Master of Teaching and Learning (Primary) … › __data › assets › pdf_file › 0010 › ...continue to seek answers to difficult problems of teaching and learning and the skills

[Type here]

–––

Master of Teaching and Learning (Primary) PROFESSIONAL EXPERIENCE 2018

Handbook for Preservice Teachers

Contact us via:

[email protected]

2

Professional Experience Contacts

For all general correspondence related to Professional Experience, please email: [email protected]

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 & MLT (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

mailto:[email protected]

https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview



3

MTL Professional Experience: At A Glance Phase 1: ED5950

March 5th to 9th (5 days) and April 23rd to May 4th (10 days)

5 + 10 days - Observation/Walkthrough: 5 days (Preliminary) - Gradually increasing responsibilities: 10 days (Final) (Arts, English & Mathematics)

Reporting When Within 7 days of practicum completion

What ED5950 Professional Experience Reports: Preliminary + Final Who* To be completed by SBTE and returned to JCU Profex

Phase 2: ED5960

August 13th to September 7th (20 days)

20 days completed as a 4 week block - Gradually increasing load: 2 weeks - Minimum of 2-week full teaching block (with emphasis on the Arts, English, Mathematics & Technology)

Reporting When Within 7 days of practicum completion What ED5960 Professional Experience Report Who* To be completed by SBTE and returned to JCU Profex

Phase 3: ED5974

February 5th to March 9

25 days completed as a 5-week block - Gradually increasing load: 1 week (with emphasis on HPE, Science, Humanities & Social Science) - Full load: minimum of 3-week full teaching block (All learning areas)

Reporting When Within 7 days of practicum completion What QPERF Who* To be completed by SBTE;

Site coordinator submits reports to JCU following consultation with JCU

Phase 4: ED5982 May 7 –June 1 (20 days)

20 days completed as a 4-week block ▪ Independent practice: negotiated tasks

Reporting When Within 7 days of practicum completion What ED5982 Internship/Service Learning Statement of Completion Who* To be completed by supervisor and returned to JCU Profex

Additional Requirement: 20 days across the program

One day a week during coursework in SP1 & SP2, 2018 and SP1 2019 (with a maximum of 7 days completed per study period)

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 performance

Phase 1, 2 & 4 JCU Reports; Phase 3 (ED5974): QPERF

Submits report to JCU (within 7 days of practicum completion)

SBTE and PST engage in professional learning:Coplan, Coteach, Coevaluate

SBTE models, mentors, monitors, provides feedback, releases

responsibility to PSTSBTE gives a mid-point formative evaluation based on the report

PST adopts, adapts, responds to feedback, provides feedback to SBTE, monitors

student learning, contributes to school community

PST responds to the mid-point evaluation

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, QPERF 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

http://education.qld.gov.au/hr/recruitment/teaching/docs/prof-exp-recommendations.pdf

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

Contents Professional Experience Contacts ............................................................................................................ 2 MTL Professional Experience: At A Glance .............................................................................................. 3 Roles and Responsibilities: At A Glance ................................................................................................... 4 Professional Experience: Our Purpose ...................................................................................................... 7 Engaging Professionally .............................................................................................................................. 8

Plan to engage with professionalism .................................................................................................... 8 ED5950 ........................................................................................................................................................ 12

ED5950 Professional Learning Activities .............................................................................................. 14 What is the structure of my professional experience placement for ED5950? ............................. 14 What is my expected teaching load in ED5950? .............................................................................. 14 Weekly Outlines of Professional Learning Activities for ED5950 ....................................................... 15 What should I include in my Professional Experience Portfolio for ED5950? .................................. 19 How will I be assessed in ED5950? ....................................................................................................... 22 What do I do once I have finished my ED5950 placement? .......................................................... 23 Professional Experience Report: Preliminary ...................................................................................... 24 Professional Experience Report: Final ................................................................................................. 27

ED5960 ........................................................................................................................................................ 30 ED5960 Professional Learning Activities .............................................................................................. 32 What is the structure of my professional experience placement for ED5960? ............................. 32 What is my expected teaching load in ED5960? .............................................................................. 32 Weekly Outlines of Professional Learning Activities for ED5960 ....................................................... 33 What should I include in my Professional Experience portfolio for ED5960? ................................. 38 How will I be assessed in ED5960? ....................................................................................................... 41 What do I do once I have finished my ED5960 placement? .......................................................... 42 Professional Experience Report ........................................................................................................... 43

ED5974 ........................................................................................................................................................ 47 ED5974 Professional Learning Activities .............................................................................................. 49 What is the structure of my professional experience placement for ED5974? ............................. 49 What is my expected teaching load in ED5974? .............................................................................. 49 Weekly Outlines of Professional Learning Activities for ED5974 ....................................................... 50 What should I include in my Professional Learning Portfolio for ED5974? ...................................... 57 The Graduate Teacher Performance Assessment (GTPA) .............................................................. 60 How will I be assessed in ED5974? ....................................................................................................... 62 What do I do once I have finished my ED5974 placement? .......................................................... 63

ED5982 ........................................................................................................................................................ 64 ED5982 Internship/Service LearningProfessional Learning Activities .............................................. 65

Integrating coursework with practice: 20 days in schools ................................................................... 68 20-days Attendance & Completion Report ...................................................................................... 70

What do I do if things are getting off track and I need help? ............................................................ 71 At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 73

At Risk Notification ................................................................................................................................. 74

7

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

8

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.

http://www.qct.edu.au/standards-and-conduct/code-of-ethics

http://www.qct.edu.au/standards-and-conduct/code-of-ethics

9

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:

10

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 ED4488 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 4th year preservice teacher is to move beyond superficial lesson reflections. Table 1 provides you with prompts to aid reflection on your practice:

Notice

Analyse

Imagine

Act

11

Table 1. Prompts to aid reflection on practice

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 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).

