Caitlin Hattam completed a professional experience placement at Tyndale Christian School in Murray Bridge, South Australia. She taught Physical Education and Health to students from years 4 through 10. Caitlin demonstrated strong practical teaching skills and the ability to differentiate lessons based on student needs. She planned effective learning sequences and utilized various technologies. Caitlin established positive relationships with both students and staff. While still developing her confidence with classroom management, Caitlin gained valuable experience teaching students with diverse learning requirements. Overall, Caitlin showed herself to be an engaged teacher ready to continue growing in her skills.
Caitlin Hattam completed a professional experience placement at Tyndale Christian School in Murray Bridge, South Australia. She taught Physical Education and Health to students from years 4 through 10. Caitlin demonstrated strong practical teaching skills and the ability to differentiate lessons based on student needs. She planned effective learning sequences and utilized various technologies. Caitlin established positive relationships with both students and staff. While still developing her confidence with classroom management, Caitlin gained valuable experience teaching students with diverse learning requirements. Overall, Caitlin showed herself to be an engaged teacher ready to continue growing in her skills.
Caitlin Hattam completed a professional experience placement at Tyndale Christian School in Murray Bridge, South Australia. She taught Physical Education and Health to students from years 4 through 10. Caitlin demonstrated strong practical teaching skills and the ability to differentiate lessons based on student needs. She planned effective learning sequences and utilized various technologies. Caitlin established positive relationships with both students and staff. While still developing her confidence with classroom management, Caitlin gained valuable experience teaching students with diverse learning requirements. Overall, Caitlin showed herself to be an engaged teacher ready to continue growing in her skills.
Caitlin Hattam completed a professional experience placement at Tyndale Christian School in Murray Bridge, South Australia. She taught Physical Education and Health to students from years 4 through 10. Caitlin demonstrated strong practical teaching skills and the ability to differentiate lessons based on student needs. She planned effective learning sequences and utilized various technologies. Caitlin established positive relationships with both students and staff. While still developing her confidence with classroom management, Caitlin gained valuable experience teaching students with diverse learning requirements. Overall, Caitlin showed herself to be an engaged teacher ready to continue growing in her skills.
2019 Student ID Pre-service Teacher Caitlin Hattam 2168241
School Tyndale Christian School Murray Bridge
Learning Area Mentor Teacher(s) Jack Snell Physical Education
Learning Area
Health
School Co-ordinator Meredith Lockery
Coordinator University Liaison Sandra Jaunkalvis Lou Pike Pyman
Teaching Days 10 introductory days + 30 day block: 40 days
CONTEXT Please add brief context statements about the school and class: School sector; size and composition of campus (R-12, Area, Primary); particular features or unique characteristics; index of disadvantage. School Tyndale Christian School Murray Bridge is an ELC-Year 12 Independent school compromising of approximately 210 students situated in a rural township. The school has an SES rating of 83 and supports the education of students with a range of learning needs. The student cohort also includes a high number of local Indigenous Ngarrindjeri students and Indigenous students from Hermannsburg in the Northern Territory.
Class (including children with special needs)
7 PE- including an Indigenous student with English as second language.
8 PE- including students on the Autism Spectrum, a student with a sensitive skin condition and an Indigenous student with English as a second language. 9 PE- including students on the Autism Spectrum and a student with ADHD. 10 PE- including students with high anxiety and a student on the autism spectrum. 4 PE- Varying levels of student behavioural needs 9 EMERGE- including students on the Autism Spectrum and a student with ADHD. 7 Individual Project- including an Indigenous student with English as second language. 8 Art- including students on the Autism Spectrum and an Indigenous student with English as a second language. ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS Please place an ‘X’ at the point along each continuum that best represents the development of the pre-service teacher towards each of the standards at this time.
PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
I I I X I__ Complete Novice Emerging Graduate Proficient
Standard 2 Know the content and how to teach it
I I X I__ Complete Novice Emerging Graduate Proficient
PROFESSIONAL PRACTICE
Standard 3 Plan for and implement effective teaching and learning
I I I X I__ Complete Novice Emerging Graduate Proficient
Standard 4 Create and maintain supportive and safe learning environments
I I X I__ Complete Novice Emerging Graduate Proficient
Standard 5 Assess, provide feedback and report on student learning
I I I X I__ Complete Novice Emerging Graduate Proficient
PROFESSIONAL ENGAGEMENT
Standard 6 Engage in professional learning
I I I X I__ Complete Novice Emerging Graduate Proficient
Standard 7 Engage professionally with colleagues, parents/carers and the community
I I X I__ Complete Novice Emerging Graduate Proficient SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics)
School Coordinator/Principal It has been such a pleasure to have Caitlin as part of the Tyndale Christian School Murray Bridge community. She has become a valued part of the teaching team building strong relationships with staff and students. Caitlin readily puts new ideas and strategy into place and carefully considers how she might effectively differentiate the learning for good outcomes for the students. I wish her well in the completion of her studies. Caitlin is very well suited to teaching as a career and in future will be a great addition to a staff team.
