Master of Teaching (Primary) Professional Practice I ... · 101289 Ehandbook 1H 2012.Docx Page ii UWS School of Education Contacts For all professional experience (Primary) administrative

School of Education Bankstown Campus

Master of Teaching (Primary)

Professional Practice I (101289)

Professional Experience Handbook

Dates of Professional Experience:

19/3/2012 to 8/6/2012

Professional Experience Office Bankstown Campus, Building 1.1.180

Locked Bag 1797 PENRITH NSW 2751 TEL: 9772 6663 Fax: 9772 6251

101289 Ehandbook 1H 2012.Docx Page i

Table of Contents

UWS SCHOOL OF EDUCATION CONTACTS .......................................................................................................................... III INTRODUCTION ................................................................................................................................................................... 1

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

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

PROFESSIONAL PRACTICE I ................................................................................................................................................ 3

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

ROLES AND RESPONSIBILITIES ............................................................................................................................................ 4

SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR ......................................................................................................................... 5 SUPERVISING TEACHERS ................................................................................................................................................................... 6 UNIVERSITY ADVISOR ........................................................................................................................................................................ 7 PRESERVICE TEACHER ...................................................................................................................................................................... 8

PROFESSIONAL EXPERIENCE FINAL REPORT AND RETURN OF DOCUMENTATION BY SCHOOL .............................................. 13

PRESERVICE TEACHER CHECKLIST ................................................................................................................................... 14

SUPERVISING TEACHER CHECKLIST .................................................................................................................................. 15

THE SUPERVISION CYCLE ................................................................................................................................................. 16

PROFESSIONAL STANDARDS EXPECTED OF PRESERVICE TEACHERS .................................................................................. 17

EXAMPLE POSSIBLE LESSON PLAN 1 ................................................................................................................................. 21

LESSON PLAN TEMPLATE 1 ............................................................................................................................................... 22

EXAMPLE POSSIBLE LESSON PLAN 2 ................................................................................................................................. 23

LESSON PLAN TEMPLATE 2 ............................................................................................................................................... 24

E-POD GUIDELINES .......................................................................................................................................................... 25

PRESERVICE TEACHERS REQUIRING ADDITIONAL SUPPORT (RAS) FORMS ........................................................................ 32

101289 Ehandbook 1H 2012.Docx Page ii

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

Sue Heald Professional Experience Unit Phone: 02 9772 6663 Fax: 02 9772 6251 Email: [email protected]

Completed documentation (pay claims and tax declarations) should also be forwarded to Sue Heald: email: [email protected]; fax: 9772 6251; or post to:

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

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]

mailto:[email protected]�

101289 Ehandbook 1H 2012.Docx Page 1

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 101289 Professional Practice I 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 Preservice 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 1 & 2, 2012 Mondays – Inschool Teaching Days 19th March

2nd April 30th April

Inschool Week 26th – 30th March Learning Circle 7th May Block (3 weeks/15 days) 21st May – 8th June Seminar (compulsory attendance required at UWS for students)

15th June

E-pod Presentation (UWS Assessment) To be advised


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) *


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

• Become critically oriented to the role of teachers in schools. • Demonstrate knowledge of lesson planning, learning theory, quality teaching, NSW Syllabus

documents and use of information and communication technologies (ICTs) in learning and teaching.

• Implement lessons that are designed to engage diverse learners and address learning outcomes.

• Use a range of teaching strategies and resources to motivate and engage students in learning including explicit instruction, collaborative learning strategies, approaches to student grouping and the use of information and communication technologies.

• Demonstrate knowledge and application of a range of strategies to assess student achievement of learning outcomes.

• Develop skills in observing, recording, analysing, reflecting upon, and evaluating their own teaching practice.

• Assess their teaching performance with the Graduate Teacher Standards. • Demonstrate effective communication and interaction with students and staff, recognising and

responding to the diversity of learners and learning contexts including Aboriginal and Torres Strait Islander students, students with special education needs, students from a non0English speaking background and students with challenging behaviours.

Content

• Organisation of Professional Experience; • Local and global expectations of teachers as professionals and the requirements of the NSW

Institute of Teachers’ Professional Teaching Standards; • Overview of quality teaching and curriculum development; • The Professional Teacher – planning, teaching, managing and assessing for learning;

effective communication, professional interactions and ethical and professional conduct; • Evidence-based practice; • Teacher identity and developing a personal teaching philosophy; • Ethics and professional conduct; • Developing professional partnerships and networks; • The Reflective Practitioner – observing, analysing, reflecting and evaluating personal

professional practice; • 24 days of professional experience and compulsory attendance at the Seminar


Roles and Responsibilities

• School Professional Experience Coordinators • Supervising Teachers • University Advisors • Preservice Teachers


School Professional Experience Coordinator

Before: • Distribute documentation to Supervising Teachers • Encourage all teachers involved in professional experience to read the Professional Experience

Handbook and 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) • 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 • 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 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.

