Stage two example accreditation submission

Stage two example accreditation submission For Becoming an ITE accreditation panellist training

Contents Application cover sheet (Template 1)……………………………………….............. 1

Program Standards Matrix (Template 2)…………………………………………….. 5

Graduate Teacher Standards Matrix (Template 3)…………………………………. 35

Previous Plan for demonstrating impact (Template 4)…………………………… 82

Future Plan for demonstrating impact (Template 4)………………………………. 98

Stage two report (Template 5)……………………………………………………..…. 119

Appendix: 1. Course Structure………………………………………………...….….. 149

Appendix: 2. Graduate Teacher Standards Map……………………….................. 150

Appendix: 3. Course Development Committee (CDC) Minutes April……....….. 151

Appendix: 3. Course Development Committee (CDC) Minutes October…....… 161

Appendix: 4. School Advisory Committee (SAC) Minutes March………....……. 166

Appendix: 4. School Advisory Committee (SAC) Minutes June………....……... 170

Appendix: 5. PEX Handbook……………………………………………....………….. 174

Appendix: 6. PEX At Risk Notice………………………………………....…………... 227

Appendix: 7. Academic Staff Details……………………………………....………… 228

Appendix: 8. GTPA Scoring Rubric………………………………………....……….. 229

Appendix: 9. Pre-service Teacher Unit Survey Data…………………....………… 230

Appendix: 10. 4th Year Graduate survey………………………………...…………. 231

Appendix: 11. Additional Admission Criteria…………………………...…………. 232

Appendix: 12. Sample unit outline…………………………………………...……… 233

Notes:

• Only the components of the example submission required for panel training have been included.• In some places, existing document page numbers are present. The red page numbering aligns

with the contents, above.• Any in-document hyperlinks have been disabled and will not function for navigation through the

document.

Appendix: 5.1 Partner Schools MoU…………..………………………....………….. 207

AITSL gratefully acknowledges the assistance of the jurisdictional Teacher Regulatory Authority and the Higher Education Provider in making this examples submission available for use in panel training.

TEMPLATE 1 APPLICATION COVER SHEET

Bachelor of Education (Primary)

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TEMPLATE 1 Application cover sheet

Program details

Date of application 20/03/2020

Program title(s) covered by this application Bachelor of Education: Primary

Program type Graduate

Program code

Provider The Provider

Faculty / School / Department School of Education

Program duration in equivalent full-time student load (EFTSL)

4 years

Delivery mode(s) On-campus/internal and Online/external

Campus(es) where the program is offered Campus A

Length of professional experience component (days of supervised practice)

85 days

Stage(s) of schooling (for example, early childhood/primary, primary, secondary)

Primary (P-6)

Primary specialisation(s) offered (primary programs) English, Mathematics, Science and HASS

Teaching areas offered (secondary programs) n/a

Website URL (if available) https://provider.edu.au/courses/bachelor-of-education-primary/

Date(s) of any preliminary meeting(s) with the relevant teacher regulatory authority for this application

30/01/2019

Date of program commencement 01/01/2021

Is the application for ☐ A new program

☒ An existing program

If existing, is the application for ☐ Stage one

☒ Stage two

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If existing, what is the date of:

Original program commencement 01/01/2016

Last accreditation 01/01/2015

Approval expiry 01/12/2020

Additional information

Program description and rationale (200-word limit)

To graduate with a Bachelor of Education: Primary students are required to complete 32 units, including discipline-specific curriculum and pedagogical studies and a primary specialisation.

The learning/subject areas available for the primary specialisation include:

• English

• Mathematics

• Science

• Humanities and Social Sciences.

The Bachelor of Education (Primary) includes 85 days of supervised professional experience in primary schools and alternative educational settings.

For further information including entry requirements and career opportunities, please visit: https://provider.edu.au/courses/bachelor-of-education-primary/

Bachelor of Education: Primary graduates have successfully completed the national literacy and numeracy test (LANTITE), and the Graduate Teaching Performance Assessment (GTPA).

Quality assurance processes (200-word limit)

Quality assurance processes include, but are not limited to:

• Teaching Performance Assessment data

• Final Professional Experience Report

• Evidentiary portfolio

• Provider survey of school leaders and graduates

• Professional Partnerships Survey

• National collections such as QILT

• LANTITE

• Graduate Case Studies

• Student Evaluation of Learning and Teaching

• School of Education Committees.

Details of program contact

Name Position

Josephine Bloggs Faculty Coordinator

Postal address

003

PO Box 123

LOCATION STATE 1234

Email Phone

[email protected] 1234 5678

Declaration by Dean / Head of School

I Frederica Smith being Academic Dean of Education

endorse the attached as the formal application from The School of Education

We undertake to comply with the reporting requirement specified in Program Standard 6.4.

Signed Date

FSmith 20 March 2020

Email Phone

[email protected] 1234 5678

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TEMPLATE 2: PROGRAM STANDARDS MATRIX


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TEMPLATE 2 Program Standards Matrix

Purpose of the template The Program Standards Matrix (Template 2) requires providers to map the evidence within the application against the Program Standards.

The Program Standards Matrix is designed to assist initial teacher education (ITE) providers to:

indicate where the evidence relevant to each Program Standard can be located within the

application

ensure that all Program Standards have been addressed within the application at stage

one accreditation

ensure that the mandatory Program Standards and any Program Standards where the approach is changing have been addressed within the application at stage two accreditation.

The Program Standards Matrix is designed to assist accreditation panels to:

Completion and use of the template The completed Program Standards Matrix (Template 2) must be included for all program applications for accreditation. The template is to be used by both ITE providers and accreditation panels in conjunction with the Guidelines for the accreditation of initial teacher education programs in Australia (Accreditation Guidelines).

Stage one accreditation Stage two accreditation

The Program Standards Matrix is used by providers to map the evidence within the application against each of the Program Standards. Panellists assess the Program Standards using the elements requiring verification and professional judgement.

The Program Standards Matrix is used by providers to map the evidence within the application against only the Program Standards being addressed. Panellists assess the Program Standards using the elements requiring verification and professional judgement.

Completion of the Program Standards Matrix (Template 2) requires reference to the relevant evidence provided in the application for accreditation, and it is advised that:

• the template should be completed electronically so that the cells can be expanded as required

locate the evidence relevant to each Program Standard, in order for panels to make their decisions on whether each Program Standard is met.

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• reference to relevant evidence should include the exact location of the evidence in the program documentation, including appendix number, title and page number(s)

• actual evidence and/or information from within the program documentation should not be copied and pasted into the template

• any electronic submissions should include hyperlinks to the evidence throughout the program documentation.

One or two examples of quality evidence is sufficient to meet the Program Standards. There is no need to reference every single location where a Program Standard is addressed.

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Program Standards Matrix

• The template should be completed electronically so that the cells can be expanded as required.

• Completion of the template must include cross-referencing to the relevant evidence in the application for accreditation, including appendix number, title and page numbers. Electronic submissions must include hyperlinks to documentation.

• Actual evidence and/or information from within the program documentation should not be copied and pasted into the template.

• Providers only need to provide reference in the template to one or two examples of quality evidence sufficient to meet the Program Standards and do not need to reference every single location where a Program Standard is addressed.

1 Program outcomes

Program Standard Evidence of meeting the Program Standard

1.1 Program design and assessment processes identify where each Graduate Teacher Standard is taught, practised and assessed and require that preservice teachers have demonstrated successful performance against all of the Graduate Teacher Standards prior to graduation.

Since stage one accreditation, the following changes have been made to the activities, learnings and tasks used to evidence where the Graduate Teacher Standards are Taught, Practised and Assessed within the Bachelor of Education. These are highlighted in red in the relevant sections. GTPA With the introduction of the GTPA into the Bachelor of Education (Primary), the following Graduate Teacher Standards now have Critical Tasks from the GTPA: Graduate Teacher Standard 1: 1.1, 1.2, 1.3, 1.5, Graduate Teacher Standard 2: 2.1, 2.2, 2.3, 2.5, 2.6 Graduate Teacher Standard 3: 3.1, 3.2, 3.3, 3.4, 3.5, 3.6 Graduate Teacher Standard 4: 4.1, 4.2 Graduate Teacher Standard 5: 5.1, 5.2, 5.3, 5.4, 5.5 Primary Specialisations

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With the introduction of the additional Science and HASS primary specialisations, the following changes have been made:

Introduction to Science Taught Graduate Teacher Standard 2: 2.1, 2.2 Graduate Teacher Standard 4: 4.4

Curriculum & Pedagogy: Science and Technologies Practised Graduate Teacher Standard 2: 2.6 Graduate Teacher Standard 3: 3.4

Curriculum & Pedagogy: Humanities & Social Sciences (P-3) Taught Graduate Teacher Standard 1: 1.3, 1.4, Graduate Teacher Standard 2: 2.1, 2.2, 2.4 Graduate Teacher Standard 3: 3.6 Graduate Teacher Standard 4: 4.1 Aboriginal and Torres Strait Islander Education The relative lower level of feedback regarding Graduate Teacher Standards 1.4 and 2.4 prompted a review of Aboriginal and Torres Strait Islander understanding and integration within the Bachelor of Education (Primary) program. This resulted in a recommendation to develop the standalone core Indigenous Education unit ( Australian Indigenous Contexts and Education) within the second year offering for 2019 and beyond.

Australian Indigenous Contexts and Education Taught, Practised and Assessed Graduate Teacher Standard 1: 1.4 Graduate Teacher Standard 2: 2.4 Supporting information Please refer to the Graduate Teacher Standards Matrix (Template 3) for evidence of the changes (highlighted in red) that have been made to Program Standard 1.1. Graduate Teacher Standards Matrix (Template 3)

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1.2 Program design and assessment processes require pre-service teachers to have successfully completed a final-year teaching performance assessment prior to graduation that is shown to:

a) be a reflection of classroom teaching practice includingthe elements of planning, teaching, assessing andreflecting

b) be a valid assessment that clearly assesses the contentof the Graduate Teacher Standards

c) have clear, measurable and justifiable achievementcriteria that discriminate between meeting and notmeeting the Graduate Teacher Standards

d) be a reliable assessment in which there areappropriate processes in place for ensuringconsistent scoring between assessors

e) include moderation processes that support consistentdecision-making against the achievement criteria.

The evidence provided for Program Standard 1.2 has changed, with the inclusion in the Bachelor of Education (Primary) of the Graduate Teacher Performance Assessment Tool (GTPA).

The Provider is a member of the GTPA Collective, as advised to the TRA via the 2017 Annual Statement. The AITSL-convened Expert Advisory Group (EAG) endorsed the GTPA as meeting the requirements of Program Standard 1.2 in January 2018.

As a consequence, a), b), c), d) of Program Standard 1.2 is satisfied. e) is satisfied through The Provider’s full participation in the GTPA consortium’s validation, benchmarking and moderation processes. The GTPA is the capstone task within the final PEX unit occurring in the fourth year of the course.

GTPA data and analysis has been a value course improvement tool. The resultant improvements are extensively described in the Stage Two Report (Template 5).

Supporting information: GTPA Instrument (Not included in this example) Appendices: 8. GTPA Scoring Rubric Stage Two Report (Template 5)

1.3 Providers identify how their pre-service teachers demonstrate a positive impact on student learning in relation to the assessment requirements in Program Standards 1.1 and 1.2.

Demonstration of the positive impact of pre-service teachers on student learning is evidenced through the data collated within the Future Plan for demonstrating impact (Template 4). Changes that have been made to data collection and the program design and assessment in response to the analysis of this data are outlined in the Stage Two Report (Template 4), and the Graduate Teacher Standards Matrix (Template 3) respectively.

PS 1.1 and 1.2 demonstration of impact I evidenced through the following:

Impact evidence tool PS 1.1 PEX Reporting Tool data and analysis PS 1.2 GTPA data and analysis

The Stage Two Report provides analysis and summary of program impact demonstrated through PEX Reporting Tool and GTPA data and additional information, particularly stakeholder commentary, internal and external feedback and QILT data.

Supporting information Future Plan for demonstrating impact (Template 4) Stage Two Report (Template 5)

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1.4 Providers describe and evaluate the intended outcomes of

their programs, after students have graduated, by using available data and specifically designed research that provide information on the effectiveness of the graduates as teachers, the achievement of specific program objectives and to inform its continuous improvement. Graduate impact on student learning is included in this evidence where available data allow.

Graduate outcomes data are to be drawn from multiple sources that may include:

a) employment data

b) registration data

c) survey data including graduate and principal satisfaction surveys

d) studies designed to assess the impact of graduates on student learning including case studies and surveys

e) any other type of outcomes data that can be tenably linked to information on program improvement, graduate outcomes and/or positive impact on student learning.

Demonstration of the positive impact of graduates is evidenced through the data collated within the Future Plan for demonstrating impact (Template 4). Changes that have been made to data collection in response to the analysis of this data are outlined in the Stage Two Report (Template 4). The Future Plan for demonstrating impact (Template 4) is the primary source of information concerning data sources to demonstrate graduate impact, course ‘fitness for purpose’ and graduate outcome. Program Standard 1.4 is evidenced through the following data collection, discussion and analysis.

Program Standard 1.4 element Data source Discussion and analysis a) Employment data • QILT Stage Two Report (Template 5) b) Registration data • TRA Stage Two Report (Template 5) and

the Future Plan for demonstrating impact (Template 4)

c) survey data including graduate and principal satisfaction surveys

• Stakeholder Survey

Stage Two Report (Template 5)

d) studies designed to assess the impact of graduates on student learning\ including case studies and surveys

• Stakeholder Survey

• Graduate Survey


e) any other type of outcomes data that can be tenably linked to information on program improvement, graduate outcomes and/or positive impact on student learning.

• GTPA • PEX Reporting

Tool • School Advisory

Committee (SAC)

• Course Development Committee (CDC)

• Continuous course and unit evaluation


Data Source information 1. QILT Data (Quality Indicators for Learning and Teaching)

National agency which collates data including • Enrolment data • Student satisfaction • Graduate employment

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• Employer satisfaction 2. Stakeholder qualitative survey conducted across 2018, 2019 provided an extensive

set of data, though personal interviews 3. Graduate Survey specifically collected qualitative and qualitative data in the areas of:

Course effectiveness: Strengths and weaknesses Classroom readiness PEX effectiveness

4. Continuous course and unit evaluation is a continuous improvement model of structured review occurring in semester and annual cycles.

Review processes: Internal

Education Board of Studies: Program and unit review by academic staff on a semester basis Pre-service teacher unit surveys: Unit surveys data on unit performance each semester for each unit

External Selected moderation of units, including GTPA with partner tertiary institutions.

5. School Advisory Committee (SAC): Meeting of key stakeholders, internal and

external, meeting on a biannual schedule 6. Course Development Committee (CDC): Stakeholders including: pre-service

teachers, regulator, Higher education (ITE), school leadership meet for the particular purpose of course development in relation to Stage 2 Accreditation.

Supporting information: Future Plan for demonstrating impact (Template 4) Stage Two Report: QILT data Stage Two Report: 2019 Graduate Survey Stage Two Report: Stakeholder Survey

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2 Program development, design and delivery


2.1 Program development, design and delivery are based on:

a) a documented coherent rationale based on authoritative and evidence- based understandings of how the program will develop effective teachers who meet the Graduate Teacher Standards, including having a positive impact on student learning

b) a coherent and sequenced delivery of program content including professional experience that facilitates achievement of the Graduate Teacher Standards.

a) The Bachelor of Education (Primary) course design and delivery (Stage 2) is a continuance of the approved rationale and philosophy as detailed in the 2017 Transition Plan. This continuance of this rationale provides a dynamic guidance framework to inform course review and improvement.

Course renewal is a responsive process designed to meet and exceed pre-service teacher needs, regulatory drivers, stakeholder feedback, Australian Curriculum changes, contemporary educational research and teaching practices. The Stage Two Report (Template 5) summarises key renewal areas and drivers. The Graduate Teacher Standards Matrix (Template 3) and Future Plan for demonstrating impact (Template 4) provide evidence of Graduate Teacher Standards (GTS) and positive impact, respectively. b) The Course structure is developmental, comprehensive and sequential, with an

overarching framework built upon progression of foundation toward transformation.

Year 1: Connect: Learning how to learn. Building foundations in academic practice and knowledge Year 2: Construct: Learning how to teach. Developing knowledge, skills and experiences in teaching capacity Year 3: Critique: Teaching for learning. Reflecting upon teaching practice toward establishing authentic learning for students Year 4: Crystallise: Teaching for transformation. Transforming yourself and your students in the transition to a professional beginning teacher The PEX program and sequence is a developmental model beginning with an early exposure and engagement to school practice in semester 1, through to a capstone PEX in Year 4.

Year/Semester PEX Length (days)

Assessable

Year 1 S1 (integrated) Educational Psychology: Learning & Development

5 Y

Year 2 S1 Learning about Teaching: Planning for Learning (P-6)

15 Y

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Year 3 S1 Teaching for Learning: Motivating & Managing Learners (P-6)

20 Y

Year 3 S2 Teaching for Learning: Curriculum and Planning (P-6)

20 Y

Year 4 S1 Teaching for Transformation: Meeting Learner Needs (P-6)

25 Y

85 PEX days

Supporting information: Stage Two Report: Course Rationale Stage Two Report: Renewal Drivers Appendices: 1. Course Structure

2.2 Program development, design and delivery take account of:

a) contemporary and emerging developments in education, curriculum requirements,1 community expectations and local, employer and national system needs, including workforce demands for teaching specialisations

b) the perspectives of stakeholders such as employers, professional teacher bodies, practising teachers, educational researchers and relevant cultural and community experts.

As outlined in the 2020 Guidelines for the accreditation of initial teacher education programs in Australia, it is a requirement of stage two accreditation that The Provider provides updated evidence against Program Standard 2.2. a) Contemporary and emerging developments in education 2017 Transition Plan provided a catalyst for course refinement for implementation in 2018 and renewal beyond the regulatory requirements. Particular course changes included: • Additional 300 level English and Literacy unit • Additional 300 level Mathematics and Numeracy units • Specialisations in English and Mathematics • GTPA instrument within final PEX Alice Springs Education Council Decisions (December 2019) • Inclusion of phonics-specific unit as the fourth English and Literacy unit Additional renewal elements were: • Enhanced focus on indigenous studies with the creation of a depth unit • Enhanced STEM capacity with specialised foundation units in Technology with

Introduction to Technologies and Science with Introduction to Science to support the two current STEM units Advanced Studies in Science and Technologies and

Curriculum & Pedagogy: Science & Technologies • Remapping of Humanities and Social Sciences (HASS) units based on learning phase

with an inclusion of integrated approaches • Alignment of studied content and learning outcomes with Australian Curriculum updates

Continuous course and unit evaluation (see Program Standard 2.2 and TRA Annual Reporting Narrative 2018 (Annual Reporting Narrative not included in example) b) Perspectives of stakeholders School Advisory Committee (SAC) feedback

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Recommended and endorsed the follow enhancements renewal directions: • Further digital integration within coursework and assessment throughout the course • Classroom readiness • Data informed practice • Broadening of pedagogy course coverage including contemporary and emerging

educational practices • Increased range in specialisation opportunities to include: English., Mathematics, HASS

and Science • Online delivery to expand learning flexibility and remove geographic limitations. Stakeholder qualitative survey (see PS2.2) CAB feedback mirrored the recommendations of the School Advisory Committee (SAC) School of Education leadership experience and currency of practice The leadership of the School of Education benefitted from the appointment of key staff in 2017 with a high degree of currency of practice and experience. • Dean: 35 years of teaching, principalship and professional body leadership across

multiple sectors • Undergraduate Course Coordinator: 25 years of teaching, curriculum and organisational

school executive leadership These appointments increased the School of Education’s level of understanding of and response to contemporary and emerging developments and practices, stakeholder perspectives, professional bodies and workforce requirements. Supporting Documentation: TRA 2018 Annual Reporting: Narrative (not included in example) Stage Two Report: Stakeholder feedback Appendices: 3. Course Development Committee (CDC) Minutes Appendices: 4. School Advisory Committee (SAC) minutes

2.3 The resourcing for the program and its teaching and

assessment strategies is consistent with the program’s rationale and expected outcomes and:

a) prepares pre-service teachers for contemporary school environments and early childhood education environments where relevant

b) takes into account the learning and professional experience needs of preservice teachers across all offered modes of delivery

c) includes staff who have ongoing or recent school-based experience and early childhood experience where

As outlined in the 2020 Guidelines for the accreditation of initial teacher education programs in Australia, it is a requirement of stage two accreditation that The Provider provides updated evidence against Program Standard 2.3. Resources for the Bachelor of Education (Primary) course and its teaching and assessment strategies remain consistent with the course rationale and expected outcomes. a) prepares pre-service teachers for contemporary school environments Facilities: Pre-service teacher lecture and tutor spaces are equipped to enable multi-modal learning environments – including computer with Internet access, smart whiteboard and engagement

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relevant. with The Provider learning management system. This is similar to IT enabled school environments.

The Provider shares a campus with a K-12 Independent School with over 1700 students. Access to science laboratories, design and technology classrooms, sporting fields, special needs units and all other school facilities are freely provided by The Provider.

Teaching and assessment practices: Unit rationale, content and learning outcomes continue to be reflective of contemporary education research and practice. This is maintained through active scholarship of education staff, School Advisory Committee (SAC) feedback, school partnerships and continuous review processes as detailed in the Stage Two Report (Template 5) and elsewhere.

b) Learning needs/resources: Digital learning platforms Moodle learning management system (LMS) and virtual classroom tools allows for extensive resources to be available 24/7 for pre-service teachers benefitting both internal and online students. Synchronous and asynchronous online learning is delivered by academic staff through the LMS which is of particular benefit for online students. The Provider’s Learning Hub provide provides pre-service teachers with a wide array of physical and online resources. Academic support Specialised pre-service academic support is provided through a dedicated staff resource, an Academic support officer, who is located within The Provider Learning Hub. The Education faculty has staff members with Year level Coordinator responsibilities which assist students in academic support and with the pre-service teacher’s learning journey. The smaller size of the School of Education allows for close professional proximity between lecturer and pre-service teachers which is enhances accessibility and significantly assists in academically supporting pre-service teachers.

b) PEX needs/resources A designated PEX office with academic and administrative staff, actively supports both internal and online students with PEX liaison, placement and communication irrespective of a pre-service teacher’s geographic location.

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PEX visitation occurs for all pre-service teachers. Metropolitan and inner regional placements receive an in-person lecturer visit and outer regional/remote placement receive a virtual visit by the lecturer. The PEX experience is supported by a PEX portal which provides resources for pre-service teachers, mentors and school coordinators. The PEX office facilitates effective school communication and provides excellent mentor and pre-service support. PEX support rated very highly, 4.7/5 on the graduate survey, and is indicative of the quality of PEX support and experiences for pre-service teachers. c) staff who have ongoing or recent school-based experience A very high proportion of Education academic staff have of recency of practice within school contexts as described in Academic Staff Details and are fully registered teachers. The School of Education places significance on school-based currency within the appointment of academic staff as an intentional strategy to maintain high level of currency of practice within the faculty. Ongoing school-based experience is further enhanced through the deliberate engagement of highly accomplished and experienced practicing teachers as sessional and tutoring staff for specialised curriculum units. The Provider academic staff are actively involved in academic scholarship and interaction through professional associations, professional development and on-site PEX visitation as a strategy to maintain currency of practice. Supporting information: Library resources (not included in example) PEX portal: link (not available in example) Appendices: 5. PEX Handbook Appendices: 7. Academic Staff Details

1 Curriculum refers to the Foundation to Year 12 Australian Curriculum, alternative curriculum frameworks that have been assessed by the Australian Curriculum, Assessment and Reporting Authority (ACARA) as meeting the requirements of the Australian Curriculum, any curriculum authorised by jurisdictional authorities, and the Early Years Learning Framework for Australia.

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3 Program entry


3.1 Providers describe and publish the rationale for their approach to program entry, the selection mechanisms used, threshold entry scores applied and any exemptions used.

There have been no changes since the Bachelor of Education (Primary) Stage 1 approval excluding the addition of the Non-Academic Requirements for Teacher Entry (NARTE) online questionnaire in accordance with the requirements of the 2017 Transition Plan. The Provider maintains an open and transparent process on enrolment. The Provider seeks to balance academic standards with course accessibility in the determination of threshold entry requirements. The Bachelor of Education (Primary) course entry requirements meet all regulatory standards and are within the spectrum of similar ITE higher education providers. The Bachelor of Education (Primary) program entry is fully integrated and facilitated through the services and assessment by Jurisdiction Tertiary Admission Centre (TAC) https://www.tac.edu.au/ Supporting information: Bachelor of Education (Primary) Course information: https://provider.edu.au/courses/bachelor-of-education-primary/ (not included in example) Appendices: 11. Additional Admission Criteria TRA 2018 Annual Reporting: Data (not included in example)

3.2 Providers apply selection criteria for all entrants, which

incorporate both academic and non-academic components that are consistent with engagement with a rigorous higher education program, the requirements of the particular program and subsequent success in professional teaching practice.

The Provider’s evidence against this Program Standard has not been amended for the stage 2 accreditation.

3.3 All information necessary to ensure transparent and

justifiable selection processes for entry into initial teacher education programs, including student cohort data, is publicly available.


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3.4 The program is designed to address the learning needs of

all pre-service teachers admitted, including through provision of additional support to any cohort or individual who may be at risk of not being able to participate fully in the program or achieve its expected outcomes.


3.5 Entrants to initial teacher education will possess levels of

personal literacy and numeracy broadly equivalent to the top 30% of the population. Providers who select students who do not meet this requirement must establish satisfactory arrangements to ensure that these students are supported to achieve the required standard before graduation. The National Literacy and Numeracy Test is the means for demonstrating that all students have met the standard.

The entry standards for the Bachelor of Education (Primary) remain unchanged since stage one accreditation, with the exception of the inclusion in 2017 of the LANTITE and associated support provided to pre-service teachers. This addition was approved by the TRA through the Annual Reporting process. LANTITE (Literacy and Numeracy Test for Initial Teacher Education Students) The Provider ensures that entrants to the Bachelor of Education (Primary) possess levels of personal literacy and numeracy broadly equivalent to the top 30% of the population through the embedded course requirement of successful LANTITE completion prior to graduation. LANTITE as a graduation requirement. LANTITE is a graduation requirement (as outlined in the extract below) and has been implemented within the Bachelor of Education (Primary) course since 2016. Records of pre-service LANTITE attainment is recorded in The Provider’s pre-service teacher profile database. Communication of LANTITE requirement Information about the LANTITE is communicated to pre-service teachers through School of Education: Courses Handbook sections 1.5 & 1.6 (extracts below) 1.5 Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) The Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a requirement for the successful completion of The Provider initial teacher education courses.

Students who are enrolled in the Bachelor of Education (Primary), Bachelor of Education (Secondary) and Bachelor of Arts/Bachelor of Education (Secondary) are strongly encouraged to sit LANTITE as soon as possible after completing the unit Introduction to Cross-Curricular Literacies, as the knowledge and understanding engaged with in this unit will assist with preparing for the test. Testing centres are located in all capital cities and a number of metropolitan and regional locations. Students who live more than 90 minutes from a testing centre are able to access the test online via remote invigilation. For information regarding registering for the test and the fees payable, as well as answers to frequently asked questions, please check the LANTITE website at https://teacheredtest.acer.edu.au. 1.6 Course completion Successfully completing an Education course involves a number of components, all of which must be

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https://teacheredtest.acer.edu.au/

finalized prior to graduation. For all Bachelor-level and Masters initial teacher education courses, the following are required: • successful completion of all core units and all elective units (as applicable) to attain the number of

credit points required for the course; • fulfilment of the course rules in the selection of units for majors and minors (as applicable); • successful completion of the Literacy and Numeracy Test for Initial Teacher Education

Students (LANTITE) • submission of an Evidence Folio which provides evidence that the Australian Professional

Standards for Teachers (graduate level) have been demonstrated; and • evidence of completion of the required days of field experiences, including school-based

professional experiences units. LANTITE coursework embedment LANTITE preparation has been included into the foundation core unit through the provision of 12 hours of extra lecturing/tutoring time. LANTITE support For those pre-service teachers who do not pass either a literacy or numeracy standard the following range of support is offered: • Meeting with lecturer/coordinator • Development of an individualised remediation plan • Access to The Provider bridging course material • Subscription to Cambridge LANTITE-Edge

Supporting information: School of Education Handbook Sections 1.5 & 1.6 (not included in example)

3.6 Program entrants must meet English language proficiency

requirements for teacher registration in Australia, either on entry to or on graduation from the program.

The Provider’s evidence against this Program Standard has not been amended for the stage two accreditation.

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3.7 Entrants to graduate entry programs have a discipline-

specific bachelor or equivalent qualification relevant to the Australian Curriculum or other recognised areas of schooling provision including:

a) for secondary teaching, at least a major study in one teaching area and, preferably, a second teaching area comprising at least a minor study, or

b) for primary teaching, at least one year of full-time equivalent study relevant to one or more learning areas of the primary school curriculum.2

Not applicable – the Bachelor of Education (Primary) is an undergraduate entry program

2 This entry requirement also applies to combined primary/early childhood programs.

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4 Program structure and content


4.1 Programs comprise at least two years of full-time equivalent professional studies3 in education and are structured so that a graduate has undertaken a four-year or longer full-time equivalent program(s) that leads to a higher education qualification(s) in one of the following configurations:

a) a three-year undergraduate degree providing the required discipline knowledge, plus a two-year graduate entry professional qualification

b) an integrated degree of at least four years comprising discipline studies and professional studies

c) combined degrees of at least four years comprising discipline studies and professional studies

d) other combinations of qualifications proposed by The Provider and approved by the Authority in consultation with AITSL as equivalent to the above that enable alternative or flexible pathways into the teaching profession.

The Bachelor of education (Primary) is an integrated degree of four years comprising discipline studies and professional studies which allows graduates to attain a Bachelor of Education: Primary award. Graduates are considered to have met the Graduate career stage of the Australian Professional Standards for Teachers and therefore eligible to apply for provisional registration with Jurisdictional Teacher Regulatory Authority (TRA). The Bachelor of Education (Primary) course design aligns with Program Standard 4.1b in regard to discipline and professional studies. The course elements are summarized in the table below:

Professional studies CP EFTSL Discipline, Curriculum and Pedagogy studies 170 2.125 Educational studies 80 1.0 Professional Experience studies 50 0.625 Educational work foundation studies 20 0.25

Total 320 4.0 Supporting information: Appendices: 1. Course Structure

4.2 Initial teacher education programs prepare pre-service

teachers for the school curriculum4 and learning areas of their chosen discipline and/or stage of schooling in accordance with Schedule 1.5

The evidence to support Program Standard 4.2 has changed since stage one accreditation, with the development and inclusion of Phonics Instruction and Fundamentals of Literacy from 2020. This change was approved by the TRA Accreditation Committee. Phonics Instruction and Fundamentals of Literacy is a phonics-focused unit which fulfills the policy outcomes endorsed at the December 2019 Alice Spring Education Council’s meeting. This requirement explicitly requires a phonics-specific unit and English/Literacy course quantum of a least 0.5 EFTSL. These requirements are set out in Schedule 1 of the Accreditation of initial teacher education programs in Australia: Standards and Procedures. Mandatory elements Schedule 1 The Bachelor of Education (Primary) course structure exceeds the minimum standards, ensuring our graduates are well equipped to teach across all KLAs and years of primary schooling.

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Discipline and C&P Area

units EFTSL

English/literacy Introduction to Cross-Curricular Literacies Introduction to Language, Literature and

Literacy Curriculum & Pedagogy: English and

Literacy Advanced Studies in English and Literacy Phonics Instruction and Fundamentals

of Literacy

0.625

Mathematics/numeracy Introduction to Cross-Curricular Literacies Introduction to Mathematics and Numeracy Curriculum & Pedagogy: Mathematics and

Numeracy Advanced Studies in Mathematics and

Numeracy

0.5

Science Introduction to Science (50%) Advanced Studies in Science and

Technologies (50%) Curriculum & Pedagogy: Science

and Technologies

0.25

3 Professional studies in education covers discipline-specific curriculum and pedagogical studies, general education studies and professional experience. 4 Curriculum refers to the Foundation to Year 12 Australian Curriculum or alternative curriculum frameworks that have been assessed by the Australian Curriculum Assessment and Reporting

Authority (ACARA) as meeting the requirements of the Australian Curriculum, any curriculum authorised by jurisdictional authorities, and the Early Years Learning Framework for Australia. 5 This standard applies equally to those entrants admitted under recognition of prior learning or credit transfer arrangements.

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4.3 Combined programs: Some programs prepare graduates for teaching across multiple educational settings, for example early childhood/primary school and primary school/secondary school (‘middle school’):

a) Programs that prepare graduates to teach in both early childhood settings and primary schools prepare teachers for teaching the curriculum across both contexts

b) Programs that prepare graduates for primary and secondary school teaching must fully address the requirements for primary teaching and for secondary teaching in at least one major study or two minor studies in secondary teaching areas. However, programs may have a stronger emphasis on teaching particular year levels (for example Years 5 to 9)

c) Programs that prepare graduates for teaching in other specialised teaching roles in schools and other educational settings must address the specific content and pedagogy of the specialisation.

Not applicable as the Bachelor of Education (Primary) prepares graduates to teach in primary settings only. (Note: Standard 4.3 is only relevant to programs preparing graduates for teaching across multiple educational settings.)

4.4 In addition to study in each of the learning areas of the

primary school curriculum sufficient to equip teachers to teach across the years of primary schooling, programs provide all primary graduates with a subject specialisation through:

a) clearly defined pathways into and/or within a program that lead to specialisations, that are in demand, with a focus on subject/curriculum areas

b) assessment within the program requiring graduates to demonstrate expert content knowledge and pedagogical content knowledge and highly effective classroom teaching in their area of specialisation

c) publishing the specialisations available and numbers of graduates per specialisation through their annual reports.

The evidence to support Program Standard 4.4 has changed since stage one accreditation with the Bachelor of Education (Primary) introducing two additional primary specialisations: Science and HASS. These specialisations were approved by the TRA Accreditation Committee in 2019.: a) Specialisation pathways English and Mathematics specialisations were approved in the 2017 Transition Plan. Since this approval, following consultation with stakeholders, Science and HASS pathways were developed and submitted to TRA for consideration. TRA’s Professional Standards Committee approved the Science and HASS specialisations on 1 March 2019 b) Assessment and demonstration Assessment of expert content knowledge and pedagogical content knowledge and highly effective classroom teaching in their area of specialisation occurs through the critical assessment instruments PEX Reporting Tool and GTPA, with a specialisation focus, in the capstone PEX unit

c) Specialisation data Specialisation data is published within TRA Annual Reporting.

The table below summarises the specialisation elements and attainment requirements. As outlined above, the Science and HASS specialisations have been included since the Bachelor of Education was approved for stage one accreditation in 2016.

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Specialisation

Curriculum & Pedagogy

Specialisation capstone PEX

Critical Assessment

of knowledge

and practice English Introduction to Cross-

Curricular Literacies Introduction to Language,

Literature and Literacy Curriculum & Pedagogy:

English and Literacy Advanced Studies in English

and literacy Phonics Instruction and

Fundamentals of Literacy English discipline elective

PEX Reporting Tool GTPA – English focus

Mathematics Introduction to Cross-Curricular Literacies

Introduction to Mathematics and Numeracy

Curriculum & Pedagogy: Mathematics and Numeracy

Advanced Studies in Mathematics and Numeracy Mathematics discipline elective

PEX Reporting Tool GTPA – Mathematics focus

Science Introduction to Science Advanced Studies in Science

and Technologies Curriculum & Pedagogy:

Science and Technologies Science discipline elective

PEX Reporting Tool GTPA – Science focus

HASS Curriculum & pedagogy HASS (P-3)

Curriculum & Pedagogy HASS (4-7) HASS-related discipline elective

PEX Reporting Tool GTPA – HASS focus

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5 Professional experience


5.1 Formal partnerships, agreed in writing, are developed and used by providers and schools/sites/systems to facilitate the delivery of programs, particularly professional experience for pre-service teachers. Formal partnerships exist for every professional experience school/site and clearly specify components of placements and planned experiences, identified roles and responsibilities for both parties and responsible contacts for day-to-day administration of the arrangement.

The Provider has long established partnerships across all school sectors to ensure Bachelor of Education (Primary) pre-service teachers have the most diverse placements possible across the duration of the course. Each pre-service teacher, mentor and school participating within the PEX is provided with access to the PEX portal and electronic copy of the PEX Handbook which outlines the following: • Program Overview: Introduction • General Expectations and Assessment including roles and responsibilities • Policies and Procedures • Ethics and duty of care • Clear parameters regarding each Professional Experience. Responsibilities and roles for each party within these partnerships is informed and updated by the annual amendment of the PEX Handbook. Communication with school staff is maintained with phone, electronic, paper-based and face-to-face contact. This communication provides for immediate, informal feedback from schools that is used in ensuring the quality and sustainability of experiences for pre-service teachers. Each PEX pre-service teacher and mentor, subject to remoteness limitations, is visited whilst on PEX. This provides an additional layer of contextual feedback, moderation and support for pre-service teachers, schools and mentors. Supporting information Appendices: 5. PEX Handbook School Partnership List (not included in example) PEX Portal link https://provider.learnbook.com.au/course/view.php?id=108 (not available in example)

5.2 The professional experience components of programs

are relevant to a classroom environment and:

a) include no fewer than 80 days in undergraduate and double-degree teacher education programs and no fewer than 60 days in graduate-entry programs

a) PEX Sequence The PEX program and sequence is a developmental model beginning with an early exposure and engagement to school practice in semester 1, through to a capstone PEX in Year 4. A minor change to the evidence for the Program Standard has been made in response to the feedback gathered through the Graduate Qualities Research Project outlined in the Stage Two Report (Template 5); the Year 4 PEP Unit has been

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b) consist of supervised and assessed teaching practice undertaken over a substantial and sustained period that is mostly in Australia and mostly in a recognised school setting

c) are as diverse as practicable

d) provide opportunities for pre-service teachers to observe and participate purposefully in a school/site as early as practicable in a program.

extended to 5 weeks.

Year/Semester PEX Length (days)

Assessable

Year 1 S1 Educational Psychology: Learning and Development (P6)

5 Y

Year 2 S1 Learning about Teaching: Planning for Learning (P-6)

15 Y


20 Y


20 Y

Year 4 S1 Teaching for Transformation: Meeting Learner Needs (P-6)

25 Y

85 PEX days

b) Supervised and Assessed All PEXs are supervised by Australian registered teachers within an Australian context and location. (See PEX Handbook)

c) PEX Diversity Where practicable pre-service teachers are required to undertake a diversity of PEX contexts across

• Location: (Rural/remote and City/Metropolitan) • Learning phase: (Years P-2 and Years 3-6) • Educational sector (State, Independent, Faith-based)

d) Early PEX opportunity Pre-service teachers participate in their first PEX experience in Year 1 Semester 1 through PA113 unit. This experience is assessed within PA113 in the form of a reflective essay.

Supporting information Appendices: 5. PEX Handbook Appendices: 1. Course structure

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5.3 For every professional experience placement, regardless of

delivery mode, there are clear mechanisms to communicate between the initial teacher education provider and the school the knowledge, skills and experiences pre-service teachers have already developed in a program and the expected learning outcomes of that placement.


5.4 Providers work with their placement school(s)/systems to achieve a rigorous approach to the assessment of pre-service teachers’ achievements against the Graduate Teacher Standards including:

a) identification of the Standards to be assessed

b) provision of assessment tools, protocols, practices and guidelines

c) clarification of expectations and roles in assessment, particularly designated roles for supervising teachers in practical assessment of preservice teachers

d) timely identification of pre-service teachers at risk of not satisfactorily completing the formal teaching practice, ensuring appropriate support for improvement

e) mandating a satisfactory formal assessment of pre-service teachers against the Graduate Teacher Standards as a requirement for graduating from the program.


5.5 Providers support the delivery of professional experience in

partner schools/ sites, including by identification and provision of professional learning opportunities for supervising teachers and communication from, and access to, designated initial teacher education provider staff who, preferably, have current or recent experience in teaching.

As outlined in the 2020 Guidelines for the accreditation of initial teacher education programs in Australia, it is a requirement of stage two accreditation that The Provider provides updated evidence against Program Standard 5.5. The Provider provides, through the PEX office, information and opportunities for supervising teachers to develop their capacities as a mentor. Communication with school staff is maintained with phone, electronic, paper-based and face-to-face contact. This communication provides for immediate, informal feedback to and from schools that is used in ensuring the quality and sustainability of experiences for pre-service teachers and mentors, Each PEX pre-service teacher and mentor, subject to remoteness limitations, is visited whilst on PEX. This provides an additional layer of contextual feedback, moderation and support for pre-service teachers, schools and mentors.

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The PEX office is coordinated by an experienced, currently registered teacher All visiting PEX staff are registered teachers with currency of practice Supporting information Appendices: 5. PEX Handbook PEX Portal link https://provider.learnbook.com.au/course/view.php?id=108 (not available in example) Appendices: 7. Academic Staff Details

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6 Program evaluation, reporting and improvement


6.1 Providers have processes in place for the ongoing collection,

analysis and evaluation of data to inform program improvements and periodic formal evaluation of the program, including participation in national and jurisdictional data collections6 to support local and national teacher workforce supply reporting, program and provider benchmarking and to build a cumulative database of evidence relating to the quality of teacher education in Australia.

