1 / 39

E-portfolio

E-portfolio. Dylan James Juhasz. National Professional Standards for graduating teachers http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/Standards Contents:. Professional knowledge 1: 1.1 1.2 1.3 1.4 1.5 1.6 2: 2.1 2.2 2.3 2.4 2.5 2.6

prem
Download Presentation

E-portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. E-portfolio Dylan James Juhasz

  2. National Professional Standards for graduating teachershttp://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/StandardsContents: • Professional knowledge 1: 1.1 1.2 1.3 1.4 1.5 1.6 2: 2.1 2.2 2.3 2.4 2.5 2.6 • Professional practice 3: 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4: 4.1 4.2 4.3 4.4 4.5 5: 5.1 5.2 5.3 5.4 5.5 • Professional engagement 6: 6.1 6.2 6.3 6.4 7: 7.1 7.2 7.3 7.4

  3. Professional knowledge 1: Know students and how they learn Physical, social and intellectual development and characteristics of students. 1.1 - Demonstrates knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has observed and taught students over a range of year levels. He has been very thorough in preparing tasks that meet the needs of each age group. In particular he has very successfully tailored lessons to meet the needs of a large Year 9 class, especially for those lessons at, or near, the end of the day when the students find it difficult to concentrate for extended periods. Such lessons have been well broken up into a series of short tasks that facilitate learning without the students becoming bored and distracted. “ Reflective journal entry – 6/8/2012: “After returning to the biology class after the mid-semester break I found the class had changed quite bit. There were fewer students than last term and only 3 students from last terms class. I found that most of the students were fairly quiet, though there was one student that I know has ADHD. As the students were doing a project on water quality issues with the Murray River, I took the students outside and showed them some issues that exist on the school grounds that are similar to those in the Murray-Darling basin. All of the students enjoyed being outdoors and on returning to the classroom I found each student had taken a different approach in their presentation, with some focusing on the scientific aspects of figures and others creating a visual flowchart showing the movement of nutrients through the river system. I thought this task was well suited to allow these different strengths to be expressed, while still addressing the curriculum outcomes for biology.” Lesson plans demonstrating knowledge of students: Year 11 biology Year 9 science

  4. Professional knowledge 1: Know students and how they learn Understand how students learn. 1.2 - Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Reflective journal entry – 30/5/2012: “In science today we looked at a real sheep’s digestive system. The other science class and the year 12 agriculture studies students came to watch also as Dr. Gatford dissected the digestive tract to show all the different parts that the students have been learning about. Most students were either quite interested or very squeamish and unable to watch. Many students were making connections between what they were seeing and what they had learned, which was again great to see. This was definitely the best practical I had been to, as it was so out of the ordinary that all of the students gained something from it. I was also very interested, as I had never seen a digestive system like this. Engaging the students by using something out of the ordinary was extremely successful and they all paid attention to what was happening. Making this ‘real-world’ connection between the theory seemed like the pinnacle of student engagement, especially for this year level. I could see the value of using concrete materials to demonstrate these concepts in a way that was relevant to the students everyday lives.” Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has been very careful to deliver lessons in a way that allows students to see and hear about a subject, discuss the subject and then to practically try it for themselves. He is quick to gauge their understanding and modify his delivery to engage their interest. “ Lesson plans demonstrating knowledge of students: Year 11 biology Year 9 science

  5. Professional knowledge 1: Know students and how they learn Students with diverse linguistic, cultural, religious and socioeconomic backgrounds. 1.3 - Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has regularly adapted his teaching to suit the students. He has worked very hard to get to know the students and regularly asks for their understanding of a topic before incorporating their ideas in the learning activities. This has gained him a great deal of respect amongst the students.” Reflective journal entry – 12/10/2012: “As we are learning about reproduction and genetics in biology, I thought briefly about the possible religious implications of this before I began my lesson. After I had outlined the process by which haploid cells fuse to create a zygote, one student raised the problem of the virgin Mary and the birth of Jesus. I know there is at least one student in the class from a catholic family, so I tried to diffuse the situation by explaining that self-fertilisation is indeed possible and has happened in the past. I moved on quickly from this so that the discussion did not continue and found that the students were satisfied with this explanation. I have always tried to avoid references to religious groups unless it is in the most positive manner, as I know there are many students from families of different beliefs in the school. In biology I have found that it is usually best to avoid any mention of religion and instead teach the students biological concepts within a biological context, as it is not my job (nor am I qualified) to speculate about religion.”

