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flinders.edu.au
Student Name: ________________________________ ID: ________________________________
Middle and Secondary Schooling
Professional Experience Handbook
3rd Year Undergraduate or
1st Year Master of Teaching
2017
Guidelines for Pre-Service Teachers, Site Coordinators, Mentor Teachers and University Liaisons
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2017 CALENDAR for MSS 25 Day PROFESSIONAL EXPERIENCE
Uni Week
Semester 1
Dates 2017
Week begins
School Dates
FLINDERSUNIVERSITY
PROFESSIONAL EXPERIENCE DATES Term
Week
Uni break 23 January 26th January (PH)
Uni break 30 January 1 1
Uni break 6 February 2
Uni break 13 February 3
‘0’ week Workshops
20 February Final years only
4
1 27 February 5 Lecture 1
2 6 March 6 Lecture 2
3 13 March(PH) 7 Lecture 3
4 20 March 8 Lecture 4
5 27 March 9 Lecture 5
6 3 April 10 Lecture 6 Uni break 10 April 11 14th April (PH)
Uni break 17 April (PH) 7 24 April Lecture 7 8 1 May 2 1 Lecture 8 9 8 May 2 Lecture 9
10 15 May 3 Lecture 10 11 22 May 4 Lecture 11 12 29 May 5 Lecture 12 13 5 June 6 14 12 June (PH) 7
Exam Week 19 June 8 Exam Week 26 June 9
Uni break 3 July 10 Lead-in days Week 0 Uni break 10 July Uni Break 17 July
1 24 July 3 1 Teaching Week 1 2 31 July 2 Teaching Week 2– Interim Review 3 7 August 3 Teaching Week 3 4 14 August 4 Teaching Week 4 5 21 August 5 UNI Commences 6 28 August 6 Final date for Submitting Reports due Friday 7 4 September 7 EDUC3642/9233/9236 Lecture (Monday) 8 11 September 8 EDUC3642/9233/9236 Lecture (Monday)
Uni break 18 September 9 Uni break 25 September 10
9 2 October (PH) 10 9 October 11 16 October 4 1 12 23 October 2 13 30 October 3
Exam Week 6 November 4 Exam Week 13 November 5
Uni break 20 November 6 Uni break 27 November 7
2
CONTENTS Page no
MSS Professional Experience Timeline 2017 1
Contact Information 3
Intended Learning Outcomes 4
Placement Requirements 5
Placement Overview 5
• Secondary School Setting (Yrs 8 -10)
• Middle School Setting (Years between 6 and 9)
Role of University Liaison 8
Assessment and Reporting 9
Placement
• Fitness for
• Voluntary Withdrawal
• Imposed Withdrawal
• Unsatisfactory professional Experience
10
Mentor Teachers 12
Information for Pre-Service Teachers 13
• Preparation for Placement
• Planning for Teaching
• Lesson Plans
Emergency Contact Form 22
Teaching Evaluation Sheet (Self) 23
Lesson Feedback Framework 24
How do you travel in your Classroom? 25
Record of School Visits 26
Examples of Third Year/M of T Report Electronic Templates 27
• Interim Review: Mentor
• Interim Review: Pre-Service Teacher
• Professional Learning Plan
• Professional Learning Plan -Self Review
Guidelines for Completing Final Report 29
Professional Experience Report 30
Australian Professional Standards for Teachers 32
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CONTACT INFORMATION
SCHOOL PLACEMENT ISSUES: Please contact Clare Salt or Melinda Nathan regarding any issues about the suitability of the school placement, absenteeism or sickness. If she is not available then these issues can be addressed through Jill Crump, the Professional Experience Administrator. Placement Officers Clare Salt / Melinda Nathan
Phone: 8201 2114 / 8201 3328 Email: [email protected]
Professional Experience Administrator Jill Crump Phone: 8201 3330 Email: [email protected] Teacher Payments Enquiries Jacqui Manning
Phone: 8201 2484 Email: [email protected]
Professional Experience Website: http://www.flinders.edu.au/ehl/education/professional-experience/ ACADEMIC or STUDENT ISSUES: Each PST is assigned a University Liaison who will be responsible for overseeing the block of professional experience. As such, any questions or issues during professional experience should be addressed to this person in the first instance. If further help is needed or there are issues before the commencement of the teaching block then school staff or PSTs should contact Zoe Christopher, the Academic Coordinator for this Middle and Secondary Schooling professional experience placement. Professional Experience Academic Coordinator: Middle and Secondary Schooling Zoe Christopher Phone: 8201 3386 Email: [email protected]
Note: Zoe is available for consultation regarding professionalism or teaching/learning performance of PSTs
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Intended Learning Outcomes During the placement it is expected that Pre-Service Teachers will be able to: • understand roles and responsibilities of teachers, students, families and staff within a school
community • articulate how their teaching methodologies impact student learning and wellbeing • use the curriculum to plan appropriate and challenging learning experiences for all students • differentiate the curriculum and instructional strategies to cater for the diversity of learners • identify and use a variety of evidence-based practices to support student learning • effectively use a range of assessment methods in order to determine student learning progress
and achievement • record student learning to inform planning and decision making • create a positive and inclusive learning environment for students over an extended period • develop professional relationships with staff, students, and parents/caregivers • evaluate and describe how their educational programs have responded to student learning and
mentor feedback over time • critically reflect on, gather evidence and make judgments on their effectiveness as a teacher
against the Emerging level of the Australian Professional Standards for Teachers • act in ways that show knowledge and understanding of the professional and ethical
requirements of a teacher in Australian schools • demonstrate originality, creativity, and risk taking in their teaching as well as growth and
development over time.
Portfolio of Evidence: Pre-Service Teachers are required to gather evidence of their impact on student learning. This will contribute to their e-portfolio which will be measured against the AITSL Professional Standards for Teachers Graduate level in their final year. Pre-Service Teachers will need to ask critical and reflective questions about their impact on student learning. For example; Am I making a difference to student learning? Am I inclusive of and responsive to student diversity-interests, abilities, cultures, languages, gender and socio-economic background? Quality evidence could include unit and lesson plans, student learning tasks and work samples, assessment tasks, rubrics, teaching observations, self, peer and student feedback, ICTs and other resources, a professional learning journal, policy documents, examples of communication with parents, photos and video clips of teaching etc. Annotated artefacts need to show reflection and responsiveness to feedback. Pre-Service Teachers will need to respect school and student privacy
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School Coordinator Placement Requirements Bachelor of Education (Middle/Secondary Schooling) and Master of Teaching (Secondary) PSTs will complete a total of 25 days Professional Experience this year. This occurs as 5 preparation days (known as lead-in days) in Week 10 of Term 2 followed by a 4 week continuous block starting Term 3 Week 1.
• 5 lead-in days: Weeks 9 and/or 10 in Term 2 • 4 Week continuous block: July 24th – August 18th inclusive
Attendance PSTs will attend their placement school during the hours normally expected of permanent staff, including before and after school meetings. If a preservice teacher is sick he/she is advised to ring the school either the day before or by 8:00 a.m. on the day and show a medical certificate upon return. • Any missed days must be made up immediately following the final day of the scheduled
Professional Experience.