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?

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?

http://www.qct.edu.au/standards-and-conduct/code-of-ethics),

https://www.jcu.edu.au/policy/student-services/student-conduct-policy

https://www.jcu.edu.au/policy/student-services/student-conduct-policy

12

ED5950

13

14

ED5950 Professional Learning Activities

What is the structure of my professional experience placement for ED5950?

ED5950 is comprised of two blocks of placement:

Block 1 (Preliminary): 5 consecutive days undertaken March 5th to 9th, and;

Block 2 (Final): 10 consecutive days undertaken April 23rd to May 4th

What is my expected teaching load in ED5950? The expected teaching load for you as a preservice teacher in the ED5950 school-based placement is one that is gradually increasing over the two week placement undertaken in Block 2. The ED5950 placement culminates in you co-planning, co-teaching, co-assessing and co-reflecting. Across these two blocks of professional experience, you will move from observation, dialogue and learner profiling in Block 1, to co-planning, co-teaching, co-assessing and co-reflecting on one activity per day for English, Mathematics and the Arts, as timetabled across your two week placement.

A series of tables, pages 15-18 are provided to focus your professional learning activities through each week of your ED5950 placement. Each week is presented as a separate table. The number of lessons/days allocated for planning, teaching, assessing and reflecting for each week are stipulated as minimum requirements. You will notice that at the bottom of each table, there is a blank row. It has been included for you to include notes about potential artefacts from each week of your experience that you may include in your Professional Experience portfolio. A detailed explanation on your Professional Experience portfolio is included from pages 19-21.

15

Weekly Outlines of Professional Learning Activities for ED5950

Week Focus of Professional Learning

Prior to Week 1

Preparation Complete a brief personal statement for your Professional Experience portfolio (200 words maximum: paragraph or dot-point format) The personal statement must make reference to the following:

- Australian Professional Standards for Graduate Teachers - current knowledge, skills, capabilities and personal attributes relevant to teaching - professional experience goals for this phase: what they are, and how you will evaluate the outcomes.

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 ED5950 Final report Review Subject Outlines with assessment tasks linked to Professional Experience and plan to collect artefact as applicable 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. Review the ACARA National Curriculum and the QCAA curriculum. Look to generate a familiarity with these documents so that you are aware of how they are guiding and informing your practices, as well as those of your SBTE, on a daily basis

16

Week Focus of Professional Learning: ED5950 Block 1: Preliminary

Plan Teach Assess Reflect

1

Engage in a professional expectations dialogue with SBTE

Provide incidental support to students

Take initiative to know

learners and contribute to their learning and

engagement

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning – specifically in relation to mathematical knowledge (NAPLAN, PAT-M, school-based testing) and language and literacy knowledge (NAPLAN, PAT-R, school-based testing)

Co-reflect with SBTE against ED5950 preliminary report

Collect relevant school policies and annotate to show evidence of your observations of policy enactment in the classroom

Observe, document and reflect on strategies used by SBTE for planning, teaching, managing and assessing

Review and reflect on strategies used by your SBTE for interpreting, recording and communicating student data to a range of audiences (including students, parents, colleagues and school administration) for the purpose of improving 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

Observe learners and identify presence or absence of class and learner profiles

Sources of evidence

for Professional Experience

portfolio

17

Week Focus of Professional Learning: ED5950 Block 2: Final


2 (with week 1 having

occurred in Block 1)


Adopt and support SBTEs approach in fostering a positive learning environment, with specific focus on rules, routines and verbal strategies

Assess the impact of your pedagogical decisions in the six lessons that you co-

taught.

Co-reflect with SBTE against ED5950 Final report

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning – particularly with respect to English and the Arts.

Co-teach five English activities (one per day)

Seek targeted feedback in relation to key aspects of your practice. Annotate lesson plans with modifications

Contribute to SBTE’s differentiated planning

Incorporate SBTE feedback into next step planning

Co-plan one activity per day for English. Identify the relevant ACARA and/or EYLF links for each learning outcome

Co-teach one Arts activity (as timetabled for the week)

Finalise a ½ page written reflection which synthesises your professional learning for Week 2, incorporating scholarly references

Co-plan one activity for the Arts, as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome

Model SBTE’s approach to support student learning and engagement (as observed during Week 1)

Sources of evidence


portfolio

18

Week Focus of Professional Learning: ED5950 Block 2: Final


3



Assess the impact of your pedagogical decisions in the six

lessons that you co-taught.

Co-reflect with SBTE against ED5950 Final report

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning – particularly with respect to Mathematics and the Arts.

Co-teach five Mathematics activities (one per day)


Contribute to SBTE’s differentiated planning Incorporate SBTE feedback into next step planning

Co-plan one activity per day for Mathematics.

• Identify the relevant ACARA and/or EYLF links for each learning outcome

• Complete an MCK scan of the mathematical topic with SBTE (based on MCK scan completed in ED5951)

Co-teach one Arts activity (as timetabled for the week)

Finalise a ½ page written reflection which synthesises your professional learning for Week 3, incorporating scholarly references. Discuss your emerging teacher identity. Articulate professional goals for your next phase (ED5960) of professional experience.

Co-plan one activity for the Arts, as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome


Sources of evidence


portfolio

19

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 for ED5950? You will compile a Professional Experience portfolio throughout your 3 weeks of ED5950. This portfolio will continue to develop as your progress through your MTL 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, along with artefacts to include, for both the Preliminary and Final blocks of ED5950. This is not an exhaustive list – the table outlines suggested artefacts for inclusion in your portfolio. 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 preliminary and final reports for ED5950.