• Ensure that Preservice Teachers have been given the original reports and attendance registers for return to the Professional Experience office on the final day of their practicum


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

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

Preservice Teaching taking the original report for submission to University • Notify School Professional Experience Coordinator of concerns (if applicable) • Convene a meeting with the Preservice Teacher and School Professional Experience

Coordinator when a Preservice Teacher’s progress has been identified as “at risk”.

After: • Ensure that Preservice Teachers have been given the original reports and attendance

registers for return to the Professional Experience office on the final day of their practicum • 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 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.


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

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 meetings when a Preservice Teacher’s progress has been identified as “at risk” • 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.

After: • Organise venue and timetable for Preservice Teacher Epod presentations, and inform

students • Facilitate and assess Epod presentations • Submit Epod results to Karen McDaid (Unit Coordinator)


Preservice Teacher

Before the Professional Experience, Preservice Teachers should:

• Attend Child Protection Seminar; • Complete online Child Protection mastery quiz through vUWS; • 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 on 9772 6663; 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 (email to [email protected], fax to 9772 6251 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).



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.

The 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: Two (2) small group lessons and five (5) whole class lessons; Week 2: Four (4) whole class lessons and two (2) back-to-back lessons; Week 3: Two (2) back-to-back lessons, two (2) sessions and one (1) full day.

• 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.


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.

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. 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 format will be provided to students as a word file so that they 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 times entered must be the actual time of arrival and departure. Preservice Teachers are to return the Attendance Registers to the School of Education Administration Office at Bankstown Campus with the original report at the completion of the professional experience period and should, therefore, be carefully maintained as a record of attendance. The SoE Administration Office will open for extended hours until 5:30pm on the last day of the practicum, and the following Monday and Tuesday for processing of reports and Attendance Registers.

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 lesson plan 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 are:

• 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? • 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 the appropriate handwriting style for the allocated class by undertaking the following:

• use of the style in all chalkboard 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.

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 32 of this Handbook, as well as in the Professional Experience Protocols 2012 and the Preservice Teacher Daily Feedback Booklet. 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) Section Five

• 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/

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 the Supervising Teacher. The Final Report and Attendance Register is returned to the professional experience office by the Preservice Teacher and is expected no later than 7 days from completion of the practicum. The Final Report and Attendance Register is returned to the Professional Experience Office by the Preservice Teacher, to be received by Friday, 15th June 2012. The SoE Administration Office will open for extended hours until 5:30pm on the last day of the practicum, and the following Monday and Tuesday for processing of reports and Attendance Registers. Please refer to 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.

The Supervising Teacher and School Coordinator pay claim forms must be received no later than 7 days following the conclusion of the block professional experience. Pay claim forms & tax declarations can be faxed to 9772 6251

All documents listed above should be forwarded to:

School of Education, Professional Experience Unit Building 4, Bankstown Campus University of Western Sydney

Locked Bag 1797 PENRITH NSW 2751

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.



Professional Experience Final Report and Return of Documentation by School

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

No Preservice Teacher can receive an Unsatisfactory grade unless the ‘At Risk’ procedures have been followed and the appropriate paper work has been submitted. For further details please see the School of Education Professional Experience Protocols 2012, Section Four and the ‘at risk’ procedures which can be found on page 32 of this handbook .

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.

Payment is made when these activities have been met as a requirement of the professional experience.


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.

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 must be returned to the School of Education Administration Office within 7 days of the completion of the practicum.

Grades will not

be recorded until original reports and completed Attendance Registers have been received and processed by the Professional Experience Office.

NOTE: The SOE admin office will have extended opening hours until 5.30pm on the last day of the practicum and the following Monday and Tuesday to assist with the prompt processing of reports and grades

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).


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 is available on the Practicum Website

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

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).

5

Preservice Teachers should be handed the Original reports and the Attendance Registers at the conclusion of the practicum

• Preservice Teachers are required to present both the original report and the attendance register to the UWS Professional Experience Office – Bankstown Campus

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

6

1. Feedback booklets are to be given to Preservice Teachers

2. Original Reports and Attendance Registers to be provided to students on the last day of their practicum for delivery to the School of Education Administration Office

7

1. Pay Claims & Tax Declarations (one Tax Dec per calendar year

required) can be faxed to 9772 6251, within 7 days following the completion of the practicum


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. 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.

