour between colleagues
as well as respect between teachers and students.

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Pre-Service Teacher: llyasi Siraii

MentorTeacher: Andrew Coleman

Page 4 o1 7

Professlonal Experlence Report

Overall Evaluation.
adaptable and motivated teacher. His practice shows sound
knowledge and application of the fundamentals of teaching and learning. Coupled with this is his positive response to
feedback on his performance, I think that llyasi will develop into a fine teacher with admirable skills, He would be an
asset to any school. lt has been a pleasure to have llyasi at St Dominic's Priory College for this teaching practice and
we have seen that he has an aptitude for teaching and has a successful career in education ahead of him.

I think that llyasi has shown himself to be a very

ft

Signed:

"l

Date:

Classroom/Su pervising Teacher

zol{

Signed:

Site Co-ordinator/P

cl

Staff at the University of Adelaide's School of Education greatly value your opinion and appreciate the time and
effort you have put into supervising our pre-service teachers.
Thank you
Jan Keightley
Head of School

'

Signed:

;;;;;,;;

Pre-Service Teacher: llyasi Slraji

Mentor Teacher: Andrew Coleman

f Adelaide

tlii,:

Certification Stamp

Page 5 of 7

Professional Experence RePort

20L4

Evaluation Rubric
in their qualitative feedback.
they should give the rating that they think best reflects the pre-service teacher's standard and provide supportive evidence

Rating
Short

tscription

U=

Unsatisfactory

Performance below an
acceptable standard for this
stage.

Classroom Practice
APST 1

Know the students and how

they learn

Knowledge of Content and

curricula

Little willingness to engage

with the needs of individual
students and with the
school as a place of learning.

Planning and preParation

G = Good

VG = Verv Good

Performance at a minimal
standard for this stage.

A sound performance at
ths stage.

Performance at a standard
above that which could be
expected at this stage.

Some willingness to engage

with the needs of individual
students and with the
school as a place of learning.

Scant/erroneous knowledge
of content and curricula.

Knowledge of most content,

but several gaps: able to
meet curricular
requirements.

APST 2

Know the content and how

to teach it

A = Acceptable

APST 3

learning.

learning.

Clear evidence of initiative

Sound knowledge of
content; clear

understanding of curricular
needs.

and preparation for

teaching.

willingness to assist
colleagues.

Planning and/or preparation

for teaching that extends
beyond the student's own

Plannng and/or preparatlon

for teaching extending

beyond the student's class
and year levels, or with a

class.

Plan for and implement

effective teaching and

learning

tr
Knowledge of content
beyond curricula and

Strong and self-reliant

knowledge of content;
imaginative application of
curricula.

!
Clear evidence of planning

Minimal evidence of
planning and preparation
for teaching.

stage.
Leadership in engaging with
the needs of individual
students and with the
school as a place of learning.

tr

Little evidence of planning

or preparation for teaching.

and willingness to engage

positively with the needs of
individual students and with
the school as a place of

Strong initiative and

willingness to engage
postively with the needs of
individual students and with
the school as a place of

O = Outstanding
An exemplary performance
well above a standard that
could be expected at ths

tr

tr

i9:RTlFtD

ffiiive

aspect that nspires

l+n+nc.

atr
Page 6 of 7

Professional ExPerence RePort

2014

U=

Rating
Short

Unsatisfactory

Performance below an
acceptable standard for this

tscription

stage.
Classroom Management

and Discipline

G = Good

Performance at a minimal
standard for this stage.

A sound performance at

ths stage.

An exemplary performance

Performance at a standard
above that which could be
expected at this stage.

well above a standard that

could be expected at this
stage.

Confident leadershiP in
classroom management

Confident classroom
management skills.

Effective classroom

Some classroom
management skills, with

Poor/unethical classroom
management skills.

O = Outstanding

VG = Very Good

A = Acceptable

management skills-

skills.

potential to develop.
APST

Create and maintain

supportive and safe learning

Assessment and Feedback

Little evidence of the use of

assessment as a tool to

APST 5

Assess, provide feedback

and report on student

learning

understand student
achievement and the
effectiveness of teaching.

Competent and considered

assessment. Useful and
timely feedback. Evidence of

Some evidence of
competent assessment.
Limited/ late feedback.
Lttle dfferentiation in
assessment processes.

differentiation in
assessment processes.

tr

tr

tr

environments

Leadership in assessment
practices indicating
refl ective teaching Practice.
Timely feedback linked to
strengths and weaknesses
of individual school
students, associated beYond

Proficient and reflective

assessment. TimelY and
useful feedback linked to
strengths and weaknesses
of individual school
students. CreativitY in
assessment Processes.

the class to the year

level/cohort. lnnovation in
assessment processes.

NA
Professional RelationshiPs
APST 6 Engage

with

tr

Lttle/no commitment to the

Minimal commitment to the

school, professional
colleagues and students.

school, professional
colleagues and students.

tr
Sound commitment to the
school, professional
colleagues and students.

Exemplary commitment to
the school, professional
colleagues and

Strong commtment to the

school, professional
colleagues and students.

students.

Professional Learning

SfiTiFi: CO-Y
APST 7 Engage

professionally with
Colleagues, parents/carers
and the communitY

tr

Tt{ ui.:vE$fry 0'

Pre-Service Teacher: llyas

srai

MentorTeacher: Andrew Coleman

EL|E
PageT

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