FACULTY OF EDUCATION AND SOCIAL WORK

Transcription

1 FACULTY OF EDUCATION AND SOCIAL WORK TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

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3 FACULTY OF EDUCATION AND SOCIAL WORK TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013 Faculty of Education & Social Work sydney.edu.au/education_social_work Office of Professional Experience sydney.edu.au/education_social_work/professional_experiences

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5 CONTENTS Important reminders for Preservice Teachers and Cooperating Teachers 4 GENERIC INFORMATION (White) 5 Contact Details 8 Purpose of Professional Experience 8 General Expectations 9 Pre-Placement Visit 10 Roles and Responsibilities 12 Preservice Teacher Assessment 22 Preparing the Report 24 Determining The Grades 25 Grounds for Exclusion from the School 26 Preservice Teachers in Need of Additional Support 27 Payment and Claiming Procedures 28 INDIVIDUAL PROGRAM INFORMATION BACHELOR OF EDUCATION (Primary) (Cream) 29 BACHELOR OF EDUCATION (Secondary: Combined Degree) (Blue) 56 BACHELOR OF EDUCATION (Secondary: Human Movement& Health Ed) (Green) 66 MASTER OF TEACHING (Primary and Secondary) (Mauve) 78 APPENDICES (White) 92 Negotiated Makeup Day Form 93 Need for Additional Support Form 94 Lesson Observation Feedback Form 96 Professional Experience Profile 97 BEd Primary Year 1 Feedback Sheet 99 BEd (Sec) Human Movement & Health Education - Year 1 Feedback Sheet 100 Evidence Guide 101 Non-Graduate Preservice Teacher Report 115 Graduating Preservice Teacher Report 118 Privacy Information 122 Disclosure Policy 123 Disclosure Form 125 3

6 IMPORTANT REMINDERS 1. PRE-PLACEMENT Pre-Placement visits for all Preservice Teachers (student teachers) are compulsory. These need to be recorded on Reports and Cooperating Teachers can include them in pay claims. Refer to page ATTENDANCE Preservice Teachers must attend 100% of allocated days in order to successfully complete each Professional Experience component. All missed days must be made up and a Negotiated Make-Up Day Form (p93) submitted to the Professional Experience Office. Refer to page 20. A Medical certificate or other documentary evidence is required for absences longer than one day whether or not these days occur consecutively during the Professional Experience placement. 3. PROFESSIONALISM The Preservice Teacher should be aware of the professional standards, including those of dress, speech and conduct that are expected of them as a member of the teaching profession, a guest of the school and as a student of the University. Refer to pages 10 and INFORMATION FOR TERTIARY MENTORS In the first instance Preservice Teachers are required to contact their Tertiary Mentor (University Supervisor) to establish dates and times for Liaison and/or Mentoring visits. If such contact is not made within the first week of a placement, Tertiary Mentors should contact the student and/or the Professional Experience Office. Refer to page ASSESSMENT DOCUMENTATION Professional Experience assessment outcomes are aligned with the relevant criteria stipulated by the National Professional Teaching Standard forteachers: Graduate (AITSL). The appropriate Report document for each Professional Experience is included in the Professional Experience package sent to all schools. Additionally, interactive Reports and associated Evidence Guides are on the Faculty Website sydney.edu.au/education_social_work/professional_experiences/policies.shtml and within the Appendices of this Handbook. 6. RELEVEVANT INTERACTIVE DOCUMENTS AND HANDBOOKS AVAILABLE ON OUR WEBSITE The following handbooks are available on our website: --Professional Experience Handbook Internship Handbook Early Childhood Professional Experience Handbook 2013 All Interactive documents and handbooks can be accessed at sydney.edu.au/education_social_work/ professional_experiences/policies.shtml The following interactive documents are available on our website: --Professional Experience Reports --Need for Additional Support Notification Form and Plan --Negotiated Make Up Day Form --Focussed Observation Form --Preservice Teacher Professional Experience Profile --WHS Induction Checklist (pdf version ONLY) --Evidence Guide 4 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

7 GENERIC INFORMATION GENERIC INFORMATION 5

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9 INTRODUCTION Thank you for participating in the University of Sydney s Professional Experience Program. The professional support of Cooperating Teachers as the in-school educators of our Preservice Teachers is crucial to the quality of their professional learning. Tertiary Mentors or University supervisors are able to offer another dimension to this learning and are significant in facilitating a bridge between on- and off-campus learning experiences. To all those who support our Professional Experience programs we extend our gratitude and appreciation. As a University we aim to provide professional partners, especially our Cooperating Teachers, with support to undertake their role effectively and in a mutually beneficial way. We seek to facilitate communication between all stakeholders to ensure shared understandings and expectations of the program. We hope that all those involved in our programs in 2013 find this Handbook both helpful and informative. Generic information relating to all Preservice Teachers is located in the front of the Handbook. Information about requirements for specific programs is located in the coloured sections of the Handbook. For any queries relating to information contained in the Handbook please contact the Office of Professional Experience. To access further information, including downloading reports and other documentation, please visit the Professional Experience website: sydney.edu.au/education_social_work/professional_ experiences/index.shtml Dr Tony Loughland Director: Office of Professional Experience Ph: [email protected] Dr Christine Preston Associate Director: Office of Professional Experience (Primary) Ph: [email protected] GENERIC INFORMATION 7

10 CONTACT DETAILS FOR THE OFFICE OF PROFESSIONAL EXPERIENCE PROFESSIONAL EXPERIENCE ADMINISTRATIVE MANAGER Cheryl Brown Ph: Fax: COORDINATOR - PRIMARY/HMHE PLACEMENTS TBA Ph: Fax: [email protected] COORDINATOR - SECONDARY PLACEMENTS Alex Hector Ph: Fax: [email protected] PURPOSE OF PROFESSIONAL EXPERIENCE Professional Experience is at the core of all Preservice Teacher education courses. Productive professional learning for Preservice Teachers occurs when the University is able to work collaboratively with placement schools and their personnel to ensure quality in-school learning components for Preservice Teachers within each course. Professional Experience is designed to both integrate with and augment University coursework as well as providing Preservice Teachers with opportunities to develop their personal teaching skills and professional understandings in school sites. It is undoubtedly a most significant aspect of teacher education because it provides the major opportunity for Preservice Teachers to draw together the more theoretical aspects of their learning with those aspects that are more explicitly orientated towards the professional practice of the teacher. The broad purpose of the Professional Experience components of the Faculty programs is to provide opportunities for Preservice Teachers to: --Broaden their experience, understanding and appreciation of the realities of schooling and of the nature, needs and capacities of young people; --Progressively develop effective teaching and management skills; --Enhance their capacity to construct, implement and evaluate programs of appropriate learning experiences; --Develop an understanding and an appreciation of the role of teachers within both the school and its community; - - Develop a reflective understanding of the ways in which as Preservice Teachers they are constituting their own sense of professional teacher identity. 8 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

11 Development in these areas is achieved through the Preservice Teacher reflectively engaging with experiences within: --Observation visits to schools and work with other educational institutions; --In-school single day and block teaching experiences; and --Additional programs arranged for individual Preservice Teachers recommended for supplementary assistance or for specialised teaching experience. School-based placements and learning experiences also provide opportunities for experienced professionals in schools to make authentic assessments of a Preservice Teacher s suitability, performance and effectiveness as a beginning teacher, appropriate to be a future member of the teaching profession. GENERAL EXPECTATIONS All Preservice Teachers are expected to demonstrate progressive development within the Domains of Professional Knowledge, Professional Practice and Professional Commitment. As such they are expected across the sequence of Professional Experience components within their teacher education course to demonstrate achievement of the National Professional Standards for Teachers: Graduate (AITSL). These Standards are: --Standard 1: Knows students and how they learn; --Standard 2: Know the content and how to teach it; --Standard 3: Plan and implement effective teaching and learning; --Standard 4: Create and maintain supportive and safe learning environments; --Standard 5: Assess, provide feedback and report on student learning; --Standard 6: Engage in Professional Learning; --Standard 7: Active engagement as members of the profession and the wider community. As they progress through their programs, Preservice Teachers are expected to demonstrate ongoing professional growth. However, since teaching is a complex task, University programs assume a model that provides for the progressive development of Preservice Teachers during in-school professional experience activities. Thus expectations and assessment of Preservice Teachers whilst maintaining a focus on Standards will vary across the Professional Experience components of courses. --NON-GRADUATING PRESERVICE TEACHER REPORT AND EVIDENCE GUIDE (pages ) Standards and Focus Areas have been selected as appropriate to early stages of Preservice Teacher development. --GRADUATING PRESERVICE TEACHER REPORT AND EVIDENCE GUIDE ( & ) All Graduate Teacher Standards and Focus Areas as appropriate to this stage of Preservice Teacher development and assessment form the basis of this Report. All Preservice Teachers are expected to observe and be involved in a range of whole school activities whenever they are undertaking Professional Experience. They should thus gradually assume a wide range of activities designed to introduce them to broader roles of teachers in schools and schools in the community. This latter expectation is particularly relevant for the later Professional Experience sessions within the Preservice Teachers degree program. GENERIC INFORMATION 9

12 All Preservice Teachers appointed to schools have completed Prohibited Persons Declarations and have undertaken coursework related to matters of child abuse and sexual assault within the guidelines of the NSW Child Protection legislation. Where an Australian state or jurisdiction requires it, a National Criminal Record Check will be completed by the Preservice Teacher before commencement of the particular Professional Experience placement. All Preservice Teachers will undertake their own Anaphylaxis Training as per DEC s request before commencement of the Professional Experience Placement. The Faculty reserves the right not to place a Preservice Teacher in a school or other Professional Experience setting for professional experience in any instance where the performance, personal or professional conduct of the Preservice Teacher does not meet the required standard, regardless of the fact that the Preservice Teacher may be enrolled in a Professional Experience unit or component. The University reserves the right to withdraw a Preservice Teacher from a Professional Experience site should the placement not be appropriate for either the Preservice Teacher or the educational setting. Teachers and Principals are accountable to parents and school systems to provide quality learning opportunities and outcomes for pupils and they need to be confident that Preservice Teachers on placement in their schools can support and maintain teaching programs as well as ethical and professional standards of behaviour. ETHICAL CONSIDERATIONS FOR PRESERVICE TEACHERS WITHIN PROFESSIONAL EXPERIENCE Professional Experience requires Preservice Teachers to work closely with students, teachers and school communities. At all times ethical principles need to guide their practice. Such principles include in particular: --Respect for Persons. Preservice Teachers must respect the rights and beliefs of individuals. For example not to make public judgements about the characteristics including intellectual abilities of students in classes and to apply appropriate cultural sensitivities. A guiding principle in all interactions with other people in Professional Experience should be respect for the dignity and well-being of others. --Privacy and Confidentiality. Preservice Teachers are required to maintain confidentiality and discretion with respect to information and opinions regarding students, teachers, school business as well as parents/caregivers and relevant community members. This includes inappropriate use of social media such as Facebook, Twitter etc. and use of electronic devices (iphones, tablets, computers, cameras, etc.) without permission. PRE-PLACEMENT VISIT Pre-placement visits are seen as a compulsory part of each program. Such single day visits occur at placement schools prior to the Professional Experience commencing. They aim to commence the process of establishing a professional relationship between each Preservice Teacher and their 10 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

13 placement school and in particular their Cooperating Teacher. They provide an opportunity for the Preservice Teacher to develop an understanding of the school context and to discuss possible learning experiences and expectations for the block placement. After being notified of the placement, should there be insufficient time (generally less than 1 week prior to placement), to undertake a face-to-face visit to the school prior to the placement period, the Preservice Teacher must endeavour to establish communication by phone or with the school or Cooperating Teacher. In rare cases this will not be possible and such orientation and communication will then need to occur at the commencement of the placement. COOPERATING TEACHERS PLEASE NOTE: COOPERATING TEACHERS ARE ASKED TO CLAIM PAYMENT FOR PRE- PLACMENT VISIT DAYS COMPLETED AND TO NOTE THEM ON THE REPORT FORM At the time of the pre-placement visit, Cooperating Teachers are asked to discuss the following with the Preservice Teachers: --The overall aims and purposes of the particular placement, including the completion and sharing by the Preservice Teacher of their Professional Experience Profile; --Appropriate observation and teaching experiences planned, including, for secondary contexts, classes to be assigned if possible; --Timetable of lesson observations; --Timetable of teaching lessons; --Programs and units of work for assigned classes; --Relevant details of school organisation e.g. names of Principal/Deputy Principal, Schoolbased Professional Experience Coordinator, Cooperating Teacher(s), Subject Heads. Routines, expectations and responsibilities associated with Preservice Teachers roles need to be clear; --Any staff/student teacher policy or induction documents appropriate for a Preservice Teacher, including WH&S. (Please refer to page 13 & 14). PRESERVICE TEACHERS In addition to gathering information outlined above, Preservice Teachers need to clarify their personal goals for their Professional Experience and to start the process of establishing a professional relationship with their Cooperating Teacher. In order to aid this conversation, the PRESERVICE TEACHER PROFESSIONAL EXPERIENCE PROFILE in the Appendices (page 97) can be detached, completed and shared with the Cooperating Teacher during the Pre-Placement visits. The aim of this document is to clarify at an early stage the ideas, needs and requirements of each participant within the Professional Experience. Preservice Teachers need to ensure that they have the correct contact details of their allocated Tertiary Mentor. Contact needs to be made with the Tertiary Mentor to arrange Liaison and Mentoring visits as soon as Preservice Teachers have an understanding of their timetable and required teaching experiences, but within the first week of the professional experience. GENERIC INFORMATION 11

14 PRINCIPALS OR SCHOOL PROFESSIONAL EXPERIENCE COORDINATORS Please inform the Office of Professional Experience Office (Primary: ; Secondary: ) of any Preservice Teachers assigned to their school who fails to attend a Pre-Placement visit. THE SCHOOL, THE UNIVERSITY AND THE PRESERVICE TEACHER Professional Experience is by its very nature a cooperative enterprise whereby school staff, University personnel and Preservice Teachers (student teachers) work together to achieve its goals. Guidelines with respect to the roles and responsibilities of those involved are outlined below. THE SCHOOL PRINCIPAL When Preservice Teachers are appointed to a school they come under the administrative control of the Principal and under the direction of those members of school staff to whom the Principal delegates this responsibility. In collaboration with the University, the Principal takes executive responsibility with respect to issues of educational quality and equity within the Professional Experience placement. There are considerable advantages for Preservice Teachers if the School Principal (either personally or by nomination of an experienced member of staff as School Professional Experience Coordinator) can maintain a general oversight of all those Preservice Teachers placed in a school, ensuring that they are welcomed into the school, informed and advised of school policy, and provided with opportunities for some extension of their experiences beyond the classes to which they are assigned. Principals are reminded that for legal reasons Preservice Teachers should not be given sole responsibility for supervising activities involving risk to students (e.g. playground duty) and are consequently asked to ensure that school staff are aware that in such circumstances the legal responsibility always remains with the teacher. For similar reasons, Preservice Teachers should not be asked to substitute for teachers who are absent, other than in the secondary context where they take the classes of their own Cooperating Teacher under direct supervision of another member of staff. WH&S INDUCTION The University requires the Principal or their nominee to inform all Preservice Teachers commencing Professional Experience placements regarding WH&S policies and practices, relevant to the specific school site on day one of the placement. THE SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR The role of School Professional Experience Coordinator may be assumed by the Principal but commonly this is a task delegated to an experienced member of staff, as School Professional Experience Coordinator, particularly in larger schools. Responsibilities of a School Professional Experience Coordinator prior to, during and after a period 12 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

15 of school experience include: --Being an advocate for the strong involvement of the school in the University s Professional Experience programs, encouraging appropriate members of staff to participate as Cooperating Teachers or Mentor Teachers; --Liaising with the University Professional Experience personnel and other University staff regarding the linking of Preservice Teachers to particular Cooperating Teachers of appropriate class/ faculties within the school; --Ensuring appropriate University documentation including Hanbooks, are delivered to each Cooperating Teacher; --Welcoming and orientating Preservice Teachers to the school and its procedures; --Coordinating an induction process in which the Preservice Teacher is made aware of WH&S policies and practices. An information letter is enclosed within each Coordinator s pack. The relevant form, when signed, needs to be returned to the Office of Professional Experience; --Ensuring that there is appropriate support for the professional learning of each Preservice Teacher during the Professional Experience placement. The University prefers that each Preservice Teacher works with one or at most two Cooperating Teachers, who should have sufficient teaching experience and inter-personal competence to fulfil their role in supporting and guiding the in-school learning of the Preservice Teacher; --Communicating in a timely manner with either or both the University s Tertiary Mentor and the Professional Experience Director or Manager when concerns emerge as to the competence and/ or professional approach of the Preservice Teacher. The University s Preservice Teacher in Need of Additional Support procedures should be followed where appropriate (page 15,26,27, 94 & 95); --Alerting the Professional Experience Manager (Ph: ) should a Preservice Teacher be absent without explanation from the school, or where unusual circumstances or difficulties arise. All instances of absence should be noted and Preservice Teachers must apply for leave using the same procedures as those followed by teachers, except that their leave forms will be returned to the University, together with the attendance sheet, at the conclusion of the professional experience; and --Ensuring that the Professional Experience Report and claim forms for Cooperating Teacher(s) are forwarded to the Professional Experience Office within seven days of the conclusion of Professional Experience placement. THE COOPERATING TEACHER The Cooperating Teacher plays a crucial role in the professional development of the Preservice Teacher. They are the major in-school educator for the Preservice Teacher during their placement period. However, a coordinated approach through communication with the University s Tertiary Mentor will enhance the quality of the Preservice Teacher s professional learning. Responsibilities of the Cooperating Teacher include: - - Developing a comprehensive understanding of the University s specific Professional Experience requirements from the Handbook in order to guide the planning of Professional Experience and learning opportunities appropriate to the developmental level of the Preservice Teacher(s). Cooperating Teachers need to be aware of the relevant Professional Experience Report and Evidence Guide (see Appendix) in terms of the specific National Standards for Teachers: Graduate that are to be focussed upon within the particular Professional Experience placement; GENERIC INFORMATION 13

16 --Liaising with the Tertiary Mentor(s) concerning the expected learning outcomes of the specific professional experience placement as well as effective ways of supporting and facilitating the Preservice Teacher s professional learning as well as the supervisory relationship; --Developing a comprehensive professional learning program appropriate to the level and duration of the placement informed by the guidelines given for each Professional Experience program. This would include: -- Arranging a teaching timetable during the initial Pre-Placement Visit, including for secondary placements appropriate selection of classes to be assigned to the Preservice Teacher; -- Determining a program of observation lessons; -- Having the Preservice Teacher (under supervision) assist in playground duties and sports supervision which form part of the responsibilities of teachers in the life of the school; -- Acquainting the Preservice Teacher with the roles of teachers as they work in schools and within the community; -- Ensuring that the Preservice Teacher receives information concerning WH&S policy and practice at the commencement of the placement period; -- Selecting a range of suitable teaching experiences and then guiding and supporting the Preservice Teacher s teaching in all phases of their Professional Experience. For secondary placements this requires selection and allocation of suitable classes to the Preservice Teacher; -- Managing the pacing of the Preservice Teacher s engagement in learning experiences, including building from largely observation in the first few days to assuming increasing responsibility for groups and classes across longer time periods. Whilst the University has indicated overall teaching sessions they would like Preservice Teachers to engage in (see coloured sections of Handbook) we respect the professional judgment of the Cooperating Teacher and Tertiary Mentor to design a program appropriate to the learning needs of the particular Preservice Teacher in their care; -- Ensuring that suitable lesson plans are written for all lessons, and are discussed with the Preservice Teacher before the lesson is presented and again afterwards, when the Preservice Teacher and the Cooperating Teacher together review the teaching which has taken place; -- Providing written reports on at least ten lessons/sessions observed across the placement. Such reports aim to give formative and constructive feedback to guide the Preservice Teacher s on-going professional learning. As such they provide more structured feedback than the on-going verbal discussion that commonly occurs; -- Consulting with the Tertiary Mentor and the School Professional Experience Coordinator concerning the Preservice Teacher s progress, grade and final report. Preservice Teachers experiencing difficulties should be brought to the attention of the Tertiary Mentor and/or the Director of Professional Experience within the first two weeks of the professional experience or as soon as possible after that so that Preservice Teacher in Need of Additional Support processes can be considered; -- Understanding that Preservice Teachers may not assume the legal responsibilities of being in loco parentis and that consequently overall supervision should always be exercised by the Cooperating Teacher; -- Completing the appropriate Professional Experience Report, following discussion with the Tertiary Mentor (where necessary). The report is then to be shared with the Preservice Teacher who also is required to sign this document, before it is forwarded to the Office of Professional Experience. 14 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

17 PRESERVICE TEACHER IN NEED OF ADDITIONAL SUPPORT PROCESSES Please refer to Preservice Teacher in Need of Additional Support procedures on page 26, 27, 94 & 95 and the relevant Form within the Appendix. These processes aim to provide the Preservice Teacher with clear guidelines and support rather than merely signalling a point of failure. When a Tertiary Mentor with the Cooperating Teacher judges that the Preservice Teacher is a Preservice Teacher in Need of Additional Support they need to contact either the Manager of the Office of Professional Experience or the appropriate Director of Professional Experience and ensure the appropriate Forms have been completed and sent to the Manager of the Office (pages 94 & 95). The Cooperating Teacher, the Tertiary Mentor and the Director together with the Preservice Teacher need to develop a specific program to guide the placement within a Preservice Teacher in Need of Additional Support situation. The Tertiary Mentor may or may not have a background in the curriculum area that each secondary Preservice Teacher at the school is teaching. Where there is a Preservice Teacher in Need of Additional Support, a curriculum specialist from the University may be called in to assist with the process including if required the assessment of the Preservice Teacher. The earlier such a decision can be made the more time the Preservice Teacher with the Cooperating Teacher will have to implement suggested strategies. THE TERTIARY MENTOR The Tertiary Mentor has responsibility as the University s representative for liaison with schools, Cooperating Teachers and Preservice Teachers, and can contribute significantly to the Preservice Teacher s professional learning during the Professional Experience placement. The Tertiary Mentor may make between one Liaison Visit and two full Mentoring Visits depending on the Professional Experience Program (see below): --A Liaison Visit generally involves speaking to the Preservice Teacher and the Cooperating Teacher(s) regarding both expectations and progress but usually not observing the Preservice Teacher in the classroom; --A Mentoring Visit aims to more fully facilitate the learning of the Preservice Teacher during the placement and may involve an observation of teaching and completion of an Observation Report; --A Group Visit - when more than one Preservice Teacher is within a placement site the Tertiary Mentor may choose to work more frequently with the Preservice Teachers as a group (and possibly with the Cooperating Teachers as a group) making the focus more facilitation of peer learning rather than individual classroom observation. The following information indicates the approximate time allocation and suggested form of these visits. However, the Tertiary Mentor may use their own discretion as to how this time is allocated across visits within the overall time advised. The learning of Preservice Teachers will be supported by discussion as well as written feedback provided by Tertiary Mentors following classroom observation. Additionally, Tertiary Mentors may often discuss Preservice Teacher development and grading with the Cooperating Teacher prior to the preparation of the final report, which is written by the Cooperating Teacher. GENERIC INFORMATION 15

18 PROGRAM SUGGESTED VISITS TOTAL TIME OF VISITS BEd Primary 1 2 Liaison 1 hour BEd Primary 2 2 Mentoring 4 hours BEd Primary 3 1 Liaison & 1 Mentoring 2.5 hours BEd Primary 4 1 Liaison & 1 Mentoring 2.5 hours BEd Primary 4 Internship 1 Liaison 1 hour BEd Comb Deg Y3 1 Liaison & 1 Mentoring 2.5 hours BEd Comb Deg Y4 1 Liaison & 1 Mentoring 2.5 hours BEd Comb Deb Y5 Internship 1 Liaison 1 hour BEd Comb Deg Y5 TESOL 1 Mentoring 2 hours BEd HMHE Y1 1 Liaison & 1 Mentoring 2.5 hours BEd HMHE Y2 2 Mentoring 4 hours BEd HMHE Y3 1 Liaison & 1 Mentoring 2.5 hours BEd HMHE Y4 Internship 1 Liaison 1 hour MTeach Year 1 2 Mentoring 4 hours MTeach Year 2 1 Liaison & 1 Mentoring 2.5 hours MTeach Internship 1 Liaison 1 hour NB Where Preservice Teachers are experiencing difficulties and are identified as a Preservice Teacher in Need of Additional Support (see above) additional negotiated Mentoring visits may be necessary. THE PRESERVICE TEACHER / STUDENT TEACHER PROFESSIONAL EXPERIENCE PLACEMENT POLICY REQUIREMENTS Each teacher education course and Professional Experience unit has a designated number of Professional Experience days that must be completed in a school. Successful completion of these designated days is a requirement for both NSW Institute of Teachers course accreditation for Preservice Teachers to attain Graduate Teacher status as well as a University requirement for the particular course. PLACEMENT CHOICE Professional Experience placements need to be undertaken within a range of settings, as advised by the NSW Institute of Teachers (at least two school sites must be used). The Office of Professional Experience (OPE) advises through its Handbook and information sessions that Preservice Teachers need to incorporate a diverse range of experiences in their program of study; 16 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