20

Table 2: Professional Experience Portfolio (ED5950)

QPERF portfolio requirements

Suggested Artefacts for inclusion

Personal statement Written philosophy, professional experience goals, including scholarly references

1. Planning effectively Collecting and interpreting baseline data to establish students’ learning needs and current levels of performance.

• records and observations of classroom talk and patterns of interactions

• learner profiles generated by school/SBTE • systemic school based data if available (e.g OneSchool

data) • copies of earlier teacher assessments, both for formative

and summative purposes, annotated by you (the PST) with regards to how this information was used to inform the planning process

• standardised test data at class level, annotated by you (the PST) with regards to how this information was used to inform the planning process

Establishing differentiated learning goals and organizing content into effective learning and teaching sequences, with specific attention to literacy and numeracy demands of the curriculum areas under focus.

• Two of your SBTEs lesson plans with post implementation annotations based on observations

• ½ page written reflections, evidencing the incorporation of SBTE strategies which include links to scholarly reference materials

2. Teaching effectively Enacting plans and evidencing impact of pedagogical decisions on student learning.

• Exemplars of differentiated learning activities, including resources customised or created by the SBTE, to facilitate student learning with your annotations

• Descriptions of a range of teaching strategies that your SBTE has implemented, including the use of ICTs, to engage students in their learning

• ½ page written reflections on the next steps for teaching based on evidence of student learning; application of SBTEs’ feedback with links to scholarly reference material

3. Managing effectively Create and maintain supportive and safe learning environments. • Annotated school’s safe and supportive policies; • Document expectations of student learning and behavior

that show care for individuals, as well as considerations of school policy;

• Document SBTEs’ feedback about your communication skills, and the strategies you have implemented in fostering learning and engagement;

21

• ½ page written reflections; including reflection on the application of SBTEs’ feedback with links to scholarly reference material

4. Assessing and Recording Learning

Assess, provide feedback and report on student learning. • Your annotations of SBTE’s data gathering tools • Exemplars of assessment tasks (diagnostic, formative or

summative) accompanied by your post-implementation annotation

• Exemplars of written feedback you have provided to your students

5. Professional Conduct Engage professionally with colleagues, parents/carers and the community.

• Document SBTE’s feedback on your understanding and adherence to legislative requirements;

• Document participation in school activities (one page): duties, staff meetings, PDs;

Annotation of key school policies and procedures (selected samples).

22

How will I be assessed in ED5950?

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.

On that basis, a key question guiding SBTEs’ evaluation of your practice in ED5950 is:

• Has the preservice teacher shown sufficient evidence of a deep interest to learn and develop their professional knowledge and skills?

By the end of ED5950, you are expected to demonstrate:

• an early developing knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics.

• a developing understanding of the principles of inclusion. • a beginning knowledge of designing lessons that meet the requirements of curriculum,

assessment and reporting. • a developing capacity to interpret student assessment data to evaluate student learning

and modify teaching practice. • a developing knowledge of how to identify appropriate types of feedback to improve

students' learning. • a developing knowledge of practical strategies for creating rapport with students and

managing student behaviour. • exploring ways to identify support for students' wellbeing and safety working within school

and system curriculum and legislative requirements • a developing understanding of the importance of working ethically, collaborating with

colleagues, external professional and community representatives, and contributing to the life of the school

• a developing understanding of the range of strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children's education

The ED5950 placement is assessed using two reports:

1. Preliminary report for Block 1 • At the end of the Preliminary block, you must demonstrate a minimum of

“Developing Adequately” in all descriptors to allow you to proceed to Block 2 – the final phase of professional experience for ED5950

2. Final report for Block 2 • At the end of the Final block, you must demonstrate a minimum of Developing

Adequately” in all descriptors to allow you to proceed to the next stage of Professional Experience (which is ED5960).

23

Fillable PDF versions of both the preliminary and final ED5950 reports can be downloaded from https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators

The reports are also included here for your reference.

What do I do once I have finished my ED5950 placement?

Prior to the last day of placement in each block, preservice teacher 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 evaluation • Discuss to the ED5950 preliminary/final 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 [email protected] (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

https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators


24

College of Arts, Society & Education

MASTER OF TEACHING & LEARNING Professional Experience Report: Preliminary

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:

Year level

Preservice teachers are introduced to the APST at this stage of learning. The practicum focuses on preservice teachers’ perspectives of learners, and how their perspectives can shape their practices.

Satisfactory

Wel

l D

evel

oped

Dev

elop

ing

A

dequ

atel

y

Not

Dev

elop

ing

N/A

Planning effectively – Preparation for teaching Discuss observations of physical, social and intellectual development and characteristics of students and how these may affect learning.

APST 1.1

Discuss observations 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

Observe and note strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

APST 1.5

Comments:

ED5950 Block 1

25

Teaching effectively – enactment of teaching Demonstrate developing knowledge and understanding of the concepts, substance and structure of the content and teaching strategies for the teaching area through observation records and reflections

APST 2.1

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

Observe and record strategies to support inclusive student participation and engagement in classroom activities

APST 4.1

Observe and record strategies for classroom organisation APST 4.2

Comments: Assessing and Recording

Demonstrate developing 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

Comments:

26

Overall Comments:

Professional Experience Result Requirements Developing adequately

Well developed

Unsatisfactory Completed 5 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

27


MASTER OF TEACHING & LEARNING Professional Experience Report: Final


Preservice Teacher:

Student Id:

School:

SBTE/s:

Year level

Preservice teachers are introduced to the APST at this stage of learning. The practicum focuses on preservice teachers’ perspectives of learners, and how their perspectives can shape their practices.

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

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

Comments:

ED5950 Block 2

28

Teaching effectively – enactment of teaching Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies for the teaching area.

APST 2.1

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.

