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3rd Year PROFESSIONAL EXPERIENCE 2018 Handbook for Preservice Teachers
Contact us via:
eduprofex@jcu.edu.au
2
Professional Experience Contacts
For all general correspondence related to Professional Experience, please email: eduprofex@jcu.edu.au
Placement Advisors Phone Responsibilities Trish Quayle (07) 4232 1716
Cairns B.Ed & MTL
Jenny Gromkowski (07) 4781 6549
Townsville B.Ed & MTL (Primary)
Kate Betridge (07) 4781 4681 Townsville B.Ed & MTL (Secondary)
Scott Richardson (07) 4781 5748 ECE External
Director of Professional Experience and Community Engagement
(07) 4781 5529 Professional Experience Program
Dr Lai Kuan Lim
Cairns Townsville Postal Address Professional Experience Unit
College of Arts, Society & Education James Cook University PO Box 6811 Cairns Qld 4870
Professional Experience Unit College of Arts, Society & Education James Cook University Townsville QLD 4811
Website https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview
3
Third Year Professional Experience: At A Glance
Phase 1: ED3093/ED3193/ED3293 (April 16 – 20)
5 days: - Observation and model/adapt SBTE’s practices - Co-plan and co-teach 4 lessons/sessions - Independent practice (planning, teaching): 2 lessons/sessions
Report
When Within 7 days of practicum completion
What Professional Experience Report
Who To be completed by SBTE
Phase 2: ED3488 (July 16 – August 3)
15 days:
- Gradually increasing load: 2 weeks
- Full load: minimum of 1 week
Report
When Within 7 days of practicum completion
What Professional Experience Report
Who To be completed by SBTE
REMINDER: School attendance must be for complete school days and include school meetings and extra curricula activities. Preservice teachers must notify the school immediately if they cannot attend for any reason and must negotiate make-up days. They must also notify the Professional Experience Unit of any changes negotiated.
4
Roles and Responsibilities: At A Glance SBTE: Site-Based Teacher Educator
PST: Preservice Teacher SC: Site Coordinator
AL: JCU Academic Liaison QPERF: Queensland Professional Experience Reporting Framework
Reporting
PST and SBTE use learning porfolio to support evaluation
of PST's performanceProfessional Experience Report Submits report to JCU (within 7
days of practicum completion)
SBTE and PST engage in professional learning: Gradual release of responsibility (5 days of independent practice)
In Phase 1: PST observes and adopts SBTE's approach
In Phase 2: PST works towards independent practice in the final week
SC orientates PST to school policy and expectations, monitors PST learning,
and provides support to PST and SBTE; contacts JCU Profex if PST is
underperforming
First meeting between PST, SBTE & SC: Expectations Review
Conversation on expectations, and plan for practicum
SBTE shares relevant school curricular documents and
student data
SC orientates PST to the school; shares school policies,
procedures and expectations
PST initiates meeting with SBTE & SC prior to professional experience
Email introduction Set a meeting time
5
Concerns During Professional Experience: Outline of Procedure (At A Glance)
Possible Actions
Revised approach to practicum
Extend practicum, with Director's approval
Terminate practicum, with Director's approval: Must meet with
Director after termination
Follow up by JCU
JCU Academic Liaison contacts SC and PST (within 2 days)
Academic Liaison consults SC, SBTE, PST and Director of Profex to determine course of action
Contact JCU Profex
Email or phone JCU Profex to advise concerns SC submits At Risk Report to JCU Profex
Advise Site Coordinator (SC)
SC reviews concerns with SBTE and PST SC contacts JCU Profex
6
Checklist for Preservice Teacher (PST)
Professional experience Tick
Prior to practicum
Have you read your handbook?
Have you emailed a one-page introduction to your SBTE?
Have you prepared a folder to collect evidence?
By the end of first day
Have you provided your SC with your emergency contact details?
Have you organized a meeting with your SC to understand the school/centre policy and procedures?
Have you had a conversation with your SBTE on expectations?
Have you requested relevant resources for this practicum?
By the end of practicum
Have you received and given feedback on your learning?
Have you presented and discussed your professional experience portfolio with your SBTE?
Have you received an indication of how you performed?
Have you thanked your SBTE, SC, students and colleagues?
If your SBTE gave you the report, have you submitted it to JCU?
