STATEMENT OF PRINCIPLES

Transcription

1 STATEMENT OF PRINCIPLES for INTERNSHIPS 1 Copyright Professional Learning and Leadership Development, NSW DET

2 STATEMENT OF PRINCIPLES PREFACE This Statement of Principles and Template Agreement for internships has been prepared and developed over a number of years at the request of, and in consultation with, New South Wales universities (through the NSW Teacher Education Council), the NSW Teachers Federation, the NSW Primary Principals Association and the NSW Secondary Principals Council. They serve as the basis for tripartite agreements between the NSW Department of Education and Training, participating universities and the NSW Teachers Federation for the implementation of internship programs in Government schools in NSW. The Statement of Principles provides a basis for statewide consistency in the implementation and further development of internships while allowing scope for local innovation and interpretation. It reflects national and international research into the role internships play in teacher education programs. The statement is developed progressively on the basis of continuing research and evaluation of the implementation of internships in NSW schools. The Template Agreement serves as the basis on which each university can prepare its own agreement for consideration by the Department and the NSW Teachers Federation. It addresses the requirements of the Child Protection (Prohibited Employment) Act, 1998 and Part 7 of the Commission for Children and Young People Act, 1998 that came into effect in NSW on 3 July Documentation and information regarding the national criminal records check, the Working with Children Check and the Prohibited Employment form is available at Completed forms should be forwarded to: The Assistant Director Teacher Recruitment Programs and Administration Locked Bag 3003 Blacktown NSW 2148 Inquiries about the Statement of Principles and Template Agreement can be directed to the Manager, New Teacher Development, in the NSW Department of Education and Training. (Telephone ) 2 Copyright Professional Learning and Leadership Development, NSW DET

3 STATEMENT OF PRINCIPLES The transition from initial professional education to full-time work is typically an uncertain and difficult period. During this time, newly-qualified practitioners must take responsibility for their own actions and produce outcomes of a required standard. They must learn how the workplace functions and come to terms with a variety of new demands and pressures as well as identify opportunities for professional and personal growth. Internship is used in various professions, including teaching and medicine, to make this transition smooth and constructive. Internships are the third phase of school-based initial teacher education. They follow practice teaching (the practicum) and extended practicum experiences. Teachers entering internships have already demonstrated successful teaching practices during these phases. In New South Wales, internships refer to an in-school placement of a student teacher who: is undergoing full-time further study in teacher education at a university has completed content and methodology courses which meet the NSW Department of Education and Training minimum requirements for teaching has demonstrated successful teaching practices in developmental field experiences leading to the internship is approved to teach a class without the presence of a supervising teacher. In acknowledgment of this status, the student teacher is called an Intern. Internships enhance the quality of teaching and learning in the school and the quality of the professional preparation of the teacher. They are based on effective partnerships between universities, employers, schools and teacher unions. Internships are different from practice teaching (the practicum). Practicum refers to inschool teaching experiences of a closely supervised, short-term duration. Extended practicum refers to in-school teaching experiences undertaken as a block period but still under the direct classroom supervision of a qualified teacher. The previous in-school experiences prepare the student teacher for the internship. They include planning, teaching, assessment and reporting and other experiences which develop the Intern s capabilities to undertake the full range of responsibilities expected of a teacher. The internship is seen as a period for trying out or putting into practice skills that have been learnt throughout university and in practice teaching. It provides clear guidance as 3 Copyright Professional Learning and Leadership Development, NSW DET

4 to whether or not the Intern is ready to take on the full-time professional role. This experience cannot be simulated. It provides opportunities for extensive reflection on practice and for building individual portfolios of work. The length of an internship varies. It may be full-time or part-time. THE PLACE OF INTERNSHIPS WITHIN TEACHER EDUCATION Internships bridge the gap between pre-service training and full-time teaching. They are often collaborative with two or more Interns working together with the one teacher or two or three Intern pairs sometimes working together. They are also collegial in the relationship between Intern and classroom teacher. Internships model the working relationships that characterise effective schools. Internships, with their extended periods of teaching, provide the basis and experience necessary for critical observation of teaching and learning and reflection and analysis of practice. Each of these is a key element of teacher professionalism and is undertaken within the school with a Colleague Teacher, and in the University with faculty members and fellow Interns. Future planning and action is based on reflection on practice and the analysis of data and information that is available. These experiences help build the Intern s professional growth as a teacher. The internship provides the Intern with the opportunity to be a real teacher and to establish if he or she can successfully meet the demands of continuous responsibility in the classroom. BENEFITS OF INTERNSHIPS Internships benefit the students, the participating school, the Intern and the community in the following ways: Students Student learning benefits through internships by: research programs undertaken during the internship by the Intern and Colleague Teacher(s) to improve the learning of a student or a group of students in the class or school new understandings about teaching and learning or curriculum changes brought to the school by the Intern the joint expertise that is applied, particularly where there is a combination of an experienced Colleague Teacher working with an enthusiastic Intern. The Colleague Teacher The Colleague Teacher benefits by: the opportunities provided by the internship to undertake professional development activities in the school designed to bring about further enhancements to student learning opportunities provided through the mentoring of new teachers to demonstrate excellent teaching. 4 Copyright Professional Learning and Leadership Development, NSW DET

