PER 2 / RP 2

2015

PRESERVICE TEACHER: Amber Archdale ID:

PROGRAM: Master of Teaching (MMET)
SITE:PROFESSIONAL EXPERIENCE & REFLECTION 2 / REFLECTIVE PRACTICE
Paralowie R-12 School 2
SITE COORDINATOR: Peter Groves MENTOR/S: Kelly Holmes, Janet Davis
FINAL REPORT
UNIVERSITY LIAISON: Graham Hardy
LEARNING AREAS
YEAR LEVEL (S) TAUGHT: 8-10 Visual Art
(secondary only)
DATES OF PLACEMENT: 24/08/2015 to 18/09/2015 TOTAL DAYS: 22 (including lead in days)
PROFESSIONAL EXPERIENCE CONTEXT:
ParalowieSchoolisalargeReceptiontoYear12schoolofapproximately1300students,inthenorthern
suburbsofAdelaide.OurSchoolisparticularlydiverseandcomplexwithalargepercentageofourcommunity
experiencingeconomichardship.
AtParalowieR12Schoolstudentscometotheschoolfromawidegeographicarea.Thehighproportionof
SchoolCardholdersacrosstheschoolindicatesthesocioeconomiccomplexitiesofourschoolcommunity.
ThereisanincreasingenrolmentofstudentsfromabackgroundotherthanEnglishaswellasasignificant
numberofAboriginalstudents.
AtParalowieweworkwithourcommunitytoprovideaneducationwhichaimstoensurethatstudentshavethe
skills,knowledgeandvaluestoactivelyparticipatein,andcontributeto,aproductiveandrewardinglifein
society.ParalowieR12SchoolisaninnovativeandhighlyregardedR12school,acknowledgedbyits
communityfortherangeofdiverselearningpathwaysandsuccessfulprogramsitprovidestoensurestudents
aresuccessfulinlearning,lifeandcitizenship.
SUMMATIVE COMMENTS BY MENTOR TEACHER/S:

Amberhasbeenanenthusiasticandconfidentpreserviceteacherthroughoutthisplacement.Shehas
demonstratedahighlevelofprofessionalismanddedicationtoherdevelopmentasaneducator.Amberworked
extremelyhardtotakeonboardfeedbackandusethisfeedbacktoimproveherteachingpractices.Her
knowledgeofthecontentwasfabulousandshestrivedtoinstilapassionforthecreativeartsinallstudents.
AmbershowedgreatpotentialduringherplacementandIhavenodoubtsthatshewillcontinuetodevelopinto
anamazingteacher.
Amberdevelopedstronglearningbondswiththeyeareightstudents.Sheworkedindividuallyanddeveloped
grouplearningskillswithstudentswhofounddifficultywithlargeformatdrawingandpaintingskills.Students
wereabletocreateanddevelopconfidenceandabilitywithartworks.Amberwasalwaysreadytoreceive
feedbackandbuildstrongerlearningpathwaysforstudentstopursue.Studentswereabletocreatelarge
paintingsinlandscapepainting.Fosteringanddevelopmentofskillsisthefoundationofgoodteachingpractice.
ExercisesincreatingworksheetsinanalysisofindividualArtistsworkwasbothhelpfulandinformativefor
students.Somestudentsfoundthetaskeasierbyoralpresentationsandwereabletopresentknowledgeinfront
oftheclassinaninformativesetting.
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Mentor Teacher Signature

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2015
SATISFACTORY/UNSATISFACTORY
(Delete whichever is not applicable)

SUMMATIVE COMMENTS BY SITE COORDINATOR:

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Site Coordinator Signature

DATE:

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2015
SATISFACTORY/UNSATISFACTORY
(Delete whichever is not applicable)

VERIFICATION BY AUTHORISED UNIVERSITY PERSONNEL:

The Mentor Teacher, Site Coordinator and Preservice teacher have been consulted during the placement and this report documents
evidence of the Preservice Teachers achievement of the Professional Experience objectives.