APST 3.5


APST 6.3

If applicable: 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

APST 1.4

If applicable: Demonstrate broad knowledge of, understanding 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

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

Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.

APST 4.4

29

Overall Comments:


APST 7.1

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

APST 7.2

Comments:


Well developed



Ready to proceed to next professional experience stage


stage.



Signature Date


Signature Date


Signature Date

30

ED5960

31

32



ED5960 is comprised of a four-week block of placement (20 days), with the 20 days to be undertaken consecutively, commencing the week of August 13th 2018, and completing September 7th.

What is my expected teaching load in ED5960? The expected teaching load for you as a pre-service teacher in the ED5960 school-based placement is one that is increasing from observation in Week 1, to independent practice within four focus curriculum areas, commencing in Week 3. The ED5960 placement culminates in you independently planning, teaching, assessing and co-reflecting in the curriculum areas of The Arts, English, Mathematics, and Technology. A series of tables, on pages 33-37, are provided to focus your professional learning activities through each week of your ED5960 placement. Each week is presented as a separate table. The number of lessons/days allocated for planning, teaching, assessing and reflecting for each week are stipulated as minimum requirements. You will notice that at the bottom of each table, there is a blank row. It has been included for you to include notes about potential artefacts from each week of your experience that you may include in your Professional Experience portfolio. A detailed explanation on your Professional Experience portfolio is included from pages 38-40.

33


Week Focus of Professional Learning: ED5960

Prior to Week 1

Plan Teach Assess Reflect Complete the personal statement component of your Professional Experience portfolio (300 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must make reference to the following:

- Australian Professional Standards for Graduate Teachers - current knowledge, skills, capabilities and personal attributes relevant to teaching - role of reflective practice in teaching and learning - professional experience goals for this phase: what they are, and how you will evaluate the outcomes.

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 ED5960 report Review Subject Outlines with assessment tasks linked to Professional Experience and plan to collect artefacts, as required 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 JCU lanyard, ready for you to wear at all times while on placement. Ensure you have made contact with the site co-ordinator 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.

34



1


Provide incidental support to students

Take initiate to know

learners and contribute to their learning and

engagement

Review and select suitable data and evidence (from the sources available to you) to understand your

learners and plan for their next step learning –

specifically in relation to mathematical knowledge (NAPLAN, PAT-M, school-

based testing) and language and literacy

knowledge (NAPLAN, PAT-R, school-based testing)

Co-reflect with SBTE against ED5960 report

Collect relevant school policies and annotate to show evidence of your observations of enactment in the classroom

Observe, document and reflect on strategies used by SBTE for planning, teaching, managing and assessing

Review and reflect on strategies used by your SBTE for interpreting, recording and communicating student data to a range of audiences (including students, parents, colleagues and school administration) for the purpose of improving 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

Observe learners and develop class and learner profiles

Sources of evidence


portfolio

35



2



Assess the impact of your pedagogical decisions in

each of the lessons that you co-taught.


Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning – particularly with respect to English and the Arts.

Co-teach lessons for English, Mathematics, and the Arts and/or Technology as timetabled for the week


Contribute to SBTE’s differentiated planning

Incorporate SBTE feedback into next step planning

Co-plan lessons for English, Mathematics and The Arts and/or Technology, as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome



Sources of evidence


portfolio

36



3


Implement your approach to fostering a positive learning environment, with specific focus on rules, routines and verbal strategies


each of the lessons that you taught.


Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning across English, Mathematics, The Arts and Technology

Independently teach lessons for English, Mathematics, and the Arts and/or Technology as timetabled for the week

Seek targeted feedback in relation to key aspects of your practice. Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning

Independently plan differentiated lessons for English, Mathematics and The Arts and/or Technology, as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome

Implement your approach to support student learning and engagement


Sources of evidence


portfolio

37



4


Implement your approach to fostering a positive learning environment, with specific focus on rules, routines and verbal strategies

Assess the impact of your pedagogical decisions in each of the lessons that

you taught.

Co-reflect with SBTE against ED5960 report Present your Professional Experience portfolio to your SBTE for review and evaluation on the last day of your professional experience placement

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning across English, Mathematics, The Arts and Technology

Independently teach lessons for English, Mathematics, and the Arts and/or Technology as timetabled for the week


Independently plan differentiated lessons for English, Mathematics and The Arts and/or Technology, as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome

Implement your approach to support student learning and engagement

Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your professional learning for Week 4, incorporating scholarly references. Articulate professional goals for your next phase (ED5974) of professional experience.

Sources of evidence


portfolio

38

What should I include in my Professional Experience portfolio for ED5960? You will compile a Professional Experience portfolio throughout your 4 weeks of ED5960. This portfolio will build upon your ED5950 portfolio. You should look to update artefacts from ED5950 with the latest and fullest representation of your professional capacities. You should look to include reflective statements that demonstrate your metacognition of your own professional growth from ED5950 to ED5960. You can demonstrate this through annotations on earlier work and linking this to more recent exemplars of your practice collected during ED5960. 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 3 below summarises the suggested artefacts of the Professional Experience portfolio, along with artefacts to include, for ED5960. This is not an exhaustive list — rather the table outlines typical artefacts for inclusion in your portfolio. 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 reports for ED5960.

39

Table 3: Professional Experience Portfolio (ED5960) Professional Experience portfolio requirements





• learner profiles generated by school/SBTE/yourself • systemic school based data if available (e.g OneSchool

data) • copies of earlier teacher assessments, both for formative



• Your own focused analysis of student work samples collected from your three focus students


• Two of your SBTEs lesson plans with post implementation annotations based on observations

• ½ page written reflections, evidencing the incorporation of SBTE strategies which include links to scholarly reference materials


• Unit plans for English, Mathematics, The Arts and Technologies

• Minimum of one lesson plan, each, for English, Mathematics, The Arts and Technologies. Each lesson plan must include exemplars of differentiated learning activities, including resources customised or created by you (the PST), to facilitate student learning. These documents must be accompanied by your annotations to demonstrate links to APSTs and the learning goals of students.