Contact: eduprofex@jcu.edu.au, SC and SBTE of your absence
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Contents
Professional Experience Contacts ............................................................................................................ 2 Third Year Professional Experience: At A Glance ................................................................................... 3 Roles and Responsibilities: At A Glance ................................................................................................... 4 Checklist for Preservice Teacher (PST) ...................................................................................................... 6 Professional Experience: Our Purpose ...................................................................................................... 8 Expectations of Preservice Teachers ........................................................................................................ 9 Professional Learning Overview .............................................................................................................. 10
Engaging Professionally ........................................................................................................................ 11 Professional Learning Activities ................................................................................................................ 15
What is the structure of my third year professional experience?.................................................... 15 Goals for third year professional experience ..................................................................................... 15 Outline of Activities ................................................................................................................................ 16 What is a Professional Experience Portfolio? ..................................................................................... 20 What should I include in my Professional Experience Portfolio? ..................................................... 20
How will I be assessed? ............................................................................................................................. 22 What do I do once I have finished my placement? ........................................................................ 22 Professional Experience Report ........................................................................................................... 23 Professional Experience Report ........................................................................................................... 26
What do I do if things are getting off track and I need help? ............................................................ 30 At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 32
At Risk Notification ................................................................................................................................. 33
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Professional Experience: Our Purpose
Objective
Upon completion of the professional experience program, preservice teachers will have cultivated a habit of contributing to an image of teaching as a profession that cares, and that seeks to make a difference. Professional experience offers not only authentic learning opportunities for preservice teachers to develop the necessary skills and knowledge of teaching, but also their personal, interpersonal and emotional capabilities (Scott, 2014). In addition to developing graduate teachers who meet the prescribed Australian Professional Standards of Teaching (APST), our collective efforts also seek to develop graduate teachers who demonstrate characteristics of high calibre aspirant teachers as outlined in Queensland Schooling Sectors’ Expectations of Graduate Teachers, and develop a learning disposition, “to continue to seek answers to difficult problems of teaching and learning and the skills to learn from practice as well as to learn for practice” (Darling-Hammond, 2006). Put simply, JCU graduate teachers are critically reflective and seek in their actions to be better teachers, colleagues, and community members.
With our professional learning schools, we work towards developing critically reflective JCU graduate teachers who demonstrate:
- a quality of teaching defined by APST at a Graduate level - personal capabilities: self-awareness, decisiveness, commitment - interpersonal capabilities: influencing, empathising - cognitive capabilities: diagnosis, strategy, flexibility and responsiveness - appreciation and understanding of the strengths and challenges of our region - a professional identity that resonates with their commitment to student learning and
wellbeing
“Teaching is a profession with certain moral and technical expectations—especially the expectation that teachers, working collaboratively, will acquire, use, and continue to develop shared knowledge on behalf of students” (Darling-Hammond, 2006).
Upon successful completion of the professional experience program, preservice teachers will develop a demonstrated body of knowledge and a range of skills as prescribed in Australian Professional Standards of Teaching. JCU preservice teachers will also be consciously refining their beliefs and learning dispositions to construct a professional identity that resonates with their
9
Expectations of Preservice Teachers
Being a JCU preservice teacher – capturing the Australian Professional Standards for Graduate Teachers
Behave ethically Respect school community and code of conduct Articulate a positive future for education and community
Active and keen learners of teaching
Take a strong responsibility for their own professional learning: work independently and collaboratively to develop knowledge, skills and capabilities Open to learning, responsive to context and feedback
Contribute to learning of colleagues
Share knowledge, practices and resources Initiate and engage in professional conversations that improve practice and decision-making skills
Possess professional knowledge
Develop professional knowledge, understanding and practice towards all APSTs at a minimum of Graduate level by the end of your final practicum Develop a reflexive criticality in consideration of policy, research and practice Reflect critically and based on evidence
Contribute to student learning
Seek strategies for productive learning environments Use evidence to improve teaching
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Professional Learning Overview
- Prior to professional experience: familiarise with context, curricular documents, practicum requirements Initiate meeting with SBTEs and SCs to clarify expectations
- Learn student and staff names - Request and read policies and procedures, curricular resources and student data - Feed up: articulate and clarify your goals for practicum, and how you will monitor
and evaluate your contributions - Work to become part of your practicum class and broader practicum setting by way
of contribution and engagement - Move beyond passive recipient and observer to become a supportive and positive
part of the classroom
- Study and document SBTEs’ practices in planning, pedagogical, assessment, classroom management, student data collection and analysis, communication to students, colleagues and parents/carers
- Seek understanding of SBTEs’ curricular decision making process - Prepare resources that support student learning (use and adapt existing resources;
create resources) - In 3rd year, you are expected to be able to plan at least one week of lessons
independently in the second placement block - Document your practices to facilitate selection of evidence for learning portfolio
- Practise skills: model SBTE’s strategies, and as you gain confidence, adapt, experiment and generate strategies informed by your knowledge of theory, understanding of students and your SBTE feedback
- Critically analyse skills and strategies - Refine skills based on reflection and feedback: demonstrate high expectations - Seek feedback: be specific on what they want to know - Communicate concerns and struggles - Communicate respectfully, clearly and openly to support student learning and
wellbeing - In 3rd year, you are expected to be able to teach at least one week of lessons
independently in the second placement block.