  6. Professional knowledge 1: Know students and how they learn Strategies for teaching Aboriginal and Torres Strait Islander students. 1.4 - Demonstrates broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. Reflection on week 12 readings (ETL414): “In an ideal environment, learning for Aboriginal students would take place in a group situation where the students have considerable input into the rules of the classroom that are based on mutual respect. The teacher would use plenty of oral activities and discussions and would encourage students to talk about their own families and histories. The teacher would promote a family-like feeling in the classroom and would avoid an authoritarian attitude or use of negative feedback or any activities that promoted competitiveness. The teacher would use parents and community members to help teach cultural values and would use activities relevant to the students lives to teach things like numeracy and literacy. The teacher would encourage students to call them by their first name and would use the established classroom rules and expectations to point out to students when they had breached these and highlight the behaviour expected of them.” Reflective journal entry – 24/4/2012: “Today I was introduced to one of the special needs students, who was an Aboriginal boy that has fetal alcohol syndrome. I remembered reading about the specific needs of Aboriginal students and I tried not to look him in the eyes too often, as this was something I particularly remembered. I found that he also did not look me in the eyes and I also learned that all of his teaching is done by student support officers in a one-on-one environment. I thought this was a good thing, as the SSO’s could create their own curriculum for him and ensure they valued his culture and beliefs in how they were teaching. I also remember reading that teaching in a one-on-one environment is a strategy that is well suited to the education of Aboriginal students, as well as students with a disability, so it was good to see the school catering for this student’s needs.”

  7. Professional knowledge 1: Know students and how they learn Differentiate teaching to meet the specific learning needs of students across the full range of abilities. 1.5 - Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has assisted a number of Year 11 students who are attempting to do their Research Project ahead of Year 12. The students range from exceptionally talented to those on negotiated education plans. In all cases Dylan has very patiently worked with these students to suggest ways for them to achieve the required outcomes.“ Reflective journal entry – 4/9/2012: “…I also noticed one of the students struggling with sitting still and writing his practical report, which is not too surprising considering he has ADHD. I sat down with the student and made a compromise that he could present his practical report to me orally and just hand up his results in written form. I think this is a much more achievable option for the student, as I have found in the past that he will usually not hand up anything if it involves long written components. I checked the curriculum outline and found that this would still satisfy the desired outcomes provided his presentation is structured correctly. I think this will allow the student to demonstrate more of what he knows than simply failing to hand up anything from thinking it is too difficult before even starting.” Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan has used a number of different styles to facilitate learning options. These have ranged from explicit information presentation through questioning to research orientated learning.” Lesson plans demonstrating knowledge of students: Year 11 biology Year 9 science

  8. Professional knowledge 1: Know students and how they learn Strategies to support full participation of students with disability. 1.6 - Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Reflection on week 1 readings (ETL414): “While it has not been that long since I was at school, I have found that schools seem to take a much more straightforward approach to behavioural and learning issues in students. These days it is more likely for parents and students to identify the problem, talk about it openly and find the most pragmatic approach for solving it. When I was at school the cause of these problems didn't seem to be as well understood or categorised and the solution would not be as practical or effective as you would see now. From my practical experience I have found that students with a disability are catered for as well as the school can allow based on the resources available. I think this is a good common sense approach, as the school first recognises the right that all students have to be educated and included in education, then discusses with the parents about the level of support the school is able to provide. The parents are then free to choose whether to enrol their child at the school or to look for a school that can offer more support for their child.” Reflective journal entry - 24/4/2012: “Today I was introduced to one of the special needs students, who was an Aboriginal boy that has fetal alcohol syndrome. I remembered reading about the specific needs of Aboriginal students and I tried not to look him in the eyes too often, as this was something I particularly remembered. I found that he also did not look me in the eyes and I also learned that all of his teaching is done by student support officers in a one-on-one environment. I thought this was a good thing, as the SSO’s could create their own curriculum for him and ensure they valued his culture and beliefs in how they were teaching. I also remember reading that teaching in a one-on-one environment is a strategy that is well suited to the education of Aboriginal students, as well as students with a disability, so it was good to see the school catering for this student’s needs.”

  9. Professional knowledge 2: Know the content and how to teach it Content and teaching strategies of the teaching area. 2.1 - Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has demonstrated great depth of knowledge in the area of Science. He has a good command of Chemistry, as demonstrated when guiding Year 11 students through practical activities. He has also very successfully taught a Year 9 class about Machines and their use in society.” Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan has taught a range of concepts to the year 11 biology class, covering the different themes and ideas as required.” Reflective journal entry – 9/10/2012: “…I found that the students had retained much of the knowledge from the last lesson and were able to apply this knowledge to the topic of genetic engineering. I tried to make the topic as interesting as possible while still adhering to the curriculum and the students responded very well to this. I set them the task of doing an oral presentation about an article to do with genetic engineering, in-vitro fertilisation or stem cell research and they all approached the task positively. I began by showing them an article about some rats that had been genetically modified so their skin would glow under ultraviolet light, which certainly grabbed their attention and stimulated their interest. I then asked them to first look at the results of the human genome project to see where particular genes are located within chromosomes, then asked them to find an article that detailed either genetic engineering, in-vitro fertilisation or stem cell research in society to use in their oral presentation.” Lesson plans demonstrating knowledge of subject content: Year 11 biology Year 9 science

  10. Professional knowledge 2: Know the content and how to teach it Content selection and organisation. 2.2 - Organise content into an effective learning and teaching sequence. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “The topic on machines that Dylan taught to a Year 9 class included planning the topic, designing formative and summative assessment tasks, including a research assignment.” Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan has prepared,planned and executed several units of work for SACE stage 1 students in the area of biology.” Learning management plans demonstrating knowledge of subject content: Year 11 biology Year 9 science