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

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


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


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.

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 Aspect Preservice Teacher 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.

Element 4: Teachers communicate effectively with their students Aspect Preservice Teacher

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 Aspect Preservice Teacher 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

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

Manage classroom activities smoothly and efficiently 5.1.14 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 Aspect Preservice Teacher

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.

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 Aspect Preservice Teacher 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.


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


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


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?


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


E-pod Guidelines


The e-pod - Overview What is an e-pod? (electronic – portfolio of deliverables) An e-pod, electronic - portfolio of deliverables, spans the Master of Teaching (Primary) as an overarching assessment task. It comprises 4 deliverables, one for each module, with each deliverable being a significant outcome for a module. Satisfactory achievement of a deliverable may be attained by collating multiple assessment items (e-items) and justifying the ways in which they show how you meet the deliverable. In this way the deliverables are flexible, cumulative demonstrations of your understandings of the complexities of teaching and learning. Through the e-pod you will demonstrate your deep knowledge and understandings, skills and dispositions developed in and across the units of study in the degree, as well as your wider professional development. Various media and formats may be used. The development of your e-pod will be monitored by your professional experience cluster leader and will be demonstrated in a presentation at an end of semester colloquium. Why have an e-pod? E-pods represent a pedagogy focused on self-regulated, mastery-oriented learning. This means that as students you are making significant decisions about what to include, how to present, and why these items demonstrate your learning in a particular module. The e-pod is both a learning process and a product. The development of your deliverables is supported by significant peer and staff dialogue. It is also developed and maintained throughout your career as a teacher. It is directly linked to the NSW Institute of Teachers professional standards and the professional portfolio you will develop in your early years as a teacher. What does an e-pod look like? For the Master of Teaching (Primary) degree, there are four modules, each having one significant deliverable. Within each deliverable there are unit-related assessment tasks and justifications. Assessment tasks and e-items can take a variety of media forms. In addition, there is a deliverable associated with mandatory inclusions such as practicum reports and satisfying child protection training. Who sees the e-pod? The e-pod is a collaborative form of assessment where students assume responsibility for its development and refinement. Throughout the semester, unit lecturers as well as student peers and cluster leaders will view your e-pod and offer feedback. Specifically, unit lecturers may mark significant components, but others may include online contributions, lesson feedbacks and so on. ‘Learning Circles’ will be held twice a semester where, in your school cluster groups, you will share your e-pod and provide feedback for their continued development. At the end of the semester, there will be a presentation of the e-pod where you will justify in oral and written form, how you have achieved the module deliverable. Module Deliverables For each module there is a deliverable that overarches the three units of study in the module. Items selected from your unit assessment tasks, learning tasks completed in tutorials, your professional experiences and/or wider professional experiences may be selected and used to demonstrate the way in which you can meet the requirements of the deliverable. These items then become e-items for your e-pod.


Module 1 Deliverable: PP I How can I find out about teaching and learning for individual learners in primary schools?

In planning to meet the needs of individual students, beginning teachers need to demonstrate a coherent understanding of learning and teaching theories and how they apply in the classroom. Demonstrate how you would apply these theories to cater for diverse learning styles and abilities in a classroom by developing a hypermedia teaching and learning resource and justifying your underlying theoretical stance and the way in which you have applied it in your resource.

Module 2 Deliverable: PP I How can I authentically implement the primary curriculum?

As a newly graduated teacher, you first teaching position will involve planning engaging learning for your new class for each KLA. Explain how you would develop your program for each KLA you have studied this semester. Include examples of appropriate pedagogy, classroom activities and any other relevant curriculum issues.

Module 3 Deliverable: PP II How can I deliver an integrated, creative and active primary curriculum?

As a primary teacher, you are responsible for teaching students in all 6 KLAs. This includes creating learning experiences that will lead to students developing a strong sense of appreciation and enjoyment of the creative arts and a healthy and active way of living. Your skills, confidence and competence in creative and physical activities are important Demonstrate how you can plan, implement, assess and evaluate learning programs in both the Creative Arts and PDHPE and indicate how you have developed you own skills, confidence and competence in these areas.

Module 4 Deliverable: PP II How can I engage the diverse learners in my classroom and school community?

Demonstrate that you can accept an offer of a teaching position in Western or South Western Sydney. You need to show your: • understanding of individual student needs • understanding of the impact of social and cultural diversity of the learning environment • planning and implementation of appropriate and engaging pedagogy • capacity for evaluation and reflection.