19 Diversity needs to be considered in terms of some or all of the following options: -- Grade/stage levels; -- Curriculum areas (secondary); -- Employment sectors (government, independent Catholic, non Catholic etc.); -- Geographical location inner city, outer metropolitan, rural, remote, international; -- Socio-economic community context. Preservice Teachers need to consider placement choices in terms of their own professional learning needs, personal circumstances and future employment preferences. Graduates are advantaged at employment interview when they have completed a range of placements giving them a broader range of contextual learning experiences. Preservice Teacher choice with respect to placements is impacted on as a result of the highly competitive situation between various universities offering teacher education and the constraints on schools and teachers limiting the number of placements they offer. Whilst the OPE endeavours to meet each Preservice Teacher s particular preferences, they cannot guarantee a specific placement. Preservice Teachers may need to travel up to 2 hours to their placement site as calculated using data from the Transport Information Line. PLACEMENT PROCESS The OPE communicates with a wide range of schools requesting placements. These available sites are posted on-line. Unless advised otherwise Preservice Teachers must not contact schools or centres requesting a placement themselves. The final Professional Experience component the Internship offers secondary Preservice Teachers the opportunity themselves to commence negotiations for an Internship placement. The formal liaison for such a placement would then be the responsibility of the OPE. It is normal practice in Primary courses that Preservice Teachers undertake their Internship at the same school in which they completed their previous supervised professional experience. Preservice Teachers are informed by by the OPE when available placements are posted on line as well as the process and dates for registering their placement preferences. Once Preservice Teacher registration has occurred, placements are then sorted and allocated to Preservice Teachers by the computer system. Should a Preservice Teacher be unplaced following this process they will be kept informed by the OPE as to the progress of their placement organisation. Preservice Teachers applying for placements outside of the areas surveyed by the OPE, such as rural, interstate and overseas need to complete a additional Placement Permission form available on the OPE website and submit it in a timely manner to the OPE Office for special approval. Preservice Teachers who have any concerns regarding their allocated placement or the placement process are advised to communicate with the OPE Manager, Cheryl Brown (cheryl.brown@sydney. edu.au). PRIVACY INFORMATION, DISCLOSURE POLICY AND FORM These documents are included in the Appendix section of this Handbook. Preservice Teachers need to be aware that information regarding particular needs for placement as well as information arising from previous Professional Experience placements may need to be sensitively shared with those educators associated with Professional Experience, including school personnel and Tertiary Mentors. Before placements are finalised Preservice Teachers are required to complete the Disclosure Form that provides the opportunity to document any personal circumstances that require particular consideration, attention or support. GENERIC INFORMATION 17

20 INTRODUCTION TO A PROFESSIONAL EXPERIENCE PLACEMENT All Preservice Teachers should make themselves thoroughly familiar with the details of their particular Professional Experience component, including criteria for assessment, which are aligned with the National Professional Standards of Teachers: Graduate. This Handbook contains copies of the Professional Experience Report formats as well as the Evidence Guides (see Appendix) for the appropriate Professional Experience undertaken. These documents provide Preservice Teachers with a clear guide as to expectations for their placement. Any uncertainty needs to be clarified with the Cooperating Teacher, the relevant Tertiary Mentor or the School Professional Experience Coordinator. Preservice Teachers should also be familiar with any specific curriculum requirements of their own course(s). SCHOOL REQUIREMENTS Attachment to a school places the Preservice Teacher under the direction of the Principal and those teachers whom the Principal elects to supervise the Preservice Teacher. Preservice Teachers are required to conform to school policies, rules and practices in matters of dress, appropriate communication and demeanour. School procedures for using equipment and materials should be followed and Cooperating Teachers should be consulted before material is photocopied for classroom use. Preservice Teachers are expected to be present within the school for the full teaching day including any reasonable expectations for attendance before and after school. Absence at any time from the school needs to be clearly communicated and documented in the required manner. Other commitments such as outstanding assignment commitments, extra course work or employment must not interfere with commitment to the requirements of the placement. Appropriate professional behaviour is an assessable expectation of any Professional Experience. It should be remembered that by having responsibility for young people and being in an influential position, all Preservice Teachers should: --Behave in a professional manner, including maintaining confidentiality; --Be focussed on the Professional Experience placement communication outside the school should be limited (e.g. mobile phone and Internet use); --Be aware of confidentiality and privacy with respect to information regarding the school, teachers, students and community members. Use of social media such as Facebook regarding such information is not appropriate; --Observe a professional standard of dress and speech; --Adopt teaching procedures suggested by the Cooperating Teacher, so that on-going work of the class is not disrupted. This will provide opportunities for the development of basic teaching skills, leading to possibilities for more individual experimentation; --Accept any reasonable additional duties assigned by the class teacher and attempt to carry them out in a professional manner. WH&S Induction Preservice Teachers must be made aware of WH&S policy and practices at the commencement of the placement period. A signed form needs to be faxed to the Office of Professional Experience on day 1 of the placement and the original returned by the School Experience Coordinator or Cooperating Teacher, when documents are returned at the conclusion of the placement. 18 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

21 LESSON OBSERVATIONS Preservice Teachers must maintain a record of observation lessons. The Lesson Observation Form in the Appendix is an excellent format to guide observation of teachers and other Preservice Teachers, and is a requirement for observation for some courses. LESSON PLANNING Lesson plans are required for all lessons taught by the Preservice Teacher, and are usually in the format suggested within the associated academic units. Some suggested formats are also included in this Handbook (page 50 to 55). Plans should be discussed with and approved by the Cooperating Teacher before each lesson and thus you need to be prepared well before presentation of the lesson. Lesson plans would normally include: --Details of the class (year, time, date); --Syllabus reference(s) and topic for the lesson; --Specific learning outcomes and indicators articulated to provide clear teaching and learning guideposts for the lesson; --Procedures (teaching strategies/pedagogies) to develop learning as well as appropriate content; --Steps intended to both gain the learners interest and develop student learning; --An indication of progression in lesson sequence; --An indication of how the lesson will be concluded together with assessment of what the students will be expected to have achieved during the lesson (linking back to the specific outcomes); --Space for a subsequent written reflection of teaching including an indication of areas to be followed up. ADDITIONAL ROLES When not presenting prepared lessons a Preservice Teacher is expected to: --Assist in classroom and school activities; --Attendance at meetings and relevant programs; --Evaluate previously presented lessons; --Assist in assessment of students work; --Observe lessons by other teachers and peers; and --Compile resources or engage in preliminary preparation for the following day s activities. Preservice Teachers will be expected to cooperate in the performance of playground duty, in the conduct and supervision of timetabled sports and in planning and running excursions. Where a school excursion is longer than one day, the consent of the relevant Director of Professional Experience should be sought if the Preservice Teacher is requested to accompany the excursion. Preservice Teachers should consult with their Cooperating Teachers concerning: --A program of observations of lessons; --Attendance at meetings and relevant programs; --Involvement in playground duty; --Involvement in sport supervision; and --Other extra curricular activities. GENERIC INFORMATION 19

22 SUPPORT FROM COOPERATING TEACHER & TERTIARY MENTOR Preservice Teachers are linked to these two educators who are expected to provide guidance and support for professional learning. Should the Preservice Teacher have significant concerns about either of these professional relationships, they should contact the relevant Director of Professional Experience. ATTENDANCES AND ABSENCES Punctuality is essential. The University s attendance sheet must be signed by the Preservice Teacher each day, including arrival and departure times. Attendance for the full school day is mandatory, including attendance at required pre-placement days. Preservice Teachers should note that they must observe school hours, from the arrival time set for staff to the concluding time specified by the school. Preservice Teacher may not arrive late, leave early or be absent unless this has been approved by the University in consultation with the school. Preservice Teachers must attend 100% of allocated days in order to successfully complete each professional experience. All missed days must be made up. Where attendance is less than 100% a Fail grade will apply. Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforeseen circumstances (Public Holidays do not need to be made up). LEAVE PROCEDURES In the event of a serious reason for non attendance, the Preservice Teacher should inform by telephone as soon as possible either the day before or well before the morning session begins on the day of the absence, all of the contacts below: --The School Professional Experience Coordinator/ School Principal; --The Tertiary Mentor. Preservice Teachers must: --Obtain a medical certificate or other documentary evidence if absent for more than one day whether or not these days occur consecutively during the professional experience; --Negotiate appropriate days to make up the absence with their Cooperating Teacher and School Professional Experience Coordinator; --Complete and submit a Negotiated Make-Up Day form (page 93) to both the Office of Professional Experience and to the school prior to the commencement of the make up day(s) and if absent for more than one day, applications for leave are to be accompanied by a medical certificate or other relevant documents; --Extended leave requests may require a Special Consideration form, including the completed Professional Practitioners Certificate form; --Leave forms, available from the school s administration office, are to be completed upon resumption of duty. At the conclusion of the Professional Experience these forms should be forwarded by the School Professional Experience Coordinator/Cooperating Teacher together with the final reports and the attendance report to the Office of Professional Experience. JURY DUTY Jury duty service does not entitle Preservice Teachers to an exemption from the Professional Experience requirements. They are advised that if called for jury duty, an appeal may be lodged with the Sheriff s Office. If an exemption is not granted, the Preservice Teacher will be required to fulfil Professional Experience commitments at a later date. 20 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

23 INDUSTRIAL DISPUTES DURING PROFESSIONAL EXPERIENCE Should an industrial dispute occur during a placement which would limit significantly opportunities for the Preservice Teacher to participate in Professional Experience, or create major difficulties in reaching the school (e.g. should a transport strike occur), Preservice Teachers should contact the school and their Tertiary Mentor. Loss of Professional Experience due to industrial action of one day or part day that occurs at a school does not need to be made up. When more than one day is affected additional time will need to be made up. If a Preservice Teacher elects to attend a stop-working meeting/industrial action they should inform their Cooperating Teacher(s). Where the class teacher(s) to whom a Preservice Teacher is attached is on strike and a Preservice Teacher attends school it is inappropriate for him/her to undertake any duties and responsibilities of absent teachers, including minimal supervision. If the industrial action continues for more than one day, the Preservice Teacher should alert his/her Tertiary Mentor. DISCIPLINE FOR STUDENTS Preservice Teachers are expected to follow the discipline/welfare policy of the school. They are expressly prohibited from employing any form of corporal punishment, or any other sanction not permitted by the school s discipline policy. Early in their placement, Preservice Teachers need to carefully read and discuss the school s discipline/welfare policy to ensure they are acquainted with the school s protocols. WORK HEALTH AND SAFETY Professional Experience placements can involve occupational hazards that present some risks to health and safety. The University has developed WH&S guidelines appropriate to both clinical and fieldwork which have relevance to Professional Experience. Information can be accessed at: including requirement for reporting incidents to the University WH&S. ACCIDENTS TO STUDENTS Accidents to students during activities conducted by a Preservice Teacher are the responsibility of the Cooperating Teacher in the first instance, and must be reported to him/her. Preservice Teachers should make themselves familiar with evacuation and any other safety procedures and the location of first aid kits and fire extinguishers as early as possible in the Professional Experience period. PHOTOCOPYING The use of photocopying facilities has implications with respect to Copyright Laws and the costs involved to the school. Preservice Teachers should determine the photocopying procedures followed by individual schools and ensure that these are followed at all times. GENERIC INFORMATION 21

24 COMPUTER USE Access to the schools computers and printers cannot be assumed and needs to be discussed with the Cooperating Teacher. Personal use without permission is not acceptable. SCHOOLS AS ALCOHOL AND DRUG FREE SITES Preservice Teachers are reminded that the possession and/or use of alcohol or other prohibited substances is illegal, including smoking on schools sites. Such acts will result in the immediate termination of the placement and the possibility of the Preservice Teacher being asked to show cause why his/her candidature in this degree should not be discontinued. CHILD PROTECTION Preservice Teachers are strongly reminded that the legal obligations placed upon teachers regarding child protection also apply to them. Failure to observe these ethical and legal responsibilities will not only result in an unsatisfactory Professional Experience, but may also lead to legal investigation and its consequences (including University disciplinary action). If a Preservice Teacher is unsure of their responsibilities, they must seek guidance from school personnel. BEING DIRECTED TO LEAVE A SCHOOL If a Preservice Teacher is directed for any reason to leave their assigned school they should contact their Tertiary Mentor and the Professional Experience Manager/Director immediately. It is to be expected that being directed to leave the school will result in a Fail/Unsatisfactory grade for the Professional Experience component. PRESERVICE TEACHER ASSESSMENT REPORTS Non-Graduating and Graduating Preservice Teachers Reports, have been included in the Appendices of this Handbook (pages 115 and 118). EVIDENCE GUIDE (pages 101 to 114) This document contains examples of evidence significant to Standards 1 to 5 to guide formative & summaritive assessment. Focus Area evidence is provided for: --First Stage; --Middle Stage; --Graduate Stage. Although there are differing styles and emphases in each of the teacher education programs offered by the Faculty, there is a common grading system for all Professional Experience units. The final grade awarded for a Professional Experience is either R (Satisfied Requirements) or F (Fail) and is based on the expected outcomes specified for the particular Professional Experience. These requirements are listed in the report forms as particular outcomes that reflect the National Professional Standards for Teachers: Graduate. The assessment of the Preservice Teacher s Professional Experience placement is the responsibility of the Cooperating Teacher(s), where necessary in consultation with the Tertiary Mentor and in some circumstances, the Directors of Professional Experience. 22 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

25 In the case of Preservice Teachers in Need of Additional Support, consultation must also involve the relevant Director of Professional Experience of the Faculty. Such communication may be undertaken by either the Tertiary Mentor and/or the Cooperating Teacher/Principal. As with all assessments for enrolled units of study in the Faculty, the assessment is subject to the oversight of the Unit of Study coordinator, often the Director of Professional Experience, as well as the Course Coordinator for the degree within which the Professional Experience is undertaken, and the Associate Dean (Undergraduate and Preservice Studies) in the Faculty of Education and Social Work. GENERIC INFORMATION 23

26 PREPARING THE PROFESSIONAL EXPERIENCE REPORT At the end of the placement, ONE final report is required from the Cooperating Teacher for each Preservice Teacher supervised. When more than one Cooperating Teacher is involved, the one report needs to reflect the opinions of all teachers involved. Reports can be hand written using the proforma provided or electronic versions accessed from the Office of Professional Experience website (see information below) can be word processed. There are two report formats: NON GRADUATING PRESERVICE TEACHER REPORT (page 115 to 117) A range of National Standards and Focus Areas, have been selected appropriate to early stages of Preservice Teacher development. This Report is to be used for any Professional Experience component which is not a final one within a course (see tick box at head of Report). EVIDENCE GUIDE (pages 101 to 114) Non-Graduate Preservice Teachers are expected to demonstrate Standards and Focus Areas as indicated for FIRST or MIDDLE STAGES in the Evidence Guide. GRADUATING PRESERVICE TEACHER REPORT (page 118 to 121) This Report is to be used for the last supervised Professional Experience component which is undertaken within a course, including the last Professional Experience before an Internship. All National Standards and Focus Areas are included for this stage of Preservice Teacher development and assessment. EVIDENCE GUIDE (pages 101 to 114) Graduating Preservice Teachers are expected to demonstrate Standards and Focus Areas as indicated for the GRADUATE STAGE within the Evidence Guide. The course and year group appropriate to the Preservice Teacher needs to be ticked at the top of the Report. The Evidence Guide gives indicator statements for assessment applicable to each Focus Area for Standards 1 to 5. of the Non-Graduate Teacher and Graduate Teacher Reports (see Appendices of Handbook). As indicators, they should be read as suggestions for practice developed and observed, rather than as definitive. Additionally, the Evidence Guides can be used as a progressive checklist by Cooperating Teachers to give ongoing feedback to the Preservice Teacher, thus guiding professional learning across the placement. ELECTRONIC VERSIONS OF THE PROFESSIONAL EXPERIENCE REPORTS These can be accessed at: sydney.edu.au/education_social_work/professional_experiences/ policies.shtml These documents are in pdf form and as such can have text inserted into the designated spaces only. It is not possible to progressively save incomplete Reports thus it is advised to complete comments in Word documents and using cut and paste insert sections into the report. Reports word-processed need to be printed and signed copies submitted to the Office of Professional Experience. 24 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

27 DETERMINING THE GRADES There are two levels of assessment used in each Professional Experience Report: 1. OVERALL GRADE Satisfied Requirements (R) and Fail (F) This assessment is based on achievement demonstrated across all Standards (Graduate Teacher Report) and selected Standard Focus Areas (Non-Graduate Teacher Report). For a Graduate Teacher Report all Standards and Focus Areas need to be developed if the opportunity was provided for the Preservice Teacher to do so. For a Non-Graduating Teacher Report Focus Areas need to be assessed as developed or in a few cases partially developed for an overall grade of Satisfied Requirements to be appropriate. A Satisfied Requirements grade is one in which there is adequate performance overall in each of the areas of the Report. Whilst there may be some Standards or Focus Areas that require further development, should there be major weaknesses in one or more major area, the Preservice Teacher will be advantaged by being graded Fail and thus required to undertake a repeat placement (except in cases of Exclusion from the School). Therefore, Preservice Teachers should not be graded as Satisfied Requirements if they have significant problems, on the assumption that these problems may be remedied in Professional Experience components undertaken at a later stage/year within their course. 2. INDIVIDUAL STANDARD/CRITERIA ASSESSMENT Graduate Teacher Report: ND Not Developed, D Developed, EE Exceeds Expectations Non-Graduate Teacher Report: ND Not Developed, PD Partially Developed, D Developed. ND - Not Developed is appropriate when the Preservice Teacher has been given the opportunity to demonstrate achievement appropriate to their professional stage with respect to the area of practice but has not been able to do so. PD - Patially Developed is appropriate within a Non-Graduating Teacher Report to indicate that with support progress has occurred across the placement but additional effort in a subsequent Professional Experience needs to be directed to this area of practice. D - Developed is appropriated when a Preservice Teacher has demonstrated achievement of a Standard or Focus Areas to a level expected for their professional stage. For the Graduate Preservice Teacher report, an additional indication of the level of achievement is: EE - Exceeds Expectations. This is appropriate for demonstration of teaching capacity beyond that expected at graduate level. Thus in addition to the overall grade for the Professional Experience completed, each report gives the opportunity to indicate the level of achievement of each Standard or Focus Areas. The Report should indicate areas in which further development is needed as well as areas in which the Preservice Teacher has exceeded expectations. An overall FAIL grade would be awarded when a significant number of standards or Focus Areas have been assessed as PD (Partially Developed) or ND (Not Developed), when opportunity to demonstrate capacity has been available. GENERIC INFORMATION 25

28 Notification of Additional Support should indicate areas either PD or ND. A final Fail then indicates that improvement has not occurred in identified standards despite the opportunity to demonstrate improvement being provided. The Report completed at the end of the placement needs to be discussed with the Preservice Teacher prior to them signing this document. Often the Report is also guided by discussions with the Tertiary Mentor. The Report should be consistent with issues raised in on-going discussion between the Cooperating Teacher and the Preservice Teacher during the Professional Experience, as well as in Mentor discussions. Preservice Teachers who receive a Fail grade and who wish to appeal must do so in accordance with Academic Board resolutions. In the first instance, they should arrange a meeting with the Director of Professional Experience to discuss their appeal. For further information on the appeals process, refer to Resolutions of the Senate and the Academic Board (Student appeals against academic decisions) at the website GROUNDS FOR EXCLUSION FROM THE SCHOOL In some instances the Principal of the School (or designate) and/or the University may require a Preservice Teacher to leave the school and discontinue the Professional Experience. This can occur even if the Preservice Teacher has not been identified as a Preservice Teacher in Need of Additional Support under the normal provisions for the Professional Experience. Preservice Teachers may be excluded from a school and have thus failed in the Professional Experience for any of the following reasons: --Inability to reasonably cooperate with staff and work effectively in the school environment; --Demonstrated attitudes and actions antithetical to the profession of teaching; --Absence from Professional Experience placement without satisfactory explanation, approved leave or the necessary documentation; --Serious deficiencies in their knowledge and understanding of their subject disciplines, the NSW curriculum and planning for learning; --Serious deficiencies in their communication skills; --Serious breaches of University regulations, procedures or code of conduct for students; --Breaches of departmental/school/university regulations or the law. Preservice Teachers who have been excluded from a school and thus failed in the Professional Experience placement may be precluded from pursuing opportunities for further Professional Experience or entry to schools. If a Preservice Teacher demonstrates serious deficiencies or misbehaviour in one or more of the above during a school placement, the Preservice Teacher may be liable for further action under the Show Cause provisions of the University. The Faculty reserves the right not to place a Preservice Teacher in a school or other Professional Experience setting in any instance where the performance, personal or professional conduct of the Preservice Teacher does not meet the required standard, regardless of the fact that the Preservice Teacher may be enrolled in a Professional Experience unit or component. Teachers and Principals are accountable to parents and school systems to provide quality learning opportunities and outcomes for their students and they need to be confident that any Preservice Teachers placed in their schools can support and maintain teaching programs and standards. 26 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

29 PRESERVICE TEACHERS IN NEED OF ADDITIONAL SUPPORT DEFINITION A Preservice Teacher in Need of Additional Support is a Preservice Teacher who is identified as experiencing difficulty in their development towards achievement of one or more of the Standards or Focus Areas as outlined in the appropriate Professional Experience Report and Evidence Guide (see Preservice Teacher Assessment and Grades - (pages 22-26). IDENTIFICATION Identification will generally be made in the first instance by the Cooperating Teacher. This would normally occur in consultation with the Tertiary Mentor. Identification may also arise from the work of the Tertiary Mentor. Early discussion with the Director of Professional Experience is expected (page 15). This process should not occur at the point of a Preservice Teacher being failed. Identification should preferably be made within the first TWO WEEKS of the Professional Experience. The purpose of early identification is to clearly identify and communicate to all parties areas of concern and to establish a process of guidance and support appropriate to the Preservice Teacher s development. Once identification is made, the Professional Experience Office must be notified by either the Cooperating Teacher or the Tertiary Mentor. The Tertiary Mentor and/or the Cooperating Teacher is required to: COMPLETE THE PRESERVICE TEACHER IN NEED OF ADDITIONAL SUPPORT FORM AND PLAN FOR SUPPORT (PAGE 94 & 95) Involvement of the Preservice Teacher in this process aims to deepen their understanding of the concerns raised, what response is required and additional support both requested and provided. 1. Inform the Preservice Teacher that he/she is in need of additional support; 2. In discussion with the Preservice Teacher, the Cooperating Teacher and Tertiary Mentor (and if necessary a Director of Professional Experience) develop and document a set of expectations relevant to the areas of concern with clear indications of process to be followed for the remaining period of the placement; 3. Develop and discuss the completed Need of Additional Support Form and Plan for Support; 4. Submit a copy of the Form and the Plan for Support to Cheryl Brown in the Office of Professional Experience; 5. Keep the Director of Professional Experience and/or the Office of Professional Experience informed of process, including discussion of final grade to be awarded. If appropriate, a second Tertiary Mentor (e.g. Curriculum specialist), and/or a Director of Professional Experience may be called upon to attend the school. The Cooperating Teacher and Preservice Teacher should be informed if additional visits are to be made. Note: Determination of final grade as Fail or Satisfies Requirements takes account of any development in areas of practice that occurs with support. If areas remain Not Developed to a level appropriate to the Preservice Teachers Professional Stage a grade of Fail needs to be awarded. GENERIC INFORMATION 27

30 PAYMENT AND CLAIMING PROCEDURES PAYMENT RATES FOR SUPERVISED PROFESSIONAL EXPERIENCE Cooperating Teacher: $22.48 per day Professional Experience Coordinator: $1.38 per day per Preservice Teacher PLEASE NOTE: PRE-PLACEMENT VISIT DAYS CAN ALSO BE CLAIMED FOR SUPERVISORY PAYMENT PAYMENT RATES FOR INTERNHIPS Mentor: $22.48 per week or attendance at one of the University s Professional Development course plus $62 for writing the report. E.g. MTeach Internship 9 x $ $62. BEd CD Year 5, BEd Primary Year 4 and BEd HMHE Internships 6 x $ $62. CLAIMING PROCEDURES Cooperating Teachers and School Professional Experience Coordinators will be provided with an Affiliation letter, Recognition of Non-Employed Affiliation (Honorarium) form, Tax Declaration form, University claim forms and bank/credit union detail forms. Please note that all five documents MUST be returned together with a copy of the report form in order for claims to be processed smoothly. Please ensure that the names of the Preservice Teachers and the school are entered on the claim form. This facilitates the claim being met quickly by the University. PLEASE NOTE Unless all six documents; the claim form, tax declaration form, bank/credit union form, signed affiliation letter, affiliation form, and report form are completed our remunerations department cannot process your claim. Also note that the account number on the bank/credit union form cannot exceed nine digits. Please also be aware that unless all thirteen questions on the tax file number declaration are completed the form will not be accepted by the Australian Taxation Office and subsequently will be returned to you. CLAIMS MUST BE SUBMITTED IN THE SAME YEAR THAT THE PROFESSIONAL EXPERIENCE IS UNDERTAKEN. Professional Experience Reports should be written by the Cooperating Teacher before the last day of the placement to enable the Preservice Teacher to read and sign. One copy should be given to the student and another copy given to the School Professional Experience Coordinator who should post it together with pay claims to: PRIMARY/HMHE COORDINATOR SECONDARY COORDINATOR Cheryl Brown Alex Hector Primary/HMHE Professional Experiences Secondary Professional Experiences Level 6 Room 604 Level 6 Room 604 Faculty of Education and Social Work A35 Faculty of Education and Social Work A35 The University of Sydney NSW 2006 The University of Sydney NSW TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