Placement Overview Secondary School Setting (Years 8-10) Master of Teaching students have completed an undergraduate degree but have no classroom teaching experience to date; Year 3 undergraduates have 15 days observation classroom experience. All PSTs will require support in the first 2 weeks of placement to settle into the classroom; that said, by Week 3 PSTs should be teaching 60% of a fulltime teacher’s load. To help you visualise how this 60% may look, a mock timetable has been prepared. Naturally, your school’s timetable will be different but it is hoped this will serve as a guide for how much teaching time is expected. Bear in mind that PSTs will move at different rates into the 60% teaching role. Those who are not ready to begin a 60% load from Term 3 Week 3 will need to achieve an 80% teaching load over Week 4. PSTs should be teaching at least 2 lessons per day from Day 3 Week 1. Example only: This ‘PST’ is in the Master of Teaching degree and is working towards a major in Maths and a minor in Science. The aim of this professional experience is to have the PST receive a summary statement against one learning area. Note: one summary statement in one learning area satisfies the minimum, mandatory requirements of this Professional Experience. MTeach Year 1 PSTs typically teach in their minor learning area or one major area if the PST is completing a double major. School coordinators are encouraged to develop a timetable with the PST during the lead-in days.
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From Week 3 Term 3 the PST should be planning and designing lessons with increasing independence:
Middle School Setting (Years 6-10) Example only: The PST in timetable one below an undergraduate student and is working towards a Major in History and a Minor in English. The aim in year 3, is to have the PST receive a summary statement against English (minor).
1. Specialist Middle School Setting
Period Monday Tuesday Wednesday Thursday Friday
1 History Year 6 English Year 6 NIT NIT English Year 8
2 History Year 6 English Year 6 English Year 8 NIT English Year 8
Recess
3 Learning Centre or any specialist program
Observe geography Year 6
NIT History Year 6 English Year 7
4 NIT Observe geography Year 6
NIT Learning Centre NIT
Lunch
5 English Year 6 English Year 7 Observe History Year 9
English Year 9 English Year 7
6 NIT NIT Observe History Year 9
English Year 9 NIT
Period Monday Tuesday Wednesday Thursday Friday
1 Science Year 8 **PLP support **Research project support
Observe Year 11 Maths (IB)
Science Year 10
2 Science Year 8 **PLP support NIT Observe Year 11 Maths (IB)
Science Year 10
Recess
3 NIT Science year 10 NIT Maths Year 9 Science Year 8
4 NIT **Learning Centre Support
NIT Maths Year 9 NIT
Lunch
5 Science Year 9 NIT Science Year 9 Observe: Physics Year 12 (SACE)
Observe English Year 11
6 Science Year 9 NIT Maths Year 9 Observe: Physics Year 12 (SACE)
NIT
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The PST in timetable one below an undergraduate student and is working towards a Double Major: Physical Education and Math. The PST would receive a report against Math (one of the double majors). 2. Year 6- 7 in a Primary or R-12 School Setting
Period Monday Tuesday Wednesday Thursday Friday
1 Physical Education (PE) Year 7
Math Year 6 Math Year 7 NIT Math Year 7
2 PE Year 7 Math Year 6 Math Year 7 NIT Math Year 7
Recess
3 Math Year 6 Team-teaching PE Year 3- 5
NIT PE Year 6 Math Year 6
4 NIT Team-teaching PE Year 3- 5
NIT Observe health NIT
Lunch
5 Contribute to a specialist program
PE Year 7 Team-teaching PE Year 3-5
PE Year 6 Observe Health
6 NIT NIT Team-teaching PE Year 3-5
PE Year 6 NIT
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The Role of the University Liaison A University Liaison is allocated to each school. The role of this University Liaison is important. He/she will:
• clarify university expectations for School Coordinator/Mentors as necessary; • facilitate communication amongst those involved in this Prof Ex; • work with PSTs to identify and discuss professional issues • observe PSTs teaching (twice) and discuss all aspects of planning, teaching and learning; • be available to discuss the progress of PSTs with school staff as necessary; • support the PST in reflecting upon and analysing learning outcomes (page 5) ; • support the assessment and reporting process by sharing observations of PST’s performance; • manage or report back to the university if issues of a serious nature arise; • be involved in the Interim Review process; • complete an ‘at risk’ form if necessary and offer strategies to the PST for a successful
placement; • undertake additional visits (by negotiation) for PSTs identified as ‘at risk of fail’, as required; • explain the new reporting system if necessary. • add comments regarding student performance to the Summary Statement . • ensure all reports are followed up and submitted to the university by the deadline.
Schedule of Visits Before the first visit the University Liaison will
• Email the PST(s), School Coordinator and Mentor to negotiate suitable times to observe a lesson and to meet with everyone.
• Once advised, University Liaison will email School Coordinator to alert him/her of the times and dates for this visit.
During Visit 1 the University Liaison will: • Sight Record of School Visits to confirm the completion of the 5 lead-in days. • Observe the PST(s) teaching a lesson, provide feedback and provide advice interim review and
learning goals; • Meet with Mentor(s) to discuss the PST(s) progress to date & discuss the Interim Review
process. During Visit 2 the University Liaison will:
• Observe the PST(s) teaching a lesson and provide relevant feedback on the overall teaching performance, areas of growth seen and next steps for learning.
• Meet with the School Coordinator to discuss completion of the summary statement and to assist with any issues or concerns.
Please contact Zoe Christopher if the University Liaison has not contacted the School Coordinator by Tuesday Week 1 Term 3.
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ASSESSING AND REPORTING 2017 Reporting timeline 2017 TERM 2: Monday 3rd July Professional Experience introductory week typically begins TERM3: Monday 24th July 4 Week block placement begins Week 1 University Liaison visits the school and meets students,
School Coordinator and Mentor Teachers Week 1 or 2 University Liaison observes teaching Week 3 Monday 7th August Interim Review (Mentor Teacher) and Interim Self-
Assessment (Pre-Service Teacher) due for discussion. Week 3 Friday 11th August Personal Learning Plan to be approved by Mentor Teacher
Copies of Interim Review, Interim Self-Assessment and Personal Learning Plan all forwarded to University Liaison
Week 3 or 4 University Liaison observes teaching Week 5 (Post placement) Final reports forwarded by Mentor Teacher to University Liaison Pre-Service Teachers write final review and new Personal Learning Plans (To be shared and discussed during workshops in Week 5 of the Topic: Relationships for Learning)
Reporting Process The Third Year and Master or Teaching Year 1 PSTs are being assessed against the Australian Professional Standards for Teachers (APST). The report is written against the seven standards with the focus areas used to guide the overall assessment of each standard. The Interim Review is a single page form for the Mentor Teacher. A student reflection process is included - the PST will independently complete a self-assessment, and then compare their self-assessment with the Mentor’s assessment at the beginning of Week 3.
