Master of Teaching (Primary Education) Professional Practice Two (101288) Professional ... · 2012-07-27 · Master of Teaching (Primary Education) Professional Practice Two (101288)

School of Education Bankstown Campus

Master of Teaching (Primary Education)

Professional Practice Two (101288)

Professional Experience Handbook

Dates of Professional Experience:

20/8/2012 to 8/11/2012

Professional Experience Office Bankstown Campus, Building 1.1.180

Locked Bag 1797 PENRITH NSW 2751

TEL: 9772 6663 Fax: 9772 6251

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Table of Contents

UWS SCHOOL OF EDUCATION CONTACTS ................................................................................................................... II

INTRODUCTION .......................................................................................................................................................... 1

DATES OF PROFESSIONAL EXPERIENCE ..................................................................................................................... 1

OVERVIEW OF THE DEGREE ....................................................................................................................................... 2

PROFESSIONAL PRACTICE II ...................................................................................................................................... 3

LEARNING OUTCOMES ............................................................................................................................................................. 3

ROLES AND RESPONSIBILITIES ................................................................................................................................... 1

SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR ............................................................................................................... 2 SUPERVISING TEACHERS ......................................................................................................................................................... 3 UNIVERSITY ADVISOR .............................................................................................................................................................. 4 PRESERVICE TEACHER ............................................................................................................................................................ 5

PROFESSIONAL EXPERIENCE FINAL REPORT AND RETURN OF DOCUMENTATION........................................................ 10

PRESERVICE TEACHER CHECKLIST .......................................................................................................................... 11

SUPERVISING TEACHER CHECKLIST ......................................................................................................................... 12

THE SUPERVISION CYCLE ........................................................................................................................................ 13

PROFESSIONAL STANDARDS EXPECTED OF PRESERVICE TEACHERS ......................................................................... 14

EXAMPLE POSSIBLE LESSON PLAN 1 ........................................................................................................................ 19

LESSON PLAN TEMPLATE 1 ...................................................................................................................................... 20

EXAMPLE POSSIBLE LESSON PLAN 2 ........................................................................................................................ 21

LESSON PLAN TEMPLATE 2 ...................................................................................................................................... 22

SAMPLE FINAL REPORT TEMPLATE .......................................................................................................................... 23

PRESERVICE TEACHERS REQUIRING ADDITIONAL SUPPORT (RAS) FORMS ............................................................... 23

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UWS School of Education Contacts For all professional experience (Primary) administrative enquiries (e.g. pay claims, placements, Preservice Teacher absences), contact information for University Advisors, or in the case of an emergency please contact:

Sue Heald Professional Experience Unit School of Education, Bankstown Campus University of Western Sydney Locked Bag 1797 PENRITH NSW 2751

Phone: 02 9772 6663 Fax: 02 9772 6251 Email: [email protected]

For specific information regarding the unit (subject) requirements contact the Unit Convenor:

Karen McDaid Building 4.2.21 Phone: 02 9772 6209 Email: [email protected]

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Introduction Welcome to the University of Western Sydney Professional Experience Primary Program. This handbook refers Preservice Teachers, Supervising Teachers (Classroom Teachers) and University Advisors to the specific requirements and experiences of Preservice Teachers enrolled in 101288 Professional Practice II: Engaging in the Profession, professional experience. Other professional experience information can be found in the School of Education Professional Experience Protocols 2012 and should be read in conjunction with this handbook. In 2000 the Ramsey Review of Teacher Education in New South Wales highlighted that learning to be a teacher does not just happen in universities nor just in schools but through an effective and close partnership between the university and the school. As a result, Preservice Teachers undertaking the Master of Teaching Primary degree:

are introduced both in schools and at the university to theories and practices required of great teachers;

develop their own personal theories of good practice and try them out in schools with the support of Supervising Teachers and University-Based Teacher Educators;

reflect on their experiences, their actions, their own learning and that of their students; and,

complete and present an electronic portfolio which reflects and connects the work undertaken by teachers and lecturers in both the school and university contexts, supported by the NSW Institute of Teachers Professional Standards.

University lecturers and teachers in schools work together as colleagues in partnership to provide the best possible professional experience for the Preservice Teachers (Visiting Teachers). Supervising Teachers undertake the day-to-day professional development of Preservice Teachers. They are supported in this role by University Advisors who work both with Supervising Teachers and Preservice Teachers. Collaboration between teacher educators and classroom teachers creates a more appropriate transition pathway from pre-service teacher to beginning teacher. Welcome as a mentor in the professional experience program and thank you for your support of our Preservice Teachers in their professional development.

Dates of Professional Experience

Activity Dates for Terms 3 & 4, 2012

Mondays – Inschool Teaching Days 20th August 3rd September 10th September

Inschool Week 27th August – 31st August Learning Circle 17th September Block (4 weeks/19 days) 15th October – 8th November

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Overview of the Degree The Master of Teaching (Primary) is a graduate entry teaching qualification for students who hold an undergraduate degree. The Master of Teaching (Primary) comprises 16 units of study which cover three broad areas of: Curriculum, Pedagogies and Professional Experiences, and Foundation Studies. All units are one semester in duration.

Curriculum units Pedagogies and Professional Experience units

Foundations units

Primary English and Literacy 1 Learning for Teaching Educational Psychology for Primary Teaching *

Primary English and Literacy 2 Professional Practice 1 Education, Knowledge, Society and Change *

Primary Mathematics and Numeracy 1

Teaching in New Times Inclusive Teaching for Effective Learning

Primary Mathematics and Numeracy 2

Professional Practice 2:

Primary Science and Technology

Classrooms Without Borders

Primary Human Society and Its Environment (HSIE)

Primary Creative Arts

Primary Personal Development, Health and Physical Education (PDHPE) *

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Professional Practice II

Learning Outcomes Through participation in and successful completion of this unit students will:

Apply knowledge of subject content, pedagogy, curriculum requirements and the use of ICTs for learning and teaching;

Apply knowledge and understanding of mandatory policies including child protection, occupational, health and safety and welfare and discipline;

Apply knowledge of and respect for primary students, their developmental characteristics and their diverse backgrounds, and the effects of these factors on student learning;

Plan, implement and assess for effective learning, and provide oral and written feedback to school students;

Apply an understanding of the principles and practices of keeping accurate and reliable records to monitor students’ progress, and report to parents;

Use effective communication and interaction processes with students and staff; Use a range of teaching and learning strategies, student group structures, explicit instruction and

resources to motivate and engage students in learning; Create and maintain respectful, safe and challenging learning environments through building rapport,

motivation, engagement and implementing classroom management techniques; Refine and implement a philosophy of teaching and learning that is underpinned by evidence-based

research and practice; Apply ethical and professional conduct, a knowledge of the importance of teamwork in an

educational context, and accept constructive feedback to improve and refine learning and teaching practices;

Continually improve and apply their professional knowledge and practice by critically observing, recording, analysing, reflecting upon, evaluating and engaging in personal and collegial ongoing professional growth (evidence-based);

Design and present an electronic portfolio (e-pod) that justifies an integrated, authentic primary curriculum and ways of engaging diverse learners in the classroom and school community.