  11. Professional knowledge 2: Know the content and how to teach it Curriculum, assessment and reporting. 2.3 - Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has effectively designed work to correspond with the desired outcomes of the SACSA Framework. He has also been observing the Science Faculty in its preparations for implementing the Australian Curriculum in 2013.” Learning management plans demonstrating knowledge of subject content and showing evidence of planning around curriculum: Year 11 biology Year 9 science Lesson plans demonstrating knowledge of subject content and showing evidence of planning around curriculum: Year 11 biology Year 9 science

  12. Professional knowledge 2: Know the content and how to teach it Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians. 2.4 - Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Reflective journal entry - 7/8/2012: “...After we got back I demonstrated the effects of turbidity by using the different soils the students had collected in different beakers, then shone a bright torch through each one. All of the students were very attentive while I did this and it definitely showed them the problem with turbidity in the Murray river. I told them a story my grandad had related to me about how clear the river used to be and I also showed them an old picture by an aboriginal artist clearly showing how clear the water once was. This created some discussion about how the river has changed and I was sure to re-enforce how important the river was for the Aboriginal people of the area in terms of a food source and their spiritual belonging. The students were all quiet for a time after this and I think they were all considering how much of an impact Europeans have had on the Aboriginal people. “ Reflection on week 12 readings (ETL414): “In an ideal environment, learning for Aboriginal students would take place in a group situation where the students have considerable input into the rules of the classroom that are based on mutual respect. The teacher would use plenty of oral activities and discussions and would encourage students to talk about their own families and histories. The teacher would promote a family-like feeling in the classroom and would avoid an authoritarian attitude or use of negative feedback or any activities that promoted competitiveness. The teacher would use parents and community members to help teach cultural values and would use activities relevant to the students lives to teach things like numeracy and literacy. The teacher would encourage students to call them by their first name and would use the established classroom rules and expectations to point out to students when they had breached these and highlight the behaviour expected of them.”

  13. Professional knowledge 2: Know the content and how to teach it Literacy and numeracy strategies. 2.5 - Know and understand literacy and numeracy teaching strategies and their application in teaching areas. Reflective journal entry – 14/9/2012: “Today in biology I gave the students an overview of mitosis and meiosis to give the students some knowledge before exploring the topic. As I thought that the new words associated with this topic might serve as a barrier for learning I introduced each one along with its meaning and asked the students to begin compiling a glossary of these terms. I will ask them to keep adding to this glossary and refer to it if they are unsure of the meaning of any biological terms in this topic in future.” Example of student’s glossary of biological terms: Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has been very cognizant from the outset that literacy and numeracy were important elements of Science teaching. With this in mind he has actively designed tasks to emphasise these areas. Tasks have included measuring and calculating forces and producing a word cloud based on the students’ understanding of a topic.“

  14. Professional knowledge 2: Know the content and how to teach it Information and Communication Technology (ICT). 2.6 - Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has embraced the use of Moodle as an intranet tool for lesson organisation and presentation. He has also used this system to design online tests.“ Reflective journal entry – 9/10/2012: “…I found that the students had retained much of the knowledge from the last lesson and were able to apply this knowledge to the topic of genetic engineering. I tried to make the topic as interesting as possible while still adhering to the curriculum and the students responded very well to this. I set them the task of doing an oral presentation about an article to do with genetic engineering, in-vitro fertilisation or stem cell research and they all approached the task positively. I began by showing them an article about some rats that had been genetically modified so their skin would glow under ultraviolet light, which certainly grabbed their attention and stimulated their interest. I then asked them to first look at the results of the human genome project to see where particular genes are located within chromosomes, then asked them to find an article that detailed either genetic engineering, in-vitro fertilisation or stem cell research in society to use in their oral presentation.” Samples of ICT used in practicum teaching: Year 11 biology Year 9 science

  15. Professional practice 3: Plan for and implement effective teaching and learning Establish challenging learning goals. 3.1 - Set learning goals that provide achievable challenges for students of varying abilities and characteristics. Reflective journal entry – 9/10/2012: “I set students the task of doing an oral presentation about genetic engineering, in-vitro fertilisation or stem cell research and the ethical implications of each issue. While the students had grasped these concepts quite well, I thought that by asking them to talk about ethical implications and their own opinions on these issues, students who did not excel at written work or at explaining theory in detail could still achieve a good mark while still achieving the curriculum outcomes. There is one student in the class with ADHD and I think he will benefit most from this task, as he can give a true demonstration of what he has learned and use this to justify his own opinion without having to complete a lengthy written task.” Assignment excerpt (ETL421): “The first activity has been changed to give more direction to the numeracy aspect by including an introductory activity demonstrating the effect of modifying a single variable while another is held constant. Students must look at data points representing real experimental results from another experiment. They will need to graph these and explain how much the data points vary and suggest why this is. The focus in this activity is on the response of numerical data to alterations in a given variable, as well as demonstrating typical examples of when this method would be appropriate. Secondly, the previous activity of extrapolating the graph has been removed and now offered as an extension for students that feel comfortable with this level of mathematics. In its place, students will simply be asked to describe the trend of the results.”