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University Personnel Signature

DATE:

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2015
SATISFACTORY/UNSATISFACTORY
(Delete whichever is not applicable)
 SUMMATIVE COMMENTS BY PRESERVICE TEACHER:
Knowstudentsandhowtheylearn:
WithinthisplacementIhaveencounteredawidevarietyofstudentsfromvarioussocioeconomic,cultural
andlanguagebackgroundsaswellasstudentswithvaryingliteracycapabilitylevels.IbelieveIwasableto
appropriatelydifferentiateaccordingtothesestudentsneedsthedifferentiationrequiredrangingfrom
levelsofdifficultyofworksheetswhichwereallocatedaccordingtomyobservationsandassessmentfor
learningactivities,toverballyaskingastudentthequestionsontheworksheet,writinghisanswersdown
andaskinghimtorewritethem.ThisIbelieveImanagedtoexecutewithoutmakingthestudentfeellike
theywerebeingsingledout.IalsoencounteredafewstudentswhowereonNegotiatedLearningPlans
(NEPs)andrequiredadditionalsupportandactivitiestomaintaintheirengagement.Thisincluded
negotiatingthephysicallocationtheywouldworkin,givingthemartsrelatedvideosonartformsthatthey
hadnotencounteredbeforeandnegotiationonquantityandmodeofdeliveryforwork.
Knowthecontentandhowtoteachit:
TheonethingthatIhavebeenconsistentlyconfidentofismyknowledgeofvisualartscontent,sothis
placementformehasbeenaboutdevelopingmyabilitytoteachit.ThisIthinkIhaveimproveduponwith
thesupportandfeedbackofmymentorteachersIhaveplannedstructuredlessonsandassessmentsthat
haveexpandeduponthecontentpreviouslytaught(suchasformalqualitiesofart:line,tone,

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Preservice Teacher Signature Date
NOTES FOR MENTOR TEACHERS AND SITE COORDINATORS COMPLETING THIS REPORT
The assessment criteria used in this report are the Australian Professional Standards for Teachers.

The Preservice Teacher may wish to submit this report with an application for employment. Please avoid the use of acronyms as student reports are
often viewed by interstate and international employers who are not always familiar with South Australian nomenclature.
The preservice teacher has completed the required the full 22 days of their placement including visit days.

YES /NO

MENTOR TEACHER COMMENTS: PROFESSIONAL KNOWLEDGE

1. Know students and how they learn

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
1.6 Strategies to support full participation of students with disability
2. Know the content and how to teach it

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation
2.3 Curriculum, assessment and reporting
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
2.5 Literacy and numeracy strategies
Information and Communication Technology (ICT)
Duringherplacement,Ambertookthetimetolearnaboutstudentsandtheirbackgrounds.Shespenttime
buildingqualityrelationshipswithstudentstoensuretheyfeltvaluedandacknowledgedintheclassroom.
Amberdemonstratedaknowledgeandunderstandingofphysical,socialandintellectualdevelopmentand
characteristicsofthestudentsandtookintoaccounthowthesecouldaffecttheirlearning.Ambersought
guidancewithdifferentiatingthecurriculumforstudentswithdiverseneeds.Sheshowedunderstandingwhen
dealingwithstudentsfromdifficultbackgroundsorwithadditionallearningneeds.
Amberdemonstratedaknowledgeandunderstandingoftheconceptsandstructureofthecontentandteaching
strategiesoftheVisualArtslearningarea.Amberwasawareofthecurriculumrequirementsandmetthese
appropriately.AmberwasabletoorganiseaseriesoflessonsforthefollowingVisualartstopics:Cubism,
ArtistResearch,andImpressionism.Amberensuredshehadadeepunderstandingofthetopicsbeforeshe
taughtthemtostudentsandthisallowedhertobeaninformedandsupportiveteacherduringherlessons.With
guidanceshewasabletoselectappropriatecontentandsequenceittosupportstudentlearning.Amberbeganto
includeanumberofliteracyandICTstrategiesintoherteaching.
Amberwasalwaysreadytolearnaboutherstudentsanddemonstratedgreatknowledgeandunderstandingin
herknowledgeofindividualsandthepeergroupswithintheclass.Shewasinclusiveofallstudentsandcatered
forlearningpracticebylookingandreviewingeachpieceofworkthatstudentsproduced.Amberwashighly
awareofOHSanddemonstratedskillsincuttingandsafeworkpractices.AmberwaspreparedwithICT
presentationsforstudentstoviewandshewasabletouseinformationinacreativemannertodemonstrateto
studentsasourceofinspirationincreatingartwork.Acreativecollageenabledstudentstoparticipateandlearn
fromnaturalobjectscreatedasoriginalartworks.Amberwasverycapableinmethodologyandskillsin
paintinganddrawingmediums.Boththecommencementofthelessonandpackupwerehandledwithgreat
professionalismandasoundunderstandingofthetimecommitmentincreatinganddevelopingartworks.

