Professional Experience Handbook - Appendices Bachelor of Education (Early Childhood) Course Code SL033BEEC 2013

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1 Professional Experience Handbook - Appendices Bachelor of Education (Early Childhood) Course Code SL033BEEC 2013 Professional Experience Unit SLEE202 Teaching and Learning in Early Childhood

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3 Table of Contents APPENDIX 1 VICTORIAN TEACHING PROFESSION CODE OF CONDUCT... 2 APPENDIX 2 NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS... 7 APPENDIX 3 NATIONAL PROFESSIONAL STANDARDS FOR GRADUATE TEACHERS APPENDIX 4 VICTORIAN EARLY CHILDHOOD TEACHER STANDARDS APPENDIX 5 SAMPLE SWINBURNE ONLINE INTRODUCTORY LETTER APPENDIX 6 ACCEPTANCE OF A SWINBURNE ONLINE PRE-SERVICE TEACHER PLACEMENT APPENDIX 7 PROFESSIONAL EXPERIENCE ATTENDANCE DIARY APPENDIX 8 APPLICATION FOR PROFESSIONAL EXPERIENCE VARIATION APPENDIX 9 PROFESSIONAL EXPERIENCE EMERGENCY CONTACT INFORMATION APPENDIX 10 PLACEMENT CONCERNS /STUDENT AT RISK OF NOT SATISFACTORILY COMPLETING A PLACEMENT APPENDIX 11 INTERIM EXPERIENCE REPORT EARLY CHILDHOOD SETTING APPENDIX 12 END OF EXPERIENCE/PLACEMENT ASSESSMENT REPORT EARLY CHILDHOOD SETTING APPENDIX 13 PROFESSIONAL EXPERIENCE: PRE-SERVICE TEACHER SUPERVISION CLAIM FOR PAYMENT APPENDIX 14 PROFESSIONAL EXPERIENCE/PLACEMENT FEEDBACK FORM APPENDIX 15 LEARNING PLAN EARLY CHILDHOOD SETTING APPENDIX 16 - CHECKLIST FOR PRE-SERVICE TEACHERS APPENDIX 17 - CHECKLIST FOR MENTOR TEACHERS Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 1

4 Appendix 1 Victorian Teaching Profession Code of Conduct INTRODUCTION The Victorian Teaching Profession Code of Conduct The Code of Conduct has been developed for and by the Victorian teaching profession. It identifies a set of principles, which describe the professional conduct, personal conduct and professional competence expected of a teacher 1 by their colleagues and the community. It is based on the values set out in the accompanying Code of Ethics, namely Integrity Respect Responsibility and draws on the Victorian Institute of Teaching s Standards of Professional Practice, and Codes of Conduct for teachers developed by schools and other registration authorities. PURPOSE The Code of Conduct codifies what is already common practice within the teaching profession. Its purpose is to: promote adherence to the values teachers see as underpinning their profession provide a set of principles which will guide teachers in their everyday conduct and assist them to solve ethical dilemmas affirm the public accountability of the teaching profession promote public confidence in the teaching profession. The Code of Conduct is not a disciplinary tool. The Code of Conduct will not cover every situation. There may be policies or procedures set down by the sector/school in which the teacher works, or there may be specific issues that are covered by an industrial agreement or award. SECTION 1: PROFESSIONAL CONDUCT Teachers professional conduct is characterised by the quality of the relationships they have with their students, their students parents (guardians and caregivers), families and communities and their colleagues. RELATIONSHIPS WITH STUDENTS PRINCIPLE 1.1: TEACHERS PROVIDE OPPORTUNITIES FOR ALL STUDENTS TO LEARN The main focus of teaching is student learning. Teachers demonstrate their commitment to student learning by: a. knowing their students well, respecting their individual differences and catering for their individual abilities b. maintaining a safe and challenging learning environment c. accepting professional responsibility for the provision of quality teaching d. having high expectations of every student, recognising and developing each student s abilities, skills and talents 1 Teach er m eans all p er son s r egist ered und er t h e Education and Training Reform Act 2006 Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 2

5 e. considering all viewpoints fairly f. communicating well and appropriately with their students. PRINCIPLE 1.2: TEACHERS TREAT THEIR STUDENTS WITH COURTESY AND DIGNITY Teachers: a. work to create an environment which promotes mutual respect b. model and engage in respectful and impartial language c. protect students from intimidation, embarrassment, humiliation or harm d. enhance student autonomy and sense of self worth and encourage students to develop and reflect on their own values e. respect a student s privacy in sensitive matters, such as health or family problems, and only reveal confidential matters when appropriate. That is: if the student has consented to the information being used in a certain way to prevent or lessen a serious threat to life, health, safety or welfare of a person (including the student) as part of an investigation into unlawful activity if the disclosure is required or mandated by law to prevent a crime or enforce the law f. refrain from discussing students personal problems in situations where the information will not be treated confidentially g. use consequences commensurate with the offence when disciplining students. PRINCIPLE 1.3: TEACHERS WORK WITHIN THE LIMITS OF THEIR PROFESSIONAL EXPERTISE In fulfilling their role, teachers carry out a wide range of responsibilities. They support student by knowing their strengths and the limits of their professional expertise. Teachers: a. seek to ensure that they have the physical, mental and emotional capacity to carry out their professional responsibilities b. are aware of the role of other professionals and agencies and when students should be referred to them for assistance c. are truthful when making statements about their qualifications and competencies. PRINCIPLE 1.4: TEACHERS MAINTAIN OBJECTIVITY IN THEIR RELATIONSHIPS WITH STUDENTS In their professional role, teachers do not behave as a friend or a parent. They: a. interact with students without displaying bias or preference b. make decisions in students best interests c. do not draw students into their personal agendas d. do not seek recognition at the expense of professional objectivity and goals. PRINCIPLE 1.5: TEACHERS ARE ALWAYS IN A PROFESSIONAL RELATIONSHIP WITH THE STUDENTS IN THEIR SCHOOL, WHETHER AT SCHOOL OR NOT Teachers hold a unique position of influence and trust that should not be violated or compromised. They exercise their responsibilities in ways that recognise that there are limits or boundaries to their relationships with students. The following examples outline some of those limits. A professional relationship will be violated if a teacher: a. has a sexual relationship with a student b. uses sexual innuendo or inappropriate language and/or material with students touches a student without a valid reason Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 3