Content

Organisation of professional experience; Evidence-based practice; The Professional Teacher – planning, teaching, managing and assessing for learning; effective

communication, professional interactions and ethical and professional conduct; Classroom and school environments; Record keeping and reporting to parents; The Reflective Practitioner – observing, analysing, reflecting and evaluating personal professional

practice; Beginning teaching; Professional and career development; Electronic portfolio 28 days of professional experience and attendance at the Seminar

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Roles and Responsibilities

School Professional Experience Coordinators Supervising Teachers University Advisors Preservice Teachers

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School Professional Experience Coordinator Before:

Receive website details containing all relevant documents from Professional Experience Office prior to commencement (advise Professional Experience Office on 9772 6663 if not received by first visit day)

Send the link containing the documents to Supervising Teachers for their perusal prior to Preservice Teachers’ arrival at the school

Encourage all teachers involved in professional experience to download the documents to their desktop and read the Professional Experience Handbook to familiarise themselves with University expectations, procedures and processes

Clarify Supervising Teacher queries

Refer concerns / queries to University Advisor or Professional Experience Administration Officer (Sue Heald, phone: 9772 6663, email: [email protected])

Notify University of changed circumstances which affect Preservice Teachers, e.g. change of Supervising Teacher, camp dates, etc.

During:

Monitor Preservice Teacher / Supervising Teacher day-to-day activities

Monitor Preservice Teacher progress

Document and refer concerns about Preservice Teacher to University Advisor as soon as possible

Monitor Preservice Teacher attendance

Contribute to and/or attend school-based learning circle, if possible.

Provide advice / assistance to Preservice Teacher and Supervising Teacher

Notify Supervising Teacher of Advisor’s visits

Attend meetings when Preservice Teacher progress has been identified as “at risk”

After:

Check Preservice Teacher reports in consultation with Supervising Teacher

Immediately following the completion of the practicum, complete and submit a Teacher Pay Claim and forward with Tax Declaration form, if required, to:

Fax: 9772 6251; OR

Email: [email protected]

Post: Sue Heald Professional Experience Office School of Education, Bankstown Campus University of Western Sydney Locked Bag 1797 PENRITH NSW 2751

NOTE: If faxing Teacher Pay Claims, with or without Tax Declarations, posting of the original pay documentation is not required.

Preservice Teachers should not receive an Unsatisfactory grade unless the ‘RAS’ and/or ‘At Risk’ procedures have been followed and the appropriate paper work has been submitted. For further details please see the ‘at risk’ procedures which can be found on page 23 of this handbook

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Supervising Teachers

Before:

Familiarise themselves with UWS Professional Experience Handbook and University expectations, procedures and processes

Any queries should be referred to School Professional Experience Coordinator

Prepare work area for Preservice Teacher

Download documentation from the website to the desktop for easy access

During:

Facilitate lesson planning and preparation

Monitor Preservice Teacher lesson preparation

Supervise Preservice Teacher in classroom and school

Provide written and oral feedback daily in the Lesson Feedback Booklet, on a minimum of 20 lessons

Contribute to and/or attend school-based learning circle, if possible.

Discuss final report with Preservice Teacher and ensure signatures are completed prior to presenting the student with their original report

Notify School Professional Experience Coordinator of concerns as soon as they are identified (if applicable)

Attend a meeting with the Preservice Teacher and School Professional Experience Coordinator when a Preservice Teacher’s progress has been identified as “at risk”.

Ensure that your School Professional Experience Coordinator has forwarded the username and password, which enables you to access the final practicum report from the University website

Check that the link to the final report opens and that the username and password is working on the website. Save the report to your desktop before completion, then save as you go.

PLEASE NOTE: The report will not save on the website.

If you are having difficulty with accessing the report, please contact Sue Heald on 97726663 or email [email protected]

After:

Immediately following the completion of the practicum, complete and submit a Teacher Pay Claim and forward with Tax Declaration form, if required, to:

Fax: 9772 6251; OR

Email: [email protected]

Post: Sue Heald Professional Experience Office School of Education, Bankstown Campus University of Western Sydney Locked Bag 1797 PENRITH NSW 2751

NOTE: If faxing Teacher Pay Claims, with or without Tax Declarations, posting of the original pay documentation is not required.

Preservice Teachers should not receive an Unsatisfactory grade unless the ‘RAS’ and/or ‘At Risk’ procedures have been followed and the appropriate paper work has been submitted

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University Advisor

Before:

Record contact details for Preservice Teachers in your cluster group

Contact Preservice Teachers in your cluster via email, to introduce yourself and inform them of your availability and contact details

Ensure Professional Experience information has been received via email by the School Professional Experience Coordinator and advise Sue Heald in the Professional Experience Office, phone 9772 6663 if information needs to be sent

Attend first advisors’ meeting

During:

Day 1: Visit school in order to confirm attendance of Preservice Teachers, immediately report any discrepancies to Sue Heald in the Professional Experience Office

Meet weekly with Preservice Teachers in school, as a group, to discuss visit focus, answer questions and address concerns

Meet weekly with Supervising Teachers / School Professional Experience Coordinators in schools to answer questions and address concerns, in particular about students at risk

Organise and facilitate Learning Circle, ensuring documented attendance records completed (reminding Preservice Teachers to complete on official Attendance Registers at school)

Attend advisors’ meeting prior to block practicum

Facilitate meetings when a Preservice Teacher’s progress has been identified as “at risk” and ensure that preservice teachers receive a copy of the paperwork

Monitor Preservice Teacher progress and check Preservice Teacher Attendance Registers, while in school

Supply Preservice Teachers with additional support, if required

Contact Karen McDaid, Unit Coordinator, regarding queries or concerns.

Preservice Teachers should not receive an Unsatisfactory grade unless the ‘RAS’ and/or ‘At Risk’ procedures have been followed and the appropriate paper work has been submitted. For further details please see the ‘at risk’ procedures which can be found on page 26 of this handbook

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Preservice Teacher Before the Professional Experience, Preservice Teachers should:

Attend Child Protection Seminar; Read all materials regarding Professional Experience, including Protocol book, Handbook,

lecture notes – these are available on vUWS; Once placement is known, find out some details about the school, including location, starting,

finishing and break times, parking, meeting times; Obtain contact details of your cluster group; Know who your University Advisor is and how to contact him/her.