The Stage Two Report (Template 5) provides a summary of significant course changes in response to stakeholder feedback, internal and external data, regulatory requirements and internal academic reviews. The Future Plan for demonstrating impact (Template 4) provides an ongoing framework to evaluate course effectiveness. Its quantitative data complements and provides a critical comparison to the rich quantitative and qualitative data attained from The Provider’s internal and external review processes. Internal Review The Provider’s academic committees have a commitment to continuous improvement through the following mechanisms which occur each semester: • Student unit survey data reviewed by Undergraduate Course Coordinator and School

of Education Academic Board (SEAB). • Unit evaluation: Reviewed by academic staff at specifically dedicated SEAB Unit

Review meeting • School Advisory Committee (SAC): Stakeholder feedback on course development

and improvement • Course Performance Statement: Course performance data is submitted to The

Provider’s Academic Board Course and unit changes in response to these review processes are submitted in accordance with The Provider’s academic governance policies and procedures. External Review The Provider provides to external regulators the following data-based reports. • TRA Annual Reporting. Incorporating required Future Plan for demonstrating impact

(Template 4) reportable data • Annual QILT data The data contained within these reports is utilised by SE staff to inform course development and improvement. Supporting information Stage Two Report (Template 5)

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Future Plan for demonstrating impact (Template 4) TRA Annual Reporting: Narrative, 2018 (not included in example) Stage two report (Template 5) QILT data

6.2 At the beginning of each accreditation period, providers

develop and then implement a plan for demonstrating program outcomes in relation to preservice teacher performance and graduate outcomes, including program impact. The plan will identify how providers will select, use and analyse evidence that is relevant to assessing the delivery of the program, including the mandatory evidence required by Program Standard 6.3.

The Previous Plan for demonstrating impact (Template 4), as approved in the 2017 Transition Plan, fully satisfies this Program Standard for the Bachelor of Education (Primary) course for the period 2016 -2021. The Future Plan for demonstrating impact (Template 4) has been developed in response to an evaluation of the 2017 Transition Plan’s Previous Plan for demonstrating impact (Template 4). It is materially similar however minor modifications have been made in response to: • regulator advice • acceptance of evidence standardisation across the ITE sector • practical capacity and limitation of data set collection. Overview of changes from the Previous Plan for demonstrating impact (Template 4) Transition Plan 2017 in the Future Plan for demonstrating impact (Template 4) The Stage 2 Future Plan for demonstrating impact (Template 4) is largely unaltered compared with the 2017 Transition Plan Previous Plan for demonstrating impact (Template 4), however changes have been made in the following areas:

1. Cohort selection:

The cohort of interest has been more precisely defined as Graduate Year Level across the Data framework table. The stage 2 Future Plan for demonstrating impact (Template 4) has deleted the cohort defined as career changers. The validity and value of this data selection for the purpose of demonstrating impact has been determined to be immaterial and insignificant. There was an additional difficulty in defining career changers.

2. e-portfolio terminology

The term e-portfolio has been replaced with Evidence Folio as this better aligns with AITSL terminology, other The Provider documentation and assessment tasks, and enhances clarity of understanding for PSTs. The content, scope and nature of the Evidence Folio remains unchanged from the original e-portfolio requirements.

3. GTPA

The collation of GTPA criteria data, alongside successful completion, as an aspect of teacher impact is a course performance enhancement measure. The change of the successful GTPA completion target from 70% to 80% is considered a more robust and representative measure.

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4. Critical tasks grade profile (Operational Plan)

The provision of examination of grade profiles for critical tasks was a sound indicator of program performance for the educational context in 2017, however the GTPA and PEX REPORTING TOOL instruments now assess 30 of the 37 Graduate Teacher Standards with the PST Evidence Folio accounting for all Graduate Teacher Standards. The remaining critical tasks are determined through assessment in a small number of units (4) outside the above mentioned. The examination of grade profiles for critical tasks is considered met with the intense analysis of the GTPA and PEX REPORTING TOOL and through the submission of pre-service teachers Graduate Teacher Standards Evidence Folios. The grade profile of the remaining critical tasks is assessed by the School of Education to be redundant for the purposes of informing course design and performance.

5. Provisional to full registration

This data collection has been removed for two major reasons: • The ability for The Provider to longitudinally track graduated pre-service teachers is

manifestly difficult. The TRA may be able to assist in this process however it also relies upon cross-jurisdictional cooperation across state entities. The privacy matters in relation to The Provider accessing third party data is unclear.

• The impact of employment context, school support, life stage, individual circumstance and teacher employment demand cycles are assessed to more significantly influence, collectively and separately, this data compared with ITE provider processes, to an extent any correlation with the ITE is tenuous and subject to significant statistical aberration.

Retention of beginning teachers is a logical and self-evident precursor for teachers to transition to full registration. The Provider has not been able to identify any ITE-related factors from the academic research or discourse on this matter. AITSL’s Spotlight Report (2016), What do we know about early career teacher attrition rates in Australia? reinforces the non-correlation with ITE processes. The report exclusively identified school-related factors influencing attrition including high workload, lack of support from leadership, lack of job security and recognition plus other multiple contributing factors. Similarly, retention rates are influenced by school-related factors including quality of induction, mentoring and staff wellbeing programs. The progressive reporting and accountability of pertinent data in the Future Plan for demonstrating impact (Template 4) is provided through the TRA Annual Reporting process.

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https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight---attrition.pdf?sfvrsn=40d1ed3c_0

https://www.aitsl.edu.au/docs/default-source/research-evidence/spotlight/spotlight---attrition.pdf?sfvrsn=40d1ed3c_0

Supporting information Previous Plan for demonstrating impact (Template 4) Future Plan for demonstrating impact (Template 4)

6.3 Evidence of outcomes, including impact, is provided7,

evaluated and interpreted for the program at the end of each accreditation period. The interpretation of evidence encompasses identified strengths, program changes and planned improvements. The evidence requirements include at a minimum:

a) aggregated assessment data from the teaching performance assessment for all pre-service teachers (Program Standards 1.2 and 1.3)

b) aggregated assessment data from any other assessments identified in a plan for impact as contributing to evidence in relation to pre-service teacher performance and impact (Program Standards 1.1 and 1.3)

c) aggregated assessment and outcomes data linked to individuals and/or cohorts of interest, including selection cohorts (Program Standard 3.3)

d) data and evidence from participation in national and jurisdictional data collections (Program Standard 6.1)

e) evidence of the outcomes of graduates and/or graduate cohorts (Program Standard 1.4).

The interpretation of evidence encompassing identified strengths, program changes and planned improvements is comprehensively described within the Stage Two Report (Template 5). The Bachelor of Education (Primary) course outcomes, including impact, is provided, evaluated and interpreted through the following significant forms of evidence: The Stage Two Report (Template 5) demonstrates the ‘impact’ of the program utilising data on: a) aggregated assessment data from the teaching performance assessment (GTPA) for all

pre-service teachers (Program Standards 1.2 and 1.3) b) aggregated assessment data (PEX Reporting Tool) from any other assessments

identified in a plan for impact as contributing to evidence in relation to pre-service teacher performance and impact (Program Standards 1.1 and 1.3)

d) data and evidence from participation in national and jurisdictional data collections (Program Standard 6.1) (QILT)

e) evidence of the outcomes of graduates and/or graduate cohorts (Program Standard 1.4). (QILT)

TRA Annual Reporting: Additional data sources are collated and described the over the period within the Annual Reporting which are especially applicable to informing Program Standard 6.3 d) and e) Note: c) aggregated assessment and outcomes data linked to individuals and/or cohorts of interest, including selection cohorts (Program Standard 3.3) is not applicable.

The Bachelor of Education (Primary) has a common program for all pre-service teachers outside a single ‘specialisation’ elective, only one mode of delivery for the graduating cohort, one location of delivery and common standard entry requirements.

Supporting information Stage Two Report (Template 5) Future Plan for demonstrating impact (Template 4) TRA Annual Reporting 2018 (not included in example)

6 Such as the Quality Indicators for Learning and Teaching survey (QILT). 7 Evidence will be reported annually as part of the annual reporting requirements in Program Standard 6.4.

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6.4 Providers report annually to the Authority including reporting on:

a) data as identified in the plan for impact (Program Standard 6.2)

b) changes to the program

c) nationally required data to contribute to national and/or jurisdictional collections and for compliance and accountability purposes

d) additional data/information requested by the Authority.

The Provider reports annually to TRA on program performance, impact, changes and data through the Annual Reporting process. The ‘Declaration’ in the Application cover sheet (Template 1) has been signed by the appropriate Provider representative. All Annual Reporting 2016-2018 (2019 not yet available or submitted) have been accepted by the TRA’s Professional Standards Committee. Supporting information Application cover sheet (Template 1) TRA Annual Reporting, 2018 (not included in example)

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TEMPLATE 3: GRADUATE TEACHER STANDARDS MATRIX


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TEMPLATE 3 Graduate Teacher Standards Matrix

Purpose of the template The Graduate Teacher Standards Matrix (Template 3) requires providers to map the evidence within the application against each of the Graduate Teacher Standards as required by Program Standard 1.1. Evidence for this Program Standard may also be related to Program Standards, 1.3, 2.1 and 5.4.

The Graduate Teacher Standards Matrix is designed to assist initial teacher education (ITE) providers to:

identify evidence of how the program will ensure that graduates meet the Graduate Teacher Standards

identify evidence of how the program will ensure that all components of a descriptor are

taught, practised and assessed.

The Graduate Teacher Standards Matrix is designed to assist accreditation panels to:

identify where in the program all components of a descriptor are taught, practised and assessed

make professional judgements as to whether the evidence provided gives confidence that

all graduates will meet all components of a descriptor.

Completion and use of the template The completed Graduate Teacher Standards Matrix (Template 3) must be included for all program applications for accreditation. The template is to be used by both ITE providers and accreditation panels in conjunction with the Guidelines for the accreditation of initial teacher education programs in Australia (Accreditation Guidelines).


The Graduate Teacher Standards Matrix is used by providers to map the evidence within the application against each of the Graduate Teacher Standards as required by Program Standard 1.1. Panellists assess the Graduate Teacher Standards using the elements requiring verification and professional judgement for Program Standard 1.1.

The Graduate Teacher Standards Matrix is used by providers to map the evidence within the application against each of the Graduate Teacher Standards, only where the evidence has changed. Panellists assess the Graduate Teacher Standards using the elements requiring verification and professional judgement for Program Standard 1.1.

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Completion of the Graduate Teacher Standards Matrix (Template 3) requires reference to the relevant evidence provided in the application for accreditation, and it is advised that:

• the template should be completed electronically so that the cells can be expanded as required

• reference to relevant evidence should include the exact location of the evidence in the program documentation, including appendix number, title and page number(s)

• actual evidence and/or information from within the program documentation should not be copied and pasted into the template

• any electronic submissions should include hyperlinks to the evidence throughout the program documentation.

Evidence required to support completion of the template 1) Unit outlines – learning outcomes, subject content, teaching and learning schedule or weekly

timetable, details of assessment tasks.

2) Critical tasks – assessment tasks identified by The Provider as core to the demonstration of a descriptor or component of a descriptor. They are drawn from the unit outlines and include:

a. Description of the task – for example, as provided to students, example examination questions

b. Criteria used for making judgements – for example, marking criteria guides, rubrics.

The submission of assessment information for critical tasks will provide accreditation panels with the evidence required to assess whether a program’s pre-service teachers will have adequate and appropriate opportunities to meet each descriptor.

See ‘Elements requiring professional judgement’, p. 93.

Critical tasks Critical tasks will be selected pieces of assessment covering both academic and professional experience contexts that a provider sees as being core to ensuring their pre-service teachers have met the Graduate Teacher Standards.

Limiting assessment information to only these critical tasks is intended to reduce the amount of evidence providers need to include within the application.

Please note the following on critical tasks:

• One critical task may capture multiple descriptors.

• A second critical task for a descriptor may be included where one task does not meet all the components of the descriptor.

While all units are to be listed in the Graduate Teacher Standards Map, it is not intended that the Graduate Teacher Standards Matrix (Template 3) is an exhaustive list of every unit in the program. Provide the best evidence in the template for each of the Graduate Teacher Standards.

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Elements requiring professional judgement The following are the elements requiring professional judgement from Program Standard 1.1. These elements guide the panel in the assessment of the evidence provided in the Graduate Teacher Standards Matrix (Template 3) to assess whether each descriptor is met.

Elements requiring professional judgement

For each Graduate Teacher Standard:

Taught Does the evidence provide the opportunity to acquire skills, concepts, and content for all components of the descriptor?

Practised Does the evidence provide opportunities for pre-service teachers to consolidate their learning of all components of the descriptor after it has been taught?

Assessed Do the critical task(s) assess each component of the descriptor? Consider the verb/process in the descriptor: for example, demonstrate, know and understand, implement, plan, describe.

Does the context of the critical task allow for the assessment of the descriptor at the Graduate Teacher level?

Does the sequencing of the descriptor across the program (i.e. across taught, practised and assessed) allow pre-service teachers to successfully demonstrate performance against all of the Graduate Teacher Standards prior to graduation?

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Graduate Teacher Standards Matrix

For program approach to the Graduate Teacher Standard, provide:

an explanation of how all components of the Graduate Teacher Standard descriptor are taught, practised and assessed across the program

a connection to Program Standard 2.1 (program rationale).

For the ‘Taught’, ‘Practised’ and ‘Assessed’ columns, provide reference to relevant evidence with:

the unit name and numbers clearly listed for each outline

the exact location of the information in the program documentation, including appendix and page number(s) to unit outlines where the components

of a descriptor are evidenced

hyperlinks to the evidence in the program documentation for any electronic submissions.

Evidence required for each of the columns:

Taught – List relevant learning outcomes, subject content and reference to teaching and learning schedule or weekly timetable.

Practised – List relevant subject content, reference to teaching and learning schedule or weekly timetable and nature of tasks.

Assessed – Identify at least one critical task for each descriptor, or component of a descriptor.

One critical task may be used across multiple descriptors.

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Program Standard 1: Know students and how they learn is extensively developed throughout the course. The developmental sequence of this standard follows the course design phases of Year 1 Connect: Learning how to learn; Year 2 Construct: Learning to teach; Year 3 Critique: Teach for learning; Year 4 Crystallise: Teaching for transformation It is initially examined in the year 1 units Educational Psychology and Introduction to teaching and Learning, and further developed across years 2 and 3 being contextualised in the core curriculum and pedagogy studies across the spectrum of learning areas with a special emphasis in the units covering English, Mathematics and HASS. Sub strands, relating to child development, cultural, religious, socio-economic, indigeneity and disability are integrated within multiple curriculum and pedagogy and educational study units, however the following units examine these in depth. Unit Depth study focus

Educational Psychology Indigenous Education Disability and special needs Learner differentiation

In the course’s final year, Teaching for Transformation: Meeting Learner Needs, integrates the multiple aspects of ‘knowing students’ in a data-informed differentiation PEX application. Teaching for Transformation: Meeting Learner Needs is therefore the critical demonstration by pre-service teachers for the majority of the Graduate Teacher Standards within Standard 1.

Graduate Teacher Standard

Taught Provide the best evidence including the activity or learning as listed in teaching and learning schedule or weekly lecture/tutorial topic/content with reference to unit code, unit title and page number.

Practised Provide the best evidence including the activity/task as listed in teaching and learning schedule or weekly lecture/tutorial topic/content or assessment task with reference to unit code, unit title and page number.

Assessed Provide the best evidence including critical tasks with reference to unit code, unit title and page number.

1.1 Demonstrate knowledge and understanding of

physical, social and intellectual development and characteristics of students and how these may affect learning.

Educational Psychology: Learningand Development (P-6)

C 1-5,7

LO 1-5

Educational Psychology: Learning and Development (P-6) C 1-5,7 LO 1-5

Task 3: Case Study Critical Analysis

Critically analyse a student’s profile in relation to educational theorists and

Teaching for Transformation: Meeting Learner Needs (P-6) (PEX) Critical Tasks Task 1: Part A (PEX REPORTING TOOL)

Jurisdiction Final Professional Experience Recommendations (PEX REPORTING TOOL)

Program approach to the Graduate Teacher Standard

Know students and how they learn 1

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domains of development examined. Outline considerations and adaptations needed for a teacher to support the student’s learning in the classroom.

Teaching for Learning:

Motivating and Managing Learning (P-6) (PEX) C 5,6,7 LO 1,2,4,5

Task 1: Classroom Management Plan

Develop a Classroom Management Plan (CMP) in response to the studied theories and current research on learner needs and motivation. Implement the CMP on PEX and prepare a Critical Reflection on its application.

and Lecturer’s Report

Task 1: Part B GTPA

GTPA: Graduate Teacher Performance Assessment Report on differentiated teaching in a primary context completed within the professional experience block.

1.2 Demonstrate knowledge and understanding

of research into how students learn and the implications for teaching.

Educational Psychology: Learning and Development (P-6) C 1-8

LO 2-4

Educational Psychology: Learning and Development (P-6) C 1-8 LO 2-4

Task 3: Case Study Critical Analysis

Critically analyse a student’s profile in relation to educational theorists and domains of development examined. Outline considerations and adaptations needed for a teacher to support the student’s learning in the classroom.

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 5,6,7 LO 1,2,4,5


Develop a Classroom Management Plan addressing learner engagement and behaviour in response to the studied theories and current research on learner needs and motivation. Implement the CMP

Teaching for Transformation: Meeting Learner Needs (P-6) (PEX) Task 1: Part B GTPA


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on PEX and prepare a Critical Reflection on its application

Part A: Provide an academic justification, philisophic foundation and a range of preventative and corrective strategies.

Part B: Critically reflect upon the implentation of the Plan through your PEX experience and evaluate its effectiveness

• The relevance of the Model to the context

• The implementation effectiveness and communication of the Model.

• The engagement of the Model with learners and learner needs, including diverse cultures.

• The role of the wider school community.

• The role of parents. • The similarities and differences

between the school context and your Model.

1.3 Demonstrate knowledge of teaching strategies

that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Educational Psychology: Learning and Development (P-6) C 4,5 LO 1

Curriculum & Pedagogy: HASS P-3 C 2a,3 LO 2

Curriculum & Pedagogy: English and Literacy C 1 LO 4

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 1,7 LO 2,3,4,5

Curriculum & Pedagogy: English and Literacy C 1 LO 4

Task 1: Critical responses (online)

Five responses to stimulus over five weeks. Responses will be supported with a guided question.

Post Two: ‘Race, the Senses, and the Materials of Writing Practice’ by Kathy A Mills & Neal Deramson

Discussion Question: Show understanding of the reading by describing one aspect of your own experience of the supremacy of white writing and contrast it with a different perspective. How might such awareness affect classroom practice?


Jurisdiction Final Professional Experience Recommendations (PEX REPORTING TOOL) and Lecturer’s Report.

Task 1: Part B GTPA


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Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 6

LO 2,3

(Incorporate cultural and Aboriginal and Torres Strait Islander people perspectives)

Teaching for Learning: Curriculum

and Planning (P-6) (PEX) C 6 LO 2,3

Task 1: Reading Log and Reflective Essay

A reading log in response to studied articles from topics including:

Comparative curriculum models, general capabilities, cross curricular priorities, cultural considerations and Aboriginal and Torres Strait Islander peoples.

Learning Communities: Schools, Students and Families (P-6) C 1,4 LO 5

Task 1: Learning Communites Critique (Small group) Part A: Critique (written report) Examine and critique an educational mode your group is familiar with and one other model for their effectiveness as a supportive and engaging learning community. Incorporate relevant philosophic foundations and cultural and/or Aboriginal and Torres Strait Islander people perspectives. Justifiy your evaluation through a people, policy, process and practice lens supported by key documentation. Incorporate differences between P-2 and 3-6 contexts where appropriate. PART B: Recommendations and advocacy (vodcast)

Drawing from critique findings synthesise the information to

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recommend a pivitol alternate policy(ies), practice(ies) or process(es) which would significantly enhance the effectiveness of one of your examned learning communities. Using the vodcast format communicate and justify your recommendation and passionately advocate for its adoption. Incorporate differences between P- and 3-6 contexts where appropriate.

1.4 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.

Curriculum and Pedagogy: HASS P-3 C 2c LO 2

Australian Indigenous Contexts and Education C 1-6 LO 1-5

Australian Indigenous Contexts and Education C 1-6 LO 1-5 Task 1: Getting in touch: a local Indigenous report Aboriginal and Torres Strait Islander people live and work all over the continent, as they have done since the beginning of time. As a visitor or scholar, you would be interested to know about indigenous presence in your local area, and so this task requires you to go out in search of ‘local Aboriginality’. Draw upon past and present features including: • People groups • Places: historical, cultural,

monuments, landscapes • Businesses and services Reflect upon what you find and don’t find and how this might inform and influence your perception of inclusion and Aboriginality.

Australian Indigenous Contexts and Education Critical Tasks Task 2: Feature Article on contemporary contexts for Indigenous Education Pre-service teachers write a feature-style article that shows their understanding of Aboriginal and Torres Strait Islander culture (kinship, language, land, ceremony, law), and considers current contexts for education of Indigenous students by critically engaging and discussing issues surrounding ‘advantage’ (or ‘privilege’) in Australian society. Task 3: Personal Reflection on Indigenous Education in Australia Pre-service teachers develop a reflective essay that outlines their personal philosophy towards their pedagogical practice in the context of teaching Aboriginal and Torres Strait Islander students, and in the context of an evidence-based worldview in contemporary Australian society.

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1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Advanced studies in Mathematic and Numeracy C 3,4,5 LO 2,3

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 7

LO 2

Advanced studies in Mathematic and Numeracy C 3,4,5 LO 2,3 Task 2: Differentiated assessment task Develop a differentiated mathematics assignment task and marking tool involving a digital element(s) for a prep – to Year 2 or Year 3 – year 6 context.

Task 3: Case Study Report

Undertake an analysis of sample student data and propose a differentiated numeracy intervention strategy inclusive of a digital resource(s) to meet diverse learner needs.

Advanced studies in English and Literacy C 1,3,4, 5, LO 2, 3,4

Task 2: Case Study Report for the receptive and productive modes

A case study report will be conducted on a primary aged student within the receptive and productive modes. Students will design tools to gather data and analyse to inform a focus for further instruction. Students will present recommendations to lift student achievement based on the four instructional goals of reading and the four instructional goals of writing.



Task 1: Part B GTPA


1.6 Demonstrate broad knowledge and

understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 7 LO 2

Studies in inclusive Philosophy and Practice C 1-8

Studies in inclusive Philosophy andPractice C 1-8 LO 2,3,4 Task 1: Written Persuasive Essay & Poster

Part A: Written Persuasive Essay (1500

Studies in inclusive Philosophy and Practice Critical Task Task 2: Research Report & Action Plan Part A: Research Report (2000 words)

045

LO 2,3,4

words)

You are to respond to one of the scenarios provided by the lecturer and demonstrate your understanding of inclusion, inclusive education and the barriers to such by presenting the argument for how the scenario either reinforces or contradicts inclusion and inclusive practice. You are to consider the scenario from a legal or systemic perspective and support your argument using the literature.

Part B: Poster –

What it means to be an Inclusive Educator (500 words equivalent)

You are to create a poster that outlines the key principles of Inclusive Education and illustrates what this looks like in practice. These examples are to be supported by an inclusive worldview. You are to include a short philosophy statement on being an Inclusive Educator. Your poster presentation is to be created on a single PowerPoint slide (or equivalent) that could be printed to AO size (conference presentation format).

You are to interview a teacher who is currently teaching (e.g. from a previous PEX placement), using the Teacher Interview questions. This interview will ask the teacher to focus on one student with a disability or of diversity, which they find challenging to cater to in the classroom. Your report is to address and respond to the challenges identified by the teacher by providing practical solutions and recommendations using strategies and evidence-based practice on inclusion and inclusive education to cater to the needs of that student. Your report is to include solutions and recommendations that are supported by the literature. Part B: Action Plan (500-word equivalent) You are to create an inclusive action plan using the Action Plan Template that addresses the challenges from your research report and supports your recommendations at a policy and systemic worldview, and professional level.

046

Program Standard 2: Know students and how to teach it has a developmental progression throughout the course. The developmental sequence of this standard follows the course design phases of Year 1 Connect: Learning how to learn; Year 2 Construct: Learning to teach; Year 3 Critique: Teach for learning; Year 4 Crystallise: Teaching for transformation This standard is specifically applied to the Australian Curriculum’s (AC) learning areas: English, Mathematics, Hass, Science, Technologies, HPE, and The Arts through focused curriculum and pedagogy units. It is also incorporated more broadly in units studying, lesson design, unit construction, assessment and teaching practice. A number of learning areas a further developed in scope and depth through multiple unit offerings. Generally, level 100 units emphasise AC knowledge and content, level 200 units emphasise pedagogy and practice, and level 300 differentiated/specialised practice.

Learning Area Depth study focus Additional Content elective

English with specialisation Mathematics with specialisation

Science with specialisation HASS with specialisation

Technologies HPE

The Arts In the course’s final year, Teaching for Transformation: Meeting Learner Needs, integrates the multiple aspects of this standard in a data-informed differentiation PEX application. Teaching for Transformation: Meeting Learner Needs is therefore the critical demonstration by pre-service teachers for the majority of the Graduate Teacher Standards within the Standard.






Know the content and how to teach it 2

047

2.1 Demonstrate knowledge and understanding of

the concepts, substance and structure of the content and teaching strategies of the teaching area.

This standard is taught across multiple Curriculum Content and Pedagogy units. The following are examples:

Introduction to Language, Literature and Literacy C 1-9 LO 1-6

Introduction to Mathematics and Numeracy C 1-11 LO 1-5

Introduction to Science C 1-9 LO 1-6

Curriculum and Pedagogy: HASS P-3 C 1-4 LO 1-6

This standard is practiced across multiple Curriculum Content and Pedagogy units. The following are examples:

Curriculum and Pedagogy: English and Literacy C 1-5 LO 12,3,5

Task 2: Group Presentation of a Lesson Plan

Presentation of children’s literature analysis and development of Lesson Plan for either Prep – Year 2 or Year 3 – Year 6 aged children demonstrating application of the strand and substrands of Language within the Australian Curriculum.

Task 3: Unit Planning

Development of an 8 week English unit plan incorporating all aspects of the receptive and productive modes including spelling, handwriting, and phonological awareness.

Curriculum and Pedagogy: Mathematics and Numeracy C 1-12 LO 1,2,3,5

Task 2: Learning Sequence

Develop a learning sequence based on Assessment Task 1 with resources that engage students in mathematical thinking. Presentation, in class and online, of an innovative learning sequence, involving at least five developmental activities, designed to engage school students in mathematical thinking for one curriculum organiser, in which at least one activity involves substantial use of ICTs.

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 1-7



Task 1: Part B GTPA


048

LO 1,2,3,5

Task 2: Unit Plan and Assessment

Planning a unit of work including an assessment element, designed for a specific learning context:

• Analyse the learning context, including learner strengths and needs

• Evaluate teaching, learning and assessment strategies appropriate for the learning context.

Identify opportunities for parent involvement and reporting within the learning process

2.2 Organise content into an effective learning and

teaching sequence.


Curriculum and pedagogy: HASS (p-3) C 1,2,3 LO 1,3,4

Introduction to Science C 3,9 LO 5

Introduction to Technologies C 4, 10 LO 4,5

Learning about Teaching: Planning for Learning (P-6)PEX C 2,3 LO 1,2,3

Learning about Teaching: Planningfor Learning (P-6)PEX C 1,3 LO 1,2,3 Task 1: Planning/Reflection

Learning Plan: Create a learning sequence (45-60 min) suitable for a (P-6) context within a KLA. Provide an academic justification for lesson elements and design.

Utilise the The Provider lesson template inclusive of:

• learning goals • lesson sequence and • resources

Curriculum and pedagogy: English

and Literacy C 2, 3, 4, 5 LO 1-5

Task 2: Group Presentation of a Lesson Plan

Presentation of children’s literature analysis and development of Lesson Plan for either Prep – Year 2 or Year 3 – Year 6 aged children demonstrating



Task 1: Part B GTPA


049

application of the strand and substrands of Language within the Australian Curriculum.

2.3 Use curriculum, assessment and reporting

knowledge to design learning sequences and lesson plans.

Content and Pedagogy: Health andPhysical Education C 4 LO 3,4

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 1, 2,3,5, 7 LO 1,2,3,4,5

Content and Pedagogy: Health andPhysical Education C 4 LO 3,4 Task 1: Presentation

Health assessment task and guide to assessment presentation. In pairs, design a learning and assessment activity to be used with school students that is matched to a personal, social or community health topic from a list of options by the lecturer. Prepare a task description with context in your chosen topic for sharing with teachers and parents, along with a guide for making judgments about school students’ performances.

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 1,2,3,4,5,7 LO 1,2




• Evaluate teaching, learning and assessment strategies appropriate for the learning context

• Identify opportunities for parent involvement and reporting within the learning process.

Teaching for Transformation: Meeting Learner Needs (P-6) (PEX) Critical Tasks Task 1: Part A (PEX REPORTING TOOL) Jurisdiction Final Professional Experience Recommendations (PEX REPORTING TOOL) and Lecturer’s Report.

Task 1: Part B GTPA


050

2.4 Demonstrate broad knowledge of,

understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

Educational Psychology: Learning and Development (P-6) C 6 LO 1

Curriculum and Pedagogy: HASS P-3 C 2c LO 2

Australian Indigenous Contexts and Education C 1-6 LO 1-5

Australian Indigenous Contexts and Education C 1-6 LO 1-5 Task 1: Getting in touch: a local Indigenous report Aboriginal and Torres Strait Islander people live and work all over the continent, as they have done since the beginning of time. As a visitor or scholar, you would be interested to know about indigenous presence in your local area, and so this task requires you to go out in search of ‘local Aboriginality’. Draw upon past and present features including:

• People groups

• Places: historical, cultural, monuments, landscapes

• Businesses and services Reflect upon what you find and don’t find and how this might inform and influence your perception of inclusion and aboriginality.

Australian Indigenous Contexts and Education Critical Tasks Task 2: Feature Article on contemporary contexts for Indigenous Education Pre-service teachers write a feature-style article that shows their understanding of Aboriginal and Torres Strait Islander culture (kinship, language, land, ceremony, law), and considers current contexts for education of Indigenous students by critically engaging and discussing issues surrounding ‘advantage’ (or ‘privilege’) in Australian society. Task 3: Personal Reflection on Indigenous Education in Australia Pre-service teachers develop a reflective essay that outlines their personal philosophy towards their pedagogical practice in the context of teaching Aboriginal and Torres Strait Islander students, and in the context of an evidence-based worldview in contemporary Australian society.

2.5 Know and understand literacy and numeracy

teaching strategies and their application in teaching areas.

Introduction to Cross-Curricular Literacies C 1,2,4,6 LO 1, 2, 3, 4

Introduction to Language, Literature and Literacy C 1-9 LO 1-6

Introduction to Mathematics and Numeracy C 1, 3-11

LO 1,2,3

Curriculum and Pedagogy: English and Literacy C 1-5 LO 1,2,3

Task 3: Unit Planning

Development of an 8 week English unit plan incorporating all aspects of the receptive and productive modes including spelling, handwriting, and phonological awareness.

Curriculum and Pedagogy:

Mathematics and Numeracy



Task 1: Part B GTPA

GTPA: Graduate Teacher Performance Assessment Report on differentiated teaching in a primary context completed

051

C 1,2,4,7,9,10 LO 1,2,3

Task 1: Planning

Creation of a mathematics assessment task and guide to making judgements. Design a learning and assessment activity to be used with school students that involves realistic use of mathematics and numeracy to solve or address a real-world problem or inquiry, and involves appropriate use of ICTs.


Develop a learning sequence based on Assessment Task 1 with resources that engage students in numeracy analysis and mathematical thinking. Presentation, in class and online, of an innovative learning sequence, involving at least five developmental activities, designed to engage school students in mathematical thinking for one curriculum organiser, in which at least one activity involves substantial use of ICTs.

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 5 LO 2





within the professional experience block.

052


2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.


Introduction to Cross-Curricular Literacies C 1,5,6 LO 4,5

Introduction to Technologies C 3,4,5

LO 3,4


Curriculum and Pedagogy: Mathematics and Numeracy C 5, 10 LO 3



Curriculum and Pedagogy: Science and Technologies C 4,6 LO 1,3

Task 2: Unit Plan

Develop a unit plan with resources that incorporate ICT. Complete an evaluation and reflection on the unit plan.


Task 1: Part B GTPA


053

Program Standard 3 Plan for and implement effective teaching and learning. Is developed within Curriculum and Pedagogy, Educational Studies and PEX units throughout the course. The planning frameworks for lessons, units and student needs are mostly taught in Educational Studies units of which Introduction to Teaching and Learning (P-6) and Curriculum, Assessment and Reporting (P-6) are significant examples. The practice of effective teaching and learning is dispersed through a number of Curriculum and Pedagogy units and their associated assessment; however, the best demonstrations of effective implementation is expressed within in-school contexts through PEX units. Learning-area specific planning and implementation strategies are provided for pre-service teachers through the range of Curriculum and Pedagogy units as detailed in Standard 2.

Course Strand Planning and implementation role Educational studies • Planning lesson, units of work, assessment frameworks

• Skills practise • Learner needs and inclusion • Indigeneity and cultural

Curriculum and Pedagogy • Learning area specific applications • Planning and skill practise • Differentiation (level 300)

PEX • Planning and implementation in-school context • Increasing depth of skill application (level 200 to 400)

In the course’s final year, Teaching for Transformation: Meeting Learner Needs, integrates the multiple aspects of this standard in a data-informed differentiation PEX application. is therefore the critical demonstration by pre-service teachers for the majority of the Graduate Teacher Standards within the Standard.






Plan for and implement effective teaching and learning 3

054

3.1 Set learning goals that provide achievable

challenges for students of varying abilities and characteristics.

Learning about Teaching: Planningfor Learning (P-6) C 1,3 LO 1,2,3

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 2,3,7 LO 1,2

Advanced studies in English and Literacy C 1,3,5

LO 1,2,3,4

Advanced studies in English and Literacy C 1,3,5 LO 1,2,3,4


A case study report will be conducted on a primary aged student within the receptive and productive modes. Students will design tools to gather data and analyse to inform a focus for further instruction. Students will present recommendations, including a parent/carer engagement strategy ,to lift student achievement based on the four instructional goals of reading and the four instructional goals of writing.

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 2,7 LO 2,3








Task 1: Part B GTPA


3.2 Plan lesson sequences using knowledge

of student learning, content and effective teaching strategies.

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 1,3

LO 1,2,3

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 2,7 LO 1,2,3


Jurisdiction Final Professional Experience

055

Task 2: Professional Experience Folio

• Mentor and lecture reports • Goal-Setting Tool • Self-Audit Tool • 5 x Formal Observations on

classroom management • 3 x Professional Discussions about

classroom management issues • 12 x whole lessons (Lesson Plans) • 1 x day of teaching (Daily Plan) • 1 x week continuous teaching (Daily

Plans)







Recommendations (PEX REPORTING TOOL) and Lecturer’s Report.

Task 1: Part B GTPA


3.3 Include a range of teaching strategies.

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 2 LO 2




• Mentor and lecture reports • Goal-Setting Tool • Self-Audit Tool



Task 1: Part B GTPA

056

• 5 x Formal Observations on classroom management

• 3 x Professional Discussions about classroom management issues

• 12 x whole lessons (Lesson Plans) • 1 x day of teaching (Daily Plan) • 1 x week continuous teaching (Daily

Plans)








Professional Experience Folio: Focus on broad curriculum issues through unit planning:

• Mentor and Lecturer reports • Goal Setting Tool • Self-Audit Tool • 5 x Formal Observations on

curriculum issues • 3 x Professional Discussions on unit

planning/curriculum • 12 x Lesson Plans (whole lessons) • 1 x day teaching (daily plan)


057

• 1 x week continuous teaching (daily plans)

Reflections must appear on all planning documents.

3.4 Demonstrate knowledge of a range of

resources, including ICT, that engage students in their learning.


Introduction to Cross-Curricular Literacies C 1,5 LO 4,5

Introduction to Technologies C 3,4,5

LO 3,4


Curriculum and Pedagogy: Mathematics and Numeracy C 5,10 LO 3



Curriculum and Pedagogy: Science and Technologies C 4,6 LO 1,3

Task 2: Unit Plan

Develop a unit plan with resources that incorporate ICT. Complete an evaluation and reflection on the unit plan.



Task 1: Part B GTPA


3.5 Demonstrate a range of verbal and non-verbal

communication strategies to support student engagement.

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 3 LO 2,3 Task 2: Professional Experience Folio

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 2 LO 1,2,3,


• Mentor and lecture reports • Goal-Setting Tool



058

• Self-Audit Tool • 5 x Formal Observations on



Plans)

Teaching for Learning: Curriculum and Planning (P-6) PEX LO 5







Professional Experience Folio: Focus on broad curriculum issues through unit planning:

• Mentor and Lecturer reports • Goal Setting Tool • Self-Audit Tool • 5 x Formal Observations on

curriculum issues • 3 x Professional Discussions on unit

planning/curriculum • 12 x Lesson Plans (whole lessons) • 1 x day teaching (daily plan)

Task 1: Part B GTPA


059

• 1 x week continuous teaching (daily plans)

Reflections must appear on all planning documents.

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

Curriculum and Pedagogy: HASS P-3 LO 6

Curriculum, Assessment and Reporting C 4 LO 4

Teaching for Learning: Curriculum and Planning (P-6) (PEX) LO 1, 5

Teaching for Learning: Curriculum and Planning (P-6) (PEX) LO 1, 5




• Evaluate teaching, learning and assessment strategies appropriate for the learning context.

Identify opportunities for parent involvement and reporting within the learning process



Task 1: Part B GTPA


3.7 Describe a broad range of strategies for

involving parents/carers in the educative process.

Educational Psychology: Learning and Development (P-6) LO 3 Task 3

Curriculum, Assessment and Reporting (P-6) C 3 LO 2

Australian Indigenous Contexts

and Education C 6 LO 3


Task 3: Assessment Planning and demonstration

Create an assessment package relating the unit of work in Task 2. Include within the package a summative task, at least two formative tasks/strategies, data records and a range of feedback strategies for students and parent/caregivers. Justify the overall package design and each component from the perspective of the student, teacher and parent/caregiver.

Learning Communities: Schools, Students and Families (P-6) Task 2: Investigative Report: Supportive

Advanced Studies in English and Literacies

Critical Task


A case study report will be conducted on a primary aged student within the receptive and productive modes. The pre-service teacher will produce a comprehensive report covering:

• Data collecting tools • Data analysis & intervention foci • Intervention strategies based on the

four instructional goals of reading and the four instructional goals of writing.

• Strategies for parent/carer involvement

060

learning communities

Using case studies, investigate and prepare a report recommending a coordinated whole school community support intervention. Examine and detail the following:

• Data collection and evidence requirements

• Identifiy relevant policies and applicable processes

• Roles and responsibilities of school staff, external professionals and community representatives

• Parent/carer engagement strategies

• Folio of physical and digital resources

061

Program Standard 4 Create and maintain supportive and safe learning environments is an enduring value within the course. It is expressed generally, specifically and contextually across multiple units. Pivotal demonstrations of this standard are evidenced in the following units PEX sequence Teaching for Learning: Motivating & Managing Learners (P-6), Teaching for Learning: Curriculum and Planning (P-6) and Teaching for Transformation: Meeting Learner Needs with the particular sub-standard elements of ICT and learner needs specially addressed in individual Curriculum and Pedagogy Educational studies units.

Course Strand Supportive and safe learning environments Educational studies Australian Indigenous Contexts & Education

• Indigenous awareness, needs and sensitivity.

Studies in Inclusive Philosophy and Practice • Diverse learner needs • Inclusion • Disability

Curriculum and Pedagogy Learning area specific applications Introduction to Technologies Risk assessment and physical safety

PEX Teaching for Learning: Motivating & Managing Learners (P-6) • Classroom environment

o Student psychological security o Physical classroom security o Challenging behaviour

Teaching for Learning: Curriculum and Planning (P-6) • Planning for learning needs • Learner diversity and inclusion

Teaching for Transformation: Meeting Learner Needs • Student-centred date informed teaching • Differentiated practice • Learner needs

In the course’s final year, Teaching for Transformation: Meeting Learner Needs, integrates the multiple aspects of this standard in a data-informed differentiation PEX application. is therefore the critical demonstration by pre-service teachers for the majority of the Graduate Teacher Standards within the Standard.


Create and maintain supportive and safe learning environments 4

062





4.1 Identify strategies to support inclusive student

participation and engagement in classroom activities.


Curriculum and Pedagogy: HASS P-3 C1 LO 3, 4

Introduction to Technologies C 3 LO 5

Curriculum and Pedagogy: mathematics and Numeracy C 1,5,10 LO 1,2,3

Content & Pedagogy: The Arts C 10

Learning about Teaching: Planning for Learning (P-6) (PEX) C 1,3 LO 2

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 2,3,4,5,8 LO 2,4


• Mentor and lecture reports • Goal-Setting Tool • Self-Audit Tool • 5 x Formal Observations on



Plans)

Teaching for Learning: Curriculum and Planning (P-6) (PEX) C 6,7 LO 2,3 Task 2: Unit Plan and Assessment

Planning a unit of work including an assessment element, designed for a specific learning context.





Task 1: Part B GTPA


063


4.2 Demonstrate the capacity to organise

classroom activities and provide clear directions.

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 1,3 LO 2,3

Teaching for Learning: Motivating and Managing Learning (P-6) (PEX) C 3,4 LO 1,2,3 Task 1: Classroom Management Plan

Develop a Classroom Management Plan addressing learner engagement and behaviour. Part A: Provide an academic justification, philisophic foundation and a range of preventative and corrective strategies. Part B:Critically reflect upon the implentation of the Plan through your PEX experience


• Goal-Setting Tool • Self-Audit Tool • 5 x Formal Observations on



Plans)



Task 1: Part B GTPA


4.3 Demonstrate knowledge of practical

approaches to manage challenging behaviour.

Teaching for Learning: Motivating and Managing Learners (7-12) (PEX) C 2,5,6,7,8

LO 2,3,4,5

Teaching for Learning: Motivating and Managing Learners (P-6) (PEX) C 2,5,6,7,8 LO 2,3,4,5


Develop a Classroom Management Plan addressing learner engagement and behaviour in response to the studied theories and current research on learner needs and motivation. Implement the CMP on PEX and prepare a Critical Reflection on



064

its application

Part A: Provide an academic justification, philisophic foundation and a range of preventative and corrective strategies.