• Descriptions of a range of teaching strategies that you have implemented, including the use of ICTs, to engage students in their learning


3. Managing effectively Create and maintain supportive and safe learning environments. Artefacts must include (as a minimum requirement):

• Annotated school’s safe and supportive policies;

40

• Document expectations of student learning and behavior that show care for individuals, as well as considerations of school policy;

• Document SBTE’s feedback about your communication skills, and the strategies you have implemented in fostering learning and engagement;



Assess, provide feedback and report on student learning. • Your notes on your SBTEs’ data gathering tools • Exemplars of assessment tasks used by your SBTE(diagnostic,

formative or summative) accompanied by your post-implementation annotation

• An exemplar of a diagnostic or formative assessment task created by you, used to guide student learning

• Exemplars of written feedback you have provided to your students

• Pre and post- tests you have used to monitor and evaluate student learning

• Record of SBTEs’ moderation practices • Exemplars of annotated student work, evidencing achievement

of intended learning goals ½ page written reflections; including reflection on the application of SBTEs’ feedback with regards to your capacities to assess student learning and provide targeted feedback to inform the next steps for the student to improve. These reflections should include links to scholarly reference material.

5. Professional Conduct Engage professionally with colleagues, parents/carers and the community.




41



On that basis, a key question guiding SBTEs’ evaluation of your practice in ED5950 is:

• Has the preservice teacher shown sufficient evidence of a deep interest to learn and develop their professional knowledge and skills?

In answering this question, SBTEs must be confident that over the length of this practicum, you shown adequate progress and that you are on a learning trajectory that will likely achieve a Graduate standard in the final practicum (ED5974), recognising that you have four more subjects to complete before the final practicum.

In making this formal evaluation, SBTEs’ will take into consideration:

o the evidence of pre-service teacher learning o daily practices o presentation of formative learning portfolio of evidence o moderation with Site Coordinator and JCU Academic Liaison o QCT Evidence Guide for Supervising Teachers (Engagement level – towards Achievement)

By the end of ED5960, you are expected to demonstrate adequate progress through:

• communicating, monitoring and evaluating professional experience goals and learning • sourcing school documents to support planning and teaching • seeking multiple sources to understand learners and their learning and drawing on this

understanding in their planning, teaching, assessing and managing of student learning • seeking to understand and draw on SBTEs’ curricular thinking and practices • seeking and responding to feedback from learners • seeking and responding to feedback offered by their SBTEs and other school and

university educators • reflecting on student learning, and the impact of their effort • contributing to the classroom, and school community in ways that reflect care and

respect for the school goals, environment and staff and student welfare • expanding knowledge base: researching, reading, listening, observing, communicating • taking pedagogical risks that are informed by research, university learning, feedback

from SBTEs, school colleagues and university educators • learning from and through pedagogical mistakes

The ED5960 placement is assessed using one report. At the end of the ED5960 placement, you must demonstrate a minimum of Developing Adequately” in all descriptors to allow you to proceed to the next stage of Professional Experience (which is ED5974).

A Fillable PDF version of the ED5960 reports can be downloaded from https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators

The report is also included here for your reference.



42


Prior to the last day of placement, preservice teacher should organise a time to discuss their practice with their SBTE.

On the last day of your 20 day placement, you should:

• Present your Professional Experience portfolio to your SBTE for evaluation • Discuss the ED5960 report with your SBTE • The report may be completed in hard copy or via the fillable PDF version of the report,


• 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 [email protected] (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

43

College of Arts, Society & Education MASTER OF TEACHING & LEARNING

Professional Experience Report


JCU Preservice Teacher:

JCU Student Id:

School:

SBTE/s:

Year level

In this phase of professional development, preservice teachers focus on pedagogical practices that support learning especially through differentiated practice for diverse students. By the end of this phase, preservice teachers demonstrate understanding and application of APSTs at an ‘introduced and developed’ level.

Satisfactory

Wel

l Dev

elop

ed

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

Know and understand literacy and numeracy teaching strategies and their application in teaching areas

APST 2.5

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

Comments:

ED5960 ED5965

44

Teaching effectively – enactment of teaching Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies for 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


APST 6.3

If applicable: 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

APST 1.4

If applicable: Demonstrate broad knowledge of, understanding 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: Assessing and recording learning

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

45

Overall Comments:

Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

APST 5.4

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


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

Please leave blank if unable to assess in the school context: Understand strategies for working effectively, sensitively and confidentially with parents/carers.

APST 7.3

Comments:


Well developed



46

Ready to proceed to next professional experience

stage


stage.



Signature Date


Signature Date


Signature Date

47

ED5974

48

49



ED5974 is comprised of a five week block of placement (25 days), with the 25 days to be under taken consecutively, commencing on February 5th. During the ED5974 placement, you will be independently enacting a plan, teach, assess, reflect cycle.

What is my expected teaching load in ED5974? The expected teaching load for you as a pre-service teacher in the ED5974 school-based placement is one that is increasing from observation, followed by co-planning and co-teaching in Week 1, to independent practice within all curriculum areas, commencing in Week 2. The ED5974 placement culminates in sustained independent practice – you are the classroom leader responsible for planning, teaching, assessing and co-reflecting in all curriculum areas within your primary classroom context. A series of table on the following pages are provided to focus your professional learning activities through each week of your ED5974 placement. Each week is presented as a separate table. The number of lessons/days allocated for planning, teaching, assessing and reflecting for each week are stipulated as minimum requirements. You will notice that at the bottom of each table, there is a blank row. It has been included for you to include notes about potential artefacts from each week of your experience that you may include in your Professional Experience portfolio – which, in this final culminating phase of your program, is now referred to as your QPERF portfolio. A detailed explanation on your QPERF portfolio is included from pages 57-59.