  16. Professional practice 3: Plan for and implement effective teaching and learning Plan, structure and sequence learning programs. 3.2 - Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has planned lessons particularly well for the Year 9 classes on Monday and Friday afternoons, where the students tend to be tired and easily distracted.” Learning management plans demonstrating planning of lesson sequences: Year 11 biology Year 9 science Lesson plans demonstrating a structured sequence: Year 11 biology Year 9 science

  17. Professional practice 3: Plan for and implement effective teaching and learning Use teaching strategies. 3.3 - Include a range of teaching strategies. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has worked tirelessly to incorporate different strategies into his teaching. In the topic on Machines, he has combined group practical work with individual research-based learning very effectively.” Lesson reflection – 16/10/2012: “In this lesson I tried to ‘mix things up’ for the students, as I found that this approach was received quite well in previous lessons. I began the lesson by going over the structure of DNA and making sure all of the students were clear on the nomenclature used for different parts of DNA. I found that they all retained this information well from the last lesson, perhaps because I had asked them to enter the specific terms into their glossary. I then explained the process of protein synthesis from DNA and illustrated transcription and translation. I then showed them a short video showing how protein synthesis can be inhibited by destroying mRNA, which showed the process of transcription and translation in clear detail. I explained these processes as they were happening, then asked the students to create a poster of these two processes. I found that the video had given them a good visual basis of the processes and they were able to use the theory to label the posters and describe the processes that were happening. I found that the students stayed engaged during this lesson and did not have time to become tired of any single task.” Lesson plan - Tuesday week 2 double under the heading ‘DNA and genetic diseases’

  18. Professional practice 3: Plan for and implement effective teaching and learning Select and use resources. 3.4 - Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has used a number of resources in the course of his teaching, including online learning tools to teach about forces, water rockets to teach about propulsion and Lego Technics to teach about gears.” Mentor comment (Annie Bainger, Oakbank Area School, 17/10/2012) – “Dylan used a podcast and some audio resources to engage students while teaching students about public speaking, giving examples of poor and good speakers. He always questioned the class to elicit the main points to be gleaned from the examples, showing energy and humour and involving the students in discussion. The sources were well chosen - both modern and historic, and were excellent examples for the class. Dylan explained and clarified major points from them, making a valuable lesson.” Samples of ICT used in practicum teaching: Year 11 biology Year 9 science

  19. Professional practice 3: Plan for and implement effective teaching and learning Use effective classroom communication. 3.5 - Demonstrate a range of verbal and nonverbal communication strategies to support student engagement. Mentor teacher comment (Annie Bainger, Oakbank Area School, 17/10/2012) – “ Dylan is an exceptionally confident and fluent speaker and displayed these qualities when demonstrating good public speaking technique to my year 11 English class. He uses very strong ‘class presence’ – moving confidently around the class, using names and eye contact. He listens then summarises their discussions, clarifying the main points. He uses no notes and always sounds confident and interested in his topic and in the class’ reaction to it. Dylan is very personable and willing to talk and relate to students on their own level and about their own interests, so gains their trust and regard, both inside and outside the classroom. He shares his own experiences and life stories to make very accessible examples. When challenged to make an impromptu speech, he rose to the challenge with good humour and great skill!” Reflective journal entry – 16/5/2012: “In this lesson I began calling students by their first names and started to feel more comfortable in the classroom. I found today that I was able to control the class using my voice alone by varying my tone and volume. I can see that this is what Dr. Gatford does to keep the class under control and what I need to keep working on.” Reflective journal entry – 9/5/2012: “While I have been at the school so far I have heard many teachers refer to the website called ‘Moodle’. I asked Dr. Gatford about this today and found that it is quite a useful program that allows teachers to make announcements to students, set tests and collect assignments over the internet. I experimented with the program today and set up a page for the year 11 biology class. I can see this as being useful to notify students of when assignments are due, convey information and collect assignments, as students cannot then claim to have missed anything due to being absent seeing as they can access the website from any computer.”

  20. Professional practice 3: Plan for and implement effective teaching and learning Evaluate and improve teaching programs. 3.6 - Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has used both formative and summative assessment tasks to gauge student learning and, hence, the success of his teaching. He has regularly debriefed his lessons with his mentor teachers to assess whether there was any way that things could be done better.“ Reflective journal entry – 9/10/2012: “Having done a detailed learning management plan beforehand was a huge advantage, as I felt very much in control of the subject material and I could adapt for lessons progressing faster than I had anticipated by moving to material I had previously reserved for future lessons.” Lesson reflection - 21/8/2012: “This lesson was not very engaging for the students, though they did enjoy the permanganate demonstration. I couldn’t really think of any other ways to make this topic engaging for them before they had mastered the theory, so I suppose they just have to use their own motivation to get them through. I was mostly happy with how they worked during the lesson and they did still gain the required knowledge as a result, even if they were somewhat bored by the end. I will make sure to make things more interesting for them from now on.” Lesson reflection – 12/10/2012: “This lesson was quite successful and the structure I used definitely resulted in the students being more engaged than if we had stayed in the classroom for the entire lesson. I found that they all listened quite well in the first part of the lesson and just as their attention was beginning to wander I announced that we would be going outside to see levers in action. Most of the students participated in the lever activity and I was glad to see all of them applying what they had learned previously to balance the lever using their own weight. I was happy that all of the students had gained at least some knowledge about levers from this lesson and I will make sure to refer back to the activity in future when talking about levers.”