Part B: Critically reflect upon the implentation of the Plan through your PEX experience and evaluate its effectiveness

• The relevance of the Model to the context

• The implementation effectiveness and communication of the Model.

• The engagement of the Model with learners and learner needs, including diverse cultures.

• The role of the wider school community.

• The role of parents. • The similarities and differences

between the school context and your Model

Studies in Inclusive Philosophy & Practice C 7 LO 1,3

Task 2: Research Report & Action Plan

You are to interview a teacher who is currently teaching (e.g. from a previous PEX placement), using the Teacher Interview questions. This interview will ask the teacher to focus on one student with a disability or of diversity, which they find challenging, learning and/or behavioural, to cater to in the classroom. Your report is to address and respond to the challenges identified by the teacher by providing practical solutions and recommendations using strategies and evidence-based practice on inclusion and inclusive education to cater to the needs of that student. Your report is to include solutions and recommendations that are supported

065

by the literature.

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

Content & Pedagogy: Health and Physical Education C 6,7 LO 1

Introduction to Science C 3 LO 5

Introduction to Technologies C 12

LO 5

Studies in inclusive Philosopy and Practice C 1,6,7,8 LO 2 3,4

Task 1: Written Persuasive Essay & Poster

Part A: Written Persuasive Essay (1500 words)

You are to respond to one of the scenarios provided by the lecturer and demonstrate your understanding of inclusion, inclusive education and the barriers to such by presenting the argument for how the scenario either reinforces or contradicts inclusion and inclusive practice. You are to consider the scenario from a legal and systemic worldview perspective and support your argument using the literature.

learning Communities and context: School, Students and Families (P-6) C 2,3,4,5,6 LO 1,2,3,4, 5

Task 2: Investigative Report: Supportive learning communities







066


Studies in Inclusive Philosophy & Practice C 6,7,8 LO 2, 3, 4

Task 1: Written Persuasive Essay & Poster

Part A: Written Persuasive Essay (1500 words)

You are to respond to one of the scenarios provided by the lecturer and demonstrate your understanding of inclusion, inclusive education and the barriers to such by presenting the argument for how the scenario either reinforces or contradicts inclusion and inclusive practice. You are to consider the scenario from a legal and systemic worldview perspective and support your argument using the literature.

4.5 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.

Introduction to Cross-Curricular Literacies C 2,5 LO,4,5

Introduction to Technologies C 11,12 LO 5

Introduction to Technologies C 11,12 LO 5 Task 1: Digital Technologies

Construct a digital animated object using a contemporary education coding application or tool. Detail the coding construction design elements of the animated object. Include an appendix topic on the safe and ethical use of ICTs within a primary educational context.

• Animated digital object

• Coding information and design features

• Safe and ethical use of ICT



067

Standard 5: Assess, provide feedback and report on student learning has been integrated within a range of Curriculum and Pedagogy and Educational studies units and applied within the teaching context in the PEX 3 experience.

Curriculum, Assessment and Reporting (P-6) is comprehensive expression of Standard 5, being an integrated unit designed around the complete teaching cycle beginning with the curriculum, creation of unit

plans, formulating authentic assessment and associated marking rubrics.

Teaching for Learning: Curriculum and Planning (P-6) provides a focussed application of Standard 5 for pre-service teachers

In the course’s final year, Teaching for Transformation: Meeting Learner Needs, integrates the multiple aspects of this standard in a data-informed differentiation PEX application. Teaching for Transformation: Meeting Learner Needs is therefore the critical demonstration by pre-service teachers for the majority of the Graduate Teacher Standards within the Standard.

Course Strand Assess, provide feedback and report on student learning

Educational studies

Curriculum, Assessment and Reporting (P-6) • Assessment and feedback strategies • Reporting to parent/caregivers • Teacher judgment • Record keeping

Studies in Inclusive Philosophy and Practice • Assessing/evaluating learner needs • Inclusion and Disability • Parent/caregiver feedback

Curriculum and Pedagogy

Learning area specific applications Advanced Studies in Mathematics & Numeracy

and Advanced Studies in English & Literacy • Assessment and Role of data and assessment • Differentiation to meet learner needs

PEX Teaching for Learning: Curriculum and Planning (P-6) • Assessment and feedback strategies • Planning for learning needs • Learner diversity and inclusion • Parent/caregiver feedback

Teaching for Transformation: Meeting Learner Needs (P-6)


Assess, provide feedback and report on student learning 5

068

• Assessment and use of data • Student-centred holistic teaching • Differentiated practice





5.1 Demonstrate understanding of assessment

strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

Curriculum, Assessment and Reporting (P-6) C 1-8 LO 1-5

Advanced studies in Mathematics and Numeracy C 3 LO 2,3,4

Curriculum, Assessment and Reporting (P-6) C 1-8 LO 1-5


Create an assessment package relating the unit of work in Task 2. Include within the package a summnative task, at least two formative tasks/strategies, data records and a range of feedback strategies for students and parent/caregivers. Justify the overall package design and each component from the perspective of the student, teacher and parent/caregiver.

Advanced Studies in English and Literacy C 3,4 LO 1,2,3 Task 2: Case Study Report for the receptive and productive modes A case study report will be conducted on a primary aged student within the receptive and productive modes. The pre-service teacher will produce a comprehensive report covering: • Data collecting tools • Data analysis & intervention foci



Task 1: Part B GTPA


069

• Intervention strategies based on the four instructional goals of reading and the four instructional goals of writing.


• Folio of physical and digital resources

5.2 Demonstrate an understanding of the purpose

of providing timely and appropriate feedback to students about their learning.

Curriculum, Assessment and Reporting (P-6) C 3,4 LO 2, 3

Curriculum, Assessment and Reporting (P-6) C 3,4 LO 1, 2, 3





Task 1: Part B GTPA


5.3 Demonstrate understanding of assessment

moderation and its application to support consistent and comparable judgements of student learning.

Curriculum, Assessment and Reporting (P-6) C 2, 5,8 LO 2,3,4

Curriculum, Assessment and Reporting (P-6) C 2,5,8 LO 5 Task 1: Exposition/Planning

Assessment task critique and construction:Part A: In a collaborative peer moderation, critque an assessment task from a specific P-6 year level and learning area. Discuss and justify its suitablity ulitising Australian Curriculum standards, documentation and exemplars, studied theory and acdemic research, Part B: Redesign the assessment task in light of the critique clearly articulating and linking the changes.

Task 2: Assessment Planning and


Task 1: Part B GTPA


070

demonstration

Selection and justification of learning outcomes and assessment rubric. Part A: Select a unit of work from the Australian Curriculum and develop learning outcomes consistent with the unit. Part B: Create a ‘guide for making judgement’ (assessment rubric) which you will use to mark a summative assessment task. Justify both your learning outcomes and marking guide (assessment rubric) design and demonstrate alignment.

5.4 Demonstrate the capacity to interpret student

assessment data to evaluate student learning and modify teaching practice.

Curriculum, Assessment and Reporting (P-6) C 3,4 LO 4,5

Studies in Inclusive Philosophy & Practice C 4, 5 LO 3

Advanced studies in Mathematics and Numeracy C 3 LO 2,3,4

Advanced Studies in English and Literacy C 1,3,4,6 LO 1,2,3

Studies in Inclusive Philosophy & Practice C 4,5 LO 3


Part A: Research Report (2000 words)

You are to interview a teacher who is currently teaching (e.g. from a previous PEX placement), using the Teacher Interview questions. This interview will ask the teacher to focus on one student with a disability or of diversity, which they find challenging, learning and/or behavioural, to cater to in the classroom. Your report is to address and respond to the challenges identified by the teacher by providing practical solutions and recommendations inclusive of parent/care/giver engagement using strategies which are data informed and evidence-based practice on inclusion and inclusive education to cater to the needs of that student. Your report is to include solutions and recommendations that are supported by the literature.

Advanced Studies in English and Literacy C 1,3,4,6 LO 1,2,3

Task 2: Case Study Report for the



Task 1: Part B GTPA


071

receptive and productive modes

A case study report will be conducted on a primary aged student within the receptive and productive modes. The pre-service teacher will produce a comprehensive report covering:

• Data collecting tools • Data analysis & intervention foci • Intervention strategies based on the

four instructional goals of reading and the four instructional goals of writing.


Folio of physical and digital resources

5.5 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.

Curriculum, Assessment and Reporting (P-6) C 3,8 LO 2,5

Studies in Inclusive Philosophy & Practice C 6 LO 4

Curriculum, Assessment and Reporting (P-6) C 3,8 LO 2, 5



Studies in Inclusive Philosophy & Practice C 6 LO 4



You are to interview a teacher who is currently teaching (e.g. from a previous PEX placement), using the Teacher



Task 1: Part B GTPA


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Interview questions. This interview will ask the teacher to focus on one student with a disability or of diversity, which they find challenging, learning and/or behavioural, to cater to in the classroom. Your report is to address and respond to the challenges identified by the teacher by providing practical solutions and recommendations inclusive of parent/caregiver engagement using strategies and evidence-based practice on inclusion and inclusive education to cater to the needs of that student. Your report is to include solutions and recommendations that are supported by the literature.

073

Standard 6: Engage in professional learning is progressively developed through the course. Teaching Standards and professional learning are strongly referenced and emphasised for pre-service teachers in the unpacking of learning in each and every unit of the course, however the PEX program plays a critical part in creating an awareness and application of critical professional reflection for pre-service teachers through the collation of a Professional Experience folio and supervisor mentorship and PEX assessment.

The Professional Teacher is an intentionally designed and located within the course to foster and assess professional engagement and learning at pivotal period immediately prior to a pre-service teacher’s course completion. In the course’s final year, Teaching for Transformation: Meeting Learner Needs and Teaching for Transformation, integrate the multiple aspects of this standard in a data-informed differentiation PEX application and extended teaching experience. Teaching for Transformation: Meeting Learner Needs and Teaching for Transformation are therefore the critical demonstrations for the majority of the Graduate Teacher Standards within the Standard.





6.1 Demonstrate an understanding of the role

of the Australian Professional Standards for Teachers in identifying professional learning needs.




Professional Experience Folio

• Mentor Report • Lecturer Report • Professional Diary • Teacher Standards self-audit tool • Teacher Standards Goal-setting tool

Task 3: Reflective Journal

Teaching for Transformation: Task 1: Professional Practice Folio

Collation of a Professional Practice Folio containing evidence-based attainment of the full range of Teacher Standards at the graduate teacher standard. This evidence is to be attained from range of the sources including:

• Professional Experience Reports (mentor and lecturer)

• Professional Experience documentation, discussion records, reflections and planning

• Course work assessment


Engage in professional learning 6

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Reflective Journal: Preparation of a Reflective Journal which critically reflects upon your learning and teaching throughout PEX, drawing upon Teacher Standards Self- audit and Goal-setting tools, studied.

The Professional Teacher C, 2, 5, 6, 7, 8 LO 1,2,4 Task 1: Code of ethics for beginning teaching – Critical reflection

Utilising guidelines from the TRA, Teacher Standards, other professional regulatory organisations and Australian academic literature, discuss your understanding, application and importance of Code of Ethics for your practice as a beginning teacher.

• Teacher Standards self-audit and goal setting tools

• Self-created resources used within a PEX context

6.2 Understand the relevant and appropriate

sources of professional learning for teachers.

Phonics Instruction, Fundamental of Literacy LO 3

The Professional Teacher C, 2,5,6 LO 1,4,5


Task 2: Investigative Research Plan

Develop an action research proposal inclusive of a literature review and implementation plan, designed to critically evaluate an aspect of learning and teaching suitable for a P-6 context.

Teaching for Transformation

Task 1: Part B Professional Digital folio

Collation of digital resources and activities, (actual and links), drawn from professional learning bodies, teacher organisations, curriculum bodies, community organisations, teaching and learning specialists, teacher digital libraries, databases and general digital sources.

Resources should contain categories including:

• Curriculum and pedagogy • Individual learning areas (eg. English

Mathematics, Science and HASS) • Professional Development

opportunities

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 5 LO 3,4

Learning about Teaching: Planningfor Learning (P-6) (PEX) C 5 LO 3,4



Jurisdiction Final Professional Experience

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Professional Experience Folio:

• Mentor Report • Lecturer Report • Professional Diary • Teacher Standards self-audit tool • Teacher Standards Goal-setting tool

Task 3: Reflective Journal

Reflective Journal: Preparation of a Reflective Journal which critically reflects upon your learning and teaching throughout PEX, drawing upon Teacher Standards Self- audit and Goal-setting tools and studied theoretical perspectives.

Teaching for Learning: Motivating and Managing Learners (P-6)

C 8 LO 1, 3


• Goal-Setting Tool • Self-Audit Tool • 5 x Formal Observations on



Plans)

Recommendations (PEX REPORTING TOOL) and Lecturer’s Report.

6.4 Demonstrate an understanding of the rationale

for continued professional learning and the implications for improved student learning.



Task 2: Investigative Research Plan

Develop an action research proposal inclusive of a literature review and implementation plan, designed to critically evaluate an aspect of learning and teaching suitable for a P-6 context.


Task 1: Part B Professional Digital folio

Collation of digital resources and activities, (actual and links), drawn from professional learning bodies, teacher organisations, curriculum bodies, community organisations, teaching and learning specialists, teacher digital libraries, databases and general digital sources.

Resources should contain categories

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including:

• Curriculum and pedagogy • Individual learning areas (eg. English

Mathematics, Science and HASS) • Professional Development

opportunities

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Standard 7: Engage professionally with colleagues, parent/carers and the community is developed through the course. The PEX program provides an authentic ‘real-life’ school context for the critical formation of this standard within pre-service teachers. The PEX program is supplemented with a number of Education Studies units which address specific aspects of school communities and responsibilities. In the course’s final year, Teaching for Transformation: Meeting Learner Needs and The Professional Teacher integrate the multiple aspects of this standard.

Course Strand Assess, provide feedback and report on student learning

Educational Studies Learning Communities and Contexts: Schools, Students and Families (P-6)

• Teacher roles and responsibilities • Parent/caregiver engagement • School communities

Curriculum, Assessment and Reporting (P-6) • Parent/caregiver engagement

Australian Indigenous Contexts & Education • Parent/caregiver engagement • Community engagement

The Professional Teacher • Professional engagement • Professional responsibilities • Code of conduct

Curriculum and Pedagogy

Learning area specific applications Content & Pedagogy: Health & Physical

Education, Introduction to Technologies, Advanced Studies in Science & Technologies, Curriculum & Pedagogy: Science & Technologies

• Risk assessment • Legislative responsibilities • Safe and responsible use of ICT

PEX Professional


Engage professionally with colleagues, parents/carers and the community 7

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Experience units Years 1-4 • Colleague engagement • Professional mentorship • Parent/caregiver engagement • Community engagement





7.1 Understand and apply the key principles

described in codes of ethics and conduct for the teaching profession.


Teaching for Transformation: Meeting Learner Needs (P-6) (PEX) C 1 LO 5 Task 1: Part A (PEX REPORTING TOOL)


The Professional Teacher

Critical Task Task 1: Code of ethics for beginning teachers – Critical reflection

Utilising guidelines from the TRA, Teacher Standards standards, professional regulatory organisations and Australian academic literature, discuss your understanding, application and importance of Code of Ethics for your practice as a beginning teacher.

7.2 Understand the relevant legislative,

administrative and organisational policies and processes required for teachers according to school stage.

Introduction to Technologies C 12 LO 5

Curriculum, Assessment& Reporting (P-6) C 8

Learning Communities and School context: Schools, Students and Families (P-6) C 3-6

LO 1,2,3

Learning Communities and School context: Schools, Students and Families (P-6) C 3-6 LO 1,2,3

Task 2: Investigative Report: Supportive learning communities




Jurisdiction Final Professional Experience Recommendations (PEX REPORTING TOOL) and Lecturer’s Report

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Studies in Inclusive Philosophy and Practice C 5,7,8 LO 2,3


Part B: Action Plan (500 word equivalent)

You are to create an inclusive action plan using the Action Plan Template that addresses the challenges from your research report and supports your recommendations at a policy and systemic, worldview, and professional level.

7.3 Understand strategies for working effectively,

sensitively and confidentially with parents/ carers.

Australian Indigenous Contexts and Education C 6 LO 3





Learning Communities and School context: Schools, Students and Families (P-6)

C 3,5 LO 3

Task 2: Investigative Report: Supportive

Studies in Inclusive Philosophy & Practice

Critical Task



You are to interview a teacher who is currently teaching (e.g. from a previous PEX placement), using the Teacher Interview questions. This interview will ask the teacher to focus on one student with a disability or of diversity, which they find challenging, learning and/or behavioural, to cater to in the classroom. Your report is to address and respond to the challenges identified by the teacher by providing practical solutions and recommendations inclusive of parent/caregiver engagement using strategies and evidence-based practice on inclusion and inclusive education to cater to the

080

learning communities






needs of that student. Your report is to include solutions and recommendations that are supported by the literature.

7.4 Understand the role of external professionals

and community representatives in broadening teachers’ professional knowledge and practice.

Learning Communities and Context: Schools, Students and Families (P-6) C 3,5

LO 3

Learning Communities and School context: Schools, Students and Families (P-6)

C 3,5 LO 3 Task 2: Investigative Report: Supportive learning communities






Teaching for Transformation: Meeting Learner Needs (P-6) (PEX) Task 1: Part A (PEX REPORTING TOOL) Jurisdiction Final Professional Experience Recommendations (PEX REPORTING TOOL) and Lecturer’s Report.

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TEMPLATE 4: PREVIOUS PLAN FOR DEMONSTRATING

PROGRAM IMPACT Bachelor of Education Primary

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Template 4: Previous Plan for demonstrating impact The Provider Bachelor of Education (Primary)

1. Introduction to context The Bachelor of Education (Primary) is a four-year full time equivalent (FTE) undergraduate course at AQF level 7 designed to prepare graduates who are classroom ready and able to teach in Australian school contexts. The courses provide foundational understandings of Prep to Year 6 primary contexts across state, Catholic and Independent schools. In relation to the area of focus, data will be collected, analysed, reported and used to assess and improve the program in relation to:

• expectations of professional experience placements for both pre-service teachers and schools

• assessment outcomes of pre-service teachers • pre-service teacher sense of preparedness for teaching in both professional experiences

and the workforce • employer satisfaction and stakeholder interest in pre-service teachers/graduates.

The Provider has developed strong and significant partnerships with numerous schools. Feedback from partner schools has evidenced a need for The Provider graduates to be skilled teacher professionals who are highly proficient in their content areas and able to understand and apply developmental needs of the learners in their pedagogy and planning.

Graduates from the Bachelor of Education (Primary) are skilled and highly effective in teaching the foundational learning areas of English, Mathematics, Science and HASS as well as all other learning areas through the comprehensive course coverage of these learning areas. Additionally, through the specialisation pathways they will have a deeper knowledge and practice in one of the foundational learning areas of English, Mathematics, Science or HASS.

The comprehensive learning area coverage and the specialisation pathway assists in meeting future teacher workforce demands for a graduate with both comprehensive and specialised capacities, at a time of decreasing teacher supply and in which there are reported priority areas in some specialisations, for example STEM.

The Provider aims to develop classroom ready graduates who can teach with confidence and expertise in all learning areas and are highly sought after by all school sectors. It is an The Provider national requirement for all students enrolled in the Bachelor of Education (Primary), to successfully complete both the literacy and numeracy components of LANTITE before they can graduate. Pre-service teachers are strongly encouraged to take LANTITE after completing Cross-Curricular Literacies. Students who have not successfully completed and passed LANTITE by the end of their course are not course complete and are therefore ineligible to graduate.

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Outcomes in relation to teacher satisfaction and performance will be investigated through data collection and reporting, and used to assess and continuously improve the Bachelor of Education (Primary) including:

• retention and attrition rates of pre-service teachers in the program • satisfaction of pre-service teachers and graduates with preparation for teaching and

learning • performance against the AITSL graduate teacher standards and the TPA, including

evidence of impact on student learning. The following diagram (REMOVED FOR IDENTIFICATION PURPOSES) illustrates the key elements that are drawn upon by The Provider to provide evidence of impact on student learning, i.e. refined entry selection criteria, LANTITE, employment outcomes and pre-identified Critical tasks, including the TPA.

084

2. Impact statements Performance of pre-service teachers The impact of this course will be evidenced by pre-service teachers’:

1. successful attainment of the graduate level or above of the Australian Professional Standards for Teachers as evidenced by completion of:

a. Evidence Folio of pre-identified critical tasks and additional supporting material completed across the program (submitted and assessed in PE111 Task 1)

b. Final Professional Experience Recommendations pursuant to the Professional Experience Reporting Framework

2. Teacher Performance Assessment (TPA). Performance of the program – graduate outcomes The course and its processes are designed to ensure that:

1. all course entrants can successfully progress through the course 2. graduates gain employment across a range of State, Catholic, and Independent schools 3. employers are satisfied with the preparedness of graduates for teaching and positively

impacting on student learning. Performance of the program – other program requirements The course and its processes are designed to ensure that:

1. teaching, learning and assessment practices are of a consistently high standard 2. professional experience partnerships enable pre-service teachers to engage in quality

professional experience opportunities.

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Performance of pre-service teachers

Impact statements Data sources Data aggregation

1. Successfully attain the graduate level of the AITSL Australian Professional Standards for Teachers as evidenced by completion of: a. the collation of an Evidence

Folio of the suite of pre-identified critical tasks completed across the program;

b. the Teacher Performance Assessment (TPA);

c. the Final Professional Experience Recommendations pursuant to the Professional Experience Reporting Framework.

Collation of assessment data relating to the completion of:

• TPA • Final Professional Experience Recommendations • Evidence Folio

Data analysed in relation to:

• Graduate year level cohort

2. Successfully complete the Teacher Performance Assessment (TPA).

Collation of assessment data relating to the completion of the TPA

• Overall attainment rate (MET) • Individual TPA criteria

3. Show understanding of their impact on student learning as evidenced by: collation of identified critical tasks in their Evidence Folio.

Collation

• Annotation of critical tasks in an Evidence Folio

Table 1 – Impact statement mapping

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Performance of the program – graduate outcomes

Impact statement Data sources Data aggregation

1. All course entrants can successfully progress through the program.

Retention and attrition data Data analysed in relation to:


Review of support services data; including engagement, performance and outcomes

LANTITE completion rates

• Success completion: Literacy and Numeracy • Attempts: Literacy and Numeracy

2. Graduates gain employment across a range of state, Catholic and independent schools.

Graduate surveys; including:

• QILT –Alumni survey tools



Graduate case studies

3. Employers, are satisfied with the preparedness of graduates for teaching and positively impacting on student learning.

Graduate surveys; including:

• QILT – employer satisfaction • Professional Partners survey • Alumni survey tools

School Advisory Committees

Course Review Committee


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Performance of the program – other program improvements

Impact statement Data source Data aggregation

1. Teaching, learning and assessment practices are of a consistently high standard


• Graduate year level cohort Benchmarking and monitoring data

Internal and external moderation data

APST’s data

2. Professional experience partnerships enable pre-service teachers to engage in quality professional experience opportunities

Professional Experience Review Committee

Student evaluation of teaching data

Internal and external moderation data

Aggregation of professional experience report data

088

Data will be reported by: Reporting timeline Data source Reportable

data Minimum

and/or mandatory

requirements

Target Impact on student learning

Selection cohorts

Areas of interest(s)

Annually (Program Standard

6.4)

Stage 2

A. Successful coverage of GTS’s throughout units

Frequency distributions; results

Yes – PS6.3b; PS6.3c Increasing success across semesters

Analysis of feedback

B. TPA


Yes – PS6.3a; PS6.3c 70% at MET


C. Final Professional Experience Recommendations


Yes – PS6.3b; PS6.3c >97% achieving GTS


D. Evidence Folio annotations

Descriptive statistics; results, items

Yes – PS6.3b; PS6.3c 100% achieving GTS

Analysis of annotations

E. Retention & attrition

Tabulated data; Descriptive statistics

80% retention

F. Support Services Feedback

Tabulated data; Descriptive statistics

>80% satisfaction

Analysis of feedback; strengths, improvements

G. LANTITE


>90% attainment at first attempt

H. Analysis of QILT data; student

Yes – PS6.3d; PS6.3e

Table 2 – Framework of data sources

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data Minimum

and/or mandatory

requirements


Selection cohorts



6.4)

Stage 2

Quality Indicators for Learning & Teaching

experience, graduate outcomes, employer satisfaction

I. Alumni Survey

Descriptive and statistical analysis; employment, registration

Yes – PS6.3c; PS6.3e


J. Graduate Case Studies

Analysis of graduate and employer interviews

Yes – PS6.3e

K. School Advisory Committee

Analysis of outcomes; strengths, improvements

Bi-annual meetings of stakeholders

L. Course Review Committee


M. Student Evaluation of Learning & Teaching

Frequency distributions; descriptive statistics

>80% agreement across factors


N. Benchmarking & Monitoring


One or more moderation activities/unit

O. Professional Experience Review Committee


Meeting of committee after each PEP placement

090


data Minimum

and/or mandatory

requirements


Selection cohorts



6.4)

Stage 2

P. Professional Experience Report Data


Yes – PS6.3b; PS6.3c >90% achieving passing grade


091

Data source Methods Quality assurance mechanisms

A. TPA • See Template Program Standard 1.2 for explanation of the Teaching Performance Assessment processes, including the learning outcomes/ key assessment criteria related to measuring a pre-service teacher’s demonstration of student impact.

• Using the TPA allows benchmarking with other institutions

• Annual analysis and longitudinal trend distributions

Annual:

PEP Coordinator

PEP Examiners meetings

Report to SEHB Board of Studies

Stage 2:

School Advisory Committee

B. Final Professional Experience Recommendations

• Comparative analysis of cohort attainment and completion

• Areas of strength/ weakness analysis from final experience reports

• Benchmarking and moderation of data against other teacher education courses

Annual:

Annual analysis by PEP Coordinator



Stage 2:


Table 3 – Operational plan

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C. Evidence Folio annotations

• Graduates will cumulatively develop a Professional Practice Evidence Folio and participate in a professional standard review process that is mapped against the Level 7 Australian Qualification Framework (AQF) and the Australian Professional Standards for Teachers (APST) – Graduate Teacher Standards (GTS).

• Data collated on:

o Coverage of the Graduate Teacher Standards

o On-balance judgement of demonstration of the Professional Standards 1-7

o Analysis of components in Evidence Folio that have direct Impact on student Learning

Annual:

Analysis by PEP Coordinator and PEP Office



Stage 2:


D. Retention and attrition data

• The Provider analysis of retention and attrition from Year 1 to Year 2, Year 2 to Year 3, and Year 3 to Year 4.

• Comparative analysis of retention and attrition data across The Provider

• Comparative analysis of all initial teacher education course retention and attrition data. This data will be sourced from the AITSL ITE data report.

• Higher Education Institution benchmarking project with specific focus on retention and attrition data and review

Annual:

School Annual Report

Annual Statement

Academic Board


Stage 2:

The Provider Executive

The Provider Council

093


E. Support Services Feedback

• Analysis of student performance and access of student support services

• Analysis and review covering strengths and weaknesses of the course, pre-service teacher preparedness and student satisfaction data sets including CHUE (internal) and QILT (External)

Annual:


Annual Statement

Learning and Teaching Committee

Stage 2:



F. LANTITE • Analysis of LANTITE results – annual and longitudinal

• Analysis and review covering strengths and weaknesses of the course, pre-service teacher preparedness and evidence of student impact

Annual:


Annual Statement


Stage 2:


G. Quality Indicators for Learning & Teaching

• Institutional analysis of national data collection

• Analysis covers student satisfaction, graduate destination (including employment rates), employer satisfaction

• QILT data specific to this program will be compared with the whole of institution data and available national QILT data for ITE courses

Annual:


Stage 2:

Academic Board


094


H. Alumni Survey • Online survey: employment, registration status, satisfaction

• Statistical analyses of data: cohort analysis

• Graduates accessed through alumni database

Annual:



Stage 2:

I. Graduate Case Studies • Yearly interviews with a selection of graduates and employers

• Review (how) – covering strengths and weaknesses of the course, pre-service teacher preparedness, impact on student learning

• Graduates – a total of 6 per year

Annual:

Report from 4th Year Coordinator to Dean, SEHB

Stage 2:


Annual Statement

J. School Advisory Committee

• Bi-annual meeting, review of the School Annual Report – minutes recorded

• Identification of strengths, improvements

• Analysis of commendations and recommendations recorded in the School Annual Report

• Stakeholder input

Annual:

Academic Board


Stage 2:

Academic Board

K. Course Review Committee

• Course review annually through School Annual Reports – minutes recorded

• Identification of strengths, improvements

• Analysis of commendations and recommendations recorded in the School Annual Report

Annual:

Academic Board


Annual Statement

Stage 2:

Academic Board

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L. Student Evaluation of Learning and Teaching

• The Provider collection of pre-service teacher’s evaluations of teaching: including survey data, open-ended questions through The Provider unit evaluations

• Statistical analyses: including distribution, central tendency classification of comments, institutional comparison

• Qualitative analysis of open-ended responses, strengths and improvements

• Analysis of evaluation of teaching data compared against other courses within The Provider

Annual:


Learning and Teaching Committee – each Semester

Stage 2:


M. Benchmarking and Monitoring

• Participation in state-based moderation and comparison of units, graduate teacher standards and assessments within the course and across other institutions offering ITE courses. (HEPPQN)

• Analysis of feedback and outcomes: Commendations and recommendations.

Annual:

School Annual Report, Learning and Teaching Committee

Stage 2:

Academic Board

N. Professional Experience Review Committee

• Annual review process with SEBH leadership, PEP coordinator The Provider staff and stakeholders

• Identification and analysis of strengths and improvements.

Annual:

PEP Coordinator and PEP Office

Stage 2:

SEHB Board of Studies


096


O. Professional Experience Report Data

• Comparative analysis of cohort attainment and completion

• Areas of strength/weakness analysis from each PEP


Annual:

Annual analysis by PEP Coordinator



Stage 2:


097

TEMPLATE 4: FUTURE PLAN FOR DEMONSTRATING IMPACT


098

TEMPLATE 4 Plan for demonstrating impact

Purpose of the template This template is designed to fulfil the requirements for a Plan for demonstrating impact (Template 4) under Program Standard 6.2.

The template requires initial teacher education (ITE) providers to identify how evidence will be selected, used and analysed to demonstrate the following program outcomes during and at the end of an accreditation period:

• pre-service teacher performance

• graduate outcomes

• program impact.

The Plan for demonstrating impact is designed to assist initial teacher education (ITE) providers to:

The Plan for demonstrating impact is designed to assist accreditation panels to:

Completion and use of the template The completed template must be included for all program applications for accreditation at stages one and two. The template is to be used in conjunction with the Guidelines for the accreditation of initial teacher education programs in Australia (Accreditation Guidelines), in particular Program Standard 6.2.


The Plan for demonstrating impact requires providers to describe the impacts related to pre-service teacher performance and graduate outcomes measures that will be used to demonstrate the impact of a program over the next accreditation period. Panellists review the Plan for demonstrating impact using the elements requiring verification and professional judgement for Program Standard 6.2.

Future Plan for demonstrating impact Providers are required to submit a new or modified Future Plan for demonstrating impact for the next accreditation period. Panellists review the Future Plan for demonstrating impact using the elements requiring verification and professional judgement for Program Standard 6.2.

identify how evidence will be selected, used and analysed to demonstrate program outcomes during and at the end of an accreditation period.

make professional judgements as to whether the evidence provided will adequately demonstrate program outcomes.

099

Previous Plan for demonstrating impact Providers are required to submit the Previous Plan for demonstrating impact from the previous accreditation period. Panellists use the Previous Plan for demonstrating impact to support their assessment of the Stage two report.

100

Alignment with Program Standard 6 The Plan for demonstrating impact (Template 4) helps ensure that providers collect data and evidence that will, in alignment with Program Standard 6:

• inform program improvements and periodic formal evaluation of the program

• prepare for stage two accreditation.

The mandatory evidence listed in Program Standard 6.3 must be incorporated into this template.


6.1 Providers have processes in place for the ongoing collection, analysis and evaluation of data to inform program improvements and periodic formal evaluation of the program, including participation in national and jurisdictional data collections23 to support local and national teacher workforce supply reporting, program and provider benchmarking and to build a cumulative database of evidence relating to the quality of teacher education in Australia.

6.2

At the beginning of each accreditation period, providers develop and then implement a plan for demonstrating program outcomes in relation to pre-service teacher performance and graduate outcomes, including program impact. The plan will identify how providers will select, use and analyse evidence that is relevant to assessing the delivery of the program, including the mandatory evidence required by Program Standard 6.3.

6.3

Evidence of outcomes, including impact, is provided,24 evaluated and interpreted for the program at the end of each accreditation period. The interpretation of evidence encompasses identified strengths, program changes and planned improvements. The evidence requirements include at a minimum:






6.4

Providers report annually to the Authority including reporting on:





1 Such as the Quality Indicators for Learning and Teaching survey (QILT). 2 Evidence will be reported annually as part of the annual reporting requirements in Program Standard 6.4.

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The template contains three sections:

Introduction to context

Impact statements

Data framework table.


The Introduction to context describes The Provider’s approach to the collection, analysis and use of data within the broader framework of the program rationale (as outlined in Program Standard 2.1).

The Introduction to context should provide the following:

• a brief description of The Provider and program context, including any areas of interest specific to The Provider and/or the program that will be considered in the assessment of the program’s impact

• any specific cohorts of interest and a justification for the selection of these

• an overview of the program outcomes to be demonstrated

• an explanation of the approach to measuring program outcomes, impact and improvement, including how the data to be collected will be used and analysed to demonstrate those outcomes

• an explanation of how the conclusions drawn from the data analysis will be used to inform program improvements and periodic formal evaluation of the program.

In outlining the contextual factors that will frame the remainder of Template 4, the Introduction to context will reference and need not be a repetition of other Program Standards, for example:

• Program Standard 2.1 – Program development, design and delivery, including the program rationale

• Program Standard 2.2 – Program development, design and delivery, including stakeholder perspectives and workforce demands

• Program Standard 3.4 – Support provided to any cohort or individual at risk of not achieving the expected program outcomes

• Program Standard 5 – Professional experience.


Provide a short description

The Bachelor of Education (Primary) is a four-year full time equivalent (FTE) undergraduate course at AQF level 7 designed to prepare graduates who are classroom ready and able to teach in Australian school contexts. The courses provide foundational understandings of Prep to Year 6 primary contexts across state, Catholic and independent schools.

The identified focus is to develop classroom ready, resilient, qualified professionals with a solid evidence-based foundation for their life and work as educators. Through the Bachelor of Education (Primary) The Provider endeavours to meet school system demands for teachers who understand and address the learning needs of students with varying abilities and characteristics and from diverse

102

linguistic, cultural, religious and socioeconomic backgrounds.

In relation to the area of focus, data will be collected, analysed, reported and used to assess and improve the program in relation to:

• expectations of professional experience placements for both pre-service teachers and

schools; • assessment outcomes of pre-service teachers; • pre-service teacher sense of preparedness for teaching in both professional experiences and

the workforce; and • employer satisfaction and stakeholder interest in pre-service teachers/graduates.

The Provider has developed strong and significant partnerships with numerous schools in the primary schooling sector. Feedback from partner schools in this sector has evidenced a need for The Provider’s graduates to be skilled teacher professionals who are highly proficient in their content areas and able to understand and apply developmental needs of the learners into their pedagogy and planning, while also being well-grounded in evidence-based teaching, learning and assessment practices.

Graduates from the Bachelor of Education (Primary) are skilled and highly effective in the teaching the foundational learning areas of English, Mathematics, Science and HASS and all learning areas through the comprehensive course coverage of these learning areas. Additionally, through the specialisation pathways they will have a deeper knowledge and practice in one of the foundational learning areas of English, Mathematics, Science or HASS.

The comprehensive learning area coverage and the specialisation pathway assists in meeting future teacher workforce demands for a graduate with both comprehensive and specialised capacities, at a time of decreasing teacher supply and in which there are reported priority areas in some specialisations, for example STEM.

The Provider aims to develop who are classroom ready graduates, can teach with confidence and expertise in all learning areas, have a capacity to integrate an evidence-based perspective and are highly sought after by all school sectors. The Provider’s course requirement for all students enrolled in the Bachelor of Education (Primary) is to successfully complete both the literacy and numeracy components of LANTITE before they can graduate. Pre-service teachers in all three courses are strongly encouraged to take LANTITE after completing Cross-Curricular Literacies. Students who have not successfully completed and passed LANTITE by the end of their course, are not course complete and are therefore ineligible to graduate.

Outcomes in relation to teacher satisfaction and performance will be investigated through data collection and reporting, and used to assess and continuously improve the Bachelor of Education (Primary) including:

• performance against the AITSL graduate teacher standards and the GTPA, including evidence of impact on student learning;

• retention and attrition rates of pre-service teachers in the program: and

• satisfaction of pre-service teachers and graduates with preparation for teaching and learning.

The following diagram illustrates the key elements that are drawn upon by The Provider to provide evidence of impact on student learning, i.e. refined entry selection criteria, LANTITE, employment outcomes and pre-identified Critical tasks, including the Final Professional Experience Report and the GTPA.

103

.

104

Impact statements

Each Impact statement is a provider-developed, measurable statement drawn from the program outcomes in relation to:

• pre-service teacher performance

• graduate outcomes

• program impact.

Impact statements will be used to evaluate the outcomes of the program and should be explicit and measurable.

The Impact statements must relate to the performance of:

• pre-service teachers in the program in relation to:

- the Graduate Teacher Standards (Program Standard 1.1)

- the teaching performance assessment (Program Standard 1.2)

- their impact on student learning (Program Standard 1.3)

- cohorts of interest, including selection cohorts (Program Standard 3.3).

• graduates of the program in relation to:

- graduate outcomes – post-graduation data relating to graduates (Program Standard 1.4)

- cohorts of interest, including selection cohorts (Program Standard 3.3).

• the program in relation to:

- other program data for improvement (Program Standard 6.1).

The Impact statements must take into consideration the:

• minimum reporting requirements (listed under Program Standard 6.2 in the Accreditation Guidelines)

• mandatory evidence (Program Standard 6.3)

• areas of interest outlined in the Introduction to context.

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Impact statements

Insert your Impact statements in this box and the Data framework table under the following headings:

- Performance of the program – pre-service teachers

- Performance of the program – graduate outcomes

- Performance of the program – other program improvements.

Performance of the program – pre-service teachers The impact of this course will be evidenced by pre-service teachers’: 1. Successful attainment of the graduate level or above of the AITSL Australian Professional

Standards for Teachers as evidenced by completion of: a) Evidence Folio of pre-identified critical tasks and additional supporting material completed

across the program (submitted and assessed in Teaching for Transformation Task 1)

b) the Graduate Teacher Performance Assessment (GTPA) c) Final Professional Experience Recommendations pursuant to the Jurisdictional

Professional Experience Reporting Tool (PEX REPORTING TOOL). 2. Successful completion of the Graduate Teacher Performance Assessment (GTPA) 3. Demonstrated understanding of their impact on student learning as evidenced by collation of

pre-identified critical tasks in their Evidence Folio.

Performance of the program – graduate outcomes The course and its processes are designed to ensure that: 1. all course entrants can successfully progress through the course; 2. graduates will gain employment across a range of State, Catholic, and Independent schools 3. employers are satisfied with the preparedness of graduates for teaching and positively

impacting on student learning.

Performance of the program – other program improvements The course and its processes are designed to ensure that: 1. teaching, learning and assessment practices are of a consistently high standard; and 2. professional experience partnerships enable pre-service teachers to engage in quality

professional experience opportunities.

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Data framework table

The Data framework table captures the data sources that will be:

• collected, analysed and reported on, against each of the Impact statements

• aggregated to allow the making of judgements about whether the intended impacts were achieved.

The data included must take into consideration the:

• minimum reporting requirements listed under Program Standard 6.2 in the Accreditation Guidelines

• mandatory evidence required by Program Standard 6.3

• program outcomes including areas of interest outlined in the Introduction to context.

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Data framework table

Impact statements Insert Impact statements from the list above.

Data sources Insert the data sources relevant to evidencing the Impact statements, noting the minimum and mandatory requirements.

Data aggregation Describe how the data will be aggregated.

Data analysis Describe how the data will be analysed to support continuous program improvement.

Quality assurance Identify measures in place to monitor the quality of either the data source or data analysis process.

Reporting timeline Identify whether the data will inform annual reporting, stage two accreditation, or both.

Performance of the program – pre-service teachers

Impact statements Data sources Data aggregation Data analysis Quality assurance Reporting timeline

1. Pre-service teachers successfully attain the graduate level of the AITSL Australian Professional Standards for Teachers as evidenced by completion of: a) An Evidence Folio

of pre-identified critical tasks and additional supporting material completed across the program

b) The Graduate Teacher Performance Assessment (GTPA)

c) the Final

Collation of assessment data relating to the completion of:

• Evidence Folio • GTPA • Final Professional

Experience Recommendations (PEX REPORTING TOOL)

Evidence Folio Data analysed in relation to:


Evidence Folio (Target: Increasing success across semesters with 100% achieving GTS at graduation)

Analysis of data, including descriptive statistics; results, items, collected on:

• Coverage of the Graduate Teacher Standards

• On-balance judgement of demonstration of the Professional Standards 1-7

Components in Evidence Folio that have direct Impact on student Learning.

Evidence Folio Annual

• Analysis by PEX Coordinator

• PEX Examiners meetings

• Report to SUH Board of Studies

Stage 2 • School Advisory

Committee

Successful achievement of GTS Annual

• Analysis of data, including descriptive statistics; results, items

Stage 2 Analysis of feedback

GTPA Data analysed in

GTPA (Target: 80% at met) GTPA

Annual

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Professional Experience Recommendations pursuant to the PEX Reporting Tool

relation to:



• Frequency distributions; results

• Analysis of feedback




Stage 2 School Advisory Committee

Final Professional Experience Recommendations Data analysed in relation to:


Final Professional Experience Recommendations (Target >97% achieving GTS)

• Frequency distributions and comparative analysis of cohort attainment and completion

• Analysis of feedback, including areas of strength/weakness from final PEX reports.