6 c. holds conversations of a personal nature or has contact with a student via written or electronic means including , d. letters, telephone, text messages or chat lines, without a valid context e. accepts gifts, which could be reasonably perceived as being used to influence them, from students or their parents. A professional relationship may be compromised if a teacher: a. attends parties or socialises with students b. invites a student or students back to their home, particularly if no-one else is present. RELATIONSHIPS WITH PARENTS (GUARDIANS, CAREGIVERS), FAMILIES AND COMMUNITIES PRINCIPLE 1.6: TEACHERS MAINTAIN A PROFESSIONAL RELATIONSHIP WITH PARENTS (GUARDIANS AND CAREGIVERS) Teachers should be respectful of and courteous to parents. Teachers: a. consider parents perspectives when making decisions which have an impact on the education or wellbeing of a student b. communicate and consult with parents in a timely, understandable and sensitive manner c. take appropriate action when responding to parental concerns. PRINCIPLE 1.7: TEACHERS WORK IN COLLABORATIVE RELATIONSHIPS WITH STUDENTS FAMILIES AND COMMUNITIES Teachers recognise that their students come from a diverse range of cultural contexts and seek to work collaboratively with students families and communities within those contexts. RELATIONSHIPS WITH COLLEAGUES PRINCIPLE 1.8: COLLEGIALITY IS AN INTEGRAL PART OF THE WORK OF TEACHERS Teachers demonstrate collegiality by: a. treating each other with courtesy and respect b. valuing the input of their colleagues c. using appropriate forums for constructive debate on professional matters d. sharing expertise and knowledge in a variety of collaborative contexts e. respecting different approaches to teaching f. providing support for each other, particularly those new to the profession g. sharing information relating to the wellbeing of students. SECTION 2: PERSONAL CONDUCT PRINCIPLE 2.1: THE PERSONAL CONDUCT OF A TEACHER WILL HAVE AN IMPACT ON THE PROFESSIONAL STANDING OF THAT TEACHER AND ON THE PROFESSION AS A WHOLE Although there is no definitive boundary between the personal and professional conduct of a teacher, it is expected that teachers will: a. be positive role models at school and in the community b. respect the rule of law and provide a positive example in the performance of civil obligations c. not exploit their position for personal or financial gain d. ensure that their personal or financial interests do not interfere with the performance of their duties e. act with discretion and maintain confidentiality when discussing workplace issues. SECTION 3: PROFESSIONAL COMPETENCE Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 4

7 PRINCIPLE 3.1: TEACHERS VALUE THEIR PROFESSIONALISM, AND SET AND MAINTAIN HIGH STANDARDS OF COMPETENCE Teachers: a. are knowledgeable in their areas of expertise b. are committed to pursuing their own professional learning c. complete their duties in a responsible, thorough and timely way. PRINCIPLE 3.2: TEACHERS ARE AWARE OF THE LEGAL REQUIREMENTS THAT PERTAIN TO THEIR PROFESSION. IN PARTICULAR, THEY ARE COGNISANT OF THEIR LEGAL RESPONSIBILITIES IN RELATION TO: discrimination, harassment and vilification negligence mandatory reporting privacy occupational health and safety teacher registration. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 5

8 The Victorian Teaching Profession Code of Ethics As teachers, we use our expert knowledge to provide experiences that inspire and facilitate student learning. We are a significant force in developing a knowledgeable, creative, productive and democratic society. The values that underpin our profession are integrity, respect and responsibility. We hold a unique position of trust and influence, which we recognise in our relationships with students, parents (caregivers and guardians), colleagues and the community. We demonstrate our integrity by: acting in the best interest of students maintaining a professional relationship with students, parents, colleagues and the community behaving in ways that respect and advance the profession We demonstrate our respect by: acting with care and compassion treating students fairly and impartially holding our colleagues in high regard acknowledging parents as partners in the education of their children. We demonstrate our responsibility by: providing quality teaching maintaining and developing our professional practice working cooperatively with colleagues in the best interest of our students. The purpose of this code is to: state the value that guides our practice and conduct enable us as a profession to affirm our public accountability promote public confidence in our profession. The code sets out ideals to which we aspire. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 6

9 Appendix 2 National Professional Standards for Teachers Professional Knowledge Standard 1 - Know students and how they learn Focus area Graduate Proficient Highly Accomplished Lead 1.1 Demonstrate knowledge and Use teaching strategies based on Select from a flexible and Lead colleagues to select and Physical, social and intellectual development and characteristics of students understanding of physical, social and intellectual development and characteristics of students and knowledge of students physical, social and intellectual development and characteristics effective repertoire of teaching strategies to suit the physical, social and intellectual develop teaching strategies to improve student learning using knowledge of the physical, social how these may affect learning. to improve student learning. development and characteristics of students. and intellectual development and characteristics of students. 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the Structure teaching programs using research and collegial advice about how students learn. Expand understanding of how students learn using research and workplace knowledge. Lead processes to evaluate the effectiveness of teaching programs using research and implications for teaching. workplace knowledge about how students learn. 1.3 Demonstrate knowledge of Design and implement teaching Support colleagues to develop Evaluate and revise school Students with diverse linguistic, cultural, religious and socioeconomic backgrounds teaching strategies that are responsive to the learning strengths and needs of students strategies that are responsive to the learning strengths and needs of students from diverse effective teaching strategies that address the learning strengths and needs of students from learning and teaching programs, using expert and community knowledge and experience, to from diverse linguistic, cultural, religious and socioeconomic backgrounds. linguistic, cultural, religious and socioeconomic backgrounds. diverse linguistic, cultural, religious and socioeconomic backgrounds. meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 7

10 Professional Knowledge Standard 1 - Know students and how they learn Focus area Graduate Proficient Highly Accomplished Lead 1.4 Strategies for teaching Aboriginal Demonstrate broad knowledge and understanding of the impact Design and implement effective teaching strategies that are Provide advice and support colleagues in the implementation Develop teaching programs that support equitable and ongoing and Torres Strait Islander students of culture, cultural identity and linguistic background on the education of students from responsive to the local community and cultural setting, linguistic background and of effective teaching strategies for Aboriginal and Torres Strait Islander students using participation of Aboriginal and Torres Strait Islander students by engaging in collaborative Aboriginal and Torres Strait Islander backgrounds. histories of Aboriginal and Torres Strait Islander students. knowledge of and support from community representatives. relationships with community representatives and parents/carers. 1.5 Differentiate teaching to meet Demonstrate knowledge and understanding of strategies for Develop teaching activities that incorporate differentiated Evaluate learning and teaching programs, using student Lead colleagues to evaluate the effectiveness of learning and the specific learning needs of students across the full range of abilities differentiating teaching to meet the specific learning needs of students across the full range of strategies to meet the specific learning needs of students across the full range of abilities. assessment data, that are differentiated for the specific learning needs of students across teaching programs differentiated for the specific learning needs of students across the full range of abilities. the full range of abilities. abilities. 1.6 Strategies to support full Demonstrate broad knowledge and understanding of legislative Design and implement teaching activities that support the Work with colleagues to access specialist knowledge, and Initiate and lead the review of school policies to support the participation of students with disability requirements and teaching strategies that support participation and learning of participation and learning of students with disability and address relevant policy and relevant policy and legislation, to develop teaching programs that support the participation and engagement and full participation of students with disability and ensure compliance with students with disability. legislative requirements. learning of students with disability. legislative and/or system policies. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 8