Following this, the PST is then expected to set personal learning goals for the final week of the professional experience. These should be written by them following consultation with their Mentor Teacher and then submitted to their University Liaison by the end of Week 3. The format of the final report includes an opportunity for the PSTs reflections about their achievements towards their learning as an addendum to the report and can provide evidence towards Standard 6. These reflections will then be used by the PST for setting themselves learning goals to be achieved before the final professional experience. The Mentor Teacher will be assessing the PST against the APST, and then providing a summary statement against the three domains. This can be used by the PST in their ePortfolio as evidence of developing competency towards APST: Graduate standard.
Any questions can be directed to the Professional Experience Coordinator or the University Liaisons who will also be able to offer help to the school staff. REPORTING FORMS & INFORMATION can be found at:- http://www.flinders.edu.au/educ-profexp Examples of Forms can be found on pages 28 onwards.
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PLACEMENT Fitness for Placement The current legal requirements for working with children and young people can be found on the professional experience website. Pre-service Teachers need to demonstrate fitness to undertake placement. These requirements may include health, other checks or a self-declaration as to the fitness of an individual to undertake a placement. Any such checks or declarations must be accepted by the University as reasonable and then must be:
• applicable to all university Pre-service Teachers involved in such placements; • related to the requirements of the duties or functions to be carried out in the placement; • consistent with University policy and Commonwealth and State Government legislation
relating to equal opportunity and discrimination. A Pre-Service Teacher who cannot demonstrate fitness to undertake the placement or who refuses to undertake a required check or make a self-declaration may be refused placement. Where there is a pre-existing medical or other condition such that the ability to practice may be impaired, the Pre-Service Teacher will discuss the circumstances with the topic coordinator (currently Zoe Christopher) so that where possible reasonable accommodations can be considered and applied. The pre-service teacher may wish to discuss this with the Disability Liaison Officer in the first instance. For further information regarding Fitness for placement, please read the following document
Student Fitness for Placement http://www.flinders.edu.au/ppmanual/teaching-course-management/admin-proceed-for-student-wil-placements.cfm
Voluntary Withdrawal from Placement
Pre-service Teachers who wish to withdraw from placement for personal reasons need to: 1. In the first instance discuss their circumstances with the School Co-ordinator and/or Mentor
Teacher; 2. Then seek further advice on the implications of this decision from the University Liaison and/or
Topic Coordinator, Zoe Christopher ; 3. Confirm withdrawal from placement with the University Liaison and School Coordinator; 4. Return any borrowed materials such as keys, text books etc. to the school; 5. Send an email to Zoe Christopher and cc Jill Crump outlining the reasons for withdrawal; 6. Formally withdraw from placement through the Flinders University Student Enrolment system; doing this before census date will ensure a Withdraw No Fail (WN) grade is recorded rather than a Fail (F) or Withdraw Fail (WF) grade.
Please note, withdrawing or removing yourself before or during placement has consequences. Specifically, if you intend to remain in the course you may need to provide medical documentation outlining your fitness to undertake placement.
An application to Repeat the Placement will need to be submitted indicating why you withdrew and what actions you are taking to ensure your next attempt will be successful. This evidence will then be reviewed by the Director, of Professional Experience (currently Jackie Thomson) who will determine if, and under what conditions, you may undertake another placement in the future. In this occurrence, your next placement will occur within nine months to one year of the original placement date, not sooner. If, you determine you should discontinue in the course; please seek course counselling to discuss some of the course options available to you.
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Imposed Withdrawal from Placement
The University Topic Coordinator may withdraw a Pre-Service Teacher from placement for the following reasons:
1. The Pre-Service Teacher is consistently unable, after due instruction and guidance, to perform satisfactorily without an inappropriate or an unattainable degree of supervision from the Mentor and/or others with respect to:
1.1 Teaching performance. That is, despite adequate timely and detailed feedback from the Mentor or others the Pre-Service Teacher is unable to develop a sufficient level of independence with the majority (75% and over) of the core roles and responsibilities reasonably required of a Pre-Service Teacher by the end of Week 2 onwards (block weeks of teaching);
2. The Pre-Service Teacher performs in a manner detrimental to self or others; 2.1 The Pre-Service Teacher breaches the legal, ethical, moral or professional codes of
conduct of the organisation providing the placement or of the industry concerned; 3. The Pre-Service Teacher demonstrates gross negligence or misconduct in the performance of an
assigned duty; 4. The placement provider is unable to maintain an appropriate placement experience for the Pre-
Service Teacher.
Where a Topic Coordinator withdraws a Pre-Service Teacher for reasons listed above, a fail grade will be recorded against the topic irrespective of when this occurs e.g. before or after census date. Where a Pre-Service Teacher’s placement is terminated because of dot point 4 the Pre-Service Teacher will be assisted to find an alternative placement as soon as practicable and will receive an Interim (I) grade against the topic.
Unsatisfactory Professional Experience During the interim review process a PST may be issued with an at risk notification. This is not a Fail but indicates improvement is needed. However if at the end of the Professional Experience the Pre-Service Teacher’s performance is deemed to be Not Satisfactory, a grade of Fail (F) will be given by the University for the Topic. If these circumstances should arise, the PST’s attention is drawn to the following procedure. At Exams Board (end of each semester), PSTs who fail a Professional Experience: • are identified and advised of the process to apply to repeat the topic if applicable;
• the student must apply in writing for permission to repeat a placement to the Director, Professional Experience (currently Jackie Thomson ).
• the request will be assessed taking into account the PSTs academic record, reasons for the request and ability to plan for improvement based on the AITSL Standards. If approved Jackie Thomson will write to the PST granting permission with conditions (if any) for the topic to be repeated;
• the Professional Experience Placement Officer and Topic Coordinator are advised of this decision.
The timing for repeating a professional experience placement will depend on the PSTs revised study plan and will usually mean that their course completion date is extended.
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Mentor Teachers
Pre-Service Teachers undertaking 3rd year Undergraduate and 1st year Master of Teaching Professional Experience typically work in the middle school years (6 -10). Preservice teachers located in a secondary setting are encouraged to spend non-teaching time observing a Year 11 or 12 class in their subject specialisation areas (majors and minors) if permitted. Those working in middle school or primary schools should look to broaden their experience by contributing to other programs offered within the school. During the 5 lead-in days: Expectations around the 5 preparation lead-in days are flexible and should be guided by your needs and the needs of the PST. However, these days typically include:
• making clear your expectations concerning the preparation of units and lesson plans; discussing the topics the PST will be teaching and showing your preferred way of planning.
• introducing the PST to members of your faculty and showing where they will work over the 4 week block placement. Make sure they know where to locate relevant school documents and making yourself available to answer any initial questions.
• Introducing them to the classes they will be teaching over the first 4 weeks of Term 4. • discussing and reviewing the PST’s proposed unit/s of work. Alert them to any special
circumstances or issues of concern with his planning. • encouraging the PST to observe and discuss how you plan, prepare and manage student issues
(learning, well-being and behaviour). Invite them to ask questions about your practices, classroom management strategies and educational philosophy.