Benchmarking and moderation of data against other teacher education courses

Final Professional Experience Recommendations Annual

• Annual analysis by PEX Coordinator


• Report to Board of Studies

Stage 2

• School Advisory Committee

2. Pre-service teachers will successfully complete the Graduate Teacher Performance Assessment (GTPA)

Collation of assessment data relating to the completion of the GTPA

• Overall attainment rate (MET)

• Individual GTPA criteria



GTPA (Target: 80% at met)




GTPA Annual



• Report to SUH

Successful completion of GTPA Annually


Stage two

• Analysis of feedback, longitudinal trend

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Board of Studies

Stage 2 School Advisory Committee

distributions

3. Pre-service teachers will show understanding of their impact on student learning as evidenced by collation of pre-identified critical tasks in their Evidence Folio.

Annotation of critical tasks in an Evidence Folio

Evidence folio annotations



Evidence folio annotations (Target: 100% achieving GTS)

Analysis of data, including descriptive statistics; results, items collated on:

• Coverage of the Graduate Teacher Standards

• On-balance judgement of demonstration of the Professional Standards 1-7

• Analysis of components in Evidence Folio that have direct impact on student learning.

Evidence folio annotations Annual



• Report to Board of Studies

Stage 2 • School Advisory

Committee

Evidence folio annotations

Annual

• Analysis of data, including descriptive statistics; results, items

Stage two • Analysis of

annotations

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1. All course entrants can successfully progress through the course.

Retention and attrition data

Retention and attrition data Retention and attrition data analysed in relation to:

• Graduate year level cohort (from Year 1 to Year 2, Year 2 to Year 3, and Year 3 to Year 4.)

Retention and attrition data (Target: 80% retention)

• Comparative analysis of all initial teacher education course retention and attrition data. This data will be sourced from the AITSL ITE data report.

• Higher Education Institution benchmarking project with specific focus on retention and attrition data and review

Tabulated data; Descriptive statistics (Target 80% retention)

Retention and attrition data Annual

• School Annual Report

• TRA Annual Statement

• Academic Board


Stage 2

• The Provider Executive

• The Provider Council

Retention and attrition data Annually

• N/a

Stage two

• Comparative analysis and data review

• Tabulated data

• Descriptive statistics

Review of support services data; including engagement, performance and outcomes

Support Services Data Data analysed in relation to:


Support Services Data (Target: >80% satisfaction)

• Analysis of engagement, performance and outcomes data focusing on strengths and weaknesses of the course, pre-service teacher preparedness and student satisfaction data

Support Services Data Annual



• Learning and Teaching Committee

Stage 2

Support Services Data Annual

• n/a

Stage two

• Tabulated data; Descriptive statistics

• Analysis of feedback; strengths, improvements

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LANTITE completion rates

- Successful completion: Literacy and Numeracy

- Attempts: Literacy and Numeracy

LANTITE (>90% attainment at first attempt)

• Annual and longitudinal analysis LANTITE results

• Frequency distributions

LANTITE Annual




Stage 2


LANTITE Annual


• Results

Stage 2


• Results

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2. Graduates will gain employment across a range of state, Catholic and independent schools.

• Graduate surveys; including:

- QILT

- Alumni survey tools

- Graduate case studies

QILT Data analysed in relation to:

Graduate year level cohort

QILT

• Analysis covers student satisfaction, graduate destination (including employment rates), employer satisfaction.

• QILT data specific to this program will be compared with the whole of institution data and available national QILT data for ITE courses

QILT

Annual


Stage 2

• Academic Board


QILT

Annual

• Analysis of QILT data: student experience, graduate outcomes, employer satisfaction.

Stage 2


Alumni survey Data analysed in relation to:


Alumni survey • Descriptive and statistical

analysis on cohort employment and registration


Alumni survey Annual



Stage 2


Alumni survey Annual

• n/a

Stage 2

• Descriptive and statistical analysis; employment, registration


Graduate case studies Data analysed in relation to:



• Analysis of graduate and employer interviews, focusing on strengths and weaknesses of the course, pre-service teacher preparedness, impact on student learning.

Graduate case studies Annual

• Report from 4th Year Coordinator to Dean,

Stage 2

• School Annual


• n/a Stage 2 • Analysis of graduate

and employer interviews

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Report

TRA Annual Statement

3. Employers are satisfied with the preparedness of graduates for teaching and positively impacting on student learning.

• Graduate surveys; including: - QILT – employer

satisfaction

- Alumni surveys

• School Advisory Committees

• Course Review Committee

• Graduate case studies

Graduate surveys - QILT Data analysed in relation to:


Graduate surveys - QILT

• Analysis focuses on employer satisfaction.

• QILT data specific to this program will be compared with the whole of institution data and available national QILT data for ITE courses.


Annual


Stage 2

• Academic Board



Annual


Stage 2


Graduate surveys – Alumni surveys Data analysed in relation to:


Graduate surveys - Alumni survey

• Descriptive and statistical analysis on cohort employment and registration



Annual



Stage 2



Annual

• n/a

Stage 2

• Descriptive and statistical analysis; employment, registration


School Advisory Committee Data analysed in relation to:

School Advisory Committee (Target: Bi-annual meetings of stakeholders)


Annual

• Academic Board


Annual

• n/a

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• Review of the Annual School Report and analysis of outcomes; strengths/weaknesses, commendations/recommendations


Stage 2

• Academic Board

Stage 2

• Analysis of outcomes; strengths, improvements

Course Review

Committee Data analysed in relation to:


Course Review Committee

• Review of the Annual School Report and analysis of outcomes; strengths/weaknesses, commendations/recommendations

Course Review Committee Annual

• Academic Board



Stage 2

• Academic Board

Course Review Committee Annual

• n/a

Stage 2


Graduate case studies Data analysed in relation to:



• Analysis of graduate and employer interviews, focusing on strengths and weaknesses of the course, pre-service teacher preparedness, impact on student learning


• Report from 4th Year Coordinator to Dean,

Stage 2




• n/a

Stage 2

• Analysis of graduate and employer interviews

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1. Teaching, learning and assessment practices are of a consistently high standard.

• Student evaluation of learning and teaching data

• Benchmarking and monitoring data

• Professional Experience Report data

Student evaluation of learning and teaching data



Student evaluation of learning and teaching data (Target: >80% agreement across factors)

• Statistical analyses of pre-service teachers’ evaluations of teaching including frequency distribution, descriptive statistics, central tendency classification of comments.


• Comparison of analysis to other courses offered by The Provider.

Student evaluation of learning and teaching data

Annual


• Learning and Teaching Committee – each Semester

Stage 2


Student evaluation of learning and teaching data Annual

• n/a

Stage 2

• Frequency distributions; descriptive statistics


Benchmarking and monitoring data



Benchmarking and monitoring data (Target: One or more moderation activities/unit)

• Analysis of feedback and outcomes (commendations and recommendations) of internal and external moderation data

Benchmarking and monitoring data Annual


• Learning and Teaching Committee

Stage 2

• Academic Board

Benchmarking and monitoring data Annual

• n/a

Stage 2


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Professional Experience Report data Data analysed in relation to:


Professional Experience Report data (Target >90% achieving passing grade)


• Analysis of feedback, including areas of strength/weakness of PEX


Professional Experience Report data Annual




Stage 2




Stage 2



2. Professional experience partnerships enable pre-service teachers to engage in quality professional experience opportunities.

• Professional Experience Review Committee

• Student evaluation of learning and teaching data

• Aggregation of professional experience report data




Professional Experience Review Committee (Target: Meeting of committee after each PEX placement)

• Analysis of outcomes, including areas of strengths/weaknesses, through the annual review process with School of Education leadership group.


Annual

• PEX Coordinator and PEX Office

Stage 2

• Board of Studies


Professional Experience Review Committee Annual

• n/a

Stage 2

• Analysis of outcomes strengths, weaknesses

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Student evaluation of learning and teaching data Data analysed in relation to:


Student evaluation of learning and teaching data (Target: >80% agreement across factors)

• Statistical analyses of pre-service teachers’ evaluations of teaching including frequency distribution, descriptive statistics central tendency classification of comments.


• Comparison of analysis to other courses offered by The Provider.



• Learning and Teaching Committee – each Semester

Stage 2



• n/a

Stage 2

• Frequency distributions; descriptive statistics


Professional

Experience Report data



Professional Experience Report data (Target >90% achieving passing grade)


• Analysis of feedback, including areas of strength/weakness of PEX






Stage 2




Stage 2



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TEMPLATE 5 STAGE TWO REPORT 2020


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TEMPLATE 5 Stage two report

Purpose of the template The Stage two report (Template 5) offers providers a structure for the stage two application.

The Stage two report (Template 5) draws upon the performance and outcome measures collected throughout the accreditation period, including evidence of impact, which is provided as supporting documentation. It identifies program changes and references the new evidence against the corresponding changes made in the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

Providers should ensure alignment with the Previous Plan for demonstrating impact (Template 4).

The evidence in the template will be assessed against Program Standard 6.3, using the elements requiring verification and professional judgement. The template assists providers to ensure that evidence is provided in a clear and concise manner to support the panel’s assessment of the stage two application.

The Stage two report is designed to assist initial teacher education (ITE) providers to:

identify areas of strength, program changes, innovations and planned improvements based

on evidence

provide a detailed report on the outcomes from the Previous Plan for demonstrating impact

(Template 4)

explore other unexpected challenges and opportunities.

The Stage two report is designed to assist accreditation panels to:

assess the evidence against Program Standard 6.3 using the elements requiring verification and professional judgement

make professional judgements about identified strengths, program changes, innovations

and planned improvements given the evaluation of Impact statements.

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Completion and use of the template The completed Stage two report (Template 5) should be included for all applications for accreditation at stage two. The template is to be used by both providers and panels in conjunction with the Guidelines for the accreditation of initial teacher education programs in Australia (Accreditation Guidelines), in particular, Program Standard 6.3.


Not applicable at stage one

The Stage two report is unique to a stage two application. The report is evaluative in nature and incorporates a coherent narrative that provides a synthesis of evidence that has been analysed and interpreted by a provider. The report examines the previous accreditation period, Impact statements and is where providers, based on evidence, identify strengths of the program, highlight areas for improvement and any gaps in achieving the required program outcomes, as identified in the Previous Plan for demonstrating impact. Panellists assess the Stage two report using the elements requiring verification and professional judgement for Program Standard 6.3.

The template should be completed electronically so that the cells can be expanded as required.

Alignment with Program Standard 6 The Stage two report (Template 5) helps ensure that providers collect data and evidence that will, in alignment with Program Standard 6:

• inform program improvements and periodic formal evaluation of the program

• prepare for stage two accreditation.

The mandatory evidence listed in Program Standard 6.3 must be incorporated into the Stage two report (Template 5).

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6.3

Evidence of outcomes, including impact, is provided, evaluated and interpreted for the program at the end of each accreditation period. The interpretation of evidence encompasses identified strengths, program changes and planned improvements. The evidence requirements include at a minimum:






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The template contains six sections and one appendix:






Conclusion

Appendix: Program rationale from the previous accreditation period

Sections 2, 3 and 4 above all share a common structure, which is outlined below.

Section General description

Impact statements

Listing of applicable Impact statements from the Previous Plan for demonstrating impact (Template 4).

Methods

Processes used in review of the program

This section provides a succinct explanation of the data collection and aggregation processes used for program review. This could take the form of dot points, tables or flow charts. This section aligns with the ‘Data sources’ and ‘Data aggregation’ columns of the Data framework table in the Previous Plan for demonstrating impact (Template 4).

Findings

Outline of program changes

This section is the main focus of the Stage two report (Template 5), alongside the Discussion section. The findings must include evidence of outcomes relating to the Impact statements from the Previous Plan for demonstrating impact (Template 4). This section aligns with the ‘Data analysis’ column of the Data framework table in the Previous Plan for demonstrating impact (Template 4) and includes the findings from those analyses.

This section should identify any program changes, innovations and planned improvements based on the evidence and reference the corresponding changes made in the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

Discussion

Implications of the review for the program

This section highlights any implications for future program delivery, areas for improvement (including continuous improvement), innovations and possible future directions designed to target areas requiring attention within the program.

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The Introduction to context should provide the panel with context and information relevant to the performance of the program over the accreditation period, which will enable a panel to read the report in an informed manner. The introduction should provide the following:

• total pre-service teacher numbers of the cohorts and areas of interest specified in the Previous Plan for demonstrating impact (Template 4)

• overview of any significant changes

• factors not included in the Introduction to context provided in the Previous Plan for demonstrating impact (Template 4), for example institutional or regulatory influences, government priority areas and/or systemic influences.

The Introduction to context may include graphs and tables to visually represent the information as needed. In framing the Stage two report, the Introduction to context may reference, but not be a repetition of, the Introduction to context in the Previous Plan for demonstrating impact (Template 4). The Introduction to context may also reference the program rationale from the previous accreditation period (which should be provided as an appendix to provide additional context).


Provide a description

The Bachelor of Education (Primary) program was accredited in December 2016 for a five-year period. The period of accreditation from 2016 to present has been a time of significant reform for ITE providers. Pre-service teacher education programs have undergone significant modifications within the past five years in response to socio-political factors, professional body regulation and standards, contemporary educational research, technological change, diversification of school educative contexts and an elevation of pre-service teacher voice.

Within the period of accreditation, a number of minor and major regulatory requirements were placed upon initial teacher education (ITE) providers, the most significant being the introduction of the revised national standards for accreditation of initial teacher education programs. The Provider took the opportunity to strengthen program compliance with the revised standards. Additionally, the School of Education (SE) utilised this reform momentum to review and update course components within all ITE programs, as part of an intentional improvement, quality enhancement process.

The regulatory reform agenda coincided with significant leadership changes within the School of Education (SE). The new leadership brought a high level of strategic experience, school-based educational currency of practice and a student-centric perspective to the faculty.

The Previous Plan for demonstrating impact (Template 4) data collections to show program impact commenced in 2018. For this accreditation, the Stage Two Report (Template 5) will share an analysis of two years of program impact data, being 2018 and 2019. Cohort one (2018) includes 7 graduates while the second cohort (2019) includes 16 graduates from the Bachelor of Education (Primary) program. It is also important to note that full implementation of the primary specialisation and teaching performance assessment (GTPA) has only been in effect since 2019. The panel are encouraged to consider the program impact discussion from these perspectives.

A number of significant program modifications have been made over the accreditation period. Some of these were approved by the TRA Accreditation Committee and some through Annual reporting. These are further elaborated on and evidenced throughout the Program Standards Matrix (Template 2). The table below provides a summary of key changes:

Year Program modifications Factors

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2017 LANTITE inclusion within program rules Approved 2017 – Annual reporting

2018

• Primary specialisations introduced: English and Mathematics

• Curriculum and pedagogy: the addition of a Technologies specific unit; addition of an Indigenous studies specific unit

• Capstone assessments including TPA critical task and final professional experience critical task

Approved 2017 - TRA Accreditation Committee

2019 • The addition of two primary specialisations:

HASS and Science • Online delivery mode of some courses

Primary specialisations approved by TRA Accreditation Committee 23/10/18

2020 • Course refinements Approved by TRA Accreditation Committee 15/11/19

Stakeholder consultation and feedback

In discussing program renewal, the School of Education enjoys productive engagement with external stakeholders. This engagement extends beyond the formal School Advisory Committee (SAC) and Course Development Committee (CDC) to include interactions at conferences, school professional experience interactions and joint scholarship initiatives.

Stakeholder feedback was formally collected in a Graduate Qualities Research Project across 2018 and 2019. Qualitative data from school leaders, Heads of Curriculum and teachers were collected and analysed to identify strengths, weaknesses and areas for course improvement. Extensive discussion of these is contained in the following sections.

External stakeholders particularly informed the program’s contemporary pedagogical scope, digital integration and discipline specialisation expansion. School stakeholders, especially regional and remote, expressed a strong desire for The Provider to enable greater program access through online delivery.

Our pre-service teachers (PST) are our greatest asset and measure of success. The Provider has always been cognisant of PST feedback and a has a long history of survey distribution, collation and consideration. This gathering of feedback has been undertaken every semester in every unit studied for the duration of the accredited period.

The Provider enjoys a rich interaction between academic staff and students. Although unit evaluation and graduate surveys provide hard data, much richer feedback is gained as a consequence of the close educator-learner proximity.

PST feedback particularly informed the move to flexible learning delivery, increased variety in assessment types and assessment scaffolding, and impetus for more direct teaching application and demonstration.

Renewal as an expression of contemporary educational trends and context

Education faculty staff have engaged with contemporary education forums, conferences and professional bodies as well as reviewing research to inform the creation of best-practice models of ITE program design.

The School of Education through the School Advisory Committee (SAC) has met throughout the accreditation period on a regular, annual or bi-annual basis. These meetings provide rich and valuable feedback on educational trends and contexts.

The involvement of education staff in scholarly activity and SAC feedback has been instrumental in advancing digital integration, assessment variety, curriculum currency, contemporary pedagogical studies, adoption of online pedagogies and incorporation of an Indigenous-specific educational unit.

Program Standard change summary

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Where responses to the Program Standards differ from those at stage 1 approval (2016), these are summarised in the table below. The table is designed to assist in reviewing submitted material. Where the change needs to be assessed as part of stage 2 accreditation, the table indicates where the evidence for the PS is located in this documentation. Where the change has been approved by the TRA Accreditation Committee or through Annual reporting, it indicates the approval point for the change.

Program Standard Change from Stage 1 approval

Notes

1.1 Yes Refer Graduate Teacher Standards Matrix (Template 3)

1.2 Yes TPA (approved 2017 Annual statement and EAG)

1.3 Yes Refer Future Plan for demonstrating impact (Template 4)

1.4 Yes Future Plan for demonstrating impact (Template 4) data sets

2.1 Yes Graduate Teacher Standards Matrix (Template 3), Future Plan for demonstrating impact (Template 4), PEP schedule

2.2 Yes Multiple

3.1 Yes Non-Academic Requirements for Teacher Entry (NARTE) inclusion

3.5 Yes Entry standards unchanged, LANTITE inclusion and support only - Approved 2017 – Annual reporting

4.1 Yes Increase in curriculum and pedagogy allocation

4.2 Yes Program structure

4.4 Yes Program structure. Increases range of specialisations (approved 23/10/19)

5.1 Yes Updating of partnerships

5.2 Minor

5.5 Yes PEP portal enhancements

6.1 Yes Future Plan for demonstrating impact (Template 4) and enhanced data analysis

6.2 Yes Future Plan for demonstrating impact (Template 4)

6.3 Yes Future Plan for demonstrating impact (Template 4) The rationale for The Provider’s provision of the Bachelor of Education (Primary) and the underlying foundational values and motivations remain consistent and is reaffirmed within the stage two submission. The program description, rationale and outcomes are provided in the Appendix to this Stage Two Report (Template 5). The Provider remains committed to offering a high-quality initial teacher training which develops comprehensively skilled and sought-after graduates who will positively impact their students and school communities.

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The Performance of the program – pre-service teachers section focusses on the data collected, aggregated, analysed, evaluated and interpreted in relation to the performance of pre-service teachers in the program. This section contains program improvements based on the evaluation of the performance of pre-service teachers and referenced in the corresponding changes made to the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

This section of the report includes the minimum evidence requirements of Program Standard 6.3 in relation to:





This section relates to program changes made as a result of Performance of the program – pre-service teachers.

The Impact statements section lists the statements from the Previous Plan for demonstrating impact (Template 4), specific to pre-service teachers. These relate to:

- the Graduate Teacher Standards (Program Standard 1.1)

- the teaching performance assessment (Program Standard 1.2)

- impact on student learning (Program Standard 1.3)

- cohorts of interest, including selection cohorts (Program Standard 3.3)

Impact statements As identified in the Future Plan for demonstrating impact (Template 4), the impact of this program is evidenced by pre-service teachers’: 1. successful attainment of the graduate level or above of the AITSL Australian Professional Standards for

Teachers as evidenced by completion of: a. Evidence Folio of pre-identified critical tasks and additional supporting material completed across the

program (submitted and assessed in Teaching for Transformation Task 1) b. Final Professional Experience Recommendations (FPER) pursuant to the Professional Experience

Reporting Tool (PERT). 2. Successful completion of the Graduate Teacher Performance Assessment (GTPA) 3. Demonstrated understanding of their impact on student learning as evidenced by collation of identified

critical tasks in their Evidence Folio.

Methods Collation of assessment data relating to the completion of the TPA, FPER and Evidence folio capstone assessment tasks was analysed in relation to each of the graduate year level cohorts. Collation of assessment data relating to the completion of the TPA was organised via overall attainment rate and individual TPA criteria. Note that there are two cohorts of TPA data presented in this report. To measure understanding of student impact on student learning, annotations of critical tasks presented in the Evidence Folio were analysed.

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Findings TPA data The incorporation of the endorsed TPA within the program as the capstone critical task for multiple Graduate Teacher Standards provided an important instrument for quality assurance and improvement. The TPA is referenced in both the Previous and Future Plans for demonstrating impact (Template 4) as a core instrument for demonstrating impact. The importance of this instrument was reinforced in the change in the Future Plan for demonstrating impact (Template 4) ‘impact indicator’ from the threshold of 70% to 80% for PST successful TPA completions. The Provider will continue to collect and analyse TPA data on an ongoing basis as a significant program performance and impact indicator. The SE analysed the TPA data and fully participated in the TPA consortium’s moderation. This rich and informative feedback initiated a backward design review of existing PEP, Educational Studies and Curriculum and Pedagogy units to ensure the necessary knowledge and skills required for the TPA had a developmental progression within the program. These changes are documented in the Graduate Teacher Standards Matrix (Template 3) and the Graduate Teacher Standards Map provided in Appendices: 2. Graduate Teacher Standards. The overall TPA MET and finer criteria data sets are summarised below.

2018 TPA data TPA Criteria 1 2 3 4 5 Overall MET Primary (BEd (P)) 100 89 100 89 79 95

2019 TPA data

TPA Criteria 1 2 3 4 5 Overall MET Primary (BEd (P)) 92 92 92 92 77 94

A summary of the TPA criteria are:

• Criteria 1: Data informed planning • Criteria 2: Teaching and Learning • Criteria 3: Assessment • Criteria 4: Reflection on practice • Criteria 5: Evaluation of impact

The TPA data demonstrates a very high success rate and endorsement of the program aims. Only two PSTs across 2018, 2019 failed to meet the standard. Both subsequently passed on repeating the unit. A finer grained analysis within the MET range and for individual criteria occurred through benchmarking and moderation process across the consortium membership. The findings indicated strengthening in the understanding of data, its application and especially overall appraisal of impact through responsive teaching practices would be beneficial. FPER data FPER data is collated and analysed each year as a quality assurance check on program performance. Results of this analysis is fed into continuous improvement processes. FPER is referenced in both the Previous and Future plans for demonstrating impact (Template 4) as a core instrument for demonstrating impact. The SE will continue to collect and analyse FPER data on a continuous basis as a significant program performance and impact indicator. In early 2019 a comprehensive review of FPER data was undertaken to inform the next stage of program improvement. This utilised 2018 graduating cohort data representing one year of implementation. 2018 FPER Data (%) (n =24)

% 1.1 1.3 1.5 2.2 2.3 2.5 3.1 3.2 1.6

Developing 0 0 0 0 0 0 0 0 0

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Graduate 67 75 54 54 58 63 63 46 77

Exceeding 33 25 46 46 42 38 38 54 23

2.1 2.6 3.3 3.4 3.5 3.6 6.3 1.4 2.4

Developing 4 0 0 0 0 0 0 0 0

Graduate 50 75 54 50 63 71 29 100 88

Exceeding 46 25 46 50 38 29 71 0 13

3.7 4.1 4.2 4.3 5.1 5.2 5.3 5.4 5.5

Developing 0 0 4 0 0 0 0 0 0

Graduate 90 54 50 63 63 58 79 58 92

Exceeding 10 46 46 38 38 42 21 42 8

4.4 4.5 7.1 7.2 7.4 7.3

Developing 0 0 0 0 0 0

Graduate 67 63 50 83 75 75

Exceeding 33 38 50 17 25 25 2018 FPER data demonstrates a high degree of pre-service teacher capacity and achievement across the full range of Graduate Teacher Standards. Relative strengths (>40% Exceeding Standard) The relative strengths of the 2018 graduates reinforce the ‘classroom ready’ strengths of the Bachelor of Education (Primary) program, particularly the practical aspects of planning and lesson implementation. It could be inferred it also reflects strong recency of practice of the academic staff. Strong performance within use of data, differentiated teaching, reflective practice and professionalism represent a pleasingly high degree of teacher formation within the graduates.

Graduate Teacher

Standards

Descriptor

1.5 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

2.1 Demonstrate knowledge and understanding of concepts, substance and structure of the content and teaching strategies of the teaching area

2.2 Organise content into an effective learning and teaching sequence

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies

3.3 Include a range of teaching strategies

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to

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students about their learning

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

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession

Relative weaknesses (<10% Exceeding Standard)

Graduate Teacher Standards 1.4 and 2.4 The relative lower level of Graduate Teacher Standards 1.4 and 2.4 prompted a review of Aboriginal and Torres Strait Islander understanding and integration within the Bachelor of Education (Primary) program. This resulted in a recommendation to develop a standalone core Indigenous Education unit ( Australian Indigenous Contexts and Education) within the second year offering for 2019 and beyond. Graduate Teacher Standards 3.7 and 5.5 The lower relative levels of parent/carer values (3.7 and 5.5) are perhaps a reflection of limited opportunities to demonstrate and exceed the standard in PEP contexts; however, enhancement of content, practice and assessment has been incorporated with specific units as outlined in the Graduate Teacher Standards Matrix (Template 3). 2019 FPER data (%) (n=20) The 2019 data set displayed different strengths and weakness.

Similar to the 2018 cohort, the 2019 graduating students displayed high capacity and achievement, but exhibited fewer strengths and fewer weaknesses. The relative strengths (> 35% exceeding)

% 1.1 1.3 1.5 2.2 2.3 2.5 3.1 3.2 1.6

Developing 0 0 0 0 0 0 0 0 0

Graduate 88 88 82 65 71 82 76 88 78

Exceeding 12 12 18 35 29 18 24 12 22

2.1 2.6 3.3 3.4 3.5 3.6 6.3 1.4 2.4

Developing 0 6 0 0 0 0 0 0 0

Graduate 71 53 71 65 76 88 47 75 50

Exceeding 29 41 29 35 24 12 53 25 50

3.7 4.1 4.2 4.3 5.1 5.2 5.3 5.4 5.5

Developing 0 0 0 0 0 0 0 0 0

Graduate 75 76 71 71 82 71 76 88 88

Exceeding 25 24 29 29 18 29 24 12 12

4.4 4.5 7.1 7.2 7.4 7.3 Developing 0 0 0 0 0 0 Graduate 82 88 71 82 82 78 Exceeding 18 12 29 18 18 22

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Relative weaknesses (<10% exceeding) There were no Graduate Teacher Standards below 10% exceeding within the cohort. This was a pleasing outcome and confirmation for changes enacted in the 2019 academic program in response to TPA moderation and internal unit processes.

Graduate Teacher

Standards

Descriptor

2.2 Organise content into an effective learning and teaching sequence

2.4 Demonstrate broad knowledge of, understandings of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

3.6 Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning

6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices

Discussion In response to the TPA data analysis and moderation processes, content enhancements and minor learning outcomes changes, particularly focussing on the role and analysis of data to inform responsive practice, were incorporated within the following units:

• Curriculum, Assessment & Reporting • Teaching for Learning: Curriculum and Planning • Studies in Inclusive Philosophy and Practice • Teaching for Transformation: Meeting Learner Needs • Advanced English ( and Mathematics ( (approved in 2018 Annual statement).

Moving forward, we will continue to monitor the effect of these changes to ensure outcomes continue to remain positive. This will be undertaken via student surveys and continued analysis of TPA data. It is important to note the TPA data was derived from pre-service teacher cohorts not subject to the specialisation course changes including the inclusion of Advanced English ( and Mathematics ( units. The TPA analysis and feedback validated the inclusion of these units as they each have a distinct data-driven differentiation focus for their respective learning areas. Analysis of FPER data provided strong evidence validating the:

• inclusion of a designated Indigenous education unit ( • emphasis on classroom ready skills and demonstrations within unit content, learning outcomes and

assessment. In response to the review, opportunities were explored to strengthen knowledge of and opportunities for parent/carer engagement (amendments to Curriculum, Assessment & Reporting, Australian Indigenous Contexts and Education, Learning Communities and Contexts: Schools, Students and Families (P-6), Studies in Inclusive Philosophy and Practice, Advanced Studies in English & Literacy). These course changes are evidenced in more detail in Program Standard 1.1, as highlighted in the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

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The Performance of the program – graduate outcomes section focusses on the data collected, aggregated, analysed, evaluated and interpreted in relation to the outcomes of graduates of the program. This section contains program improvements based on graduate outcomes and referenced in the corresponding changes made to the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

This section of the report includes the minimum evidence requirements of Program Standard 6.3 in relation to:

a) aggregated assessment and outcomes data linked to individuals and/or cohorts of interest, including selection cohorts (Program Standard 3.3)

b) data and evidence from participation in national and jurisdictional data collections (Program Standard 6.1)

c) evidence of the outcomes of graduates and/or graduate cohorts (Program Standard 1.4)


This section relates to program changes made as a result of Performance of the program – graduate outcomes.

The Impact statements section lists the statements articulated in the Previous Plan for demonstrating impact (Template 4), specific to graduate outcomes. These relate to:

- cohorts of interest, including selection cohorts (Program Standard 3.3)

- data and evidence from participation in national and jurisdictional data collections (Program Standard 6.1)

- graduate outcomes – post-graduation data relating to graduates (Program Standard 1.4).

Impact statements Impact statements related to graduate outcomes include the following: 1. All program entrants can successfully progress through the program 2. Graduates gain employment across a range of State, Catholic and Independent schools 3. Employers are satisfied with the preparedness of graduates for teaching and positively impacting on student

learning.

Methods Data was collected and analysed in relation to two graduate year level cohorts, 2018 and 2019. • Data sources included: • retention and attrition data • review of support services data, including engagement, performance and outcomes • LANTITE completion rates (success completion and attempts) • graduate surveys including QILT, Professional partners survey and Alumni survey tools • graduate case studies • School advisory committee (SAC) • Course review committee (CRC)

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Findings QILT data Quality Indicators of Learning and Teaching (QILT) reports annually on student experience survey data to all Australian higher education providers. QILT is referenced in both the Previous and Future Plans for demonstrating impact (Template 4) as a core instrument for demonstrating impact. The SE will continue to collect and analyse QILT data on a continuous basis as a significant program performance and impact indicator. The survey data reports on the broad categories of pre-service teacher experience in the areas of:

• quality of educational experience • teaching quality • learner engagement • learner support • level of resources • skills development.

The survey data is collated for the whole of institution but can only be dissected to the level of education programs undergraduate/post-graduate. Bachelor of Education (Primary) data is not separately available as it is combined with BEd Secondary degrees; however, the data remains valuable as a tool to inform program development and improvement. QILT data is analysed annually as a supporting process to inform program improvement and an external benchmarking exercise in demonstrating program impact and therefore is highly relevant to informing the Future Plan for demonstrating impact (Template 4). QILT data was analysed from a 2015 baseline to the year 2018 (2019 data was not available at time of writing). Interpretation of results BEd programs were significantly higher than the national average in 5 of the 6 data areas and lower only in the area of Learning resources.

QILT data confirms a strong recognition by pre-service teachers of program quality and a high degree of satisfaction with learning outcomes. Overall program satisfaction remains stable at a very high level, with remaining data areas displaying an upward trend over the accredited period.

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It is pleasing to note that despite the lower learning resource score, there has been a significant upward trend. It is suggested our enhancement of digital library resources, IT capacity and connectivity, virtual classroom learning management system and on-campus school partnership for the delivery of practical units is being well received by our pre-service teachers. The very strong level of student support is a distinctive feature of The Provider’s initial teacher education programs, confirmed by the QILT data. The School of Education offers close lecturer-PST professional proximity, regular communication, and constructive academic intervention. This is supplemented by The Provider’s designated academic support through the academic support officer and personal support through the office of Student Services and free access to on-site counselling services.

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The program has a significant emphasis on ‘theory application’ and a culture of authentic school-focused contextualised learning. This enabled graduates to attain a high capacity of skill development. This is maintained within the program through the following:

• Unit design with both knowledge and application learning outcomes • Activity-based learning experiences in unit delivery • Demonstration-based assessment tasks • PEP-integrated assessment.

Staffing appointment decisions have an intentional weighting upon ‘currency of practice’ which maintains the skill transfer and development within our PST. Course Development Committee A Course Development Committee (CDC) was established in 2019 and met on 11/4/19 and 9/10/19. This committee complemented SAC perspectives accrued during the accredited period. THE CDC provides important qualitative data and is referenced in Template 4 as an instrument for demonstrating impact within the accreditation cycle. Although the CDC is not an annual data source, being accreditation specific, this data collection continues through the School Advisory Committee biannual meetings schedule, which is also referenced in both the Previous and Future plans for demonstrating impact (Template 4). The CDC committee provided specific advice of program design, structural balance, pedagogical directions and discipline specialisations, plus commentary of current renewal initiatives resulting from SE continuous improvement processes. Our stakeholders on the CDC committee specifically endorsed the following program directions (CDC Minutes 11/4).

CDC asked for the exploration of the following program structure arrangements:

• Combined Early Childhood-Primary qualification • Early exit qualification e.g. Diploma of Educational Studies or similar.

• Increase in range of specialisation to include English, Mathematics, Science and HASS • Renewal foci: IT/digital integration; assessment variety; online pedagogy; curriculum

updates • Program restructure to enable enhancement of discipline knowledge through an

additional discipline-specific elective • Increased knowledge of and experience in a variety of pedagogical approaches

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The final CDC meeting 9/10, considered the responses to the discussion and matters raised at the 11/4 meeting and updated their advice in regard to the program development. Key discussion points were: • Re-endorsement of all 11/4 directions • Particularly strong endorsement of program restructure to include additional discipline elective in the

Bachelor of Education (Primary) • Combined Early Childhood-Primary degree was problematic and complex due to multiple regulatory

authorities and hence not a current priority • Early exit qualification has merit and support; however, would be applicable to very few pre-service

teachers. To be considered for future program development.

• The CDC process allowed for rich feedback on draft proposals, program modifications and initiatives for

development and exploration. Insightful input was particularly valuable in the areas of program restructure, scope of teacher specialisations, assessment diversification and the decision for an additional unit to be a discipline-specific elective.

• Membership and a full record of discussions is found in Appendices: 3. Course Development Committee (CDC) minutes.

Graduate Qualities Research Project

Qualitative data was collected and analysed from 29 interview recordings over the 2018 and 2019 period. Stakeholder interviews were inclusive of Principals, Head of Schools, Head of Curriculum and classroom teachers who had directly worked with The Provider graduates within the last five years. This data source aligns with Graduate Case Studies (Part A) in both the Previous and Future Plans for demonstrating impact (Template 4) in seeking employer feedback as a valued source for demonstrating impact and informing program design and improvement. This project is ongoing and SE will continue to interview employer stakeholders to ensure the program is responsive to employer needs. Stakeholders were asked to respond to three broad questions.

1. What have been the strengths of The Provider graduates? 2. What have been relative weaknesses within The Provider graduates? 3. What improvements could be added to/enhanced within The Provider courses?

The interviews overwhelmingly affirmed The Provider’s graduate quality. Most interviewees readily identified strengths but found it more difficult to identify weakness or program enhancement recommendations. Most interviewees communicated that the relative weaknesses were not necessarily The Provider specific and could equally apply to most ITE graduates. There was no clear distinction within the research collection methodology to separate primary and secondary graduates’ attributes and skills, so the results are applicable for both contexts. Initial analysis revealed the emergent themes:

Strengths Relative weaknesses Course enhancements Teaching practice Dealing with challenging

behaviours More PEP opportunities/time

A brainstorming activity focusing upon program priorities produced the following themes:

• Curriculum: o Deep discipline knowledge

• Pedagogy: o Creative, critical, innovative o Best practice (researched) o Student-focused teaching practice

relational data informed holistic

• Teacher qualities o Passionate o Flexible and resilient o Adaptive and collaborative

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This feedback was incorporated into program design, with specific changes summarised in the table below.

Identified weakness or suggested

enhancement area

Course design response

Challenging behaviours Classroom management

Teaching for Learning: Motivation & Managing Learners

• Strengthening of classroom-based strategies for behaviour and classroom management, and learner engagement (C 4,5 LO 2,3)

• Implementation and evaluation of specific strategies in a PEP context (Task 1)

Special needs Studies in inclusive philosophy & practices

• Intervention strategies for specific learning needs e.g. ASD, ADHD explicitly taught, with a corresponding strengthening of relevant content and LO descriptors (C 3,4,5 LO 1,3)

• Real-life case study inclusion within assessment (Task 2) • Inclusion of group presentations by pre-service teachers on classroom

applicable researched intervention strategies as a unit learning activity Differentiated practice Data-informed practice inclusions into multiple Curriculum and Pedagogy units

The advanced Mathematics ( and English ( units are extensively focused on differentiated data-informed practice Developmental sequence of differentiated practice within the program

• Curriculum, Assessment & Reporting • Studies in inclusive Philosophy and Practice • Teaching for Learning: Curriculum and Planning • Teaching for Transformation: Meeting Learner Needs • TPA critical task TPA task

Teaching pedagogy variety Response interpreted as more applicable for BEd secondary program. Subject-specific teaching Curriculum and Pedagogy units were reviewed to ensure strategies were contextualized for each learning area An extensive range of contemporary constructive and instructive pedagogies, and learning strategies where evident across curriculum and pedagogy units

More PEP opportunities Extension of PEP 4 ( to 5 weeks in the Annual statement. Graduating cohort feedback

These data collection instruments are aligned to the Previous Plan for demonstrating impact (Template 4) Graduate Case Studies and Student Evaluation of Learning as supporting data for demonstrating impact and informing program design and improvement. SE has an annualised plan for ongoing collecting of these data forms. The graduating cohort provided program feedback through two processes in the last semester of their studies (2019S2).

1. Online Survey 2. 4th Year Workshop

The scope, format and nature of feedback is discussed below.

Online survey An online survey instrument was developed and disseminated to graduating students. The survey gave opportunity for quantitative and qualitative feedback in the areas of: • overall program quality • relative strengths of program components: curriculum, pedagogy, educational studies and PEP units • PEP: overall experience, The Provider support, preparedness, mentor capacity • preparedness for teaching: personal and professionally.

Headline Course Data 0-100 Overall Program Rank 87

Planning: lesson and units of work Catering for special needs Enhance classroom management Student relational engagement Teaching strategy variety Knowledge of a variety of

pedagogies Responsiveness to advice Differentiation practices Knowledge of AITSL teacher Standards

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Personally and professionally prepared for teaching 85 Quality of teaching (course work) 85 PEP preparedness 89

The pre-service teacher headline data strongly endorsed the BEd Primary’s program quality and the conviction graduates saw themselves as well-prepared and classroom ready. Underneath the headline survey data, the following emerged:

• PEP units and experiences rated strongly • Education studies were assessed by as mid-range • Pedagogy units were ranked weaker.

A full data set summary is contained at Appendices: 10. 4th Year Graduate survey. 4th year workshop A workshop was convened by the 4th year coordinator. As a culminating activity within the workshop, pre-service teachers were given the opportunity to express their critique of the program through an individual written qualitative activity followed by a ranking process. Emergent themes for the qualitative workshop activity: High confirmation rate for: • overall program quality • lecturer quality and accessibility • PEP experiences.

Improvement suggestions: • More extensive PEP debriefing sessions • Earlier introduction of Indigenous perspectives unit • More exposure to AC General Capabilities

The School of Education Board of Studies (BOS) has a culture of review and renewal. It undertakes regular cycles of course and unit evaluation to ensure the BEd (P) program continues to be of high quality, regulatory compliant and responsive to the needs of pre-services teachers and the educational community. The continuous improvement outcomes in response to regulatory reforms, SAC feedback, pre-service teacher unit survey data, BOS unit reviews, and academic scholarship informed a number of program changes over the duration of the stage one accredited period. The significant changes to program design were:

The data reinforces current renewal directions in broadening the range of contemporary pedagogical experiences and maintaining specialised learning area depth studies across the course. It confirms the value of the PEP-integrated learning approaches.

The data for the workshop aligned with current renewal foci or initiated a number of responses:

• The PEP portal being updated with inclusion of video vignettes of key aspects. Consideration of PEP ‘debriefs’ through the incorporation of optional tutorials for PEP units is being favourably considered and is being trialled in

• The designated Indigenous Education unit satisfies the improvement suggestion. • The teaching of General Capabilities, especially literacy and numeracy, have been enhanced by the

provision of additional Mathematics and Numeracy and English and Literacy units.

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The School of Education utilises a range of formal and informal processes which are elaborated below.

School of Education unit reviews (each semester)

A central continuous improvement process within the School of Education (SE) consists of an internal unit review each semester in response to pre-service teacher unit survey data, lecturer feedback and assessment moderation.

Faculty staff synthesise unit feedback data with contemporary scholarship and submit suggested changes for consideration within The Provider’s academic governance processes involving SE Board of Studies, Learning and Teaching Committee and Academic Board and associated policies and procedures.

Unit reviews: Pre-service teacher surveys

Significant consideration is given within unit reviews of student feedback. The Provider collects this data through The Provider’s Unit Evaluation tool (AUUE).

PST feedback is a core data source for demonstrating impact within both the Previous and Future Plans for demonstrating impact (Template 4): Performance of the program. This data is reviewed each semester by the Faculty Coordinator, program coordinators and lecturers, providing continuous and comprehensive information to inform unit and course development. Due to the value of these data, it is expressly referenced in Template 4’s operational plan as an ongoing process within the School of Education.