How will the deliverables be marked? At the end of the semester, you will be required to give a presentation of the deliverable(s) for the modules that you have been studying. The presentation will include demonstration of assessment artifacts that you have moved into your e-pod (these are your e-items) and a justification, in oral and written form, of how you have achieved the module deliverable. Your presentation should be a celebration of your learning and development towards becoming a primary teacher. Your presentation will receive one of the assessment comments outlined previously (M, I or R). General Guidelines

• 20 minute PowerPoint presentation; • Minimum of 12 slides maximum of 15 slides; • E-pod self assessment (sent via email) the day after your presentation; • You need to demonstrate that you have covered all of the Institute Elements.

Compulsory artifact inclusions

(only one slide for each required - total 4 slides – somewhere in your e-pod)

Personal knowledge, practice and commitment

• Your personal philosophy of learning and teaching (1)

How has your philosophy been influenced by readings, discussions, participating in other units?


Professional Knowledge

• Reflections on readings from the textbook or from other readings within your MTeach program (1)

How have these influenced your learning and practice? Professional Practice

• 2 sessions from your daybook or lesson plans. (1)

How do these address the elements of NSWIT?

Professional Commitment

• 2 of your entries from the Observation Feedback Booklet use. (1)

How have the observations by your teacher and/ or reflections by you, demonstrated your commitment to your profession?

Professional Practice I Guidelines Students will present responses to Modules one and two across three headings: Personal (attitudes & beliefs), Theoretical (learning & teaching theories) and Professional (pedagogy, practicum, quality teaching & the graduate standards). Module 1 Deliverable

Deliverable One: How can I find out about teaching and learning for individual learners in primary schools?

See examples below for what you could use within your slides

• Personal artefacts (evidence) Personal artefacts justifications (1)

• Theoretical artefacts Theoretical artefacts justifications (1)

• Professional artefacts Professional justifications (1)

• Learning Circle (Communities of Practice) (1) Module 2 Deliverable: See examples below

How can I authentically implement the primary curriculum?

• Personal artefacts (evidence) Personal artefacts justifications (1)

• Theoretical artefacts Theoretical artefacts justifications (1)

• Professional artefacts Professional justifications (1)

• Learning Circle (Communities of Practice) (1)

12 slides in total..... (Maximum 15 slides)

Examples of personal, theoretical and professional artefacts … Personal Artefacts (evidence) Lesson plans, teacher feedback comments, student work samples, photographs of me teaching.


Personal Artefacts Justification How the artefacts above helped me to develop as well as support my philosophy of teaching (at this stage). My personal philosophy of teaching (at this stage) I believe:

• That all students should have the opportunity to achieve high quality learning, believe in the power of their potential and achieve their preferred future.

• That there is no ‘one size fits all’ approach to learning and teaching which is superior for all purposes and for all students.

• That an atmosphere of mutual trust and respect should be established, where participation is actively encouraged and rewarded, and responsibility for learning is shared through collaborative modes.

• All teachers should work to establish a culture, structures and relationships that acknowledge the centrality of learning.

__________________________________________________________________________________________ Theoretical Artefacts Assignments for:

• Psychology Social Cognitive (Bandura) and Constructivists – links to HSIE, Science and Technology; Intelligence – Gardner)

Scan and reduce one key page from lecture notes I found valuable for:

• Maths – the use of investigation, concrete materials and building a positive attitude to mathematics.

Scan and reduce one key page from a reading I found significant for:

• English and Literacy K-6 Years – article about importance of reading for meaning and looking at words in context. The four roles of the reader in Winch et.al (2006)

Theoretical Artefacts Justification

• How these artefacts helped me find out about teaching and learning for individual learners in primary schools - I believe in Gardiner’s multiple intelligences because …. Learning styles should inform teaching practice because …. As a visual learner I struggle with … so I need to ….. found Gardner relevant because …

• Constructivist theory particularly relevant for teaching and learning in mathematics because … • Maths – the use of investigation, concrete materials and building a positive attitude to

mathematics are significant because … Building a positive attitude particularly important in teaching and learning for individual learners because … I am learning to overcome my own dislike and lack of confidence in maths because ….