- Seek SBTE’s feedback - Reflect on SBTEs’ evaluation and re-plan to improve performance - Reflect on student response to what you did: what went well? What didn’t? What
will you do differently? - Embrace errors, miscues and misunderstandings as learning opportunities. - Participate in reflective collaboration - understanding that learning cannot happen
in isolation - to learn “new practices and to unlearn old assumptions, beliefs and practices”(Le Cornu, 2008)
See also: Queensland Experience Reporting Framework: Professional Experience Checklists that outline the expectations of site coordinators and SBTEs.
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Engaging Professionally
Professional conduct, as a preservice teacher, is critical to the success of your placement. As discussed in the briefings, there are aspects of your conduct as a preservice teacher that are non-negotiable. These are outlined again, here, for clarity:
Plan to engage with professionalism:
1) Sign in and out through the school office each day. The school’s visitor registry is an official account of your attendance. Always wear your JCU ID card, and your Blue Card, attached to a JCU lanyard. Doing so is essential as it readily facilitates your identity to others in the school community.
2) Plan to arrive at school a minimum of 45 minutes before official class commencement, and plan to remain at school after official close of student instruction for a further 45 minutes. This time is critical to ensuring adequate time for co-planning and co-reflecting.
3) Plan to submit planning documentation for review and feedback from your SBTE 48 hours in advance. This timeframe is essential to allow your SBTE sufficient time to review your plans and amend them (if necessary). Without sufficient time to review a plan prior to implementation, confusion around expectations for the lesson can easily develop. This lack of communication can quickly deteriorate into a negative feedback cycle. Plans are to be submitted in a professional, word-processed format, via email to your SBTE, 48 hours in advance of delivering a lesson. This is an expectation of the JCU Professional Experience unit and you are required to adhere to this expectation. If your SBTE states that they don’t need to see your plans so far in advance, send them anyway. Doing so means your plans will be ready and available for review and you will be organised.
4) Engage with an ethical and professional discourse at all times. Your conduct is to be guided by the Queensland College of Teachers (QCT) Code of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document describes six values which underpin the teaching profession: integrity, dignity, responsibility, respect, justice and care. You are expected to conduct yourself in accordance with this code of ethics at all times. The QCT has also developed the document entitled Professional Boundaries: A Guideline for Queensland Teachers to support Queensland teachers in their relationships with students (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document will inform and guide you about appropriate teacher-student relationships. You are expected to familiarise yourself with both of these QCT documents prior to commencing your placement.
5) Plan to engage in a professional expectations dialogue with your SBTE in Week 1 of your placement. During this dialogue you are expected to: • Describe and highlight the expectations for your work and your conduct whilst on
placement. This is your placement and you must be aware of what you are required to do and have agency in achieving these goals.
• Articulate your own professional learning goals for the placement. These goals must be informed by previous professional experience placements and feedback from your coursework. Feel free to take previous placement reports with you, annotated, to show which areas you are seeking to develop during this placement.
6) Plan to respond to feedback from your SBTE with professionalism through reflective
practice.
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Standard 6 of the Australian Professional Standards for Teachers (APSTs) highlights the significance of identifying and planning for your professional learning needs, and to using the APSTs to guide your professional goal-setting. The feedback offered by your SBTE, as an experienced educator and mentor, is critical in assisting you to formulate, and to then clearly articulate, your own professional learning goals. For preservice teachers, and early career teachers, broadening the scope of your reflective practice can be very challenging. The first step in doing so is for you to shift your gaze away from yourself and your teaching to, instead, undertake a careful and critical review of your learners and what they are learning. Evaluating your lessons, in collaboration with your SBTE is a very practical way to achieve this shift in your gaze. However, as discussed in our briefings, the onus is on you to direct these professional conversations — to seek targeted feedback; to also demonstrate an openness and professional disposition with regards to receiving feedback; and, to then implement this feedback into your practice. Cavanagh and Prescott (2015) state that reflection is “both a process of individual thought and of interpersonal dialogue with your mentors” (p. 224). In this way, reflection acts as a catalyst for improving practice. Reflection can be framed through four key dimensions: i) Reflection is grounded in classroom practice. Reflections focus on an element of your
pedagogy that you want to learn more about and improve. You should consider how well your lessons have achieved desired student learning outcomes. To do so, you will need to notice how students are responding as you teach.