The AUUE survey instrument is distributed to each student, every semester for all their enrolled units. The data consists of a 5-point rating scale across 21 descriptors with an additional opportunity for written comments. (The aggregated 5-point scale is converted to percentage for internal and external comparison and communication purposes.)

A longitudinal study of averaged aggregated data from pre-service teacher unit surveys is represented below.

• Program structural changeso Regulatory requirements

Primary specialisations: Mathematics, English, Science and HASS TPA inclusion Early PEP engagement

o New Australian Curriculum learning area -Technologieso Designated Indigenous studies unit inclusiono Inclusion of two discipline-specific elective unitso Online delivery approval

• Unit renewal themeso Contemporary pedagogy updateso Enhanced digital integrationo Australian Curriculum updateso Assessment diversity and elaborationso On-line delivery pedagogieso Virtual classroom supplemented delivery

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The trend line over the accredited period displays a positive increase in overall student satisfaction over the accredited period. It is suggested the impact of the 2017 First Year Transition Strategy, which included increased academic support initiatives, set PSTs up for success in future years, and the program redesign reported and approved in the 2018 Annual statement, which updated many units, may account for some of the satisfaction increases. The disaggregated data set for the 12 criteria is available at Appendices: 9. Pre-service Teacher Unit Survey Data. Stakeholder feedback The School Advisory Committee (SAC) has met annually and biannually across the accreditation period to provide feedback to inform program design from the stakeholder perspectives of the pre-service teacher, schools, ITE expertise and The Provider academic staff. The SAC consultations fulfil the Previous Plan for demonstrating impact’s (Template 4) School Advisory Committee data source as expressed under the Operational Plan for demonstrating impact. The SAC was a rich source of information to inform program design and continuous improvement. The SAC engagement is an ongoing process within the SE operational plans.

SAC members are chosen for their stakeholder diversity and therefore offer a broad scope of perspectives to inform program design. These perspectives allow the SE to consider larger themes and trends rather than unit-specific feedback. This provided a valuable contrast for the more focused AUUE data.

See attachment at Appendices: 4. School Advisory Committee (SAC) minutes for member list and minutes.

Discussion As highlighted in the Findings section, graduate outcomes will continue to be monitored and reviewed. A number of areas for improvement have been identified and a number of program strengths have been affirmed, as described above. Program changes will be monitored by the CDC and SAC committees utilising data from student surveys and graduate case studies. We anticipate that over the next accreditation period there may be further program changes, informed by student and stakeholder feedback, as well as impending systemic changes. Student and school feedback on the effectiveness of the PEP portal will continue to be analysed and further refinements will be made to ensure it is a successful communication tool for all involved in quality professional experience. As we become more fluent with using the online PEP portal, we hope to become more innovative with providing a high-quality portal that meets the needs of all those involved with professional experience

The SAC emphasised the following key themes pertinent to the accreditation • Importance and emergence of data informed practice • Classroom readiness • Increasing digital integration • Expansion of access through online delivery

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placements. Quality outcomes will continue to be monitored also. The QILT survey results affirm high satisfaction by both graduates and employers with The Provider’s ITE programs. We recognise that this data is not available per program and will continue to seek ways of collecting and analysing data that is program specific. The progression to increased online pedagogy will be a continuous journey for The Provider. While some courses have increased online presence, we hope that in the future we may be able offer online modes of delivery. This will continue to be explored via our SAC committee.

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The Performance of the program – other program improvements section focusses on the data collected, aggregated, analysed, evaluated and interpreted in relation to any other program outcomes. This section contains program improvements referenced in the corresponding changes made to the Program Standards Matrix (Template 2) and the Graduate Teacher Standards Matrix (Template 3).

There are no minimum evidence requirements for this section.


This section relates to program changes made as a result of Performance of the program – other program improvements.

The Impact statements section lists the statements articulated in the Previous Plan for demonstrating impact (Template 4), specific to any other program improvements. These relate to:

- other program data for improvement (Program Standard 6.1).

Impact statements The program and its processes are designed to ensure that:

1. teaching, learning and assessment practices are of a consistently high standard 2. professional experience partnerships enable pre-service teachers to engage in quality

Methods A range of data is collected and analysed in relation to other program improvements, including:

• student evaluation of teaching data – The Provider Unit Evaluation tool • benchmarking and monitoring data • internal and external moderation data • FPER Graduate Teacher Standards data • Professional Experience Review committee • student evaluation of teaching data • aggregation of professional experience report data.

Findings PST unit survey data indicated that increased assessment support and scaffolding is highly valued, with feedback indicating this was an area of variability. In response, increased assessment clarification and scaffolding has been an area of focus for academic staff faculty discussions and unit reviews.

Discussion The First Year Transition Strategy initiatives pertinent to this discussion include

• High-level First Year Coordinator contact at semester commencement • Multiple PST briefing by student support services and academic support staff • First year peer mentoring program: Third year - first years • Lower value early assessment within selected core semester 1 units • Optional draft submissions and detailed feedback for semester 1 units • Proactive academic educative interventions based upon Task 1 assessment results. The Provider will continue to implement this strategy to ensure positive student outcomes and reduced attrition rates.

In response, the School of Education has modified unit outlines with:

• assessment elaborations and scaffolding • marking rubric simplification • content - learning outcomes - assessment alignment.

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Providers may include additional information relevant to the Stage two report (Template 5) not covered under the program Impact statements such as:

• operational changes within the institution

• research influences

• additional stakeholder or workplace consultation

• unique partnerships and innovations

• institutional or regulatory influences, government priority areas and/or systemic influences

• unexpected challenges.


Insert any Additional information in this box.

The content of the Future Plan for demonstrating impact (Template 4) is largely unaltered compared with the previous accreditation, although the format has now been updated as per the new Guidelines; however, changes have been made in the following areas (these changes are also listed in the Program Standards Matrix (Template 2), Program standard 6.2. Cohort selection: The cohort of interest has been more precisely defined as Graduate Year Level across all Table 1 areas. The stage two Template 4 has deleted the cohort defined as career changers. The validity and value of this data selection for the purpose of demonstrating impact has been determined to be immaterial and insignificant. There was an additional difficulty in defining career changers. e-portfolio terminology The term e-portfolio has been replaced with Evidence Folio as this better aligns with AITSL terminology, other The Provider documentation and assessment tasks, and enhances clarity of understanding for PSTs. The content, scope and nature of the Evidence Folio remains unchanged from the original e-portfolio requirements. TPA The collation of TPA criteria data, alongside successful completion, as an aspect of teacher impact is a program performance enhancement measure. The change of the successful TPA completion target from 70% to 80% is considered a more robust and representative measure. Critical tasks grade profile (Operational Plan) The provision of examination of grade profiles for critical tasks was a sound indicator of program performance for the educational context in 2017; however, the TPA and FPER instruments now assess 30 of the 37 Graduate Teacher Standards while the PST Evidence Folio accounts for all Graduate Teacher Standards. The remaining critical tasks are determined through assessment in a small number of units (4) outside the above mentioned. The examination of grade profiles for critical tasks is considered met with the intense analysis of the TPA and FPER and through the submission of PST Graduate Teacher Standards Evidence Folios. The grade profiles of the remaining critical tasks are assessed by the School of Education to be redundant for the purposes of informing program design and performance.

Provisional to full registration

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This data collection has been removed for two major reasons: • The ability for The Provider to longitudinally track graduated pre-service teachers is manifestly difficult.

TRA may be able to assist in this process; however, it also relies, in many cases, on cross-jurisdictional cooperation across state entities. The privacy matters in relation to The Provider accessing third party data are unclear.

• The impact of employment context, school support, life stage, individual circumstance and teacher

employment demand cycles are assessed to more significantly influence, collectively and separately, this data compared with ITE provider processes, to an extent any correlation with the ITE is tenuous and subject to significant statistical aberration.

Retention of beginning teachers is a logical and self-evident precursor for teachers to transition to full registration. The Provider has not been able to identify any ITE-related factors from the academic research or discourse on this matter. AITSL’s Spotlight Report (2016), What do we know about early career teacher attrition rates in Australia? reinforces the non-correlation with ITE processes. The report exclusively identified school-related factors influencing attrition including high workload, lack of support from leadership, lack of job security and recognition plus other multiple contributing factors. Similarly, retention rates are influenced by school-related factors including quality of induction, mentoring and staff wellbeing programs.

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Conclusion

The conclusion is a summary of findings, program changes, and planned improvements.

Conclusion

Insert the Conclusion in this box.

The School of Education has intentionally adopted a continuous improvement model of review, to ensure the BEd (P) program remains ‘fit for purpose’ in an educative environment which is dynamic and evolving. Program amendments over the accredited period in response to regulation, contemporary research and scholarship, and stakeholder commentary have been validated by the pre-service teacher experiences and achievements in the mandatory capstone PEP tasks. CDC committee feedback was instrumental in guiding and endorsing proposed program and unit changes ensuring the BEd Primary program reflects best practice and is authentically grounded for school-based contexts. Based upon program data, stakeholder feedback, pre-service teacher satisfaction and outcomes it is concluded the performance of the Bachelor of Education Primary is very effective and achieves program outcomes to a high level. Ultimate validation on the program’s quality and performance is derived from the employability and positive impact of our graduates. The Provider is very pleased with the 100% employment rate of our graduates in years 2017, 2018 and similarly expected in 2019 (to be confirmed by annual QILT data). The School of Education is mindful that the program should remain adaptive and responsive to emerging educational trends, factors and contexts and hence is committed to ongoing review and development. Next-step program design Looking forward, the School of Education’s developmental aims are for continuing refinement of existing areas of practice and an intentional focus upon the following areas. Online learning pedagogy In response to stakeholder requests, pre-service teacher feedback and market factors within the sector, The Provider sought approval for online delivery for the BEd (P) program as a complement to on-campus delivery. This was granted for 2019 commencing pre-service teachers. It is vitally important the experience and attainment of learning outcomes for pre-service teachers is equivalent and program quality remains as high within the online delivery mode as currently exists for on-campus. The exploration of flexible and adaptive online pedagogies, resource facilitation and skill development within academic staff are areas for continued attention and refinement into the future. The Provider has intentionally invested into the areas below to facilitate the attainment of equivalency of experience and learning standards for on campus and online pre-service teachers. However, there is a recognition that this will be an area of critical focus and ongoing development into the future. • Online capacities

o Enhancing academic staff capacity for online teaching through PD o Increasing digital engagement support staff resources to assist academic staff o Upgrading hardware and software tools

• Teaching and learning

o Creating virtual classrooms through integration of learning management software platforms and tools o Higher levels of learning scaffolding o Synchronous and asynchronous teaching o Online collaborative engagement

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o Multiple communication modes

• Assessment

o More explicit assessment elaboration o Technology enablement equivalent assessment o Online collaborative assessment o Online assessment which facilitates learning engagement

Contemporary pedagogical practice

As a consequence of the quality of our school partnerships and faculty size, The Provider is fortunate to maintain a healthy stable of sessional staff who are current practising teachers. Experienced current practising teachers directly contribute to curriculum and pedagogy studies in the areas of Mathematics, English, Science, HPE, and Drama. The input of these teachers alongside the academic scholarship of permanent staff creates a dynamic combination of skills which enhances the learning for pre-service teachers. The School of Education is committed to maintain a similar currency of practice mix within its staffing into the future. All permanent and fractional academic staff regularly visit schools for the purposes of delivering PD, workshops, mentoring and assessing pre-service teachers and for research interactions. These formal and informal interactions add significant value to academic staff knowledge of school context and contemporary pedagogy. Ongoing scholarship of faculty staff is a strategic priority for the School of Education. Current levels of scholarship are demonstrated through involvement including: • AITSL ITE Accreditation panel membership (multiple) • The Jurisdictional Curriculum senior syllabus expert panellist • ITE networks including ACDE, NADLATE, TPA consortium • Associate membership of school associations and conference participation (multiple) • ACEL membership and PD participation • Publications - including peer reviewed • Action research • Conference presentations. The Provider is intentionally fostering more school partnerships and faculty professional scholarship to ensure the School of Education maintains high levels of currency and best practice in learning and teaching. Enhancing classroom readiness The Provider finds merit in many of the aspirations contained within the influential TEMAG 2014 report, Action Now: Classroom Ready Teachers. The Provider seeks to further equip our graduates as classroom ready practitioners and advocate through program design the following principles within the TEMAG report: • Integration of theory and practice • Cultivation of classroom readiness • Building support for beginning teachers. The Provider’s ITE programs will continue to emphasise effective teaching practice and classroom application when delivering educational theory and research. The Provider is committed to achieving classroom readiness through: • Vibrant Professional Experience Programs

o Exceeding minimum levels of supervised PEP days o Fostering close PEP mentor relationship and skill development o PEP diversity in learning phase, sector and locational context

• Currency of practice

o Maintaining high currency of practice within faculty staff through multiple school connection and engagement

o Program delivery inclusive of high-quality practicing teachers as sessional staff

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o Currency of practice as an employment selection criterion for new staff appointments

• Enhancing school partnerships

o Action research, school-based PD o Promoting productive school dialogue through a strong School Advisory Committee

• Critical program review for classroom readiness ensuring a sufficiency of

o Focused theory-practice integration in all PEP units o Assessment drawn from PEP experience o Content descriptors inclusive of classroom applications o Learning outcomes with active teaching-based cognitive verbs o Demonstration-based assessment.

STEM specialisation advocacy The Provider is committed to delivering a strong STEM program and consequential capacity within our graduates, with a teaching investment of four units of Science and Technology and three units of Mathematics. This learning area is changing more rapidly compared to other learning areas and hence ongoing investment into staff development and resources is critically important for currency in this teaching area. STEM was identified as a priority area with multiple education reports including the PWC report endorsed by the AITSL Chairman (Caplan, Baxendale, Feuvre 2016) and Education Council Australia report (2019), and is a highly valued graduate skill set identified by The Provider’s school stakeholders. Therefore, the School of Education will continue to offer a program highly invested in this learning area and will continue to advocate in the regulatory sphere for recognition of STEM as a defined teacher and learning specialisation for BEd Primary programs. Conclusion The aggregated portfolio of data, internal and external stakeholder feedback and superior employment outcomes indicate The Provider’s BEd Primary program is highly valued, delivering sought-after, well-skilled graduates who are confident and capable practitioners across the breadth of educational contexts. The School of Education aims to maintain its commitment to continuously improving its programs and adopting best-practice models of design, delivery and outcomes. The Provider’s mission statement; Transforming people to transform their world, remains an enduring goal of the School of Education and aspiration held for our graduates. Education programs seek to firstly transform pre-service teachers who in turn transform and nurture each and every student toward their full capacity within the classrooms and school communities in which they work.

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Appendix: program rationale from the previous accreditation period Context The rationale for The Provider’s provision of the Bachelor of Education (Primary) and the underlying foundational values and motivations remains consistent and is reaffirmed within the Stage 2 submission. The Provider remains committed to offering a high-quality initial teacher training qualification which develops comprehensively skilled and sought-after graduates who will positively impact their students and school communities. The course description, rationale and outcomes are described below. Course Description The Bachelor of Education (Primary) is designed to prepare students for teaching in primary school contexts and: • Orient students to teaching and learning within primary school contexts; • Ensure that students are cognisant of the learning and developmental needs of children, with particular

attention to 5-12 years of age; and • Provide coverage of curriculum and pedagogy of the key learning areas, with a specialisation in one key

learning area. Course Rationale The Bachelor of Education (Primary) is a 4-year pre-service teacher education qualification designed to prepare students for teaching in primary schools (Prep to Year 6) within The Jurisdiction across all sectors. The course will provide students with understandings of the primary school sector, with a focus on developing skills and abilities regarding literacy, numeracy, diversity, differentiated learning and current curriculum content. The course will also develop the skills and abilities required by teachers working with information and communication technologies. Pre-service teachers will be provided with hands-on teaching practice in primary schools of 85 days of professional experience. Pre-service teachers completing this degree will develop knowledge, skills, and experiences relating to effective teaching and learning in the primary years of schooling. The Bachelor of Education (Primary) continues the sequence of similar undergraduate courses offered by The Provider since 1986. These courses have had wide acceptance by employers of graduates in both state, Catholic and independent schools in every state of Australia and overseas. Course Outcomes The Bachelor of Education (Primary) will:

1. Develop in pre-service teachers an extensive professional understanding of classroom education in primary school contexts, its philosophical and sociological underpinnings and the role of the teacher;

2. Provide graduates with a range of professional skills required of a classroom teacher in primary school contexts, including academic proficiency, planning and implementation of worthwhile programs of instruction, written and oral communication with students, peers and parents;

3. Equip pre-service teachers to develop an attitude of professional enquiry and habits of professional renewal, in order to develop their professional knowledge and remain informed of contemporary developments in the disciplines of their teaching;

4. Assist pre-service teachers to develop academic skills and dispositions for undertaking research and for gathering, evaluating and using new information from a range of sources in their writing and to inform their practice;

5. Equip graduates to become active, well-informed, willing contributors to teams of educators in their teaching settings, and to demonstrate curriculum, pedagogical and educational leadership in their workplaces;

6. Provide graduates with a broad knowledge, understanding and appreciation of cultural identity and diversity and knowledge of teaching strategies that are responsive to the learning needs of students from diverse cultural, religious and socioeconomic backgrounds;

7. Provide graduates with an understanding of wider issues in Australian society which shape children’s experience of schooling, and;

8. Provide models of excellence in teaching and learning as well as opportunities for beginning teachers to accept responsibility for their own life-long education and that of their students.

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Course Structure BEd Primary (

Bachelor of Education (Primary) (

Course structure for students commencing Year 1 in 2020 or later (Semester 1 entry)

Strand

Sem

Discipline Studies Education Studies Professional Experience Studies CP

Discipline Content Curriculum and Pedagogy

1 Introduction to Cross-Curricular Literacies

Curriculum & Pedagogy: Humanities & Social Sciences (P-3)

Educational Psychology: Learning & Development (P-6)

Educational Foundations for work I 40

2

Introduction to Language, Literature & Literacy Introduction to Science

Introduction to Technologies

Introduction to Teaching & Learning (P-6) 40

3 Introduction to Mathematics &

Numeracy Australian Indigenous Contexts

& Education Learning about Teaching: Planning for Learning (P-6) 40

Content & Pedagogy: Health & Physical Education

4 Advanced Studies in Science & Technologies

Curriculum & Pedagogy: Mathematics & Numeracy

Curriculum, Assessment & Reporting (P-6)

Educational Foundations for work 40

5 Advanced Studies in

Mathematics & Numeracy Curriculum & Pedagogy: English & Literacy

Learning Communities: Schools, Students & Families (P-6)

Teaching for Learning: Motivating & Managing Learners (P-6)

40

6 Phonics Instruction &

Fundamentals of Literacy Studies in Inclusive Philosophy & Practice

Teaching for Learning: Curriculum & Planning (P-6) 40

Content & Pedagogy: The Arts

7

Advanced Studies in English & Literacy

Curriculum & Pedagogy: Science & Technologies Curriculum & Pedagogy: Humanities & Social Sciences (4-6)


40

8 Elective primary specialisation in

English, Mathematics, HASS or Science

The Professional Teacher Worldview & Sociology for Teachers

Teaching for Transformation 40

Total Credit Points (CP) 320

Appendix: 1. Course Structure

149

Graduate Teacher Standards Map Bachelor of Education (primary)

T – Taught P – Practised A – Assessed Critical task

Australian Professional Standards for Teachers

Professional Knowledge Professional Practice Professional Engagement

YEAR UNIT 1.1 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.4 2.5 2.6 3.1 3.2 3.3 3.4 3.5 3.6 3.7 4.1 4.2 4.3 4.4 4.5 5.1 5.2 5.3 5.4 5.5 6.1 6.2 6.3 6.4 7.1 7.2 7.3 7.4

1

Introduction to Cross-Curricular Literacies T A T P A T A T P A

Curriculum & Pedagogy: Humanities & Social Sciences (P-3) T A T P A T P T T A T P A T T T A T P A T A T T T A A

Educational Psychology: Learning and Development (P6) T P A T P A T A T P A T A P T P A

Educational Foundations for work I Introduction to Language, Literature & Literacy A T A T A T P A T P A T T A T A T P A Introduction to Science P T P A T T P A T A A T A T A T A

Introduction to Technologies T A T T A T A T P A T A T A T P A T A T A T P A T A T T A TP A T A T A

Introduction to Teaching and Learning (P-6) T A T A T P A T T T A T A T P A T T A T A T P A T A T P A T P T A

2

Introduction to Mathematics & Numeracy T P A T T A T A

Content & Pedagogy: Health & Physical Education T A T P A T P A T A T P A T A T P A T A T P A TP A

Australian Indigenous Contexts & Education T P A T A T A T A T A T A

Learning about Teaching: Planning for Learning (P-6) T T A T P A T A T A T A T A T A T A T A T A T A T A T A T A T A

Advanced Studies in Science & Technologies T T A T P A T A T P T A T A T P A T A T P A

Curriculum & Pedagogy: Mathematics & Numeracy T T A T P A T A T A A T A T A T A T T A

Curriculum, Assessment and Reporting (P-6) T A T A T A T A T A T A T A T A

Educational Foundations for work

3

Advanced Studies in Mathematics & Numeracy T A T P A T A T P A T A T P A T P A T A T A T A T A T P A T A T A T T P A T P A T A T A T P A T P A T A T P A Curriculum & Pedagogy: English & Literacy A T P A T A T A A A T P A T P A T A T A T A A T A T A T P A T A T A A T

Learning Communities and Contexts: Schools, Students and Families (P-6)

T A T P A T A T T A T A T A T A T A T A T A T A

Teaching for Learning: Motivating & Managing Learners (P-6) T P A T P A T A T T A T A T A T A T A T A T A T T P A T A T A T A T P A T A T A T A T A T A

Phonics Instruction & Fundamentals of Literacy T A T P A T A T P A T A T A T A T A T A T A T P A T A T A T P A T A T A T P A T P A T T T P A T A T A T A T A

Studies in Inclusive Philosophy and Practice T A T A T P A T A T A T A T A T A T A T A T A T A

Teaching for Learning: Curriculum and Planning (P-6) T A A T P A A T A T T P A T A T A A T A T P A T A T A T P A T A T A T P A T A T A T A T P A T A T A T T A T A T A

Content & Pedagogy: The Arts T A T A T A T P A T A T A T P A T

4

Advanced Studies in English & Literacy T A T A T P A T A T A T P A T A T P A T A T A T P A T A T A T P A T A T P A T A T A T P A T A Curriculum & Pedagogy: Science & Technologies T A T P A A T A T P A T A T P A T A A T A

Curriculum & Pedagogy: Humanities & Social Sciences (4-6) T A T T T A T P A T T A T A T A T T T P A T T A T

Teaching for Transformation: Meeting Learner Needs (P-6) T A T A T P A A T A T A T P A T A T A T P A T A T A T P A T A T P A T A T A T P A A T A T P A T A T A T A T P A T A T A T A T P A T A T A T A T A T A T A

The Professional Teacher T A A A T A T A T A T A T A T A

Worldview and Sociology for Teachers T A T P A T A

Teaching for Transformation T A T A T P A T A T A T A T P A T A T A T A T A T P A T A T A T A T A T P A T A T A T P A T A T A T A T P A T A T P A T A T A T A T A T A T A T A T A T A T A T A

Appendix: 2. Graduate Teacher Standards Map

150

CDC Membership

Member Current role THE PROVIDER Vice President Academic, Dean of Education and Business THE PROVIDER Faculty Coordinator: Education THE PROVIDER Director of Quality and Standards Principal: College Principal: College (Head of Primary: College Head of Secondary: College Head of Middle School: College

Associate Professor: Education Executive Officer: Schools 4th Year Pre-service Teacher THE PROVIDER BEd Primary Graduate TRA Manager (

Minutes of CDC Meeting 11/04/2019

Present: Apologies: Meeting time: 3pm – 5pm Documents circulated prior to meeting included: Agenda, Supporting Documents to Agenda points

ACTIONS PENDING:

Agenda Item Action Responsible Staff member Due

Appendix: 3. Course Development Committee (CDC) Minutes April

151

Meeting Agenda

Agenda Item Discussion & Conclusion Motion / Action

1 Welcome and Opening: and

requested everybody to introduce themselves.

explained that the role of this Committee is to guide us on a strategic level what the scope and the nature of what the course will look like. This will be a working group to suppose to a standing group. We will have several meetings, but the focus of today’s, meetings will be to look at the broad brush and then to fine tune on the focus point coming out of these meetings.

2 Apologies:

3 Accreditation 3.1 Schedule/timeline - 2hrs

3.2 Stage 2 requirements (reaccreditation) -

PC – explains that stage 2 requirements with new legislation, new direction, new thinking and best practices. Refinement of courses that has been approved.

(TRA Representative) – Requirements have been national for a few years now, which means that all programs across the country needs to meet certain requirements. The state’s accreditation is THE PROVIDER’s opportunity to demonstrate to panel (AITSL) to determine whether THE PROVIDER should receive states accreditation, and that is all about impact of the program on the preservice teachers themselves and how effective they are and how effecting they impact the students that they teach. Our role as part of this committee will be to provide guidance and feedback on the proposed changes that and and their team are considering in relation to improve the program, so the committee's voice will be important in their accreditation, because it is important that any changes that are made needs to be answered in why are they making the changes, who says there need to be a change and how do we know that these changes will achieve the goals of impacting the teachers and their students in the schools.

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4 Course Changes overview (2016-

2019)

4.1 TEMAG/Transition arrangements PC - Early engagement with Prac - what that means is that in week 3 students will visit a school, so that early engagement will confirm that the student will know this is for him/her. The big changes were specialisation in terms of primary education and must demonstrate expert knowledge in at least one area. We then adopted and changed our programs that we had some depth and we came up with a proposed English and study. Out of that we inserted another English discipline curriculum pedagogy area and an additional area, so we went from 2 core plus and elective to 3 core and an elective. CM - Process was that we had to submit a plan to TRA and to the programs standard committee and that plan was reviewed and approved and in the stage 2 accreditation which we are working on now we need to demonstrate that we implemented those changes.

4.2 Recent TRA approvals • Online/external mode

PC - We applied for online/external alternative. This is healthy and reflect market, reflects our capacity to reachout.CM - Early evidence suggests that having the online/external units this year retains the students per unit postcensus date so that where a student receives a timetable and one of the lectures shifts work commitment, theycan move from internal to external rather than dropping it.

- commented that she had the problem with timetable conflicts and her grades suffered as a result and itwould have been good if she could have shifted to an external unit.

• Specialisation (Primary and Secondary)Primary - Supportive discussion on expansion of opportunities for Primary pre-service teachers, recognition thatspecialisation opportunities should reflect diversity within the Australian Curriculum enhancing the learning engagement and opportunities for THE PROVIDER students.That means that a Primary Teacher will have in depth studies in English and and HASS and Science.CM – 2 additional but it is embedded in an existing, so the focus in the data collection and GTPA in the area of thewhatever the student chooses to specialize in, so they will end up with 5 that have a depth focus on particularcurriculum area.Secondary - Supportive discussion on expansion of opportunities for secondary pre-service teachersRecognition that specialisation opportunities should reflect the new THE JURISDICTIONAL CURRICULUM subjectofferingAnd enhancing the learning engagement and opportunities for THE PROVIDER students. Desktop audit of BA-BEdmajors indicated the broadness of ‘majors’ with the BA strand with the ITE sector

• Expansion of Secondary teaching area specialisations ( to include Psychology as a major and ( to includePsychology as a major and a minor

• CM mentioned that we are still working through our internal approvals.– Commented that when they need to place new staff that just came out of Uni it would be good to know if a

person is for example strong in math and is going to contribute well in the team. Move – PC

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– there was a time in primary schools where a teacher was a generalist whereas now there is a curriculumdemands expertise and to have young teachers that have confidence and knowledge to contribute in these teams.

– If teachers struggle to teach it is of their lack of content knowledge in those specific subject areas.PC – Motion to endorse the expansion of specialisations science, HASS, English and

4.3 Renewal foci 2017-2019 Digital engagement – We actively sought to integrate more digital engagement into the curriculum in the teaching and learning of the course and in the assessment of the course because experience wise that is what’s happening in the school context.

Assessment spread/type - traditionally there is an essay and exam etc., and we think schools have a rich range of assessment types, so we sought to do some of our assessments to the sense of how our reflect practices along with the Australian curriculum.

Online pedagogy – how can we teach effectively on an online unit and what does that look like? How can you teach effectively and what does that look like? Where is the tool, the hardware or software to enable that?

Curriculum update: we changed our courses to include Technology and digital technology but needs to be refreshed. How can we integrate but also have depth in Indigenous education unit? The courses we updated needed refreshment in the area of digital technology. We found from the experience that how can we integrate but also have depth in indigenous area? So, we created a stand-alone in-depth indigenous education unit.

Second – All in favour.

5. Stakeholder input PC asked the committee as stakeholders what they would like to see in the 3 areas of educational trends, Pedagogy Approaches and Graduate Capacities as an emerging teacher or anything else for future setting.

Educational trends – The purpose of why we are doing a specific subject we would have a different mindset.

– gives feedback that extra Electives to make sure that they are specific to your teaching area so if you are primary,they should be on primary level where she found that they were kind of aimed at secondary. So, we are not really learning depth in primary. confirms that sometimes lectures in terms of specialisation areas are not pitched at the right level or thought in the correct context.

CM explains that THE PROVIDER has been criticised in the past by TRA for discipline units that was standalone units away from education. has concluded that it is an educative thing that we need to do to help students understand why we do it in that way.

PC – so in conclusion it is how can we make our discipline electives relate to the context of the system?

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– in Australia education is a vocational avenue, so we talk about being educated for the job that we are going toget, but we do not talk about education as building a whole person. So we ask the question do I know enough about science to teach that but it is so much broader than that and it is brain training and it is exploration, so that when you are teaching year 6 science and you have a really intelligent child in your class you have the background and experience to be able to say, I can see where I will be able to provide in far greater extension possibilities for this kid, because I am an educated person in the fullest sense of the word. To be educated once was that you knew good literature, good music and art, Now good education is do I have the skills to do my job and so it has become a very narrow focus, but if we knew that was the purpose before we began we would be in a different mindset, so we need clarity in the beginning.

PC Explains that we have discipline knowledge, Curriculum Pedagogy, learning context and then you have practice and depth as a further extension.

PC – What other areas would you like to put on the table for future development?

– one of the questions that we ask teachers that we are interviewing how do they integrate technology into subjectarea? So, we are looking for people who are creative in the use of technology.

PC - ask and how well they think they have been prepared in their studies at THE PROVIDER to answer question about technology?

– In the second half of her studies she noticed an increase in integrating technology and she enjoyed it, creatingwebsites, creating in learning spaces that they could use in their replied that she experienced the technology as repetitive. also commented that the Lecturers need to know how to use technology to teach the students how to use technology, but also not to overuse it.

warned to be mindful that students need to be equipped to manage regardless of the school they end up at.

Pedagogy approaches – PC asked what sort of Pedagogies the committee has seen and wants to see?

– in term of digital technology they say to their staff that the use of a devise is not a panacea for effective teaching,it is actually knowing their content area, their student group, what is the end goal for that learning and what is the most effective tool to use in order to accomplish that, so very often teachers will think that if they use a devise then that is going to be effective, so when using technology it should not be what is the most popular devise but the decision should be made on the basis of what do they want the outcome to be.

PC - Move that we continue the path for both Primary and Secondary to integrate technology. Second - Al in favour.

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added that when teachers use methods they need to know why, for example why do you do groupwork and why have you grouped them in this particular way? This process should be thought through and not just be done with a superficial answer.

CM – it sounds like it is about building a capacity to make pedagogical good choices, understanding the circumstances or context.

– our expectation as a school is that a first-year teacher will come with a certain amount of knowledge and skill and the school will build on that.

– coming back to the indigenous studies, their school has 40 different nationalities. Understanding the culturalattitudes that we see in our children.

PC – suggested that maybe we can look at some integration/immigration in some of our subject Now 2/8 of a unit is about indigenous studies but it should be the other way around. It is also about a mind-set how you approach different cultures.

CM gave some stats on Australian culture in that 38% of Australians speak a different language at home than English, 56% of people in Sydney don’t speak English as a first language.

PC- cultural diversity as a practitioner and what that looks like?

commented that in religious schools they also have religious differences on top of cultural differences and the teachers need to deal with all those differences.

confirmed that her studies at THE PROVIDER has given her more confidence to cope with different cultures and religious views.

Graduate capacities (PMI) mentioned that when she did Primary General, she found that when she did her prac that she was not really

equipped to teach children how to read. They skim over it, but it was not enough to give confidence in that area.

– gave very good feedback for the Secondary teaching course.

6. Draft course structure discussion

6.1 Existing course balance Discipline, Curriculum, Pedagogy, Educational Studies, PEP, balance

156

PC raised the question if everybody is happy with the balance of flow of the above and connected with that perhaps the merit of as there is a lot of discussion in higher ED space in that you can't enter an until you finish the course.

replied that the only concern in her mind is that are usually October/November and in terms of making staffing decisions for the next year that is a bit late in the year.

also replied that when are to early the student may not have enough confidence yet and that can be negative factor for the student. She also mentioned that she does not feel confidant to put a prac student in front of a year 12 class just before the final exam..

commented that across universities there has been a drop-in and it has come back to the reasons and talked about, students need to be course complete before they can commence in and that

has put some pressure on the GTPA. They have indicated that it is not going to be possible for them to continue with an and GTPA.

GM also mentioned that the way to get teachers to come and work at a school is to experience the school culture though prac.

PC – I hear endorsement of the but discussion regarding timing needs to be done.

asked why it is not possible to condense the course in a 3-semester course that will able the to be earlier in the year. replied that the problem is students want to work in the holidays to earn money to support their studies and then there is also the question of what you can deliver when schools aren’t running.

6.2 Integration Additional C&P unit in BEd, BA-BEd (Secondary) Additional discipline elective BEd (Primary)

CM – Units and are no longer on offer, instead we have and that came out of the strong student feedback that we got across THE PROVIDER because they are compulsory units for not just education students, of a gap of what was being told and the discipline that is being studied. So, these units were reinvented to be discipline relevant. The content is similar, but it is oriented very differently. The THE PROVIDER course rules require that post graduate level there be one study unit and one discipline specific unit, those course rules were changed last year to say one or the other. It also comes down to marketing. If you are looking at MBA why would a person want to pay those dollars for those two units and

157

although student would give feedback that the units were fantastic, they are not sure why they had to do those units.

At the undergraduate level the current course rules say that there must be 3 study units and 1 discipline specific unit.

We are looking at a way of accrediting units as units, we already have a range which is not called but qualifies as So, what qualifies a unit to be a unit? The course rules need to be changed to have 2 studies, 2 units and 2 discipline specific units. What we are trying to do is strengthen the integration.

PC – in Secondary we are proposing 2 curriculum pedagogy in first year and 2 in second year. Primary we want to strengthen their discipline knowledge, so do an elective in your specialisation but have the option to go further in their specialisation and take another unit or strengthen another learning area. So, it will just broaden and strengthens content and discipline knowledge.

CM - what we want to make sure is that we are a university offering a focus and it is still a need and there always will be for some separate introductory studies, because one of the we’ve got is that which is introductory to world view unit, you do that in your first semester and doing 3 other units at the time and all of that other units are going to ask you to reflect from a world view perspective but will not be completed yet, so it has to be effective integrated across those 3 unit.

PC – Integration across the units is very important and with anything when you focus your attention on something you get refreshed and new perspective.

6.3 BEd, BA-BEd Secondary 1:38:47 Discipline unit quantum In BEd secondary if you look at the discipline units you have teacher 1.1 and 1.2 - 6 discipline units in 1 teaching area and 6 in the other. We looked at this and asked the question, do our graduates have the capacity and are they prepared well, and we came to conclusion that 6/6 was the way to go.

In the BA-BEd you can have the opportunity to do a major and a minor – Major being 8 and minor being 4 – 12 units in total. Our proposal is that you 8/6 (32 units) - Double or Dual degree which means that you will not be doing Major/Minor but Major/Major.

asked will this influence the time students will study and replied that the solution might be to do a summer semester and online. PC replied that if they don’t make use of the S3 or online option it would prolong their studies with a semester.

PC = in summary sum bench marking should be checked out around this

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6.4 Common first semester/year The only difference between primary and secondary in the Secondary start their teaching in Discipline 1 and the Primaries are doing What is driving us -

1. We have students who want to switch from one to the other and it comes out of the consequences ofthe engagements at schools

2. The second one is that under current rules – Science unit as an elective.Research is showing us that we are going to have a teacher shortage and the more hurdles we put in the student's way the less they are going to become.

CM replied that BEd primary and BEd Secondary will be accredited separately by different panels, so we will not be able to put together a generic 1st year which will accommodate primary and secondary however it is important that a primary teacher knows a little bit about secondary to where the child is going and also for a secondary teacher to understand early childhood development to where a child is coming from.

and PC will give feedback in the next meeting on this.

7. Other Business ask about early childhood development.

CM replied that we are in the process of negotiating with another provider with a possibility of doing a a early childhood degree. also mentioned that in the past the number of students were not there to justify such a degree and we will have to see our numbers grow to justify such an addition to THE PROVIDER. It is possible that this partnership will allow us to do that. All these units are available online which means that they could deliver for us those specific specialized units and we just need to negotiate with TRA on where those units could fit.

asked that if the early childhood development could maybe be the two extra credits in the BA BEd degrees? CM they will be worth noting.

Early Exit qualification out of the BEd degrees and internally we don’t have a strong view on this. Is it worth having an exit option after 2 years for students that cannot finish a degree by a number of reasons (Finance, personal etc.) so that they still have something to show for it? To be a teacher aid etc. Do the panel see any value in something like this. We also must way up the cost that it would have to THE PROVIDER and to register a course like this.

replied that when somebody with such a diploma would apply for a TA it would be attractive because they would have a little bit of teaching background.

– this is a good way to give students an opportunity to have something if they must stop their studies early.

expressed his thanks and appreciated their time.

159

The meeting was closed by ______________ at 17:00 pm.

Next CDC scheduled for 9/05/2019

160

Minutes of CDC Meeting 9/10/2019

Present: (Vice President – Academic), (Undergraduate Studies Coordinator - Education), (Postgraduate Studies Coordinator – Education), (Director of Quality and Standards),

(Graduate), (Graduate) , (Secretary) Apologies: Meeting time: 3pm – 5pm Documents circulated prior to meeting included: Agenda, Supporting Documents to Agenda points

ACTIONS PENDING:

Agenda Item Action Responsible Staff member Due

Appendix: 3. Course Development Committee (CDC) Minutes October

161

Meeting Agenda

Agenda Item Discussion & Conclusion Motion / Action

1 Welcome and Opening:

2 Apologies:

3 Accreditation progress & recap

3.1 April CDC meeting Minutes of previous meeting were accepted as true and correct.

3.2 Activity: What attributes do you want THE PROVIDER graduates to have? asked the committee the above question, responses below:

Curriculum

• Quality curriculum developers• Deep knowledge of their curriculum content• Strong discipline knowledge• Rich subject content knowledge• Curriculum knowledge and skills• Consider how to scope and sequence learning for a range of students

Pedagogy

• Understand students and how they learn• Creative, critical, innovative• Professional responsibility competencies• Research-led (best practice)• A holistic perspective of education• Invested in seeing each student as an individual• Knowledge of the theory and best practices of teaching for learning

Motion: That the minutes from 11 April 2019 are accepted as true and correct. Moved: Seconded: All in favour

162

• Best practice practitioners• Critical reflective practitioners• Quality teachers• Up to date on current “best practice”• Qualified and committed to teaching for learning• Ability to assist students in developing as a whole person (academically, socially, emotionally)• Student focused• Relationships focused• Ability to deal with diversity – a range of world views etc• Strong, effective pedagogical skills

Other

• Adaptability• Initiative• Competence• Quality people• Competence and confidence (not just theoretical, but the practicalities for school life)• Learning and learner focused• Capability• Security in belonging to a network of like-minded educators for ongoing professional growth• Resilience and initiative• Learning is more than school or classroom• A passion for influencing education for the common good• Confidence• A passion for young people• Flexibility• Broad perspectives and understanding• Self-directed and motivated• Resilient• Flexible, open to change• A strong sense of ‘telos’ to their vocation• Team player – collaborated well, confident in ability, confident to ask for help• Confidence• Excellent understanding of contemporary best practice in teaching

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3.3 Course Coordinator responses

Undergraduate Course Coordinator report was discussed in relation to what resonated with areas mentioned in the prior activity.

• Item #3 was appreciated – engaging in professional enquiry/the attitude of life-long learning• It was mentioned that there was no specific mention of the students• It was appreciated that item #6 mentioned cultural identity and diversity which is what schools

are looking like now. Links well to flexibility – being able to respond to the diversity of studentsin the classroom.

• It was suggested that the role of assessment be more explicit.• “Human flourishing, calling” an employer of THE PROVIDER graduates mentioned that it reads

the same as other institutions. Is there a point of difference?• It was asked whether THE PROVIDER’s telos could be clearer.

It was discussed that it should be kept in mind that some students are doing the Introductory to Science unit as an Elective and to be aware that some students want to go further in this area.

Motion: endorsement for creating early exit qualifications Endorsed: Seconded:

4 Emergent challenges and trends

There was discussion around emergent challenges and trends.

It was discussed that 30% of teacher education programs are doing their study online which means that the student experience isn’t what would normally be expected when getting a pre-service teacher. Who studies online? Everybody. It’s how people are entering the profession now. It was commended that THE PROVIDER is moving forward with online options.

In relation to declining enrolments into the degree itself – one of the members mentioned that she is on a cross-sectoral board (Lutheran, Anglican, SDA, etc.) and over 3-4 meetings in the last 12 months, the common feedback from within schools was that when students go to their careers advisors, they’re telling them not to go into teaching. The suggestion to THE PROVIDER was to focus on what careers advisors are telling year 12 students. suggests contacting principals who influence careers advisors.

let the committee know that THE PROVIDER has a new website.