• I found the Winch et.al (2006) chapter on the four roles of the reader insightful because it

integrates all aspects of the reading process which is important because… __________________________________________________________________________________________

Professional Artefacts lesson notes, written teacher feedback, photograph of children’s work from a lesson I taught. Professional Artefacts Justifications

• Why the lesson plans are important – lesson a success because … This lesson was significant because first time I was able to give directions without leaving anything out. I was excited by this teacher feedback because … Bandura (1986) argues that much human learning is a function of observing the behaviour of others .. this is particularly relevant in my practicum experience because …


• Institute of Teachers Professional Standards Artefacts: What all of the artefacts from university, practicum and communities of practice demonstrate is how I am developing as a teacher and moving towards meeting these standards. For example, Element 2 where ‘teachers know their students and how they learn’ I am able to … Element 3 where ‘teachers plan, assess and report for effective learning’ I can now … and Element 6 where ‘teachers continually improve their professional knowledge and practice’ I have participated in …

__________________________________________________________________________________________ Learning Circle Artefacts Scan and reduce one or two key pages from handouts from Cambridge Park PS, Bligh Park PS and Faulconbridge PS. Learning Circle Justifications

• From Cambridge Gardens PS I learnt about teaching and learning for individual learners …. Bligh Park PS introduced me to graphic organisers ….Cambridge Park showed me the ‘bigger picture’ of how to find out about what is available for individual learners to support my teaching…Faulconbridge PS demonstrated the importance on hands on experiences in mathematics and how even as adults we can be engaged when the strategies and activities are motivating

• By being part of the Learning circle I have learnt, as Hill, Pettit and Dawson (2005) suggest, that

schools can no longer be conceived as simply knowledge distribution centres but must be regarded as centres of inquiry as well as places of instruction. I think our cluster is attempting to build a learning community which Senge (1990) defines as ‘an organisation where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together’.


E-pod Presentation Criteria - Student Name: _______________________ School: _____________________University Advisor: _________________ Requirements Artefacts and justification of those artefacts explaining how they exemplify your understandings. For example, what you have learnt from your supervising teacher, learning circle, photographs, lesson plans, supervising teacher comments, exemplary UWS assignments, lecture and tutorial notes (yours and ours!), influential theorists. E-Pod responses will be presented across 4 headings and a minimum of 3 KLAs: Personal Knowledge, Practice & Commitment, Professional Knowledge, Professional Practice & Professional Commitment. Questions posed by the deliverables (PP1 Deliverables 1 & 2, PP2 Deliverables 3 & 4) will also underpin the e-pod responses. These can be integrated where appropriate. Presentation - able to confidently articulate, support and extend the PowerPoint content. Criteria Resubmit Improve Mastery Exemplary PowerPoint Content Minimum 10 - maximum 15 slides

5 compulsory artefact slides included. Variety of appropriate artefacts included.

At least 3 KLAs included

Justifications cover the appropriate deliverables & 4 response headings.

Demonstrates a developing/sound understanding of quality learning & teaching, underpinned by a relevant theoretical knowledge - understands the “why” as well as the “how to”.

Relevant Institute of Teachers Professional Standards are also included.

Visual Presentation Design Presentation is clear and easy to follow.

Visually pleasing in terms of layout & content - balanced amount of text and image.

Design is individual, but professional.

Oral Presentation Justifications clearly & confidently articulated.

Demonstrates reflective thinking.

Able to “talk the talk” around the relevant deliverables.

Oral presentation supports and extends the PowerPoint content.

Circle Final Grade: Resubmit Improve Satisfactory Exemplary


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 pages 35 to 40 for further details

Preservice Teachers Requiring Additional Support (RAS) Forms


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


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

Preservice Teacher’s Name: _____________________________ID: _________________ Unit Number: 101289 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


LP 1 Learning Plan No. 1

Preservice Teacher’s Name: ______________________________ID: __________________ Unit Number: 101289 School Name: ____________________________________________________________________________________________

Individual Learning Plan Issue of Concern Required Outcome Strategy Date for

Achievement



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 I; 101289 Course: B.Ed (0-5) MTeach (0-12) MTeach (Primary) MTeach (Secondary) Masters Special Ed 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: ____________________________________ _____________________________________________________________________________________________________________



LP 2 Learning Plan No. 2 Preservice Teacher’s Name: ______________________________ID: __________________ Unit Number: 101289 School Name: ____________________________________________________________________________________________ Individual Learning Plan

Issue of Concern Required Outcome Strategy Date for Achievement



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 I; 101289 Course: B.Ed (0-5) MTeach (0-12) MTeach (Primary) MTeach (Secondary) Masters Special Ed 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:__________________________________

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

Documents

Master of Teaching (Primary) Professional Practice I ... · 101289 Ehandbook 1H 2012.Docx Page ii UWS School of Education Contacts For all professional experience (Primary) administrative