4 Week Continuous Block of Teaching At the start of the 4 week block the PST is likely to be at a very early level of competency related to classroom management, lesson preparation, delivery and timing. In addition, the capacity to sequence tasks and close lessons effectively is likely to be an area where you will need to give lots of feedback and support. The PST should demonstrate prosocial ways of working with you and your students and show strong content and pedagogical knowledge related to her curriculum learning area. • Give guidance and advice on all aspects of teaching performance. • Provide support and feedback after and during lessons. Draw attention to aspects completed
successfully and those that need improvement. • Contact the University Liaison at any time if the learning, teaching and behavioural requirements
of a beginning PST is not being achieved. • Give specific verbal and written feedback as required on unit planning, delivery of lessons,
classroom management procedures and relationships. • Complete the Interim Review (Friday end of Week 2) • Complete the Novice to Graduate assessment tool and discuss your decisions with your PST
during the interim review. • Complete and submit the Final Report within two weeks of finalised placement.
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Pre-Service Teachers (PSTS) Requirements for Placement: -
• Evidence of Criminal History Screening – Child-Related Employment Screening (CRES)
PSTs must show the school a copy of their CRES on their first visit. PSTs who cannot produce this certificate upon arrival will not be allowed on the school premises.
• Training Certificate – Responding to Abuse and Neglect Training (RAN: Education &Care) or Promoting Safety and Well-Being (PSW)
PSTs must show the school a copy of their RAN/PSW on their first visit. PSTs that cannot produce this certificate upon arrival will not be allowed on the school premises. You are expected to: -
• Wear your Flinders University Name Badge on all school visits.
• Be courteous at all times and present yourself in an appropriate manner. Be aware of the professional standards of dress, speech, written communication and conduct, as would be normally expected of a member of the teaching profession and of PSTs of Flinders University. Conservative attire is strongly advised; remember that first impressions last. Look to staff or view the school’s web page to understand the acceptable dress code for the school.
• Attend all allocated days in order to successfully complete each Professional Experience.
Missed days must be made up and a medical certificate provided for any days absent unless approval from the Professional Experience Office has been obtained for the absence. If absence is likely to be for an extended period, contact the Professional Experience Office as soon as possible. Keep the school informed.
• Arrive between 8:00 – 8:15 each day and remain at the school for the entire teacher’s school
day. This includes all yard duties, staff meetings, home group and faculty meetings.
• All Correspondence & Emails to and from the host school must be your Flinders provided email. Ensure it contains your Full name, Student ID, Course (e.g. BEDSBA, MTS) and mobile number for ease of identification.
• Read the School’s Website. You are required to view the school’s website to determine their
behaviour management policies, special interests, staff profiles and anything else that will enable you to feel better prepared for this professional experience.
• Receive an NGP in your Professional Experience Report. PSTs must receive an NGP on their
final report in order to proceed to their Final Professional Experience.
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Preparation for Placement
During the 5 lead-in days • Spend some time with the School Coordinator/Principal. Ask about school policies and aims
for the year, strategic plans, school community and culture, curriculum documents, extra-curricular activities, and so on.
• Gather general information such as timetabling and behaviour policies etc.
• Collaborate with the School Coordinator when developing your timetable. Make sure it covers the full 4 weeks not just Week 1.
• Share your timetable with your Mentor Teacher(s) and discuss the units of work you will be expected to prepare and find out how you can be successful in his/her classroom. Having this conversation early and understanding the desired expectations will give you insight, structure and confidence.
• Spend time with the students you will be teaching. Find out their names, interests, abilities, cultures, languages, any special needs or preferred ways of learning.
• Critically observe your Mentor at work and document successful strategies used and his/her ways of relating to students.
• Collect as much information as you can about the broader school community.
• Negotiate a place where you can do your planning and marking.
• Seek permission to access unit and lesson plans designed by your Mentor to ascertain past learning and ways of planning.
• Negotiate suitable unit and lesson plan formats. Examples will be provided on FLO and the school may offer you good examples; that said unless explicitly directed to do so you can use whatever plan you prefer.
• Seek advice on how well you are planning and programming.
• Discuss your upcoming teaching load with your Mentor. Find out the topics you will be expected to teach, the achievement standards you will aim for and the resources you will need.
• Arrange a preferred communication system between you and your Mentor: email, phone, weekly face to face meetings etc. Establishing a system upfront is usually very helpful.
• Discuss with your Mentor what you hope to achieve on this placement.
• Discuss what you can contribute right from day one.
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PROFESSIONAL EXPERIENCE: THE FIRST 5 LEAD-IN DAYS Please tick off the activities you completed during the first 5 lead-in days.
Show this to your liaison on his/her first visit
Gather knowledge about the school School Orientation: Guided Tour and/or Formal Induction Developed teaching timetable for the 4 week block of teaching Read/Discussed the school behaviour management policy Met faculty members in my learning area/s Spent time in the resource centre/ICT learning area
• •
Gather knowledge for teaching the students Recorded classroom management strategies used by teachers Offered teaching and learning support to individuals or small groups Reviewed work submitted by students Recorded behaviour management strategies used by teachers Recorded teaching methods & instructional strategies for various learning tasks Observed & recorded the ‘flow’ of lessons. Noted how the teacher managed activities and routines.
Observed and reviewed assessment tasks: types, timing and purpose Wrote questions to ask the mentor at a later time Learnt student names, interests and noted those who appeared to learn differently or needed more support
• Time with your Mentor Went on yard duty Attended staff meetings Discussed plans for teaching in Term 3: content, units, lessons, student diversity Showed mentor a lesson intended for term 3 and sought feedback Team taught a lesson Taught a lesson and received mentor feedback
• During the School Holidays Planned and prepared units of work. Emailed a copy to mentor for feedback. Researched ways of delivering the curriculum for the students who learn differently or needed more support
• • • • •
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The 4 Week Teaching Block Overview During the 4 week block it is expected that the PST will teach lessons daily, gradually assuming greater responsibility for the classes. Week 1
• Teach at least 2 lessons per day from Day 3 Week 1. • Plan for lessons and discuss them with the Mentor teacher in advance • Spend time speaking with and getting to know all of the students in the class • Be involved in classroom observations and discuss these with the Mentor Teacher • Reflect on their teaching performances with the Mentor Teacher • Develop and plan for teaching in Week 2
Week 2
• Assume greater teaching responsibility • Plan for and teach a minimum of 2 lessons per day • Continue to observe, discuss, reflect and plan with Mentor Teacher. • Plan for an increased teaching load in Week 3. • Undertake the Interim Report with the Mentor Teacher.
Week 3 / 4
• Professional Learning Plan to be discussed and approved • Teach 60% of a fulltime teacher’s load (between 700 and 800 minutes). PSTs will move at
different rates into the 60% teaching role. Those who are not ready to begin a 60% load from Term 3 Week 3 will need to achieve an 80% load by Day 1 Week 4.
• Continue to observe, reflect and plan with the Mentor Teacher • Professional Learning Plan reviewed.