ii) Reflection involves an open-minded dialogue with your colleagues and particularly your mentors, so that you can begin to evaluate your practice. A collegial and professional approach to your reflection allows you to view your practice from different perspectives. Doing so, in collaboration with your mentor, allows you to become aware of essential aspects of classroom practice, interpret events and consider possible causes for them, from a fresh perspective. To do so requires you to analyse your practice on a deep level.
iii) Reflection allows you to consider alternatives and options so as to further develop your practice. If you take responsibility for initiating discussions with your SBTE, you can explore a variety of approaches and identify new ways forward. To do so requires you to imagine new pedagogical practices.
iv) Reflection is purposeful. Through personal and dialogical reflection you are able to identify future actions. From here, you need to act and demonstrate your adoption of these new ideas into your practice.
These dimensions are summarised by Cavanagh and Prescott (2015, p. 225) in the following diagram:
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Figure 1. The cycle of reflective practice
Figure 1. The cycle of reflective practice (Cavanagh & Prescott, 2015, p. 225) demonstrates the dimensions that inform an ongoing reflective cycle. Each phase leads on to the next, with your practice growing each time you move through the cycle. The reflection you undertake as an individual, alongside the reflective dialogue you facilitate with your mentor, is critical to your professional growth through a cycle of reflective practice.
So, the emphasis on co-reflection in this phase of professional experience is key. You must be active, open and professional in regards to seeking, analysing and implementing lesson evaluation. The work of lesson evaluation is reflective and is not the work of your SBTE alone. In order to keep track of your reflective work, it is recommended that you keep a reflective journal. Each of your journal entries should be dated and may be comprised of text, diagrams, concept maps, and so on. If you are finding it difficult to make written reflections, consider a digital journal. In a digital format you could look to include voice recordings and links to relevant electronic materials and resources, along with relevant digital annotations. Killen (2013) suggests that journaling can provide:
• A record of what occurred in the lesson and the consequences of those events (remembering to engage professional discourses while constructing reflections).
• An account of how you felt about your lesson • An opportunity to view your practice from different viewpoints • A means of recording your emergent understanding of student learning and pedagogy • A window on your personal beliefs and values about learning and teaching • A scaffold for your planning and a catalyst for informed future actions to improve your
practice Your goal as a preservice teacher is to move beyond superficial lesson reflections. Table 1 provides you with prompts to aid reflection on your practice:
Table 1. Prompts to aid reflection on practice
Notice
Analyse
Imagine
Act
Before the lesson After the lesson After discussing the lesson with your SBTE
What are my goals for this lesson? What do I want students to learn?
What did the students learn in my lesson?
What was the most important feedback I received from my mentor about my lesson?
14
Note. Table drawn from Cavanagh & Prescott (2015, p. 227) In the event that circumstances arise where you feel uncomfortable or confused about a scenario you encounter with a student, a colleague, your SBTE, the site-coordinator or other staff, the first step is for you to reflect on the role your approach and/or your professionalism may have played in such a scenario. Farrell (2004) provides the following prompts to assist you in reflecting on your own professionalism:
• Describe what you did, without judgment • Why did you act in that way? • How did others respond to your actions? • What was the result? • Should you continue to act in this way or change the way you act? • What changes will you make?
Finally, it is essential to review the quality of your own reflections, so as to move beyond superficial recounts and to, instead, generate reflections which create conditions for professional development. Cavanagh & Prescott (2015, p. 228) suggest the following questions for use in evaluating the quality of your self-reflection:
• Are my reflections mainly descriptive or do they also include some analysis of incidents and events?
• Do my reflections focus mainly on classroom management and organisation or do I also analyse other aspects of my teaching practice?
• Do my reflections concentrate mainly on my own actions or do they also include a focus on student learning?
• Do I pose questions for my mentor and myself? • Do I evaluate what worked well in my lesson and what I need to do better? • Do I formulate alternative approaches and consider how I might teach this lesson
differently in the future? You are reminded that your professional conduct should reflect the QCT Code of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics),and James Cook University’s Student Conduct Policy (see https://www.jcu.edu.au/policy/student-services/student-conduct-policy).
What do I want to happen in this lesson?
How did the students respond? How can I work to implement my mentor’s suggestions in the future?
How do I want this lesson to proceed?
Why did the events of this lesson happen in this way?
How will I know if my lesson has been successful?
What could I have done differently?
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Professional Learning Activities
What is the structure of my third year professional experience?
