Professional Experience Reports for each teaching placement can be found in Appendix B
1. Ashmont Public School - 2 placements of 7-8 days (observation)
During this placement I assisted my supervising teacher and provided one-on-one and small group support to students. The composition of the student body at Ashmont Public School is between 45-50% Indigenous, and over 80% of students come from low socio-economic backgrounds. Of the non-Indigenous school population, other cultural heritages include European, African and Asian. Many students come from blended or single parent families, and a significant number of students’ families have contact with the justice system. There are a significant number of students with special learning needs, and the school is resourced with several Student Learning Support Officers (SLSOs) The school climate at Ashmont Public School is supportive and positive. The school is actively involved in the community, and welcomes parents and carers into the school and classroom. Several extra-curricular programs, such as a Breakfast Bar, and mentoring programs by Indigenous community elders for Indigenous students, support students' learning and development. Ashmont Public School website: http://www.ashmont-p.schools.nsw.edu.au/
2. Kurrambee School - 17 days (0.5 teaching load)
During this placement, I gained experience working with students with severe intellectual disability, differentiating learning for students with diverse learning needs, and developing highly individualised classroom management strategies. I also experienced working with students from diverse backgrounds, including blended and single parent families, foster families, Indigenous families, ESL families, and families and students with extreme and diverse medical needs. I benefited from observing and working with experienced SLSOs and learning to communicate effectively and respectfully with external staff including medical aides. The school climate at Kurrambee School is supportive and collaborative. The school is supported by a community charity, Little by Little, which funds the inclusion of ICT resources in the classroom such as iPads and specialised software, in addition to supporting students to access education by providing supervised bus transport to and from school. Kurrambee School website: http://www.kurrambee-s.schools.nsw.edu.au/
3. Murrumburrah High School - 30 days (0.5 teaching load)
During this placement, I was able to develop rapport with students in class and outside the classroom, differentiate for students with diverse learning abilities and levels of motivation, and teach classes of students in Stages 4, 5 and 6. I developed skills in planning and whole class management for mainstream classes. I was also able to develop skills in consistent behaviour management. A majority of students at Murrumburrah High School come from a rural, low to mid-low socio-economic background and many possess a wide range of practical skills. However, many students have low levels of motivation for learning and low literacy skills and therefore require flexible and highly engaging teaching. There is an emphasis on agriculture, sports, vocational education and students' welfare programs to support students to succeed. The school culture at Murrumburrah High School is focused on supporting students to succeed and develop tolerance and social skills. The staff cohort is highly committed to involving students in learning and work to establish positive communication with parents/carers and the community. Partially as a result of the small student enrolment the student population is very close-knit and it is crucial that teachers are aware of personal connections and conflict between students. Murrumburrah High School website: http://www.murrumburr-h.schools.nsw.edu.au/
4. Calare Public School - 30 days (0.8 teaching load)
During this placement, I developed my skills in behaviour management and planning and teaching consecutive lessons in multiple KLAs. I was able to engage with colleagues and participate in Stage planning meetings and professional development. The majority of students’ backgrounds are Caucasian and mid socio-economic. Around 13% of students are Indigenous and a small proportion of the student population are EAL/D learners. Several students across the school are diagnosed with physical disability, including diabetes, and require regular medical attention. During this placement I gained experience in differentiating for students with learning difficulties and disability including ADHD, and for gifted students. The school has an active extra-curricular Arts program including dance, choir and band, participates in the Stephanie Alexander kitchen-garden program, and welcomes parent and carer assistance in the classroom. Calare Public School website: http://www.calare-p.schools.nsw.edu.au/