During the Professional Experience Preservice Teachers are:

Regarded as temporary members of staff and should behave in a professional manner at all times;

Expected to assume the obligations and duties which the position entails, including attending meetings, all duties, sports supervision;

Expected to remain with the Supervising Teacher and the assigned class; Note: variations to duties will be advised by Supervising Teacher or School Professional Experience Coordinator;

Preservice Teachers are required to attend any meetings called by the University Advisor. Preservice Teachers are not permitted to:

be left alone in a classroom to undertake sole responsibility for the class; fulfill the role of a casual teacher in the absence of a classroom teacher.

Preservice Teachers are expected to attend all practicum days and are required to make up for any absence during the professional experience at the end of the block professional experience. All make up days are to be completed within seven (7) days of completing the practicum. Absence from Professional Experience On the day of an unavoidable absence Preservice Teachers should:

1. notify Sue Heald by email, [email protected]; AND

2. notify the University Advisor; AND

3. notify the school to inform the Principal and the Supervising Teacher of the reason for, and probable duration of the absence; AND

4. within two days, submit relevant documentation (eg medical certificate or Counsellor’s letter) to Sue Heald (scanned and emailed to [email protected], fax to 9772 6251 - photographs of medical certificates will not be accepted - or personally to the School of Education Administration Office, Bankstown Campus), and retain a copy of the documentation for their own records.

5. Preservice Teachers are required to make up for any absence during the professional experience at the end of the block professional experience. All make up days are to be completed within seven (7) days of completing the practicum.

For absent days other than illness, written permission must be sought from Karen McDaid, (Unit Coordinator).

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In-school Teaching Days and In-school Week are an opportunity for Preservice Teachers to:

observe teaching practice within the classroom setting; offer support by helping students on a one-to-one basis (tutor); monitor and assist individual students in small group tasks (teacher initiate); help evaluate the work of students (teacher assistant); gather information about the school and its community; obtain a class roll; learn and practice the names of the students; obtain a copy of the class timetable; take notes on behaviour management strategies implemented by the Supervising Teacher; become familiar with the organisation and routines of the classroom and school; determine what audiovisual and ICT equipment is available and the school policy regarding its

use; ascertain what duplicating facilities are available and the procedures for their use; some Preservice Teachers may begin teaching during their lead-up visits if they, and their

Supervising Teacher are confident in their abilities; discuss and plan with the Supervising Teacher the lessons and commitments for future visits

with particular focus on preparation for the teaching that will occur during the block practicum. Learning Circles are:

allocated on-site in one of the cluster schools; compulsory for all Preservice Teachers.

Block Professional Experience

assists Preservice Teachers in their transition into the teaching profession from “students of teaching” to “teachers of students”. Over the block, it is expected that Preservice Teachers will move gradually from teaching individual lessons to teaching back-to-back lessons, to sessions and to whole days. It is acknowledged that some Preservice Teachers may require extra support and others who may be teaching more than to the minimum requirements.

The minimum requirements for the block professional experience are:

Week 1 – Preservice Teachers will commence teaching 1 full session per day and move to 2 full sessions per day;

Week 2 – Preservice Teachers will move from teaching 2 sessions per day to teaching full days and will teach for at least 2 consecutive days during that week, begin using a daybook format if the Supervising Teacher sees fit;

Week 3 –- Preservice Teachers will teach for at least 3 consecutive days; Week 4 – Preservice Teachers will teach the final 3 days of their professional experience.

Preservice Teachers are not permitted to teach any lessons unless a lesson plan is

presented and approved as satisfactory, signed and dated by their Supervising Teacher.

Lesson Plans must be presented a minimum of 24 hours prior to teaching. Within the overall context of the semester’s professional experience students are expected to have taught, if possible, across all Key Learning Areas, a minimum of:

Subject Lessons

English Mathematics Science & Technology Human Society & Its Environment PD/H/PE Creative Arts

4 4 3 3 3 3

It is acknowledged that some schools plan on a semester basis so be aware that some areas may not automatically be included. Please negotiate with your Supervising Teacher to teach across all KLAs.

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Daybook Planning and Preparation and Lesson Planning and Evaluation

Lesson plans and lesson reflections should adhere to the Lesson Plans and Lesson Reflection format outlined in this booklet.

They should be clearly, coherently and legibly written or word-processed addressing each section outlined.

They should demonstrate that the Preservice Teacher has sound knowledge of the students to whom the lesson is to be presented - their prior knowledge, skills and experiences as well as needs, interests and attitudes.

They should also show clear understanding of the purpose, content, conduct and outcomes of the lesson.

The lesson plan should be linked to relevant Key Learning Areas and, if appropriate, the Supervising Teacher’s class program. The use of appropriate resources and teaching and assessment strategies to enhance student learning is expected.

Once the Supervising Teacher is satisfied that the Preservice Teacher is progressing satisfactorily, they should encourage them to begin using a Daybook to organise their teaching.

A minimum of 20 lessons must be evaluated

Professional lesson plans must be given to the classroom teacher a minimum of 24 hours prior to teaching or at the beginning of the teaching week if they have moved onto a Daybook format. Drafts are not acceptable.

Planning and preparation are essential to successful teaching. Preservice Teachers are obliged to work in co-operation with the Supervising Teacher and for this reason, are expected to compile, in advance, a systematic written record of lesson planning and preparation.

Preservice Teachers are not permitted to teach any lesson for which plans have not been completed and deemed ‘satisfactory’ by the Supervising Teacher.

During each teaching session Preservice Teachers may use their lesson plans for reference purposes.

A lesson plan format (in both annotated and blank forms) is included in this booklet. This can be saved as a word file so that Preservice Teachers may flexibly enter the appropriate text and not be constrained to a single page layout. Complete Attendance Register

Preservice Teachers should sign the Attendance Register provided on arrival and departure at their school, including the Learning Circle Day, regardless of any attendance sheet signed on the day.

The time entered must be the actual time of arrival and departure. Attendance Registers are returned by the School Coordinator to the University at the completion of the professional experience period with the original reports and should, therefore, be carefully maintained as a record of attendance.

Additional information regarding professional experience attendance and absences can be found in the School of Education Professional Experience Protocols 2012, Section Three. Maintain Professional Records of all Teaching Lesson Planning and Preparation Lesson Evaluation & Self Reflection

It is necessary for Preservice Teachers to systematically evaluate their teaching. Notes and comments should be presented at the end of each day and should refer to aspects of planning, preparation, outcomes, experiences and resources related to the lesson. Questions to consider when evaluating and reflecting on lessons taught:

What did I want the students to learn in this lesson? How do I know the students understood the purpose of the lesson? Were the students engaged learners? What evidence do I have to support this?

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How do I feel about the lesson? What happened to make me feel this way? What did I do well? Why? What did the students do well? Why? How well did the students interact in the lesson with each other? With me? What might I do differently next time? How does this lesson inform my future teaching?