Third year placement comprises of two phases in the same school setting:
Phase 1: 5 days (observations; co-planning and teaching; 2 lessons of independent practice)
Phase 2: 15 days (co-planning and teaching; minimum of 5 days of independent practice)
Goals for third year professional experience Over the two phases, you will be aiming to achieve three goals. Goals one and two are assessed by your School-Based Teacher Educator (SBTE) whilst the third goal should be thoughtfully evaluated by yourself. The details for these goals are outlined below:
1. By the end of the third week, you will be able to independently enact a Plan, Teach, Assess, Reflect (PTAR) cycle in your classroom.
2. Commencing in Week 1, and by the completion of Week 3, you will curate a portfolio of evidence in relation to your capacities to plan, teach, assess and reflect. The evidence included in your portfolio should demonstrate the impact of your pedagogical decisions on student learning.
3. You will reflect on the development of your professional identity and practices since your first year in Bachelor of Education.
Your achievement of the two goals (1 & 2 above) will be assessed in the professional experience report. You must achieve “Developing Towards Graduate Level” on each criterion of the report. in order to be successful. Your SBTE will evaluate both your teaching performances enacted in the classroom and the evidence curated in your professional experience portfolio when making their final assessment of your level of proficiency. In order to achieve Goals 1 and 2 this handbook outlines the weekly professional learning activities to be undertaken during your school-based placement. You should use these tables to guide your practice, and to provide opportunities to curate evidence for your professional experience portfolio and for your coursework goals. You are also reminded that these three goals are to be enacted in accordance with the QCT Code of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics), and James Cook University’s Student Conduct Policy (see https://www.jcu.edu.au/policy/student-services/student-conduct-policy).
16
Outline of Activities
Week Focus of Professional Learning Phase 1: ED3093/ED3193/ED3293
Prior to practicum
Preparation Review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct Set up a structure for your reflective journal Set up your Professional Experience portfolio structure by establishing one section for each of the headings on the professionall experience report Review what you learnt in SP1, in particular, Teaching for Learning 1 Ensure that your Blue Card is current and will not expire before the completion of your program. Ensure your Blue Card and JCU Student ID card are attached to a lanyard, ready for you to wear at all times while on placement. Ensure you have made contact with the site coordinator at your school, and set up a time to meet, either in person or by telephone, to discuss your upcoming placement and begin establishing expectations for your work whilst at the school.
Plan Teach Assess Reflect
1
Engage in a professional expectations dialogue with SBTE
Provide incidental support to students
Observe how your SBTE checks for understanding
Co-reflect with SBTE against the report
Observe learners and prepare learner profiles
Co-teach 4 lessons
Observe how your SBTE provides feedback to support student learning
Review the evidence of your professional learning; reflect on your initial perspective of teaching and amend your personal statement (generated prior to Week 1) to reflect your new professional learnings
Collect relevant school policies and annotate to show evidence of your observations of policy enactment in the classroom
Gather your SBTE’s reflection on the impact of assessment on student learning as well as their teaching
Observe, document and reflect on strategies used by SBTE for planning, teaching, managing and assessing
Seek and apply feedback into the next step of planning and teaching
Co-plan 4 lessons Plan 2 lessons independently
Teach 2 lessons independently
Finalise a ½ page reflection of your professional learning
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Sources of evidence
You should contact your SBTE at least one week before the commencement of
Phase 2
Phase 2: ED3488 Week Focus of Professional Learning
1
Plan Teach Assess Reflect Engage in a professional expectations dialogue with SBTE for goals for week 2
Co-teach all lessons (model and adapt the teaching strategies as suggested by your SBTE)
Assess the impact of your pedagogical decisions in the lessons that you co-taught
Co-reflect with SBTE against the report Seek targeted feedback in relation to key aspects of your practice Annotate lesson plans with modifications
Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning
Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 2 SBTE evaluates your capacities against QPERF and submits the report to JCU
Co-plan all lessons (requirements as set out by your SBTE)
Sources of Evidence
18
Week Focus of Professional Learning 2
Plan Teach Assess Reflect Engage in a professional expectations dialogue with SBTE for goals for week 2
Co-teach all lessons (less input from your SBTE; moving towards independent practice)
Assess the impact of your pedagogical decisions in the lessons that you co-taught
Co-reflect with SBTE against the report Seek targeted feedback in relation to key aspects of your practice Annotate lesson plans with modifications
Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning
Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 2 SBTE evaluates your capacities against QPERF and submits the report to JCU
Co-plan 8 lessons (less input from SBTE)
Sources of Evidence
19
Week Focus of Professional Learning 3
Plan Teach Assess Reflect Engage in a professional expectations dialogue with SBTE
Teach all lessons independently
- Demonstrate range of teaching strategies (negotiated with SBTE)
- Incorporate SBTE’s feedback
Assess the impact of your pedagogical decisions in the lessons that you taught
Co-reflect with SBTE against the report - Present your
QPERF portfolio to your SBTE for review and evaluation on the last day of your professional experience placement
Seek targeted feedback in relation to key aspects of your practice Annotate lesson plans with modifications
Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning
Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 2 SBTE evaluates your capacities against QPERF and submits the report to JCU
Plan independently to the requirements as specified by your SBTE
Sources of Evidence
Resources
You can find templates on lesson planning, learner profiles, SBTE’s feedback on the Professional Experience Community Site in LearnJCU. Look in: Organisations>Professional Experience Community>Resources>Templates
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What is a Professional Experience Portfolio?