11 Professional Knowledge Standard 2 - Know the content and how to teach it Focus area Graduate Proficient Highly Accomplished Lead 2.1 Content and teaching strategies Demonstrate knowledge and understanding of the concepts, Apply knowledge of the content and teaching strategies of the Support colleagues using current and comprehensive knowledge of Lead initiatives within the school to evaluate and improve of the teaching area substance and structure of the content and teaching strategies of the teaching area. teaching area to develop engaging teaching activities. content and teaching strategies to develop and implement engaging learning and teaching knowledge of content and teaching strategies and demonstrate exemplary teaching programs. of subjects using effective, research-based learning and teaching programs. 2.2 Content selection and Organise content into an effective learning and teaching sequence. Organise content into coherent, well-sequenced learning and Exhibit innovative practice in the selection and organisation of Lead initiatives that utilise comprehensive content organisation teaching programs. content and delivery of learning and teaching programs. knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs. 2.3 Curriculum, assessment and Use curriculum, assessment and reporting knowledge to design Design and implement learning and teaching programs using Support colleagues to plan and implement learning and teaching Lead colleagues to develop learning and teaching programs reporting learning sequences and learning plans. knowledge of curriculum, assessment and reporting requirements. programs using contemporary knowledge and understanding of curriculum, assessment and using comprehensive knowledge of curriculum, assessment and reporting requirements. reporting requirements. 2.4 Understand and respect Demonstrate broad knowledge of, understanding of and respect Provide opportunities for students to develop Support colleagues with providing opportunities for students to Lead initiatives to assist colleagues with opportunities for Aboriginal and Torres Strait Islander people to promote reconciliation between for Aboriginal and Torres Strait Islander histories, cultures and languages. understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures students to develop understanding of and respect for Aboriginal and Torres Strait Indigenous and non-indigenous Australians languages. and languages. Islander histories, cultures and languages. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 9

12 Professional Knowledge Standard 2 - Know the content and how to teach it Focus area Graduate Proficient Highly Accomplished Lead 2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies Apply knowledge and understanding of effective Support colleagues to implement effective teaching strategies to Monitor and evaluate the implementation of teaching and their application in teaching areas. teaching strategies to support students literacy and numeracy achievement. improve students literacy and numeracy achievement. strategies within the school to improve students achievement in literacy and numeracy using research based knowledge and student data. 2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for Use effective teaching strategies to integrate ICT into learning and teaching programs to make Model high-level teaching knowledge and skills and work with colleagues to use current ICT Lead and support colleagues within the school to select and use ICT with effective teaching students. selected content relevant and meaningful. to improve their teaching practice and make content relevant and meaningful. strategies to expand learning opportunities and content knowledge for all students. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 10

13 Professional Practice Standard 3 - Plan for and implement effective teaching and learning Focus area Graduate Proficient Highly Accomplished Lead 3.1 Establish challenging learning Set learning goals that provide achievable challenges for Set explicit, challenging and achievable learning goals for all Develop a culture of high expectations for all students by Demonstrate exemplary practice and high expectations and lead goals students of varying abilities and characteristics. students. modelling and setting challenging learning goals. colleagues to encourage students to pursue challenging goals in all aspects of their education. 3.2 Plan, structure and sequence Plan lesson sequences using knowledge of student learning, Plan and implement wellstructured learning and teaching Work with colleagues to plan, evaluate and modify learning and Exhibit exemplary practice and lead colleagues to plan, learning programs content and effective teaching strategies. programs or lesson sequences that engage students and promote learning. teaching programs to create productive learning environments that engage all students. implement and review the effectiveness of their learning and teaching programs to develop students knowledge, understanding and skills. 3.3 Include a range of teaching Select and use relevant teaching Support colleagues to select and Work with colleagues to review, Use teaching strategies strategies. strategies to develop knowledge, skills, problem solving and critical and creative thinking. apply effective teaching strategies to develop knowledge, skills, problem solving and critical modify and expand their repertoire of teaching strategies to enable students to use and creative thinking. knowledge, skills, problem solving and critical and creative thinking. 3.4 Demonstrate knowledge of a Select and/or create and use a Assist colleagues to create, select Model exemplary skills and lead Select and use resources range of resources, including ICT, that engage students in their learning. range of resources, including ICT, to engage students in their learning. and use a wide range of resources, including ICT, to engage students in their learning. colleagues in selecting, creating and evaluating resources, including ICT, for application by teachers within or beyond the school. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 11

14 Professional Practice Standard 3 - Plan for and implement effective teaching and learning Focus area Graduate Proficient Highly Accomplished Lead 3.5 Use effective classroom Demonstrate a range of verbal and non-verbal communication Use effective verbal and nonverbal communication strategies Assist colleagues to select a wide range of verbal and non-verbal Demonstrate and lead by example inclusive verbal and non- communication strategies to support student engagement. to support student understanding, participation, engagement and achievement. communication strategies to support students understanding, engagement and achievement. verbal communication using collaborative strategies and contextual knowledge to support students understanding, engagement and achievement. 3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to Evaluate personal teaching and learning programs using evidence, including feedback Work with colleagues to review current teaching and learning programs using student feedback, Conduct regular reviews of teaching and learning programs using multiple sources of improve student learning. from students and student assessment data, to inform planning. student assessment data, knowledge of curriculum and workplace practices. evidence including: student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues. 3.7 Describe a broad range of Plan for appropriate and Work with colleagues to provide Initiate contextually relevant Engage parents/ carers in the educative process strategies for involving parents/carers in the educative process. contextually relevant opportunities for parents/ carers to be involved in their children s appropriate and contextually relevant opportunities for parents/carers to be involved in processes to establish programs that involve parents/carers in the education of their children and learning. their children s learning. broader school priorities and activities. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 12

15 Professional Practice Standard 4 - Create and maintain supportive and safe learning environments Focus area Graduate Proficient Highly Accomplished Lead 4.1 Support student participation Identify strategies to support inclusive student participation and Establish and implement inclusive and positive interactions to Model effective practice and support colleagues to implement Demonstrate and lead by example the development of productive engagement in classroom activities. engage and support all students in classroom activities. inclusive strategies that engage and support all students. and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. 4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. Establish and maintain orderly and workable routines to create an environment where student time is Model and share with colleagues a flexible repertoire of strategies for classroom management to ensure Initiate strategies and lead colleagues to implement effective classroom management and spent on learning tasks. all students are engaged in purposeful activities. promote student responsibility for learning. 4.3 Demonstrate knowledge of Manage challenging behaviour by Develop and share with Lead and implement behaviour Manage challenging behaviour practical approaches to manage challenging behaviour. establishing and negotiating clear expectations with students and address discipline issues colleagues a flexible repertoire of behaviour management strategies using expert knowledge and management initiatives to assist colleagues to broaden their range of strategies. promptly, fairly and respectfully. workplace experience. 4.4 Maintain student safety Describe strategies that support students wellbeing and safety Ensure students wellbeing and safety within school by Initiate and take responsibility for implementing current school Evaluate the effectiveness of student wellbeing policies and working within school and/or system, curriculum and legislative requirements. implementing school and/ or system, curriculum and legislative requirements. and/or system, curriculum and legislative requirements to ensure student wellbeing and safety. safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 13