31 BACHELOR OF EDUCATION (PRIMARY) BACHELOR OF EDUCATION (PRIMARY) 29

32 EXPECTATIONS FOR BACHELOR OF EDUCATION (PRIMARY) YEAR 1 - LITERACY, LEARNING AND PROFESSIONAL EXPERIENCE 1: PRIMARY (EDUP1002) This first experience in schools comprises a series of eight days on a K-2 class, one day per week over eight weeks during Semester 1. Preservice Teachers will be placed in pairs on a K-2 class. The intention is to allow a relationship to develop over time between the Preservice Teachers, the Cooperating Teacher and the children. During this time Preservice Teachers will be studying Language, the learner and the school. This placement provides Preservice Teachers with opportunities to work with small groups of children concentrating on language. Preservice Teachers will be assigned weekly tasks to develop their understandings about how young children develop literacy. The in-school experience also provides observation opportunities for the Preservice Teachers. Tertiary Mentors will be liaising with the Preservice Teachers and with the school. Grading for the first Professional Experience will be Satisfied Requirements (R) or Fail (F). YEAR 2 - PROFESSIONAL EXPERIENCES 2: PRIMARY (EDUP2027) This Professional Experience is part of a University-based unit of study, and is called Professional Experiences 1. The Professional Experience component is a 15 day block in Semester 2. This placement will build upon the experiences of both the Year 1 Professional Experiences and those from the Professional Experiences 1 unit of study. Preservice Teachers within this placement are in pairs. Whilst this structure allows valuable collaborative work and peer reflection, it is expected that some activities will be on an individual basis at the Cooperating Teacher s discretion. After a short orientation of one or two days, it is expected that each Preservice Teacher will take responsibility for the planning and teaching of at least two lessons each day, initially with small groups and building to teaching a session with the whole class. Preservice Teachers should be assisted to link lessons sequentially. This Professional Experience should also be a time where Preservice Teachers are introduced to reflective practices through observation of a range of their peers and Cooperating Teachers. YEAR 3 - PROFESSIONAL EXPERIENCES 2 (OLD PROGRAM STRUCTURE): PRIMARY (EDUP3007) Third year Preservice Teachers undertake one 20 day block Professional Experience in Semester 2. Any curriculum assignments should be negotiated with the Cooperating Teacher at the pre-placement visit. It is expected that each Preservice Teacher will take responsibility for the planning and implementation of lessons each day with the whole class (See Bachelor of Education Primary Year Three Assessment Task). Third year Preservice Teachers are expected to plan and present a series of related learning experiences appropriate for the children s needs and interests. Preservice Teachers should move to taking whole sessions (e.g. morning recess to lunch) and a minimum of four lessons each day by week three of the. professional experiences. 30 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

33 They are required to evaluate both their own experiences and the children s responses to the learning experiences presented. Once again critical reflection is a course expectation. YEAR 4 - PROFESSIONAL EXPERIENCE 3 & 4: PRIMARY (EDUP4079) & INTERNSHIP: PRIMARY (EDUP4017) Fourth year BEd (primary) Preservice Teachers undertake one 15 day block in Semester 1 and normally, return to the same class for a 30 day Internship in Semester 2. The Semester 1 Professional Experience (EDUP4079) needs to be guided and assessed against the NSWIT Professional Teaching Standards: Graduate Teacher. A Preservice Teacher undertaking an Internship must be assessed as meeting these standards prior to the internship (EDUP4017). The Internship incorporates a co-teaching model between the Intern and the Mentor Teacher in keeping with the higher level of independent responsibility assumed appropriate for the Intern in their final semester before graduation. With respect to the conditions for the Internship, the University of Sydney has negotiated an agreement with the NSW DEC and the NSW Teachers Federation which enables final year Preservice Teachers to teach without the in-class supervision of the Mentor Teacher. This releases the Mentor Teacher for Professional Development opportunities, either those offered by the University or others approved by the Principal. An Internship Handbook will be sent to the school. The features of the internship are summarised below. FEATURES OF THE INTERNSHIP --Final year Primary BEd Preservice Teachers will have completed a total of fifty eight days of supervised Professional Experience and all course units by the beginning of the School Term 4. They will have already received a grade for their supervised 4th year Professional Experience in June. In October these Preservice Teachers will return to their June placement as Interns and will be able to teach without the constant in-class supervision of their Mentor Teacher; --The Tertiary Mentor will make 1 Liaison visit to the Preservice Teacher and normally follow up through phone or . A Final Report (proforma included in the Internship Handbook) will be written to summarise the Intern s Internship. Although still available to mentor the Preservice Teachers as Interns with programming etc. Mentor Teachers will have a reduced teaching load. This will allow them the opportunity to attend Professional Development seminars offered by the University as an option for professional payment. NSW FOUNDATION STYLE HANDWRITING REQUIREMENTS FOR BED PRIMARY PRESERVICE TEACHERS ENGLISH K-6 SYLLABUS (P.77) Handwriting and Using Computers are two skills described in Writing Outcome.12 (pp 42 & 43) of the English K-6 syllabus. In developing a handwriting program teachers should note that: --Learning to form letters correctly is an essential component of literacy development; --It links closely with learning about letters, letter sequences and words; --Students should be taught the NSW Foundation Style, which has one basic set of letter shapes that are the same for young students using manuscript handwriting (unjoined letters) and for older students using cursive handwriting (joined letters). BACHELOR OF EDUCATION (PRIMARY) 31

34 BACHELOR OF EDUCATION (PRIMARY) YEAR ONE The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on the following: Focus: Focus Areas within the Standards 1 & 2. Compulsory Pre- Placement Visit Professional Experience Dates Nil. Week beginning 18 March week beginning 3 June One day per week (Friday) for 8 weeks (8 days). K 2 Placement, 2 Preservice Teachers per class. Minimum Teaching Load Focussed Observation of Classes Attendance Cooperating Teacher s Responsibilities Tertiary Mentor s Responsibilities Lesson Lesson Planning Portfolio Contact Details Page small groups per day, progressing to a whole class for part of a lesson. Preservice Teachers working in pairs and individually. At least one per day. Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience. Page 20. Complete Feedback Sheet checklist. 2 Liaison Visits. A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Written lesson plans are to be submitted to the Cooperating Teacher for group work and literacy tasks. (See sample lesson plan). One-to-one literacy/portfolio tasks. Details included in Cooperating Teachers packages. Payment & Claiming Procedures Claims must be submitted in the same year that the Professional Experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

35 BED (PRIMARY) YEAR ONE ASSESSMENT TASK Focus: National Professional Teaching Standards 1 & 2. Week 2013 Uni Week EDUP1002 Literacy, Learning and Professional Experience 1-1 Lectures & tutorials Tutorial content will build on lecture topics each week. 4 Mar 1 Welcome Your story & changing education paradigms 11 Mar 2 The Literacy Classroom --learning environments, what effective literacy classrooms look like --Getting Ready for Professional Experience. 18 Mar 3 English and Literacy --what is literacy? --Reading, writing, talking, listening and viewing --Social construction --Why be critically literate? Professional Experience focus and tasks Professional Experience begins in week 3. Professional Experience read the handbook carefully to familiarize yourself with the expectations of your school visits. Activities with an * can be completed with your professional experience partner or individually if necessary. You should write your own individual reflection about any shared experiences. Friday Day 1 Getting to know you. Teacher and class share About Me bio with teacher. Class seating map record first names, begin to collect 1-2 positive facts about each child s interests and strengths. Make general observation notes & assist with class activities (expected each week) 5 Mar 4 A Balanced Approach to literacy --Focus on reading --Reading and language --How does reading work? Good Friday (29 March) NO SCHOOL VISITS 1 Apr AVCC University EASTER break NO SCHOOL VISITS BACHELOR OF EDUCATION (PRIMARY) 33

36 Week 2013 Uni Week EDUP1002 Literacy, Learning and Professional Experience 1 8 Apr 5 Reading (continued) --roles of the reader Professional Experience focus and tasks Friday Day 2 - Getting to know your school & class. Continue class seating map notes. Describe classroom environment take photos if possible (no students, just room) Lesson observation English/ literacy checklist for key features general lesson structure, communication skills Make general observation notes & assist with class activities 15 Apr 6 Reading Real Books --children s literature 22 Apr 7 Finding out about your literacy learning Professional Reading - Ward, M. J., & Wells, T. J. (2003). Guests in the classroom: Top ten tips for preservice teachers. kappa Delta Pi Record, 40(1), 42 Week 1 - SCHOOL HOLIDAYS NO SCHOOL VISITS Week 2 - SCHOOL HOLIDAYS NO SCHOOL VISITS --assessment and building a literacy profile. 34 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

37 Week 2013 Uni Week EDUP1002 Literacy, Learning and Professional Experience 1 Professional Experience focus and tasks 29 Apr 8 Talking our way into literacy --culturally and linguistically diverse students --role of oral language in supporting diverse learners Friday Day 3 - Getting to know a learner With teacher assistance, select a child to develop a short profile see checklist. Have a shared reading with your child, reading a book together for enjoyment. Record information for profile. *Talking and listening - Teach class a simple poem, chant or rhyme for enjoyment (5-10 min) Write up as a lesson plan using set template. Lesson observation English/ literacy checklist for key features general lesson structure, communication skills Small group - ask your teacher to choose a small group, preferably including your learner, that you can work with to complete a writing activity (joint construction) on your next visit. Advise the teacher that you will use the writing lesson plan provided in your lecture. 6 May 9 A Balanced Approach to Literacy - Focus on Writing: --purposes, enjoyment, process, product and skills. --Intro to Grammar & spelling Friday Day 4 * Small Group - Teach planned writing activity with small group as per input in lectures and tutorials, using the lesson plan provided. Negotiate time for following week s whole class literacy lesson with teacher minutes. * Assist with class activities BACHELOR OF EDUCATION (PRIMARY) 35

38 Week 2013 Uni Week EDUP1002 Literacy, Learning and Professional Experience 1 13 May 10 Focus on Writing (continued) --Developing yourself as a writer writing stories Professional Experience focus and tasks Friday Day 5 - Teaching the whole class. * Whole Class - Teach writing activity with whole class as per input in lectures and tutorials, using the lesson plan provided. Lesson observation - English/ Literacy checklist for key features - literacy in other KLA 20 May 11 Multimodal texts the rise of the visual * Assist with class activities Friday Day 6 * Assessing book interest & enjoyment with small group. Provide group with selection of engaging picture books. Use rubic from e-learning site to observe and question about interest, enjoyment and engagement with texts. Discuss Day 7 activity with teacher - see week 12 notes below Lesson observation - Any lesson or KLA - checklist for key features- look for literacy skills that are used in other lessons e.g. reading, writing, talking and listening. * Assist with class activities 36 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

39 Week 2013 Uni Week EDUP1002 Literacy, Learning and Professional Experience 1 Professional Experience focus and tasks 27 May 12 Multimedia and ICT texts. Friday Day 7 * Enjoying Visual and Multimodal Texts In discussion with your teacher, choose one activity below for your class or small group *read a wordless picture book, where you talk out the story together and discuss the characters au/books/book-list-wordless-andalmost-wordless-picture-books/ for ideas) *If you have an ipad/iphone, create a puppet show using Puppet Pals or the Playschool Art Maker aps *read The Dot by Peter REynolds and create a dot artwork, either on paper or digitally - see http;//www. thedotproject.org *with teacher support, use the classroom IWB as part of a simple reading or writing lesson. *Read a quality picture book and then have the students create their own visual text based on the story. Lesson Observation - English/ Literacy checklist for key features. 3 June 13 NO LECTURES Friday Day 8 - Farewell. Complete any missed activities or tasks. Optional - teach a final English / literacy lesson if desired. *Assist with class activities BACHELOR OF EDUCATION (PRIMARY) 37

40 BACHELOR OF EDUCATION (PRIMARY) YEAR TWO The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on the following: Focus: Focus Areas within the Standards 2, 3 & 4. Compulsory Pre- Placement Visit Professional Experience Dates Minimum Teaching Load Focussed Observation Attendance Cooperating Teacher s Responsibilities Tertiary Mentor s Responsibilities Lesson Lesson Planning Portfolio (Assignment 5) To be negotiated with Cooperating Teacher. (Page 10). 21 October 8 November day block, 2 Preservice Teachers per class or stage. At least 2 lessons per day, initially with small groups, building to teaching a session with the whole class. Preservice Teachers may work in pairs and individually. At least one per day (page 96) see weekly schedule. Include observations of your Cooperating Teachers as well as other Preservice Teachers and Cooperating Teachers. Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the professional experience (page 20). Complete Report (page ). Complete written feedback on as many lessons as possible, and at least 10 across placement (page 14). One liaison visit with Cooperating Teachers prior to the Professional Experience. Weekly meetings with Preservice and Cooperating Teachers. A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self- reflection for each lesson is required with reference to the National Professional Standards for Teachers: Graduate. Yes. Contact Page 8. Payment & Claiming Procedures Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

41 BED (PRIMARY) YEAR TWO ASSESSMENT TASKS Focus: Focus Areas within the Standards 2, 3 & 4. EDUP 2027 Professional Experience Tasks Preparation for professional experience: --Read the handbook carefully to familiarise yourself with the expectations of your school visits; --Lesson planning refer to lesson plans; --Read the National Professional Standards for Teachers: Graduate to familiarise yourself with the Standards and Focus Areas. Week Uni Professional Experience - in school placement 21 Oct Wk Oct Wk 13 4 Nov Wk 14 Teacher and class Class seating map, record student names, develop strategies to learn children s names. Observe teacher classroom management strategies and methods used to cater for individual children s learning needs. Lesson activities Assist with class activities; observe keenly for opportunities to help the teacher and work with groups or individual students. Take at least one whole class lesson before the end of the week or early next week. Planning and resources Discuss lessons you will teach and begin preparation as soon as possible including assessment of resource availability within the school. Develop and provide your own resources where possible, share copies of printed materials with your Cooperating Teacher. Assessment Collect evidence for one Standard with a focus on the Focus Area in one aspect of that Standard for your assignment (assignment 5). Classroom management Note specific observations of discipline and or reward strategies and discuss these with your Cooperating Teacher. Obtain copies of teacher and school discipline and welfare policies if possible. Teacher and class Make a note of special groupings in your class, e.g. maths / reading groups and discuss with your teacher how these groups are determined. Observe another teacher (if possible) that teaches your class, for example during RFF time. Lesson activities Continue to assist with class activities and work with groups or individual students. Take at least one whole class lesson early this week. Planning and resources Plan ahead for lessons to give you time to develop or collect appropriate resources. Assessment Collect additional evidence for your assignment (assignment 5). Classroom management Reflect on how interesting or exciting your lessons are, do they actively engage students? What more can you do in this regard? Teacher and class Consciously observe teacher transitions (from one activity or KLA to the next). Note variety of strategies teacher uses and the relative effectiveness of each. Lesson activities In the final week teach a series of lessons and also teach in every session for one whole day. eg. small group or whole class. Planning and resources Reflect on teaching sequences and how these differ from single lessons. Assessment Collect final evidence for your assignment(assignment 5). BACHELOR OF EDUCATION (PRIMARY) 39

42 BACHELOR OF EDUCATION (PRIMARY) YEAR THREE The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on the following: Focus: Focus Areas within the Standards 3,4 & 5. Compulsory Pre- Placement Visit Professional Experience Dates Minimum Teaching Load Focussed Observation of Classes Attendance Cooperating Teacher s Responsibilities Tertiary Mentor s Responsibilities Lesson Lesson Planning Portfolio Contact Details Page 8. Payment & Claiming Procedures To be negotiated with Cooperating Teacher. (Page 10). 14 October 8 November day block. 2 lessons per day in week 1 progressively building to whole days by end of week 4 (see guide overleaf). At least one per day. Complete a Lesson Feedback Form (page 96) for each lesson observed. Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the professional experience (page 20). Complete Non-Graduate Preservice Teacher Report (page ). Complete written feedback on as many lessons as possible and at least 10 across placement (page 14). 1 Liaison & 1 Mentoring Visit. A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self-reflection for each lesson is required. Preservice Teachers should collect evidence of their professional learning such as annotated lesson plans, anonymous student work samples and lesson observation forms. Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

43 BACHELOR OF EDUCATION (PRIMARY) YEAR THREE ASSESSMENT TASK Focus: Focus Areas within the Standards 3,4 & 5. Unit: EDUP 3007 Professional Experiences (Primary) Pre-Placement Visit Getting to know your school & class. Week 1 Assessment of Students Week 2 The Teaching Cycle Assessment Task: Preservice teachers complete a critically reflective writing task on their professional learning focusing on National Professional Standards for Teachers: Graduate Elements 2 and 3 during their professional experience. Share Preservice Teacher Professional Experience Profile (pages 97-98) with teacher. Liaise with classroom teacher about planning and teaching responsibilities for the entire 20 days. Make contact with your Tertiary Mentor via , phone or meeting. Record all of the school protocols and routines such as bell times, WHS procedures, behaviour management policy, and teacher parking space. Conduct assessments, or access existing information, to gauge the literacy and numeracy abilities of all students. Differentiate lesson planning according to the information gathered in your assessments. Teach a minimum of two lessons per day, preferably in Mathematics and English. Find and use appropriate resources to use in lessons. Work on your lesson timing ensuring that every lesson has a proper conclusion. Conduct at least one lesson observation form on your classroom teacher per day. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Critically reflect on your professional learning through writing about key incidents in your professional learning this week-share this writing with a friend from the course. Discuss the report with your classroom teacher - the Non-Graduate Preservice Teacher report (pages ). Teach a minimum of three lessons per day. Continue assessment of student work. Adjust planning in light of student assessment. Continues on next page BACHELOR OF EDUCATION (PRIMARY) 41

44 Week 2 The Teaching Cycle (cont) Week 3 More Assessment Focus on the formative assessment strategies that your classroom teacher uses in class. Trial three formative assessment strategies that you have not used before. Ensure lesson resources meet the full range of learners abilities. Map your students achievement against the syllabus outcomes that you are trying to achieve in English and Mathematics. Account for any unexpected progression or regression in student achievement. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans Critically reflect on your professional learning through writing about key incidents in your professional learning this week- share this writing with a friend from the course. Discuss the report with your classroom teacher- the Non-Graduate Preservice Teacher Report (pages ). Teach a minimum of four lessons per day. Teach at least one lesson from each of the KLAs this week where feasible. Work on your lesson transitions and smooth procedures for welcoming and dismissing students from class. Focus on the formative assessment strategies that your classroom teacher uses in class. Trial three formative assessment strategies that you have not used before. Plan and implement extension tasks for talented students. Make the connection between your assessment of student work against syllabus outcomes and how these are reported in school reports. Discuss your school s planning with your classroom teacher and how NAPLAN, Best Start or other available data is used for planning. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Critically reflect on your professional learning through writing about key incidents in your professional learning this week- share this writing with a friend from the course. Discuss the report with your classroom teacher - the Non-Graduate Preservice Teacher Report (pages ). 42 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

45 Week 4 Putting it all together Teach at least one full day focusing on smooth lesson transitions and taking full responsibility for all teacher roles (e.g. marking the classroom roll). Teach at least one lesson from each of the KLAs this week where feasible. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Critically reflect on your professional learning through writing about key incidents in your professional learning this week- share this writing with a friend from the course. Discuss the report with your Classroom Teacher- the Non-Graduate Preservice Teacher Report (pages ). Ensure that you take the signed copy of the original report with you. Organise a farewell morning tea to thank the school for having you as a Preservice Teacher. BACHELOR OF EDUCATION (PRIMARY) 43

46 BACHELOR OF EDUCATION (PRIMARY) YEAR FOUR The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on the following: Focus: Focus Areas within the Standards 6 & 7 Compulsory Pre- Placement Visit Professional Experience Dates Minimum Teaching Load Observation of Classes Attendance Mentor Teacher s Responsibilities Tertiary Mentor s Responsibilities Lesson Lesson Planning Evidence To be negotiated with Cooperating Teacher. (Page 10). 3 June 21 June day block. Whole sessions and days progressing to the whole of the final week. At least one per day (except when teaching whole days). Complete a lesson feedback form for each lesson observed (page 96). (Observations may be of the Cooperating Teacher, critical friend, other teachers, other Preservice Teachers). Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). (Time spent at DEC interview does not need to be made up. Evidence needs to be provided.) Complete Graduating Preservice Teacher Report (page ). Complete written feedback on as many lessons as possible. 1 Liaison & 1 Mentoring Visit. A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the mentor teacher for approval prior to the lesson. Written evidence of self- reflection for each lesson is required. Continue to collect evidence for attainment of National Professional Standards for Teachers: Graduate. Contact Details Page 8. Payment & Claiming Procedures Please note that claims must be submitted in the same year that the proefessional experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

47 BACHELOR OF EDUCATION (PRIMARY) YEAR FOUR ASSESSMENT TASK Focus: Focus Areas within the Standards 6 & 7 Unit: EDUP 4079 Professional Experiences (Primary) Pre-Placement Visit Assessment Tasks: 1. Evaluation of Graduate Professional Teacher Standard Attainment (submitted prior to professional experience); 2. Post Professional Experience Task a) Gather information regarding the school s work within standard 7 and develop steps to work on standard 7 during the internship. b) Review goals for GTPS attainment during professional experience (from assessment task 1) to reflect on your development during professional experience and identify the top priority for your development during the internship. -- Getting to know your school & class Share Preservice Teacher Professional Experience Profile (pg 97) with teacher; Liaise with classroom teacher about planning and teaching responsibilities for the entire 15 days; Make contact with your Tertiary Mentor via , phone or meeting; Record all of the school protocols and routines such as bell times, WHS procedures, behaviour management policy, and teacher parking space. The School and the Community Collect information on the local community, including connections between the school and community. Throughout Professional Experience Conduct at least one Lesson Observation from (page 96) on your classroom teacher per day including your Cooperating Teacher, other teachers in the school and other Preservice Teachers (including your critical friend); Regularly discuss the Professional Experience Report and Evidence Guide with your Cooperating Teacher to gain input on your development Attend staff meetings; Attend a P&C meeting; BACHELOR OF EDUCATION (PRIMARY) 45

48 Week 1 Week 2 Week 3 Conduct assessments on all students or access existing information; Teach at least 3 lessons per day building to whole sessions; If possible run a parent information session immediately after school to meet parents; Expand on your goals for professional experience to outline specific teaching and learning experiences; Seek out support staff within the school and introduce yourself. Teach at least 3 lessons per day including whole sessions. Teach whole sessions; Begin using a daybook plan. Teach the full week; Collect evidence to determine further attainment of the National Professional Standards for Teachers: Graduate and areas for further development; Prepare your reflection summary; Negotiate pre-internship visit and planning days that you may be able to attend closer to term TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

49 BACHELOR OF EDUCATION (PRIMARY) YEAR FOUR INTERNSHIP The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on the following: Focus: Focus Areas within the Standards 6 & 7 Compulsory Pre- Placement Visit To be negotiated with Mentor Teacher. (Page 10). Internship Dates 8 October 15 November day Internship. Minimum Teaching Load Observation of Classes Attendance Mentor Teacher s Responsibilities Tertiary Mentor s Responsibilities Lesson Lesson Planning Evidence of a full teaching load Independent duty of care. At least one per day (except when teaching whole days). Complete a lesson observation form (page 96) for each lesson observed. (Observations may be of the Mentor Teacher, critical friend, other teachers, other Preservice Teachers). Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforeseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). (Time spent at DEC interview does not need to be made up. Evidence needs to be provided.) Complete Report. 1 Liaison Visit. Contact Details Page 8. Payment & Claiming Procedures A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Lesson and unit planning are compulsory. Written lesson plans (by negotiation in Day Book format) must be submitted to the mentor teacher for approval prior to the lesson. Written evidence of self- reflection for each lesson is required. Continue to collect evidence for attainment of National Professional Standards for Teachers: Graduate. A choice of two full days of professional development courses accredited with the NSW Institute of Teachers and delivered through the Faculty s Office of Professional Learning Program will be made available to Mentor Teachers as payment for their professional mentoring work within the Internship. Alternatively, a Mentor Teacher may apply to be paid at 0.2 of the Award rate for the duration of the Internship placement period. BACHELOR OF EDUCATION (PRIMARY) 47