Name: Date 19 June 2019:
University Liaison Caitlin is a confident teacher who is very willing to seek and act on feedback. Her students were clearly engaged in the various activities she organised and she was able to pace her lesson content appropriately. Caitlin showed a lot of initiative in organising equipment for her lessons as well as trialling her own ideas in class. Caitlin managed her students in a firm but fair manner. She implemented a warning system, reminding students of appropriate behaviour and reinforcing positive behaviour. Caitlin established positive relationships with both staff and students whilst on placement.
Name: Sandra Jaunkalvis Date: 20/06/2019
SUMMARY STATEMENT (May be used as a referee statement)
Caitlin’s lessons were well planned and organised which translated into effective teaching sequences that her students enjoyed. She ran Physical Education units in touch rugby and tennis and helped supervise and guide students in croquet lessons. She created activities that focused on skill development and in-game situations. Her practical exercises built on students’ prior knowledge as each week progressed and she reviewed learning before practical lessons started.
Caitlin demonstrated a good knowledge and understanding of strategies for differentiating her teaching in all of her classes to meet the specific learning needs of students across the full range of abilities. She showed this by using modified equipment to make participation easier and provided extra roles such as umpiring and statistic recording for students who could not participate. Caitlin demonstrated practical knowledge in her teaching through the way she would demonstrate specific skills and game strategies in her lessons.
Professional Practice
Caitlin planned each unit into an effective learning and teaching sequence as she would give the students an idea of what direction the lessons were leading to. An example of this is how Caitlin prepared and trained the year 7 and 8 classes for an end of unit competition against each other. Each week Caitlin would build on what skills and knowledge the students learnt the week before by adding some new skills and rules.
When teaching theory lessons, Caitlin utilised ICT by showing game footage on the smart board and using the online educational communication platform ‘Edmodo’ to share information with her students.This expanded their opportunities to learn.
During Caitlin’s time at Tyndale, she developed a range of verbal and non-verbal communication strategies to support student engagement over her placement. In practical lessons, she would use her whistle and extend her arms out to the side to show that the students need to be in a certain ‘listening space’ in front of her. Caitlin also had very good voice projection when explaining instructions. This was clear and easy to understand. Caitlin regularly walked around the class and worked with each student individually when she had the opportunity.
Caitlin contributed to the school in helping out with the school ‘Athletics Club’ on Tuesday afternoons. She assisted staff and supported student participation. Caitlin also organised a tennis assessment for the year 10s where they had to teach and mentor some younger students. All the students really enjoyed this task and gave positive feedback.
Caitlin developed her knowledge of practical approaches to managing challenging behaviour and is still developing her level of assertiveness in her disciplinary practices. Caitlin acknowledged that she gained good experience in this area as Tyndale has a cohort that consists of a wide range of learning needs. Caitlin had a sense of calmness when particular students became challenging which I believe the students responded well to and respected.
During practical lessons, Caitlin provided the students with timely and specific feedback in a constructive manner. Students responded positively to this. She thereby also demonstrated the importance of affirming student success and gave them achievable adjustments to make. Professional Engagement
Caitlin regularly sought constructive feedback from her mentors and supervisors to improve her lesson quality and teaching practice. She gave a positive response to feedback and acknowledged it in a professional and respectful way. Caitlin demonstrated an understanding of the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. She evidenced this through the way she conducted herself in a professional manner, created and submitted quality teaching lesson plans, assessments and rubrics. She also attended all meetings (2 a week) and professional learning events including an inter-school seminar on ‘Dealing with Trauma’. Caitlin organised a touch rugby competition and a year 10 tennis assessment which involved other grades in the school and Caitlin communicated well with other staff to give notice and work with their lesson schedules. Caitlin also engaged well with parents of students in the Athletics Club in seeing that students got to their parents safely and in general conversation.
Written by: Jack Snell Date: 20/06/2019
SUMMARY STATEMENT (May be used as a referee statement)
SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)
In our opinion Caitlin Hattam
has demonstrated the following overall level of performance in this final professional experience: (Please click on appropriate box below)
☐ Unsatisfactory
☐ Satisfactory
☒ Competent
☐ Outstanding
NOTES FOR COMPLETING THIS REPORT
The pre-service 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.
Please keep an electronic copy of this report and submit the report to the University Liaison for completion.
If this is not possible then please email it directly to: mssprofexp@flinders.edu.au