  21. Professional practice 3: Plan for and implement effective teaching and learning Engage parents/carers in the educative process. 3.7 - Describe a broad range of strategies for involving parents/carers in the educative process. Reflective journal entry – 15/10/2012: “As we have already analysed some current issues to do with genetics, I asked the students to ask their parents about the ethical issues and the general ‘feeling’ in society that surrounded the cloning of Dolly the sheep. I thought this would be a good way to highlight to them the progression we have made in modern genetics, while the ethical issues are very similar to those of 10 to 15 years ago. I also thought this would show the students’ parents what we are doing in biology and perhaps involve them more in the school lives of their kids.” Reference from Ms. Lee Sturm (Oakbank Area School student parent) – 19/10/2012: “I am the parent of a child at Oakbank Area School whom Dylan has taught in year 12 chemistry, and I have also been fortunate enough to have seen Dylan’s teaching skills in a year 10 English class. Dylan engages really well with the students. When students relate well with the teacher it very much assists parents in their efforts to help their own child with their education. Dylan has been most helpful to both my daughter and myself in the decision making process for university studies. He very much has an ‘open door policy’ with parents and makes you feel most welcome to talk with him. He asks questions about your child, is enthusiastic and obviously very interested in what you, as the child’s parent, has to say. I believe Dylan is a young teacher of exceptional quality and I would be very, very happy to have him teach my child in the future.” Reference from Ms. Laura McIntyre(Oakbank Area School student parent) – 19/10/2012: “My name is Laura McIntyre and my daughter Kathryn is a student at Oakbank Area School and is in Dylan’s year 9 science class. The feedback I have received from Kathryn was very positive as she enjoyed his classes immensely. On speaking with him, he was able to articulate her strengths and weaknesses and happily answered any questions and concerns I had. I found him to be very approachable and competent. I wish him well in his future endeavours and would happily recommend him as a teacher to any other parent.”

  22. Professional practice 4: Create and maintain supportive and safe learning environments Support student participation. 4.1 - Identify strategies to support inclusive student participation and engagement in classroom activities. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan implemented a seating plan for the Year 9 Science class to assist some students to concentrate. This also had the benefit of allowing strategic placement of students with particular needs in locations where they could be most easily monitored and assisted.” Lesson reflection – 12/10/2012: “This lesson was very successful and my goal of including all of the students and getting them to participate was definitely achieved. I was glad to see that all students made an effort at presenting their issue, though the best part of the lesson was the discussion that each presentation generated afterwards. I found that all students were able to contribute to the discussions and through this all of the students learned a great deal from each other with minimal input from me. The marking process also worked very well, where I would highlight each assessment criteria, how many marks it was worth and how well each student had performed in each criterion. I found that this also produced good discussion and gave the students an insight into how all of their assignments are marked. It was great to see all students participating in this discussion and all learning from this. At the end of the lesson the students asked me to make a presentation of my own, so I asked them to choose a topic for me and presented this according to the assessment criteria to show what an ideal presentation would look like. This lesson made things quite relevant for all of the students and it was clear that all students had enjoyed themselves and also learned a great deal.” Lesson plan – Friday week 1 single under the heading ‘Cell reproduction’

  23. Professional practice 4: Create and maintain supportive and safe learning environments Manage classroom activities. 4.2 - Demonstrate the capacity to organise classroom activities and provide clear directions. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan is particularly good at giving clear instructions. His lessons are well planned with clear objectives so that students are very rarely in any doubt about what they are required to do.” Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan organised and negotiated with staff as to practical work and requirements. He organised students into appropriate groupings for practical tasks, maximising student input.” Lesson reflection – 28/8/2012: “This lesson was very successful, perhaps the most successful I have had so far. I found that the direct instruction I gave to the students in the first part of the lesson was very successful and seemed to place them all on a ‘level playing field’. I realised the sense in this while I was doing it, as there were some students that had been absent in previous lessons and some that had not grasped previous concepts as well as others. Perhaps because of my previous success, all of the students completed the practical successfully and all worked extremely well. I found that some students who had struggled to understand concepts previously did very well when given the practical investigation, which was one of my goals for this lesson. I thought that some students might be able to understand these concepts better if they could see them in action, which did seem to be the case. I think that when the students see the results of this practical it will challenge their previous ideas and result in a memorable learning experience for them.” Lesson plan – Tuesday week 8 double under the heading ‘Cell transport’

  24. Professional practice 4: Create and maintain supportive and safe learning environments Manage challenging behaviour. 4.3 - Demonstrate knowledge of practical approaches to manage challenging behaviour. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan implemented a seating plan for the Year 9 Science class to assist some students to concentrate. This also had the benefit of allowing strategic placement of students with particular needs in locations where they could be most easily monitored and assisted.” Reflective journal entry – 14/8/2012: “In biology today I told the students that the double lesson would be the last school time they would get to work on their assignments. As some of the students have been very off-task in previous lessons and have failed to get work done, I told them that if they wanted to mess around they should go elsewhere and that the classroom was only for those who were not going to waste time. I also moved one students away from his usual seating group and found that he and the rest of the class got a great deal of work done, which I was quite impressed with. I found that the students were ‘smarting’ slightly from the speech I had given them but I decided that the behaviour that had been going on in previous lessons was getting to be too much of a problem.”