16 Professional Practice Standard 4 - Create and maintain supportive and safe learning environments Focus area Graduate Proficient Highly Accomplished Lead 4.5 Use ICT safely, responsibly and Demonstrate an understanding of the relevant issues and the Incorporate strategies to promote the safe, responsible and ethical Model, and support colleagues to develop, strategies to promote the Review or implement new policies and strategies to ensure ethically strategies available to support the safe, responsible and ethical use of ICT in learning and teaching. use of ICT in learning and teaching. safe, responsible and ethical use of ICT in learning and teaching. the safe, responsible and ethical use of ICT in learning and teaching. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 14

17 Professional Practice Standard 5 - Assess, provide feedback and report on student learning Focus area Graduate Proficient Highly Accomplished Lead 5.1 Assess student learning Demonstrate understanding of assessment strategies, including Develop, select and use informal and formal, diagnostic, formative Develop and apply a comprehensive range of Evaluate school assessment policies and strategies to support informal and formal, diagnostic, formative and summative approaches to assess student and summative assessment strategies to assess student learning. assessment strategies to diagnose learning needs, comply with curriculum requirements and colleagues with: using assessment data to diagnose learning needs, complying with curriculum, learning. support colleagues to evaluate the effectiveness of their approaches to assessment. system and/or school assessment requirements and using a range of assessment strategies. 5.2 Provide feedback to students on Demonstrate an understanding of the purpose of providing timely Provide timely, effective and appropriate feedback to students Select from an effective range of strategies to provide targeted Model exemplary practice and initiate programs to support their learning and appropriate feedback to students about their learning. about their achievement relative to their learning goals. feedback based on informed and timely judgements of each student s current needs in order to colleagues in applying a range of timely, effective and appropriate feedback strategies. progress learning. 5.3 Make consistent and comparable Demonstrate understanding of assessment moderation and its Understand and participate in assessment moderation activities Organise assessment moderation activities that support consistent Lead and evaluate moderation activities that ensure consistent judgements application to support consistent and comparable judgements of student learning. to support consistent and comparable judgements of student learning. and comparable judgements of student learning. and comparable judgements of student learning to meet curriculum and school or system requirements. 5.4 Interpret student data Demonstrate the capacity to interpret student assessment data Use student assessment data to analyse and evaluate student Work with colleagues to use data from internal and external student Co-ordinate student performance and program evaluation using to evaluate student learning and modify teaching practice. understanding of subject/content, identifying interventions and modifying teaching practice. assessments for evaluating learning and teaching, identifying interventions and modifying internal and external student assessment data to improve teaching practice. teaching practice. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 15

18 Professional Practice Standard 5 - Assess, provide feedback and report on student learning Focus area Graduate Proficient Highly Accomplished Lead 5.5 Report on student achievement Demonstrate understanding of a range of strategies for reporting to Report clearly, accurately and respectfully to students and Work with colleagues to construct accurate, informative and timely Evaluate and revise reporting and accountability mechanisms in the students and parents/carers and the purpose of keeping accurate and reliable records of student parents/carers about student achievement, making use of accurate and reliable records. reports to students and parents/carers about student learning and achievement. school to meet the needs of students, parents/carers and colleagues. achievement. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 16

19 Professional Engagement Standard 6 - Engage in professional learning Focus area Graduate Proficient Highly Accomplished Lead 6.1 Identify and plan professional Demonstrate an understanding of the role of the National Use the National Professional Standards for Teachers and advice Analyse the National Professional Standards for Teachers to plan Use comprehensive knowledge of the National Professional learning needs Professional Standards for Teachers in identifying professional learning needs. from colleagues to identify and plan professional learning needs. personal professional development goals, support colleagues to identify and achieve Standards for Teachers to plan and lead the development of professional learning policies and personal development goals and preservice teachers to improve classroom practice. programs that address the professional learning needs of colleagues and pre-service teachers. 6.2 Understand the relevant and Participate in learning to update Plan for professional learning by Initiate collaborative relationships Engage in professional learning and improve practice appropriate sources of professional learning for teachers. knowledge and practice, targeted to professional needs and school and/or system priorities. accessing and critiquing relevant research, engage in high quality targeted opportunities to improve to expand professional learning opportunities, engage in research, and provide quality opportunities practice and offer quality placements for pre-service teachers where applicable. and placements for pre-service teachers. 6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching Contribute to collegial discussions and apply constructive feedback from colleagues to improve Initiate and engage in professional discussions with colleagues in a range of forums to evaluate Implement professional dialogue within the school or professional learning network(s) that is practices. professional knowledge and practice. practice directed at improving professional knowledge and practice, and the educational informed by feedback, analysis of current research and practice to improve the educational outcomes outcomes of students. of students. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 17

20 Professional Engagement Standard 6 - Engage in professional learning Focus area Graduate Proficient Highly Accomplished Lead 6.4 Apply professional learning and Demonstrate an understanding of the rationale for continued Undertake professional learning programs designed to address Engage with colleagues to evaluate the effectiveness of Advocate, participate in and lead strategies to support high-quality improve student learning professional learning and the implications for improved student learning. identified student learning needs. teacher professional learning activities to address student learning needs. professional learning opportunities for colleagues that focus on improved student learning. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 18

21 Professional Engagement Standard 7 - Engage professionally with colleagues, parents/carers and the community Focus area Graduate Proficient Highly Accomplished Lead 7.1 Meet professional ethics and Understand and apply the key principles described in codes of Meet codes of ethics and conduct established by regulatory Maintain high ethical standards and support colleagues to interpret Model exemplary ethical behaviour and exercise informed responsibilities ethics and conduct for the teaching profession. authorities, systems and schools. codes of ethics and exercise sound judgement in all school and community contexts. judgements in all professional dealings with students, colleagues and the community. 7.2 Comply with legislative, Understand the relevant legislative, administrative and Understand the implications of and comply with relevant Support colleagues to review and interpret legislative, Initiate, develop and implement relevant policies and processes to administrative and organisational requirements organisational policies and processes required for teachers according to school stage. legislative, administrative, organisational and professional requirements, policies and administrative, and organisational requirements, policies and processes. support colleagues compliance with and understanding of existing and new legislative, processes. administrative, organisational and professional responsibilities. 7.3 Understand strategies for working Establish and maintain respectful Demonstrate responsiveness in all Identify, initiate and build on Engage with the parents/carers effectively, sensitively and confidentially with parents/carers. collaborative relationships with parents/ carers regarding their children s learning and wellbeing. communications with parents/carers about their children s learning and wellbeing. opportunities that engage parents/carers in both the progress of their children s learning and in the educational priorities of the school. 7.4 Understand the role of external Participate in professional and Contribute to professional Take a leadership role in Engage with professional teaching networks and broader communities professionals and community representatives in broadening teachers professional knowledge community networks and forums to broaden knowledge and improve practice. networks and associations and build productive links with the wider community to improve professional and community networks and support the involvement of colleagues in and practice. teaching and learning. external learning opportunities. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 19

22 Appendix 3 National Professional Standards for Graduate Teachers Professional Knowledge Standard 1 - Know students and how they learn Focus area 1.1 Physical, social and intellectual development and characteristics of students Graduate Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. 1.2 Understand how students learn Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Demonstrate 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. Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 1.6 Strategies to support full participation of students with disability Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 20