Throughout your professional degree program, you will engage in a number of professional experience placement blocks. During each block, you are required to compile evidence of your professional capacities in what is referred to as a professional experience portfolio. This portfolio represents part of your work as a teacher – it allows you to record the ‘invisible’ work of teaching – the planning, reflecting, and pedagogical decision-making that goes behind all successful teaching episodes. You should consider your portfolio to represent you and your professional capacities. The portfolio is a dynamic document – you should look to continuously update your portfolio so that it provides the latest and fullest representation of your professional capacities in relation to the Australian Professional Standards for Teachers.
What should I include in my Professional Experience Portfolio? You will compile a Professional Experience portfolio throughout your 15 days of professional experience. This portfolio will continue to develop as your progress through your Bachelor of Education program. You should structure your portfolio using a ring binder, section dividers and plastic document protectors. Your portfolio will be structured to include 6 sections:
• Personal statement • Planning effectively • Teaching effectively • Managing effectively • Assessing and recording learning • Professional Conduct
Table 2 below summarises the suggested artefacts of the Professional Experience portfolio over the two placement phases. This is not an exhaustive list – the table outlines suggested artefacts for inclusion in your portfolio by the end of Phase 2. The specific artefacts you choose to include in each section of your portfolio should be carefully selected so that they evidence your capacities in relation to each of the relevant Australian Professional Standards for Teachers (APST) as outlined on the professional experience report.
21
Table 2: Professional Experience Portfolio QPERF Requirements
Evidence
Personal statement
Written philosophy, professional experience goals
1. Planning 4 samples of each of the following (Secondary: 1 for each SAT): o Lesson plans and post implementation annotations (APST 1, 2
& 3) o Written reflections o Revised class and learner profiles (OneSchool data;
observations) 2. Teaching 4 samples of each of the following (Secondary: 2 for each SAT):
o Differentiated learning activities and teaching strategies (include annotations that demonstrate APST 1, 2 & 3)
o Evidence of written reflections on the next steps for teaching based on evidence of student learning; application of SBTEs’
feedback with links to scholarly reference material o ½ page reflections: including reflection on the application of
SBTE’s feedback 3. Managing 3 samples:
- ½ page weekly reflections in response to APST 4.1, 4.2 and 4.3 4. Assessing and Recording Learning
3 samples of each of the following (Secondary: either teaching area): o Written feedback to students (below, at and above level of
achievement) o ½ page reflections that demonstrates understanding of APST
5.1, 5.2, and 5.4, and 6.3 5. Professional Conduct
Document SBTEs’ feedback on your understanding and adherence to legislative requirements; Annotation of key school policies and procedures (selected samples) ½ page reflection that demonstrates understanding of APST 4.4, 4.5, 7.1 and 7.2 within the school context
Reflection Complete a reflection in relation to the events of practicum and the personal statement tasks and expectations dialogue. Consider the question: What is the impact of my curricular and pedagogical decisions on student learning?
You are expected to complete this professional experience portfolio by the end of the second phase.
22
How will I be assessed?
Professional experience is an opportunity for you, as a preservice teacher, to learn within and through practice. Your learning is demonstrated through your contributions to student learning as well as your professional reflections on your contributions to the classroom and the wider school community.
The learning intention in this practicum focuses on your understanding and skills of lesson design. You are expected to draw on your foundational knowledge of learners to understand how differentiation supports their learning. You are expected to adopt and adapt your SBTEs’ planning and teaching practices.
By the end of the second phase of your third year practicum, you are expected to demonstrate through your practice and professional experience folder that you can consistently and confidently meet the Engagement descriptors in the QCT Assessing the APST Guide (Graduate).
Third year placement is assessed using one report for each phase.
At the end of the placement, you must demonstrate a minimum of “Developing Adequately” in all descriptors to meet the requirements of this professional experience.
