Ppce Self Reflection Form Final

School of Education
Professional Practice 3
102605 Secondary PP Community Engagement
Self Reflection Form
Pre-service Teacher Details
Pre-service Teacher Name: Bronte Ledingham Pre-service Teacher ID: 17787459
Pre-service Teacher Phone Number: 0410 323 Pre-service Teacher Email Address:
206 17787459@student.westernsydney.edu.au
Placement Details: If you haven’t complete 60 hours face to face you must provide a
detailed statement of how your experience meets the outcomes for Professional
Practice CE. Attach evidence.
Placement Name: Mount Annan Christian Placement Phone Number: 4634 7474
College
Placement Address: 347 Narellan Rd, Mount Placement Email Address:

Annan NSW 2567 kareni@macc.nsw.edu.au
Contact Person: Karen Irvine
Describe in about 500 WORDS any features and benefits of the setting you attended. Consider
number of students, location details, age of students, types of educational programs offered and
any other salient aspects of the experience. Consider how this experience will contribute to your
development as a beginning teacher.
AITSL Standards
The criteria for pre-service teacher reflection focus, the first, second, third and sixth standards.
 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
 1.5 Differentiate teaching to meet the specific learning needs of students across the full
range of abilities
 2.2 Content selection and organisation
 3.1 Establish challenging learning goals
 6.3 Engage with colleagues and improve practice
Subsidiary questions:
What surprised you about your learning in your community setting?
What research about communities did you engage with before you commenced?
What goals did you set for yourself in your service learning activities?
What do you believe the participants in your service learning project learned?
What did you learn? How will the experience shape you as a teacher in a classroom?
Check Due Date accompanied by your Timesheet and signed Report.

Submissions after due date will receive an N grade. At the following HECS census date, if
the work is still incomplete, this will become an AF grade. This is University policy.
The AF grade can be changed when you complete the work. You must also keep a hard or
electronic copy of your assignment.
Submit this form online via InPlace. Your PPCE Report written by the Contract
Person, is mailed by them or delivered by you to the PP office in the SOE.
I was surprised about the impact teacher-student relationships have on the willingness of
individual students to participate. I was surprised that teaching becomes more than learning,
it becomes a position of leadership, relationship, and mentorship. These roles you take on as
a teacher roll over into personal life and I was surprised at how I felt when it was time to say
goodbye to all of the student’s I had inspired, mentored, watched develop, and built
relationships with.
Partaking in an extra-curricular professional practice like theatrical arts required
research about the production itself. I went to the school and introduced myself to the school
community, this allowed me to develop connections with staff members which helped remove
the nerves affiliated with my very first professional practice.
I set goals for myself which I achieved to a high standard, and will use to shape my
professional practices and future career. These goals as outlined in my rationale included:
- create a schedule that caters to diverse learning needs.
- I achieved this through creating a google document with the other teachers
involved to keep track of tasks, ideas, and deadlines. This allowed me to also
cater to specific needs for diverse students through managing tasks and
knowing when to apply techniques and strategies.
- Create a blog to track my own, and student achievement throughout this
experience.
- I tracked this experience through conversations and through my timesheet. I put
a lot of my own time into designing sets and costumes and this was all reflected
in the production programme.
- understand individual student goals within this project and help them achieve
them.
- I formed professional relationships with members of the lead cast and assisted
them with their singing and acting to create the character they had envisioned
for themselves. This also helped students with their confidence, relationships
with peers, and setting their own goals to achieve.
The students learned how to approach theatre and were given the opportunity to
communicate their own goals, fears, aspirations, or anything they felt, and collaboratively,
and individually work on these to make an incredible final production.
My experience will shape my future teaching choices, and I especially learnt how
important it is to care for the students and build professional student-teacher relationships.
I kept in mind the professional standards for teaching and the following are examples
of how I incorporated these standards to my practice, and my own learning.
- 1.3.1 Demonstrating knowledge of teaching strategies responsive to learning
strengths and needs of students from diverse linguistic, cultural, religious and socio
economic backgrounds
- I utilised my own learning and applied it to the classroom in an attempt to
celebrate student diversity. Knowledge of teaching strategies were largely
acquired through my relationships with other educators. Scenarios involving
diverse students, including challenging student socio-economic backgrounds,
were communicated to me by these teachers and allowed me to shape and
adapt my approach to situations to achieve the best from each student
- 2.2.1 Organise content into an effective learning and teaching sequence
- I achieved this through collaborating with other teachers on a google document.
Because this production was not classroom based, teaching sequence was
created when rehearsal for the production originally began and was used to
show when rehearsals were, what they would be rehearsing, and a gain in
perspective so students and teachers knew if they were behind or ahead of their
projected learning. See attached:
- 3.1.1 Set learning goals that provide achievable challenges for students of varying
abilities and characteristics
- these goals were communicated verbally and individually between the students
and myself. These goals were specific to their roles and we worked on them
together until the students were proud of their own achievements.
- 6.3.1 Seek and apply constructive feedback from supervisors and teachers to
improve teaching practices
- After the final show, the teachers and myself sat down and spoke about what I
had learned and where we could all improve. If i were to improve something
specifically, it would be taking a larger leadership role and taking charge more. I
relied a little too heavily on the supervising teacher’s instruction, and while this
was still helpful, taking more of my own initiative would help strengthen my
leadership abilities and allow me to see what methods are most effective for
diverse students.

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What surprised the pre-service teacher about their experience?

What surprised the pre-service teacher about their experience?

What goals did the pre-service teacher set for themselves?

What goals did the pre-service teacher set for themselves?

School of Education

Pre-service Teacher Details

Pre-service Teacher Name: Bronte Ledingham Pre-service Teacher ID: 17787459

Placement Address: 347 Narellan Rd, Mount Placement Email Address:

Contact Person: Karen Irvine

Check Due Date accompanied by your Timesheet and signed Report.

Partaking in an extra-curricular professional practice like theatrical arts required

the nerves affiliated with my very first professional practice.

- create a schedule that caters to diverse learning needs.

knowing when to apply techniques and strategies.

- Create a blog to track my own, and student achievement throughout this

- I tracked this experience through conversations and through my timesheet. I put

in the production programme.

with peers, and setting their own goals to achieve.

and individually work on these to make an incredible final production.

of how I incorporated these standards to my practice, and my own learning.

- 1.3.1 Demonstrating knowledge of teaching strategies responsive to learning

- I utilised my own learning and applied it to the classroom in an attempt to

celebrate student diversity. Knowledge of teaching strategies were largely

acquired through my relationships with other educators. Scenarios involving

diverse students, including challenging student socio-economic backgrounds,

were communicated to me by these teachers and allowed me to shape and

adapt my approach to situations to achieve the best from each student

- 2.2.1 Organise content into an effective learning and teaching sequence

- I achieved this through collaborating with other teachers on a google document.

projected learning. See attached:

abilities and characteristics

together until the students were proud of their own achievements.

improve teaching practices

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