23 Professional Knowledge Standard 2 - Know the content and how to teach it Focus area Graduate 2.1 Content and teaching strategies of the teaching area Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.2 Content selection and organisation Organise content into an effective learning and teaching sequence. 2.3 Curriculum, assessment and reporting Use curriculum, assessment and reporting knowledge to design learning sequences and learning plans. 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 2.5 Literacy and numeracy strategies Know and understand literacy and numeracy teaching strategies and their application in teaching areas. 2.6 Information and Communication Technology (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 21

24 Professional Practice Standard 3 - Plan for and implement effective teaching and learning Focus area Graduate 3.1 Establish challenging learning goals Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2 Plan, structure and sequence learning programs Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.3 Use teaching strategies Include a range of teaching strategies. 3.4 Select and use resources Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 3.5 Use effective classroom communication Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. 3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning. 3.7 Engage parents/ carers in the educative process Describe a broad range of strategies for involving parents/carers in the educative process. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 22

25 Professional Practice Standard 4 - Create and maintain supportive and safe learning environments Focus area Graduate 4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. 4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4 Maintain student safety Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements. 4.5 Use ICT safely, responsibly and ethically 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. Professional Practice Standard 5 - Assess, provide feedback and report on student learning Focus area Graduate 5.1 Assess student learning Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 5.2 Provide feedback to students on their learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. 5.3 Make consistent and comparable judgements Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. 5.4 Interpret student data Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. 5.5 Report on student achievement 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. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 23

26 Professional Engagement Standard 6 - Engage in professional learning Focus area Graduate 6.1 Identify and plan professional learning needs Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs. 6.2 Engage in professional learning and improve practice Understand the relevant and appropriate sources of professional learning for teachers. 6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. 6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Professional Engagement Standard 7 - Engage professionally with colleagues, parents/carers and the community Focus area Graduate 7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. 7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4 Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 24

27 Appendix 4 Victorian Early Childhood Teacher Standards Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 25

28 Appendix 5 Sample Swinburne Online Introductory Letter Dear Director Thank you for agreeing to meet with one of our Bachelor of Education (Early Childhood) Pre-service Teachers, with a view to considering a teaching placement in your early childhood setting. Professional experience is an integral part of the education programs at Swinburne Online (SOL). Through experiencing the roles and responsibilities of a teacher and pedagogical leader, Pre-service Teachers have the opportunity to develop the necessary knowledge and skills to become a competent member of the teaching profession. The Bachelor of Education (Early Childhood) incorporates 90 days of supervised Professional Experience in a variety of educational settings, including child care centres, kindergartens/preschools and primary schools. Pre-service Teachers undertake a total of six Professional Experience placements throughout the course that build on and extend existing knowledge and skills. Pre-service Teachers complete their professional Experience in a different educational setting for each placement and teach at a different level. Pre-service Teachers may teach in Government, Catholic or Independent schools. Pre-service Teachers cannot complete a practicum placement in an education setting where they are already employed (e.g. as an educator, teacher aide, technical assistant or administrator). Pre-service Teachers cannot complete a practicum placement in an education setting where family members or close friends are employed by or attend the setting. On a first Professional Experience Pre-service Teachers will be observing, recording, collecting and gathering information. They will work with small groups of children to build positive respectful relationships and plan, implement and evaluate three learning experiences. Before Pre-service Teachers can undertake a Professional Experience in a school, they must have: Completed the content of the associated Professional Practice Unit(s); Completed the content of any pre-requisite units; A National Police Clearance (as each State or Territory requires); A Working With Children Clearance (as each State or Territory requires). We sincerely hope you will consider supporting our student in your early childhood setting on their Professional Experience. I am very keen to support both the student and you as an education setting. If you have any further questions or enquiries, please do not hesitate to contact me. [insert signature] Dr Anne-Marie Chase Manager, Student Placements Swinburne Online T: E: [email protected] Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 26

29 Appendix 6 Acceptance of a Swinburne Online Pre-service Teacher Placement Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 27

30 Acceptance of a Swinburne Online Pre-Service Student Teacher Placement 2013 This form should be completed in triplicate. 1. ORIGINAL: Return to the Swinburne Online Professional Placements Office. For a teaching placement within TP1: by the end of Week 12 in the previous TP3 For a teaching placement within TP2: by the end of Week 12 in the previous TP1 2. Copy 1: To be retained by the Pre-service Teacher 3. Copy 2: To be retained by the Education Setting Swinburne Online student to complete this section: Title (Mr, Mrs, Miss, Ms) Student id # Surname Given names Telephone number Swinburne I have read and accept the Swinburne Online requirements outlined in the relevant Professional Experience Handbook in relation to Professional Code of Conduct, OH&S responsibilities and Insurance coverage whilst on professional placement. Swinburne Online Student Signature Date Course Title: Bachelor of Education (Early Childhood) Tick the unit and Teaching Period relevant to the placement being undertaken: Unit Code Unit Title Placement Type Teaching Period & Dates of Professional Experience LEE202 Teaching in Early Childhood: Supervised Practicum 20 days (2 5 Yrs) TP1 Not offered 2013 TP2 26 Aug 20 Sep Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 28

31 Education Setting to complete this section: Setting name Address Postal address Telephone number Web address Name of Principal / Director Name of the Organiser of Teaching Practice Suburb State Postcode Suburb State Postcode Details of person 1 who will be directly responsible for mentoring/supervising the student teacher Title (Mr, Mrs, Miss, Ms) Given names Teaching qualification Teacher Registration held Surname Number of years as teacher Teacher Registration No. Telephone number Details of person 2 (if required) who will be directly responsible for mentoring/supervising the student teacher Title (Mr, Mrs, Miss, Ms) Surname Given names Teaching qualification Number of years as teacher Teacher Registration held Teacher Registration No. Telephone number Declaration I confirm that the above mentioned Education Setting has agreed to offer this Swinburne Online student the opportunity to complete a Professional Experience Placement during the period to. Signature Date Please return this completed form as soon as possible to: Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: [email protected] Web: Note: (1) The Swinburne Online Professional Placements Office will contact both the student and the Education Setting within 5 working days of receipt of this form to confirm the above arrangements. (2) Please contact the Swinburne Online Professional Placements Office immediately if the above arrangements change in any way. Swinburne Online collects, uses and destroys your information in accordance with our Privacy Policy Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 29

32 Appendix 7 Professional Experience Attendance Diary Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 30

33 Professional Experience/Placement Attendance Diary 2013 This form should be completed in triplicate. 4. ORIGINAL: Return to the Swinburne Online Professional Placements Office by the end of the week following the completion of the placement 5. Copy 1: To be retained by the Pre-service Teacher 6. Copy 2: To be retained by the Education Setting Swinburne Online student to complete this section: Title (Mr, Mrs, Miss, Ms) Student id # Surname Given names Course Title: Bachelor of Education (Early Childhood) Tick the unit and Teaching Period relevant to the placement being undertaken: Unit Code Unit Title Placement Type Teaching Period & Dates of Professional Experience LEE202 Teaching in Early Childhood: Supervised Practicum 20 days (2 5 Yrs) TP1 Not offered 2013 TP2 26 Aug 13 Sep Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 31