  25. Professional practice 4: Create and maintain supportive and safe learning environments Maintain student safety. 4.4 - Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements. Reflective journal entry – 10/10/2012: “Some teachers have been raising concerns about one of the girls in our home group truanting school. It turned out that she was not at school when her mother assumed that she was, so Dr. Gatford called the girl’s mother to discuss what had been going on during home group time, leaving me to do the role and read the notices. When I thought about this, I realised it would be relatively easy for students to choose not to come to school and do otherwise. This being so, it is then up to the school staff to ensure that students are where their parents wish them to be when they cannot supervise them.” Excerpts from lesson plans: 31/8/2012- “All students will be required to wear safety glasses and an apron. They will need to be instructed in the use of the razor blade to cut the agar and closely supervised while doing this.” 28/8/2012- “As with all practical activities in the laboratory, safety glasses and aprons must be worn. The solution being used (sodium chloride) is harmless and may only cause irritation if it is splashed in eyes, which should be avoided by using safety glasses. The glassware being used could create a hazard, so students will be asked to be careful with glassware and not rush their work.”

  26. Professional practice 4: Create and maintain supportive and safe learning environments Use ICT safely, responsibly and ethically. 4.5 - Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. Reflective journal entry - 28/5/2012: “Dr. Gatford asked the students to look up an on-line simulation of the digestive system at the beginning of the lesson, which kept the students occupied for 20 minutes or so and re-enforced some prior learning. Dr. Gatford told me we should keep moving around the classroom and checking to see the students were on task and it was clear that many were not. Many students soon resorted to playing games, most of which were quite violent, or going on facebook, so I was continually telling these students to stay on task and watching as they returned to the task they had been given. I pressed alt+tab on many students’ computers and found most of them had facebook open in another window. Dr. Gatford confiscated some of the students laptops for the remainder of the lesson, as they never seemed to be on task. I realised after this that it is difficult to police what students are doing on their computers, though the teacher does have some control by making their presence felt. Reflective journal entry - 6/6/2012: “Today there was also some excitement, as the police computer crime squad visited the school as a result of some teachers’ computer accounts being hacked by students. At first I thought this was a bit of an over-reaction but I suppose this is something that is illegal and would warrant a police reaction.” Lesson plan excerpt – 8/10/2012: Check for understanding / key questions / manage the learning: “Make sure all students are using their computers/internet appropriately while moving around the room.”

  27. Professional practice 5: Assess, provide feedback and report on student learning Assess student learning. 5.1 – Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan has used several different formative approaches to monitor student progress. The summative tasks he set optimised the range of learning styles for students to demonstrate their learning.” Reflective journal entry – 11/9/2012: “Today in biology most of the students submitted their practical reports but I was disappointed to see that very few had done what I had asked in the assignment sheet. It also seemed that none of the students had done any of the work at home and were content with what they had done during the lesson, even if it meant their practical reports were nowhere near finished. As well as a lack of motivation, I think this may have been a result of the students never having learned how to structure a practical report correctly. To remedy this, I think I will write up a model practical report and spend some lesson time in future talking them through how a good practical report should be constructed.” Examples of marking/feedback: Year 11 biology

  28. Professional practice 5: Assess, provide feedback and report on student learning Provide feedback to students on their learning. 5.2 - Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. Examples of marking/feedback: Year 11 biology Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan was quick to give feedback to students, allowing them to identify areas of misunderstanding and seek help as to these matters.” Reflective journal entry – 12/10/2012: “…I wrote the marking rubric for this task on the white board so that it was clear how the students would be marked. They all responded well to this by trying to address these criteria in their presentations and I was easily able to go through these with the student in question and the rest of the class in providing feedback about how they had gained their marks and where they could have improved.”

  29. Professional practice 5: Assess, provide feedback and report on student learning Make consistent and comparable judgements. 5.3 – Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has observed a Year 12 Chemistry class and has discussed the requirements of the course in terms of how assessment tasks are structured to meet the performance standards and how tasks are assessed against those performance standards. He understood very clearly the need for those assessments to be consistent and the need for that consistency to be compared against a standard through moderation.” Reflective journal entry – 10/10/2012: “After I collected the diagrams that the year 9’s had drawn of the water rocket set-up, I realised I needed to work out a way of marking them. I decided to create a rubric where marks were allocated for each aspect of the diagram that I had asked the students to show. I found that this made it very easy to assign a grade to each diagram and also to provide feedback as to how the diagram could have been improved.” Reflective journal entry – 12/10/2012: “…I wrote the marking rubric for this task on the white board so that it was clear how the students would be marked. They all responded well to this by trying to address these criteria in their presentations and I was easily able to go through these with the student in question and the rest of the class in providing feedback about how they had gained their marks and where they could have improved.”