5 The Colleague Teacher retains responsibilities at all times for the teaching program. The School The school benefits through the placement of Interns in the school by Colleague Teachers being freed to: work with individual students or with groups of students in a class or across the school undertake their own professional development including work on major research projects in the school aimed at improving student learning. The Community The community benefits by: assurance that the professional preparation of those entering teaching has developed the capabilities and confidence necessary to make a positive contribution to student learning. The Intern The Intern benefits by: the support that is given to him or her by school and university staff in taking on a full teaching role realistic assessment of his or her teaching capabilities, including those to be further developed based on critical reflection on practice. SUPPORTING INTERNSHIPS IN THE SCHOOL Internships depend on effective partnerships between universities, employers and teacher unions. At a local level they require good working relations between the Intern, the university, the school, and school community. Each has an important role to play in supporting internships. Schools: The Principal or his/her nominee is responsible for: liaising with the University on an appropriate placement of Interns with school staff coordinating the in-school placements for practicums and internships ensuring the effective implementation of the practicum and internships. The Colleague Teacher is responsible for: acting as a mentor by providing a role model of ethical and highly developed professional practice providing ongoing support and guidance to the Intern during the internship playing a key role in ensuring the effectiveness of the internship developing a supportive, collegial relationship with the Intern 5 Copyright Professional Learning and Leadership Development, NSW DET

6 providing feedback to the University on the Intern s progress to assist the University make final assessment of the Intern. The University is responsible for: liaising with the school regarding the Intern placement negotiating its assessment criteria with the school and Colleague Teacher assessment of the Intern in collaboration with relevant school personnel. The State Office of the Department of Education and Training is responsible for: the professional development of mentors and supervising teachers establishing criteria for the participation of Interns in internship programs granting conditional casual approval status to Interns who have successfully completed internships and all course requirements evaluating and reporting on the effectiveness of internship programs. The NSW Teachers Federation is responsible for: ensuring Interns are aware of their legal, industrial and professional status during the internship program. TEACHING LOAD OF INTERNS As a general principle Interns should commence their internship period with a reduced teaching load and increase this up to two-thirds of a full teaching allocation over the period of the internship. Where the capabilities of the Intern are exceptional, he or she may progress to a full time load. PLACEMENT OF INTERNS The school gains access to Interns through a process of negotiation with the University. The University must be assured of the school s commitment to professional development and to promoting continuity in teacher education. It must also be assured that the school will model good professional practice. The Intern must be comfortable with the Colleague Teacher suggested by the school. The Colleague Teacher must be willing to participate and have the necessary skills to provide collegial support to the Intern in undertaking critical analysis and reflection on classroom practice. The NSW Teachers Federation is responsible for ensuring that Federation members are aware and supportive of internship programs and that they understand the industrial, legal and professional conditions within which the internship operates. 6 Copyright Professional Learning and Leadership Development, NSW DET

7 The Principal and the teaching staff must be assured that the developmental plan prepared by the Colleague Teacher for his or her work in the school during the internship, when released from normal classroom duties, makes a positive contribution to student learning in the school and to his or her professional development. The plan may include involvement in co-research programs with the Intern. The Teaching Staff must be assured by the University that the professional values and commitment of the Intern are such that they would make a positive contribution to student learning and the life of the school. ASSESSMENT AND EVALUATION The assessment and evaluation of the Intern against valid criteria reflecting the capabilities required to begin teaching effectively is an integral component of all internships. Prime responsibility for the assessment process lies with each University. This responsibility is undertaken in cooperation with a Colleague Teacher and the Principal and staff of the school where the Intern is placed. If a judgement is made at any time by University on the advice of the Principal and/or Colleague Teacher that the Intern is not meeting the requirements of the internship, he or she may be asked to revert to a practicum. In this case, full support and supervision will be provided to the Intern to further develop areas of professional practice that have been identified. The school, through the Colleague Teacher and Principal, provides the necessary feedback and reports negotiated with the University so that the University is in a position to make judgements and a final assessment on the capacity of the Intern to begin teaching competently and confidently. The Colleague Teacher, at times, may serve as an advocate for the Intern to assist the University in making a final judgement. 7 Copyright Professional Learning and Leadership Development, NSW DET