50



Prior to Week 1

Plan Teach Assess Reflect Complete the personal statement component of your Professional Experience portfolio (500 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must make reference to the following:

- Australian Professional Standards for Graduate Teachers - current knowledge, skills, capabilities and personal attributes relevant to teaching - role of reflective practice in teaching and learning - professional experience goals for this phase: what they are, and how you will evaluate the outcomes.

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 QPERF report Review Subject Outlines with assessment tasks linked to Professional Experience and plan to collect artefacts, as required 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 JCU lanyard, ready for you to wear at all times while on placement. Ensure you have made contact with the site co-ordinator 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.

51



1




each of the lessons that you co-taught as well as for the

full day that you taught

Co-reflect with SBTE against QPERF report

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning across all curriculum areas

Co-teach lessons for Science, Humanities and HPE as timetabled for the week

Seek targeted feedback in relation to key aspects of your practice. Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Co-plan differentiated

lessons for Science, Humanities, and HPE as timetabled for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome

Independently teach one full day of the week

Independently plan differentiated lessons for all curriculum areas as timetabled for one full day of the week

Model SBTE’s approach to support student learning and engagement


Sources of evidence for QPERF portfolio

52



2

Engage in a professional expectations dialogue with SBTE – establish goals for week 2

Independently teach for five days of the week (full load)

Assess the impact of your pedagogical decisions in the

lessons that you taught, drawing on evidence from your three focus students to inform your assessment of

your decisions

Co-reflect with SBTE against QPERF • At the end of this week,

present your QPERF portfolio to your SBTE for review and conduct a mid-point evaluation of your progress

Review and select suitable data and evidence (from the sources available to you) to understand your learners and plan for their next step learning

Seek targeted feedback in relation to key aspects of your practice

Independently plan all lessons to be delivered for this week (full load)

Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 2, incorporating scholarly references

Sources of

evidence for QPERF portfolio

53



3

Engage in a professional expectations dialogue with SBTE — establish goals for week 3



lessons that you taught, drawing on evidence from your three focus students to

inform your assessment decisions

Co-reflect with SBTE against QPERF • Present your QPERF

portfolio to your SBTE for review and evaluation on the last day of your professional experience placement





Sources of


54



4




lessons that you taught, drawing on evidence from your three focus students to


Co-reflect with SBTE against QPERF





Sources of


55

Week Focus of Professional Learning


5


Independently teach for five days of the week (full

load)


the lessons that you taught, drawing on evidence from your three focus students to


Co-reflect with SBTE against QPERF • Present your QPERF portfolio to

your SBTE for review and evaluation on the last day of your professional experience placement




Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 5, incorporating scholarly references. Articulate professional development goals as you look to transition to the profession using the QPERF Professional Development Reflection for this practicum phase.

56

Sources of


57

What should I include in my Professional Learning Portfolio for ED5974?

The essential product of the ED5974 professional experience placement is the QPERF portfolio arranged in relation to the Queensland Professional Experience Reporting Framework (QPERF). During your professional experience placement, you will amend and adapt the Professional Experience Portfolio you developed in earlier placements to include the latest and fullest representations of your professional capacities. By the last day of the ED5974 placement, you, as the preservice teacher, are expected to present and discuss this QPERF portfolio for co-evaluation with your SBTE(s).

The QPERF portfolio must include a personal statement, selected artefacts as evidence of your developing capacities in relation to all five sections of QPERF, and a statement addressing the QPERF professional development reflection as relevant to this first phase of professional experience. Table 4 below summarises the suggested artefacts of the QPERF portfolio, along with artefacts to include. This is not an exhaustive list – the table outlines typical artefacts for inclusion in your portfolio. 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) at the Graduate Level (G) in all descriptors of the QPERF. You are responsible for compiling the artefacts as well as initiating a conversation with your SBTE about your portfolio.

58

Table 4: Professional Learning Portfolio (ED5974) QPERF portfolio requirements





• learner profiles • Systemic school based data if available (e.g OneSchool

data) • evidence of student learning, obtained from consultations

with individual students, teachers and/or paraprofessionals

• your own focused analysis of student work samples • copies of earlier teacher assessments, both for formative




• Three lesson plans and post implementation annotations across each curriculum area

• ½ page written reflections, evidencing the incorporation of SBTE into iterative planning documentation, which include links to scholarly reference materials


• Exemplars of differentiated learning activities, including resources customised or created by you, the PST, to facilitate student learning

• Exemplars of a range of teaching strategies that you have implemented, including the use of ICTs to engage students in their learning

• Exemplars of annotated student work; providing evidence of you, the PST, monitoring and supporting the learning of your students


3. Managing effectively Create and maintain supportive and safe learning environments. • Annotated school’s safe and supportive policies; • Document expectations of student learning and behavior

that show care for individuals, as well as considerations of school policy;

59

• Document SBTEs’ feedback about your communication skills, and the strategies you have implemented in fostering learning and engagement;



Assess, provide feedback and report on student learning. • Annotation of SBTEs’ data gathering tools and moderation

practices • Pre and post- tests you have used to monitor and

evaluate student learning • Exemplar of a diagnostic and a formative assessment task

created by you, used to guide student learning • Exemplar of a summative task created and implemented

by you • Exemplars of written feedback you have provided to your

students ½ page written reflections; including reflection on the application of SBTEs’ feedback with regards to your capacities to assess student learning and provide targeted feedback to inform the next steps for the student to improve. These reflections should include links to scholarly reference material.