34 Date of Attendance Activity observed or taught (please include the duration of each activity) Mentors initials Complete and return to Swinburne Online at the end of the placement period: Name of Education Setting Mentor 1 (Full name) Signature Date Mentor 2 (Full name) Signature Date Placement Coordinator Signature Date Swinburne Online student signature Date Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: [email protected] Web: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 32

35 Appendix 8 Application for Professional Experience Variation Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 33

36 Application for Professional Experience/Placement Variation This form must be completed by students who, due to exceptional circumstances, need to apply for a variation to the scheduled experience/placement dates for units within their course. All applications will be assessed on a case by case basis by the Program Director and should be made prior to commencement of the course, or where applicable, at least 6 weeks prior to the commencement of a scheduled professional experience/placement unit unless evidence can be provided that the need for placement variation has occurred within the 6 weeks prior to the commencement of a scheduled professional experience/placement. All applicants will be advised as to the outcome of their application via their Swinburne Online student address. As Professional Experience/Placements are an integral part of your course, many of your assignments and other activities will relate directly to your experiences in the Education setting. The dates of placement have been set to ensure that your placement experiences complement the theoretical components of your course and to provide adequate follow-up time for reflection, discussion and analysis. Students making an application to vary their placement must have mitigating circumstances to warrant such a variation. Note 1: Note 2: Work commitments and related matters will NOT be considered as a case for placement variation. All applications must be supported by appropriate documentation and/or evidence from a qualified practitioner (i.e. medical or a psychologist) who is registered with a recognised body. Other acceptable documents may include a Statutory Declaration. Statements signed by family members are not acceptable. Swinburne Online student to complete these sections: Title (Mr, Mrs, Miss, Ms) Student id # Surname Given names Telephone number Course Title: Swinburne Bachelor of Education (Early Childhood) Master of Teaching (Primary) Details of the professional experience/placement you are requesting a variation for... Unit Code Unit Title Teaching Period of unit (tick) TP1 TP2 YEAR Scheduled Dates of Placement Proposed Dates of Placement Please detail your grounds for placement variation attach if insufficient space. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 34

37 Please indicate attachments: Medical Statutory Declaration Other Signature Date Please return this completed form, and relevant supporting documentation, as soon as possible to: Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: Web: Program Director Use Only Experience/Placement Variation Approved: Yes No (if no, please provide a reason) New Placement Dates Approved: From: To: Comments: Name: Signature: Date: Student notified of outcome: Name: Signature: Date: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 35

38 Appendix 9 Professional Experience Emergency Contact Information Professional Experience/Placement Emergency Contact Information As a duty of care to both the Education Setting and the pre-service teacher it is important that emergency contact details are provided at each placement. To ensure confidentiality please place this completed form in a sealed envelope marked in the following way: Confidential Pre-service Teachers name Swinburne Online To be opened in the case of an emergency Please hand the envelope to the Placement Coordinator of the Education Setting on your arrival for the first day of you professional placement. In case of an emergency, the Education Setting will contact the designated person(s) listed below. Swinburne Online student to complete: Title (Mr, Mrs, Miss, Ms) Surname Given names Contact person 1 Name Phone Contact person 2 Name Phone In case of an emergency, I (pre-service teacher name) give the Education setting where I am undertaking my professional placement, permission to seek medical assistance or call an ambulance as deemed necessary. Medicare number: Ambulance Subscription number: Please list any allergies: Other important medical information: (e.g. asthmatic, diabetic etc) Blood Group: Swinburne Online student signature Date Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 36

39 Appendix 10 Placement Concerns /Student At Risk of not satisfactorily completing a placement Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 37

40 Placement Concerns / Student At-risk of not satisfactorily completing a placement The term at risk is used to describe the situation where a Pre-service Teacher appears to be at risk of not achieving a satisfactory level in placement. Swinburne Online believes that it is important to identify these concerns as early as possible during a placement and that the Education setting informs the Preservice Teacher of particular areas of concern so that he/she can have adequate time to improve. When a Pre-service Teacher has been identified as at risk the Swinburne Online Professional Placements Office must be notified immediately. This form should be completed in triplicate. 7. ORIGINAL: Return to the Swinburne Online Professional Placements Office 8. Copy 1: To be retained by the Pre-service Teacher 9. Copy 2: To be retained by the Education Setting Education setting to complete: Pre-service Teacher s name Course Title Bachelor of Education (Early Childhood) Master of Teaching (Primary) Scheduled Dates of Placement Setting name Name and position of person who is reporting at risk Telephone number Date Pre-service Teacher was advised of at risk Part A: Satisfactory elements of Pre-service Teacher s work attach if insufficient space Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 38

41 Part B: Unsatisfactory elements of Pre-service Teacher s work attach if insufficient space (Areas of concern may include Relationships & Interactions, Planning, Teaching or Professionalism.) Signature of Pre-service Teacher Signature of person who is reporting at risk Date: Date: Once Parts A & B of this form have been completed, please return as soon as possible to: Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: (03) [email protected] Web: Part C: Swinburne Online, Program Director, Use Only - Goals/actions for Pre-service Teacher Goals/actions discussed with Pre-service Teacher Comments Date: Name: Signature: Date: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 39

42 Appendix 11 Interim Experience Report Early Childhood Setting Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 40

43 Appendix 12 End of Experience/Placement Assessment Report Early Childhood Setting Awaiting assessment criteria from ACECQA (February 2013) Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 41

44 Appendix 13 Professional Experience: Pre-service Teacher Supervision Claim For Payment Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 42

45 Tax Invoice Supervision of Teaching Practice CLAIM FOR PAYMENT Form Important: Please complete all fields on this claim for payment form. Failure to provide all details may delay your payment as an incomplete claim form will be returned. Please ensure your submit your claim ASAP after the completion of each period of Professional Experience. RETURN THIS CLAIM FOR PAYMENT TO: Swinburne Online, Professional Placements Office, Level 1, 541 St Kilda Road, Melbourne, Victoria, 3004 School/Setting details: Name: ABN: Address: Suburb: Postcode: School/Setting Bursar or Finance Officer: BSB: Account No: Account Name: Phone: Fax: Supervision of Teaching Practice Details: Pre-Service Teacher 1: Practicum Unit Code Dates of Professional Experience Supervision Hours (Max 5hrs/day) Rate # Amount Mentor Teacher 1: Mentor Teacher 2: $4.21/hr $4.21/hr Pre-Service Teacher 2: Practicum Unit Code Dates of Professional Experience Supervision Hours (Max 5hrs/day) Rate # Amount Mentor Teacher 1: Mentor Teacher 2: $4.21/hr $4.21/hr OTP/Coordinator: Rate # Amount No. of Coordination Days $1.24/day/student Group Talks (Hrs only) $12.28/hr Observation of Pre-service Teacher(s) $4.21/hr Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 43