5. Stakeholder discussion and feedback

mentioned that old unit outlines leave too much leeway for lecturer interpretation. Moving forward, assessment guides and rubrics will be embedded in the UO and will have an approval process that doesn’t currently exist.

Motion: That members support the changes made to GTPA moderation All in favour

164

opened discussion around how well THE PROVIDER does with the PEP experience in relation to supporting the school, mentors and supervision. There was a response that communication and booklets are. An improvement could be getting in earlier (as other universities are). It was suggested that it would be good to get feedback from site coordinators. suggested we seek feedback from schools that no longer have on-site visits (now online).

6. Proposed course restructure discussion

It was discussed that is a discipline-specific worldview. asked that the committee endorse as attached.

Motion: That the redesign into a new course design be endorsed Endorsed: All in favour

7. Course Outcomes discussion

8. Other Business opened went around the table for any further comments. confirmed that meetings like these are gold – receiving feedback and acting is great. appreciated having present as a student representative. was happy that April feedback has been taken on board.

thanked members for their participation and contribution.

The meeting was closed at 17:00 pm.

Next CDC scheduled for TBC

165

SAC Membership

Member Current Role Dr Vice President Academic

Dean of Education and Business Undergraduate Course Coordinator:

Education Dr Postgraduate Course Coordinator

Lecturer: Education Principal: College Head of Primary: College Head of Middle School: College Executive Officer: Schools Australia ( 3rd Year Pre-service Teacher

School of Education and Humanities School Advisory Committee

Minutes 2017.03.16

Appendix: 4. School Advisory Committee (SAC) minutes March

166

Number Item Attachment

1. Welcome and Devotion ( – by way of introduction)

2. Present:

Apologies: 3.

Minutes of Previous meeting 3.1Business Arising from the Minutes

The minutes are accepted as true and correct. Moved: Seconded: All in favour

4.

Dean’s Report

Enrolments The downward trend in enrolments since 2012 appears to have been arrested in 2016.

New Dean I ( commenced in the position of Dean of the School of Education, Humanities and Business on January 23rd 2017). I completed 33 years as Foundational principal of College on the 21st of January 2017.

Other Staff changes Mr has commenced in the role of Undergraduate Course Coordinator. Dr left the staff before the academic year commenced. His position has been filled by Dr (Post Grad Course Coordinator) and Dr – both of whom have increased their hours at to do so. A search will be undertaken later in the year for a suitable additional staff member with Doctoral level qualifications if necessary.

Other changes at Mr has commenced in the role of Vice President Operations and Dr

has taken up the position of Vice President Academic.

Renewal of Accreditation of Initial Teacher Education Courses As members of the SAC would be aware TEQSA approved the renewal of accreditation of the following courses in 2016: • Bachelor of Education (Primary)• Bachelor of Education (Secondary)• Bachelor of Arts/Bachelor of Education (Secondary)• Graduate Diploma in Education (Secondary)• Bachelor of Education (Middle Years) [teach out]

Graduate Initial Teacher Education Courses (M.Teach) The draft unit outlines for the proposed M.Teach were completed in mid-January and were distributed to the Course Advisory Committee (CDC) for feedback. The Unit Outlines were reviewed in response to the feedback received from the CDC. The

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Learning and Teaching Committee (L&T) then reviewed the Unit Outlines. They were then adjusted in response to the feedback from L&T. They are now ready for review by the Academic Board.

5. SAC Terms of Reference – discussion around the role of the SAC

Questions to start discussions: What has the role of the SAC been in your experience to date?

A discussion followed where members of the SAC stated that in their experience there has been an re. information dissemination & reporting. Often the thinking has been done and then the SAC’s opinion is asked. Members are encouraged to bring to the meeting – the purpose of the SAC is to advise, not inform.

As an advisory group what areas would you like to see the SAC being able to provide advice on?

Doctoral Program: This is a need that has institution wide. Return to teaching course PD certification in pedagogical fields Short courses in finance, accounting etc.

As a SAC member, what information would you like to be provided with to best inform you and enable you to provide advice?

6. Key Questions for the SAC to consider: In your opinion:

(i) What areas currently represent opportunities for the School ofEducation, Humanities and Business?

(ii) What areas should we be looking at to develop new units/courses in?

The key areas we need to map the curriculum against:

• Pedagogical – course implementation & preparingundergraduate teachers. A rolling review is preferable as thecourses are being reviewed in 3.5 years.

• Strong worldview & how it plays out in personal life & in theclassroom. A teacher should be known as a leader in worldview.

• IT skills: A new unit in the MTeach focusses on Digital Literacies.The updating of staff skills are important.

• Differentiation: different levels of students (special needs,learning needs). The focus needs to be on diagnosed difficultiesvs. identifiable difficulties. deals with the differentiation.

• The nature of the furniture and the classroom determines theformat of teaching delivery. We are often restricted by ourenvironment.

(iii) What developments are you aware of which should be informing thework of the School at present, and into the immediate future?

. Students need to think through big in order for them to be equipped to address questions from students.

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7.

8.

General Business

The meeting was closed at 3.45 pm.

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SAC Membership

Member Current Role Dr Vice President Academic, Dean of

Education and Business Undergraduate Course Coordinator:

Education Dr Postgraduate Course Coordinator

Lecturer: Education Principal: College Head of Primary: College Head of Middle School: College Principal: Schools Australia (Head of Secondary: College: 4th Year Pre-service Teacher

School of Education and Humanities School Advisory Committee

Minutes 2018.06.26

Appendix: 4. School Advisory Committee (SAC) minutes June June

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Number Item Attachment

1. Welcome (

2. Present: Dr

Apologies: , Dr 3.

Minutes of Previous meeting

The minutes are accepted as true and correct. Moved: Seconded: All in favour

4. Dean’s Report

has met all deadlines for MTeach for a 2018 start. now has approval for a S2 start. There have been 26 students accepted and 36 applications in place. This will be an 18 month course rather 24 month course. Units will be offered in S2 and S3. There is a good spread across primary and secondary courses. This course will be offered externally as well as internally.

An application for Bachelor Courses to be offered externally for S1 2019 is ready for sending. This will allow for an apprenticeship model and hubs so that students and schools in regional and remote schools can study and be connected to

Numbers on current enrolments were provided along with some historical to reflect the current position in courses.

148 undergraduate students in 2017 145 undergraduate students in 2018. Numbers are likely to increase in 2019.

Initial teacher qualifications have had a reduction across all university. This reduction in numbers could be the due to the introduction of the NARTE and the science prerequisite for Primary Teaching courses.

Offering psychology as teaching area specialisation is in place. This is a fast-growing subject and there are supervisors in place due to upskilling.

is working on enhancing external offering to ensure the distinctives are available to all students. Presence does not rely on recording lectures but rather it is how courses are structured and resources/forum and assessment occurs is important to have this well placed before offering. Education is already well placed in course development. There is still some work that needs to be done but it is well placed for this to occur. Further resourcing will be needed for online course development.

will send the paper he prepared for Academic Board about online learning to members.

RG - First year teacher process at has strong support structure to help enhance transition into the workplace. The only way this can occur is in partnership with schools and the higher education sector.

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also provided information on QILT data. This data is national data and has done very well across all measures. This needs to be celebrated.

Data is being gathered on graduates and how they perform in the workplace. This is from a teacher level. Data will also be sought from Heads of School. A report on impact will be required by in 2019 and this data will be important.

The TEMAG recommendations and MTeach has been a vehicle to revisit all course offerings in Education and this will be ongoing to ensure graduates are sought after by schools.

Primary specialisations were discussed as follows and at this stage are offered in and English:

– a specialisation in science would be valuable, this would be a purescience. This was supported by

LK – would like to see a focus on the Arts again. RG supported this as the arts is a key way to communicate culture.

The STEM program is important to parents

RG – many of the specialist primary teachers are secondary trained.

LK – the MTeach will allow for other specialisations

LK – innovation and entrepreneurship is now becoming important

RG – inclusive education and differentiation are important. It was reported these units have been refreshed and has been employed as an expert in this field who will also be heavily involved in this renewal process.

SG was pleased that a number of pedagogical frameworks were focused upon, this helps when students graduate and enter schools.

LR was supportive of the apprenticeship model and develop relationship with higher education institutions and schools.

is strong on diversity of experience in PEP and this is part of the experience

Benefits for school and students if a longer relationship could be established to help ensure a smooth transition for graduate and school. The PEP structure at was provided. offer more PEP days than is required.

would like further feedback on the from members prior to the next meeting about whether this is enough experience to support teachers through the first 100 days in the classroom.

LR – Indigenous units need ensure that good understanding is achieved so that it can be applied across the curriculum in meaningful ways.

provided further background on the first year program and how this is implemented and the research it came from. The impact of this program was

provided further information on future priorities. Peter provided further information on Graduate Certificate for Education and how this can lead to the Masters of Education. This can also be used as a professional development offering to schools to help ensure a good grounding in Education for all teachers.

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LK asked that a paper be developed on Education options for schools and how this can be used. This would be helpful to connect with schools and as a taster for schools to engage further.

gave some information around the review of Studies units. This is looking at how integration of worldview into other subjects. This will have recommendations around the delivery and number of units.

RG – students are coming from a varied background and this distinctive needs to be maintained

Secondary course was also discussed. There are few changes to this course but the second teaching area has been strengthened

provided information on other developments:

• Graduate Attributes paper• Studies Review• Academic Faculty meetings have been instituted which will look at

professional growth to grow our faculty staff

RG – would like the apprenticeship model to developed as a focus LK – Postgraduate courses with intensives to support professionals LK – Need to keep the key people connected and continue to build community

PC will send a mapping of what is required and what is more flexible in the delivery

provided information on developments with the Early Childhood course and negotiations with and how can partner with them to offer an early childhood qualification. is partnering with other organisations and are keen to partner with will be visiting soon to work on this program.

LR – A focus on middle years learning needs to be maintained.

LK – The distinctive needs to be clearly articulated

5. Course Renewal (Bachelor of Education Courses)

asked that members review the course renewal paper in depth as this will become a focus for the faculty over the next 12 months. Course renewal for education will be completed in 2021

Members for the Course Development Committee are required. will send the Term of Reference to members.

6. Proposed Meeting Dates: Tuesday 6 November .

7. General Business – no further items were discussed

8. The meeting was closed at 5.02 pm.

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SCHOOL OF EDUCATION

PROFESSIONAL EXPERIENCE PROGRAM

B.Ed. Primary/SecondaryPEX Handbook

2020 (for use by Students, Schools & Supervising Teachers)

VERSION 1

Appendix: 5. PEX Handbook

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This handbook forms part of the Professional Experience Program Component of the Bachelor of Education courses offered by The Provider.

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CONTENTS INTRODUCTION...................................................................................................................................................................... 4

SECTION 1 – PLACEMENT PROCESSES .................................................................................................................................... 6

PROFESSIONAL EXPERIENCE PROGRAM OFFICE ........................................................................................................................ 6 PRE-REQUISITES ......................................................................................................................................................................... 7

LANTITE .............................................................................................................................................................................. 7 Evidence Folio .................................................................................................................................................................... 7 Unit Enrolment .................................................................................................................................................................... 7 Briefings ............................................................................................................................................................................... 7 Duty of Care & Medical Disclosure .................................................................................................................................. 7 Working with Children Check (WWCC) .......................................................................................................................... 8

PLACEMENT IN SCHOOLS ......................................................................................................................................................... 11 Placement Process .......................................................................................................................................................... 11 Placement regions ........................................................................................................................................................... 12 Special Consideration ..................................................................................................................................................... 13 Conflicts of Interest .......................................................................................................................................................... 13

WITHDRAWAL FROM PEX ........................................................................................................................................................ 14

SECTION 2 – GENERAL EXPECTATIONS & ASSESSMENT ........................................................................................................ 15

ROLES AND RESPONSIBILITIES ................................................................................................................................................. 15 ORIENTATION DAYS ................................................................................................................................................................. 17 ASSESSMENT PROCESSES ........................................................................................................................................................ 17

Assessment by Mentors .................................................................................................................................................. 18 Assessment by The Provider Lecturers ........................................................................................................................ 20 Professional Experience Folio Requirements .............................................................................................................. 20

SECTION 3 – POLICIES AND PROCEDURES ............................................................................................................................ 22

ABSENCE FROM PROFESSIONAL EXPERIENCE .......................................................................................................................... 22 ATTENDANCE TIMES ................................................................................................................................................................ 22 WORKING WITH CHILDREN CHECK .............................................................................................. ERROR! BOOKMARK NOT DEFINED. CHARACTER AND CONDUCT REQUIREMENTS.......................................................................................................................... 22 CYBER CONDUCT ..................................................................................................................................................................... 23 DRESS AND PRESENTATION STANDARDS ................................................................................................................................. 23 DUTY OF CARE .......................................................................................................................................................................... 24 INSURANCE AND LIABILITY ...................................................................................................................................................... 24 OBSERVATIONS & PROFESSIONAL DISCUSSIONS ..................................................................................................................... 24 PLANNING AND PREPARATION ................................................................................................................................................ 25 PRESERVICE TEACHERS ‘AT RISK’ ............................................................................................................................................. 25 SCHOOL RESOURCES ................................................................................................................................................................ 26 WORK HEALTH & SAFETY ......................................................................................................................................................... 26

SECTION 4 – FREQUENTLY ASKED QUESTIONS ..................................................................................................................... 27

SECTION 5 – TEACHING LOADS FOR PRESERVICE TEACHERS................................................................................................. 29

LOCATION OF PEX IN A TYPICAL B.ED. (PRIMARY) .................................................................................................................... 30 LOCATION OF PEX IN A TYPICAL B.ED. (SECONDARY) ............................................................................................................... 31 GUIDELINES FOR TEACHING ALLOCATIONS IN CONTEXT ....................................................................................................... 32 RECOMMENDED TEACHING ALLOCATIONS FOR PROFESSIONAL EXPERIENCE UNITS ........................................................... 33

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INTRODUCTION Welcome to The Provider preservice teachers undertaking a professional experience unit in either the Bachelor of Education (Primary) or Bachelor of Education (Secondary). Welcome also to all staff of partner schools who work with us in developing these teachers of the future.

The Professional Experience Program (PEX) is the area of tertiary studies that brings great excitement and anxiety to many preservice teachers. It is where the theory hits the ‘real world’; where preservice teachers are transformed into teachers and in turn learn to transform the world of the classroom student. The Provider takes its partnerships with schools seriously. We rely on school-based teachers to supervise and mentor preservice teachers as they engage with the school environment. Thank you to all Site Coordinators and supervising teachers for working with us through PEX to share your vast experience.

PEX consists of five units which take a developmental approach to the attainment of the graduate career stage of the Australian Professional Standards for Teachers (APST). Each PEX placement has a specific focus with respect to teaching and learning, in addition to the general experience of being in a school context. The program is summarised in the following table:

PEX B.Ed. (Primary) B.Ed. (Secondary) Days

First Year Orientation

or Educational Psychology: Learning & Development 5 days

Focus: Observational orientation to the school context from a teacher’s perspective.

1 Learning about Teaching: Planning for Learning (P-6)

Learning about Teaching: Planning for Learning (7-12)

15 days

Focus: Connecting to teaching and learning in a school context, including planning, implementing and reflecting on individual lessons.

2 Teaching for Learning: Motivating and Managing Learners (P-6)

Teaching for Learning: Motivating and Managing Learners (7-12)

20 days

Focus: Developing personal models for motivating and managing learners.

3 Teaching for Learning: Curriculum and Planning (P-6)

Teaching for Learning: Curriculum and Planning (7-12)

20 days

Focus: Engaging with broad curriculum issues through unit planning.

4 Teaching for Transformation: Meeting Learner Needs (P-6)

Teaching for Transformation: Meeting Learner Needs (7-12)

20 days (for courses commenced pre-2018)

OR

25 days (for courses commenced in 2018

onwards)

Focus: Differentiating programs, strategies and/or resources to meet the diverse needs of learners.

Total supervised days in schools 80-85 days

During block placements in a school, each preservice teacher will be visited by a The Provider lecturer (this may be via online technology for some regional placements) who will communicate with all parties and assess the preservice teacher’s development. This provides a triangulation of assessment for the professional experience units:

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a) Supervising Teacher evaluation,b) The Provider lecturer evaluation andc) PEX Coordinator evaluation.

This handbook and the supporting materials on the The Provider MoodleTM site have been prepared for all those involved in the The Provider Professional Experience Program:

• Preservice Teachers• School Leaders• Site Coordinators• Supervising Teachers• The Provider Lecturers

They outline the nature, roles, sequence and requirements of the program. Instructions for accessing materials on MoodleTM are provided to Site Coordinators and supervising teachers upon confirming a placement.

Each PEX experience has its own reporting forms for The Provider lecturers and supervising teachers which are supplied via the MoodleTM page.

Please contact the PEX Office should you have a question that you cannot answer from the resources provided.

Regards,

J Bloggs PEX Coordinator

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SECTION 1 – PLACEMENT PROCESSES PROFESSIONAL EXPERIENCE PROGRAM OFFICE The PEX Office is responsible for the organisation and management of professional experiences for initial teacher education (ITE) programs within the School of Education (SE).

This includes: coordinating the placement of preservice teachers within schools and educational settings organising visits by academic staff to preservice teachers whilst on PEX placements facilitating communications between schools, The Provider and preservice teachers within the PEX program

Professional Experience Program Coordinator: ............. J Bloggs

The PEX Coordinator is responsible for the academic oversight of the PEX Program. This includes managing school partnerships, oversight of working with children checks, monitoring of academic requirements for PEX blocks, development of relevant handbooks, rubrics and other documentation, as well as supporting preservice teachers to meet the requirements of their PEX programs.

PEX Placements Officer: ....................................................... C Doe

The PEX Placements Officer provides administrative support to the PEX Coordinator. This includes maintaining PEX Office records, managing working with children check (WWCC) documentation, liaising with schools and other educational sites to organise PEX placements for preservice teachers, distributing PEX information packs, organising lecturer’s visits during PEX and such other administrative duties as are required for the efficient running of the PEX Office.

Who should I contact? Contact the PEX Placements Officer about: • PEX nominations and placements, dates, or practical arrangements• Lecturer’s visits for preservice teachers on PEX• Working with Children Check

Contact the PEX Coordinator about: • Academic requirements for a PEX block, or school visitation• Submission, or completion of the PEX Folio• Professional, personal, or health concerns of preservice teachers that may impact upon PEX• Issues relating to a preservice teacher’s performance, or conduct whilst on PEX• Preservice teachers considered ‘at risk’ of failing their PEX

Contact details: The PEX Office can be contacted on:

Phone: (12) 3456 7891 Email: [email protected]

PEX Office Hours: 8.30am – 4.30pm Monday to Thursday

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PRE-REQUISITES LANTITE The Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) is a requirement for the successful completion of The Provider initial teacher education courses. It is expected that pre-service teachers will have successfully completed LANTITE before enrolling in the professional experience unit in their final semester of study. At the very least, both the literacy and the numeracy components of LANTITE should have been attempted prior to enrolling, but it must be noted that ACER will only give three opportunities to sit the test. In addition, testing windows are limited and usually fall within, or close to, professional experience blocks. Therefore, it is best to finalise LANTITE well before the final professional experience unit so that it does not become an impediment to graduation.

Evidence Folio All students enrolled in initial teacher education courses must complete an Evidence Folio that documents their progression towards a ‘graduate’ level of proficiency in accordance with the Australian Professional Standards for Teachers. It is a requirement that the Evidence Folio be submitted within one week of completing the final PEX. As with LANTITE, it is best to finalise the Evidence Folio in advance so that it does not become an impediment to graduation.

Unit Enrolment All preservice teachers must be properly enrolled in a professional experience unit to take part in professional experience placements within schools.

Briefings For units that involve a professional experience, preservice teachers will be required to engage in certain compulsory activities and meetings. Information regarding these activities and meetings will be provided in Week 1 of each semester. These include:

□ Classes that cover relevant academic issues and practices,□ A PEX Briefing process prior to the professional experience relating to practical matters including child

protection and work, health and safety (this may be face-to-face or online), and□ Classes that facilitate de-briefing after the professional experience.

The information, processes, expectations and skills that are conveyed at these meetings are critical to success as a preservice teacher in the relevant school setting.

If a preservice teacher cannot attend any of the meetings and activities, they will need to provide a doctor’s certificate, or other documentation supporting a valid reason for non-attendance. They will also be required to attend alternative meetings, or complete additional activities to ensure that the required learning and experiences have been undertaken. Acceptance of a preservice teacher’s reason for non-attendance will only be granted at the discretion of the Unit Coordinator or PEX Coordinator. Failure to attend the compulsory meetings and activities may result in withdrawal from the professional experience and subsequent failure of the unit.

Duty of Care & Medical Disclosure The Provider owes a duty in the context of a professional experience placement to take reasonable care to avoid injury to:

1. Preservice teachers and2. Staff, students and other members of the school setting at which the professional experience will occur.

If a preservice teacher is not physically and/or mentally fit to undertake a professional experience placement, this may pose a health and safety risk for the preservice teacher and potentially for the staff, students and other members of the school setting at which the professional experience will occur.

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While preservice teachers bear a reduced workload and responsibility in comparison with fully qualified teachers, to be eligible for a professional experience placement in a school setting, preservice teachers must still be fit to engage in the general types of activities and expectations that are inherent, or genuine occupational requirements of the teaching profession. The PEX Coordinator has discretion to decide whether a preservice teacher with a known, or reasonably suspected impairment, is fit to undertake a professional experience and whether reasonable adjustments can be made to enable a preservice teacher who would otherwise be unfit for professional experience, to successfully engage in it. To this end, the PEX Coordinator may seek information from a preservice teacher about a known, or suspected impairment.

Preservice teachers are required to disclose to the PEX Coordinator any medical, or other conditions which may involve a risk of harm to themselves, or others during the professional experience. This is to ensure that undertaking a PEX placement will not cause harm to individuals suffering a condition and for deciding if appropriate support can be provided, or adjustments made to PEX requirements. Listed below are some situations where preservice teachers must disclose information to The Provider:

• An increased risk to themselves or others: e.g. where a preservice teacher’s condition or capacity mayincrease a risk of harm to themselves or others, such as a mental health condition, or having an activecommunicable disease and working closely with other people.

• A condition that will require adjustments to tasks: e.g. some tasks may require adjustments for a disability,injury, health condition or pregnancy.

Some conditions may need a letter from a health care professional to state that a preservice teacher is fit for work in a school setting (e.g. If the preservice teacher is pregnant they need to obtain a medical certificate from their medical practitioner stating their expected due date and that they are fit to be in the workplace. Please note that, in general, schools may not permit preservice teachers to be on placement 6 weeks prior to or 6 weeks after the birth of their child. Schools may vary with this requirement).

If a preservice teacher is under medical supervision for a mental, or physical health condition, a letter, or report from the treating health care professional confirming their fitness for work within a school community must be supplied by the preservice teacher prior to commencement of a PEX placement. In the case of a mental health condition this may include a report from a psychiatrist.

Failure to disclose relevant medical conditions that are later revealed may result in withdrawal from the PEX.

Should a preservice teacher disagree with a decision by the PEX Coordinator to withdraw them from, or refuse them permission to undertake, a professional experience placement, they are entitled to lodge a grievance pursuant to The Provider policy.

Working with Children Check (WWCC) Preservice teachers undertaking professional experience in Jurisdiction as part of their ITE program are subject to the Jurisdiction Government’s Working with Children (Risk Management and Screening) Act 2000. This Act requires that all preservice teachers completing professional experiences in schools, child care centres and other relevant settings hold a current Positive Notice WWCC. WWCCs are issued by WWCC Services once it has carried out the Working with Children Check to see if a person is eligible to work in the areas of child-related work covered by the Act. If a person is eligible, they are issued a positive notice letter and a WWCC. The Working with Children Check is a detailed national criminal history check. The requirement that persons working with children under the age of 18 be subject to this check came into effect on May 1, 2002.

Similar legislation exists in other Australian jurisdictions and jurisdictions outside Australia. If a preservice teacher wishes to complete a professional experience placement outside of Jurisdiction, they may need to comply with additional working with children requirements under the laws of the relevant jurisdiction. The PEX Office can assist them in these situations.

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For more information on the Jurisdiction requirements, see the WWCC Services website at:

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Preservice teachers should apply for a WWCC as soon as they have accepted their offer to study to ensure sufficient time for processing before their first professional experience placement. Where a school-based placement will take place outside of Jurisdiction the preservice teacher must comply with the equivalent working with children check in that jurisdiction. The PEX Office can assist the preservice teacher in confirming cross-jurisdictional requirements.

Preservice teachers who have not previously undergone a Working with Children Check need to complete a WWCC application form. Application forms are available for download from the The Provider website, or in hard copy from the PEX Placements Officer at the PEX Office. The PEX Placements Officer must also sight Proof of Identity Documents, sign the form and lodge the application with WWCC Services. If a preservice teacher lives more than 50km from the The Provider campus, or has a disability affecting their mobility, the identity documents can be verified by a qualified person using the Confirmation of identity form.

Please note: Certain people are disqualified from applying for a WWCC. It is an offence for a disqualified person to sign a WWCC application form. Significant penalties may apply, including imprisonment. Preservice teachers who have already lodged an application form, or have a current WWCC obtained through another organisation, must complete a Link an applicant/cardholder to this organisation form. These forms are also available from the PEX Office and must be signed by the PEX Placements Officer. This will ensure that The Provider is advised of the status of the WWCC/application and any other relevant information about the WWCC. The preservice teacher must notify WWCC Services of any change of address and contact details.

Please note: It is the preservice teacher’s responsibility to maintain the currency of their WWCC, and to bear any consequences, or effects upon their professional experience programs that may arise by allowing their WWCC to lapse.

[TURN TO THE NEXT PAGE]

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PLACEMENT IN SCHOOLS This section contains information about the placement process and structure of the PEX across the B.Ed. Primary and Secondary programs at The Provider. Specific information about the requirements for each of the PEXs and the developmental progression of knowledge and skills demonstrated by preservice teachers are set out in Section 5 of this handbook.

The professional experience program seeks to orientate students to classroom contexts as early as possible. This occurs by placing students in schools for a week of observations in the first semester of their course. Preservice teachers sequentially and developmentally build their skills and proficiencies through undertaking four block placements.

PEX B.Ed. (Primary) B.Ed. (Secondary) Days

First Year Orientation

or Educational Psychology: Learning & Development 5 days

Focus: Observational orientation to the school context from a teacher’s perspective.

1 Learning about Teaching: Planning for Learning (P-6)


15 days

Focus: Connecting to teaching and learning in a school context, including planning, implementing and reflecting on individual lessons.

2 Teaching for Learning: Motivating and Managing Learners (P-6)

Teaching for Learning: Motivating and Managing Learners (7-12)

20 days

Focus: Developing personal models for motivating and managing learners.

3 Teaching for Learning: Curriculum and Planning (P-6)

Teaching for Learning: Curriculum and Planning (7-12)

20 days

Focus: Engaging with broad curriculum issues through unit planning.

4 Teaching for Transformation: Meeting Learner Needs (P-6)


20 days (for courses commenced pre-2018)

OR

25 days (for courses commenced in 2018

onwards)

Focus: Differentiating programs, strategies and/or resources to meet the diverse needs of learners.

Total supervised days in schools 80-85 daysPlacement Process The PEX Office will allocate preservice teachers to partner schools for their professional experience placements. Depending on the availability of school placements, preservice teachers will be placed based on their nomination of preferred regions in the PEX Nomination form as per the Region Map. At least one PEX placement must be in a regional area outside the urban regions.

The PEX Office will not seek to place a preservice teacher until a PEX Nomination form is submitted. Any consequent delay, or inability to secure a suitable placement through late submission will be at the risk of the preservice teacher. It is important to note that schools do not exclusively place The Provider preservice teachers and students from other universities may be on their professional experience at the same time as The Provider students.

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Preservice teachers who receive an invitation from a school should forward a copy of the invitation to the PEX Office for consideration. Please note: Preservice teachers must under no circumstances directly approach schools themselves to secure a placement.

Placement regions

1. South Jurisdiction 8. Jurisdiction Area2. West Jurisdiction 9. South-West Jurisdiction3. East Jurisdiction 10. Jurisdiction Area 24. North Jurisdiction 11. West Jurisdiction5. Jurisdiction Hills 12. North Jurisdiction6. Jurisdiction Heights 13. Regions outside Jurisdiction7. Jurisdiction Bay

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While every effort will be made to secure a placement in one of the preservice teacher’s nominated regions, this will also be subject to the available teaching areas and places offered by individual schools. This is particularly the case with respect to secondary contexts because of the need to place preservice teachers in accordance with their teaching area specialties. It is the responsibility of the preservice teacher to arrange suitable transport to and from their placement. If a preservice teacher elects to attend a placement that requires them to move away from their usual place of residence for the duration of the PEX, it is the preservice teacher’s responsibility to make suitable travel and accommodation arrangements.

In allocating preservice teachers to the state, Catholic and independent sectors, the PEX Office will consult with partner schools to honour the character and ethos of individual school learning communities and will also provide opportunity for preservice teachers to apply for special consideration in relation to their placement based on unique personal circumstances.

Special Consideration Special consideration is a process by which a preservice teacher can put forward a case to seek a professional experience placement closer to their place of residence. It will be considered on a case by case basis, with all cases determined in the sole discretion of the PEX Coordinator. To trigger Special Consideration, the circumstances will need to be unique, significant and incapable of resolution by other reasonable means available to the preservice teacher.

The preservice teacher must complete and submit a Special Consideration form to the PEX Office within 24 hours of becoming aware of the circumstances giving rise to the claim for special consideration. The claim will be determined by the PEX Coordinator and the result notified to the preservice teacher within seven working days of submitting the form.

Conflicts of Interest It is the responsibility of the preservice teacher to notify the PEX Office where there is a possible conflict of interest by completing and lodging the Notification of Conflict of Interest form with the PEX Office within 24 hours of becoming aware of the circumstances giving rise to the potential conflict. Examples of possible circumstances include: • where a family member or close friend of the preservice teacher is employed in the school setting• where the preservice teacher’s children are enrolled at the school setting• where a preservice teacher has a paid, or voluntary position with some authority (i.e. school chaplain or specialist

teacher) at the school setting

The PEX Coordinator will determine whether the circumstances are likely to give rise to a real conflict of interest and whether action can be taken to remove, or mitigate the conflict. If the conflict is considered too great for the preservice teacher to continue with the placement, the PEX Coordinator will make alternative arrangements for the placement.

Step

1 Preservice teacher completes a PEX Nomination form with the PEX Office upon enrolling in a PEX unit.

Step

2 PEX Office places preservice teacher depending on availability in the following order of priority:• cases with specialconsideration• preferred regions

Step

3 PEX Office contacts Site Coordinator for placement. Site Coordinator identifies mentor and makes decision on placement.

Step

4 Site Coordinator contacts the PEX Office to confirm placement. St

ep 5 PEX Office notifies

preservice teacher of placement via email.

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WITHDRAWAL FROM PEX Where a preservice teacher is unable to continue a PEX placement (e.g. medical, or personal circumstances) they need to contact the PEX Coordinator by email, or by phone within 24 hours of the decision to withdraw from PEX.

If a preservice teacher withdraws from a PEX unit they must complete an Application for Change to Unit Selection form. Please note that semester census dates and associated rules apply to all PEX units.

It is important for preservice teachers to understand that the Principal of the school retains the right to withdraw an offer of placement and instruct the preservice teacher to immediately leave the school if the preservice teacher commits a serious breach of school policy, engages in unprofessional conduct, or is unable to engage in the general types of activities and expectations that are inherent, or genuine occupational requirements of the teaching profession. In such circumstances, The Provider cannot guarantee that the preservice teacher will be placed in another school during that PEX block. The circumstances will be investigated and discussed with the school and preservice teacher by the PEX Coordinator before any further placement occurs. The Provider holds the right to further investigate the matter in relation to the The Provider Code of Conduct Policy and to determine a final grade for the PEX.


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SECTION 2 – GENERAL EXPECTATIONS & ASSESSMENT ROLES AND RESPONSIBILITIES During professional experience, preservice teachers are under the jurisdiction of school leaders, Site Coordinators and supervising teachers. Like all teachers, they have responsibilities to the learners, other school staff and the school community. Preservice teachers have a responsibility to maximise their experience during the professional experience and to meet the school requirements for dress, punctuality, preparation and performance of all duties and requests.

A range of resources for use by all professional experience stakeholders has been developed by the Jurisdiction College of Teachers (TRA), the Department of Education and Training (DET), and the Australian Institute for Teaching and School Leadership (AITSL). These resources include:

□ Supervising professional experience –

□ Assessing the Australian Professional Standards for Teachers (Graduate career stage) –

□ Jurisdiction Professional Experience Reporting Framework –

□ Australian Professional Standards for Teachers with Illustrations of Practice –https://www.aitsl.edu.au/teach/standards

Preservice teachers, supervising teachers, school leaders and Site Coordinators are encouraged to access these resources for additional learning and support with respect to their roles in the professional experience arena. At The Provider general expectations of the various roles are summarised in the following table:

Role Expectations Site Coordinator • Liaise with the PEX Office and school teachers to assist with the placement

and oversight of preservice teachers in the school• Encourage classroom teachers to become supervising teachers as a

development of the profession and as part of their own professionaldevelopment

• Be familiar with the PEX Handbook and PEX requirements provided by TheProvider via the MENTORS – Professional Experience Program Portalon MoodleTM

• Facilitate the engagement of preservice teachers and various members ofstaff in professional discussions during professional experience visits

• Assist in the assessment and moderation of reports by supervising teachers• Work with supervising teachers to take action as soon as they believe that a

preservice teacher is ‘at risk’Supervising Teacher (Mentor)

• Access the PEX documentation via the MENTORS – ProfessionalExperience Program Portal on MoodleTM

• Provide preservice teachers with information about learning sessions to betaught within a reasonable time (not less than 3 days) before thescheduled lesson to facilitate planning and preparation

• Read, discuss and sign all required documents• Provide daily written or oral feedback• Write evaluative comments for all learning sessions taught – this may be

done electronically or be hand-written in hard copy according to thesupervising teacher’s preference

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https://www.aitsl.edu.au/teach/standards

https://www.aitsl.edu.au/teach/standards

Role Expectations • Prepare and discuss both an interim and final report each of which is signed

by relevant school staff and the preservice teacher• Take action as soon as they believe that a preservice teacher is ‘at risk’

including:o report ‘at risk’ preservice teachers to the Site Coordinatoro report ‘at risk’ preservice teachers to the PEX Coordinatoro download and complete the Notification Form for ‘At Risk’

Preservice Teachers and return to the PEX Officeo communicate with SE lecturing staff assigned to assist in visiting

and trouble-shooting with the preservice teacherPreservice Teacher • Maintain the currency of their WWCC during their course via the PEX Office

• Comply with all notifications from the PEX Office via student email and theSTUDENT - PEX Portal on MoodleTM

• Provide draft lesson plans to their supervising teacher for feedback afull working day before the teaching session – No submitted planningmeans no teaching

• Receive and implement constructive feedback from their supervisingteacher in a positive and professional manner

• Arrive at least 30 minutes before school starts, or earlier if required byschool policy

• Adhere to school policies regarding signing in and out on arrival anddeparture

• Be available after classes for meetings, discussions and planning with thesupervising teacher and/or Site Coordinator

• Attend yard duties, sports and other activities outside the classroom incompany with a qualified teacher

• Dress in a professional manner, in accordance with school dress code, wearThe Provider identification and carry their WWCC

• Read the school’s Work Health and Safety, Child Protection, Emergencyand Behaviour Management Policies

• Use school technology for school related purposes only; preserviceteachers should not use the school’s technological services for any personalinformation or communication purposes

• Notify the Site Coordinator, supervising teacher and the PEX Coordinator atleast one hour before they are due to attend the school setting if for anyreason, they will be absent on a particular day

• Provide a doctor’s certificate or other documentation to verify any absenceslonger than one day

• Except under special circumstances, arrange with the school staff to make-up any days missed after the end of the PEX block

PEX Coordinator • Liaise with the Site Coordinator/Supervising teacher• Disseminate required PEX documentation to preservice teachers, Site

Coordinators and supervising teachers• Provide support to supervising teachers to help them confidently use the

observation and assessment instruments• Provide support to schools and preservice teachers during professional

experience placements to deal with any questions or problems that arise• Arrange a site visit to the school by a The Provider lecturer during

professional experience blocks

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Role Expectations • Collect feedback from stakeholders to evaluate and improve on each year’s

professional experienceSome important points of focus for preservice teachers in the school context include:

□ preparing brief written plans that are supported by sound mental preparedness

□ managing transitions□ implementing a unit of work with a logical sequence of learning experiences

□ sustaining teacher energy and motivation□ providing variation in teaching strategies and resource usage

□ accepting responsibility for the learning of students within the classroom□ maintaining classroom management

ORIENTATION DAYS The first day that a preservice teacher attends the school setting should include an induction and orientation by the Site Coordinator, or their delegate.

The information that should be addressed in the induction and orientation include: • Work Health and Safety policy and procedures• Emergency procedures• Location of first aid station• Staff code of conduct• Child protection policy• Behaviour management policy• Bell times• Playground duty rules• Introduction to key staff• Introduction to the school ethos and culture• Tour of the site• Curriculum and resources for teaching• Such other matters as the Site Coordinator deems necessary

The preservice teacher should have read this handbook and know The Provider’s expectations and requirements, so they can discuss them with their supervising teacher and/or Site Coordinator. It is important for preservice teachers to have some time to familiarise themselves with the school community, its facilities, routines and procedures and to ask questions.

ASSESSMENT PROCESSES Formative and summative assessment of preservice teachers in professional experience units is a shared responsibility between The Provider and partner schools. Supervising teachers and The Provider staff will provide input into judgments of preservice teacher performance in the school setting based on evidence relevant to the Australian Professional Standards for Teachers (Graduate career stage). Both supervising teachers and visiting lecturers are required to be fully registered teachers. The SE Board of Studies retains responsibility for assigning an overall assessment grade for professional experience units as part of its internal assessment processes. Each professional experience unit has its own unique unit code:

Unit Code Unit Title Learning about Teaching: Planning for Learning (P-6) Learning about Teaching: Planning for Learning (7-12) Teaching for Learning: Motivating and Managing Learners (P-6) Teaching for Learning: Motivating and Managing Learners (7-12)

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Teaching for Learning: Curriculum and Planning (P-6) Teaching for Learning: Curriculum and Planning (7-12) Teaching for Transformation: Meeting Learner Needs (P-6) Teaching for Transformation: Meeting Learner Needs (7-12)

Specific information about the teaching expectations for each professional experience unit appears in Section 5 of this Handbook.

Preservice teachers will be assessed on their teaching practice by both their supervising teacher and a visiting The Provider lecturer. The reports that supervisors and lecturers will use for assessment are published on the STUDENT – PEX Portal on MoodleTM at the start of the semester for preservice teachers to peruse.

On each placement, preservice teachers will collate a Professional Experience Folio for submission to The Provider. It will contain evidence generated during the professional experience demonstrating the Australian Professional Standards for Teachers (Graduate career stage) in the form of observations, reflections, professional discussions, planning and other relevant documentation that can be shown to supervising teachers, Site Coordinators, or The Provider lecturers. Preservice teachers are reminded that the specific assessment requirements for each professional experience, including the contents of the Professional Experience Folio, will be set out in the relevant Unit Outline and Assessment Guide.

Assessment by Mentors All reports and other PEX documentation required by supervising teachers to perform their duties appear on the MENTORS – Professional Experience Program Portal on MoodleTM.

A formative (halfway) and a summative (final) version of a report by the supervising teacher will assess preservice teacher performance against the Australian Professional Standards for Teachers (Graduate career stage) on a four-point scale under the Jurisdiction Professional Experience Reporting Framework:

Assessment ratings Description (E) = Exceeding graduate level Consistent evidence of knowledge, practice and engagement that

exceeds the APST descriptors at the Graduate Career Stage. (G) = Graduate level Consistent evidence of knowledge, practice and engagement that

demonstrate the APST descriptors at the Graduate Career Stage. (D) = Developing towards graduate level Awareness of the descriptors at the APST Graduate Career Stage

but demonstrates inconsistent knowledge, practice and engagement at this level.

(B) = Below graduate level Little or no evidence of knowledge, practice and engagement or awareness that meet the descriptors at the APST Graduate Career Stage.

Supervising teachers should provide feedback comments in support of the rating given. Specific formative feedback for improvement must be provided for all ratings of D or B. Supervising teachers are again referred to the TRA publication entitled, Assessing the Australian Professional Standards for Teachers (Graduate career stage), to assist them in making consistent judgments against the standards.

The formative report provides significant feedback to preservice teachers on their progress and is a key identifier for all parties of issues that need to be addressed under the The Provider ‘at risk’ policies and procedures (see Section 3). It is therefore imperative that the formative report is given to the preservice teacher on time (refer to the PEX Block Checklist in Section 5) and that the ‘at risk’ process is followed if necessary.

The summative report must be given to the preservice teacher at the end of the placement before leaving the school (refer to the PEX Block Checklist in Section 5). The overall achievement on the summative report is either Pass or Fail. Please note that the supervising teacher is not required to decide the overall achievement on a preservice teacher’s final professional experience (i.e. for or This will be decided by The Provider based on the recommendations of the supervising teacher on the Jurisdiction Professional Experience Reporting Framework Final

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Professional Experience Recommendations. The preservice teacher must include a signed copy of the summative report for each placement in their Professional Experience Folio.

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As a developing professional, a preservice teacher will be engaging with the Australian Professional Standards for Teachers (Graduate career stage) as part of an ongoing, documented, self-reflective process. These reflections should form the basis for professional discussions with the supervising teacher and other practitioners in the school community. For each professional experience preservice teachers will complete a Goal-Setting Tool and a Self-Audit Tool to be discussed with and signed by the supervising teacher and included in the Professional Experience Folio. Preservice teachers can download the relevant tools from the STUDENT – PEX Portal on MoodleTM.