5. Professional Conduct Engage professionally with colleagues, parents/carers and the community. Artefacts must include (as a minimum requirement):




Reflection Complete QPERF Professional Development Reflection for this practicum phase.

60

The Graduate Teacher Performance Assessment (GTPA) The Graduate Teacher Performance Assessment (GTPA) is an integrated assessment that connects the academic program and the professional experience undertaken in ED5974 and, in so doing, connects research, theory and practice. The GTPA is a single culminating authentic summative assessment designed to demonstrate preservice teachers’ ability to meet the Graduate Teacher Standards and to plan, teach, assess and reflect on their final-year professional practice. It also provides a platform for preservice teachers to demonstrate their emerging professional agency and identity as they describe, analyse and reflect on their ongoing use of data and evidence to inform and adjust their planning, teaching and assessing within specific school contexts. As noted previously, the GTPA is assessed by teacher educators within the higher education institutions (HEI). It is complementary to, but separate from, the QPERF Professional Experience Report completed by the SBTE. The Graduate Teacher Performance Assessment (GTPA) task is:

• based on baseline data and evidence about the students within the class • based on one specific class and learning area (for example: Year 4 English) • draws on the experiences and work samples of 3 focus students (students selected by

you as the pre-service teacher) to analyse the impact of your pedagogical decisions on student learning of the whole class (aligned learner profiles, differentiation and assessment)

In making requests for data and evidence (and to reiterate the information provided in our briefings), you are reminded of the following:

• You must request access to data and evidence in an ethical and sensitive manner. Schools will have different policies and procedures around the provision of data and evidence to people who are not employed by the school. It is not reasonable for you to expect open access to school data and evidence as a pre-service teacher.

• You should use the following prompts to initiate your conversation with your SBTE/site co-ordinator around access to school based data/evidence:

o Which sources of data and evidence might it be appropriate for me to have access to?

o What processes should I follow so as to gain access to these sources of data and evidence in an appropriate manner?

• You need to know why you need access to a particular source data and/or evidence before you request it. That is, you must know how you will use it, and how having access to this data will improve your planning.

• You are responsible for the de-identification of any data/evidence that is provided to you. This includes the removal of school names, staff names/codes and student names from any material you wish to use in your GTPA submission. You are not permitted to share data that has not been de-identified. Your three focus students are to be referred to as Student A, Student B and Student C.

Table below outlines suggested sources of evidence that you as the preservice teacher will need to collect in order to complete the GTPA. The full task description is available through your ED5970 Teachers as Leaders for Learning and Change Subject Outline. Suggested Sources of Evidence (GTPA) Overview of school context, including demographic data of the school Collecting and interpreting baseline data to establish students’ learning needs and current levels of performance. Samples may include:

61

records and observations of classroom talk and patterns of interaction records of main points learned, obtained from consultations with individual students,

teachers and/or paraprofessionals your own focused analysis of student work samples earlier teacher assessments, both for formative and summative purposes, and

standardised test data at class level. Aligning curriculum, pedagogy and assessment with a focus on learning a selection of unit or lesson plans (2) that are illustrative of how you took account of

students’ prior learning and diversity a culminating, summative(*) task and accompanying guide to making judgments

Providing annotated exemplars of student work at different achievement levels 3 annotated student assessment responses

Engaging in assessment moderation informed by achievement standards record of moderation discussions

Records of your critically analysis and appraisal of the enactment of the plan, teach, assess, reflect cycle with reference to scholarly literature, evidence and data.

(*) Recall from our Professional Experience briefings that, in this case, the word ‘summative’ (lower case ‘s’) refers to a culminating task – something that ‘sums up’ the teaching and learning experiences you have enacted whilst on placement. In this way, the ‘summative’ task is best understood as a formative piece of assessment. It does not refer to a Summative (upper case ‘S’) task - as in a formal, graded piece of assessment used to determine a students’ levels of achievement. The ‘summative’ task you design should add value to the ‘Summative’ task that your SBTE is likely to have already been planned for implementation at the conclusion of the unit. In other words, your ‘summative’ task should contribute to task specific student learning related to the ‘Summative’ assessment piece.

62



In making this formal evaluation, SBTEs’ will take into consideration:

o the evidence of pre-service teacher learning o daily practices o presentation of formative learning portfolio of evidence o moderation with Site Coordinator and JCU Academic Liaison o QCT Evidence Guide for Supervising Teachers (Achievement level)

The ED5974 placement is assessed using one report – the Queensland Professional Experience Reporting Framework (QPERF). At the end of the ED5974 placement, you must demonstrate a minimum of Graduate Standard (G) in all descriptors to pass.

A Fillable PDF version of the ED5974 report can be downloaded from https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators

The report is also included for your reference.



63


Prior to the last day of placement, preservice teacher should organise a time to discuss their practice with their SBTE.

On the last day of your 25 day placement, you should:

• Present your QPERF portfolio to your SBTE for evaluation • Discuss the QPERF report with your SBTE • The report may be completed in hard copy or via the fillable PDF version of the report,


• Sign the completed QPERF report (Section 9) digitally (if using PDF), or with a pen (if using hard copy). Section 8 will be signed by the university following a moderation visit.

• Make a copy of the completed QPERF and retain this copy for your records and ongoing professional development and reflection

• Submit the signed and completed QPERF report along with the completed JCU ED5974 cover sheet to [email protected] (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

64

ED5982

65

ED5982 Internship/Service LearningProfessional Learning Activities

In ED5987, preservice teachers begin their professional transition to graduate teacher. This is a culminating phase promoting preservice teachers’ engagement with community and identifying areas for active engagement through a research inquiry to be conducted within a capstone internship or service learning experience (ED5987).

