WESTERN SYDN!

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UNIVERSITY
ProfessionalPractice II
SecondaryProgram
Report

Pre-service Teacher's name Jorge Pombo 'student ID,

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Curriculum/teaching area TAS Dates:
30 days

School Prairiewood High School N° of placement - of 2

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SUMMARY COMMENTS by the SUPERVISING TEACHER

During his time at Prairiewood High School, Mr Pombo has been punctual, professional in his attire
and relationships with staff and students, worked with dedication and passion at a level well beyond
what was expected of him as a pre-service teacher. He has worked diligently and with success to
build relationships with our students, who represent a broad range of abilities and cultural contexts
and many for whom English is a second language, and with his teaching colleagues. Mr Pombo's
relational bridges have provided him with many opportunities to deliver learning content to our
students in an entertaining and engaging manner, which has been appreciated by the students and
by myself, as his mentoring teacher.
In particular, Mr Pombo draws effectively from the deep well of his personal experience as an
experienced engineer to educate our stage 5 and stage 6 engineering studens with real-life
examples of the relevance of what they are learning in the classroom. He has shown an affinity to
teaching concepts through well -placed questions and using objects to illustrate concepts. Mr
Pombo has embraced has prepared and facilitated numerous practical experiences for our students,
which, despite the challenges of a new environment, have been largely successful and effective
avenues to reinforce the course content. He has demonstrated a facility for using ICT and has used
this to good effect to balance out his speaking and demonstrating presentation. This has been
particularily well received by our more visually and kinesthetically oriented learners.
Despite his extensive professional experience outside the teaching profession, Mr Pombo has been
eager and willing to listen to advice and to learn new skills in the classroom and in the workshop
from the staff at Prairiewood High school across a variety of key learning areas.
It is my opinion that he is well-prepared to enter employment as a professional teacher.
It has been a pleasure to work with him these past 9 weeks and I am convinced he will enjoy a
productive and rewarding career as a TAS teacher.
 OVERALL ASSESSMENT

Grade: ~tisfactory D Unsatisfactory

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

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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;

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• Non-Academ;c Mfac<md,ct.

Supervising Teacher's Name _David Di lenno __ Signature: Date: 30-6-2020

Pre-service Teacher's Signature: Date: _

Pre-service Teachers are to be assessed by the Supervising Teacher against the relevant Graduate Teacher Standards that are applicable
to Professional Experience 1/1 as either ND - Not demonstrated; D - Demonstrated; E- Exceeds expectations. Elaborate on the Pre-
service Teacher's professional practice in the Comment section. If Standards are not able to be demonstrated please provide an
explanation in the appropriate Comments section. If standards are not relevant please insert 'NA'.

STANDARD 1:KNOW STUDENTS AND HOW THEY LEARN

t--~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ND D E
Focus area GRADUATE TEACHERS
1.1.1 Physical, social Demonstrate knowledge and understanding of physical, social and
and intellectual intellectual development and characteristics of students and how these may
development and affect learning. -
characteristics of
students

1.2.1 Understand how Demonstrate knowledge and understanding of research into how students
students learn learn and the implications for teaching.

1.3. I 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

1.5. 1 Differentiate Demonstrate knowledge and understanding of strategies for differentiating

teaching to meet the teaching to meet the specific learning needs of students across the full range
specific learning needs of abilities.
of students across the
full range of abilities
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1.6.1 Strategies to Demonstrate broad knowledge and understanding of legislative requirements
support full participation and teaching strategies that support participation and learning of students
of students with with disability.
disability
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Focus area GRADUATE.TEACHERS r: .. , ...•. '"'""""'"

2.1.1 Content and Demonstrate knowledge and understanding of the concepts, substance and ~
teaching strategies of the structure of the content and teaching strategies of the teaching area. tr
teaching area
2.2.1 Content selection Organise content into an effective learning and teaching sequence.
and organisation
2.3 .1 Curriculum, Use curriculum, assessment and reporting knowledge to design learning
assessment and sequences and lesson plans.
reporting
2.4.1 Understand and Demonstrate broad knowledge of, understanding of and respect for
respect Aboriginal and Aboriginal and Torres Strait Islander histories, cultures and languages.
Torres Strait Islander
people to promote
reconciliation between
Indigenous and non-
lndigenous Australians
2.5.1 Literacy and Know and understand literacy and numeracy teaching strategies and their
numeracy strategies application in teaching areas.
2.6.1 Information and Implement teaching strategies for using ICT to expand curriculum learning
Communication opportunities for students.
Technology (ICT