Assessment by The Provider Lecturers It is usual for lecturers to visit the school setting during the second to fourth week of a placement to observe preservice teachers in class. Preservice teachers should check their student email daily for important communications from the PEX Office about school visits and promptly respond to requests for information. At the discretion of the PEX Coordinator, or at the request of the school, visits may occur at other times, or at multiple times (commonly where ‘at risk’ issues are identified). Where a personal visit by a lecturer is not possible due to logistical constraints, the preservice teacher will be required to provide a recorded lesson to the PEX Office for review.

The observed lesson should be between 30-45minutes in length after which time the lecturer will debrief with the preservice teacher. The Provider lecturers will usually complete a report for each of their visits to preservice teachers and provide a finished copy within 24 hours of the visit for the preservice teacher to sign and return. The report is marked on the four-point scale under the Jurisdiction Professional Experience Reporting Framework with an overall achievement of Pass or Fail. The preservice teacher must include a signed copy of the report in their Professional Experience Folio.

The Provider visiting lecturers value the opportunity to discuss the professional experience and a preservice teacher’s progress with supervising teachers. Consequently, supervising teachers should be present in the classroom and be available for consultation before or after the lesson. Site Coordinators and Directors/Principals may also wish to consult with The Provider visiting lecturers on these days.

Professional Experience Folio Requirements Preservice teachers are required to submit a Professional Experience Folio containing materials they have developed during their Professional Experience placement. The folio will be submitted in an electronic format by uploading a OneDrive link to the TurnitinTM section on MoodleTM for the relevant PEX unit. This will be explained in the Assessment Guide for each unit.

As the Goal-Setting Tool, Self-Audit Tool and summative reports are legal documents, it is the responsibility of the preservice teacher to ensure that all parties sign them as required. The Professional Experience Folio cannot be assessed and a result awarded for the unit, without the correct submission of these documents. Unsigned documents will not contribute to the award of a grade.

General Checklist for Elements of the Professional Experience Folio1: Supervising Teacher/Mentor Report

While each mentor should complete both a formative and a summative report, only the summative report isincluded with the Professional Experience Folio. It must be signed by all necessary parties as indicated on thereport.

Lecturer ReportThis must be signed by all necessary parties as indicated on the report.

Goal-Setting ToolThis Tool is designed to help preservice teachers develop a proactive approach to their professional developmentby setting specific, achievable goals against the Australian Professional Standards for Teachers (Graduatecareer stage). The Tool should be completed by the preservice teacher in consultation with the supervisingteacher at the commencement of the PEX block and reviewed throughout the PEX to measure achievement ofstated goals. The Tool must be signed by both the preservice teacher and supervising teacher.

1 Preservice teachers should read this general checklist subject to the specific requirements of their unit’s Assessment Guide.

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Self-Audit ToolThis Tool is designed to help preservice teachers reflect on their professional development supported by specificpieces of evidence e.g. observations, discussions, plans, activities, and other artefacts. The Tool should becompleted by the preservice teacher progressively during the placement and discussed with the supervisingteacher as evidence of self-reflection on practice. It must be signed by both the preservice teacher andsupervising teacher.

Observations, Professional Discussions, Planning and ReflectionIt is essential that preservice teachers provide documentary evidence of their engagement with these activitiesthroughout the period of the placement. The specific requirements for observations, professional discussions,planning and reflections to be included in the Professional Experience Folio will be stated in the relevant unit’sAssessment Guide and relevant templates to be used will be published on the STUDENT – PEX Portal onMoodleTM.

All documents in the OneDrive folder should have clear file names and be organised into folders for ease of navigation by the person marking the folio, for example:

Lecturer and Supervisor Reports

Goal-Setting and Self-Audit Tools

Week 1 Activities

Week 2 Activities

Week 3 Activities

Week 4 Activities

Each lesson plan should have a clear file name indicating: Date_Grade_Subject_Single/Double. For example, a file name for a lesson plan could be:

A double Year 10 English lesson on 12 October 2020 = 12-10-20_Y10Eng_D

A single Year 5 Science lesson on 6 November 2020 = 06-11-20_Y5Sci_S

A file name for a daily plan could be:

A daily plan for 30 October 2020 = 30-10-20_Daily Plan

The method used to name your files must be consistent and appropriate to easily identify the nature of the document before opening it.


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SECTION 3 – POLICIES AND PROCEDURES ABSENCE FROM PROFESSIONAL EXPERIENCE The TRA is responsible for the registration of teachers wishing to practice in Jurisdiction schools. AITSL sets the minimum number of professional experience days that must be completed in initial teacher education programs. Preservice teachers in undergraduate and double-degree initial teacher education programs must complete a minimum of 80 days of well-structured, supervised and assessed practice in schools to be eligible for registration. The Provider B.Ed. (Primary/Secondary) courses provide for a total of 80-85 days. Therefore, while it is preferred that no days bemissed, it may not always be necessary for a missed placement day to be made-up. The Site Coordinator/supervisingteacher should always contact the PEX Coordinator to discuss the need for make-up days in any given case.

If the absence is for medical reasons and extends beyond one day, a medical certificate must be presented to the school and the PEX Office. If the absence is for two days or more, arrangements must be made by the preservice teacher with the PEX Coordinator and supervising teacher to make up the lost days in the school.

If a preservice teacher is absent on a professional experience day, they are to phone the school at least one hour before they are scheduled to attend for the day’s program. They should leave a message for their supervising teacher and Site Coordinator if direct contact cannot be made and send in planning prepared for any scheduled teaching. In addition to this, preservice teachers should notify the PEX Office by phone/email.

Failure to undertake required make-up days in the event of absences may result in the preservice teacher failing the professional experience unit.

ATTENDANCE TIMES Preservice teachers are expected to arrive at the school setting at least 30 minutes before the school day begins, unless required to arrive earlier by the Site Coordinator. They must also remain until the end of the scheduled school day and attend meetings or other professional activities that may be held onsite after students have left school. Unless permission is obtained from the Site Coordinator or their delegate, preservice teachers must not leave the school setting between the start and end of the school day. If a preservice teacher wishes to leave school earlier on a given day, they must speak with the Site Coordinator and give a valid and substantiated reason for the request.

Where a placement day falls on a student free day, professional development day, or school event such as a sports carnival, attendance will be counted towards the required professional experience days. In the event of industrial action by teachers at the school setting on a placement day (i.e. a strike), the preservice teacher should not attend school and inform the PEX Office of the situation. Professional experience days lost due to industrial action or public holidays must be made-up.

WORKING WITH CHILDREN CHECK Preservice teachers will not be allowed to enter any professional experience settings to undertake any PEX requirements unless they hold a current Positive Notice WWCC. It is the responsibility of the preservice teacher to maintain the currency of their WWCC throughout their course of study. If a preservice teacher’s WWCC is due to expire during a semester’s scheduled professional experience block, they must lodge a renewal application with WWCC Services no later than the first day of that semester to allow sufficient time for processing and issuing of a new WWCC.

CHARACTER AND CONDUCT REQUIREMENTS It is expected that preservice teachers will model high standards of personal and professional conduct at all times in accordance with the The Provider Student Code of Conduct (https://theprovider.edu.au/policies/student-administration/student-code-of-conduct/). Preservice teachers need to consider carefully whether their actions, lifestyle, behaviour, or conduct may potentially impact upon their suitability for placement within school contexts.

As developing professionals, preservice teachers are expected to understand and abide by:

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□ the Jurisdiction College of Teachers’ (TRA) Code of Ethics for Teachers in Jurisdictionhttps://www.TRA.edu.au/standards-and-conduct/code-of-ethics

□ the TRA Professional Boundaries: A Guideline for Jurisdiction Teachershttps://www.TRA.edu.au/standards-and-conduct/professional-boundaries

□ the Australian Professional Standards for Teachers (Graduate Teachers)https://www.aitsl.edu.au/teach/understand-the-teacher-standards and

□ the staff code of conduct of the placement school.

In all circumstances, preservice teachers should be mindful of requirements to establish and maintain appropriate professional relationships within school contexts and the need to always act with impartiality, truthfulness and honesty.

All preservice teachers enrolled in PEX are required to sign a Professional Conduct Commitment acknowledging and agreeing to abide by the professional expectations of PEX. Failure to adhere to the character and conduct expectations may trigger the ‘at risk’ process.

CYBER CONDUCT To ensure that their professional behaviour is in keeping with relevant ethical standards and Codes of Conduct, preservice teachers should also be aware of how their on-line actions can impact upon their professional relationships within school communities. Use of information and communication technologies, such as email, mobile phones, text or instant messaging, blogs, social media (e.g. Facebook, Instagram) and other websites must be undertaken with extreme caution.

Such technologies must only be engaged with for appropriate professional purposes whilst on school campuses, and any personal use of such whilst off school campus, before, during, or after a professional experience, must ensure that there is no reference to a particular school, or member of a school community. In keeping with this, the following points must be adhered to:

• There must be no personal engagement with school students with whom preservice teachers have come intocontact during the PEX via social media or digital technologies, either on, or off school campuses, at any time.

• Any professional engagement with students via information/digital technologies must be officially sanctioned bythe school, via an official school site and for appropriate educational purposes only.

• Preservice teachers must not post, or publish online anything that may bring The Provider, themselves, theschool at which they are undertaking PEX, or any member of that community, into disrepute.

Failure to adhere to these expectations may trigger the ‘at risk’ process.

DRESS AND PRESENTATION STANDARDS Each school setting will usually have its own policies and standards with respect to dress and grooming of its staff. Preservice teachers are expected to comply with dress and grooming standards set by a school in keeping with its ethos.

Preservice teachers are also representing The Provider while on professional experience placement. It is the expectation of The Provider that all preservice teachers will maintain a high standard of professional dress and grooming while serving in school settings. This should at least match the standard of senior staff in the school setting. General examples include:

• Clothing should be ironed, neat, clean and modest.• Males should wear a tie with a button-up shirt.• The Provider Polo shirts may be worn by males or females if appropriate to the context (e.g. for Sport).• Closed in shoes should be worn for safety.• Thongs and open-toed shoes should not be worn at any time.• A hat is required for playground duty and outdoor activities.• Personal hygiene and grooming should be of a high standard.

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• The Provider lanyard should be worn containing identification card, WWCC and school ‘sign in’ tag.• Visible tattoos should be covered.• No radical hairstyles should be worn.• Males should not have ear or other visible piercings.• Females should not exhibit multiple ear piercings or other visible piercings.

The Provider lanyards will be provided to preservice students in their first year of study via the PEX Office. Preservice teachers will be responsible for the cost of the lanyard.

Failure to dress appropriately may lead to exclusion from the school setting until the issue is rectified.

DUTY OF CARE During their placement, preservice teachers owe a general duty of care to staff, students and other members of the school community not to cause loss or injury by any negligent act of omission. However, because they are not registered teachers in the employ of the school, legal responsibility for students always remains with the supervising teacher and other school staff. At no time should a preservice teacher be left in charge of students without supervision by a registered teacher. The extent to which professional activities are delegated to preservice teachers by supervising teachers must be based on a careful assessment of each preservice teacher’s current progress and readiness to assume responsibility.

Preservice teachers should follow the instructions and advice of supervising teachers and other school staff in authority with respect to maintaining a safe and supportive environment for students.

INSURANCE AND LIABILITY The Provider’s public liability insurance extends to cover preservice teachers undertaking professional experience placements. Insurance does not cover use of private vehicles.

OBSERVATIONS & PROFESSIONAL DISCUSSIONS In addition to specific assessment requirements for individual placements, preservice teachers are encouraged to observe a range of teaching and learning activities within the school setting and to record their observations for reflection and professional discussions. Permission should be sought from a supervising teacher or the Site Coordinator before undertaking an observation and confidentiality and respect must be maintained for the teacher and students. Observations should never be judgmental or evaluative but reflective in nature, focussing on learning. The Lesson Observation Record should be used by the preservice teacher to make notes of their observations. All lesson observation forms can be downloaded from the STUDENT – PEX Portal on MoodleTM.

An important aspect of professional development is learning to understand the wider contexts of schools. The professional life of a teacher is not just located within the classroom. Rather, teachers are part of a learning community, where there are multiple interrelationships and interdependencies. Developing an understanding of the various ways in which schools are managed and organised to fulfil their mission statements is an essential experience in becoming a professional teacher.

Consequently, during each professional experience preservice teachers are expected to engage in professional discussions with school staff. These discussions can take many forms. Of great benefit are informal discussions initiated by preservice teachers who have accepted the responsibility to be proactive learners and investigators. Preservice teachers may involve themselves in discussions with supervising teachers, other teachers, group leaders, heads of departments, librarians, school support staff, ancillary staff and so on. It is important, however, when initiating this type of discussion that preservice teachers respect the time restraints and other commitments of school staff. Preservice teachers should record notes of these discussions in the Professional Discussions Log for reflection. The log can be downloaded from the STUDENT – PEX Portal on MoodleTM.

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PLANNING AND PREPARATION Supervising teachers should discuss ideas for learning sessions and activities within a reasonable time (no less than three days) before the scheduled event to give the preservice teacher adequate time for planning and preparation.

Preservice teachers must provide a copy of their planning for a learning session, or activity to the supervising teacher to obtain feedback, at least one working day before the scheduled event. In the absence of lesson planning, the preservice teacher should not be allowed to teach.

It is expected that the preservice teacher will receive constructive feedback from their supervising teacher in a positive and professional manner and will implement it as soon as practicable to improve their teaching practices. A final copy of planning for a learning session must be given to the supervising teacher prior to the preservice teacher implementing it.

If a preservice teacher is absent on a day when they are scheduled to teach, it is expected that they will email their planning to the supervising teacher and Site Coordinator together with notification of their absence.

PRESERVICE TEACHERS ‘AT RISK’ Preservice teachers may encounter a range of unforeseen issues during a professional experience. The Provider aims to support schools, supervising teachers and preservice teachers where possible. A preservice teacher could be placed ‘at risk’ for several reasons, including:

It is imperative that the Site Coordinator, the PEX Coordinator and the preservice teacher are made aware of the ‘at risk’ status as soon as it is identified, which should usually be no later than the provision of the formative (halfway) report. The supervising teacher, Site Coordinator, visiting lecturer or PEX Coordinator can place a preservice teacher ‘at risk’. The ‘At Risk’ Notification form can be downloaded from the MENTORS – Professional Experience Program Portal on MoodleTM.

An ‘at risk’ notification does not necessarily mean that the preservice teacher should or will fail the PEX unit, but it signifies that there are issues of concern that need to be addressed. The provision of an ‘at risk’ notification to the PEX Office triggers extra support for a preservice teacher to help them redress issues of concern. This will include clear identification of the issues that need to be addressed and a follow up visit from a The Provider lecturer. Where necessary, in consultation with the school, a decision will be made about the suitability of the preservice teacher to continue with the placement. If there is uncertainty on the part of a supervising teacher or Site Coordinator as to whether an ‘at risk’ form is necessary, the notification should be completed to ensure that the PEX Office is informed of the issues and able to make appropriate interventions.

Triggers for ‘at risk’ notification 1. Absence without valid explanation

2. Failure or inability to plan for learning

3. Serious difficulties with classroom management

4. Significant lack of content knowledge

5. Serious difficulties with implementing teaching strategies and pedagogical practices

6. Inadequate progress in developing towards graduate level achievement

7. Acting outside of the school’s policies such as work health and safety, behaviour management, etc.

8. Misconduct or failure to abide by the TRA Code of Ethics, the school’s or The Provider’s code of conduct, or PEX protocols

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If schools have cause for concern regarding the progress of a preservice teacher, the following process should be followed:

□ the circumstances considered to be ‘at risk’ should be discussed with the preservice teacher by the supervisingteacher and Site Coordinator, giving the preservice teacher a reasonable opportunity to improve

□ if the situation does not improve, or is not resolved, the Preservice Teacher ‘At Risk’ Notification form should becompleted and a copy given to the preservice teacher, supervising teacher, Site Coordinator and the PEXCoordinator

□ a process of diagnosis, remediation and intervention will be undertaken in a joint effort between the preserviceteacher, The Provider and the school

□ preservice teachers have the freedom in these circumstances to contact the PEX Coordinator for discussion andadvice

□ discussions should be conducted throughout the process with the visiting lecturer during visits, by telephone, oronline

□ every effort will be made to assist the development of the preservice teacher□ if satisfactory improvement is not made within the negotiated time frame, a discussion will take place with the

preservice teacher and school as to the options for the preservice teacher□ the preservice teacher may also choose to withdraw from the PEX□ in the case of serious misconduct, the preservice teacher will be immediately withdrawn from the school setting

either at the instance of The Provider or the Principal/Site Coordinator

If the ‘at risk’ issues are not resolved so that the preservice teacher can complete the professional experience, they will receive a failing grade for the unit.

SCHOOL RESOURCES It is the responsibility of the preservice teacher to care for any resources that are lent to them by the school and to return them at the end of the placement, or other agreed time, in the same condition as when they were borrowed. The preservice teacher must comply with the borrowing procedures of the school. At no time should school resources be taken by the preservice teacher without express permission of school staff.

WORK HEALTH & SAFETY As part of the PEX briefing by the PEX Coordinator, all preservice teachers will have an orientation on Work Health and Safety prior to going to the school and then at the school from the appropriate school officer. All schools should have a Work Health and Safety Policy and a Risk Management Policy. It is necessary that preservice teachers familiarise themselves with these policies. Schools should ask preservice teachers to sign a roll after viewing these policies. Preservice teachers are expected to comply with the school’s policies so as not to cause injury to themselves or others.

Preservice teachers should immediately report to a supervising teacher any threats of violence or intimidation they receive from students or any other person in the school setting.

If the preservice teacher is injured at school, or during a school related activity, they must report it to the school administration and supervising teacher. Medical assessment of the injury should be sought. As soon possible the preservice teacher should complete the school’s incident report form. A copy of the completed incident report must be sent to the PEX Office. Any lost days will need to be made-up.

If the school would like a preservice teacher to attend a camp or excursion that it is running during the PEX block, The Provider expects the preservice teacher to do so. The preservice teacher is expected to let The Provider know of these arrangements by submitting to the PEX Coordinator a copy (electronic or hard copy) of the risk-assessment paperwork that the school has completed in relation to the event. This is needed to fulfil The Provider’s responsibilities to its preservice teachers in terms of Work Health and Safety. Unfortunately, if we do not have a copy of such paperwork, we cannot authorise a preservice teacher to attend an off-campus event such as an excursion or camp whilst on PEX.

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SECTION 4 – FREQUENTLY ASKED QUESTIONS

1. What if there are concerns about how a preservice teacher is performing on placement?In the first instance, the preservice teacher needs to be given very clear feedback regarding the concerns and specific advice as to how to rectify these issues. The supervising teacher may inform the Site Coordinator of the concerns and seek advice as to whether they would like to reinforce the advice given to the preservice teacher by also speaking with them. If the preservice teacher does not respond positively and implement the changes or advice given at the next reasonable opportunity, the supervising teacher or the Site Coordinator should let the PEX Coordinator know as soon as possible. The PEX Coordinator can then speak with and/or visit the preservice teacher to provide additional support and assistance as needed. If the concerns are substantial, and lead to questioning whether the preservice teacher is likely to pass the PEX experience, the supervising teacher should fill out and submit to both the Site Coordinator and the PEX Coordinator an ‘at risk’ notification in accordance with the ‘at risk’ policy and procedures.

2. What if a preservice teacher does not submit his or her planning on time?Failure to submit planning on time (that is, the working day before the teaching is scheduled to take place) is a substantial issue. In this instance, the preservice teacher should be informed that they will not be teaching the allocated class, and it is up to the supervising teacher as to whether they are willing to provide another opportunity to make up that lesson. The supervising teacher should inform the Site Coordinator straight away of any problems in this regard. The PEX Coordinator should be notified if planning is not submitted on more than one occasion, so they can reinforce this expectation with the preservice teacher and assist them with their organisational strategies to ensure that such failure does not occur again. If planning continues to be late following these interventions, an ‘at risk’ notification should be completed in accordance with the ‘at risk’ policy and procedures.

3. What if planning is submitted, but it is inadequate?Written planning should be submitted on the working day before the teaching is due to take place. It may be in electronic or hard copy form depending on the supervising teacher’s preference. This is to give supervising teachers the opportunity to ensure that it is suitable for teaching and if not, to enable resubmission prior to the lesson being implemented. If resubmitted planning is still incomplete or inadequate, the supervising teacher has the right to refuse to allow the preservice teacher the opportunity to teach. Insufficient or unsatisfactory planning is a substantial concern. In such instances, an ‘at risk’ notification should be completed in accordance with the ‘at risk’ policy and procedures.

4. Do missed placement days always need to be made up?Preservice teachers in undergraduate and double-degree initial teacher education programs must complete a minimum of 80 days of well-structured, supervised and assessed practice in schools to be eligible for registration. The The Provider B.Ed. (Primary/Secondary) courses provide for a total of 80-85 days. Therefore, while it is preferred that no days be missed, it may not always be necessary for a missed placement day to be made-up. The Site Coordinator/supervising teacher should always contact the PEX Coordinator to discuss the need for make-up days in any given case.

5. What if a preservice teacher is away due to illness?If a preservice teacher becomes ill, they must notify the PEX Office, Site Coordinator and mentor at least an hour before the start of the school day that they will be absent. Any lesson plans for that day should also be emailed for the attention of the mentor. If the absence is for more than one day a medical certificate should be obtained and sent to the PEX Office and Site Coordinator. Where the absence persists for two days or more, arrangements must be made by the preservice teacher with the PEX Coordinator and supervising teacher to make up the lost days in the school.

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6. Must a preservice teacher do make-up days if there is a public holiday or whole day school event duringtheir professional experience?

Public holidays will need to be made-up which can be by way of a pre-placement orientation day. If a preservice teacher is attending a scheduled school event, such as a sports carnival, excursion, camp or student free day/s for planning/PD, these days will still count towards the required professional experience days.

7. May preservice teachers go on school camps or excursions?Yes, school camps and excursions are a great way for preservice teachers to interact with students in non-formal settings and gain valuable experience in terms of how such events are organised and managed. It is up to the discretion of the school as to whether preservice teachers can attend these types of events, and this may be dependent on things such as the amount of accommodation available for staff and/or transport arrangements. If the school would like a preservice teacher to attend a camp or excursion that it is running during their PEX block, The Provider expects the preservice teacher to do so. The preservice teacher is expected to let The Provider know of these arrangements by submitting to the PEX Coordinator a copy (electronic or hard copy) of the risk-assessment paperwork that the school has completed in relation to the event. This is needed to fulfil The Provider’s responsibilities to its preservice teachers in terms of Work Health and Safety. Unfortunately, if we do not have a copy of such paperwork, we cannot authorise a preservice teacher to attend an off-campus event such as an excursion or camp whilst on PEX.

8. What if the timetable given by the school does not allow the preservice teacher to fully meet therecommended teaching expectations for the professional experience?

If the shortfall is relatively minor, it is not a problem e.g. missing two or three lessons across the placement. The recommended expectations are provided as guidelines for a reasonable opportunity to develop and assess preservice teacher skills. They are not exacting requirements. Any shortfall in teaching time should be documented by the preservice teacher in the PEX Folio by way of an explanatory note which includes the reason why lost teaching time could not be fitted elsewhere into the schedule. The preservice teacher should also aim to participate in sport, home class activities, or assemblies to gain further experience and exposure to school activities. However, the preservice teacher must not organise visiting other staff members’ classrooms without first discussing this with the Site Coordinator or mentor to obtain permission.

9. How are mentors and Site Coordinators paid for hosting a preservice teacher?All necessary payment forms can be downloaded from the MENTORS – Professional Experience Program Portal on MoodleTM. Mentors/Site Coordinators who have not worked with The Provider before will need to fill in a Tax File Declaration (also on MoodleTM). Upon receipt of these documents by The Provider, payment will be arranged for deposit into the nominated bank account.

10. How is mentor feedback to be documented for the purposes of the PEX Folio?The PEX Handbook instructs mentors to write evaluative comments for all learning sessions taught. This may be done electronically or hand-written according to the mentor’s preference. We do not specifically require signatures on the documents, but some mentors will do this as a matter of course. A suggested formative feedback sheet can be accessed on the MENTORS – Professional Experience Program Portal on MoodleTM. In practice, mentors will often have developed their own style of providing feedback. Some may give extensive written notes on the lesson plan, or separately. Others may give brief notes and verbal feedback, which the mentee should write up for their future reference and for the folio. In some cases, feedback may be given via email. These can be included in the folio.

11. Does a teaching session greater than 60 minutes count as a double lesson?Generally speaking, a lesson that is longer than 60 minutes may be treated as a double lesson for the purposes of the expected teaching allocations set out in Section 5 of the PEX Handbook (see the Notes to the Schedule). However, it is preferred that doubles be no less than 70 minutes. An extra 10 minutes in a lesson is neither here nor there in the broader context of a preservice teacher gaining experience in the classroom during PEX.

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SECTION 5 – TEACHING LOADS FOR PRESERVICE TEACHERS This section contains specific information in relation to the professional experience requirements for Bachelor of Education courses.

Each professional experience has its own focus:

Experience Unit Focus First Year

Orientation Observational orientation to the school context from a teacher’s perspective.

Connecting to teaching and learning in a school context, including planning, implementing and reflecting on individual lessons

Developing personal models for motivating and managing learners

Engaging with broad curriculum issues through unit planning

Differentiating programs, strategies and/or resources to meet the diverse needs of learners

Please Note: In working with our preservice teachers, school leaders and supervising teachers are requested to consider the course context within which the professional experience is being undertaken. Preservice teachers will have varying degrees of content/curriculum knowledge and pedagogical skills depending upon where the experience falls in their course. The standard course progression will see preservice teachers placed in schools for block periods as follows:

– second year second or third year depending on semester of entry into the course – second or third year depending on semester of entry into the course – fourth year

Therefore, scope exists for a preservice teacher to still be developing towards the Australian Professional Standards for Teachers (Graduate career stage) in the first three professional experiences with increasing evidence of meeting the standards over time. By the end of fourth professional experience, all standards should be met at the Graduate level.

We encourage supervising teachers to discuss their preservice teacher’s level of experience during orientation discussions. The following pages indicate the location of PE units in typical Primary and Secondary courses.


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LOCATION OF PEX IN A TYPICAL B.Ed. (PRIMARY)

Year Semester 1 Semester 2 1

Introduction to Cross-Curricular Literacies

Curriculum & Pedagogy: Humanities & Social Sciences (P-3)

Educational Psychology: Learning & Development (P-6)

Foundations of an educational worldview

Introduction to Language, Literature & Literacy

Introduction to Science

Introduction to Technologies

Introduction to Teaching & Learning (P-6)

2 Introduction to Mathematics & Numeracy

Content & Pedagogy: Health & Physical Education

Learning about Teaching: Planning for Learning (P-6)

Contours for an educational worldview

Advanced Studies in Science & Technologies

Curriculum & Pedagogy: Mathematics & Numeracy

Curriculum, Assessment & Reporting (P-6)

Australian Indigenous Contexts & Education

3 Advanced Studies in Mathematics & Numeracy

Curriculum & Pedagogy: English & Literacy

Learning Communities: Schools, Students & Families (P-6)

Teaching for Learning: Motivating & Managing Learners (P-6)

Advanced Studies in English & Literacy

Content & Pedagogy: The Arts


Teaching for Learning: Curriculum & Planning (P-6)

4 Curriculum & Pedagogy: Science & Technologies

Curriculum & Pedagogy: Humanities & Social Sciences (4-7)


Education & worldviews

Elective Primary specialisation in English or Mathematics


Worldview & Sociology for Teachers


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LOCATION OF PEX IN A TYPICAL B.Ed. (SECONDARY)

Year Semester 1 Semester 2 1

Introduction to Cross-Curricular Literacies

Teaching Area Specialty Discipline Unit

Educational Psychology: Learning & Development (7-12)

Foundations of an educational worldview




Introduction to Teaching & Learning (7-12)

2 Teaching Area Specialty Discipline Unit



Contours for an educational worldview



Curriculum, Assessment & Reporting (7-12)

Australian Indigenous Contexts & Education


ES358 Learning Communities: Schools, Students & Families (7-12)

Teaching for Learning: Motivating & Managing Learners 7-12)

Education & worldviews


Curriculum & Pedagogy: Teaching Area #1


Teaching for Learning: Curriculum & Planning (7-12)



Curriculum & Pedagogy: Teaching Area #2


Cross-Curricular Priorities, Capabilities & Literacies


Worldview & Sociology for Teachers


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GUIDELINES FOR TEACHING ALLOCATIONS IN CONTEXT In considering the need for balance between class contact and preparation time the following guidelines are suggested for a full day, or continuous period of teaching:

4 PERIOD DAY 6 PERIOD DAY 7 PERIOD DAY 8 PERIOD DAY Contact 10-15 periods/week 20-22 periods/week 20-25 periods/week 25-30 periods/weekContinuous teaching allocation

2-3 periods/day 4 periods/day 4-5 periods/day 5 periods/day

PLEASE NOTE: Class contact time that is not allocated to the preservice teacher, MUST NOT be used as planning, or break time. During such times, the preservice teacher should be engaged with the class in supporting and assisting the work that the class teacher is doing.

It is the responsibility of the Site Coordinator in the secondary setting to develop a timetable for each secondary preservice teacher in the school. Preservice teachers should receive a copy of their timetable prior to the commencement of the PEX block. The timetable should indicate total class contact time with mentor(s) and classes.

It is important to provide preservice teachers with some balance between their teaching areas. Some inclusion of other school-based activities such as sport may be helpful in gaining sufficient class-contact time. However, the main priority is allocation within the preservice teacher’s teaching areas.

Interacting with a variety of mentors is very challenging for preservice teachers. Contrary advice and a lack of continuity with classes and mentors can lead to a sense of confusion. It is recommended that secondary preservice teachers be placed with two mentors, recognising that in some circumstances this may need to be extended to three. However, the allocation of a preservice teacher to more than three mentors is to be avoided.

The following table provides a guideline for the recommended amount of teaching that preservice teachers should undertake during a school-based placement. The Provider recognises the need for flexibility in this given the wide variety of school contexts and unforeseen interruptions that can impact on teaching and learning time in any school. The supervising teacher should work with their preservice teacher to unpack the recommended allocation in a developmentally appropriate way. Provided preservice teachers can achieve the recommended number of lessons overall, the week in which they occur is not crucial. If preservice teachers are not able to meet the recommended allocations due to interruptions to regular school timetables, or the holding of special events e.g. sports days, they should explain this in their PEX Folio.

[TURN TO THE NEXT PAGE FOR RECOMMENDED TEACHING ALLOCATIONS]

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Notes: observation = 30-60 minutes; lesson segment = 15-20 minutes; whole lesson = 30-60 minutes; day = 60-80% of regular teacher load; continuous = 60-80% of regular teacher load.

RECOMMENDED TEACHING ALLOCATIONS FOR PROFESSIONAL EXPERIENCE UNITS Unit code Professional Experience Days Other requirements

or 5 days Orientation visit to schools for observation and formative introduction to school contexts

• Refer to unit Assessment Guide for specific detailso Reflection task

or 15 days

Teaching and Learning Activities across the block period: • 5 x formal observations focused on planning for teaching• 3 x professional discussions on planning and preparation• 3 x lesson segments (developmental step toward whole lessons)• 10 x whole lessons (up to 2 lessons per day)

• Refer to unit Assessment Guide for specific detailso Folio of worko Lecturer reporto Supervisor reporto Goal-Setting and Self-Audit Tools

or 20 days

Teaching and Learning Activities across the block period: • 5 x formal observations focused on classroom management• 3 x professional discussions about classroom management issues• 12 x whole lessons (up to 2 lessons per day)• 1 x day teaching• 1 x week continuous teaching


or 20 days

Teaching and Learning Activities across the block period: • 5 x formal observations focused on broader curriculum issues• 3 x professional discussions related to unit planning/curriculum• 12 x whole lessons (up to 2 lessons per day)• 1 x day teaching• 1 x week continuous teaching


or

20 days (courses

commenced pre-2018)

OR 25 days (courses

commenced in 2018 onwards)

Teaching and Learning Activities across the block period: • 6 x formal observations focused on student learning/differentiation• 5 x professional discussions about evidence-based teaching and

measuring impact on learning• 10 x whole lessons (up to 3 lessons per day)• 2 x weeks continuous teaching

• Refer to unit Assessment Guide for specific detailso Lecturer reporto Final Professional Experience Recommendations

(supervisor report) o Graduate Teacher Performance Assessmento Goal-Setting and Self-Audit Tools

Total embedded learning = 80-85 days

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Appendix 5.1

List of Partner Schools and Memoranda of Understanding

Attachment 5.1a List of Partner Schools and MOU Page 1 of 114 Author: School of Education, Humanities and Business CRICOS Provider Name: 8 February 2017 (v1) Authorised: SEHB CRICOS Provider Number: P:\ T

This is not a version-controlled document when printed 207

2 8 APR 2015

Dean — School of Education

Dear Dr )

I am writing with regard to the Professional Experience Partnership Agreements developed under the Government's

strategy.

I am pleased to advise that the formal Professional Experience Partnership Agreements have now been signed by all relevant parties, and I enclose a copy of the Agreement with your institution for your records.

This is a significant achievement and further demonstrates the shared commitment by Higher Education Institutions, Independent Schools the Catholic Education Commission and the Department of Education and

Training to provide quality professional experiences for preservice teachers.

The Agreements represent a new way for schooling sectors and providers to collaborate in a genuine partnership that will lead to the best possible outcomes for graduate teachers, and ultimately for the students in our schools.

This Agreement also ensures that the new Professional Experience Reporting Framework will be adopted by all institutions and across all schooling sectors. This is an Australian first and an initiative that our interstate colleagues have shown significant interest in.

I thank you for your contributions to the development of these Agreements and for your support of this important initiative.

Should you require further information, I invite you to contact , Director, Human Resources by email at or by telephone on

I look forward to strengthening our ongoing partnership to provide the best possible professional experiences for your preservice teachers.

Director-General

Enc

208

SIGNE for

(Date sig d)

PROFESSIONAL EXPERIENCE PARTNERSHIP AGREEMENT Between The Department Catholic Education

Independent Schools

This Agreement confirms all signatories' commitment to working together to support the purpose, scope and conditions outlined within Section 1.

Dean, School of Education and Humanities

o n < 7

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PREAMBLE schooling sectors share a common ambition of working with providers of initial teacher education programs to

develop teaching graduates who are of the highest standard. A key aspect to teaching graduate development is access to high quality professional experiences that build upon the professional studies component to programs.

schools provide over 11,000 professional experience placements annually, and managing these is a considerable task that presents challenges for the providers of initial teacher education, as well as for schools and the teachers and school leaders who manage and supervise participating pre-service teachers.

Through this agreement, the three schooling sectors seek to establish new and enduring partnerships with our providers that confirm a willingness to work together to address these challenges.

Entering into this agreement will benefit all parties. Schools and schooling sectors will gain a better understanding of the needs and expectations of providers, as well as access and share important information that will support effective business planning.

Providers that enter into the agreement will be well-positioned to access a diverse range of locations for professional experience placements where participating preservice teachers can gain the guidance and support they need for professional growth. The activity supported through the agreements will also assist graduates from signatory providers in gaining employment as a teacher in a school.

Importantly, the agreement provides a process that will enable the parties to come together annually to discuss matters of mutual interest, identify and challenges, and develop strategies in response.

The agreement will foster collaboration, innovation and a focus on continuous improvement.

The agreement acknowledges the layers of partnership that support professional experience. The agreement forms an overarching strategic frame; however it is acknowledged that providers and schools — individually, in clusters, or across geographical regions — already enter into formal and informal partnerships that provide strong support for preservice teachers. This agreement is not intended to replace or supplant these other arrangements. Rather it is hoped that the strategic partnership entered into through this agreement facilitates expansion of these arrangements at the local level.

Further, the agreement recognises the role and functions of the in the accreditation and oversight of initial teacher education programs, as well as the broader governance of programs and providers through Australian Government funding arrangements and expectations.

The agreement represents a new way for schooling systems and providers to collaborate in a genuine partnership that will lead to great outcomes for graduate teachers, and ultimately for the students in our schools.

SECTION 1 - OVERVIEW 1.1 Purpose

1.1.1 This Professional Experience Partnership Agreement (the 'Agreement') seeks to:

1.1.1.1 ensure all preservice teachers from Higher Education Institutions (HEls) who aspire to teach in a school have access to high quality professional experiences;

1.1.1.2 establish a collaborative process that enables both providers and schooling sectors to identify relevant to the professional experience, and develop and implement strategies that respond to these

1.1.1.3 build and sustain close partnerships between providers and schooling sectors that contribute to continual improvement processes that meet the business needs of all partners; and

1.1.1.4 provide all parties with the opportunity to share relevant information and data to support business planning and improvement.

1.1.2 Establishment of the Agreements is an initiative noted in the Government's strategy

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1.2 Scope 1.2.1 The scope of the Agreement is limited to the activities noted in Clause 1.3 and 1.4.

1.2.2 Arrangements for remunerating supervising teachers are not within scope.

1.2.3 Conditions under which are undertaken are not within scope and are the subject of separate agreements between broader stakeholders, however the sharing of information regarding when included as part of programs is within scope, as this information is important to support placement of interns and to assist school systems in strategic workforce planning.

1.3 Conditions

1.3.1 The Agreement is a binding agreement between representatives of each schooling sector — State Schools, Independent Schools and the Catholic Education and each Higher Education Institution ('HEI').

1.3.2 Separate Agreements will be entered into with the HEI.

1.3.3 Entering the Agreement is an act of good faith by all parties, and commits each to:

1.3.3.1 working together to ensure preservice teachers from HEls that aspire to teach in a school are provided with high quality professional experiences that complement the professional studies component of their program;

1.3.3.2 participating in an annual engagement process as outlined at Clause 1.4;

1.3.3.3 confirming the roles and the responsibilities of all parties to professional experience (e.g. HEIs, schooling sectors, schools and school staff);

1.3.3.4 implementing the Common Professional Experience Reporting Framework in accordance with an implementation timeframe as agreed by the signatories;

1.3.3.5 establishing an Information and Data Sharing Strategy to inform forward planning and operational activity by both the higher education institutions and the three schooling sectors. The Strategy will also endeavour to meet the reporting requirements for HEIs through the College of Teachers as described within Standard 7 of the Accreditation of Initial Teacher Education Programs in Australia. The Strategy should consider data such as:

1.3.3.5.1 information regarding schooling sectors' teacher workforce demand, including priority teaching areas;

1.3.3.5.2 preservice teacher enrolment data, including:

1.3.3.5.2.1 student enrolment, retention and completion numbers;

1.3.3.5.2.2 professional experience placement numbers by school.

1.3.3.6 sharing non-confidential information on matters that may impact upon professional experience, such as:

1.3.3.6.1 information to assist in effectively placing preservice teachers for professional experience, including requirements and expectations for supervising teachers and professional development opportunities available to supervising teachers and site coordinators;

1.3.3.6.2 information regarding how preservice teachers can access field experiences with a diversity of students and school communities (e.g. rural settings, Indigenous communities);

1.3.3.6.3 program details, especially where programs have a professional experience placement, wider field experience and/or component;

1.3.3.6.4 details of the approach taken by the HEI in managing professional experience placements;

1.3.3.6.5 school, sector or HEI priorities;

1.3.3.6.6 trends and changes in the operational environment;

1.3.4 The parties agree to share non-confidential information on matters relating more broadly to initial teacher education, such as:

1.3.4.1 effective practice, and involvement in significant wider education projects, such as:

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1.3.4.1.1 collaborative projects across HEls, sectors, schools etc.;

1.3.4.1.2 relevant research projects; and

1.3.4.1.3 relevant partnership work with international associations and bodies.

1.3.4.2 innovation in program design and delivery.

1.3.5 The parties agree that data and other information shared under this agreement are for organisational planning purposes only, and not for sharing or publication outside the parties without the prior consent of the provider of the information.

1.3.6 All information will be treated as required under the Information Privacy Act 2009.

1.3.7 The Agreement acknowledges that accreditation of initial teacher education programs is a function of the College of Teachers.

1.4 Professional Experience Enhancement Process (PEEP)

1.4.1 HEls seeking to place preservice teachers in schools for professional experience agree to participate in the Professional Experience Enhancement Process (the 'Process').

1.4.2 The Process is an annual activity, timed to occur at a mutually agreed juncture in the second quarter of the calendar year.

1.4.3 To oversee the Process, a panel will be formed comprising a nominee from each of the three schooling sectors, which may include practising teachers or school leaders, and a nominee from the Deans of Education Forum.

1.4.4 The panel will convene under a Terms of Reference that will be endorsed by, all three schooling sectors and the Deans of Education Forum.

1.4.5 The Process will provide a forum for the Panel to:

1.4.5.1 identify raised by any of the parties in relation to professional experience and seek to establish strategies that address these;

1.4.5.2 review the information provided by all parties in relation to professional experience; and

1.4.5.3 provide feedback on the HEI's approach to professional experience, including strategies for improvement.

1.4.6 The outcomes of the Process will be:

1.4.6.1 strategies to improve professional experience for preservice teachers aspiring to teach in schools,

1.4.6.2 confirmation of the continuaton of the Agreement, and

1.4.6.3 a communique that will be provided to the HEI and published on the DETE website, and other websites as determined by the signatories to this Agreement.

1.4.6.3.1 The structure and process for developing the communique will be described within the agreed Terms of Reference for the Professional Experience Enhancement Process.

1.4.6.3.2 It is acknowledged that information and data discussed or shared which are commercial in confidence or confidential in nature will be excluded from the communique.

1.5 Term

1.5.1 This is an enduring Agreement commencing on the date of signing.

1.5.2 The Agreement can be terminated by any of the parties at any time. Termination will be indicated in writing to each of the other signatories.

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SECTION 2 - BACKGROUND 1.6 Professional experience

1.6.1 Professional experience is a core component of initial teacher education programs, providing preservice teachers with an opportunity to link theory and practice in a workplace context.