Self reflection requires you to consider the teaching and learning experiences you have planned and how particular situations are informing your understandings and development as a teacher. Two structured reflective journal entries are required (the formats will be provided). The first completed at the end of the In-School Week and the second at the end of the professional experience. These are a mandatory component of the professional experience requirements. Appropriate Handwriting Preservice Teachers must demonstrate competence in Foundation style handwriting for the allocated class by undertaking the following:

use of the style in all chalkboard work or whiteboard work; and, use of the style in all handouts, aids, worksheets and labels used during lessons.

Use of Teaching Aids

Competent use of the chalkboard/whiteboard/smartboard is required of Preservice Teachers. No opportunity should be overlooked during the professional experience to develop and refine these skills. Preservice Teachers should avoid last minute preparation by utilising the time before school, recess or lunch to prepare written chalkboard/whiteboard material.

Flash-cards, work sheets, charts, worksheets and labelled diagrams etc. should be prepared prior to teaching with due attention to appropriate presentation including accuracy in spelling and writing/text style.

A collection of classroom pictures, charts and audio-visual aids is available in the University Library for use during the professional experience. Similarly, suitable resources will often be available in the schools. All such material needs to be previewed before use in order to determine its appropriateness so that it may be used effectively when teaching.

Preservice Teachers need to carefully consider the resources to be used and not assume all resources will be available from the school. All teaching material borrowed from the school MUST BE RETURNED at the completion of the professional experience.

Professional Conduct at School.

The highest standard of conduct is expected of Preservice Teachers at all times. Preservice Teachers’ conduct during Professional Experience is guided by three policies:

College of Arts Professional Experience Reference Group’s Principles of Ethical and

Professional Behaviour Policy (in the Professional Experience Protocols 2012); Academic Misconduct; and, Non-academic misconduct.

These last two policies can be found on the University of Western Sydney’s website – http://policies.uws.edu.au/ After the Professional Experience

Sign Original Report. On completion of professional experience, the Preservice Teachers will discuss their professional experience with their Supervising Teacher. Preservice Teachers are required to check their information, e.g. the spelling of their name and the accuracy of their student ID number, on the report, discuss the Supervising Teacher’s comments, sign the original report, ensure the Attendance Register is complete, i.e. all days have been completed and signed off, including the Learning Circle day, by the Preservice Teacher and initialled by the Supervising Teacher. The Final Report and Attendance Register should be returned to the Professional Experience Office by the Preservice Teacher within two working days of the completion of the Practicum

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Please refer to page 21 of the Professional Experience Protocols 2012, (Primary Program) handbook: “Preservice Teacher’s final grades for professional experience units are not recommended until original reports and attendance registers are submitted to the Professional Experience Office. Late receipt of original reports and attendance registers may lead to Preservice Teachers not receiving a grade for their professional experience unit and could result in the Preservice Teacher not graduating. Withdrawal from Professional Experience Please refer to School of Education Professional Experience Protocols 2012. Section Two. Please email Sue Heald, [email protected] if you withdraw from Professional Experience, so that confirmation of withdrawal can be made to the schools and the Professional Experience Unit’s records amended accordingly

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Professional Experience Final Report and Return of Documentation In the final week of the professional experience, Preservice Teachers will discuss a draft of their report with their Supervising Teacher. The Final Report is based on a summation of the daily written feedback sheets that have been previously discussed with and given to the Preservice Teacher each day. The Final Report is the responsibility of the Supervising Teacher and must be signed at the end of the practicum. The Preservice Teacher must be given the opportunity to read and discuss the final report with the Supervising Teacher. It is expected that there are no surprises for the Preservice Teacher in what is written. The Preservice Teacher should then sign the report. Final Report Recommendations The Final Report has two levels of accomplishment, Satisfactory and Unsatisfactory.

Satisfactory: is awarded to any Preservice Teacher who is considered by the Supervising Teacher to have

demonstrated overall ‘satisfactory‘ competence in the criteria indicated in the daily written ‘Lesson Observation Feedback’ sheets.

Unsatisfactory: may be awarded on ONE or more of the following grounds:

Performance Difficulties – i.e. failure to exhibit overall ‘satisfactory‘ competence in the criteria indicated in the daily written ‘Lesson Observation Feedback’ sheets or the Professional Standards Expected of Preservice Teachers outlined in this handbook (especially those standards asterisked).

Withdrawing from Professional Experience - unless a Withdrawal Without Academic Penalty is granted.

Non-Academic Misconduct

Notification of Concerns. In most cases, Preservice Teachers will make satisfactory progress toward meeting the Professional Experience outcomes. In cases where Preservice Teachers are not making satisfactory progress the procedures for Preservice Teachers whose progress is ‘causing concern’ should be followed. Please read the Professional Experience Protocols 2012, Section Four. Preservice Teachers Requiring Additional Support [RAS]: Preservice Teachers who are not making satisfactory progress must be identified as Requiring Additional Support (RAS). This identification should be made by the end of the first week of the block practicum to allow time for Preservice Teachers to act on advice. The procedures to be followed are set out in the Appendix on page 23 of this Handbook, as well as in the Professional Experience Protocols 2012 and the Preservice Teacher Daily Feedback Booklet.

Payment Under the Industrial Award it is the responsibility of Supervising Teachers to:

1. Guide Preservice Teachers in lesson preparation;

2. Observe lessons given by Preservice Teachers ;

3. Discuss with Preservice Teachers the lessons Preservice Teachers give;

4. Make written reports on observed lessons; and,

5. Make a final end-of-professional experience report on each Preservice Teacher.

Please note: Supervising teachers are paid for block week periods only, as per the Teachers Federation Award.

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Preservice Teacher Checklist

1.

Supervising Teachers write Reports

The UWS Report format is an approved legal document which forms part of each student’s academic qualification and must not be reproduced or altered in any way.

• The report template can be found on the University website, the link is provided to each School Professional Experience Coordinator at the start of the practicum

2.

UWS Preservice Teachers read report Preservice Teachers will check their information – name &

Student ID number. Preservice Teachers will discuss their professional experience

with their Supervising Teachers.

3.

Supervising Teachers and UWS Preservice Teachers sign report.

Reports must have original signatures - no photocopies can be accepted.

4.

Original Reports and Original Attendance Register are returned by the Preservice Teacher to the Professional Experience Office at Bankstown within 2 working days of the end of the practicum. Copies are not acceptable

5. UWS Preservice Teachers keep their Feedback booklets.

6.

UWS Preservice Teachers Sign off Attendance Register

(All Professional Experience days must be completed by the Preservice Teacher and signed off by the Supervising Teacher, including the Learning Circle Day - absences must be made up within 7 days of the completion of the practicum).

8.

Each UWS Preservice Teacher is required to collect their original report from the UWS Professional Experience Office – Bankstown Campus

Grades will not be recorded until original reports and completed Attendance Registers have been received and processed by the Professional Experience Office.