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ND D E
Focus area GRADUATE TEACHERS
3.1.1 Establish Set learning goals that provide achievable challenges for students of
challenging learning varying abilities and characteristics.
goals
3.2.1 Plan, structure and Plan lesson sequences using knowledge of student learning, content and
sequence learning effective teaching strategies.
programs
3.3.1 Use teaching Include a range of teaching strategies
strategies
3.4.1 Select and use Demonstrate knowledge of a range of resources, including ICT, that
resources engage students in their learning.

3.5.1 Use effective Demonstrate a range of verbal and non-verbal communication strategies to
classroom support student engagement.
communication
3.6.1 Evaluate and Demonstrate broad knowledge of strategies that can be used to evaluate
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
carers in the educative educative process. ./
process

'j S'.I'~l\11>ARD ll:,,.Cl{EATE AND MAINTAIN'sUPPORTIVE AND SAFE LEARNING

ENVIRONMENTS·.& ' T ;; .,. . . ·" .· .,,,.
ASPECT • GRADUATE TEACHERS ··,. ·.
 4.1.1 Support student Identify strategies to support inclusive student participation and engagement
artici ation in classroom activities.
4.2.1 Manage classroom Demonstrate the capacity to organise classroom activities and provide clear
activities directions
4.3.1 Manage Demonstrate knowledge of practical approaches to manage challenging
challen in behaviour behaviour.
4.4.1 Maintain student Describe strategies that support students' wellbeing and safety working
safety . within school and/or system, curriculum and legislative requirements .

4.5.1 Use !CT safely, Demonstrate an understanding of the relevant issues and the strategies
responsibly and ethically available to support the safe, responsible and ethical use ofICT in learning
and teaching .

. Focus area
5.1 Assess student Demonstrate understanding of assessment strategies, including informal and
learning formal, diagnostic, formative and summative approaches to assess student
leamin.
5.2 Provide Demonstrate an understanding of the purpose of providing timely and
feedback to appropriate feedback to students about their learning.
students on their
learn in
5.3 Make Demonstrate understanding of assessment moderation and its application to
consistent and support consistent and comparable judgements of student learning.
comparable
jud ements
5.4 Interpret Demonstrate the capacity to interpret student assessment data to evaluate
student data student learning and modify teaching practice

5.5 Report on Demonstrate understanding of a range of strategies for reporting to students

student and parents/carers and the purpose of keeping accurate and reliable records of
achievement student achievement.

sS:FArNDARD6:.ENGAGEINJ~RO.F.ESSIONAl}LEARNING·
Focus area GRADUATE TEACHERS

4
 6.1 Identify and plan Demonstrate an understanding of the role of the Australian Professional
professional learning Standards for Teachers in identifying professional learning needs.
needs
6.2 Engage in Understand the relevant and appropriate sources of professional learning
professional learning for teachers.
and im rove ractice
6.3 Engage with Seek and apply constructive feedback from supervisors and teachers to
colleagues an<;\ improve teaching practices.
im rove ractice
6.4 Apply professional Demonstrate an understanding of the rationale for continued professional
learning and improve learning and the implications for improved student learning.
student learnin

8STANDXRD7: . ENGJ\GE PROFESSIONALLY WITH COLLEAGUES; ,, ND D,I E

+:lfARENiFS/CARERS,AND THit'COMMUNITY
''Focus area" .GRADUATE TEACHERS
7.1 Meet professional Understand and apply the key principles described in codes of ethics and
ethics and conduct for the teaching profession.
res onsibilities
7 .2 Comply with Understand the relevant legislative, administrative and organisational
legislative, policies and processes required for teachers according to school stage.
administrative and
organisational
re uirements
7.3 Engage with the Understand strategies for working effectively, sensitively and
arents/carers confidentiall with arents/carers.
7.4 Engage with Understand the role of external professionals and community
professional teaching representatives in broadening teachers' professional knowledge and
networks and broader practice.
communities •