50 BACHELOR OF EDUCATION (PRIMARY) YEAR FOUR INTERNSHIP ASSESSMENT TASK Focus: Focus Areas within the Standards 6 & 7 Unit: EDUP 4017 Professional Experiences Internship (Primary) Assessment Tasks: Action Learning Project Preservice Teachers will implement an action learning project during the internship. A proposal will be developed in seminars leading up to the internship. Preservice Teachers will work in critical friend partnerships to support their professional learning, culminating in a report presentation after the internship to outline the contribution the action learning and critical friend partnership had on their learning. Preservice Teachers will post milestones of their project s development in an online forum. Pre-Placement Visit -- Getting to know your school & class -- Seek feedback from Mentor Teacher on the final planning for your action learning project. Ensure it matches a school need and your professional needs; -- Find out any changes to the school and class since your term 2 visit. Week 1 -- Re-engage with the class; -- Reflect on your action learning project proposal and the current context of your class make any necessary modifications; -- Send home letter to parents regarding your action learning project; -- Post milestone 5 on online. Week 3 -- Post milestone 6 on online. Week 4 -- Begin cycle 2 of your action learning project. -- Plan for cycle 2. Week 5 -- Post milestone 7 on online. Week Meet with your critical friend to prepare your action learning project report. -- Observe other teachers where possible (Mentor Teacher, other teachers in the school and other Preservice Teachers, including your critical friend); -- Regularly discuss the Professional Experience Report with your Mentor Teacher to gain input on your development; -Attend - staff meetings; -- Discuss your action learning project with your Mentor Teacher and critical friend to ensure you are on track with timelines and requirements. 48 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

51 LESSON OBSERVATION The requirement to observe experienced colleagues at work is an important and integral part of the Professional Experience and your development as a teacher. With the permission of your Cooperating Teacher(s) you should create a carefully observed record of at least one lesson per day using the Lesson Observation form in the Appendices (page 96) as well as your own notes, to build over time into a resource of lesson and management ideas and techniques that you can use and adapt for your own lessons. Where possible you should also observe, and be observed by, your peers and share your observations and reflections. The observations should be a combination of relatively informal notes about classroom procedures and thoughtful reflection to form the basis of discussions about what you observed in the lesson. Use the prompts in the Lesson Observation as a starting point for your observations. This disciplined observation, recording and reflection on your Cooperating Teacher s lessons, along with your evaluations of your own lessons will add significantly to the value of the Professional Experience, and demonstrate your commitment to your own professional development. LESSON PLANS Lesson plans should be completed and kept together in a folder with aids, materials and any copies of Lesson Observation forms to share with Cooperating Teachers and Tertiary Mentors. This may be a spiral bound foolscap book or a loose leaf folder. (If a loose leaf folder is used all pages should be available not just lesson plans for a particular day.) See following examples of possible lesson plans (page 50-55). --Lesson plans should be shown to teachers at the beginning of each day (or the day before) for checking and advice; --Lesson plans should be written to reflect and record planning for EACH lesson presented except where, as arranged by the Cooperating Teacher, no specific preparation has been required; --All lesson plans are important material for the Tertiary Mentor and BEd staff members as well as for the teacher and Preservice Teacher; --Preservice Teachers should reflect on each lesson taught. BACHELOR OF EDUCATION (PRIMARY) 49

52 LESSON PLAN EDUP1002 PROFESSIONAL EXPERIENCE Lesson date & time: Literacy focus - Reading, writing, or talking/listening? Lesson aim: (what do I want the students to be able to do, know or think at the end of this lesson?) Lesson outcome: choose ONE English syllabus outcome. Resources Time How best to motivate and explain the importance of this lesson? This should be for about 5 minutes with links to prior learning or experiences. Introduction Ask yourself What will support the students to learn the concepts I m trying to teach and to reach the outcomes I m aiming for? What will students be doing? What will I as teacher be doing? Body Concluding strategy: Ask yourself, How can I capture the main learning points of the lesson? Conclusion (How will you record information about what the students have learned, based on your lesson purpose and outcome?) Assessment (How well did the lesson go? What would you change next time? What aspects were important in the planning and teaching of the lesson?) Evaluation 50 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

53 EDBT 5531 SAMPLE LESSON PLAN READING WITH AN EMERGENT READER Date: 1 May 2012 Resources: Outcomes and indicators: 2 picture books: Dog in Cat out Gillian Rubinstein; Are we there yet? Alison Lester Coloured pencils; post-it notes (to cover letters) Scrap book for student response to text RES1.5 Demonstrates developing reading (write in full) *Recognizes that words (write in full no capitals or full stops) Outcomes should relate directly to the aim and the assessment. Aim: To develop student s knowledge of words in a familiar narrative and to support the student to use a range of strategies like: looking at the picture (semantic) and looking at the first letter of the word (graphological) Steps: 1. Ask the student Ask questions like: Look at the picture on the cover, what do you think this story will be about? Look at the picture, I wonder what is going to happen next? What was your favourite part of the story? 2. Together read the text (Record what focus you will bring to the reading e.g. sound/letter correspondence; relationship of text to picture; recognizing familiar words; recognising and joining in reading repetitive phrases.) 3. After reading (develop activities/questions which help the student to consolidate their learning e.g. re-tell the story with a story board; find and cover familiar words/letters and re-read predicting what has been covered; draw a favourite character or scene and write a caption) Assessment: The student will be able to (should be linked to the aim and the outcomes chosen) Observations: During the reading S*)@ seemed bored and was not interested in looking at the text. However she was able to. She also showed interest when I. Evaluation: I thought the lesson went well but I needed to (reflect on your planning and implementation and how well it suited the needs of the learner.) BACHELOR OF EDUCATION (PRIMARY) 51

54 KLA/Unit: Topic(s): Related KLAs: Prior Learning: Major outcomes: A student: Evidence of learning/ Indicators A student: Contributing outcomes: Students learn about: Students learn to: Teaching and learning assessment activities: 52 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

55 Class: Stage 1 80% bilingual [band A/B] Arabic speaking Date: Feb 2011 Time: 50 minutes Language development focus: oral language development / listening English Syllabus Outcomes [working towards]: Talking and Listening TES1.1 Communicates with peers and known adults in informal situations and structured activities dealing briefly with familiar topics. ESL Scales [working towards]: Oral Interaction 1.1/2/3/4 Reading and responding B1.1/2 Writing B1.5/7/8 Specific focus: Do you like? What do you like to eat? I like / I don t like Verbs: imperative mood put / stir / mix / hold / cool / shape (v) Activity: Making falafel Theme: Food Nouns: some chickpeas / some water / a bowl / a spoon / some oil / a plate / a frypan / a shape / a sphere Lesson Stages Multilingual / multicultural perspectives 1. Video or picture of someone cooking e.g. Jamie Oliver OR better yet, clip showing falafel making youtube.com/watch?v=vkoqbkeykdw&feature= related This 6 minute video is in Arabic with English subtitles Concrete focus activation of schemata 2. Dialogue about cooking at home [to the extent possible] 3. Display equipment [this could be expanded by some games e.g. 3.1 Mystery bag 3.2 Kim s game [An interactive task could be here as well if there are some minimal reading skills in the group e.g. a flow chart of equipment (some new / some recycled) Connecting with children s lives / dialogue Vocabulary development / prediction practice 4. Make and eat falafel this is a joint productive activity embedded with talk of many kinds. Continues on next page BACHELOR OF EDUCATION (PRIMARY) 53

56 5. Introduce selected vocabulary on flashcards e.g. a spoon Note: a picture would be of added assistance but for future use of this resource I think I would put it on the back of the card which gives you a lot of options including kitchen concentration. Place cards next to items. Mix them up and ask kids to put them next to the right item. Also, include other languages with the picture (can get from index.htm) 6. Sheet connecting item to label (in pairs) and use the sheet to put some or all words in personal dictionary. If able, make the personal dictionary bilingual. Reflection: Extension: Assist in the writing of a recipe Look at clip on ordering food in Arabic.youtube. com/watch?v=wue0oczihde Next Lesson: Pancakes and phonics! e.g. b words (a bowl) Finding spheres Concrete, hands-on, dialogue, connecting with culture Simplified text / additive bilingualism Guided writing Assessment: observation of talk in different contexts and writing in Activity TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

57 SAMPLE DAYBOOK PLAN FOURTH YEAR PRESERVICE TEACHERS Fourth Year Preservice Teachers are encouraged to move to a daybook format when the Tertiary Mentor and Cooperating/Mentor Teacher feel this is appropriate. Please note this suggestion is not mandatory you may find an alternative method of planning more practical, depending very much on the kind of learning experiences you are planning and the classroom context. SAMPLE DAYBOOK PLAN Year Date: KLA NB: Evaluation to be noted on a separate page. SAMPLE DAYBOOK PLAN Date: Wednesday 24/5/11 KLA: VISUAL ARTS Outcomes and Indicators VA Stage 3: Students will make artworks -- Investigates subject matter in an attempt to represent likenesses of things in the world; -- Copies images using appropriate proportions; -- Investigates the effects of using complementary colours; -- Investigates how to make different shades of the one colour i.e. monochromatic colour scheme. Resources: -- Layout sheets (A3), finished work samples, blue, orange, yellow, purple, green and red paint, rectangle sheet x Paintbrushes, pencils, white paint, photocopied $50 notes, black markers, sticky tape, clear plastic sheets, newspaper, VAPD. Learning/Teaching Process: Exploring (15 mins) -- Review info and images on Pop Art and Andy Warhol via IWB; -- Students decide on layout, choice of complementary colours or monochromatic colour scheme. Developing (35 mins) -- Students paint rectangles using complementary colours or monochromatic shades of a single colour -- Students draw $50 notes, using proportion lines; -- Early finishers: Begin to trace their $50 note onto the clear plastic. Reflecting (10 mins) -- In small groups, Students discuss progress/similarities between theirs and Warhol s artwork. BACHELOR OF EDUCATION (PRIMARY) 55

58 BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 56 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

59 SECONDARY COMBINED DEGREE PROGRAM (BED/BA; BED/BSC; BED/BEC) Professional Experience is a crucial component of each Preservice Teacher s program. It is during this time in schools that they begin to develop the professional knowledge, skills, and attitudes of a teacher. With the Cooperating Teacher acting as a critical friend and mentor, Preservice Teachers progressively develop expertise and their own teaching style, and learn to productively reflect upon their practice. During their placement Preservice Teachers are expected to plan, implement and evaluate units of work in their curriculum areas. They are also expected to enter as fully as possible into the life of the school and its community, working with their teachers in a wide range of roles (e.g. roll marking, playground duty, sport supervision, register completion, assessment, marking books, meetings, parent-teacher nights and carnivals etc.). Preservice Teachers enrolled in the five year Combined Degree Programs are simultaneously completing two Bachelor degrees: one in the Faculty of Education and one in the Faculty of Arts, Economics or Science. Up to third year most study time is spent in the other Faculties. Thus, it is important for Cooperating Teachers and Tertiary Mentors to recognise that it is in the third year of the Combined Degree that Preservice Teachers have their first opportunity to specifically study teaching and curriculum. SUMMARY OF PROFESSIONAL EXPERIENCE PROGRAM Combined Degree Level Year 1 Year 2 Year 3 Year 4 Year 5 (TESOL curriculum area only) Year 5 Structure Dates Description No formal Professional Experience 3 dispersed days 20 day block supervised 25 day block supervised 12 day block supervised Internship 30 day mentored First semester 4 29 Nov 6 May 7 June 5 Aug 20 Sept 8 Oct 15 Nov Preservice Teachers studying units within first degree area (BA, BSc, BEc), plus 2 Education foundation units studied. 3 days of observation and orientation to teaching in various educational settings linked to reflective work undertaken in the unit Craft Knowledge and Professional Practices 1, EDSE Placement strongly focussed on observation, analysis of teaching, reflective writing and discussion as well as introductory teaching experiences. May be pair placement. Placement focus shifts to increased teaching responsibility across 3 class groups at least, lesson sequences. Supervised placement required only for those Preservice Teachers undertaking a third curriculum area of TESOL. Co-teaching structure leading to increased independent teaching to the equivalent of a 0.6 teaching load. BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 57

60 THIRD YEAR SECONDARY COMBINED DEGREE PROGRAM Third year Combined Degree Preservice Teachers have completed courses in Craft Knowledge and Professional Practices 1 & 2, and they are currently undertaking courses in the teaching of two Curriculum Areas, such as English and History, or in a double curriculum area such as Mathematics, HSIE, Science or Languages. The Craft Knowledge and Professional Practices field is devoted to the development of reflective practitioners able to articulate the thinking which underpins teaching. Preservice Teachers have been introduced to the planning and decision-making processes of classroom teachers; they have studied curriculum design and its implementation, and have begun reflecting upon specific teaching practices involved in classroom management. They have been introduced to relevant theories and research in these areas and encouraged to explore their own vales and beliefs as they take their first steps into the teaching profession. As part of the course these Preservice Teachers participated in a web-based discussion room for six weeks, engaging with critical friends in reflection and discussion of their wide reading in the field. Additionally in Year 2, Preservice Teachers have undertaken several observation visits to schools. Focus of Placement: developing the capacity to analyse and understand teaching practice is a key focus. Preservice Teachers need to complete and discuss Lesson Observations of Teachers and their peers each day. This work is seen as important to engaging in the practice of teaching in this first block placement. Preservice Teachers undertaking a 3 rd Year Professional Experience need to be guided and assessed in terms of the Professional Experience Report: Non Graduating Preservice Teacher and its associated Evidence Guide (see Appendices). FOURTH YEAR SECONDARY COMBINED DEGREE PROGRAM This Professional Experience component is linked to the course Craft Knowledge and Professional Practice 3. To satisfy the requirements of this Professional Experience unit, Preservice Teachers are required to attend school all day every day of the 25 days. This supervised Professional Experience component precedes the Internship in 5th year. All Preservice Teachers completing this 4 th Year Professional Experience component thus need to be guided and assessed against the National Professional Standards for Teachers: Graduate as outlined in the Professional Experience Report: Graduating Preservice Teacher and its associated Evidence Guide (see Appendices). 58 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

61 LESSON AND UNIT PLANNING Programs and lesson plans, identifying outcomes, suitable procedures and content will be documented for all lessons. Planning will be based on embedding technology into teaching and learning for one of the allocated classes. Plans will include assessment strategies and will be reflectively evaluated after implementation. Preservice Teachers will be responsible for the planning, delivery and assessment of the topics that they teach. There is no single prescribed format for lesson and/or unit planning. The Cooperating Teachers may well direct Preservice Teachers to plan units/lessons in a format to conform with particular school/faculty guidelines/practices. There must be written evidence of all planning. While plans may vary, common elements generally include: --Identification of specific objectives and outcomes; --Identification of key concepts/skills; --Specification of procedures/tasks to be completed by students including resources to be used, linked to achievement of objectives/outcomes; --Strategies to gain learners interest and to structure and facilitate their learning; --Indication of progression in lesson sequence; --Strategies for progressive and summarised assessment of students work and evaluation of lessons/units; and --Procedures for reflective evaluation of teaching and program planning and implementation. BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 59

62 BACHELOR OF EDUCATION (COMBINED) YEAR THREE NOTE: This is the first block Professional Experience for Combined Degree Preservice Teachers Compulsory Pre- Placement Visit Professional Experience Dates Suggested Preservice Teacher learning program: experiences and responsibilities NOTE: Quality of experience is as important as quantity Cooperating Teachers to use professional judgment as to teaching responsibilities assigned to Preservice Teacher Observation of Classes To be negotiated with Cooperating Teacher prior to the Professional Experience (page 10). 4 November 29 November day block prac. There are two major components: 1. Lesson Observation - structured and documented observation of a range of classes, teachers and (optimally) peers. Using the faculty s form at (page 96). Lesson Observations are to be completed and discussed with Cooperating Teachers, Tertiary Mentors and peers. 2. Action of Teaching - commencing as supported teaching, including co-teaching, small groups or part lesson teaching. A focus on guided explicit planning and written evaluation of teaching must be incorporated. On average, Weeks 2,3 and 4, 10 lessons (assuming 40 minute lessons) per week either individually or as a pair to be completed. SUGGESTED PROGRAM Week 1: Days 1-3: Lesson Observations (page 96) of teaching discussion of learning outcomes, strategies etc Days 4&5: Possible commencment of co-teaching activities/ part lessons. Plans for week 2 teaching discussed and planning commenced. Week 2: Progressively assuming responsibility for formal lesson plans across for example 3 class groups; by end of week involvement in approximately 2 lessons per day. Week 3: Continuing to build teaching responsibility, including diversity of approaches across 3 classes on average. Observing teaching of other teachers. Written evaluations of own and others teaching. Week 4: Full responsibility for teaching of at least 3 class groups across week including planning for sequential teaching sessions, comprehensive lesson planning and evaluation. Evidence of involvement and awareness of whole school activities. Week 1, 2 Lesson Observations each day. Weeks 2-4 minimum one per day of a range of teachers with written evaluation and reflection. Observation of a range of teachers and if possible peers advised. See Lesson Observation Form (page 96). 60 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

63 Attendance Cooperating Teacher s Responsibilities Cooperating Teacher s Responsibilities (cont) Assessment and reporting Tertiary Mentor Contact Details Page 8. Payment & Claiming Procedures Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). Plan & guide learning experiences for Preservice Teacher, including Lesson Observation program and progressive development of teaching competence in consultation with Tertiary Mentor. Assist reflection, evaluation through discussion. Complete written feedback on as many lessons as possible and discuss. Complete Final Report consulting with Tertiary Mentor. Preservice Teachers undertaking a 3rd Year Professional Experience need to be guided and assessed against Standards and Focus Areas of the Professional Experience Report: Non-Graduate Preservice Teacher and its associated Evidence Guide (pages 101 to 117). Cooperating Teacher(s) will complete the Professional Experience Report: Graduating Preservice Teacher in consultation with Tertiary Mentor. Given the relatively short length of placement, it may not be possible for Preservice Teachers to demonstrate achievement of all Focus Areas listed within the report. Should the Cooperating Teacher have concerns about the capacity of the Preservice Teachers to achieve the key Focus Areas required, the Cooperating Teacher needs to work with the Tertiary Mentor to set in motion the Need for Additional Support processes (see Handbook p. 15 and pp 24-25, and Form p. 94, 95). 1 Liaison & 1 Mentoring Visit. Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page 28. BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 61

64 BACHELOR OF EDUCATION (COMBINED) YEAR FOUR Compulsory Pre- Placement Visit Professional Experience Dates Suggested Preservice Teacher learning program: experiences and responsibilities NOTE: Quality of experience is as important as quantity Cooperating Teachers to use professional judgment as to teaching responsibilities assigned to Preservice Teacher Observation of Classes Attendance To be negotiated with the Cooperating Teacher prior to the Professional Experience placement (page 10). 6 May 7 June day block placement. On average across the placement: lessons per week (based on average 40 minute lessons). SUGGESTED PROGRAM Week 1: Days 1&2: largely observation of Cooperating Teacher(s) teaching discussion of learning outcomes, strategies, programs, class/student needs. Days 3-5: commencing co-teaching activities/lessons including lesson planning. Expectations for week 2 teaching clarified. Week 2: Progressively assuming responsibility for formal lesson plans across at least 3 class groups; by end of week responsibility for approximately 3 lessons per day. Week 3: Continuing to build teaching responsibility, including trialling a diversity of approaches across 3 classes on average. Observing teaching of other teachers. Comprehensive written evaluations of own and others teaching. Linkages to National Professional Standards for Teachers: Graduate evident (see Evidence Guides on page 101 to 114) Weeks 4 & 5: Full responsibility for teaching of at least 3 classes across the final 2 weeks including planning for sequential teaching sessions, comprehensive lesson planning, assessment and evaluation, working towards unit development. Evidence of involvement in and awareness of whole school activities. Minimum: one per day across a range of teachers and class groups comprehensive evaluations and linkages made to National Professional Standards for Teachers: Graduate. See Lesson Observation Form (page 96). Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). 62 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

65 Cooperating Teacher s Responsibilities Assessment and reporting Tertiary Mentor Lesson Planning Contact Details Page 8. Payment & Claiming Procedures Plan & guide learning experiences for Preservice Teacher, including observations and progressive development of teaching competence in consultation with Tertiary Mentor. Assist reflection & evaluation through discussion. Complete written feedback on as many lessons as possible and discuss. Complete Final Report consulting with Tertiary Mentor. Preservice Teachers completing this 4 th Year Professional Experience component need to be guided and assessed against the Standards and Focus Areas as outlined in the Professional Experience Final Report: Graduating Preservice Teacher and its associated Evidence Guide. Cooperating Teacher(s) will complete the Professional Experience Report: Graduating Preservice Teacher in consultation with Tertiary Mentor. Given the relatively short length of placement, it may not be possible for Preservice Teachers to demonstrate achievement of all Focus Areas listed within the report. Should the Cooperating Teacher have concerns about the capacity of the Preservice Teachers to achieve the key Focus Areas required, the Cooperating Teacher needs to work with the Tertiary Mentor to set in motion the Need for Additional Support processes (see Handbook p. 15 and pp 24-25, and Form p. 94, 95). 1 Liaison & 1 Mentoring Visit across placement period. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self- reflection for each lesson is required. Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page 28. BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 63

66 EDSE5009: TESOL PROFESSIONAL EXPERIENCE OVERVIEW In this unit Preservice Teachers undertake a Professional Experience placement of twelve days in a TESOL setting in the second semester of the final year of their five-year B.Ed Combined Degree program. During the placement Preservice Teacher are assigned to one or more Cooperating Teachers, often with a peer. This unit is closely connected with EDSE5001 TESOL as a Third Teaching Area and precedes a TESOL focused internship placement in the unit EDSE5008. This unit aims to link professional experience in an Intensive English Centre with an exploration of current language education research. Preservice Teachers aim to develop the skills in relating their assessment of the needs and abilities of learners of English with programming, thus developing professional understanding and expertise as second language educators. It has relevance for teaching in Australia and overseas. Professional Experience dates Suggested program 5 August - 20 September Two full day observation visits to ESL Centres will be organised in Term 1 where preservice teachers will observe experienced teacher(s) teaching, discuss learning outcomes, strategies, programs, class/student needs. Placement is 12 days of two days per week from week two to week eight. The first two days will be observation. --On average lessons per week (based on average 40 minute lessons). --During the placement Preservice Teachers should observe other teachers and provide written evaluations of their own and others teaching. There should be at least one observation per day of the Cooperating Teacher, another teacher on staff and/or peer Pre service Teacher. The Lesson Observation Form (page 96) can be used to guide, discuss and record these observations In the final week there should be planning for sequential teaching sessions, comprehensive lesson planning, assessment and evaluation. Activities arranged for involvement in and developing awareness of whole school activities. Written lesson plans need to be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self-reflection for each lesson is required. Attendance Co-operating Teacher s responsibilities Attendance is mandatory and Preservice Teachers are required to make up time lost due to illness, misadventure or other unforeseen circumstances when their attendance is less than 100% of Professional Experience (see page 20). Plan and guide learning experiences for Preservice Teacher, including observations of and progressive development of teaching competence in consultation with Tertiary Mentor. Assist reflection and evaluation through discussion. Complete written feedback on as many lessons as possible and discuss. 64 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

67 Assessment and reporting Suggestions for pair teaching Tertiary Mentors Cooperating Teacher(s) will complete the Professional Experience Report: Graduating Preservice Teacher in consultation with Tertiary Mentor. Given the relatively short length of placement, it may not be possible for Preservice Teachers to demonstrate achievement of all Focus Areas listed within the report. Should the Cooperating Teacher have concerns about the capacity of the Preservice Teachers to achieve the key Focus Areas required, the Cooperating Teacher needs to work with the Tertiary Mentor to set in motion the Need for Additional Support processes (see Handbook p. 15 and pp 24-25, and Form p. 94, 95). In this program Preservice Teachers will generally be placed in pairs to support each other in lesson preparation and reflection. Cooperating Teachers should expect Preservice Teachers to observe each other using the Lesson Observation Forms in this booklet. Preservice Teachers should discuss these with each other and the Cooperating Teacher. Preservice Teachers could teach whole or part of lesson observed by their partner. They could team teach with other teacher/s or support each other by working with groups or individuals in the class. Preservice Teachers should allocate roles for each other in the planning of their lessons. Each Preservice Teacher or pair has an allocated Tertiary Mentor. Contact needs to be made as early as possible and arrangements made for a school or site visit to be made ideally by the mid point of the placement. Each Preservice Teacher has two hours of allocated Tertiary Mentor time across the placement. Tertiary Mentors need to assist Cooperating Teachers concerning expectations and reporting the Professional Experience and in particular in the identification of Preservice Teachers In Need of Additional Support and the appropriate processes of support. Also enclosed in your pack are payment claim forms. A claim needs to be made for each Preservice Teacher in the pair placement. If you need additional copies of forms or further information or assistance please do not hesitate to get in touch with Alex Hector. Please note that the claim form, bank account details and tax declaration must be filled in and returned to: Alex Hector Secondary Coordinator Office of Professional Experience Faculty of Education and Social Work, A35 The University of Sydney, 2006 Ph: [email protected] BACHELOR OF EDUCATION (SECONDARY COMBINED DEGREE PROGRAM) 65