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Supervising Teacher Checklist

1

Supervising Teachers write reports

The UWS Report format is an approved legal document which forms part of each student’s academic qualification and must not be reproduced or altered in any way.

The report template can be found on the university website

A link to the website and the username and password will be emailed to your School Professional Experience Coordinator prior to the commencement of the practicum. If you are having difficulty accessing the documents, please contact Sue Heald on 9772 6663 or [email protected]

Please note: Parchment paper is no longer required for reports

2

UWS Preservice Teachers read their report

Preservice Teachers will check their details and discuss their professional experience with their Supervising Teacher

3 Supervising Teachers and UWS Preservice Teachers sign report.

Reports must have original signatures - no photocopies will be accepted.

4

Reports to be returned to Professional Experience Office

Original reports are given to the Preservice Teacher for return to the Professional Experience Office

Preservice Teachers are required to collect original report from UWS Professional Experience Office – Bankstown Campus

Grades will not be recorded until original reports have been received and processed by the Professional Experience Office

5

Supervising Teachers sign-off Attendance Register All Professional Experience days must be completed

including Learning Circle Day and signed off by the Supervising Teacher - absences must be made up within 7 days of the conclusion of the practicum.

6 Feedback booklets are to be given to Preservice Teachers

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The Supervision Cycle Before the Lesson The Preservice Teacher presents written plans to the supervising teacher and discusses with her/him the outcomes, content, resources, strategies to be used and room organisation, management, safety issues etc. The Preservice Teacher also discusses the Institute of Teachers standard focus for professional growth and how it may be emphasised in the lesson that has been prepared and the supervising teacher feedback. Presenting the Lesson The Preservice Teacher presents the planned lesson which is observed by the supervising teacher who records observations and feedback both in general and on the Institute of Teachers standard focus. After the Lesson Initially, the Preservice Teacher self-evaluates the lesson. This evaluation should focus on aspects such as children’s engagement, teaching, resources and learning environment. The class teacher and the Preservice Teacher discuss together the lesson and then plan for future developments which either emphasise a new teaching/learning focus or continue to practice the present focus in subsequent lessons. The Preservice Teacher reflects on her/his teaching using the formats provided in the Feedback Booklet and the Learning Guide. Possible ‘Reflective Stems’ for Teacher/Preservice Teacher Feedback Discussion Below is a list of ‘reflective stems’ which the supervising teacher and Preservice Teacher might use to provide a starting point for feedback discussion. These stems may also assist the Preservice Teacher and the supervising teacher in the identification and development of goals for future teaching.

Preservice Teacher * I’m feeling confident about … * I’m learning to … * Areas of my teaching that I need to develop

further …. * A new teaching idea I would like to try is … * What I have discovered about teaching and

learning so far is … * Questions I still have …

Supervising Teacher * I would like to compliment my Preservice Teacher

on … * Areas of development I have observed … * A goal we need to set together and work towards … * An idea I would like to try in my supervision… * An aspect we are working on together … * A recommendation I have about teaching and

learning … * Something I have learned from my Preservice

Teacher … * Questions I have for the University Advisor

Adapted from: Pelletier, M. (2004). Strategies for Successful Teaching: A Comprehensive Guide, (2nd Ed.) Boston: Pearson.

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Professional Standards Expected of Preservice Teachers

Preservice Teachers will develop these standards over their teacher education course and would be expected to achieve these by the end of their second Professional Experience. The Professional Teaching Standards are included in the Lesson Observation Feedback Books as part of the Supervising Teacher’s feedback to the Preservice Teachers. NSW Institute of Teachers Professional Standards The Framework of Professional Teaching Standards provides a common reference point to describe, celebrate and support the complex and varied nature of teachers’ work. The Professional Teaching Standards provide direction and structure to support the preparation and development of teachers as well as describing what teachers need to know, understand and be able to do. The Framework describes clear benchmarks for identifying and describing effective teaching. The Structure of the Framework The Framework of Professional Teaching Standards comprises four key stages, three teaching domains and seven elements. One of the four key stages is the Preservice Teacher. Preservice Teachers are beginning their teaching career in NSW. They have undertaken an approved program of teacher preparation or its equivalent elsewhere, and possess the requisite knowledge, skills, values and attitudes to plan for and manage successful learning. These teachers are equipped to engage in and negotiate a process of ongoing professional learning. They identify their development needs and seek advice and support from colleagues. They have high expectations of themselves as professional learners and for the learning of their students. Their commitment to students and student learning is reflected in their desire to support students’ achievement of the highest possible education outcomes. They have the commitment, enthusiasm and interpersonal skills to assume a professional role within schools and their broader communities and to contribute to the operations of a school as a whole. They are knowledgeable about the latest developments in pedagogy and can apply those developments to improve student learning. They have outstanding interpersonal and leadership skills. These skills are underpinned by principles of fairness, compassion and integrity. Domains The Standards are intended to describe the nature of teachers’ work in three domains: Professional Knowledge, Professional Practice and Professional Commitment. Elements The seven elements describe the areas encompassed within the domains. They give a logical organisational structure for consistent presentation of the standards within the graduate stage. Professional Teaching Standards and the e-pod (electronic portfolios of deliverables) The e-pod is structured around the NSW Institute of Teachers professional standards for graduates. Preservice Teachers are required to create their e-pod around the following headings which reflect the nature of teachers’ work as defined by the domains of NSW Institute of Teachers:

Personal knowledge, practice and commitment Professional knowledge Professional practice Professional commitment

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Element 1: Teachers know their subject content and how to teach that content to their students

Key stage: Preservice Teacher

Aspect Preservice Teacher Knowledge of subject content 1.1.1 Demonstrate relevant knowledge of the

central concepts, modes of enquiry and structure of the content/discipline(s).

Knowledge of pedagogy 1.1.2 Demonstrate research-based knowledge of the pedagogies of the content/discipline(s) taught.

Knowledge of NSW curriculum requirements

1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.

Knowledge of information and communication technologies (ICT) in the following areas:

1.1.4 Demonstrate current knowledge and proficiency in the use of the following:

• Basic operational skills • Information technology skills • Software evaluation skills • Effective use of the internet • Pedagogical skills for classroom

management.

Element 2: Teachers know their students and how they learn

Aspect Preservice Teacher

Knowledge of and respect for the diverse social, cultural, ethnic and religious backgrounds of students, and the effects of these factors on learning

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning.

Knowledge of the physical, social and intellectual developmental characteristics of the age group(s) of students

2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns.

Knowledge of students’ varied approaches to learning

2.1.3 Demonstrate knowledge of students’ different approaches to learning.

Knowledge of strategies for addressing student needs

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:

• Aboriginal and Torres Strait Islander students

• Students with Special Education Needs

• Non-English Speaking Background students

• Students with Challenging Behaviours.