Professional Matters You will work towards becoming increasingly confident and competent with:
• using the Australian Curriculum (SACE, MYP) to inform the content, delivery and preparation of units and lessons;
• organizing well-sequenced and thought-provoking major units of teaching; • designing and implementing well prepared lessons; • implementing varied and appropriate teaching strategies matched to task and/or student
need; • developing co-operative and effective personal and professional relationships with students,
school staff and parents; • creating and maintaining positive learning environments for all students; • developing a range of classroom management techniques in response to students’ learning,
well-being and behaviour; • assessing, recording and making judgements on student learning and progress; • providing feedback ‘of’ and ‘for’ learning to students; • evaluating your teaching effectiveness using feedback from school staff and students; • initiating practices to develop and improve your professional competencies;
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Practical Matters You will need to ensure you have:
• responded to any contact from your University Liaison. • provided your Mentor(s) with a copy of this handbook and have pointed out all of the
required reports and assessments. • you have scheduled a time for your interim review. At this meeting you will need to
share your self-assessments, including your assessment of your progress against the Novice to graduate APST continuum.
• provided your Mentor(s) with a lesson plan for every lesson taught. • made arrangements to make up any missed day/s at the end of your 4 week block.
You will need to ensure you: a. arrive on time, are fully involved and are courteous at all times. b. get plenty of sleep.
Make a full-time commitment to your Professional Experience. It is not permissible to negotiate a late arrival, a day off or an early departure. You are expected to be there every day, ready to teach and ready to learn.
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PLANNING FOR TEACHING
Planning for learning and teaching encompasses seven components: Curriculum content and knowledge Classroom management Resources and materials Interpersonal and intrapersonal skills Knowledge of human development Planning skills Teaching and learning strategies
PSTs should be involved in planning at two different levels: unit planning and lesson planning. Unit Planning The unit plan takes into account all the components of learning and teaching that will occur within a particular content or learning area over a longer period of time – usually weeks or possibly for a term. It takes account of the year level and is often planned by a team of teachers who share their knowledge and experience and who may all be teaching different classes at that year level. The PST can participate in such planning in preparation for teaching in Term 3, informed and guided by their Mentor Teacher(s). Lesson planning A lesson plan is a specialised form of procedural text and is specific to a class and the abilities of that particular group of students. It can be conceived as a recipe for teaching to which the PST can refer as they gather their resources for and present particular learning experiences. These different levels of planning cannot happen in isolation and the PST is expected to demonstrate the ability to plan at both of these levels for their teaching practice. They can be understood as the three lower levels of planning on the following diagram:
Year School Planning
Calendar Staffing Structure of classes
Band/Stage Planning
Curriculum topics Outcomes Extra-curricular support Excursions/visitors
Year/Grade Level Planning Class Planning
Program Units Assessment & reporting
Unit Planning Lesson Planning Activity Planning
Daily
(Ref: Whitton et al 2010.learning for teaching; teaching for learning. Cengage Learning, Australia, p131)
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LESSON PLANS There are many ways of writing up lesson plans with two being provided for you. It is expected that as the PST develops expertise towards the end of this placement they may not be required to write up every lesson with as much detail as they must do at first. This development should be guided very much by the Mentors of the PST. Example 1:- The lesson outcomes are clear statements of what the students should be able to do at the end of the lesson. The lesson content is a summary of what the students should know and understand in order to achieve the desired outcomes. The lesson introduction encompasses gaining learner attention, arousing motivation, explaining the purpose of the lesson and reviewing pre-requisite knowledge. The teaching-learning phase is often written up with a guiding time-line and includes specific teaching activities such as explicit teaching or demonstration and also guided exploration by the students as they practice either in groups or as individuals. What follows is an example of a lesson-planning template that the PSTs may create to use for their lesson planning. Lesson Title Date Pre-assessment (only use when needed – this happens at the start of each set of new learning e.g. new units of work) What do the students already know about this unit of work/lesson before I teach it? Learning Intentions:- What do I want students to learn and be able to do as a result of the lesson? What content and achievement standard/s is this linked to? Success Criteria: What will learner success looks like in this lesson? Lesson Content:- What are the key facts, concepts or procedures and skills learners will know as a result of this lesson? Introduction:- How will I get the learners motivated, curious, and ready to learn? How will I communicate he success criteria to learners? Teacher activities/tasks:- What am I going to be doing during the lesson?
Learner activities/tasks:- What are the learners going to be doing during the lesson?
Closure:- How will I bring the lesson to a logical conclusion?
The lesson closure: A summary of how you will bring the lesson to a logical conclusion at an appropriate time.
Learner assessment:- How will I know whether the learners achieved what I wanted them to achieve?
Assessment of student learning: A summary of how you will get feedback on what students have learned.
Lesson evaluation:- How will I evaluate the success of the lesson?
Lesson evaluation: A reminder to reflect on how successful your teaching has been. Adapted from (Killen R 2013. Effective Teaching Strategies. Lessons from Research and Practice. 6th ed. Cengage Learning, Australia, p105)
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Example 2:- LESSON PLANNING FRAMEWORK
Page one Lesson Plan Curriculum Learning Area e.g. English/PE/Hist Year level Time started Curriculum Content taken from Australian Curriculum, IB or SACE
Achievement Standard or Performance objective
As a result of engaging with this lesson, students are working towards the achievement standard/performance objective..
Learner diversity in class e.g. all girls, mixed year levels, students with disabilities, E/ALD gifted, ATSI etc. Adjustments used in response to learner diversity
: :
Stated learning Intentions or outcomes for the lesson
As a result of engaging with this lesson students will...
Introduction Time spent_______mins
Content taught/structured
•
Main Time spent _____mins
Content and structure
Close Time spent _____mins
Content Summary
What ICT, capabilities and/or CCP will I incorporate and how will this enhance learning? Complete as needed
Use of ICT: Use of the Capabilities Cross curriculum priorities
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Lesson Plan cont.
Teaching strategies Introduction
Main Close
Behaviour support strategies Entry and start of lesson Main Close
Assessment and feedback Some lessons will not require summative
Formative Type/ when used Summative
Resources Introduction Main Close Homework
Contingency plan if something unexpected happens
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Emergency Contact Form (Voluntary)
This information is confidential. Please shred this form at the conclusion of the placement. PSTs are invited to complete this form if they have a medical condition they should disclose with the school. Please complete the relevant information and give it to your Mentor Teacher and clarify your circumstances in person. In the case of an emergency, the school will follow the advice provided by you.
PST's Name:
Contact Person’s Name:
Contact Phone Number(s):
Relationship
Medicare Number:
Ambulance Subscription:
Allergies:
Medical Information:
(e.g. asthma, diabetes etc.)
Current Medication(s)
Please list with dosage
Blood Group:
In case of emergency, I __________________________________ (name of PST) give the school permission to seek medical assistance or call an ambulance as deemed necessary.
Signed: …………………………………………… Date: ………………………………………..
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SELF-EVALUATION of TEACHING Lesson Taught: ______________ Date: ___/___/17 1. Lesson Outcomes/Learning intentions Met / Not Met
By whom? All/ Most/ Some / None
What evidence do I have of this?
2. Effectiveness of teaching strategies Strategy name Was this Effective?
1. Yes / No
2. Yes / No
General Comments:
What will I try or repeat next time?