46 This invoice includes GST Sub Total + 10% GST Total I certify that this claim is correct: (Signature of OTP / Principal / Director) Please Print Name: Date: Swinburne Online OFFICE USE ONLY Certified by (Signature): # Valid 31 October 2012 Date: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 44

47 Appendix 14 Professional Experience/Placement Feedback Form Professional Experience/Placement Feedback Form (Pre-service Teacher) This form can be completed by students who wish to give feedback, or express concerns they have, over a recent placement experience. All information provided will be treated in confidence and will only be viewed by relevant Swinburne Online staff. Swinburne Online student to complete these sections: Title (Mr, Mrs, Miss, Ms) Student id # Surname Given names Telephone number Course Title Bachelor of Education (Early Childhood) Master of Teaching (Primary) Swinburne Please provide details of your placement feedback attach if insufficient space. Unit Code Unit Title Teaching Period of unit (tick) TP1 TP2 YEAR Dates of Placement Signature Date Please return this completed form to: Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: (03) [email protected] Web: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 45

48 Appendix 15 Learning Plan Early Childhood Setting Learning Plan Template (Early Childhood settings): Bachelor of Education (Early Childhood) Unit Code Unit Title Placement Type Dates of Professional Experience Name of Education Setting: days From to Title of experience / activity: (Select one) Observed experience/activity Taught experience/activity Date: Duration Class name: of activity: Mentor Teacher 1: Mentor Teacher 2: Class size: Instructions to Pre-service Teachers (if applicable) A Learning Plan should be completed, and kept in your Professional Experience Folder, for every teaching session that you are involved in, including experiences/activities that you observe and group teaching sessions. Instructions to Mentor Teachers Mentor Teachers are expected to assist the Pre-service Teachers learning by actively discussing all observed and taught experiences/activities both before and after the experiences/activities take place. The Intended Learning Objectives: In plain language, state the observable and measurable learning objectives of the experience/activity. Provide links to the EYLF, theories and philosophies. The Children s Prior Knowledge, Learning and Experiences: What prior learning/knowledge/interests have influenced your choice of experience/activity? Provide detail where possible. How will the children s prior learning and experiences be used in this experience/activity? The Learning Environment: Consider the physical environment and its suitability for the proposed experience/activity what will you need to do to prepare the environment for the experience/activity? Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 46

49 Equipment, Materials, Physical and Human Resource needs: What additional human and physical resources will be required for this experience/activity? What OH&S factors will need to be considered for this experience/activity? What contingency plan do you have in place to contend with changes in weather, dynamics, routines etc? The Introduction & Initial Motivation to the Experience/Activity: How will you introduce the experience/activity? What will you do to engage the children in the learning? How will you make links to past experiences (where applicable)? The Body of the Experience/Activity & Maintaining Motivation: Provide a brief sequential (time line) overview and structure for your experience/activity. Consider each of the following areas: (1) Teaching Strategies for the Experience/Activity What will the children be encouraged to explore? Will the children need to be grouped for the experience/activity and if so, what are the specific requirements of each group? If required, prepare the groups before the experience/activity. What strategies will you use to ensure that motivation is maintained throughout the experience/activity? What challenges do you anticipate? How will you ensure the children remain engaged and what strategies will you use to manage difficult behaviours? (2) Focus Questions & Checks for Understanding List questions relating your learning objectives to be asked of the children. These questions will help you to evaluate learning and guide future planning. (3) Learning & Teaching Adjustments What modifications can you make to ensure inclusivity for all learners? (4) The Extension Scenario What strategies will you implement to extend and further challenge children s knowledge and learning? Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 47

50 (5) Assessment How will you assess what the children have learnt? How will you document the assessment and provide feedback for the children and their families? Concluding the Experience/Activity: How will you draw ideas together and conclude the experience/activity? Evaluation and Self Reflection of the Experience/Activity: Was the experience/activity successful? If yes, why and if not, why not? What aspects of the experience/activity worked most effectively? What aspects of the experience/activity could be improved and how could they be improved? What teaching strategies were most effective and why were they effective? For those that were not effective, why weren t they effective? Provide evidence of links to the EYLF, theories and philosophies. Follow-up to the Experience/Activity: How will you build on this experience/activity? Describe your plans for a related experience/activity. Mentor Teacher Comments (where applicable): Pre-service Teacher reflections for future planning and reference: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 48

51 Appendix 16 - Checklist for Pre-service Teachers Pre-service Teacher Placement Checklist Before your professional experience/placement starts: I have a current security clearance relevant to the State in which the professional placement will be undertaken (e.g. WWCC, VIT registration or interstate equivalent) and have sent Swinburne Online Professional Placements Office a copy of this clearance. Within the teaching period prior to the required professional placement, I have searched for and secured an appropriate Education Setting in which to undertake the professional placement. Note: If you have been unsuccessful in securing an appropriate Education Setting by the end of Week 12 of the teaching period prior to the teaching period in which the professional experience/placement will occur, please inform the Professional Placements Office of the Education Settings you have contacted in your attempt to secure the relevant placement. I have provided the Education Setting with the following information regarding the up-coming Professional Experience/Placement: Note: 1. Swinburne Online Course specific flyer (You will receive 10 copies from Swinburne Online as part of your enrolment confirmation pack.) 2. Letter of Introduction (You will receive this by from Swinburne Online once your WWCC information is confirmed.) Please download the following documents from the Swinburne Online Placements website: 3. Acceptance of a Swinburne Online Pre-service Student Teacher Placement form 4. Interim Experience/Placement Report 5. End of Experience/Placement Report Arrange for the Education Setting to complete the Acceptance of a Swinburne Online Student Teacher Placement form and confirm that it has been returned to the Swinburne Online Professional Placements Office before the closing date for the relevant Teaching Period. I have contacted the person responsible for arranging the placement at the Education Setting no later than 1 week prior to the start of my placement and, where possible, met with them in person to: 1. confirm my placement arrangements and, 2. get relevant information about the setting [e.g. the names of the key members of staff I will be dealing with, my responsibilities whilst on placement, dress standards, daily schedules including timetable information (if applicable), start and finish times for the setting and emergency procedures etc]. Take along your Practicum Handbook and any other relevant information about the practicum such as assignments that you will have to complete discuss these with your Mentor Teacher if possible. Complete any additional forms the Education Setting may require. I have familiarised myself with the requirements of the Professional Placement Unit I will be undertaking and reviewed the Professional Expectations of Pre-service Teachers and the VIT Code of Conduct sections of the Placement Handbook. During your professional experience/placement: On the first day, arrive early and give my Emergency Contact Information form to the person responsible for arranging the placement at the Education Setting. I have Kept a current and accurate record of my placement attendance and activities using the Professional Placement Attendance Diary. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 49