68 BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 66 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

69 FOREWORD Professional Experience components provide opportunities for Preservice Teachers to integrate theory with practice. This experience in schools needs to be valuable for all concerned the Preservice Teachers and the Cooperating Teacher. Preservice Teachers will gain most from the Professional Experience when they become actively involved in the programmed educational activities at their Professional Experience school. Being willing to participate in the life of the school as well as offering to assist with typical teacher activities, for example coaching teams, planning carnivals (etc.) will increase the value of the Professional Experience as it will more accurately reflect the real work of teachers. GENERAL INSTRUCTIONS --First and Second Year Preservice Teachers must call the school and make contact with their Cooperating Teacher or School Coordinator before the first day of Professional Experience. Third Year Preservice Teachers must undertake a COMPULSORY pre-placement visit of at least one day before the first day of Professional Experience.This meeting is designed to meet the Cooperating Teacher, gather information about the structure of the school day and week, devise a timetable, discuss lesson and unit planning, gain an understanding of the class groups to be taught and identify when the Preservice Teacher will commence teaching (see specific notes related to the Year 1, Year 2, Year 3 and Year 4 Professional Experience for more information). --When developing a Professional Experience timetable, try to leave time between written lessons for: --Self reflection about the lesson just taught (to be written as a self reflection at the end of the lesson plan); --Discussion time with Cooperating Teacher and/or Tertiary Mentor (add written notes about these discussions at the end of each lesson plan); --Planning future lessons; --Preparation of materials for future lessons; --Observing PDHPE lessons and where possible lessons in other Key Learning Areas. TEACHING RESOURCE FILE Compilation of a Teaching Resource File is a valuable and mandatory component of the HMHE Professional Experience program. Observational activities serve to broaden Preservice Teachers understanding and appreciation of the complex roles of the teacher in the classroom, within the school, within the immediate neighbourhood and within the community at large. Preservice Teachers are to compile a record of pertinent general observations of the school and a collection of useful ideas and resource materials. While these activities should not be confined to the practice teaching period, Preservice Teachers are expected to take advantage of the opportunities these periods provide. By the end of the HMHE course the File should contain information about the whole school policies and practices of FOUR schools, including community involvement as well as the policies and practices of the PDHPE department. BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 67

70 ORGANISATION AND CONTENT OF THE FILE The Teaching Resource File is best constructed as a series of reports about each school to which the Preservice Teacher is attached for Professional Experience. The following headings and comments indicate areas Preservice Teachers might be expected to consider. THE COMMUNITY AND SCHOOL --Description of the area around the school, natural resources, degree of urbanisation and industrialisation, socio-cultural and socio-economic character of population, community facilities; --School-community relations, school-parent organisations, school-parent cooperation and interaction; --Local health agencies. THE SCHOOL ENVIRONMENT --Description of the school, physical features, layout design, advantages and disadvantages; --School organisation-preservice Teacher classification, intra-class grouping, team teaching, responsibilities of teachers beyond the classroom; --Special activities and arrangements physical education, art, clubs, choirs; --Provision for children with special needs; --Provision for LOTE; --Equipment; --Library duties of specialist teachers; --Policies safety, discipline, uniform, harassment, racism, sexism, canteen etc.; --Health Promoting School initiatives. CLASS/LESSON ORGANISATION --Age composition and ability level of Preservice Teachers; --Classroom layout, seating arrangements; --Teaching procedures teacher s use of aids, audio-visual devices, notable adoptions of basic teaching procedures; --Class management procedures and routines; --Noteworthy approaches eg intra-class grouping, individualised instruction, use of textbooks and graded materials; --Teacher s records attendance, attainments etc. ASSESSMENT PROCEDURES --School policies and schemes e.g. weekly, monthly, half-yearly tests; --Testing for basic skills; --Example of standardised tests and their use; --Examples of teacher-made tests; --Forms for reporting to parents; --Special testing by school counsellors; --Referral of children to specialist services; --Medical examinations; --ESL profiles. 68 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

71 SPORT ORGANISATION --Organisation and administration of the sports program at the school level; --School sporting team organisation, supervision and coaching; --Whether there is a zone and regional structure (or equivalent) that the school belongs to and how this operates e.g. interschool sport, gala days, carnivals; --Staff development; --Funding for the school sports program; LESSON PLANNING 1. Preparing both lesson plans and unit outlines is mandatory. They should be kept in your Teaching Resource File, together with teaching resources, materials, self reflections and feedback sheets from Cooperating Teacher and Tertiary Mentor. Relevant assessment tasks from your Professional Practice Units in PDHPE in years 1-4 should also be included as part of the Teaching Resource File. 2. Lesson plans and unit outlines must be shown to the Cooperating Teacher, at the beginning of each day for checking and advice. 3. Each lesson plan must be written to reflect and record planning for the lesson being taught. As a rule of thumb, each lesson plan should contain enough details for another person not involved in its planning to be able to teach from it without consulting the planner. It should include space for self reflection and a summary of discussions with the Cooperating Teacher and/or Tertiary Mentor. 4. All lesson plans are important material for the Tertiary Mentor and HMHE staff members as well as for the Cooperating Teacher and/or Tertiary Mentor. 5. Lesson plans must be prepared in one of the formats explained and used in your Professional Practice Units in PDHPE 1-4 units. DRESS CODE Preservice Teachers are required to be dressed in professional attire during the Professional Experience. Looking like you want to teach will have a positive impact on your ability to manage Preservice Teacher behaviour. Wearing board-shorts, having your midriff exposed or wearing singlet tops are not examples of being professionally attired. The HMHE program has provided Preservice Teachers with the opportunity to acquire sporting attire in the form of tracksuits, polo shirts, shorts and sweatshirts that have the University and HMHE logo embroidered. We would recommend that all Preservice Teachers wear this attire to present a professional and practical appearance for engaging in delivering the PDHPE curriculum. BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 69

72 YEAR 1 PROFESSIONAL EXPERIENCE REQUIREMENTS To orientate Preservice Teachers to schools and teaching, the Year 1 Professional Experience program has a K-6 focus, with Preservice Teachers spending 18 (including one statutory holiday) days in a primary school setting (3 rolling days and a 3 week block). It aims to provide orientation experiences that will be built upon in proceeding Professional Experience placements in secondary schools. GENERAL AIMS OF YEAR 1 PROGRAM Preservice Teachers will be placed in pairs for this Professional Experience placement. At the completion of this Professional Experience placement, Preservice Teachers will be able to: --Develop the capacity to collect relevant information from personal observation, communication with staff and other Preservice Teachers and examination of relevant school-based resources; --Observe and interact with peers and start to deepen understanding of teachers behaviour, attitudes, language, movement and levels of conceptual development; --Build confidence in being part of a school environment including communicating appropriately with other Preservice Teachers and teaching staff; --Thoughtfully reflect on their own practice and the teaching practices they observe and to be able to record their observations and experiences and discuss them with supervising teachers, lecturers and peers; --Evaluate the place of PDHPE curriculum in the K-6 setting; --Deepen understanding of ways teachers need to take account of their own wellbeing within their working life; --Begin to plan, organise, implement and evaluate simple teaching activities within the K-6 PDHPE and other Key Learning Areas; --Begin to formulate strategies for effective teaching practices and develop a personal philosophy of teaching and learning. EXPECTATIONS OF THE PRESERVICE TEACHER --To call the school and make contact with their Cooperating Teacher or School Coordinator before the first day of Professional Experience; --To attend the allocated school on three designated Professional Experience days (prior to the Professional Experience block) and Professional Experience block during the normal staff attendance hours; --Adhere to guidelines for professional role modelling in terms of punctuality, dress and speech; --To follow correct procedures, as outlined in the Faculty of Education and Social Work policies and procedures if they are unable to attend due to a significant impediment; --To work in pairs to discuss observations and/or activities. However it is expected that each individual Preservice Teacher undertakes the completion of all required tasks independently; --Prepare lessons thoroughly including research of materials (with direct syllabus links); --Demonstrate a willingness to accept and participate fully in all duties and to seek out additional experiences in the school; --A capacity to be open and thoughtful as well as a good listener and a perceptive questioner. 70 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

73 EXPECTATIONS OF PRINCIPAL AND/OR COOPERATING TEACHER(S): --To select an experienced teacher to mentor a pair of University of Sydney Preservice Teachers; --To provide guidance to Preservice Teachers about their role as an observer, classroom teacher and member of staff; --To provide adequate opportunities for both Preservice Teachers to teach the required hours in this Professional Experience placement (12 hours); --To provide adequate and equal supervision and support for both Preservice Teacher at all times; --To provide feedback and discussion around required teaching observation and classroom practice; --To provide specific individualised feedback on lesson planning and teaching styles and strategies; --To provide advice for professional development and growth; --To provide opportunities, where appropriate, for participation in the broader school environment (e.g. staff meetings, school assemblies, observing specialist programs, lunch time duties, etc.); --To complete a brief evaluation of the Preservice Teacher overall professional experience in the school. TEACHING LOAD As this is the first Professional Experience for HMHE Preservice Teachers, a brief introductory period to familiarise the Preservice Teacher with school policies and procedures as well as the structure of classes is required. The majority of this will have occurred during the 3 dispersed days before the block teaching. By day two or three of the first week the Preservice Teacher should have assisted the Cooperating Teacher with teaching some aspects of both theory and practical lessons in PDHPE. This teaching should progress from taking a small group of the class in parallel with the Cooperating Teacher to taking the whole class for one aspect of the lesson (e.g. the introduction). Working with the Cooperating Teacher on other Key Learning Areas is also appropriate. In the first week Preservice Teachers are expected to be with their Cooperating Teacher(s) for a full teaching load, i.e. 2/3 of a teaching week. The remaining time needs to be directed towards preparation for teaching responsibilities in the following weeks of your placement. The Preservice Teacher should have experienced up to two hours of classroom instruction during the first week. During week two the Preservice Teachers are to assume more responsibility for classes and are to be teaching whole class groups. Weeks two and three should include at least three hours per week of teaching (this includes peer teaching). The opportunity for the Preservice Teacher to observe lessons taught by the Cooperating Teacher, by other teachers or by fellow Preservice Teachers is to be encouraged. It would also be beneficial if the Preservice Teacher could observe the teaching of lessons from other Key Learning Areas to increase their understanding of the diversity of the primary school curriculum and to expose them to a variety of teaching and classroom management styles. The Professional Experiences are an opportunity for Preservice Teachers to relate theory and practice. The experience in schools must be valuable for all concerned the children, the Cooperating Teacher and the Preservice Teacher. The Preservice Teacher will gain most from the Professional Experience when they become actively involved in the programmed educational activities, especially when willing to assist in every possible way. BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 71

74 Compulsory Pre- Placement Contact Professional Experience Dates Suggested Preservice Teacher learning program: experiences and responsibilities NOTE: Quality of experience is as important as quantity Cooperating Teachers to use professional judgment as to teaching responsibilities assigned to Preservice Teacher Observation of Classes Attendance Cooperating Teacher s Responsibilities Tertiary Mentor Lesson Planning Contact Details Page 8. Payment & Claiming Procedures Preservice Teachers must call the school and make contact with their Cooperating Teacher or School Coordinator before the first day of Professional Experience. Fridays: 10 th May to 24 th May (3 separate days weekly). 3 rd June 21 st June, 2013 (3 week block). 17 days total (one public holiday). Preservice Teachers placed in pairs with at least one allocated Cooperating Teacher. Placement has a whole school focus aimed to develop understandings of primary schools, teachers and Preservice Teachers as learners particularly with respect to the PDHPE KLA. Preservice Teachers will participate across the school in activities associated with this KLA. Initial dispersed days will have a strong observation focus. In the block period Preservice Teachers need to have the opportunity to plan, implement and evaluate some teaching activities to groups or classes with guidance and support. Written report of observation of classes to form part of portfolio. At least one observation per day in classes across all Key Learning Areas. See Appendices for Lesson Observation form. (page 96) Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience. Page 20. Plan & guide learning experiences for Preservice Teacher, including observations and progressive development of teaching competence in consultation with Tertiary Mentor. Assist reflection & evaluation through discussion. Complete Final Report consulting with Tertiary Mentor. 1 Liaison & 1 Mentoring Visit. Word processed lesson plans must be submitted to the Cooperating Teacher for approval the day prior to the lesson. Written evidence of self- reflection for each lesson is required. Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

75 YEAR 2 PROFESSIONAL EXPERIENCE REQUIREMENTS This Professional Experience is a mandatory component within the unit EDUH2019, Professional Practice in PDHPE II. It consists of a 17 day placement (2 rolling days and a 3 week block) in a secondary school setting. It is the first experience the Preservice Teachers have of teaching PDHPE in secondary schools. It is intended that this in-school experience will build on the skills developed during the Year 1 in-school experience in a primary school setting. As well as developing their own understanding of Preservice Teachers in the junior high school and their needs, the Preservice Teachers will be expected to reflect on their own teaching and that of other teachers. Also to discuss their teaching with the Cooperating Teacher and Tertiary Mentor, plan and teach units of work from the school s PDHPE program, and participate in whole school activities. Compulsory Pre- Placement Contact Professional Experience Dates Preservice Teachers must call the school and make contact with their Cooperating Teacher or School Coordinator before the first day of Professional Experience. Fridays: 12th October and 19th October. (2 separate days weekly on a Friday). 29 th October 16 th November, 2013 (3 week block). Minimum Teaching Load Observation of Classes Attendance Cooperating Teacher s Responsibilities NOTE: Quality of experience is as important as quantity Cooperating Teachers to use professional judgment as to teaching responsibilities assigned to Preservice Teacher Tertiary Mentor 17 days total lessons per week. (based on 40 minute lessons, reduced proportionally if the school s lessons are longer). Written report of observation of classes to form part of portfolio. At least one observation per day in classes across all Key Learning Areas. See Focussed Observation form in appendices (page 96). Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience. Page 20. Plan & guide learning experiences for Preservice Teacher, including observations and progressive development of teaching competence in consultation with Tertiary Mentor. Assist reflection & evaluation through discussion. Complete written feedback on as many lessons as possible and discuss. Complete Final Report consulting with Tertiary Mentor. Preservice Teachers undertaking a 2 nd Year HMHE Professional Experience need to be guided and assessed in terms of the Professional Experience Report: Non-Graduate Preservice Teacher and its associated Evidence Guide (pages 101 to 117). 2 Mentoring Visits. BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 73

76 Lesson Planning Lesson and unit planning are compulsory. Contact Details Page 8. Word processed lesson plans must be submitted to the cooperating teacher for approval the day prior to the lesson. Written evidence of self-reflection for each lesson is required. Payment & Claiming Procedures Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page 28. THE INTRODUCTORY PERIOD As this is the first placement in a secondary school a brief introductory period of two days will be implemented to familiarise the Preservice Teacher with school policies and procedures, as well as the structure of classes and observations of teaching strategies, management approaches and an awareness of Preservice Teacher needs. By the end of the first few days the Preservice Teacher should have progressed from assisting the Cooperating Teacher with teaching some aspects of both theory and practical lessons in PDHPE to teaching whole classes. In the first week of the block Professional Experience Preservice Teachers are expected to be with their Cooperating Teacher(s) for a full teaching load, i.e. 2/3 of a teaching week. The remaining time needs to be directed towards preparation for teaching responsibilities in the following weeks of your placement. From week two the Preservice Teacher is to assume full responsibility for all classes. If a serious problem with class management becomes evident it is recommended that for the second week, the Preservice Teacher work with half the class in parallel with the Cooperating Teacher. By week three the Preservice Teacher should be taking full responsibility for all classes. THE CLASS LOAD During week one the Preservice Teacher should work with no more than two classes per day. These may be single or double periods (based on 40 minute periods). From then on the Preservice Teacher should have no more than the equivalent of four 40 minute periods per day (preferably 10 to 14 periods per week). The opportunity for the Preservice Teacher to observe lessons taught by the Cooperating Teacher, by other teachers (especially senior classes, including Community and Family Studies) or by fellow Preservice Teachers is to be encouraged. It would also be beneficial if the Preservice Teachers could observe the teaching of lessons from other key learning areas to increase their understanding of the diversity of the secondary school curriculum and to expose them to a variety of teaching and behaviour management style. TEACHING AREAS (SPECIFIC UNITS OF WORK) It is hoped that the Preservice Teachers will be able to teach sufficient aspects of the program to experience the integrated nature of the PDHPE syllabus. It is greatly appreciated when the Cooperating Teacher is able to permit a more confident Preservice Teacher to teach material that is new to the Preservice Teacher and which is scheduled later in the school year to a responsive class. The Preservice Teacher is required to develop a unit outline and lesson plans for each unit of work taught. Detailed lesson plans are still required if a school has developed Preservice Teacher workbooks. The Preservice Teachers are also required to gather materials and resources and make notes to enable them to compare the theory covered in lectures with the practice in a school setting. 74 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

77 It is expected that the Preservice Teacher will assist (although their ability may be limited by their inexperience) with any of the various roles members of the PDHPE staff fulfil in the school and that they participate in general school life, for example staff meetings, staff morning teas, playground duty (with Cooperating Teacher), relevant committee meetings and team coaching for the school sport program. Tertiary Mentors will make two Mentoring visits. They will discuss the Preservice Teacher s progress with the Preservice Teacher and the Cooperating Teacher. Grading for this Professional Experience will be Satisfies Requirements or Fail. The Cooperating Teacher will write the Professional Experience Report usually after consultation with the Tertiary Mentor. An Evidence Guide (see appendices) to assist with the process is provided. YEAR 3 PROFESSIONAL EXPERIENCE REQUIREMENTS PLEASE NOTE: THIS WILL BE THE FINAL FULLY SUPERVISED PROFESSIONAL EXPERIENCE FOR THESE PRESERVICE TEACHERS BEFORE UNDERTAKING AN INTERNSHIP IN YEAR 4 (2014). The National Professional Standards for Teachers: Graduate will form the foundation of this Professional Experience. Preservice Teachers in this Professional Experience need to be guided and assessed against ALL National Professional Standards for Teachers: Graduate. The format for the final report to be used is the Professional Experience Report: Graduating Preservice Teacher. This Professional Experience is a mandatory component in the unit EDUH3020, Professional Practice in PDHPE III. It is intended that this in-school experience will build on the skills developed during the Year 2 in-school experience. As well as developing their own understanding of Preservice Teachers in the secondary school and their needs, the Preservice Teachers will be expected to assist in Preservice Teacher assessment, reflect on their own teaching, discuss their teaching with the Cooperating Teacher, plan and teach at least four units of work from the school s PDHPE program, and participate in whole school activities. Preservice Teachers will also be expected to gather artefacts/evidence to construct their Professional Learning Portfolio, which is a mandatory assessment task for EDUH3020. This portfolio will be submitted after this professional experience has been completed. Pre-Practice Visit Professional Experience Dates Minimum Teaching Load To be negotiated with Cooperating Teacher in the week prior to professional experience commencement. See page rd June 28th June day block (one public holiday) periods per week. (based on 40 minute lessons, reduced proportionally if the school s lessons are longer). BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 75

78 Observation of Classes Attendance Cooperating Teacher s Responsibilities Tertiary Mentor Written report of observation of classes to form part of teaching resource file. At least one observation per day in classes across all Key Learning Areas. Attendance is mandatory (except for Public Holiday) and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience. Page 20. Complete Report. Complete written feedback on as many lessons as possible. 1 Liaison visit & 1 Mentoring visit. Assessment and reporting Lesson Planning Cooperating Teacher(s) will complete the Professional Experience Report: Graduating Preservice Teacher in consultation with Tertiary Mentor. Given the relatively short length of placement, it may not be possible for Preservice Teachers to demonstrate achievement of all Focus Areas listed within the report.should the Cooperating Teacher have concerns about the capacity of the Preservice Teachers to achieve the key Focus Areas required, the Cooperating Teacher needs to work with the Tertiary Mentor to set in motion the Need for Additional Support processes (see Handbook p. 15 and pp 24-25, and Form p. 94, 95). Lesson and unit planning are compulsory. Contact Details Page 8. Word processed lesson plans must be submitted to the cooperating teacher for approval the day prior to the lesson. Written evidence of self- reflection for each lesson is required. Payment & Claiming Procedures Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page 28. THE INTRODUCTORY PERIOD A brief introductory period to familiarise the Preservice Teacher with school policies and procedures as well as the structure of classes and the Preservice Teachers is appropriate. After 2 days the Preservice Teacher should have progressed from assisting the Cooperating Teacher with teaching some aspects of both theory and practical lessons in PDHPE to teaching whole classes. In the first week Preservice Teachers are expected to be with their Cooperating Teacher(s) for a full teaching load, i.e. 2/3 of a teaching week. The remaining time needs to be directed towards preparation for teaching responsibilities in the following weeks of your placement. From week two the Preservice Teacher is to assume full responsibility for all classes. If a serious problem with class control becomes evident it is recommended that for the second week, the 76 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

79 Preservice Teacher work with half the class in parallel with the Cooperating Teacher. By week two the Preservice Teacher should be taking full responsibility for all classes. THE CLASS LOAD During the first two days of week one, the Preservice Teacher should work with no more than two classes per day. These may be single or double periods (based on 40 minute periods). From then on the Preservice Teacher should have no more than the equivalent of three to four 40 minute periods per day (preferably 14 to 18 periods per week). The opportunity for the Preservice Teacher to observe lessons taught by the Cooperating Teacher, by other teachers (especially senior classes, including Community and Family Studies) or by fellow Preservice Teachers is to be encouraged. It would also be beneficial if the Preservice Teachers could observe the teaching of lessons from other key learning areas to increase their understanding of the diversity of the secondary school curriculum and to expose them to a variety of teaching and behaviour management styles. TEACHING AREAS (SPECIFIC UNITS OF WORK) It is hoped that the Preservice Teachers will be able to teach sufficient aspects of the program to experience the integrated nature of the PDHPE syllabus. It is greatly appreciated when the Cooperating Teacher is able to permit a more confident Preservice Teacher to teach material that is new to the Preservice Teacher and which is scheduled later in the school year to a responsive class. The Preservice Teacher is required to develop lesson plans for each unit of work taught. Detailed lesson plans are still required if a school has developed Preservice Teacher workbooks. The Preservice Teachers will also be expected to develop an understanding of Preservice Teachers in the senior school (where applicable), demonstrate preparation and skill in presenting wet weather lessons and demonstrate teaching competence. Working with children with special education needs is also appropriate. If it is not possible to take responsibility for teaching senior classes (years 11 & 12), Preservice Teachers must organise a significant amount of observation in this final stage. It is expected that the Preservice Teacher will assist (although their ability may be limited by their inexperience) with any of the various roles members of the PDHPE staff fulfil in the school and that they participate in general school life e.g. staff meetings, staff morning teas, playground duty (with Cooperating Teacher), relevant committee meetings and team coaching for the school sports program. Tertiary Mentors will make one liaison and one mentoring visit. They will discuss the Preservice Teacher s progress with the Preservice Teacher and the Cooperating Teacher. Grading for this professional experience will be Satisfies Requirements or Fail. The Cooperating Teacher will write the Professional Experience Report: Graduating Preservice Teacher usually after consultation with the Tertiary Mentor. An Evidence Guide (pages 101 to 114) to assist with the process is provided. YEAR 4 PROFESSIONAL EXPERIENCE: INTERNSHIP All Bachelor of Education (Secondary: Human Movement & Health Education) Preservice Teachers complete a 30 day internship in the final semester of this 4 year course. Details of this program are provided within the faculty s Internship Handbook which is also available on the Office of Professional Experience website. BACHELOR OF EDUCATION (SECONDARY: HUMAN MOVEMENT & HEALTH EDUCATION) 77

80 MASTER OF TEACHING 78 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013 MASTER OF TEACHING

81 INTRODUCTION The Master of Teaching (MTeach) degree is a two-year professional degree designed to produce high quality teachers through a carefully integrated program of study. Candidates for the degree are graduates with a first degree, usually with a major in at least one of their subject specialisations. All MTeach candidates meet NSW Department of Education and Communities (DEC) criteria for accreditation in their chosen discipline areas. Many are mature age people with rich life experience and varied professional skills. The Master of Teaching course: --Addresses important contemporary issues in schooling and education using case-based and inquiry methods; --Provides carefully sequenced school experiences culminating in an intensive work-place Internship; and --Positively assists professional growth in participants especially by fostering reflection upon action culminating in Professional Research Project as part of their final Professional Experience component, the 9-week Internship in 2nd Year. The distinctive components of the MTeach program are designed to build upon each candidate s discipline knowledge and thinking skills, encouraging the further development of: --Critical judgement; --Rigorous and independent thinking; --Accountability for decisions; --Self-evaluation; --Problem solving capacities; --Creativity and imagination; --Leadership capacity; --Evidence-based evaluation of teaching and learning outcomes. These goals will be achieved through cooperative and individual learning and inquiry-based approaches to teaching and learning, which challenge participants to tackle stimulating, challenging and convincing cases based on real - life schooling situations. INTERNET RESOURCES FOR PROFESSIONAL EXPERIENCES Resources for Professional Experiences and information on the nature of the MTeach program can be found at the following website: Faculty of Education and Social Work Master of Teaching sydney.edu.au/education_social_work/current_students/mteach MASTER OF TEACHING 79