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2.1.6 Demonstrate knowledge of a range of literacy strategies to the meet the needs of all students including:

• Aboriginal and Torres Strait Islander students

• Students with Special Education Needs

• Non-English Speaking Background students

• Students with Challenging Behaviours.

Element 3: Teachers plan, assess and report for effective learning


Planning Teaching and learning goals 3.1.1 Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.

Teaching and learning programs 3.1.2 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.

Selection and organisation of content 3.1.3 Select and organise subject/content in logical, sequential and structured ways to address student learning outcomes.

Selection, development and use of materials and resources

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning.

Assessment Linking assessment to learning

3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.

3.1.6 Demonstrate knowledge of the link between outcomes and assessment strategies.

Aspect Providing feedback to students 3.1.7 Give helpful and timely oral and written feedback to students.

Assessment Monitoring of students’ progress and record keeping

3.1.8 Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students’ progress.

Reporting 3.1.9 Demonstrate an understanding of the principles and practices of reporting to students, parents and caregivers.

Program evaluation 3.1.10 Demonstrate an understanding of the principles and practices for using student assessment results to reflect on lesson sequences and inform further planning of teaching and learning.

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Element 4: Teachers communicate effectively with their students


Student grouping 4.1.4 Use student group structures as appropriate to address teaching and learning goals.

Teaching strategies

4.1.5 Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning.

Element 5: Teachers create and maintain safe and challenging learning environments through the use of classroom management skills


Create an environment of respect and rapport

5.1.1 Demonstrate a variety of strategies to develop rapport with all students.

5.1.2 Establish supportive learning environments where students feel safe to risk full participation.

Establish a climate where learning is valued and students’ ideas are respected

5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

Manage classroom activities smoothly and efficiently

5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.

Manage student behaviour and promote student responsibility for learning

5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom.

5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.

Assure the safety of students 5.1.7 Understand specific requirements for ensuring student safety in schools.

Element 6: Teachers continually improve their professional knowledge and practice


Capacity to analyse and reflect on practice 6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

Engagement in personal and collegial professional development

6.1.2 Demonstrate knowledge of the professional standards framework and its impact on the professional life of a teacher.

6.1.3 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth.

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Capacity to contribute to a professional community

6.1.4 Demonstrate knowledge of the importance of teamwork in an educational context.

6.1.5 Accept constructive feedback to improve and refine teaching and learning practices.

6.1.6 Prepare for and contribute to discussions about the teaching profession or subject/content.

6.1.7 Explore educational ideas and issues through research.

6.1.8 Recognise the range of policies and policy documents that teachers in NSW may need to comply with following employment in a school.

Element 7: Teachers are actively engaged members of their profession and the wider community


Communicating with parents and caregivers

7.1.1 Demonstrate the capacity to communicate effectively with parents and caregivers.

7.1.2 Demonstrate an understanding of the importance of effective home-school links and processes for reporting student progress to parents and caregivers.

Engaging parents and caregivers in the educative process

7.1.3 Demonstrate the importance of involving parents and caregivers in the educative process and the use of a limited number of strategies to seek that involvement.

Contributing to the school and wider community

7.1.4 Demonstrate the capacity to work effectively with external professionals, teachers’ aides and community-based personnel to enhance student learning opportunities.

Professional ethics and conduct 7.1.5 Understand regulations and statutes related to teachers’ responsibilities and students’ rights.

7.1.6 Demonstrate the capacity to liaise, communicate and interact effectively and appropriately with parents, caregivers, colleagues, industry and the local community.

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Example Possible Lesson Plan 1 Content: This is what is going to be taught – KLA; Strand and actual activity Creative arts: Visual Arts – printing using paint and natural material

Anticipated outcomes: From the relevant curriculum documents

Anticipated indicators: From the relevant curriculum documents

Topic: The topic relating to the content Date: Day and date – week of term and term Class: Year/Stage Time: Time of day and total time Lesson Purpose/Objective/Aim: written in terms of Who? – the learner What? – an observable performance or product When? – under particular conditions How well? – at a particular stated criterion or standard

Prior or assumed knowledge: What do the students know about the content, processes, products they are working with?

Rationale: Why are you teaching this lesson?

Time Teaching strategies Learning strategies Grouping Space Resources Minutes – break down

What the teacher is doing during the lesson.

What the students are doing in the lesson.

How the students are grouped for each activity.

Where the lesson takes place

Materials used by the teacher and the student with quantities.

Evaluation (Formative) Evaluation that happens throughout the lesson. What will the teacher be looking for from the students at each stage of the lesson – skills understood, actions followed,

Evaluation (Summative) Evaluation that happens at the end of the lesson and look at the total lesson in relation to the purpose/objective/aim set for the lesson. Comment on alterations that should be planned for in the next lesson for particular students. Will work completed in this lesson be used in reporting in the students’ portfolio.

Follow up What students need to be followed up – what material should be repeated . . .

Teaching notes

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Lesson Plan Template 1 Content: Anticipated outcomes:

Anticipated indicators:

Topic: Date: Class: Time: Lesson Purpose/Objective/Aim:

Prior or assumed knowledge: Rationale:

Time Teaching strategies Learning strategies Grouping Space Resources

.

Evaluation (Formative)

Evaluation (Summative)

Follow up

Teaching notes

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Example Possible Lesson Plan 2

CLASS YEAR LEVEL: DATE:

TOPIC: KLA:

1. PREPARATION

a) Students: Consider: e.g. previous learning experiences, prior knowledge, needs and interests, skills, difference in achievement level, entering attitudes, cultural and social differences

b) Purpose of the lesson: Why are you teaching this lesson to the children in your class at this time?

c) Learning outcomes: What do you expect the children to know or to be able to do as a result of your lesson? State outcomes and indicators from syllabus documents.

d) Teaching strategy focus: e.g. narration, demonstration, cooperative learning

e) Resources: What resources will you use to help the children achieve the learning outcomes?

f) Assessment: Think now how students will be assessed and how this lesson will be evaluated in terms of children’s learning

2. PRESENTATION [In each section refer to what you (and possibly other teachers) will do and how the class will be organised]

Estimated Time (state length of time for each part of the lesson)

INTRODUCTION: Indicate:

attention gaining devices

focus for lesson, references to previous work, key questions

expectations of performance and clarification of task

BODY: Indicate: each distinct step. A new step is required each time students or teachers behave in a different manner. In each sequence, indicate teacher skills / strategies used and anticipated student actions.

CLOSURE: May include:

proposed evaluation strategies

review / summary of lesson content

feedback to students regarding their efforts in relation forecast future activities / follow-up as appropriate to stated outcomes

3. LESSON REFLECTION

Description Describe what happened in the lesson, referring back to the strategies considered in your presentation (1 page)

Reflection

What positive and negative feelings do you have about the lesson?