The Internship option as part of ED5987, is a 4-week school based professional development opportunity. As a formal intern, you will work with a mentor teacher to contribute to the social and/or environmental sustainability of local communities. You can teach 30% to 50% of a full-time teaching load while undertaking a school-based project in your remaining time. The project will be negotiated with the school and contribute to the service learning and assessment requirements as part of ED5987. The internship is facilitated by the Internship Program Agreement between James Cook University, The State of Queensland (DET), Catholic Education (Cairns and Townsville Diocese), Queensland Teacher’s Union, Queensland Independent Education Union and the Queensland College of Teachers.

Refer to the ED5987 subject outline and Internship Handbook for specific information and requirements.

66


MASTER OF TEACHING & LEARNING Internship/Service Learning: Statement of Completion


Preservice Teacher:

Student Id:

School:

SBTE/s:

Year level

The following activities have been completed: Completed mutually agreed tasks over the four weeks (approved deviations)

Comments:


Signature Date


Signature Date


Signature Date

ED5982

67

20 days

68

Integrating coursework with practice: 20 days in schools In addition to the blocks of professional experience undertaken over the two year program, preservice teachers are required to undertake an additional 20 days of service in a school setting. These 20 days are to be completed over Semesters 1, 2 and 3 with a maximum of 7 days to be completed per semester.

The activities undertaken on each of these days are to be negotiated between the Site-Based Teacher Educator and the Pre-Service Teacher. As part of their coursework, pre-service teachers may be required to negotiate access to the classroom in relation to specific learning areas. The essential focus of these days in schools is to ensure integration of the subject learning from each subject in the phase with the overall focus of the phase. There are suggested focus activities for each of the subjects in the phase that align with the phase focus and the activities should be documented with samples in the Professional Experience Portfolio. For internal students, Dr Snowy Evans and Dr Lai Kuan Lim will be looking at your Professional Experience Portfolio during their visits, ensuring these activities have been completed and are demonstrated through items contained within the portfolio. These items will become the substance of professional conversations between yourself, your SBTE and your JCU colleagues.

Suggested activities and accompanying portfolio items are listed in the table below:

Subject

code Subject name Activities Portfolio items

Phase ED5950 Learning for Diverse Identification of sources of information Documented 1 Learners in Primary used at the school and classroom level evidence of learner

School Contexts to inform decision-making around profiles and planning examples of how this data is used in planning ED5951 Literacy and Numeracy Identification of sources of information Documented for Primary Teachers used to understanding or student evidence of data literacy and numeracy levels and sources and response to these areas examples of how these data are used in planning in literacy and numeracy ED5952 Aboriginal and Torres Identification of school-wide processes Documented Strait Education in and policies used to understand evidence of Primary School Settings Indigenous students as learners and how policies this reflects in planning and processes and how these are used in planning for Indigenous students ED5953 The Arts for Primary Identification of the status and means of Reflection of the Teachers delivery of the Arts at the school and status of the Arts classroom level. Engagement with the and how students teaching of a lesson (or lessons) in the engage with the Arts. Arts in comparison with other curriculum areas. Demonstration of planning and teaching lessons in the Arts.

69

As a record of the service having been undertaken, the SBTE is requested to sign the Record of Attendance and Completion.

Subject code Subject name Activities Portfolio items

Phase 2

ED5960 Teaching for Learning in Diverse Primary School Contexts

Identification of sources of information used at the school and classroom level to inform decision-making around planning, teaching and assessing

Documented evidence of learner profiles and examples of how this data is used in planning and teaching for diversity

ED5961 English Education for Primary Teachers

Identification of the range of pedagogical practices used in the teaching of English with special attention to literacy development and student diversity. Plan, teach and reflect on a series of lessons that attend to student diversity in English.

Evidence of planning, teaching and assessing cycles responsive to student diversity in English.

ED5962 Mathematics Education for Primary Teachers

Identification of the range of pedagogical practices used in the teaching of Mathematics with special attention to numeracy development and student diversity. Plan, teach and reflect on a series of lessons that attend to student diversity in Mathematics.

Evidence of planning, teaching and assessing cycles responsive to student diversity in Mathematics.

ED5963 Digital and Design Technologies for Primary Teachers

Evaluation of the status of Technologies as an intergrated curriculum area in the Primary School. Identification of the range of pedagogical practices used in the teaching of Technologies with special attention to student diversity. Plan, teach and reflect on a series of lessons that attend to student diversity in Technologies.

Evidence of planning, teaching and assessing cycles responsive to student diversity in Technologies

Phase 3

ED5971 Humanities and Social Science Education for Primary teachers

Planning of an inquiry, place-based unit Unit

ED5972 Health and Physical Education for Primary Teachers

Planning, teaching, assessing and moderation of HPE activities

Lesson plans, PST reflection and SBTE evaluation notes

ED5973 Science and Sustainability for Primary Teachers

Plan, teach and evaluate three place- based science lessons

Lesson plans, PST reflection and SBTE evaluation notes

70

College of Arts, Society & Education MASTER OF TEACHING & LEARNING

20-days Attendance & Completion Report

Day Date School Class SBTE Name SBTE Signature

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19 20

Name Student Id:

71

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.

72


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: [email protected]

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 Block:

ED5950 ED5960 ED5974

Brief summary of issue/concern:

Brief summary of any action to date to address issue/concern:


73

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: [email protected]]

Townsville 4781 6549 (Primary, ECE, RATEP)

4781 4681 (Secondary) Cairns 4232 1716 (ECE, Primary, Secondary)

4232 1720 (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: [email protected] 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).


74


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 Block:

Please indicate the areas of concern as linked to the report outcomes and email to: [email protected]

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


Documents

Master of Teaching and Learning (Primary) … › __data › assets › pdf_file › 0010 › ...continue to seek answers to difficult problems of teaching and learning and the skills