82 STRUCTURE OF MTEACH PROFESSIONAL EXPERIENCE COMPONENTS The Professional Experience components of the MTeach degree comprise four elements: YEAR 1 Three full day Observation Visits to school (K-12) sites (Mar/Apr) --Professional Experience 1: School Term 3 20 days = 4 weeks at 5 days per week The National Professional Standards for Teachers: Graduate Teachers form the foundation of this Professional Experience. Focus Areas within these Standards have been selected to provide appropriate early career stage professional learning criteria. The particular focus for Professional Experience 1 is the teacher in the classroom. Thus Focus Areas within Standards 1 to 5 provide particular focus for this experience. YEAR 2 --Professional Experience 2: School Term 2 20 days = 4 weeks at 5 days per week The National Professional Standards for Teachers: Graduate Teachers form the foundation of this Professional Experience. This Professional Experience is the final component before an Internship. Preservice Teachers in this Professional Experience need to be guided and assessed against all National Professional Standards for Teachers: Graduate level. The particular focus for Professional Experience 2 is the teacher in the classroom as well as the broader contexts of the school and community. Thus criteria associated with Standards 6 and 7 provide an additional focus for this experience. --Internship: School Term 3 45 days = 9 weeks at five days per week Interns have been assessed as achieving all National Professional Standards for Teachers: Graduate. The Internship provides the opportunity to consolidate understanding and capacity across all Professional Standards 1-7. A particular focus is the roles of the teacher in the school and the community. PRESERVICE TEACHER S PRIOR COURSEWORK The MTeach degree is organised into two academic course components: Study 1 (cross-curriculum studies in schooling, curriculum, teaching and learning, Information Technology in Education and Special Education) and; Study 2 (pedagogic studies in specific teaching subjects or curriculum areas). Study 1 provides opportunities for Preservice Teachers to develop understandings of teaching and educational issues based on research and writing derived from the various disciplines of Education. Study 2 deals with issues of curriculum and teaching in the Key Learning Areas for which the Preservice Teacher is preparing to teach. 80 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

83 By the beginning of Professional Experience 1, all First Year Preservice Teachers will have completed: --Coursework in Study 1 (the Introduction to Teaching & Learning unit and the first half of Teachers and Learners in Schools unit); --Secondary Preservice Teachers will have undertaken up to 36 hours of Study 2 in each of the two curriculum subjects they are preparing to teach; and --Primary Preservice Teachers will have completed 24 hours of curriculum studies in the Key Learning Areas (KLA) of English and Maths and 12 hours in Drama, Music, HSIE and Science and Technology. Study in the other KLAs of the Primary school will occur after Professional Experience 1 and in the subsequent year. By the beginning of Professional Experience 2, all Second Year Preservice Teachers will have undertaken: --Further coursework in Study 1; --2 Units in Special Education; and --Further curriculum studies in each of the subjects they are preparing to teach. Primary Preservice Teachers will have completed curriculum studies in all of the Primary Key Learning Areas. PROFESSIONAL EXPERIENCE 1 - AUGUST/SEPTEMBER In Professional Experience 1, Preservice Teachers are judged as SATISFIED REQUIREMENTS or FAIL on the basis of their teaching performance against the outcomes criteria listed within the Professional Experience Report: Non Graduating Preservice Teacher and supported by criteria at First and Middle Stages in the Evidence Guide. Preservice Teachers judged as Satisfied Requirements should demonstrate achievement of or significant development towards each of the Focus Areas listed in this Report. See the first section of this Handbook for further guidance regarding assessment. PROFESSIONAL EXPERIENCE 2 - MAY In Professional Experience 2, Preservice Teachers are judged as SATISFIED REQUIREMENTS or FAIL on the basis of their teaching performance against the National Professional Standards for Teachers: Graduate Teachers listed within the Professional Experience Report: Graduating Preservice Teacher and guided by the descriptors at Graduate level in associated Evidence Guide. Preservice Teachers judged to have Satisfied Requirements should have demonstrated achievement of each of the Standards listed. MASTER OF TEACHING 81

84 MASTER OF TEACHING YEAR ONE The National Professional Teaching Standards form a framework for this Professional Experience with a particular focus on Focus Areas within Standards 1 to 5. Compulsory Preplacement visits Professional Experience Dates Suggested Preservice Teacher learning program: experiences and rsponsibilities NOTE: Quality of experience is as important as quantity Cooperating Teachers to use professional judgment as to teaching responsibilities assigned to a Preservice Teacher. The aim is for development with increasing responsibilities across the placement period. Arrange to visit your school and teacher, at least once preferably in University weeks 3 and 4 of Semester 2. Visits are compulsory, when the placement has been finalised to leave sufficient time for such visits. Professional Experience 1: 26 August 20 September (20 day block). Primary: placement in pairs on a class or stage, when the placement has been finalised to leave sufficient time for such visits. SUGGESTED SECONDARY PROGRAM There are two major components: 1. Lesson Observations - structured and documented observation of a range of classes, teachers and (optimally) peers. Using the faculty s form at (page 96). Lesson Observations are to be completed and discussed with Cooperating Teachers, Tertiary Mentors and peers. 2. Action of Teaching - commencing as supported teaching, including co-teaching, small groups or part lesson teaching. A focus on guided explicit planning and written evaluation of teaching must be incorporated. On average, for weeks 2,3 and 4 of the placement, 10 lessons (assuming 40 minute lessons) per week either individually or as a pair to be completed. Pre Placement Visits Share Preservice Teacher Professional Experience Profile (pages 97-98) with teacher. Liaise with classroom teacher about planning and teaching responsibilities for the entire 20 days. Make contact with your Tertiary Mentor via , phone or meeting. Record all of the school protocols and routines such as bell times, WHS procedures, behaviour management policy, and teacher parking space. Make photocopies of the Lesson Observation Form (page 96) ready for use in your professional experience. (Cooperating Teachers and Tertiary mentors will aim to meet once before professional experience or in the first week.) Continues on next page 82 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

85 Week 1: Days 1-3: observation of Cooperating Teacher(s) teaching discussion of learning outcomes, strategies etc. Formal documenting using Lesson Observation Form at least 1 observation per day for week 1 and 1 per day there after (page 96). Days 4&5: commencing co-teaching activities/lessons, plans for week 2 teaching in place. Week 2: Progressively assuming responsibility for formal lesson plans across for example 3 class groups; by end of week involvement in approximately 2 lessons per day. Week 3: Continuing to build teaching responsibility, including diversity of approaches across 3 classes on average. Observing teaching of other teachers. Written evaluations of own and others teaching (use of Lesson Observation Form). Week 4: Full responsibility for teaching of at least 3 class groups across final week including planning for sequential teaching sessions, comprehensive lesson planning and evaluation. Evidence of involvement and growing awareness of whole school activities. Observation of Classes Lesson Planning Attendance SUGGESTED PRIMARY PROGRAM (page 85 & 86) Observations in first 2-3 days, moving to daily observations and 2-3 lessons per day. Lesson: Note: A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. Includes assistance and team teaching with the Cooperating Teacher. An average of one lesson per day including observation of other Preservice Teachers and teachers of other grades/stages (primary) and curriculum areas (secondary). Written reflections required. Note: Lesson Observation Form in Appendices page 96. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self- reflection for each lesson and links made to relevant Standards for the National Professional Teaching Standards is required. Attendance is mandatory and Preservice Teacher will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). MASTER OF TEACHING 83

86 Cooperating Teacher s Responsibilities --Plan & guide learning experiences for Preservice Teacher, including observations and progressive development of teaching competence in consultation with Tertiary Mentor; --Arrange opportunities for lesson observation; --Support and Monitor engagement with Lesson Observation Feedback format; --Assist reflection & evaluation through discussion. Complete written feedback on as many lessons as possible and discuss. --Complete Final Report consulting with Tertiary Mentor. Preservice Teachers completing this Professional Experience component need to be guided and assessed against Standards and Focus Areas outlined in the Professional Experience Report: Non Graduating Preservice Teacher and its associated Evidence Guide (pages & ). Tertiary Mentor 2 Mentoring visits or equivalent. If working with a group of Preservice Teachers in one school site more regular meetings with Preservice and Cooperating Teachers may occur. Contact Details Page 8. Payment & Claiming Procedures Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

87 PRIMARY PROGRAM Pre-Placement Visits Getting to know your school and class Week 1 Focus Week 2 Focus Share Preservice Teacher Professional Experience Profile (page 97) with teacher. Liaise with classroom teacher about planning and teaching responsibilities for the 20 days. Make contact with your Tertiary Mentor via , phone or meeting. Record all of the school protocols and routines such as bell times, WHS procedures, behavior management policy, and teacher parking space. Make photocopies of the Lesson Observation Form (page 96) ready for use in your professional experience. (Cooperating Teachers and Tertiary mentors will meet once before professional experience or in the first week.) Make at least one observation (Weeks 1-4) using the Lesson Observation Form (page 96) of: --a peer; --a cooperating teacher; --a self evaluation of at least one lesson which was assessed by a cooperating or preservice teacher; At each weekly meeting (Weeks 2-4) preservice teachers will be asked to bring for discussion: --relevant observations of a peer and a cooperating teacher; --lesson plans; --self evaluations. Make at least one observation each day (Weeks 1-4) using the Lesson Observation Form (page 96) of: --a peer; --a cooperating teacher; --a self evaluation of at least one lesson which was assessed by a cooperating or preservice teacher. Cooperating Teacher Tertiary Mentor and Preservice Teacher meeting Focus for discussion: --Teachers communicate effectively with their students. MASTER OF TEACHING 85

88 Week 3 Focus Week 4 Focus Make at least one observation each day (Weeks 1-4) using the Lesson Observation Form (page 96) of: --a peer; --a cooperating teacher; --a self evaluation of at least one lesson which was assessed by a cooperating or preservice teacher. Cooperating Teacher Tertiary Mentor & Preservice Teacher meeting Focus for discussion: --Teachers know their students and how they learn. Make at least one observation each day (Weeks 1-4) using the Lesson Observation Form (page 96) of: --a peer; --a cooperating teacher; --a self evaluation of at least one lesson which was assessed by a cooperating or preservice teacher. Cooperating Teacher Tertiary Mentor & Preservice Teacher meeting Focus for discussion: --Teachers create and maintain safe and challenging learning environments through the use of classroom management skills; --Teachers communicate effectively with their students; --Teachers know their students and how they learn. 86 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

89 MASTER OF TEACHING YEAR TWO All The National Professional Teaching Standards form a framework for this Professional Experience with Standards 1 to 5 having a strong focus. Compulsory Pre- Placement visit Proefessional Experience Dates Suggested Preservice Teacher learning program: experiences and responsibilities One full day to be negotiated by each Preservice Teacher with the school prior to professional experience. 6 May 31 May day block. SUGGESTED SECONDARY PROGRAM periods per week, based on a 40 minute period. Pre Placement Visits Share Preservice Teacher Professional Experience Profile (pages 97-98) with teacher. Liaise with classroom teacher about planning and teaching responsibilities for the entire 20 days. Make contact with your Tertiary Mentor via , phone or meeting. Record all of the school protocols and routines such as bell times, WHS procedures, behaviour management policy, and teacher parking space. Week 1: Days 1-2: largely observation of Cooperating Teacher(s) teaching discussion of learning outcomes, strategies, programs, class/student needs. Completion of Focussed Observation Forms for a range of classes and teachers. Days 3-5: commencing co-teaching activities/lessons including lesson planning. Expectations for week 2 teaching clarified. Week 2: Progressively assuming responsibility for formal lesson plans across at least 3 class groups; by end of week responsibility for approximately 3 lessons per day. Week 3: Continuing to build teaching responsibility, including trialling a diversity of approaches across 3 classes on average. Observing teaching of other teachers. Comprehensive written evaluations of own and others teaching. Linkages to National Professional Standards for Teachers: Graduate evident (see Evidence Guide on page 101). Week 4: Full responsibility for teaching of at least 3 classes across the final week including planning for sequential teaching sessions, comprehensive lesson planning, assessment and evaluation, working towards unit development. Evidence of involvement in and awareness of whole school activities. Primary: See guide below. Lesson: A lesson in primary school can range from 30 minutes to one hour depending on the age of the students. A lesson can also be developed for a small group, a large group or a whole class. MASTER OF TEACHING 87

90 Observation of Classes Attendance Cooperating Teacher s Responsibilities Includes assistance and team teaching. An average of one lesson per day, of as many different classes and teachers as possible. See Lesson Observation Form (page 96). Attendance is mandatory and Preservice Teachers will be required to make up any time lost due to illness, misadventure or other unforseen circumstances where their attendance is less than 100% of the Professional Experience (page 20). --Plan & guide learning experiences for Preservice Teacher, including observations and progressive development of teaching competence in consultation with Tertiary Mentor; --Assist reflection & evaluation through discussion. Complete written feedback on as many lessons as possible and discuss; --Arrange opportunities for lesson observation; --Support and Monitor engagement with Lesson Observation format. Tertiary Mentor Lesson Planning Contact Details Page 8. Payment & Claiming Procedures --Complete Final Report consulting with Tertiary Mentor. Preservice Teachers completing this Professional Experience component need to be guided and assessed against the Standards and Focus Areas as outlined in the Professional Experience Final Report: Graduating Preservice Teacher and its associated Evidence Guide. 1 Liaison visit, 1 Mentoring visit or equivalent if working with a group of Preservice Teachers in one school site. Lesson and unit planning are compulsory. Written lesson plans must be submitted to the Cooperating Teacher for approval prior to the lesson. Written evidence of self-reflection for each lesson is required. Please note that claims must be submitted in the same year that the professional experience is undertaken. Refer to page 28. GUIDELINES FOR PRIMARY PRESERVICE TEACHERS Pre-Placement Visit Getting to know your school & class. Share Preservice Teacher Professional Experience Profile (pages 97-98) with teacher. Liaise with classroom teacher about planning and teaching responsibilities for the entire 20 days. Make contact with your Tertiary Mentor via , phone or meeting. Record all of the school protocols and routines such as bell times, WHS procedures, behaviour management policy, and teacher parking space. 88 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

91 Week 1 Assessment of Students Access existing information on students literacy and numeracy abilities. Differentiate lesson planning according to the information gathered in your assessments. Teach a minimum of two lessons per day, preferably in Mathematics and English. Find and use appropriate resources to use in lessons. Week 1 Assessment of Students Week 2 The Teaching Cycle Work on your lesson timing ensuring that every lesson has a proper conclusion. Conduct at least one Lesson Observation Form (page 96) on your classroom teacher per day. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Discuss the report with your classroom teacher - the Graduate Preservice Teacher Report (pages ). Teach a minimum of three lessons per day. Continue assessment of student work. Adjust planning in light of student assessment. Ensure lesson resources meet the full range of learners abilities. Map your students achievement against the syllabus outcomes that you are trying to achieve in English and Mathematics. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Discuss the report with your classroom teacher - the Graduate Preservice Teacher Report (pages ). Week 3 More Assessment Teach a minimum of four lessons per day. Teach at least one lesson from each of the KLAs this week where feasible. Work on your lesson transitions and smooth procedures for welcoming and dismissing students from class. MASTER OF TEACHING 89

92 Week 3 More Assessment Week 4 Putting it all together Plan and implement extension tasks for talented students. Make the connection between your assessment of student work against syllabus outcomes and how these are reported in school reports. Discuss the role of NAPLAN data in your school s planning with your classroom teacher. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Discuss the report with your classroom teacher - the Graduate Preservice Teacher Report (pages ). Teach at least one full day focusing on smooth lesson transitions and taking full responsibility for all teacher roles (e.g. marking the classroom roll). Teach at least one lesson from each of the KLAs this week where feasible. Collect evidence of your professional learning such as lesson observations, student work samples and annotated lesson plans. Discuss the report with your classroom teacher- the Graduate Preservice Teacher Report (page 118). Ensure that you take the signed copy of the original report with you. Organise a farewell morning tea to thank the school for having you as a Preservice Teacher. 90 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

93 MASTER OF TEACHING 91

94 APPENDICES All following forms can be downloaded from sydney.edu.au/education_social_work/professional_experiences/policies.shtml (refer to page 4) 92 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

95 FACULTY OF EDUCATION AND SOCIAL WORK OFFICE OF PROFESSIONAL EXPERIENCE NEGOTIATED MAKE UP DAY FORM Preservice Teachers who are absent from any allocated professional experience days are required to make up the absences. Preservice Teachers should negotiate mutually acceptable make up day(s) with their cooperating teacher and must submit this form to the Professional Experience Office. Once the make up day/s have been completed, the form needs to be re-faxed to the Professional Experience Office with the signature and date of the Cooperating Teacher, confirming the completion of the make up day/s. Preservice Teachers are reminded that on the morning (before school) of any absences, they should notify the School, the Tertiary Supervisor and the Professional Experience Office. PRESERVICE TEACHER: STUDENT ID: SEMESTER: ONE TWO YEAR (eg 2006) PROFESSIONAL EXPERIENCE: (eg BEd Primary 1) NAME OF SCHOOL: DATE OF ABSENCE REASON FOR ABSENCE MEDICAL CERTIFICATE OR OTHER DOCUMENTARY EVIDENCE ATTACHED (REQUIRED FOR ONE OR MORE DAYS, WHETHER CONSECUTIVE OR NOT) DATE OF CORRESPONDING MAKE UP DAY / / / / / / / / / / / / TOTAL NO. OF MAKE UP DAYS: I certify that the make-up days as described will be completed and undertake to notify the Professional Experience Office in writing if they are not carried out. PRESERVICE TEACHER S SIGNATURE: DATE: FAX THIS FORM TO THE PROFESSIONAL EXPERIENCE OFFICE: An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml APPENDICES 93

96 FACULTY OF EDUCATION AND SOCIAL WORK OFFICE OF PROFESSIONAL EXPERIENCE NEED FOR ADDITIONAL SUPPORT NOTIFICATION PRESERVICE TEACHER DEGREE COOPERATING TEACHER SCHOOL CONTACT NUMBER DATE Briefly identify particular areas where the Preservice Teacher is experiencing difficulty and is in need of additional support. Reference can be made to the appropriate Professional Experience Report and Evidence Guide to list specific criteria. Standard Comments Standard 1 Know students and how they learn. Standard 2 Know the content and how to teach it. Standard 3 Plan for and implement effective teaching and learning. Standard 4 Create and maintain supportive and safe learning environments. Standard 5 Assess, provide feedback and report on student learning. Standard 6 Preservice Teachers continually improve their professional knowledge and practice. Standard 7 Preservice Teachers are actively engaged members of their profession and the wider community. COOPERATING TEACHER: PRESERVICE TEACHER: TERTIARY MENTOR: DATE: Please transmit to Office of Professional Experience Office and provide the Preservice Teacher with a copy. FAX: An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml 94 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

97 NEED FOR ADDITIONAL SUPPORT PLAN FOR SUPPORT NAME OF PRESERVICE TEACHER: AREAS OF CONCERN EXPECTATIONS: PROCESSES TO BE FOLLOWED ADDITIONAL RESOURCES /SUPPORT TIMELINE Signature of Preservice Teacher Signature of Cooperating Teacher Signature of Tertiary Mentor An interactive PDF version of this form can be found atsydney.edu.au/education_social_work/professional_experiences/policies.shtml APPENDICES 95

98 PRE SERVICE TEACHER S NAME: OBSERVER: DATE: SCHOOL: CLASS/LESSON: LESSON OBSERVATION NOTES Introduction (planning, outcomes, communication): PLEASE TICK THOSE NATIONAL PROFESSIONAL TEACHING STANDARDS DEMONSTRATED DURING THE LESSON. PROFESSIONAL KNOWLEDGE Body of lesson (activities, resources, management and transitions): Standard 1 Know students and how they learn Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. (1.1.1) Demonstrate knowledge of teaching sttrategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. (1.3.1) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. (1.5.1) Standard 2 Know the content and how to teach it Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. (2.1.1) Organise content into an effective learning and teaching sequence. (2.2.1) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. (2.3.1) Know and understand literacy and numeracy teaching strategies and their application in teaching areas. (2.5.1) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. (2.6.1) PROFESSIONAL PRACTICE Conclusion and Consolidation: Planning/goals for next lesson: GENERAL COMMENTS: Standard 3 Plan for and implement effective teaching and learning Set learning goals that provide achievable challenges for students of varying abilities and characteristics. (3.1.1) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. (3.2.1) Include a range of teaching strategies in teaching. (3.3.1) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. (3.4.1) Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. (3.5.1) Standard 4 Create and maintain supportive and safe learning environments Identify strategies to support inclusive student participation and engagement in classroom activities. (4.1.1) Demonstrate the capacity to organise classroom activities and provide clear directions. (4.2.1) Demonstrate knowledge of practical approaches to manage challenging behaviour. (4.3.1) Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements. (4.4.1) 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. (4.5.1) Standard 5 Provide feedback and report of student learning Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning. (5.1.1) Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. (5.2.1) Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practices. (5.3.1) 96 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

99 FACULTY OF EDUCATION AND SOCIAL WORK OFFICE OF PROFESSIONAL EXPERIENCE PRESERVICE TEACHER PROFESSIONAL EXPERIENCE PROFILE (FOR BLOCK PROFESSIONAL EXPERIENCES) The first part of this form is to be filled in by the Preservice Teacher prior to the commencement of the Placement block. It should be a reflective exercise based upon any previous educational experience and where applicable previous teaching experiences. The completed form should then be taken by the Preservice Teacher to their placement school during the Pre-Placement Visit and discussed with the Cooperating Teacher. The final section should be completed, if possible, by the Cooperating Teacher prior to the commencement of the placement. NAME: COURSE: COOPERATING TEACHER: AT (SCHOOL): Outline any previous school, teaching or education experience(s). I feel the gains I made from my previous experience /observation visits... (consider planning, teaching skills, management etc). Also indicate gains from previous professional experiences and personal strengths felt to be relevant to the classroom situation. During this placement I would like to have experience in the following areas if there is flexibility to do so. However, I realise that this may not be possible: e.g. Integration of computers into the curriculum, literacy support programs etc. An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml APPENDICES 97

100 My main goals for this placement are: (list at least three) e.g. to aim my lessons more appropriately at individual student ability levels: The area(s) I would like most assistance with are: Preservice Teacher s Signature: Date: NEGOTIATED INITIAL PLANS FOR THE PROFESSIONAL EXPERIENCE After perusal and discussion of the above profile with the Preservice Teacher, the Cooperating Teacher is encouraged to negotiate with the Preservice Teacher the initial goals, observations and activities for the placement. Note: These proposals are not absolutely binding. They may well change as the Professional Experinece evolves. Goals to be achieved: Key areas for observation: Likely Professional experiences: 98 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

101 FACULTY OF EDUCATION AND SOCIAL WORK BEd PRIMARY YEAR 1 FEEDBACK SHEET PRESERVICE TEACHER: NO. OF DAYS ATTENDED: SCHOOL: TERTIARY MENTOR: DEMONSTRATED CAPACITIES S US COMMENTS Professional Knowledge - Can understand the significance of and record observations effectively. - Is able to link observations to understanding children, teaching and planning. - Can reflect on and evaluate own engagement in the classroom. - Shows an awareness of the place of literacy within the primary classroom. Professional Practice - Can work effectively with children in small groups. - Is developing skills to support a positive learning environment. - Demonstrates effective use of English, both written and oral communication. - Communicates effectively with children, teachers and the school community. - Can develop simplified lesson plans for effective small group activities. - Can draw on assessment information to develop understanding of children and planning. Professional Commitment - Shows initiative in teaching situations. - Displays commitment to teaching. - Demonstrates responsibility within the classroom. - Demonstrates a professional relationship with children. - Shows developing responsibility for his/her professional learning. - Meets attendance requirements. - Is a cooperative member of staff and the school community. FURTHER COMMENTS: SIGNED (COOPERATING TEACHER): DATE: PRESERVICE TEACHER: DATE: Please return yellow copy to: Office of Professional Experience, Room 604, Lvl 6, Faculty of Education, Education Building A35, The University of Sydney NSW 2006 ORIGINAL - PRESERVICE - TEACHER COPY - UNIVERSITY APPENDICES 99 An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml

102 FACULTY OF EDUCATION AND SOCIAL WORK BEd(Sec) HUMAN MOVEMENT AND HEALTH EDUCATION - YEAR 1 FEEDBACK SHEET PRESERVICE TEACHER: NO. OF DAYS ATTENDED: SCHOOL: TERTIARY MENTOR: DEMONSTRATED CAPACITIES S US COMMENTS Professional Knowledge - Can understand the significance of and record observations effectively. - Is able to link observations to understanding children, teaching and planning. - Can reflect on and evaluate own engagement in the classroom. - Shows an awareness of the place of literacy within the primary classroom. Professional Practice - Can work effectively with children in small groups. - Is developing skills to support a positive learning environment. - Demonstrates effective use of English, both written and oral communication. - Communicates effectively with children, teachers and the school community. - Can develop simplified lesson plans for effective small group activities. - Can draw on assessment information to develop understanding of children and planning. Professional Commitment - Shows initiative in teaching situations. - Displays commitment to teaching. - Demonstrates responsibility within the classroom. - Demonstrates a professional relationship with children. - Shows developing responsibility for his/her professional learning. - Meets attendance requirements. - Is a cooperative member of staff and the school community. FURTHER COMMENTS: SIGNED (COOPERATING TEACHER): DATE: PRESERVICE TEACHER: DATE: Return copy of report form to: Office of Professional Experience, Room 604, Lvl 6, Faculty of Education and Social Work, Education Building A35, Manning Road, The University of Sydney NSW ORIGINAL - PRESERVICE TEACHER TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013 An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml COPY - UNIVERSITY

103 EVIDENCE GUIDE --This Evidence Guide is linked to the Professional Experience Report: Non-Graduate Preservice Teacher and Professional Experience Report: Graduate Preservice Teacher and has been structured in line with the National Professional Teaching Standards for the Graduate Teacher. --For each Focus Area relevant to Standards 1 to 5 in the Report, indicator statements have been developed to assist Cooperating Teachers in guiding Preservice Teachers learning and in the reporting process. --AS EVIDENCE STATEMENTS, EACH IS TO BE USED AS A GUIDE ONLY AND NOT ASSUMED TO BE DEFINITIVE, PRESCRIPTIVE OR NECESSARY IN ALL CIRCUMSTANCES. --For Preservice Teachers undertaking an early stage Professional Experience placement, some criteria will only be present FIRST and MIDDLE STAGES. For Preservice Teachers assessed at Graduating Stage, evidence at GRADUATE STAGE should be commonly demonstrated. NOTE: The following Evidence Guide was produced within the following project: Sim,C., Freiberg,J.,White, S., Allard, A., Le Cornu, R. & Carter, B. (2012). Using Professional Standards: Assessing work integrated learning in initial teacher education [online resource]. Melbourne, Australian Teaching and Learning Council. Available for download from: APPENDICES 101

104 POSSIBLE EVIDENCE FOR JUDGING ACHIEVEMENT OF GRADUATE STANDARD 1 KNOWS STUDENTS AND HOW THEY LEARN FIRST STAGE MIDDLE STAGE GRADUATE STAGE 1.1 PHYSICAL, SOCIAL AND INTELLECTUAL DEVELOPMENT AND CHARACTERISTICS OF STUDENTS Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning Written observations, guided by supervisors, demonstrate understanding of the physical, social and intellectual development & characteristics of students Identify that all students learn in different ways. This is shown through their planning of a range of activities Follow the modeling of the supervisor in catering to difference Observations and discussions identify and record the differences exhibited by students in the classroom Use strategies to learn some of the differences within the group of students e.g. observation, discussion with supervisor, establishment of prior learning, assessment data Lessons are written and delivered with attention to catering for the range of learning styles of students by using a range of activities Individual student support is given Written observations demonstrate understanding Identify that all students learn in different ways. This is shown through the planning of a range and variety of activities Recognise students individual needs Anticipate where adjustments are necessary for individual student s needs and plans and implement these adjustments e.g. extension activities, extra support Make effective links between their previous and current lessons and students understandings 1.2 UNDERSTAND HOW STUDENTS LEARN Demonstrate knowledge and understanding of research into how students learn and the implications for teaching Identify that all students learn in different ways. This is shown through the planning of a range of activities and consciousness of attention spans With supervisor guidance, observe individual students needs in a targeted learning area. Evidence would be in written observations With the guidance of the supervisor, plan and deliver lessons that demonstrate an understanding of the variety of ways students learn Set expectations for what the students will learn during the lesson Reflect on how students are learning With the guidance of the supervisor, plan and implement a series of lessons indicating an understanding of the variety of ways the observed students learn By the end of this stage, plan and deliver lessons that demonstrate an understanding of the variety of ways students learn Observations are written with attention to the different theory based learning styles of students Lessons are written and delivered with attention to catering for the range of learning styles of students by using a range of activities Reflections address the effectiveness of teaching strategies in relation to learning achieved by students Identify that all students learn in different ways. This is shown through their planning and reflection Identify individual students needs in a targeted learning area. Evidence would be in written targeted observations Set expectations for what the students will learn during the lesson Demonstrate a good understanding of different learning styles in planning Scaffolding and signposting evident in teaching and learning Respond to learner needs and attempts to involve all students Adjust teaching Identify the teaching strategies used to cater for ESL students and students with special needs in written observations and transfer these to lessons 1.3 STUDENTS WITH DIVERSE LINGUISTIC, CULTURAL, RELIGIOUS AND SOCIOECONOMIC BACKGROUNDS Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds Identify the teaching strategies used to cater to diversity in written observations and, with the guidance of the supervisor, transfer these to lesson planning Show awareness of the use of inclusive language and strategies and with guidance, implement strategies Record and reflect on own teaching practice Show awareness of the use of inclusive language and strategies and implement these Show understanding of and responds to sensitivities of students from diverse backgrounds Use reflection to adjust teaching strategies to respond better to diverse needs Identify the teaching strategies used to cater for diverse students in written observations and transfer these to lesson planning Use varied topics, text examples, and situations to give a voice to all students Record and reflect on the inclusiveness of own teaching practice PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

105 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 1.4 STRATEGIES FOR TEACHING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS 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 Proactive in asking the supervisor about cultural backgrounds and the impact on students learning Identify the teaching strategies used to cater for ESL students in written observations and transfers these to lesson planning Record and reflect on own teaching practice Seek guidance from supervisor on effective strategies for inclusion Proactive in asking about cultural backgrounds and the impact on students learning and shows awareness of this information Seek guidance from supervisor on effective strategies for inclusion * Use teaching strategies that cater to the needs of Aboriginal and Torres Strait Islander students (if the placement provides the opportunity) Record and reflect on own teaching practice Proactive in asking about cultural backgrounds and the impact on students learning and uses this information in planning and teaching Identify the teaching strategies used to cater for ESL students in written observations and transfers these to lesson planning Shows understanding of and responds to the different circumstances of some students Actively liaises with supervisors and support staff in the school and community Records and reflects on own teaching practice Research available programs 1.5 DIFFERENTIATE TEACHING TO MEET THE SPECIFIC LEARNING NEEDS OF STUDENTS ACROSS THE FULL RANGE OF ABILITIES Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities Observe, under supervisor guidance, the different learning needs within the classroom Identify the teaching strategies used to cater for students individual learning needs in written observations and with the help of the supervisor, transfers these to lesson planning Written observations that record and reflect on own teaching practice Identify the teaching strategies used to cater for students individual learning needs in written observations and transfer these to lesson planning Establish prior learning Plan teaching strategies & student activities for a range of abilities Evaluate student learning and reflects on the effectiveness of the strategies Recognise students specific learning needs and how they are catered for within the classroom Extension activities and higher order thinking tasks evident in lesson planning Scaffolding and other support strategies evident Questions are designed to establish what students have learnt from the lesson Differentiate between the learning understood and missed Reflect and subsequently vary teaching strategies for individuals 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 Identify, with supervisor guidance, the teaching strategies used to cater for students individual needs in written observations and transfer these to lesson planning Follow modeled support programs Liaise closely with the supervisor Consistent with the modeled support programs * Use the opportunity to learn as much as possible about disabilities and the teaching strategies used to support students in the classroom (if the placement provides the opportunity) Proactive in asking about students with a disability and the impact on students learning Consistent with the modeled support programs Actively liaise with supervisors and support staff in the school and community to develop learning activities PROJECT EVIDENCE 2012 APPENDICES 103

106 POSSIBLE EVIDENCE FOR JUDGING ACHIEVEMENT OF GRADUATE STANDARD 2 KNOW THE CONTENT AND HOW TO TEACH IT FIRST STAGE MIDDLE STAGE GRADUATE STAGE 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 Identify different strategies for teaching Implement strategies developed and/or modeled by supervising teacher Understand the importance of establishing the association between content and strategy Accurate use of language/terms/definitions and written resources Evidence of content knowledge in planning Use resources provided by the mentor teacher and shows initiative in sourcing additional resources Ability to respond to supervisor feedback and adjust planning Have a good knowledge of content appropriate teaching strategies & uses a variety of them to engage students and deliver the content effectively Develops resources independently Accurate use of language/terms/definitions and written resources Ability to reflect on the link between teaching strategies and student understanding of concepts and adjust lesson plans Use and unpack content specific language, metalanguage Accuracy of content/concepts Respond to content specific questions from students Use a range of observable pedagogies to promote understanding of concepts/content e.g. recognition of prior learning, structuring of key points, use of examples/real world applications to apply to content/concepts, demonstrate knowledge of the concept of procedure Have a good knowledge of teaching strategies & use a variety of them to engage students and deliver the content effectively Ability to reflect on the link between teaching strategies and student understanding of conceptsand make adjustments throughout the teaching process 2.2 CONTENT SELECTION AND ORGANISATION : Organise content into an effective learning and teaching sequence Implement a plan as modeled/developed by the teacher Beginning to develop well structured lesson plans by the end of the practicum Identify the importance of sequencing in planning and delivery by outlining the lesson purpose and structure, and uses a clear introduction and conclusion Developing strategies/approaches to test student understanding during lessons Identify context of content within a unit/subject/continuum Identify and focuses on the key content With the guidance of the supervisor, reflect upon and adjusts lesson plans Develop well structured lesson plans within the unit Use strategies/approaches to check student understanding during lessons Use of appropriate resources for students at the learning stage Scaffold instructional explanations Develop well structured lesson plans within the wider curriculum context Use strategies to structure and sequence the learning e.g. starting with intention, linking to prior learning, using steps, using examples, questioning and giving feedback Relate the learning to students lives Use strategies to engage students in the content and reflects upon the effectiveness of these PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

107 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 2.3 CURRICULUM, ASSESSMENT AND REPORTING Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans Demonstrate knowledge of the relevant curriculum documents Observe assessment and moderation Beginning to provide feedback to students Participate in discussions with the supervisor of various methods of parents/carers liaison and rapport building Willing to reflect on teaching practice and respond to feedback to influence future planning and teaching Use evaluation techniques/assessment items to gain relevant feedback on student learning (informal or formal) Provide feedback in some form, as modeled by the teacher Willing to attend parent teacher meetings to observe where possible Use of a range of effective questioning techniques Participate in marking and moderating assessment tasks Conferencing Show understanding of and willingness to follow current assessment Reflect on last lesson and make an assessment about collective understanding and use this for the new lesson Input into designing assessment task sheets and criteria/rubrics for assessment Contribute to marking and moderating assessment tasks Feedback to students is provided Willing to attend parent teacher meetings Willing to reflect on teaching practice and respond to feedback to influence future teaching Collection of evidence from students of their understanding of concepts in informal or formal ways and feedback is provided Effective record keeping Design of formative assessment items in lesson planning Observable changes in approaches to instruction, level of content, or pedagogy in response to collected data over the course of a practicum to meet the needs of students Reflection on the appropriateness/level of challenge of materials and approaches Design tasks in order to lead to assessment (linking to assessment tasks) 2.4 UNDERSTAND AND RESPECT ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE TO PROMOTE RECONCILIATIONBETWEEN INDIGENOUS AND NON-INDIGENOUS AUSTRALIANS Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages Awareness of the policies within the curriculum Modeling of respectful/empathetic language and discourse in dealing with indigenous issues Consult with supervising teacher re pertinent issues Awareness of the policies within the curriculum Modeling of respectful/empathetic language and discourse in dealing with indigenous issues Consult with supervising teacher re pertinent issues Appropriate selection of resources and texts Consult with supervising teacher and develop a strategy for incorporating Aboriginal and Torres Strait curriculum links in planning & teaching Awareness of the policies within the curriculum Modeling of respectful/empathetic language and discourse in dealing with indigenous issues Consult with supervising teacher re pertinent issues Appropriate selection of resources and texts Plan and incorporate discussion/material that promotes understanding/recognition of indigenous issues at every opportunity PROJECT EVIDENCE 2012 APPENDICES 105

108 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 2.5 LITERACY AND NUMERACY STRATEGIES Know and understand literacy and numeracy teaching strategies and their application in teaching areas Awareness of the curriculum documents and policies within the school Awareness of importance of and ability in teaching/modeling of grammatical and English language conventions Awareness of importance of and ability in teaching/modeling of appropriate numerical conventions Explicit teaching of the language of a content discipline Awareness of the curriculum documents and policies within the school Teaching and modeling of grammatical and English language conventions Teaching/modeling of appropriate numerical conventions Explicit teaching of the language of a content discipline Planning and teaching of activities that improve the language, literacy and numeracy of students Awareness of the curriculum documents and policies within the school Teaching and modeling of grammatical and English language conventions Teaching/modeling of appropriate numerical conventions Explicit teaching of the language of a content discipline Planning and teaching of activities that improve the language, literacy and numeracy of students Use of teaching moments to extend the language, literacy and numeracy skills of class and individuals 2.6 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Implement teaching strategies for using ICT to expand curriculum learning opportunities for students Awareness of school policy Employ ICT strategies developed and/or modeled by supervising teacher Source resources within the school that would be appropriate for learning experiences Proficiency with selected ICTs Use of ICT in resource development and planning Assisting the supervisor with the monitoring of the ethical use of ICT in the classroom Awareness of school policy Source resources within the school that would be appropriate for learning experiences Be willing to communicate digitally Identify/recognise alternative ICT that could be used in classes Proficiency with selected ICTs Use of ICT as relevant within the teaching and learning program - use of ICT to promote engagement and understanding - use of ICT in resource development and planning Explicit teaching of the use of ICT with students as relevant Monitoring of the ethical use of ICT Awareness of school policy Source resources within the school that would be appropriate for learning experiences Be willing to communicate digitally Using the interactive whiteboard to show the students learning not just to deliver the content Use of a variety of ICT which may include communicating digitally, use of interactive whiteboards, cameras, computers Identify/recognise alternative ICT that could be used in classes Use of ICT as relevant within the teaching and learning program - use of ICT to promote engagement and understanding - use of ICT in resource development and planning Explicit teaching of the use of ICT with students as relevant Explicit modeling and teaching of the ethical use of ICT PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

109 POSSIBLE EVIDENCE FOR JUDGING ACHIEVEMENT OF GRADUATE STANDARD 3 PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING FIRST STAGE MIDDLE STAGE GRADUATE STAGE 3.1 ESTABLISH CHALLENGING LEARNING GOALS Set learning goals that provide achievable challenges for students of varying abilities and characteristics Follow objectives/goals for students as established by the school/ faculty/unit Under guidance, set learning objectives and develop a lesson plan that attempts to enable acquisition of this learning objective Articulate goals for strategies used in class Identify different types of goals/objectives; - content based/driven - classroom management - skills - values Lesson plan includes strategies/activities for different learners e.g. visual/aural/tactile etc. Developing strategies to check that learning goals have been met Identification of objectives/goals for students as established by the school/faculty/unit Set learning objectives and develop lesson plans that attempt to enable acquisition of this learning objective Awareness of the need to differentiate learning goals Articulate goals for strategies used in class Identify goals for - content learning - classroom management - skills - values Clear, stated learning objectives that match the needs of students Expect that goals are met and checks this Recognition of short and long term goals in lesson plan materials Lesson plan includes strategies to challenge students Awareness of the need to differentiate learning goals and plan strategies to assist students to meet these goals Identification of objectives/goals for students as established by the school/faculty/unit Articulate goals for strategies used in class Identify different types of goals/objectives; - content based/driven - classroom management - skills - values Clear, stated, achievable learning objectives that match the needs of students Expect that goals are met and checks this Articulate goals unambiguously, in different contexts: - lesson plans - learning objectives - classroom management - communicated to students - discussions with supervisor - consistent with unit Recognition of short and long term planning in lesson plan materials Set learning objective and develop lesson plan that enables acquisition of this learning objective Lesson plan includes strategies/activities for different learners Learning goals are adjusted for individuals PROJECT EVIDENCE 2012 APPENDICES 107

110 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 3.2 PLAN, STRUCTURE AND SEQUENCE LEARNING PROGRAMS Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Capacity to follow a unit plan and teach a lesson within that unit plan Identify context of content within a unit/subject/continuum Capacity to complete research/preparation to understand content specific to a learning unit Range of strategies -> not just whole class e.g. group, pair, individual Incorporation of data/observations from previous lessons/ assessments into planning Linking to previous lesson (recapping) Use of agreed/accepted lesson structure Lesson sequencing (within lesson) Prior knowledge, explicit teaching, practice, reflection Achievement of appropriate internal timing of lessons is developing Reflection on the success of strategies in promoting student learning in a lesson in the context of the previous and subsequent lesson Scaffolding and progression of difficulty, complexity and application over a lesson/course of a sequence of lessons Ability to contribute to the planning and implementation of engaging and worthwhile student learning * Reflection on the success of strategies in promoting student learning over the course of a sequence of lessons in the context of goals/objectives (if the placement provides this opportunity) Ability to develop, teach and assess (with guidance) a unit based on curriculum guidelines Ability to reflect on the achievement of learning goals and subsequently adjust the teaching/learning activities where necessary 3.3 USE TEACHING STRATEGIES Include a range of teaching strategies Beginning to plan and use a range of strategies where appropriate - whole group, small group, individual Ability to reflect upon a lesson and change/adapt strategies in the next lesson in response to student performance/understanding/ engagement and supervisor feedback Show awareness of different learning styles and attempts to incorporates aural, visual and kinesthetic activities Use a range of strategies to engage students. These might include: whole group, small groups, whiteboard, smartboard, ICT, peer teaching, multiple intelligences Relate strategies appropriately to coherent pedagogies Demonstrate diversity of approaches across a sequence of lessons Ability to change/adapt some strategies within a lesson in response to student performance/understanding/engagement Use effective questioning techniques that maximize involvement Encourage critical and creative thinking through oral and written questions Plan and implement lesson activities that encourage critical thinking, creativity and problem solving Use a range of strategies including; whole group, small groups, whiteboard, smartboard, ICT, peer teaching, multiple intelligences Demonstrate ability in: - explanation of concepts - IBL - inductive learning - group work/collaborative - discussion management - questioning skills - ICT + Web 20 - graphic organizers - kinesthetic approaches Relate strategies appropriately to coherent pedagogies Demonstratediversity of approaches across a sequence of lessons Ability to change/adapt strategies within a lesson in response to student performance/understanding/engagement Use effective questioning techniques that maximize participation and encourage higher level thinking PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

111 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 3.4 SELECT AND USE RESOURCES Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning Seek advice on the use of most appropriate resources Location and collection of resources developed by the school for specific learning programs/units Use ready-made resources (e.g. text books) Beginning to source and develop own resources (where appropriate) Internet use for resources Use of appropriate conventions re academic honesty/referencing, acknowledging of sources Use ICT to engage students Location and collection of resources developed by the school for specific learning programs/units Ready-made resources (e.g. text books) Use own additional resources (where appropriate) Internet use for resources ICT use to engage students Use of a diversity of resources specific to content/concepts Use of a range of sources Use of appropriate conventions re academic honesty/referencing, acknowledging of sources Balance of bias/recognition of bias in the use of resources Provide props, visual aids, cues to support understanding for students with a wide range of levels of prior knowledge and understanding Location and collection of resources developed by the school for specific learning programs/units Use ready-made resources (e.g. text books) Create resources to enhance learning Internet use for resources ICT use Use of a diversity of resources specific to content/concepts Use of a range of sources Use of appropriate conventions re academic honesty/referencing, acknowledging of sources Balance of bias/recognition of bias in the use of resources Provide props, visual aids, cues to support understanding for a student with a wide range of levels of prior knowledge and understanding 3.5 USE EFFECTIVE CLASSROOM COMMUNICATION Demonstrate a range of verbal and non-verbal communication strategies to support student engagement Show an ability to relate to and work with students e.g. attempts to learn names, converses with individuals, listens, smiles Effective movement within a learning space Body language is open, encouraging and safe Use of appropriate: - volume - pitch - tone - language - forms of address - grammatical conventions - body language, eye contact, gestures (hands-up) Ability to assert themselves in a classroom environment as relevant. Gives clear commands. Corrects student behaviour Provide feedback to students Clear instructions so students know what to do Verbal communication clear, concise, positive, whole class can hear Show an ability to relate to and work with children Encourage wide participation (even those without hands-up) Effective movement within a learning space Show effective questioning to check for understanding (open and closed questions) Body language should be open, encouraging and safe Use of appropriate: - volume - pitch - tone - projection of voice - language - forms of address - grammatical conventions - body language, gesture (hands-up sign) Appropriateness of responses to student behaviours/contributions Ability to assert themselves in a classroom environment as relevant. Clear instructions Informal feedback (inclusive, elaborative) skills to build student engagement Active and engaging presence not seated, narrow, restrictive delivery of teaching Use gestures to communicate Clear instruction of task Use eye contact effectively Shows an ability to relate to and work with children Effective movement within a learning space Show effective questioning to check for understanding (open and closed questions) Body language should be open, encouraging and safe Proximity Use of appropriate: - volume - pitch - tone - language - forms of address - grammatical conventions - body language Appropriateness of responses to student behaviours/contributions Ability to assert themselves in a classroom environment as relevant Informal feedback (inclusive, elaborative) skills to build student engagement Warm-up activity to engage student participation Provides feedback to each student Active and engaging presence not seated, narrow, restrictive delivery of teaching Use gestures to communicate Clear instruction of task and clear behaviour commands Seek out unresponsive students PROJECT EVIDENCE 2012 APPENDICES 109

112 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 3.6 EVALUATE AND IMPROVE TEACHING PROGRAMS Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning Reflection at the end of the lesson to inform future work (what worked well, what didn t, what to change) Attempt to adapt lessons as a result of supervisor suggestions Use supervisor guided assessment for evaluation Use of student response/feedback to inform planning Questioning used to check understanding of students Research of school assessment policy and sample curriculum items Reflection at the end of the lesson to inform future work (what worked well, what didn t, what/how to change) Using assessment for evaluation Collaboration and discussion with other teachers Collection of and use of feedback from students (questioning, discussion, survey of student perception of the unit) Analysis of assessment data Contribution to faculty/dept discussions re learning experiences Knowledge of assessment of curriculum units Following school assessment policies Collaboration and discussion with other teachers Reflection at the end of the lesson to inform future work Guided design of and implementation of assessment items Involvement in moderation - collaboration and discussion with other teachers - analysis of assessment data Collection of feedback from students to inform future planning and teaching - checking understanding - evaluation of learning - survey of student perception of unit Contribution to faculty/dept discussions re learning experiences and assessment 3.7 ENGAGE PARENTS/CARERS IN THE EDUCATIVE PROCESS Describe a broad range of strategies for involving parents/carers in the educative process Observes supervising teacher in engagement with parents Awareness of school policies/protocols for parent-teacher contact - use of diaries (homework, feedback) - observe PT interviews (if available) Collecting school newsletters Record keeping (where appropriate) for supervising teacher of student performance for future reporting Observation of and reflection on the way the supervisor and school build rapport with parents Guided use of diaries (homework, feedback) Observes supervising teacher in engagement with parents Awareness of school policies/protocols for parent- teacher contact - use of diaries (homework, feedback) - observe PT interviews (if available) - permission procedures Collecting school newsletters Guided written positive communication to parents if appropriate Record keeping for supervising teacher of student performance for future reporting Written introduction to parents Show an openness/willingness to have parent involvement in classrooms/special events. Involvement in PT interviews if relevant Record keeping for supervising teacher of student performance for future reporting Use of diaries (homework, feedback) Observe supervising teacher in engagement with parents and participates in pre interview preparation Use school policies/protocols for parent-teacher contact - use of diaries (homework, feedback) - observe and contribute to PT interviews (if appropriate) Collecting school newsletters Observation of and discussion about future beginning teacher strategies for positive involvement with parents PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