3. Effectiveness of classroom
management strategies on student
behaviour and emotional wellbeing
Strategy name Was this Effective?
1 Yes / No
2. Yes / No
General Comments:
What will I try or repeat next time?
4. Effectiveness of my task design and
explanation of content
Curriculum content learnt Yes / No
By whom? All/ Most/ Some / None
What worked well? / What will I try next time?
5. Adjustments for learner diversity
(G&T, EAL/D, learning disabilities, intellectual
disabilities, attention etc.)
How effectively did I cater for the range of learning needs in this class
today?
Very / somewhat / not at all/ I don’t know
What do I need to find out for next time?
1.
2.
6. Assessments used
1.
2.
Were these effective in determining what students learned today? Yes /
No
Did they identify any misconceptions related to the content? Yes/No
Did they enable me to measure individual progress? Yes / No
Did they enable me to measure my effectiveness? Yes / No
Did they enable students to measure their own progress? Yes / No
What assessments will I use next time?
7. Other
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LESSON FEEDBACK FRAMEWORK For Mentors, Coordinators or University Liaisons
PST Name: Date:__/__/17 Name of Reviewer: Learning Area:
Year level:
Unit Title: Learning focus:
Preparation: (e.g. Lesson outline provided to reviewer, used appropriate resources, was well organised, learning outcomes were visible to students, suitable adjustments were provided for learners with diverse needs, use of technology, had a plan b if necessary etc.) Presentation: (Appropriate tone for the lesson and audience, well sequenced, scaffolding provided if necessary, effective use of questioning, gave clear explanations, resources accessible for all learners, friendly, relaxed, good pace, built in thinking skills, reflection and consolidation etc.) Content Knowledge: Managing student learning: (addressed prior knowledge, assessed for misconceptions, provided constructive, timely feedback, used suitable teaching strategies and methods, set learning to appropriate level of challenge, offered timely support, reinforced growth mindset etc.) Enabling student wellbeing and behaviour (demonstrated fair and consistent practices, applied common sense, used prompt corrective feedback, noticed appropriate/inappropriate behaviours, remained calm, provided clear behavioural expectations, showed empathy etc.) General Comments and focus for next lesson: PST: From this feedback I intend to work on….
Feedback given by:
Date:
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How did you travel in your classroom? Feedback tool to be used by Mentor Teachers, School Coordinators or University Liaisons.
1. Draw classroom layout.
2. Track the PST to show him/her how s/he moves move around for the lesson or part of the lesson.
Show both the travel path and the places where they stop to address students. 3. Comments: Example:
McBurney-Fry G 2002. Improving Your Practicum. Social Sciences Press,
Australia, p188.
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Name of PST: Student Id: Name of School:
Mentor(s)
Year Level/s
RECORD OF SCHOOL VISITS
Visit Date of Attendance Hours Attended Signature of School Staff Member
1.
2.
3.
4.
5.
It is the responsibility of the PST to ensure that this record is completed after each school visit.
At the completion of the 5 days, forward this record to your university liaison or show him/her at the first visit. Please keep a copy of this document as evidence of successfully completing 5 days.
Mentor/School Coordinator Signature
Date:
PST Signature:
Date:
Professional Experience 3rd Year Undergraduate and 1st Year Master of Teaching
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3rd Year Undergraduate and 1st Year Master of Teaching
INTERIM REVIEW – COMPLETED BY THE MENTOR PST
Student ID:
Mentor
Learning Area:
University Liaison
Date:
To be completed by Friday of week 2 Please select the appropriate statement below:
. . At this stage, I am highly satisfied with the progress of this PST.
. . At this stage, I am satisfied with the progress of this PST.
. . At this stage, I have some concerns about the progress of this PST.
. . I consider this PST may be at risk of not being able to meet the requirements of the Australian Professional Standards for Teachers.
Please provide some written feedback regarding areas of strength and areas needing improvement. Professional Knowledge Professional Practice Professional Engagement
PST, please scan and email Interim Reviews to the university liaison on Monday of week 3.
3rd Year Undergraduate and 1st Year Master of Teaching
INTERIM REVIEW – COMPLETED BY THE PST
PST
Student ID:
Mentor
Learning Area:
University Liaison
Date:
Please complete this independently and discuss with your mentor/s by Friday of Week 2 . The purpose of this review is to ensure that you can accurately assess your own performance and develop a plan for your personal development over the remaining weeks of this professional experience.
Please provide written reflections regarding your areas of strength and areas needing improvement or further development:
Professional Knowledge Professional Practice Professional Engagement
PST, please scan and email Interim Reviews to the university liaison on Monday of week 3. Can be found at:- http://www.flinders.edu.au/educ-profexp
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3rd Year Undergraduate and 1st Year Master of Teaching
PROFESSIONAL LEARNING PLAN: COMPLETED BY THE PST PST
Student ID:
Mentor
Learning Area:
University Liaison
Date:
A copy of this plan should be shown to your mentor, discussed and approved by Wednesday of week 3. Please scan and
email a copy to your university liaison by Friday of week 3.
Please provide a list of your learning goals for the remaining weeks of this professional experience together with a brief explanation of how you plan to achieve them (hand written or typed):
3rd Year Undergraduate and 1st Year Master of Teaching
SELF- REVIEW- PROFESSIONAL LEARNING PLAN: COMPLETED BY THE PST PST
Student ID:
School
Date
Please forward a copy of this review to your university liaison within two weeks of your final day of placement
(If this is not possible then please email it to [email protected] Please evaluate and review your personal learning plan: Can be found at:- http://www.flinders.edu.au/educ-profexp
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GUIDELINES FOR COMPLETING THE FINAL REPORT Please note that this report form is to be used for metropolitan, and country placements in the Middle School 5 Week Professional Experience Placement.
Assessment Against The Australian Professional Standards For Teachers: MENTOR PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
I I X I . Complete Novice Emerging Graduate
It is anticipated that a PST will be performing at the ‘Emerging’ level in most instances. On page 35 onwards you will find the Flinders version of the Australian Professional Standards for Teachers adapted for assessing PSTs by the addition of a ‘Novice’ strand and an ’Emerging’ strand before the PST is expected to reach graduate level. The descriptors are meant to help you decide where to place the PST on the developmental line for each of the indicators at the end of their Professional Experience.
• Please place an ‘X’ at the point along each continuum that best represents the development of the PST towards each of the standards.
• It is not expected that PSTs will reach the same level for every descriptor/indicator • Mentors will need to use an ‘on balance’ approach when deciding the overall placement
of the X against each Standard SUMMARY STATEMENTS: MENTOR/SCHOOL COORDINATOR/UNIVERSITY LIAISON
The summary statements are meant to convey a more explicit summary of how you view the current performance of this beginning teacher. It needs to indicate the strengths, achievements and the student’s readiness to continue in his/her studies and to undertake the final professional experience in which s/he must assume the role of the classroom teacher. Some aspects that you may wish to comment on include:
• Working relationships • Work ethic and attitude • Curriculum knowledge and lesson planning • Response to feedback and planning for on-going professional learning.