MENTOR TEACHER COMMENTS: PROFESSIONAL PRACTICE

3. Plan for and implement effective teaching and learning
3.1 Establish challenging learning goals
3.2 Plan, structure and sequence learning programs
3.4 Use teaching strategies
3.5 Select and use resources
3.6 Use effective classroom communication
3.7 Evaluate and improve teaching programs
3.3 Engage parents/carers in the educative process
4. Create and maintain supportive and safe learning environments
4.1 Support student participation
4.2 Manage classroom activities
4.3 Manage challenging behaviour
4.4 Maintain student safety
Use ICT safely, responsibly and ethically
5. Assess, provide feedback and report on student learning
5.1 Assess student learning
5.2 Provide feedback to students on their learning
5.3 Make consistent and comparable judgements
5.4 Interpret student data
5.5 Report on student achievement
Amberworkedhardonherplanningandimplementingeffectiveteachingandlearningintheclassroom.Sheis
confidentwhensheisspeakingtosmallgroupsandtowholeclassgroups.Amberstrivedtoimproveher
practiceeachdaythroughreflectivethinkingandquestioning.Wediscussedfeedbackandstrategiesfor
improvementdaily,whichledAmbertoadaptandchangeherteachingstyletofurthersupportindividual
classesandstudents.
Amberworkedtoensuretheartroomshewasteachinginwasasupportiveandsafelearningenvironmentfor
allstudents.Shedemonstratedtheabilitytoindependentlyorganiseclassroomactivitiesandprovidedclear
instructionstoallstudents.Amberbegantopracticeproactiveandpedagogicalstrategiesforpreventing
challengingbehaviour.Shewasalsoabletoaddressanddealwithchallengingbehaviourswithconfidenceand
claritythroughtheuseofarangeofdifferentstrategies.Amberensuredstudentswellbeingatalltimesby
implementingourschoolsstrategiesandpoliciesregardingstudentsafetyandwellbeing.Amberrecognisedthe
needtopracticesafe,responsibleandethicaluseofICTinlearningandteaching.Amberworkedhardtoensure
theclassroomwasafriendly,pleasantandsupportiveplaceforstudentstolearn.
Amberdemonstratedanunderstandingoftheimportanceofprovidingtimelyandappropriatefeedbackto
studentsabouttheirlearning.Withassistance,sheassessedstudentlearningproductsandperformances.Amber
usedinformalassessmentattheendofeachlessontoreflectuponherteachingandwhatknowledgeorskillsthe
studentswereorwerenotacquiring.Amberkeptaccuraterecordsofstudentachievementwhichwillbeusedto
reporttostudentsandparentsaboutstudentprogressinVisualArtsthisterm.
Ambersunitplanwasthoroughlydocumented.Shewasabletoshowstudentsinformationonherownart
worksinglassandwaswillingtoshowhowtheprocessofglassblowingdeveloped.Amberwashighly
organisedinherresourcematerial.Theinformationonperspectiveanddrawingstosupplementtheknowledge
andresourcematerialforstudents.Amberdevelopedsoundclassroompracticeandstudentsrelatedwellto
learningtexturalpaintingskilldevelopments.Allstudentswerekeentolearnskillsinpaintapplicationand
creatingartworkthatshouldhavebeenexhibitedasafinaltestamenttothegrowthandtalentofAmbers
ability.

MENTOR TEACHER COMMENTS: PROFESSIONAL ENGAGEMENT

6. Engage in professional learning

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7. Engage professionally with colleagues, parents/carers and the community
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
Engage with professional teaching networks and broader communities

AmberhasbeenanenthusiasticandengagedcolleagueduringherplacementatParalowie.Sheattendedallstaff
meetingsandanyothernecessarymeetingsorlearningexperiences.Shewasflexibleandprofessionalwhen
negotiatingcurriculumideasandlessonplanning.Sheworkedcollaborativelywithanumberofstaffmembers
anddevelopedanumberofpositiveprofessionalrelationships.Amberwasoftenreceptivetoanyconstructive
feedbackorsuggestionsofferedtoher.Sheworkedhardtobuildonherteachingabilitiesthroughutilisinga
rangeoffeedbackfromotherteachingstaff.DuringhertimeatParalowie,Amberworkedhardtoensureshe
becameavaluedandrespectedcolleague.
AmberassistedwithanumberofinteractionswithparentsandcaregiversduringhertimeatParalowie.She
assistedwithSubjectSelectionCounsellingandParentTeacherinterviewevenings.Amberworkedtodevelopa
goodunderstandingofthedynamicsofourschoolcommunity.
Professional Experience Office University of South Australia,
Mawson Lakes Boulevard, Mawson Lakes SA 5095

This is a certified copy of the original assessment document provided by the site in which the student was placed for the professional experience. It may
be used for employment purposes.