What do I do once I have finished my placement? Prior to the last day of placement in each phase, you should organise a time to discuss their practice with their SBTE.
On the last day of your placement, you should:
• Present your Professional Experience portfolio to your SBTE for discussion on your learning • Discuss the report with your SBTE • The report may be completed in hard copy or via the fillable PDF version of the report,
which is available here: https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators
• Sign the completed report digitally (if using PDF), or with a pen (if using hard copy). • Make a copy of the completed report and retain this copy for your records and ongoing
professional development and reflection • Submit the signed and completed report to eduprofex@jcu.edu.au (if in PDF format) or
to the College of Arts, Society and Education office on your JCU campus (if in hard copy), within 7 days of the completion of your placement
• Professional Experience portfolio is for you to monitor your development; you do not have to submit it to JCU
23
College of Arts, Society & Education
Bachelor of Education Professional Experience Report
Return report to JCU Profex within 7 days of completion of practicum. Retain a copy before submitting original.
Preservice Teacher:
Student Id:
School
SBTE/s:
Primary (Year Level)
Secondary Teaching Areas & Year Levels
Satisfactory
Wel
l D
evel
oped
Dev
elop
ing
A
dequ
atel
y
Not
Dev
elop
ing
N/A
Planning effectively - preparation for teaching Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Organise content into an effective learning and teaching sequence.
APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
APST 2.3
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Comments:
3rd Year
Phase 1
24
Teaching effectively – enactment of teaching Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST
6.3
Comments: Managing effectively – create safe and supportive learning environments Identify strategies to support inclusive student participation and engagement in classroom activities
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions.
APST 4.2
Comments: Assessing and Recording
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Comments: Professional Conduct
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
25
Overall Comments:
Comments:
Professional Experience Result Requirements Developing adequately
Well developed
Unsatisfactory Completed 10 Days
Completed professional portfolio recommendations
Ready to proceed to next professional experience
stage
Not yet ready to proceed to next professional experience
stage.
Minimum of ‘Developing Adequately’ in all descriptors.
Preservice teacher’s name
Signature Date
Supervising teacher’s name
Signature Date
Site coordinator’s name
Signature Date
26
College of Arts, Society & Education
Bachelor of Education Professional Experience Report
Return report to JCU Profex within 7 days of completion of practicum. Retain a copy before submitting original.
Preservice Teacher:
Student Id:
School
SBTE/s:
Primary (Year Level)
Secondary Teaching Areas & Year Levels
Satisfactory
Wel
l D
evel
oped
Dev
elop
ing
A
dequ
atel
y
Not
Dev
elop
ing
N/A
Planning effectively - preparation for teaching Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
APST 1.1
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
APST 1.3
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
APST 1.5
Organise content into an effective learning and teaching sequence.
APST 2.2
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
APST 2.3
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
APST 3.1
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies
APST 3.2
Leave blank if unable to assess in the school context
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability
APST 1.6
3rd Year
Phase 2
27
Comments: Teaching effectively – enactment of teaching Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning
APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
APST 6.3
Leave blank if unable to assess in the school context
Demonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
APST 2.4
Comments: Managing effectively – create safe and supportive learning environments Identify strategies to support inclusive student participation and engagement in classroom activities
APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions.
APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour.
APST 4.3
Comments:
28
Assessing and Recording
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
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
APST 5.5
Comments: Professional Conduct
Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
APST 4.4
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
APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
APST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
APST 7.2
Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
APST 7.4
Comments:
29
Overall Comments:
Professional Experience Result Requirements Developing adequately
Well developed
Unsatisfactory Completed 10 Days
Completed professional portfolio recommendations
Ready to proceed to next professional experience
stage
Not yet ready to proceed to next professional experience
stage.
Minimum of ‘Developing Adequately’ in all descriptors.
Preservice teacher’s name
Signature Date
Supervising teacher’s name
Signature Date
Site coordinator’s name
Signature Date
30
What do I do if things are getting off track and I need help?
In the event of a problem or concern arising for you, the first step is to reflect. Use the reflective prompts by Farrell (2004) (see handbook section on Engaging Professionally) to evaluate your professionalism in relation to the matter. If, following reflection, the problem or concern persists, this is the process to follow:
Step 1: Preservice teacher raises concern with her/his SBTE.
Step 2: If issue is not resolved following discussion with supervising teacher, the preservice teacher raises concern with the school’s site coordinator as early as possible (the site coordinator is the main point of contact in schools for JCU).
Step 3: Preservice teacher requests the site coordinator set up a meeting involving all parties – the preservice teacher, SBTE and site coordinator – to discuss the issue of concern.