52 Note: Make every effort to learn the names of children, families and other staff. I have participated fully in the life of the Education Setting (e.g. yard duty, staff meeting, after school events etc). If I am not able to attend a placement day, notify the Education Setting and the Swinburne Online Professional Placements Office as early as possible and negotiate a day to make up for this missed time. Note 1: If you are sick or unable to attend 2 or more days you will need to submit a medical certificate or Statutory Declaration to explain your absence. Note 2: Pre-service Teachers must complete the placement days as stipulated by the Swinburne Online Professional Placements Office. Failure to complete the required number of days may jeopardise your course completion and teacher registration. Any questions about this should be directed to the Swinburne Online Professional Placements Office. I have communicated openly and frequently with my Mentor Teacher(s) and other staff - ask questions, show interest and show that I welcome constructive criticism and feedback. Seek help if you are experiencing any difficulties during your placement. In the first instance speak with your Mentor Teacher or the person responsible for arranging the placement at the Education Setting. For assistance outside the Education Setting contact your Swinburne Online ela or the Swinburne Online Placements Office for advice. At the end of your professional experience/placement: I have returned any resources I have borrowed from my Mentor Teacher(s) or the Education Setting. I have completed the End of Placement Assessment Report with my Mentor Teacher(s) and made sure that we have all signed the report. I have completed the Professional Placement Feedback Form and return it to the Professional Placements Office. Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: (03) [email protected] Web: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 50

53 Appendix 17 - Checklist for Mentor Teachers Education Setting & Mentor Teacher(s) Placement Checklist Before the professional experience/placement starts: Person responsible for arranging the placement: I have received the following information related to the up-coming Professional Experience/Placement from the Pre-Service Teacher: Swinburne Online Course specific flyer Letter of Introduction Acceptance of a Swinburne Online Pre-service Student Teacher Placement form Attendance at Placement form Interim Experience/ Placement Report End of Experience/Placement Report I have downloaded the following information related to the up-coming Professional Experience/Placement from the Swinburne Online Placements website: Placement Handbook Tax Invoice/Claim Form Please notify the Swinburne Online Professional Placements Office if there is anything further you require for the up-coming professional placement. I have allocated each Pre-Service Teacher to an appropriate Mentor Teacher at the Education Setting. I have returned the Acceptance of a Swinburne Online Student Teacher Placement form to the Swinburne Online Professional Placements Office before the closing date for the relevant Teaching Period. I have met with the Pre-Service Teacher one week prior to the start of the placement to confirm the placement arrangements and to give relevant information about the setting [e.g. the names of the key members of staff the Pre-Service Teacher will be dealing with (including the Mentor Teacher), the responsibilities of the Pre-Service Teacher whilst on placement, dress standards, daily schedules including timetable information (if applicable), start and finish times for the setting, parking arrangements, specific setting policies (e.g. taking photographs of children) and emergency procedures etc] - this can be done by phone, or preferably in person. Mentor Teacher(s): I have familiarised myself with the: 1. requirements of the Professional Placement Unit that the Pre-service Teacher will be undertaking. In particular, please refer to Placement Unit Handbook; 2. report forms (including Interim Reports for Experiences/Placements of more than 15 days in duration) and; 3. procedures for at-risk students on professional placement. I have discussed the requirements/expectations of the placement with the Pre-Service Teacher and how I will include them into classes/activities, e.g. observation, participation, team teaching or full teaching. I have made plans, to ensure that the Pre-Service Teacher has a wide variety of experiences and learning opportunities. Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 51

54 During the professional experience/placement: Person responsible for arranging the placement: On the first day I have collected the Emergency Contact Information form from each Pre-Service Teacher - this should be referred to in the event of an emergency during placement. On the first day I have introduced the Pre-Service Teacher to their Mentor Teacher and other staff members and provide them with any last minute information relating to your setting, e.g. procedures for using computers/internet, photocopier, phones, visitor sign-in procedures, specific setting policies, if required. I have checked the Pre-Service Teacher s attendance and progress. If they are absent during the placement please ensure that a make up day is organised with the Pre- Service Teacher. Note: Pre-Service Teachers must complete the number of placement days as stipulated by the Professional Placements Office. Failure to complete the set number of days may jeopardise the student s course completion and Teacher registration. If applicable, contact the Professional Placements Office as soon as any problems or concerns arise in relation to a Pre-Service Teacher s placement. Complete the Placement Concerns / Student At-risk form for any concerns you may have. Mentor Teacher(s): At the beginning of the placement I have introduced my Pre-Service Teacher to other members of staff and assist them to become familiar with the Education Setting. I have encouraged my Pre-Service Teacher to participate fully in the life of the Education Setting (e.g. yard duty, staff meeting, after school events, excursions (where appropriate) etc). I have monitored my Pre-Service Teacher s attendance and signed the attendance diaries as presented. If they are absent during the placement please ensure that a make up day is organised with the Pre-Service Teacher and advise them to notify the Placements Office. Note: Pre-Service Teachers must complete the number of placement days as stipulated by the Professional Placements Office. Failure to complete the set number of days may jeopardise the student s course completion and Teacher registration. I have reviewed and assisted the Pre-Service Teacher with their lesson plans and provided feedback on the delivery and content of the lesson plan at the end of each lesson (where applicable). Be open, respectful and honest in giving on-going constructive criticism feedback to the Pre-Service Teacher about both strengths and challenges. Encourage the Pre-Service Teacher to self-evaluate and share thoughts about their own performance. If applicable, complete an Interim Placement Assessment Report (for an experience / placement of 15 days or more), and discuss it with the Pre- Service Teacher. I am aware that I must not leave my Pre-Service Teacher alone in the classroom/activity with children. If applicable, raise any problems or concerns in relation to a Pre-Service Teacher s placement as soon as they arise with the person in your Setting who is responsible for arranging the placement. If the Pre-Service Teacher is at risk of not Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 52

55 satisfactorily completing the placement, please contact the Swinburne Online Professional Placements Office as early as possible. At the end of the professional experience/placement: Person responsible for arranging the placement: I have returned the Emergency Contact Information form to each Pre-Service Teacher. I have collected the End of Placement Assessment Report(s) from the Mentor Teacher(s) and checked that they are completed in full. Mentor Teacher(s): I have discussed and completed the End of Placement Assessment Report with my Pre-Service Teacher. Please check that the form has been completed in full, in particular: 1. The number of days completed 2. The overall result (Satisfactory or Unsatisfactory) 3. Both you and the Pre-Service Teacher have signed the report. I have given the Pre-Service Teacher a copy of the completed End of Placement Assessment Report and given the original to the person in my Setting who is responsible for arranging the placement. I have returned the End of Placement Assessment Report(s), the completed Tax Invoice/Claim form (to claim payment for the Pre-Service Teacher supervision) and the Placement Attendance form as soon as the placement has been completed. Note: Payment for Mentor Teachers is only made when all reports (as listed in the Tax Invoice/claim form) have been received by the Professional Placements Office from the person in your Setting who is responsible for arranging the placement. Note: Claim forms are only paid when all reports (as listed in the invoice) have been received by the Professional Placements Office. Swinburne Online Professional Placements Office Level 1, 541 St Kilda Road Melbourne Victoria 3004 Phone: (03) [email protected] Web: Bachelor of Education (Early Childhood) Professional Experience Handbook Appendix Page 53