To what extent were the children successful in achieving the learning outcomes? How do you know? (Consider individual differences and the children’s learning in the light of initial considerations)

Did you achieve what you set out to in the purpose of the lesson? Why? / Why not? How do you know?

What were the strengths and weaknesses of:

the activities

the resources

your teaching (communication, presentation, management strategies)

Why did the lesson proceed as it did? What factors affected its implementation?

What were your main learnings from this lesson?

Action

How might you teach the lesson differently if you were to teach it again?

Consider ongoing planning - what are you going to do next?

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Lesson Plan Template 2

CLASS YEAR LEVEL: DATE:

TOPIC: KLA:

1. PREPARATION

a) Students

b) Purpose of the lesson

c) Learning outcomes

d) Teaching strategy focus

e) Resources

f) Assessment

2. PRESENTATION [In each section refer to what you (and possibly other teachers) will do and how the class will be organised]

Estimated Time (state length of time for each part of the lesson)

minutes

INTRODUCTION

Minutes

BODY

minutes CLOSURE

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Sample Final Report Template

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MASTER OF TEACHING (PRIMARY) PROFESSIONAL PRACTICE II: Engaging in the Profession – Unit 101288

FINAL REPORT – 2012

PRESERVICE TEACHER NAME:

ID:

SCHOOL:

SUPERVISING TEACHER: CLASS:

PRACTICUM DATES: 20th August – 8th November 2012

Key: WT – Working Towards; D - Demonstrated; E - Excellent

PROFESSIONAL KNOWLEDGE

ELEMENT 1 TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

WT D E

1.1.1 Demonstrate relevant knowledge of the central concepts, modes of enquiry and structure of the content/discipline(s).

1.1.2 Demonstrate research-based knowledge of the pedagogies of the content/discipline(s) taught.

1.1.3 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act.

1.1.4 Demonstrate current knowledge and proficiency in the use of the following:

Basic operational skills Information technology skills Software evaluation skills Effective use of the internet Pedagogical skills for classroom management

COMMENTS:

ELEMENT 2 TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

WT D E

2.1.1 Demonstrate knowledge, respect and understanding of the social, ethnic, cultural and religious backgrounds of students and how these factors may affect learning.

2.1.2 Demonstrate knowledge of the typical stages of students’ physical, social and intellectual development as well as an awareness of exceptions to general patterns.

2.1.3 Demonstrate knowledge of students’ different approaches to learning.

2.1.4 Demonstrate knowledge and understanding of students’ skills, interests and prior achievements and their impact on learning.

2.1.5 Demonstrate knowledge and understanding of specific strategies for teaching:

Aboriginal and Torres Strait Islander students Students with Special Education Needs Non-English Speaking Background students Students with Challenging Behaviours

2.1.6 Demonstrate knowledge of a range of literacy strategies to meet the needs of all students including:

Aboriginal and Torres Strait Islander students Students with Special Education Needs Non-English Speaking Background student Students with Challenging Behaviours

School of Education Bankstown Campus

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PRESERVICE TEACHER NAME: ID:

COMMENTS:

PROFESSIONAL PRACTICE

ELEMENT 3 TEACHERS PLAN, ASSESS AND REPORT FOR EFFECTIVE LEARNING

WT D E

3.1.1 Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation.

3.1.2 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes.

3.1.3 Select and organise subject/content in logical, sequential and structured ways to address student learning outcomes.

3.1.4 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support students’ learning.

3.1.5 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes.

3.1.6 Demonstrate knowledge of the link between outcomes and assessment strategies.

3.1.7 Give helpful and timely oral and written feedback to students.

3.1.8 Demonstrate knowledge and a rationale for keeping accurate and reliable records to monitor students’ progress.

3.1.9 Demonstrate an understanding of the principles and practices of reporting to students, parents and caregivers.

3.1.10 Demonstrate an understanding of the principles and practices for using student assessment results to reflect on lesson sequences and inform further planning of teaching and learning.

COMMENTS:

ELEMENT 4 TEACHERS COMMUNICATE EFFECTIVELY WITH THEIR STUDENTS

WT D E

4.1.1 Communicate clear directions to students about learning goals.

4.1.2 Demonstrate a range of questioning techniques designed to support student learning.

4.1.3 Listen to students and engage them in classroom discussion.

4.1.4 Use student group structures as appropriate to address teaching and learning goals.

4.1.5 Use a range of teaching strategies and resources including ICT and other technologies to foster interest and support learning.


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COMMENTS:

ELEMENT 5 TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS THROUGH THE USE OF CLASSROOM MANAGEMENT SKILLS

WT D E

5.1.1 Demonstrate a variety of strategies to develop rapport with all students.

5.1.2 Establish supportive learning environments where students feel safe to risk full participation.

5.1.3 Demonstrate strategies to create a positive environment supporting student effort and learning.

5.1.4 Provide clear directions for classroom activities and engage students in purposeful learning activities.

5.1.5 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom.

5.1.6 Demonstrate knowledge of principles and practices for managing classroom discipline.

5.1.7 Understand specific requirements for ensuring student safety in schools.

COMMENTS:

PROFESSIONAL COMMITMENT

ELEMENT 6 TEACHERS CONTINUALLY IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE

WT D E

6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

6.1.2 Demonstrate knowledge of the professional standards framework and its impact on the professional life of a teacher.

6.1.3 Demonstrate knowledge of the available professional development opportunities and the importance of personal planning to ongoing professional growth.

6.1.4 Demonstrate knowledge of the importance of teamwork in an educational context.

6.1.5 Accept constructive feedback to improve and refine teaching and learning practices.

6.1.6 Prepare for and contribute to discussions about the teaching profession or subject/content.

6.1.7 Explore educational ideas and issues through research.

6.1.8 Recognise the range of policies and policy documents that teachers in NSW may need to comply with following employment in a school.


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COMMENTS:

ELEMENT 7 TEACHERS ARE ACTIVELY ENGAGED MEMBERS OF THEIR PROFESSION AND THE WIDER COMMUNITY

WT D E

7.1.1 Demonstrate the capacity to communicate effectively with parents and caregivers.

7.1.2 Demonstrate an understanding of the importance of effective home-school links and processes for reporting student progress to parents and caregivers.

7.1.3 Demonstrate the importance of involving parents and caregivers in the educative process and the use of a limited number of strategies to seek that involvement.

7.1.4 Demonstrate the capacity to work effectively with external professionals, teachers’ aides and community-based personnel to enhance student learning opportunities.

7.1.5 Understand regulations and statutes related to teachers’ responsibilities and students’ rights.

7.1.6 Demonstrate the capacity to liaise, communicate and interact effectively and appropriately with parents, caregivers, colleagues, industry and the local community.