Step 4: If the concern remains, the preservice teacher completes and submits the Intervention Notification form (see next page) via email to the Professional Experience Unit. If the matter is urgent, please phone the Professional Experience Unit to alert us to the incoming email.
The “Intervention Notification” is a form designed for use by preservice teachers only, to trigger a response from the Professional Experience Unit at JCU to the student submitting the notification.
Upon receipt of the Intervention Notification, the Professional Experience Unit will notify the relevant Academic Liaison who will then make contact with the preservice teacher to discuss the matter of concern. If necessary, the Academic Liaison will visit the school to discuss the matter with the parties concerned – the preservice teacher, site coordinator and/or supervising teacher.
31
College of Arts, Society & Education
Intervention Notification
This report is designed for use by preservice teachers to trigger a response from the Professional Experience Unit to an issue or concern. Many issues are swiftly resolved if raised early. It is critical that preservice teachers who are experiencing difficulty advise the Professional Experience Unit.
Submission of this form: eduprofex@jcu.edu.au
If the matter is urgent then also phone (07) 4781 5529
Preservice teacher: Name:
Signature: Date:
Contact details: Mobile:
Home Phone:
Email:
Professional Experience School/Centre:
Professional Experience Phase 3rd year: Phase 1 3rd year: Phase 2
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
32
At Risk Notification – Guidelines for Use (SBTE & Site Coordinator) PURPOSE The “Preservice Teacher At Risk Notification” process during professional experience is designed to alert the preservice teacher and Education to areas of concern identified by the SBTE and site coordinator. The At Risk Notification process should be used in any of the following circumstances:
Where the SBTE and site coordinator believe that the preservice teacher could, with additional effort and attention, work to demonstrate competence in all criteria required in the professional experience.
Where the preservice teacher is failing to respond effectively to feedback provided by the SBTE and site coordinator.
Where the SBTE and site coordinator believe that intervention from the Professional Experience Unit would assist the preservice teacher.
The “Preservice Teacher At Risk Notification” form should be submitted as early as possible. This allows time for intervention to occur. The IDEAL process for submitting the “Preservice Teacher At Risk Notification” form is summarised in the following: Step 1: SBTE raises concerns about progress directly with both the site coordinator in the school and
with the preservice teacher. Step 2: Site coordinator sets up a meeting with SBTE and the preservice teacher in the school to discuss concerns and completes the “Preservice Teacher At Risk Notification” form. The form is then emailed to JCU and the Coordinator phones the Professional Experience Unit to notify of lodgement. [email: eduprofex@jcu.edu.au]
Townsville 4781 6549 (Primary, ECE, RATEP)
4781 4681 (Secondary) Cairns 4232 1716 (ECE, Primary, Secondary)
4781 5748 (ECE Online) Step 3: JCU Professional Experience Unit immediately notifies the Academic Liaison who:
• Makes contact with the school and the preservice teacher • Organises to discuss concerns with the preservice teacher and the supervising
teacher • In collaboration, develops an action plan – this may include counselling etc. BUT will
NOT include more time in the school Step 4: All parties review progress to determine competency level.
If further action is required, the site coordinator should contact the Director of Professional Experience via email: laikuan.lim@jcu.edu.au or phone (07) 4781 5529 NB (1): Please note that while it is recommended that the “at risk” process be used when there are concerns about a preservice teacher, it is not an essential step and preservice teachers may still be deemed “not competent” even if an “at risk” notification has not been submitted. NB (2): This process should not be used if the preservice teacher is CLEARLY NOT COMPETENT to proceed. If a preservice teacher is deemed not competent to proceed at any stage during final year, the JCU Professional Experience Unit will work with the preservice teacher to develop an action plan to address concerns raised. The completion of appropriate intervention almost always allows for a repeat practicum period (in a different school location).
33
College of Arts, Society & Education
At Risk Notification
In order to be judged ‘Competent to Proceed’ preservice teachers must have met minimum requirements for each practicum phase as identified in the report. Please email a summary of areas of concern as described by the report, indicating in which of the descriptors in the report the preservice teacher is experiencing difficulty.
Preservice teacher
School
Name of person completing form
Signature:
Professional Experience Phase:
Please indicate the areas of concern as linked to the report outcomes and email to: eduprofex@jcu.edu.au
If the matter is urgent then also phone (07) 4781 5529
REPORT AREA Comments Section 1: Planning Effectively
Section 2: Teaching Effectively
Section 3: Managing Effectively
Section 4: Assessing and Reporting Effectively
Section 5: Professional Conduct
PLEASE PROVIDE THE PRESERVICE TEACHER WITH A COPY OF THIS ADVICE
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