  30. Professional practice 5: Assess, provide feedback and report on student learning Interpret student data. 5.4 - Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan showed good capacity to discuss with teaching staff the level of student success. He used these points to place more emphasis on certain topics and to spend an adequate amount of time teaching them.” Reflective journal entry – 11/9/2012: “Today in biology most of the students submitted their practical reports but I was disappointed to see that very few had done what I had asked in the assignment sheet. It also seemed that none of the students had done any of the work at home and were content with what they had done during the lesson, even if it meant their practical reports were nowhere near finished. As well as a lack of motivation, I think this may have been a result of the students never having learned how to structure a practical report correctly. To remedy this, I think I will write up a model practical report and spend some lesson time in future talking them through how a good practical report should be constructed.” Reflective journal entry – 19/10/2012: “After the test had closed on Moodle today I recorded the marks for each student and found that the lowest mark was 10 out of 15. This was not an easy test and most students did even better than 10, so I was particularly happy with the results. While I was teaching this topic I found that all of the students did seem engaged, which seems to be the case based on the test results.”

  31. Professional practice 5: Assess, provide feedback and report on student learning Report on student achievement. 5.5 – Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement. Examples of marking/feedback/recording student’s marks: Year 11 biology Reference from Ms. Lee Sturm (Oakbank Area School student parent) – 19/10/2012: “Dylan has been most helpful to both my daughter and myself in the decision making process for university studies. He very much has an ‘open door policy’ with parents and makes you feel most welcome to talk with him.” Reflective journal entry – 12/10/2012: “…I wrote the marking rubric for this task on the white board so that it was clear how the students would be marked. They all responded well to this by trying to address these criteria in their presentations and I was easily able to go through these with the student in question and the rest of the class in providing feedback about how they had gained their marks and where they could have improved.”

  32. Professional engagement 6:Engage in professional learning Identify and plan professional learning needs. 6.1 - Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs. Reflective journal entry – 8/10/2012: “As I have been compiling my portfolio throughout the year I have found that I have evidence for almost every outcome. This is not something that I planned to do; instead it seems to have been a logical progression as I have done more teaching and taken on more responsibility with each of my classes. This is very encouraging for me, as it shows I am close to having all of the skills that would be expected of a qualified teacher.” Reflective journal entry – 12/10/2012: “After compiling all of my portfolio documents I found that the only outcomes left to address were those relating to liaising with parents. With this in mind I decided to contact the parents of a student that I was particularly impressed with in my science and chemistry class after receiving the advice to do so from one of my mentors. I was somewhat apprehensive at first but found that the parents were more than happy to receive some feedback about their child’s performance at school and received my communication very well. This experience definitely taught me a lot about what parents expect and value from their child’s teachers.”

  33. Professional engagement 6:Engage in professional learning Engage in professional learning and improve practice. 6.2 - Understand the relevant and appropriate sources of professional learning for teachers. Reflective journal entry - 10/5/2012: “Last night’s staff meeting was different from the others I have been to, as this one focused instead on professional development (or ‘PD’). The teachers of different subjects were organised into different groups and we were given a spreadsheet where we had to indicate if we thought literacy and/or numeracy could be explicitly taught in different subjects and, if so, at what year levels. It was interesting to see the results and to listen to the discussion afterwards. The activity highlighted the role that literacy and numeracy play in students being able to achieve success in different subjects and showed that it is justifiable to teach literacy and numeracy in most, if not all subjects in a subject-specific manner.” Reflective journal entry – 13/6/2012: “...Dr. Gatford showed me a book of teacher resources that had been put together by the South Australian Science Teachers Association (SASTA) that was a few years old. It was clear that some of the things that had been taught previously have been changed by recent discoveries, especially in the field of chemistry. There was little to no mention of fullerenes and carbon nano-tubes, something that students are now required to learn about. I can see from this that it is important to keep up to date with advances in the field of science by following the curriculum and supporting documents so that teaching can stay relevant to the time period. “ My own training certificates

  34. Professional engagement 6:Engage in professional learning Engage with colleagues and improve practice. 6.3 - Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Mentor comment – Mr. Joe Mabarrack, Oakbank Area School: “Dylan always sought feedback as to his progress with the classes he was involved with. This was common following lessons he taught, showing his ability to learn and modify his methods as a result. Mentor comment – Dr. Keith Gatford, Oakbank Area School: “Dylan has always sought feedback about his teaching. He is very conscientious about the way he prepares lessons and is very thoughtful in the way he assesses the success of his lessons. He has always been quick to adapt his plans to incorporate any ideas suggested to him.”