This Mentor Teacher’s statement may be used in their ePortfolio as evidence of learning Note: If the PST has more than one mentor, the mentors may choose to write separate reports, or they may collaborate and write a combined report that just includes a separate summary in relation to their particular learning area.
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3rd Year Undergraduate or 1st Year Master of Teaching PROFESSIONAL EXPERIENCE REPORT 2017
PST
Student ID
School
Mentor Teacher(s)
Name:
Learning Area: Year Level
Name:
Learning Area: Year Level
School Co-ordinator
University
Liaison
Coordinator Zoe Christopher
Teaching Days
5 introductory days + 20 day block: 25 days
CONTEXT Please add brief context statements about the school and class:
School sector; size and composition of campus (R-12, Area, Primary); particular features or unique characteristics; index of disadvantage.
School
Class (including children with special needs)
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
Please place an ‘X’ at the point along each continuum that best represents the development of the PST towards each of the standards at this time.
PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
I I I . Novice Emerging Graduate
Standard 2 Know the content and how to teach it
I I I . Novice Emerging Graduate
Can be found at:- http://www.flinders.edu.au/educ-profexp
31
PROFESSIONAL PRACTICE
Standard 3 Plan for and implement effective teaching and learning
I I I . Novice Emerging Graduate
Standard 4 Create and maintain supportive and safe learning environments
I I I . Novice Emerging Graduate
Standard 5 Assess, provide feedback and report on student learning
I I I . Novice Emerging Graduate
PROFESSIONAL ENGAGEMENT
Standard 6 Engage in professional learning
I I I . Novice Emerging Graduate
Standard 7 Engage professionally with colleagues, parents/carers and the community
I I I . Novice Emerging Graduate
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics) School Coordinator/Principal
Name: Date:
University Liaison
Name: Date: Can be found at:- http://www.flinders.edu.au/educ-profexp
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SUMMARY STATEMENT(S) (May be used as a referee statement)
Mentor
RE: (PST name) Learning Area:
Professional Knowledge
Professional Practice
Professional Engagement
Written by: Date: Mentor
RE: (PST name) Learning Area:
Professional Knowledge
Professional Practice
Professional Engagement
Written by: Date: Can be found at:- http://www.flinders.edu.au/educ-profexp
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SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison) In our opinion (Insert full name)
(Please click on appropriate box below)
☐ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service teachers and is ready to progress to the final professional experience. ☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service teachers and is not ready to undertake the final professional experience.
NOTES FOR COMPLETING THIS REPORT The PST may wish to submit this report with an application for employment. Please avoid the use of acronyms as student reports are often viewed by interstate and international employers who are not always familiar with South Australian nomenclature.
Please keep an electronic copy of this report and submit the report to the University Liaison.
If this is not possible then please email it directly to: [email protected]
Can be found at:- http://www.flinders.edu.au/educ-profexp
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
ASSESSING PST DEVELOPMENT
3rd Year Undergraduate or 1st Year Master of Teaching PST DEVELOPMENTAL ASSESSMENT GUIDE
35
Copyright, School of Education, Flinders University 2014.
All rights reserved.
PURPOSES • To develop guidelines for use by Mentor Teachers, School Coordinators and University Liaisons in the assessment of a PST undertaking professional
experiences in schools while studying for a degree that leads to registration as a teacher in South Australia. • To increase PSTs’ understanding of their own learning through the provision of illustrations of teacher knowledge, practice and professional engagement
leading up to the Graduate stage.
BACKROUND This document has been written to demonstrate the developmental process expected of Pre-Service Student Teachers at Flinders University as they develop the knowledge, skills and attributes that have been defined as the core or essential attributes of a graduating teacher. CONSIDERATIONS These assessment guidelines have been developed with the following in mind: • Students will be at different stages of development across the years of their pre-service courses of study as they prepare for a teaching career;
• “Novice” level is the point where they demonstrate a beginning development in the knowledge, skills and attitudes expected of a graduate teacher, and this
stage should be reached at some time during the first two years of the four-year double degrees; • “Emerging” is the level of performance expected by the end of the block of professional experience in the 3rd year undergraduate or 1st year MTeach degrees;
• “Graduate” is the level expected at the end of the final professional experience;
• The descriptors have been developed with the academic program as well as the professional experience components of the degrees in mind, and
• The attributes are written so that Mentor Teachers, School Coordinators and University Liaisons can use this guide in making their individual judgements about
the development of PSTs while on professional experience: to help those judgements have validity and reliability across the many different sites and assessors.
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PROFESSIONAL STANDARDS FOR TEACHERS: A PST DEVELOPMENTAL CONTINUUM
DOMAIN 1: PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
Focus Novice Emerging Graduate
1.1 Physical, social and intellectual development and characteristics of students
Communicates an understanding of child development and infrequently relates this knowledge to planning for and facilitating learning.
Realises that physical, social and intellectual development and characteristics of students may affect learning and attempts to apply this understanding when planning for and facilitating learning.
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn
Sees learning as an expected outcome of teaching: not yet able to plan teaching based on an understanding of research into how students learn.
Begins to draw on knowledge of current research into how students learn when planning for teaching.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.
1.3 Students with diverse linguistic, cultural, religious and socio economic backgrounds
Discusses the diverse linguistic, cultural, religious and socioeconomic backgrounds that students may have and seeks to understand the implications for their learning.
Begins to plan teaching strategies that will meet the need of students with diverse linguistic, cultural, religious and socio economic backgrounds.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic
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backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Able to verbalise that Aboriginal and Torres Strait Islander students need teachers with a deep understanding of the impact of their backgrounds on their educational needs.
Can discuss the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and attempts to address such issues when planning for learning.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrates knowledge of a variety of strategies for teaching a particular year level but not yet able to plan to meet the needs of students with differing learning needs.
Seeks guidance and help in differentiating teaching to meet the specific learning needs of the students in a particular class.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
1.6 Strategies to support full participation of students with disability
Awareness of disability and response to students with disability depends largely on personal experience.
Shows awareness of legislation about students with disabilities in Australian schools. Asks for help in selecting teaching strategies that support the participation and learning of students with disability in a particular class.
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
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Standard 2 Know the content and how to teach it
Focus Novice Emerging Graduate
2.1 Content and teaching strategies of the teaching area
Content knowledge and teaching largely influenced by imitation and guidance of the teacher mentor.
Applies and adapts teaching strategies appropriate to the curriculum content.
Demonstrates knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2 Content selection and organisation
Dependent on the guidance of a mentor teacher in selecting and organising content.
Able to organise a series of lessons for the content of a particular teaching area.
Organises content into an effective learning and teaching sequence.
2.3 Curriculum, assessment and reporting
Assessment is treated as a postscript activity in the teaching learning process.
Attempts to plan assessment as an integral component of the teaching and learning process and to gather data for reporting purposes.
Uses curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Expresses respect for Aboriginal and Torres Strait Islander people and understanding that reconciliation between Indigenous and non-Indigenous Australians is an important attitude to inculcate in the curriculum.