113 POSSIBLE EVIDENCE FOR JUDGING ACHIEVEMENT OF GRADUATE STANDARD 4 CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS FIRST STAGE MIDDLE STAGE GRADUATE STAGE 4.1 SUPPORT STUDENT PARTICIPATION Identify strategies to support inclusive student participation and engagement in classroom activities Observe the methods used by the supervisor Identify that there are different types of learning Distinguish between various student behaviors, needs and understanding Identify a range of learning styles and can connect with at least a few Plan activities for a range of learners (e.g. fast finishers & those with difficulties) Encourage wide participation Observe the methods used by the supervisor Identify that there are different types of learning and incorporate this into the lesson plan Distinguish between various student behaviors, needs and understanding Plan for a range of learning styles - visual back up materials - interaction e.g. questions rather than didactic - models tasks - uses hands-on activities Plan activities for a range of learners (e.g. fast finishers & those with difficulties) Reflect upon non participation and has strategies for inclusion Provide individual support by walking around and attending to students Support participation with effective questioning i.e. accept wide range of responses, uses praise/encouragement probes, redirects, ask why, acknowledge student effort & responses Provide a range of learning experiences and plans for a range of learning styles e.g. visual materials, question rather than didactic, model tasks, uses hands-on activities, relate task to personal experiences Know the students as individuals - physical classroom environment, inc. seating plans, to increase participation - aware of barriers to participation e.g. ASD, culture - knowledge of personalities in the room (esp. when grouping) - provide for students to take responsibility for own learning - walk around the class providing individual support Teach for success - initial focus on engagement rather than content - communicate expectations of behaviour and learning - repeat key phrases to assist student understanding - use social scaffolding (pairs to present) in high risk situations Enthusiastic and happy tone of voice Show liking of students 4.2 MANAGE CLASSROOM ACTIVITIES Demonstrate the capacity to organise classroom activities and provide clear directions Seek advice in relation to time frames for activities Micro skills/teaching activity planning and executing Stand before a class and gives directions/instructions for brief periods Write up the lesson agenda Have simple routines for entering the room, distributing and using equipment, and transitions Micro skills/teaching activity planning and executing. Communicate to the class the outcomes and time frames Stand before a class and gives directions/instructions for brief periods Check understanding of instructions Write up the lesson agenda Have simple routines for entering the room, distributing and using equipment, and transitions and teach these to the students Routines and Procedures are explicitly taught, modeled and reinforced Redirect students not following procedures Lessons have a clear structure that students are aware of and able to follow Timeframes are mainly accurate and appropriate to the task & concentration spans Expectations are clearly stated for each activity Provide clear directions Resources organised Teacher and students mainly stay on-task PROJECT EVIDENCE 2012 APPENDICES 111

114 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 4.3 MANAGE CHALLENGING BEHAVIOUR Demonstrate knowledge of practical approaches to manage challenging behaviour Follow supervising teacher s expectations for behavior management Identify behavior problems in the classroom and seek advice Discuss range of possible strategies to manage various types of classroom behavior Observe and identify various class room behaviors Experiment with a range of strategies in simple environments Understand the difference between proactive and reactive strategies Learn school policy and attempt to reinforce these policies Reinforce supervising teacher s expectations for behavior management Establish behaviour expectations Identify behavior problems in the classroom and seek advice and acts upon that advice Discuss range of possible strategies to manage various types of classroom behavior Observe and identify various class room behaviors Experiment with a range of strategies in simple environments Implement proactive strategies and change lesson plans to manage behaviours Correct inappropriate behaviour Implement school behaviour management policy Establish expectations, model and reinforce these (Don t call out. Hands up) Know the students Seating plan is used to prevent/deal with misbehaviour Understand the difference between proactive management and reactive management and give priority to proactive strategies Analyse the causes of misbehaviour. Reflect on lesson plan as a starting point. Reflect and develop a plan of action Implement the school behavior management policy and follow through with consequences Consistency Visual reminders (signs/posters) Demonstrate knowledge of behaviour management theories and use a range of strategies Research and seek help 4.4 MAINTAIN STUDENT SAFETY Describe strategies that support students wellbeing and safety working within school and/or system, curriculum and legislative requirements Gain knowledge of school policies Discuss potential risks with supervising teacher before hand Respond to potentially unsafe situations Document what strategies/policies and legislation are relevant to school/student/teachers Demonstrate independent reflective practices/capacity which they can translate to future actions Conduct own audit and discuss potential risks with supervising teacher beforehand Respond to potentially unsafe situations Become familiar with and follow school policies Document what strategies/policies and legislation are relevant to school/student/teachers Demonstrate independent reflective practices/capacity which can translate to future actions Knowing what safety is Knowing the govt. protection strategies Know the schools protection policies Passing on information Knowing the resources of the school i.e. GO, school nurse OHS standards/procedures Anti-bullying policy - implements and supports the school s policy Is aware of latest programs School emergency procedures Model sun safety practices and enforces them with students Identify potentially unsafe situations and be proactive in solving risk assessment Collaborate and ask for help 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 Follow school protocol in relation to ICT use Display common sense in relation to appropriate resources Demonstrate within planning a broad range of issues/strategies for safe/ethical/responsible ICT use (e.g. inappropriate site/content/language etc.) Where and how to access/copy Know and relate school rules and policies with regards ICT use Follow the modeling and program of the supervisor Follow school protocol in relation to ICT use Display common sense in relation to appropriate resources Demonstrate within planning a broad range of issues/strategies for safe/ethical/responsible use (e.g. inappropriate site/content/ language) Where and how to access/copy Know and relate school rules and policies with regards ICT use Know the schools strategies and procedures for computer room Method of monitoring plan for entering and leaving Consult with supervisor re the suitability of resources and activities Know the National and State ICT policies and expectations Know the schools strategies and procedures of computer and computer room Method of monitoring plan for entering and leaving Keep kids on task Be proactive Know the technology and how it works Imparting the rules to the students Preview electronic resources to check for suitability Adhere to processes for use of images/videos of students PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

115 POSSIBLE EVIDENCE FOR JUDGING ACHIEVEMENT OF GRADUATE STANDARD 5 ASSESS, PROVIDE FEEDACK AND REPORT ON STUDENT LEARNING FIRST STAGE MIDDLE STAGE GRADUATE STAGE 5.1 ASSESS STUDENT LEARNING Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning They ask to see assessment items/strategies and processes of mentor/school (seek out these things) Acknowledge that assessment is driven by work programs/syllabus etc. Through discussion with mentor demo differentiation between informal/formal/summative/formative assessment etc. Use formal and informal strategies in the single lesson Observation of marking A working knowledge of informal and formal, diagnostic, formative and summative assessment and why we do it Design assessment for single lesson and use to inform future practice Use of existing assessment of a unit Observe and assist with marking and recording A working knowledge of informal and formal, diagnostic, formative and summative assessment and why we do it How we choose our assessment strategies to fit our clientele Know timelines of the syllabus and the school timelines and requirements Understanding the literacy requirements Write an appropriate piece of assessment Practise using a marking criteria, recording data, and analysis of data to inform remediation 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 Demonstrate an understanding of the place of feedback within the teaching process Observe the supervisor and records a range of feedback strategies Use opportunities to give feedback to students on their learning e.g. response to answers, response to class work, response to homework Assist with marking and giving feedback under the guidance of the supervisor Create and use opportunities to give feedback to students on their learning e.g. response to answers, response to class work, response to homework Regularly give feedback to students on their learning e.g. response to answers, response to class work, response to homework, response to individuals on progress during tasks and assignment work Give formative and summative feedback Use a range of strategies to give feedback oral, written, conferencing, test results 5.3 MAKE CONSISTENT AND COMPARABLE JUDGEMENTS Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning Have an awareness that moderation processes exists within schools and how and when it occurs within the particular school Observe aspects of the process if the opportunity arises Discuss with the supervisor the moderation process that exists within schools and how and when it occurs within the particular school Observe aspects of the process if the opportunity arises Plan, discuss and review assessment activities with supervisor Justify judgements using the criteria Practice on homework tasks, in class tests and give to supervisor teacher to moderate Know the moderation process for the school and, if possible, participate in the process PROJECT EVIDENCE 2012 APPENDICES 113

116 FIRST STAGE MIDDLE STAGE GRADUATE STAGE 5.4 INTERPRET STUDENT DATA Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice Acknowledge that previous student work/responses/outcomes can be used to reflect and plan future curriculum/assessment development Observe and understand the process used by a school/dept etc. Use knowledge of student understanding and supervisor feedback from a lesson to inform subsequent lessons Collaborate with supervisor to evaluate student learning and modify units Know the school processes for supporting learning Know how to access this data/which they are looking at Know how to keep this data Use/describe how students data translates to teaching practices Interpreting table/graphs Use data to remediate Collaborate with supervisor and others to implement support Use knowledge of student understanding from a lesson to inform subsequent lessons Collaborate with supervisor to evaluate student learning and modify units 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 Awareness of the process that takes place within a school/dept Discuss with supervisor and observe the processes Identify a range of strategies used by mentor/school etc. Know a range of strategies such as formal and informal Know how to interpret and use strategies Keep accurate records Methods of gathering evidence Know the procedures for recording results Know the legal recommendations Know a range of strategies such as formal and informal Know how to interpret and use strategies Keep accurate records Methods of gathering evidence Know the legal recommendations Know how one school works Records of contacts Know methods of contacts for parents Know how to locate/access student information Know who to talk to re the issue referral process Know the procedures for recording results Reflect on issues PROJECT EVIDENCE TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

117 FACULTY OF EDUCATION AND SOCIAL WORK BEd Primary Year 2 Year 3 BEd Secondary HMHE Year 2 BEd Secondary Combined Degrees Year 3 Master of Teaching Primary/Secondary Year 1 PROFESSIONAL EXPERIENCE REPORT: NON-GRADUATE PRESERVICE TEACHER NAME: DATES: SCHOOL: NO. OF DAYS: (including pre-placement days) SECONDARY: CURRICULUM AREA(S): PRIMARY: CLASS/GRADE: COOPERATING TEACHER(S): The Non Graduating Preservice Teacher Report includes selected Standards from the National Professional Standards for Teachers: Graduate (AITSL) that are significant to Preservice Teachers early stage development. Each Standard within the report needs to be assessed as: ND: Not Developed; PD: Partially Developed; D: Developed for this stage. Assessment judgment is to be guided by First and Middle Stage indicator statements suggested for each Standard within the Evidence Guide provided in the Handbook. The overall grade for assessment of the Professional Experience is either Satisfied Requirements [R] or Fail [F]. ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN ND PD D Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning 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 knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. Comments: ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 2 - KNOW THE CONTENT AND HOW TO TEACH IT ND PD D Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area Organise content into an effective learning and teaching sequence Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans Know and understand literacy and numeracy teaching strategies and their application in teaching areas Implement teaching strategies for using ICT to expand curriculum learning and opportunities for students. Return copy of report form to: Office of Professional Experience, Room 604, Lvl 6, Faculty of Education and Social Work, Education Building A35, Manning Road, The University of Sydney NSW 2006 ORIGINAL - PRESERVICE TEACHER An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_experiences/policies.shtml COPY - UNIVERSITY APPENDICES 115

118 Comments: ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND PD D Set learning goals that provide achievable challenges for students of varying abilities and characteristics Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Include a range of teaching strategies in teaching Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. Comments: ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS ND PD D Identify strategies to support inclusive student participation and engagement in classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions Demonstrate knowledge of practical approaches to manage challenging behaviour Describe strategies that support students well-being and safety working within school and /or system, curriculum and legislative requirements 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. Comments: ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 5 - ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ND PD D Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practices. Comments: ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY 116 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

119 ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 6 - ENGAGE IN PROFESSIONAL LEARNING ND PD D Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. Comments: ND = Not Developed PD = Partially Developed D = Developed for this stage STANDARD 7 - ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY ND PD D Understand and apply the key principles described in codes of ethics and conduct for the teaching profession Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. Comments: FINAL GRADE (TICK ONE): SATISFIED REQUIREMENTS [R] FAIL [F] GENERAL COMMENTS ON THE PROFESSIONAL EXPERIENCE: COOPERATING TEACHER S SIGNATURE: DATE: PRESERVICE TEACHER S SIGNATURE: DATE: ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY APPENDICES 117

120 FACULTY OF EDUCATION AND SOCIAL WORK BEd Primary Year 4 BEd Secondary HMHE Year 3 BEd Secondary Combined Degrees Year 4 BEd Secondary Combined Degree (TESOL) Year 5 Master of Teaching (Primary/Secondary) Year 2 PROFESSIONAL EXPERIENCE REPORT GRADUATING PRESERVICE TEACHER NAME: DATES: SCHOOL: NO. OF DAYS: (including pre-placement days) SECONDARY: CURRICULUM AREA(S): PRIMARY: CLASS/GRADE: COOPERATING TEACHER(S): The Graduating Preservice Teacher Report is structured in terms of the National Professional Standards for Teachers: Graduate (AITSL). Standards and Focus Areas are listed below. The overall grade for assessment of the Professional Experience is either Satisfied Requirements [R] or Fail [F]. Each Standard and Focus Area within the report needs to assessed as: ND: Not Developed, D: Developed and EE: Exceeds Expectations. Assessment judgement is to be guided by Graduate Stage indicator statements suggested for each Standard within the Evidence Guide provided in the Handbook. (see p. 23) ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 1 - KNOW STUDENTS AND HOW THEY LEARN ND D EE Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning Demonstrate knowledge and understanding of research into how students learn and the implications for teaching 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 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability. Comments: ND = Not Developed D = Developed EE = Exceeds Expectations Return copy of report form to: Office of Professional Experience, Room 604, Lvl 6, Faculty of Education and Social Work, Education Building A35, Manning Road, The University of Sydney NSW 2006 ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY 118 An interactive PDF version of this form can be found at sydney.edu.au/education_social_work/professional_ experiences/policies.shtml

121 STANDARD 2 - KNOW THE CONTENT AND HOW TO TEACH IT ND D EE Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area Organise content into an effective learning and teaching sequence Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait islander histories, cultures and languages Know and understand literacy and numeracy teaching strategies and their application in teaching areas Implement teaching strategies for using ICT to expand curriculum learning and opportunities for students. Comments: ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 3 - PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING ND D EE Set learning goals that provide achievable challenges for students of varying abilities and characteristics Plan lesson sequences using knowledge of student learning, content and effective teaching strategies Include a range of teaching strategies in teaching Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning Demonstrate a range of verbal and non-verbal communication strategies to support student engagement Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning Describe a broad range of strategies for involving parents/carers in the educative process. Comments: ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 4 - CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS ND D EE Identify strategies to support inclusive student participation and engagement in classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions Demonstrate knowledge of practical approaches to manage challenging behaviour Describe strategies that support students well-being and safety working within school and /or system, curriculum and legislative requirements 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. ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY APPENDICES 119

122 Comments: ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 5 - ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ND D EE Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice 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. Comments: ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 6 - ENGAGE IN PROFESSIONAL LEARNING ND D EE Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs Understand the relevant and appropriate sources of professional learning for teachers Seek and apply constructive feedback from supervisors and teachers to improve teaching practices Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. Comments: ND = Not Developed D = Developed EE = Exceeds Expectations STANDARD 7 - ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY ND D EE Understand and apply the key principles described in codes of ethics and conduct for the teaching profession Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage Understand strategies for working effectively, sensitively and confidentially with parents/carers Understand the role of external professionals and community representatives in broadening teachers professional knowledge and practice. ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY 120 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK

123 Comments: FINAL GRADE (TICK ONE): SATISFIED REQUIREMENTS [R] FAIL [F] In order to be assessed as R (Satisfied Requirements) for the final grade, the student must have been assessed with all standards achieved. GENERAL COMMENTS ON THE PROFESSIONAL EXPERIENCE: COOPERATING TEACHER S SIGNATURE: DATE: PRESERVICE TEACHER S SIGNATURE: DATE: ORIGINAL - PRESERVICE TEACHER COPY - UNIVERSITY 121 APPENDICES 121

124 PRIVACY INFORMATION PROFESSIONAL EXPERIENCE WITHIN TEACHER EDUCATION All teacher education courses require students as Preservice Teachers to undertake and successfully complete Professional Experience or professional experience units. These involve student placements in off-campus sites, schools and early childhood settings. Successful completion of Professional Experience components requires Preservice Teachers to undertake the duties of a teacher within supervisory support and guidance. Cooperating/Mentor Teachers within schools/centres and the University s Tertiary Mentors are collaboratively involved in the educational guidance and supervision of Preservice Teachers. Professional Experience placements involve the University liaising with a range of educators in placement sites, both prior to and during the placement. Such personnel may include: --University employed educators Directors of Professional Experience, Faculty members involved in the student s academic program of study as well as Tertiary Mentors who work with students within off-campus educational sites --School/Centre employed educators Principals, Professional Experience Coordinators, Cooperating Teachers, Mentor Teachers All these personnel are either Faculty members or Affiliates of the University. In order for these personnel to undertake duties of managing and supporting a teacher education student within a Professional Experience placement they may need to access information concerning a student s previous academic history, including previous Professional Experience placement documents such as Reports. For more information students are directed towards the Faculty s Teacher Education and Professional Experience Disclosure Policy and Disclosure Form in the Policies and Forms tab on the Office of Professional Experience website sydney.edu.au/education_social_work/professional_ experiences/index.shtml On registering for a Professional Experience placements students will need to indicate that they have read the Disclosure Policy document and signed the Disclosure Form. If further information is required, please contact the Manager, Office of Professional Experience. For further general information regarding privacy in the University see: sydney.edu/arms/privacy/ 122 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

125 DISCLOSURE POLICY TEACHER EDUCATION AND PROFESSIONAL EXPERIENCE PROGRAMS The aim of this policy is to ensure that students are able to safely achieve educational outcomes during the completion of course requirements. In particular this policy is relevant to the mandatory Professional Experience units within all undergraduate teacher education courses. The Faculty is committed to Equal Opportunity in Education and accommodating students with disabilities. The University and our partners in Professional Experience programs have legal responsibilities to ensure the health, safety and welfare of students (Preservice Teachers) who are under our direction and supervision. We therefore require proper disclosure of relevant information by all students enrolled in teacher education courses in order to fulfil this duty. The expectation is that our students will cooperate and abide by University protocols established for their benefit. Non-disclosure of relevant information by a student may jeopardise insurance cover in the event of a related accident. Students are required to notify the Director of Professional Experience in writing as soon as practicable of the implications of any illness, disability or circumstances that may impact upon their capacity to safely fulfil inherent tasks or physical or cognitive demands found typically during the completion of Professional Experience units or those units that have Professional Experience components within them or which may impact upon the safety of others during completion of units of study. Examples may include injury, chronic illness, medication and pregnancy. If not sure, the student should seek advice from either the Associate Dean Undergraduate and Preservice Programs or Student Services to discuss matters in confidence. The Faculty may also receive this notification indirectly through documents such as Professional Experience Reports submitted during the completion of units of study and subsequently forwarded to the Director of Professional Experience. This notification and other relevant documents will be stored in a single file maintained by the Office of Professional Experience to facilitate monitoring and control of access with respect to privacy legislation. Upon notification to the Director of Professional Experience of the implications of such illness, disability or circumstances the following protocol will be adopted: 1. A direct and open dialogue will be established between the Faculty and the student: --The student will be contacted to arrange an interview with the Director of Professional Experience, and if necessary the Associate Dean of Undergraduate and Preservice Programs. The student may also invite a support person, student representative or Disability Services Officer. --During this interview the student will be counselled as to relevant expectations and requirements associated with completion of Professional Experience placements. This will be in respect to both risks to health and safety if any as well as responsibilities associated with the care and safety of students within education sites. This meeting will be documented and details attached to the annual file held by the Office of Professional Experience. APPENDICES 123

126 --Options for the student will be discussed at this meeting and will include: i. Deferral ii. Modified course program iii. Maintaining course program with appropriate attention to Risk Management obligations --For risk management considerations, all parties involved in units of study involving Professional Experience components, including unit of study coordinators as well as school/centre-based educators (Cooperating Teachers) and university educators (Tertiary Mentors) will be informed of the work health and safety implications of any condition, illness or circumstance that may impact upon the completion of a unit of study. --Permission will be sought from the student to assist in providing a written summary of the implications of any illness, circumstance or disability so that this may be made available to relevant Unit of Study Coordinators and educators involved in the Professional Experience placement. --If a student prefers not to provide this information this will generally preclude that student from undertaking a Professional Experience placements and thus from meeting the academic requirements of the teacher education course. 2. The Director of Professional Experience in consultation with the Associate Dean Undergraduate and Preservice Programs and any other members of the interview panel, and in consideration of feedback from the student will determine the most suitable option or options for safely achieving Faculty educational goals. 3. The Director of Professional Experience will provide this decision in writing to the student who is required to reply within 7 days confirming his or her decision with respect to the option or options presented. 4. An appeal against this decision may be made via the standard Academic Appeals Procedure. 124 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

127 DISCLOSURE FORM TEACHER EDUCATION AND PROFESSIONAL EXPERIENCE THIS DISCLOSURE FORM MUST BE COMPLETED PRIOR TO COLLECTING YOUR PRAC PACK During a teacher education course you will be expected to undertake academic study as well as mandatory Professional Experience placements within educational sites including schools and early childhood centres. Whilst all such placements require Preservice Teachers to undertake many of the duties of teachers, expectations and responsibilities for Preservice Teachers differ between fully supervised Professional Experience units and those for Internship. The University wishes to ensure that appropriate measures are taken to safeguard the health and safety of its own students and also people, including school students, who may be affected by activities of Preservice Teachers during Professional Experience placements. It is important that the University is provided with any information relevant to these WHS matters. Preservice Teachers are directed to the Disclosure Policy on the Office of Professional Experience website and in the Professional Experience Handbook to assist them in completing this Disclosure Form. For supervised placements other than Internships, Preservice Teachers will be under the direct supervision of a qualified teacher. However, to fulfil the expectations of the Professional Experience placement you will be expected to undertake the following kinds of duties: -- Attend school/centre sites for the required days of the placement, being present to undertake required duties for full school days; --Create and maintain supportive learning environments for students that are safe for their engagement in a wide range of learning activities; -- Manage classroom activities smoothly and efficiently, providing clear guidance and directions to students, as well as required observation and movement around educational spaces to ensure student safety; -- Manage students safely both in classrooms and in a range of learning spaces, including outdoors and within approved excursion sites under the guidance of experienced teachers; --Fulfil expected extra-curricular duties such as playground, transport and sport supervision maintaining required levels of care and safety with supervisory support; --Communicate clearly and professionally with students, family and care-givers as well as all others involved in the educational placement; --Use and supervise the safe use of all equipment required for the purposes of undertaking the above duties; INTERNSHIPS Preservice Teachers undertaking an Internship can be expected to fulfil the duties of an early career teacher without the presence necessarily of a qualified teacher. Interns thus need to undertake the duties listed above assuming a higher level of independent professional responsibility. Interns thus are required to have the capacity to maintain levels of safety and care expected of a fully qualified teacher. APPENDICES 125

128 Please complete the following information and return this form to the Professional Experience Office (Room 604) before you start your placement. Do you have an illness, medical condition or disability that is likely to impact upon your capacity to safely fulfil the inherent requirements of a Professional Experience placement? Examples may include: chronic illness, regular medication, pregnancy or injury. q No, please complete the declaration on the following page. q Yes, please continue with questions A, B and C. All students must complete the declaration on the following page (A) Please provide further information in the space below as to: a. how your condition or disability may affect your capacity to perform the placement tasks listed above in a safe and effective manner; and b. what accommodations, if any, you may require to assist you to perform the Professional Experience tasks listed above in a safe and effective manner. Note: All information supplied will be treated confidentially and will be used solely for the purposes of assessing potential health and safety risks for students undertaking placements and seeking to address these risks by organising accommodations for affected students. This information is vital to the Faculty and it is essential that you provide all relevant details if you are not registered with Disability Services and/or do not give permission to the Faculty of Education and Social Work to liaise with Disability Services. (B) Are you registered with University of Sydney Disability Services? q Yes q No (C) If you are registered with Disability Services, do you give permission to the Faculty of Education and Social Work to liaise with Disability Services and other key personnel in order to arrange appropriate accommodations at the workplace whilst on Professional Experience? q Yes q No Please complete the declaration on the following page. 126 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

129 If you require further information or if you are not sure about what information you must provide please read the Faculty s Disclosure Policy: Teacher Education and Professional Experience, and if necessary, contact one of the staff members listed in the Policy. For further information regarding University Disability Services and how the Disability Services Officer may be able to assist the University to arrange accommodation you may require to undertake these duties safely, please visit the Disability Services website at stuserv/welfare/disability/ DECLARATION I have read, understood and agree to comply with the Faculty s Disclosure Policy: Teacher Education and Professional Experience. I declare that to the best of my knowledge and belief, the information provided on this form is true. I undertake to submit a revised form to the Office of Professional Experience as soon as practicable should there be any changes to my circumstances during enrolment in my course. Information is collected for the purposes of ensuring the University exercises its duty of care to students undertaking professional placements and those who may be affected by their activities on placement. I acknowledge that the University may use this information for the purposes of organising Professional Experience placements for me outside the University and may provide this information to prospective placement providers, supervisors and other persons involved in organising and supervising me on my placement. Name SID Address Signature Date APPENDICES 127

130 NOTES 128 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

131 NOTES APPENDICES 129

132 130 TEACHER EDUCATION PROFESSIONAL EXPERIENCE HANDBOOK 2013

133

134 Professional Experience Unit T F E [email protected] sydney.edu.au FACULTY OF EDUCATION AND SOCIAL WORK Produced by University Publishing Service, the University of Sydney, February The University reserves the right to make alterations to any information contained within this publication without notice. UPS ABN CRICOS 00026A