  35. Professional engagement 6:Engage in professional learning Apply professional learning and improve student learning. 6.4 - Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Reflective journal entry - 9/5/2012: “While I have been at the school so far I have heard many teachers refer to the website called ‘Moodle’. I asked Dr. Gatford about this today and found that it is quite a useful program that allows teachers to make announcements to students, set tests and collect assignments over the internet. I experimented with the program today and set up a page for the year 11 biology class. I can see this as being useful to notify students of when assignments are due, convey information and collect assignments, as students cannot then claim to have missed anything due to being absent seeing as they can access the website from any computer.” Reflective journal entry – 13/6/2012: “...Dr. Gatford showed me a book of teacher resources that had been put together by the South Australian Science Teachers Association (SASTA) that was a few years old. It was clear that some of the things that had been taught previously have been changed by recent discoveries, especially in the field of chemistry. There was little to no mention of fullerenes and carbon nano-tubes, something that students are now required to learn about. I can see from this that it is important to keep up to date with advances in the field of science by following the curriculum and supporting documents so that teaching can stay relevant to the time period. “ Reflective journal entry – 8/10/2012: “...During the holidays I completed my first aid training and mandatory notification course. The mandatory notification course in particular opened my eyes to the additional responsibilities of teachers and the role they play in the upbringing of a child.”

  36. Professional engagement 7:Engage professionally with colleagues, parents/carers and the community Meet professional ethics and responsibilities. 7.1 - Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. Reflective journal entry – 23/4/2012 “Today I also received a handbook about the expected behaviour of students and teachers at the school, which was worth reading through. The key thing I have noticed already is that teachers are expected to portray the school in a positive light, especially seeing as enrolments are supposedly much lower this year.” Reflective journal entry – 15/10/2012: “From all the accreditation it has required to submit my registration I can see that the government will not let ‘just anyone’ teach in schools. I suppose this is a good thing considering that teachers have so much responsibility and control over the life of a child while they are at school.” DECD code of ethics:

  37. Professional engagement 7:Engage professionally with colleagues, parents/carers and the community Comply with legislative, administrative and organisational requirements. 7.2 - Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. Reflective journal entry – 17/9/2012: “...I first asked the students if they would mind me making a copy of their work and displaying it, keeping in mind that I would not show their names in association with it. They all agreed, though I also gave them a talent release form to be signed by their parents before I did make any photocopies.” Reflective journal entry – 15/10/2012: “From all the accreditation it has required to submit my registration I can see that the government will not let ‘just anyone’ teach in schools. I suppose this is a good thing considering that teachers have so much responsibility and control over the life of a child while they are at school.” Reflective journal entry – 8/10/2012: “During the holidays I completed my first aid training and mandatory notification course. The mandatory notification course in particular opened my eyes to the additional responsibilities of teachers and the role they play in the upbringing of a child.” My training certificates

  38. Professional engagement 7:Engage professionally with colleagues, parents/carers and the community Engage with the parents/carers. 7.3 - Understand strategies for working effectively, sensitively and confidentially with parents/carers. Reference from Ms. Lee Sturm (Oakbank Area School student parent) – 19/10/2012: “I am the parent of a child at Oakbank Area School whom Dylan has taught in year 12 chemistry, and I have also been fortunate enough to have seen Dylan’s teaching skills in a year 10 English class. Dylan engages really well with the students. When students relate well with the teacher it very much assists parents in their efforts to help their own child with their education. Dylan has been most helpful to both my daughter and myself in the decision making process for university studies. He very much has an ‘open door policy’ with parents and makes you feel most welcome to talk with him. He asks questions about your child, is enthusiastic and obviously very interested in what you, as the child’s parent, has to say. I believe Dylan is a young teacher of exceptional quality and I would be very, very happy to have him teach my child in the future. Reference from Ms. Laura McIntyre(Oakbank Area School student parent) – 19/10/2012: “My name is Laura McIntyre and my daughter Kathryn is a student at Oakbank Area School and was in Dylan’s year 9 science class. The feedback I have received from Kathryn was very positive as she enjoyed his classes immensely. On speaking with him, he was able to articulate her strengths and weaknesses and happily answered any questions and concerns I had. I found him to be very approachable and competent. I wish him well in his future endeavours and would happily recommend him as a teacher to any other parent.

  39. Professional engagement 7:Engage professionally with colleagues, parents/carers and the community Engage with professional teaching networks and broader communities. 7.4 - Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. Reflective Journal entry – 31/5/2012: “ Today I went on an excursion with the year 12 chemistry class to the CSIRO in the city. While there, the students were able to conduct a large number of experiments using some advanced equipment that we don not have at school. Dr. Gatford said to me that he wanted the students to gain some experience using things like the gas chromatograph and mass spectrometer that they need to know about but would never usually see. I could definitely see the sense in this and I could clearly see the students making connections between what they had learned and the equipment that they were able to use. The people at the facility were also vey helpful to the students by explaining their own experiences and situations where they had used the equipment in their jobs. I thought it gave the students a great ‘real world’ perspective on the concepts they had been learning about.” Reflective journal entry – 17/8/2012: “Today I went on an excursion to the Flinders University open day with some year 10,11 and 12 students. The day went very smoothly and all of the students gained an insight into university life and courses they were interested in. I grouped the students into course categories of science, humanities and arts. I went with the science group and took them to some of the introductory lectures where they were given a brief overview of different study areas and had a tour of the science facilities. I advised the students to listen to the university personnel, as I explained that they are all experts in their field. I noticed that the students were treated with a lot of maturity by the university personnel and all of them behaved with a great deal of maturity in return.”

More Related