Looks for opportunities to include notions of indigenous culture and reconciliation between indigenous and non-indigenous Australian into teaching plans and teaching content
Demonstrates broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
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2.5 Literacy and numeracy strategies
Reliant on guidance from the teacher mentor to include formal activities that support and develop literacy and numeracy skills across the curriculum.
Intentionally selects teaching strategies that enhance literacy and numeracy development across teaching areas, and begins to use incidental ‘teachable moments’ as opportunities to further enhance students’ literacy and numeracy.
Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
2.6 Information and Communication Technology (ICT)
Under direction employs some basic ICT’s in teaching and learning activities.
Looks for opportunities to employ ICTs to enhance learning across the curriculum and for developing ICT literacy and etiquette.
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
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Domain 2 Professional Practice
Standard 3 Plan for and implement effective teaching and learning
Focus Novice Emerging Graduate
3.1 Establish challenging learning goals Sets student activities without awareness of learning goals that provide achievable challenge.
Establishes learning goals that provide achievable challenge for some but not all students.
Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2 Plan, structure and sequence learning programs
Planning largely focuses on the delivery of content and providing activities for students. Reliant on guidance to structure and sequence an effective learning program.
Able to plan effective lesson sequences that will scaffold student learning in a topic or teaching area.
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3 Use teaching strategies
Largely imitates the teaching strategies of the mentor. Dependent on guidance in selecting and trying new or different strategies.
Aware of a range of teaching strategies and shows increasing independence in selecting and trying new teaching strategies from a limited, but growing repertoire.
Include a range of teaching strategies.
3.4 Select and use resources
Requires ongoing guidance to find and choose resources appropriate to the teaching context and area.
Shows increasing independence in locating and selecting resources appropriate for the context and the content. Seeks resources, including ICT resources that will engage and motivate student learning.
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
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3.5 Use effective classroom communication
Largely imitates the classroom teacher and practices a limited variety of communication styles and techniques in the classroom.
Uses a growing range of communication styles and techniques in the classroom that reflect their own personality and teaching style.
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
3.6 Evaluate and improve teaching programs
Limited understanding of the role of evaluation for improving teaching effectiveness. Views effectiveness as largely a matter of completion of teaching tasks and student compliance.
Considers and applies a limited but growing range of evaluation strategies that consider both personal teaching performance and student learning achievements as indicators of teaching effectiveness.
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
3.7 Engage parents/ carers in the educative process
Discusses the involvement of parents/carers in the educative process.
Describes a growing range of strategies for engagement with or contributions from parents and carers.
Describe a broad range of strategies for involving parents/carers in the educative process.
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Standard 4 Create and maintain supportive and safe learning environments
Focus Novice Emerging Graduate
4.1 Support student participation
Focuses mostly on personal performance rather than on what the student will do. Looking for compliance rather than engagement.
Beginning to identify and plan for inclusive learning events that will engage and motivate student participation and learning.
Identify strategies to support inclusive student participation and engagement in classroom activities.
4.2 Manage classroom activities
Dependent on mentor support in organizing and managing classroom activities.
Beginning to demonstrate the capacity to independently organize classroom activities and is developing the skill of giving clear directions.
Demonstrate the capacity to organize classroom activities and provide clear directions.
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4.3 Manage challenging behaviour
Attempts to apply existing classroom rules or school-based behaviour management policies. Will need support in managing challenging behaviours.
Beginning to practice proactive, ethical and pedagogical strategies for preventing challenging behaviour amongst students and can apply a growing range of strategies to manage challenging behaviour.
Demonstrate knowledge of practical approaches to manage challenging behaviour.
4.4 Maintain student safety
Requires support to implement practices that maintain student safety, may not always respond quickly when students are at risk.
Shows awareness of school, system, curriculum and legislative requirements and is increasingly able to maintain student safety and support for student well-being.
Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and Legislative requirements.
4.5 Use ICT safely, responsibly and ethically
Follows established school protocols for the safe, responsible and ethical use of ICT. May need advice on the appropriate and ethical use of ICT when planning teaching.
Recognises the need to practice safe, responsible and ethical use of ICT in learning and teaching.
Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
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Standard 5 Assess provide feedback and report on student learning
Focus Novice Emerging Graduate
5.1 Assess student learning
Able to use assessment protocols which are assessment of (rather than for) learning.
Uses an array of formative and summative assessment strategies, including informal and formal approaches.
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
5.2 Provide feedback to students on their learning
Feedback to students is largely summative in nature rather than a guide for future learning.
Shows increasing ability to provide constructive and timely feedback that is linked to the student’s ongoing development.
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
5.3 Make consistent and comparable judgements
Reliant on mentor guidance to make judgments about student learning achievements.
Beginning to use protocols to independently assess, interpret, and moderate student learning products and performances, in order to make consistent, comparable and reasonable judgments regarding students’ achievements.
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgments of student learning.
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5.4 Interpret student data
Dependent on guidance in order to interpret and evaluate student learning outcome data and to use it as a basis for planning future teaching and learning activities.
Able to modify teaching plans after reflection on student assessment data, both formal and informal.
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
5.5 Report on student achievement
Requires expert guidance to interpret and understand the student achievement.
Demonstrates ability to keep accurate and reliable records of student achievement, understanding the value of using these in reporting to students, parents/carers.
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
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Domain 3 Professional Engagement
Standard 6 Engage in professional learning
Focus Novice Emerging Graduate
6.1 Identify and plan professional learning needs
Attempts to relate their university studies to their professional experiences.
Is aware of the Australian Professional Standards for Teachers as a way of identifying professional learning needs.
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
6.2 Engage in professional learning and improve practice
Relies on university studies as the source of professional learning.
Is aware of multiple sources to improve practice and meet professional learning needs.
Understand the relevant and appropriate sources of professional learning for teachers.
6.3 Engage with colleagues and improve practice
Able to discuss aspects of their teaching practice with a supervising teacher/mentor.
Able to identify major areas of practice where improvement is needed and discuss these with a supervisor/mentor.
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
6.4 Apply professional learning and improve student learning
Needs support to identify personal learning needs and help in applying professional learning to improve student learning.
Identifies professional learning needs to improve personal teaching practices that could lead to improved student learning.
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
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Standard 7: Engage professionally with colleagues, parents/carers and the community
Focus Novice Emerging Graduate
7.1 Meet professional ethics and responsibilities
Aware of the existence of a code of ethics, but adopts a rule driven approach to choices of action.
Is understanding of the ethical expectations of the teaching profession when making decisions.
Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.
7.2 Comply with legislative, administrative and organisational requirements
Gains required certification of minimum legislative requirements to work with students.
Considers the implications of relevant legislative, administrative and organizational policies and processes, particularly when planning student activities.
Understand the relevant legislative, administrative and organizational policies and processes required for teachers according to school stage.
7.3 Engage with the parents/carers
Establishes rapport with parents/carers with the guidance of supervising teachers.
Communicates with parents/carers in relation to children’s issues or learning, seeking guidance if needed.
Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4 Engage with professional teaching networks and broader communities
Initiates engagement with peers, mentors and university staff.
Seeks relevant sources of information and support related to their teaching.
Understand the role of external professionals and community representatives in broadening teachers' professional knowledge and practice.
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