COMMENTS:

SUMMARY COMMENTS:

FINAL GRADE: Satisfactory Unsatisfactory

Sign Off

The student has completed 28 days of the professional experience requirement: Yes No

Supervising Teacher’s name

Supervising Teacher’s signature Date:

Preservice Teacher’s signature Date:

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There are occasions where Preservice Teachers do not make satisfactory progress and require additional support (RAS). The purpose behind completing a RAS form is to assist the Supervising Teacher and the School Coordinator to identify specific areas of concern to the Preservice Teacher Once the concerns have been raised, a Learning Plan (LP1) must be put into place in order to assist the Preservice Teacher to address the issues and achieve the goals set within a specific yet reasonable number of days. Most Preservice Teachers do not require further support after RAS, level 1 and a Learning Plan, however some may require additional guidance if the concerns raised have not been fully addressed. For those Preservice Teachers who have not made the required improvements there is an At Risk (AR) level 1 and a second Learning Plan (LP2) to support them and give them the opportunity to improve. Again there is a specified but reasonable time limit placed on achieving the outcomes named in the AR form. Following the implementation of the AR1, there should be a meeting to determine if the Preservice Teacher is going to receive a Satisfactory or an Unsatisfactory grade and the AR2 completed. Preservice Teachers and the Supervising Teachers must sign all documentation and be given a copy for their records. All documentation must be faxed to the Practicum Office as soon after each meeting as possible, for University records. Please fax to Sue Heald FAX: 9772 6251 NB: It is important that Preservice Teachers who may be at risk of receiving an Unsatisfactory

result are given an opportunity to improve their practice and to act on advice. Identification should be made within the first week of the block practicum and the due process followed carefully. See the following pages for further details

Preservice Teachers Requiring Additional Support (RAS) Forms

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Preservice Teachers Requiring Additional Support (RAS) Preservice Teachers who are not making satisfactory progress must be identified as Requiring Additional Support. This identification should be made by the end of the first week of the block practicum to allow time for Preservice Teachers to act on advice. The procedures outlined in the Policy and Procedures Guidelines (page 21 of Professional Experience Protocols, 2011) should be followed.

Level 1

Satisfactory Progress

(No)

(Yes)

Regular Advisory Sessions

Satisfactory Progress

S Grade awarded

Level 2

RAS1 (Requiring Additional Support)

Meeting 1

Attended by Supervising Teacher, Preservice Teacher, Additional Member (School PE Coordinator/Centre Director, if possible).

RAS1 and LP1 (Learning Plan) forms completed

Meeting 2

Outcome ticked on RAS1 Meeting attended by Supervising Teacher, Preservice Teacher and Additional Member

(if possible)

If satisfactory after Meeting 2, return to Level 1

If unsatisfactory, Preservice Teacher notified as “At Risk”, go to Level 3

Level 3

AR (At Risk)

Committee of Advice

Meeting 3 – AR1

Attended by Supervising Teacher, Preservice Teacher, Additional Member (if possible) and

University Advisor. AR1 (At Risk) and LP2 (Learning Plan)

completed

Meeting 4 – AR2

Attended by Supervising Teacher, Preservice Teacher, Additional Member (if possible) and

University Advisor.

If satisfactory, S Grade awarded

If unsatisfactory, U Grade awarded

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RAS 1 Notification of Preservice Teacher Requiring Additional Support – Meetings 1 and 2

Preservice Teacher’s Name: _____________________________ID: _________________ Unit Number: 101288

School Name: _______________________________Supervising Teacher’s Full Name: ______________________________

Course: B.Ed (0-5) MTeach (0-12) MTeach (Primary) MTeach (Secondary) Masters Special Ed

Additional Member’s Names and Positions: ________________________________________________________________________

Person making notification: ________________________________________________ Date: _____________________________

Reasons for Concern Changes/goals to address concerns (please number) Strategies

Date for Achievement

Signatures:

Preservice Teacher: __________________________________ Supervising Teacher: _____________________________________

Additional Members: ___________________________________________________________________________________________

Outcome (please tick one) at Meeting 2:

Preservice Teacher is now likely to make Satisfactory progress

Preservice Teacher will be notified At Risk of Failing the Professional Experience

Outcome recorded by: Supervising Teacher University Advisor

Time, date and place of reassessment meeting: _____________________________________________________________________

Fax completed forms to the Professional Experience Unit (Primary), Bankstown: (02) 9772 6251

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LP 1 Learning Plan No. 1

Preservice Teacher’s Name: ______________________________ID: __________________ Unit Number: 101288

School Name: ____________________________________________________________________________________________

Individual Learning Plan

Issue of Concern Required Outcome Strategy Date for

Achievement


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AR 1 Committee of Advice – Preservice Teacher At Risk of Fail ing Professional Experience (Meeting 3)

Preservice Teacher’s Name: ___________________________ID: ____________________ Date of Meeting 3:__________________

Professional Experience Name and Unit Number: Professional Practice II: Engaging in the Profession; 101288


School Name: ___________________________________________________________________________________________

Supervising Teacher’s Full Name: ________________________________________________________________________________

University Advisor’s Full Name: __________________________________________________________________________________

Names and positions of Additional Members:_______________________________________________________________________

Has the Preservice Teacher already required Additional Support? Yes No

If No, please outline Exceptional Circumstances that now places the Preservice Teacher “At Risk of Failing”

_____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

Date of Final Meeting: ________________

Signatures:

Preservice Teacher: ___________________________________ Supervising Teacher: ____________________________________

University Advisor: ____________________________________ Additional Members: ____________________________________

_____________________________________________________________________________________________________________


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LP 2 Learning Plan No. 2

Preservice Teacher’s Name: ______________________________ID: __________________ Unit Number: 101288

School Name: ____________________________________________________________________________________________

Individual Learning Plan

Issue of Concern Required Outcome Strategy Date for

Achievement


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AR 2 Review of Preservice Teacher At Risk Of Fail ing Professional Experience (Meeting 4)

Preservice Teacher’s Name: ____________________________________ID: __________________ Date:____________

Professional Experience Name and Unit Number: Professional Practice II: Engaging in the Profession; 101288


School Name: _________________________________________ Supervising Teacher: ____________________________________

University Advisor’s Name: _____________________________

Required Outcomes Comment Achieved (Yes/No)

Outcome (please tick): Preservice Teacher is now likely to make Satisfactory progress Preservice Teacher will receive an Unsatisfactory Grade in the Professional Experience

Outcome recorded by: Supervising Teacher University Advisor

Signatures: Preservice Teacher: ___________________________ Supervising Teacher: ________________________________

University Advisor: _______________________________________ Additional Members:__________________________________

____________________________________________________________________________________________________________


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Master of Teaching (Primary Education) Professional Practice Two (101288) Professional ... · 2012-07-27 · Master of Teaching (Primary Education) Professional Practice Two (101288)