1.6.2 The Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures states the quality of teacher graduates of education depends upon a number of factors, including the commitment of schools and schooling sectors to deliver quality professional experience placements.

1.6.3 In particular, Standard 5 gives clear guidance regarding professional experience, including that: 1.6.3.1 providers have established enduring school partnerships to deliver their programs, particularly the professional

experience component; and

1.6.3.2 the professional experience component of each program must include no fewer than 80 days of well-structured, supervised anc assessed teaching practice in schools in undergraduate and double-degree teacher education programs and no fewer than 60 days in graduate entry programs.

1.6.4 In over 11,000 professional experience placements are required annually, creating significant logistical challenges for HEls and placing significant responsibility and expectation on schools and teachers.

1.6.5 Standard 5 requires that, when seeking approval for a program:

1.6.5.1 providers describe in detail the elements of the relationship between the provider and the schools, the nature and length of professional experience placements, the components of the placement including the planned experiences and related assessment criteria and methods, and the supervisory and professional support arrangements;

1.6.5.2 providers and their school partners ensure the professional experience component of their program provides their program's students with professional experience that enables:

1.6.5.2.1 working with learners in a variety of school year levels; and

1.6.5.2.2 appreciation of the diversity of students and communities which schools serve (e.g. rural and metropolitan settings, culturally and linguistically diverse communities, Indigenous communities, etc.).

1.6.5.3 providers and school partners ensure that teachers supervising professional experience have expertise and will be supported in coaching and mentoring, and in making judgements about whether students have achieved the assessment criteria related to the specific stage of professional experience, with achievement of the Graduate Teacher Standards being the final professional experience assessment focus; and

1.6.5.4 school partnership arrangements provide for the timely identification of program students at risk of not satisfactorily completing the formal teaching practice, and of ensuring appropriate support for improvement or program counselling.

1.7 A Fresh Start 1.7.1 A Fresh Start: Improving the preparation and quality of teachers for contemporary school settings was

released by the Government in July 2013 to address recommendations of the 2012 Teacher Education Implementation Taskforce focussed on:

1.7.1.1 attracting the highest quality applicants into the teaching profession;

1.7.1.2 ensuring that they have the essential skills, knowledge and experience required for the diverse real world of contemporary schools; and

1.7.1.3 supporting their transition from preservice to beginning teacher.

1.7.2 The strategy recognises:

1.7.2.1 the significant commitment the schooling sectors make in preparing pre-service teachers for the profession by offering professional experience placements; and

1.7.2.2 the benefits from HEls working closely with schools, teachers and sectors to support the development of preservice teachers.

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Standard 6: Program evaluation, reporting and improvement 6.1 Providers have processes in place for the ongoing collection, analysis and evaluation of

data to inform program improvements and periodic formal evaluation of the program, including participation in national and jurisdictional data collections18 to support local and national teacher workforce supply reporting, program and provider benchmarking, and to build a cumulative database of evidence relating to the quality of teacher education in Australia.

6.2 At the beginning of each accreditation period, providers develop and then implement a plan for demonstrating program outcomes in relation to pre-service teacher performance and graduate outcomes, including program impact. The plan will identify how providers will select, use and analyse evidence that is relevant to assessing the delivery of the program, including the mandatory evidence required by Program Standard 6.3.

6.3 Evidence of outcomes, including impact, is provided19, evaluated and interpreted for the program at the end of each accreditation period. The interpretation of evidence encompasses identified strengths, program changes and planned improvements. The evidence requirements include at a minimum:






6.4 Providers report annually to the Authority including reporting on:





'" Such as the Quality Indicators for Learning and Teaching survey (OLD.

Evidence wit be reported annually as part of the annual reporting redtiirements in Program Standard 6.4.

18 Accreditation of IrE programs in Australia: Standards and Procedures. AITSL. 2015 214

Terms of Reference for the Information and Data Sharing Strategy (IDSS) Direction for the IDSS convened under the Professional Experience Partnership Agreements

Version 0.5

215

Terms of Reference Information Data Sharing Strategy

1. Purpose

The purpose of this document is to establish the Terms of Reference for the Information and Data Sharing Strategy (IDSS) agreed to by signatories to the Professional Experience Partnership Agreements between the three schooling sectors and each of the ten (10) providers of initial teacher education. The Terms of Reference include:

• background information on Professional Experience Partnership Agreements and the Information Data Sharing Strategy;

• purpose of the Information Data Sharing Strategy;

• membership; and

• meeting protocols.

2. Introduction

Professional Experience Partnership Agreements were established between the three schooling sectors and each of the ten Higher Education Institutions (HEls) that deliver initial teacher education programs. The Agreements seek to build strong partnerships between the school sectors and providers to ensure pre-service teachers can access the best quality professional experiences.

One of the actions described in the Agreements is the establishment of an Information and Data Sharing Strategy to support planning and reporting requirements for all parties. The Agreement suggests consideration of data such as:

• Information regarding schooling sector's teacher workforce demand, including priority teaching areas; and

• Preservice teacher enrolment data, including:

o Student enrolment, retention and completion numbers

o Professional experience placement numbers by school. The

IDSS has been created to establish this data-sharing strategy.

3. Purpose of the Information and Data Sharing Strategy

The purpose of the Information Data Sharing Strategy, or `IDSS', is to collegially develop a unified strategy for sharing relevant data between schooling sectors, HEls and the

The outcomes of the Strategy will:

• define the scope of information and data that is to be considered for sharing across member organisations;

• identify existing data sources and needs for each organisation, including mandatory reporting requirements;

• identify data gaps and, where possible, future data needs of member organisations;

• identify current shared data and data sharing arrangements and/or agreements;

• identify constraints and barriers to data sharing and, where relevant and required, possible solutions;

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216


• develop strategies to meet the reporting requirements for HEls through the as described within Standard 6 of the Accreditation of Initial Teacher Education Programs in Australia; and

• develop strategies to improve business processes and planning, support professional experience placement processes and minimise duplication and red tape.

These Terms of Reference are to be endorsed annually by members to ensure continued relevance as described within Standard 6 of the Accreditation of Initial Teacher Education Programs in Australia.

4. Membership of the IDSS

Membership of the IDSS for each meeting comprises of the members present at the meeting hosted by DET.

5. Meeting protocols

Meetings of the Information and Data Sharing Strategy are guided by the following protocols:

• Time and Venue Meetings will occur at least once per year. The date, time and location of these meetings will align with a meeting hosted by DET.

• Secretariat The Department of Education and Training will provide secretariat support.

• Meeting Agenda The Chair is responsible for working with members to set meeting agendas. Agenda items may be contributed by any member. The meeting agenda will be distributed by the Secretariat at the discretion and determination of the Chair.

• Recordkeeping Records of meetings, including agenda, actions, decisions and recommendations wil l be maintained to provide a means of tracking the progress of matters considered.

• Reporting The Deans of Education Forum minutes will report discussions of any actions.

TRIM Ref: 16/ Page 3 of 3

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Terms of Reference for the Professional Experience Enhancement Process (PEEP) Direction for the PEEP convened under the Professional Experience Partnership Agreements

Version 0.8

218

Terms of Reference Professional Experience Enhancement Process

1. Purpose

The purpose of this document is to establish Terms of Reference to guide the Professional Experience Enhancement Process (PEEP) agreed to by signatories to the Professional Experience Partnership Agreements between the three schooling sectors and each of the ten (10) providers of initial teacher education. The Terms of Reference include:

• background information on Professional Experience Partnership Agreements and the Professional Experience Enhancement Process;

• purpose of the Professional Experience Enhancement Process;

• membership; and


2. Introduction


One of the actions described in the Agreements is that the three schooling sectors and the HEls will engage in an annual Professional Experience Enhancement Process which will provide a forum for sharing relevant information and collaboratively identifying in relation to professional experience and developing strategies that address these

3. Purpose of the Professional Experience Enhancement Process

The Professional Experience Enhancement Process, or 'PEEP', allows all parties to share information, identify in relation to professional experience, and collectively seek strategies to improve professional experience for preservice teachers.

The purpose of the PEEP process is to:

• provide oversight for the continuation of the Professional Experience Partnership Agreement;

• work collaboratively with HEls to review and discuss enhancements; and

• provide updates and feedback to HEls and the schooling sectors on enhancements. The

outcomes of the PEEP are:

• improved sharing of relevant information between the schooling sectors and providers to inform business planning, policy formulation and ensure high quality professional experiences for

preservice teachers;

• strategies to improve professional experience for preservice teachers aspiring to teach in schools; and

• confirmation of the continuation of the Agreement.

The raised will be submitted to DET by the secretariat. A panel comprising a nominee from each of the three schooling sectors and a nominee from the Deans of Education Forum ( will consider all raised for advancement and introduction into the framework for the following calendar year.


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These Terms of Reference are to be endorsed annually by members to ensure continued relevance.

4. Membership of the PEEP

Membership of the PEEP for each meeting comprises of the members present at the meeting hosted by DET.


Meetings of the PEEP are guided by the following protocols:




• Recordkeeping Records of meetings, including agenda, actions, decisions and recommendations will be maintained to provide a means of tracking the progress of matters considered by the Panel.

• Reporting The Deans of Education Forum ( minutes will report discussions of any actions.


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Terms of Reference for the Professional Experience Enhancement Process (PEEP) Direction for the PEEP convened under the Professional Experience Partnership Agreements

Version 0.8

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1. Purpose

The purpose of this document is to establish Terms of Reference to guide the Professional Experience Enhancement Process (PEEP) agreed to by signatories to the Professional Experience Partnership Agreements between the three schooling sectors and each of the ten (10) providers of initial teacher education. The Terms of Reference include:

• background information on Professional Experience Partnership Agreements and the Professional Experience Enhancement Process;

• purpose of the Professional Experience Enhancement Process;

• membership; and

• meeting protocols

2. Introduction


One of the actions described in the Agreements is that the three schooling sectors and the HEls will engage in an annual Professional Experience Enhancement Process which will provide a forum for sharing relevant information and collaboratively identifying in relation to professional experience and developing strategies that address these

3. Purpose of the Professional Experience Enhancement Process

The Professional Experience Enhancement Process, or 'PEEP', allows all parties to share information, identify in relation to professional experience, and collectively seek strategies to improve professional experience for preservice teachers.

The purpose of the PEEP process is to:

• provide oversight for the continuation of the Professional Experience Partnership Agreement;

• work collaboratively with HEls to review and discuss enhancements; and

• provide updates and feedback to HEls and the schooling sectors on enhancements. The

outcomes of the PEEP are:

• improved sharing of relevant information between the schooling sectors and providers to inform business planning, policy formulation and ensure high quality professional experiences for

preservice teachers;

• strategies to improve professional experience for preservice teachers aspiring to teach in schools; and

• confirmation of the continuation of the Agreement.

The raised will be submitted to DET by the secretariat. A panel comprising a nominee from each of the three schooling sectors and a nominee from the Deans of Education Forum ( will consider all raised for advancement and introduction into the framework for the following calendar year.


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These Terms of Reference are to be endorsed annually by members to ensure continued relevance.

4. Membership of the PEEP

Membership of the PEEP for each meeting comprises of the members present at the meeting hosted by DET.


Meetings of the PEEP are guided by the following protocols:




• Recordkeeping Records of meetings, including agenda, actions, decisions and recommendations wi l l be maintained to provide a means of tracking the progress of matters considered by the Panel.



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Terms of Reference for the Information and Data Sharing Strategy (IDSS) Direction for the IDSS convened under the Professional Experience Partnership Agreements

Version 0.5

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1. Purpose

The purpose of this document is to establish the Terms of Reference for the Information and Data Sharing Strategy (IDSS) agreed to by signatories to the Professional Experience Partnership Agreements between the three schooling sectors and each of the ten (10) providers of initial teacher education. The Terms of Reference include:

• background information on Professional Experience Partnership Agreements and the Information Data Sharing Strategy;

• purpose of the Information Data Sharing Strategy;

• membership; and


2. Introduction


One of the actions described in the Agreements is the establishment of an Information and Data Sharing Strategy to support planning and reporting requirements for all parties. The Agreement suggests consideration of data such as:

• Information regarding schooling sector's teacher workforce demand, including priority teaching areas; and

• Preservice teacher enrolment data, including:

o Student enrolment, retention and completion numbers

o Professional experience placement numbers by school. The

IDSS has been created to establish this data-sharing strategy.

3. Purpose of the Information and Data Sharing Strategy

The purpose of the Information Data Sharing Strategy, or `IDSS', is to collegially develop a unified strategy for sharing relevant data between schooling sectors, HEls and the

The outcomes of the Strategy will:

• define the scope of information and data that is to be considered for sharing across member organisations;

• identify existing data sources and needs for each organisation, including mandatory reporting requirements;

• identify data gaps and, where possible, future data needs of member organisations;

• identify current shared data and data sharing arrangements and/or agreements;

• identify constraints and barriers to data sharing and, where relevant and required, possible solutions;


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• develop strategies to meet the reporting requirements for HEls through the as described within Standard 6 of the Accreditation of Initial Teacher Education Programs in Australia; and

• develop strategies to improve business processes and planning, support professional experience placement processes and minimise duplication and red tape.

These Terms of Reference are to be endorsed annually by members to ensure continued relevance as described within Standard 6 of the Accreditation of Initial Teacher Education Programs in Australia.

4. Membership of the IDSS

Membership of the IDSS for each meeting comprises of the members present at the meeting hosted by DET.


Meetings of the Information and Data Sharing Strategy are guided by the following protocols:




• Recordkeeping Records of meetings, including agenda, actions, decisions and recommendations wil l be maintained to provide a means of tracking the progress of matters considered.



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The Provider School of Education Preservice Teacher ‘At Risk’ Notification

The provision of an ‘at risk’ notification to the PEX Office triggers the provision of extra support for a preservice teacher to help them redress issues of concern and where necessary, in consultation with the school, decide the suitability of the preservice teacher to continue with the placement.

PERSONAL DETAILS Student No: Unit Code: PA Family Name: Other Names: Student Email:

SCHOOL DETAILS School: Supervising Teacher:

GROUNDS Please state below the circumstances that constitute the ‘at risk’ status: Graduate Teacher Standards focus

KNO

WLE

DG

E 1. Know students and howthey learn

2. Know the content andhow to teach it

PRAC

TICE

3. Plan for and implement effective teaching and learning

4. Create and maintainsupportive and safe learning environments

5. Assess, providefeedback and report onstudent learning

ENG

AGEM

ENT 6. Engage in professional

learning

7. Engage professionallywith colleagues, parents/carers and thecommunity

TO ASSIST THE PRESERVICE TEACHER THE FOLLOWING PROCESSES WILL BE TAKEN BY: The preservice teacher The school The Provider

• • • • • •

• • • • • •

• • • • • •

EXECUTION Site Coordinator: Date: Preservice Teacher: Date: PEX Coordinator: Date:

PEX OFFICE USE ONLY ☐ At risk status remedied ☐ At risk status not remediedAction taken:

PEX Coordinator: Date:

Appendix: 6. PEX At Risk Notice

Professional Experience Program

227

Name Position Qualifications

Current Teacher Registration Teaching Experience in Schools (last 7 years)

Lecturer 1 Lecturer, School of Education, Humanities and Business, The Provider (2004-current)

Bachelor of Education; Master of Education Yes 2010-2014 Primary Teacher HPE

Sessional Lecturer 1 Sessional Academic The Provider (2018 – current) Sessional Academic Other University (2018 – current) Primary Teacher (2008-2018) Primary Teacher (1990-1998)

Diploma of Teaching; Bachelor of Education Graduate Certificate of Education; Master of Education (Inclusive Education)

Yes 2011-2018 Primary Teaching

Sessional Lecturer 2 Sessional lecturer BAMusEd (Distinction); Master of Education; Doctor of Philosophy

Yes 2012- June 2019 Performing Arts teacher and Choir Director

Sessional Lecturer 3 Sessional Lecturer (Education Faculty) Bachelor of Education (Secondary); Bachelor of Arts in Criminology and Criminal Justice; Master of Education

Yes 2001 – 2012 Health & PE Coordinator; 2006-2016 Head of Sport; 2017 Deputy Director of Middle & Senior School; 2018-present Director of Culture & Futures.

Sessional Lecturer 4 Sessional Lecturer Bachelor of Education (Postgraduate); Master of Education; Doctor of Education.

Yes 2011-2015 Humanities; 2015-current Humanities.

Sessional Lecturer 5Sessional Lecturer Bachelor of Education Yes

2014 -Current Science -Mathematics teacher: Australia & UK

Faculty Coordinator The Provider: Faculty Coordinator: Education (2017-current)

Company Directors Diploma; Graduate Diploma of Teaching; Bachelor of Science; Master of Education.

Yes 2007-2016 Head of Secondary; 1990-1996 Head of Primary; 1984-2016 Science Mathematics teacher

Sessional Lecturer 6 Sessional Lecturer Diploma of Teaching; Grad Dip. Ed Studs; Masters of Education; Master of Educational Administration; Doctor of Education.

Yes Head of Primary; Principal

Sessional Lecturer 7 Data Collection and Reporting; Sessional lecturer. Bachelor of Natural Science; Honors in Natural Science; Masters in Science.

No NIL

Sessional Lecturer 8 Sessional lecturer Bachelor of Science; Bachelor of Science (Honours); Doctor of Philosophy.

No NIL

Sessional Lecturer 9 Sessional lecturer Diploma of Teaching; Bachelor of Arts; Certificate of Gifted Education; Master of Arts; PhD.

Yes 2010- 2017 Experienced Senior Teacher; 2017- 2018 Head of Curriculum; 2019 Teaching and Learning Advisor.

Sessional Lecturer 10Bachelor of Education ; Master of Education Yes

2017-current Head of Curriculum; 2010 -2017 Primary teacher

Sessional Lecturer 11 The Provider Sessional Lecturer in History (2002-2010); The Provider Lecturer in Education and History (2011-2018); Lecturer in History, Other Institute (2019); The Provider Lecturer in Education (2019).

Diploma of Education (1997); Bachelor of Arts (1996); Master of Arts (History) (2004); Master of Education (2018).

Yes 2008 – June 2011 Head of Humanities

Dean Dean: School of Education, Humanities and Business The Provider (January 2017 – current); Vice President Academic (April 2017 – present).

Diploma in Teaching; Bachelor of Education; Advanced Diploma in Church Management and Biblical Studies; Master of Learning Management; Professional Doctorate.

Yes 2012 -2016 Principal (responsible for all education P-12)

Lecturer 2 Lecturer in Education Graduate Certificate in Teaching English to Speakers of Other Languages; Bachelor of Arts, Diploma of Education; Master of Education.

Yes 2014-2016 Head of Pastoral Care, Teacher: Preparatory.

Sessional Academic 1

Sessional AcademicBachelor of Education; Master of Education; Master of Business Administration Yes

2016-2018 Head of Curriulum ; 2014-2016 Head of Secondary; HPE teacher

Sessional Academic 2 Sessional Academic Bachelor of Education; Postgraduate Certificate.

Yes

1994 – 2000 & 2005-2008 & 2014-2018 Teacher (Secondary and Primary); 2019 Secondary Teacher

Sessional Lecturer 12 Sessional Lecturer (2008 – present); Lecturer (2015 – present); Professional Experience Program Coordinator (2015 – present); Lead for The Provider – GTPA Collective (2016 – present).

Bachelor of Commerce; Bachelor of Laws; Bachelor of Education (Secondary) – Graduate Entry; Master of Education.

Yes November 2007-2014 Secondary Legal Studies/Business

Lecturer 3 Lecturer, School of Education, Humanities and Business, The Provider (2014-current)

Bachelor of Education Yes 2006-2014 Science-Ag Science teacher

Sessional 3ecturer 12 Sessional Lecturer – Physical Education Certificate III; Bachelor of Education Yes 2005-2018 Head of Sport, Health and Physical Education

TAS Tutors CC23 (Teaching Area Specialists)

Tutor 1Business TAS Tutor

Bachelor of Education or equivalent Yes Business teacher

Tutor 2Digital Technology TAS Tutor

Bachelor of Education or equivalent Yes Head of Department IT; teacher

Tutor 3Mathematics TAS Tutor

Bachelor of Education; Masters of Education Yes Head of Department Mathematics; Teacher

Tutor 4English TAS Tutor

Bachelor of Educaiton; Master of Education;Doctor of Philosophy

Yes English Teacher

Tutor 5

History TAS Tutor

Bachelor of Education or equivalent Yes Head of Department History; Teacher

Tutor 6 Arts-Drama TAS Tutor Bachelor oft Education or equivalent Yes Head of Department Arts; TeacherTutor 7

Science TAS Tutor

Bachelor of Education or equivalent Yes Science Teacher

Tutor 8Design Technolgies TAS Tutor

Bachelor of Education or equivalent Yes Design Teacher

Tutor 9

HPE TAS Tutor

Bachelor of Education or equivalent Yes Head of Sport, Health and Physical Education

STAFF INVOLVED IN THE DELIVERY OF THE BACHELOR OF EDUCATION

Appendix: 7. Academic Staff Details

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Scoring Rubric for Teacher Educators This table shows five criteria to be used for scoring the GTPA. Beneath each criterion is a list of illustrative features to be used to inform your judgement of the performance against each criterion. A judgement is made at the criterion level with 1 indicating satisfactory performance, otherwise 0 is recorded. To be awarded an overall pass, a minimum of four criteria, corresponding to an overall score of 4 out of a possible total of 5, must be achieved. This document is to be read in conjunction with the GTPA Preservice Teacher Booklet and Professional Judgement in the GTPA.

0/1

Planning

Collect, interpret and use a variety of student data and evidence for diagnostic, formative and summative purposes. Establish students’ current level of performance, desired level of performance, and readiness for learning. Use the official curriculum and other relevant materials to plan connected teaching and learning sequences. Identify opportunities for explicit teaching of literacy and numeracy in the curriculum.

Teaching

Employ a range of suitably challenging and engaging teaching and learning strategies that connect to and build on students’ prior learning.

Provide differentiated teaching and learning opportunities. Teach general capabilities, including literacy and numeracy, required for student success in learning. Make suitable adjustments to teaching based on ongoing student data gathering and analysis.

Assessing

Select and use a variety of assessment tools and practices, addressing fitness for purpose and principles of inclusion. Provide feedback to learners to inform student self-assessment, goal setting, and to progress learning. Make judgements of the quality of student work with reference to curriculum and achievement standards. Engage in moderation of student work.

Reflecting

Describe and analyse the scope and sufficiency of initial and ongoing data choices for identifying students’ learning needs and informing next-step teaching.

Identify and describe differences between planned and enacted teaching, and related pedagogical reasoning. Discuss how evidence of learning was used to monitor student progress and to modify teaching and assessment

strategies. Identify and justify future teaching and assessment practices in relation to relevant theory.

Appraising

Through two scenarios: Connect theory, enacted practice and the curated body of evidence to:

- evaluate the effectiveness of teaching, and- demonstrate its impact on student learning.

Examine and discuss how teaching decisions were effective or not effective in progressing student learning and why.

Feedback for preservice teacher Overall Score

STUDENT:

DATE:

Appendix: 8. GTPA Scoring Rubric

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Preservice student unit survey data: Education

2013-2019

Appendix: 9. Pre-service Teacher Unit Survey Data

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Headline Course Data 0-100Overall Course Rank 87Personally and professionally prepared for teaching 85Quality of teaching (course work) 85PEP preparedness 89

1-5Teaching Please rate the overall 'Quality of Teaching' within your course 4.5Please rate overall the 'alignment of assessment with unit outcomes' 3.8How would you rank the approach-ability and access to lecturers 4.7Please rank the degree of academic support you received 4.2Please rank the degree of non-academic/personal support you received 4.2Professional ExperienceRank The Provider's organisation level for your PEPs 4.7How supported by The Provider did feel whilst on PEP 4.8How supported by your mentor did you feel 4.5How equipped was your mentor in order for them to assist you 4.5

Course componentsWhich features of the course do you consider as strengths (can tick more than one box)

Which features of the course do you consider sound but not strengths (can tick more than one box)

Which features of the course do you consider weaker (can tick more than one box)

Appendix: 10. 4th Year Graduate survey

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ADDITIONAL ADMISSION CRITERIA

This document provides information regarding additional admission criteria that apply to selected courses at These consist of subject prerequisites criteria and/or personal suitability criteria and apply to all types of applicants (recent secondary education, vocational and training (VET) study, higher education study, work and life experience), except as noted.

The process of assessing applicants’ meeting of additional admission criteria is designed to be open, transparent and equitable for all applicants. Applicants who are not approved for admission on the basis that they do not meet one or more of the additional admission criteria may request a review of the decision by accessing Policy: Grievance Policy and Procedures for Domestic Students – Non-Academic Grievances.

Undergraduate courses

Course Additional admission criteria

Bachelor of Education (Primary) Subject prerequisites

Applicants with recent secondary education must have completed the following subjects: English ( Maths A, Maths B or Maths C ( any Authority Science subject (

Applicants with vocational and training (VET) study, higher education study and work and life experience who may have completed other studies in these areas are to contact for information regarding accepted alternative means of satisfying subject prerequisites.

Assessed - This criterion is assessed on the basis of applicants’ Certificate of Education (or equivalent from another jurisdiction) and/or other academic transcripts (as applicable).

Personal suitability

Applicants must demonstrate qualities that indicate motivation and suitability to become a teacher and involvement in personal learning and leadership activities.

Assessed - This criterion is assessed on the basis of applicants’ completion of the Non-Academic Requirements for Teacher Education (NARTE). This is administered by and consists of an online questionnaire and two written statements. Applicants will receive instructions on how to access and complete NARTE after they have submitted their application. Further information regarding NARTE is available from

Applicants must be eligible for a ( Working with Children Check), or the equivalent from another jurisdiction. Further information is available from Services.

Assessed - This criterion is self-assessed by applicants with reference to eligibility requirements. Applicants who proceed will have their suitability determined by the ( upon application following commencement of the course.

Bachelor of Education (Secondary)

AND

Bachelor of Arts/Bachelor of Education (Secondary)

Subject prerequisites

Applicants with recent secondary education must have completed the following subjects: English ( Maths

Applicants with vocational and training (VET) study, higher education study and work and life experience who may have completed other studies in these areas are to contact for information regarding accepted alternative means of satisfying subject prerequisites.

Assessed - This criterion is assessed on the basis of applicants’ Certificate of Education (or equivalent from another jurisdiction) and/or other academic transcripts (as applicable).

Personal suitability

Applicants must demonstrate qualities that indicate motivation and suitability to become a teacher and involvement in personal learning and leadership activities.

Assessed - This criterion is assessed on the basis of applicants’ completion of the Non-Academic Requirements for Teacher Education (NARTE). This is administered by and consists of an online questionnaire and two written statements. Applicants will receive instructions on how to access and complete NARTE after they have submitted their application. Further information regarding NARTE is available from

Applicants must be eligible for a ( Working with Children Check), or the equivalent from another jurisdiction. Further information is available from Services.

Assessed - This criterion is self-assessed by applicants with reference to eligibility requirements. Applicants who proceed will have their suitability determined by the ( upon application following commencement of the course.

Appendix: 11. Additional Admission Criteria

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Introduction to Mathematics and Numeracy

1

Appendix: 12. Sample unit outline

233

Unit code

Unit name Introduction to Mathematics and Numeracy

Associated higher education awards


Duration One Semester

Level Introductory

Unit coordinator Fynn Stark

Core/elective Core

Weighting Unit credit points: 10

Course credit points: 320 - Bachelor of Education (Primary)

Delivery mode On-campus/Online

Student workload Contact hours/Directed Study 30 hours Reading, study, preparation 50 hours Assignment preparation 70 hours TOTAL 150 hours

Students requiring additional English language support are expected to undertake an additional one hour per week.

Prerequisites/ co-requisites/ restrictions

Introduction to Cross-Curricular Literacies (Numeracy Module)

Rationale Enduring Understanding:

Mathematics is a tool to solve problems in the created universe in ways that are of immense use to humankind.

This is the first of two core units for pre-service teachers in mathematics. It introduces pre-service teachers to the discipline content of the Australian Curriculum: Mathematics within the content strands of number and algebra, measurement and geometry, and statistics and probability. The unit equips pre-service teachers to assist school students to develop numeracy and a broad and coherent understanding of mathematics, including numeration.

There is widespread agreement that exploration of numeracy is a current priority for education, and that teachers need to have well-developed personal numeracy in order to expertly teach school students. This unit will equip pre-service teachers to recognise opportunities to integrate mathematics into other curriculum areas.

Learning delivery process

Interactive engagement through on-campus or online learning modes with full access to learning portal of resources:

On-Campus mode

• Weekly lecture.• Weekly tutorial (where applicable).

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Plus, learning portal resources (see below).

On-line mode

• learning portal (Moodle™) including: o Synchronous and asynchronous virtual lectures(multi-user collaborative learning interfaces, lecture capture, interactive PowerPoint presentation and resources)o lecture capture recordings banko weekly readings;o learning guides;o assessment guideso Collaborative forums: Student forums and News forum.o Turnitin assessment and feedback tool.

All unit outlines are reviewed prior to the offering of the unit to take account of student and lecturer feedback.

Content 1. The relationship between mathematics and numeracy:1.1. Numeracy as a general capability1.2. Numeracy across curricular1.3. Mathematics & numeracy: similarities and distinctives

2. Use of ICTs with mathematical concepts and learning experiences:2.1. Online tools: resources, website, program and apps2.2. Data collection opportunities2.3. Embeddment into units of work

3. Representations of numbers:3.1. Australian Curriculum P-2 & 3-6 scope and sequence3.2. Place values; fractions and decimals; money and financial; percentage3.3. Multi-sensory respesentations: concrete, visual, symbolic, digital and verbal3.4. Real-life application and problem solving (P-2 & 3-6 levels)

4. Computation methods: mental, digital, written:4.1. Mental skills and strategies4.2. Digital applications and strategies4.3. Calculator skill and operations4.4. Written skills and strategies4.5. Real-life application and problem solving (P-2 & 3-6 levels)

5. Algebra: Patterns and Function:5.1. Factions; type and maniplutation5.2. Patterns: grouping, simplification and expansion5.3. Basic functions: powers (+ - x ÷) manipluation5.4. Introduction to variables5.5. Simple equations formulation

6. Algebra: Equivalence and Equations:6.1. Equation construction and rearrangement principles6.2. Solving equations: single variable; bi-variable (by substituion)6.3. Real-life application and problem solving (P-2 & 3-6 levels)

7. Geometry key terminology and concepts:7.1. Shape classification and attributes7.2. Angles and symetry7.3. Area and Volume (2D & 3D)7.4. Space and location

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8. Geometric reasoning:8.1. Transformation: translation; rotation; reflection; ratio; scale8.2. Line and angle relationships8.3. Trigonmetric theorems: Pythagoras, sine, cosine, tangent8.4. Real-life application and problem solving (P-2 & 3-6 levels)

9. Measurement concepts and processes:9.1. Units: number, space and financial mathematics applications9.2. Metric (SI) system9.3. Conversion and calculation9.4. Real-life application and problem solving (P-2 & 3-6 levels)

10. Data collection, analysis and representation:10.1. Data repesentation: tables, graphs, cartesian planes10.2. Averages: mean, mode, median and range10.3. Propability: box plots, stem & leaf plots10.4. Compound probablity; two/three step and bivariate10.5. Real-life application and problem solving (P-2 & 3-6 levels)

Learning Outcomes

On completion of this unit, pre-service teachers will have provided evidence that they have: 1. developed knowledge and understanding across all conceptual areas relevant to

Mathematics in the compulsory years of education.Graduate Teacher Standards: 2.1, 2.5Graduate Attributes: 1, 4

2. understood the nature of mathematical concepts, including the ability to conceptualisethe abstract nature of mathematical objects and visualise the mathematics representedby mathematical symbols.Graduate Teacher Standards: 2.1, 2.5Graduate Attributes: 1, 4

3. identified key components of numeracy, incorporating the ability to use and explain awide range of mathematical skills, methods, structures and tools flexibly in practicalapplications; covering number facts, computation, algebra, probability, measurementand problem-solving.Graduate Teacher Standards: 2.1, 2.5Graduate Attributes: 1, 4

4. Explored and critiqued mathematics learning experiences which encourage deeplearning.Graduate Teacher Standards: 2.1, 2.3Graduate Attributes: 4, 7

5. engaged with and critiqued the use of digital technologies in mathematics learningexperiences.Graduate Teacher Standards: 2.1, 2.6Graduate Attributes: 2, 4, 7

6. communicated at an appropriate tertiary standard, with special attention to designelements, grammar usage, logical relations, style, referencing and presentation.Graduate Attributes: 6

Assessment tasks Task 1: Knowledge, understanding and application quizzes

In-class/online quizzes (4) examining the studied topics for understanding and mathematical application.

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Word Length/Duration: 20-30 min/quiz

Weighting: 20%

Assessed: 2, 4, 6, 8

Task 2: Investigation

Mathematical investigation of digital tools and resources that develop personal mathematics and numeracy

Word Length/Duration: 1500 words

Weighting: 40%

Assessed: 8

Task 3: Examination

Covering discipline content knowledge and problem solving for all content components of the Mathematics curriculum: Number and Algebra, Measurement and Geometry, Statistics and Probability.

Word Length/Duration: 2 hours

Weighting: 40%

Assessed: 16

Assessment alignment

Assessment Task Learning Outcome Content Graduate Teacher Standards

Task 1 1-4 1-11 2.1, 2.5

Task 2 1-6 1-11 2.1, 2.5, 2.6

Task 3 1-6 1-11 2.1, 2.5

Assessment elaboration

Task 2: Investigation

Mathematical investigation of digital tools and resources that develop personal mathematics and numeracy.

Overview:

Your task is to tutor a primary or middle school student in Mathematics. You will conduct four tutoring sessions. Each session will be 45-60 minutes in duration, as appropriate to the student’s needs.

As part of your range of tutoring resources, you will investigate and evaluate suitable digital tools and resources that develop personal mathematics and numeracy. You will report on your experience, reflecting on aspects of teaching, numeracy and Mathematics.

Locating a suitable candidate student is your responsibility. Exchange contact details with the parents so that clear communication is possible if problems arise. You must obtain parental permission before you begin tutoring the student. Attach written evidence of permission using the form from the Moodle site as an appendix to your report. Give a copy (electronic is fine) of the signed form to the parents.

If you are unable to meet this deadline, please discuss your situation with the lecturer.

Do not choose a member of your direct family (child or sibling) to tutor for this task. As well as raising questions about academic integrity, it is also more difficult for you due to the different kind of relationships you have with family members and is not authentic to your future role as a professional teacher.

Tutoring sessions:

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The sessions should involve you interacting and teaching in a one-on-one context with the student. As far as possible, plan suitable activities and/or exercises appropriate to the year level, ability and needs of the student. A range of materials and resources should be accessed in preparation for these sessions.

You need to conduct four sessions (45 – 60 minutes duration), separated by sufficient time for the student to reflect and practise (and for you to reflect and plan). For most students this will mean one session a week for four weeks.

• You are not permitted to gain any financial benefit from work done as part of thisactivity.

• Consistent and regular sessions are generally most valuable for your student (andyourself).

• If for any reason you are unable to attend an arranged session, contact the parentsbefore the session time (preferably at least 24 hours before, where possible). This issimple courtesy.

Keep a log of the sessions you conduct, using the form from the Moodle site. Each entry must be signed by another adult (e.g. the student’s parent) who witnessed the session. Include the log as an appendix to your report.

After each session, spend some time reflecting on what happened, and how it relates to your student’s mathematical skills and numeracy. Consider how you might be able to help the student improve their understanding and skills. Consider how useful the digital tools were in developing your student’s mathematical ability. Always strive for deep relational understanding of the Mathematics, rather than simply following rule- based procedures (Learning outcome 4). Record your thoughts in a reflective journal, which will form the basis of your report.

Report:

Your report needs to include:

1. Reflective journal: Include a written reflection of your tutoring experience. Include anevaluation of digital tools and resources that you used (or considered using) with your student. It is highly recommended that you use a reflective model to structure your reflection (e.g. Bain’s Reflective Model or Rolfe’s Reflection Model (What? So what? Now what?)). Include at least seven references to theories of learning and Mathematics.

2. Reference List (not included in word count): Include appropriate academic references tolearning resources, textbooks, research or other sources. (Not to give credit where credit is due constitutes academic dishonesty). Use APA referencing.

3. Appendices (not included in word count):• Written permission from your student’s parent(s)/guardian(s)• Session log• Photos or copies of any important resources, e.g. activities in progress,

posters or visual aids, manipulatives, worksheetsAssessment Criteria:

1. Understood the nature of mathematical concepts, including the ability toconceptualise the abstract nature of mathematical objects and discern themathematics represented by mathematical symbols.

2. Identified key components of numeracy, incorporating the ability to use and explain awide range of mathematical skills, methods, structures and tools flexibly in practicalapplications; covering number facts, computation, algebra, probability, measurementand problem-solving.

3. Explored and critiqued mathematics learning experiences which encourage deeplearning.

4. Engaged with and critiqued the use of digital technologies in mathematics learning

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experiences.

5. Communicated at an appropriate tertiary standard: with special attention to designelements, grammars, usage, logical relations, style, referencing and presentation.

Task 3: Examination

Assessment Criteria:

1. Developed knowledge and understanding across all conceptual areas relevant toMathematics in the compulsory years of education.

2. Understood the nature of mathematical concepts, including the ability toconceptualise the abstract nature of mathematical objects and discern the mathematicsrepresented by mathematical symbols

3. Identified key components of numeracy, incorporating the ability to use and explain awide range of mathematical skills, methods, structures and tools flexibly in practicalapplications; covering number facts, computation, algebra, probability, measurementand problem-solving.

4. Communicated at an appropriate tertiary standard: with special attention to designelements, grammars, usage, logical relations, style, referencing and presentation.

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Assessment Criteria High Distinction Distinction Credit Pass Fail 1. Developed knowledge and understanding across all conceptual areas relevant to Mathematics in the compulsory years of education. This criterion is marked with reference to the student’s responses to specific questions for each strand.

1N Knowledge: Number Excellent understanding of content in the Number sub- strands.

Very good understanding of content in the Number sub- strands.

Good understanding of content in the Number sub-strands.

Satisfactory understanding of basic content in the Number sub- strands.

Limited or no evidence of understanding of content in the Number sub-strands.

1A Knowledge: Algebra Excellent understanding of content in the Algebra sub- strands.

Very good understanding of content in the Algebra sub- strands.

Good understanding of content in the Algebra sub-strands.

Satisfactory understanding of basic content in the Algebra sub- strands.

Limited or no evidence of understanding of content in the Algebra sub-strands.

1M Knowledge: Measurement

Excellent understanding of content in the Measurement sub- strands.

Very good understanding of content in the Measurement sub- strands.

Good understanding of content in the Measurement sub-strands.

Satisfactory understanding of basic content in the Measurement sub-strands.

Limited or no evidence of understanding of content in the Measurement sub-strands.

1G Knowledge: Geometry Excellent understanding of content in the Geometry sub- strands.

Very good understanding of content in the Geometry sub- strands.

Good understanding of content in the Geometry sub-strands.

Satisfactory understanding of basic content in the Geometry sub-strands.

Limited or no evidence of understanding of content in the Geometry sub-strands.

1SP Knowledge: Statistics & Probability

Excellent understanding of content in the Statistics & Probability sub-strands.

Very good understanding of content in the Statistics & Probability sub-strands.

Good understanding of content in the Statistics & Probability sub-strands.

Satisfactory understanding of basic content in the Statistics & Probability sub-strands.

Limited or no evidence of understanding of content in the Statistics & Probability sub- strands.

2. Understood the nature of mathematical concepts, including the ability to conceptualise the abstract nature of mathematical objects and visualise the mathematics represented by mathematical symbols. This criterion is marked globally across the student’s responses to the exam.

Abstract understanding Exemplary abstract understanding demonstrated of relevant concepts.

Deep, well-connected understanding demonstrated of relevant concepts.

High level of understanding demonstrated of relevant concepts.

Adequate understanding demonstrated of relevant concepts.

Limited understanding of concepts demonstrated.

240

Visualisation Fluent, appropriate and generally correct translation of concepts between different visual, verbal and symbolic representations.

Generally able to translate concepts between different visual, verbal and symbolic representations when relevant.

Usually able to translate concepts between different visual, verbal and symbolic representations when needed, with a few errors.

Some translation of concepts between visual and symbolic representations, with some errors.

Lack of, or evident difficulty with, translation of concepts between different representations.

Mathematical language Appropriate and consistently correct usage of mathematical language and notation.

Mostly appropriate, generally correct usage of mathematical language and notation.

Generally appropriate and correct usage of mathematical language and notation, with some minor errors.

Generally appropriate use of relevant mathematical language and notation, with some errors.

Significant incorrect and/or inappropriate use of mathematical language and/or notation.

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Assessment Criteria High Distinction Distinction Credit Pass Fail 3. Identified key components of numeracy, incorporating the ability to use and explain a wide range of mathematical skills, methods, structures and tools flexibly in practicalapplications; covering number facts, computation, algebra, probability, measurement and problem-solving.

Sub-criteria 3N and 3T are marked globally across the student’s responses to the exam.

Sub-criteria 3S, 3P and 3A are marked with reference to the student’s responses to specific questions across a range of complexities and contexts.

3N Number facts Consistently accurate calculation.

Generally accurate calculation.

Generally accurate calculation, with some errors in complex examples.

Satisfactory calculation skill, with some errors.

Significant and/or frequent calculation errors, or limited calculation evident.

3T Tools Appropriate and accurate use of tools including calculator.

Mostly appropriate and accurate use of tools including calculator.

Generally appropriate use of tools including calculator, with some errors.

Some appropriate use of tools including calculator, with some errors.

Limited evidence of appropriate or accurate use of tools including calculator.

3S Skills Accurate use of mathematical procedures in simple through to complex situations.

Accurate use of mathematical procedures in simple situations, and some accurate use of procedures in complex situations.

Accurate use of mathematical procedures in simple situations, and some use of relevant procedures in complex situations.

Generally successful use of mathematical procedures in simple situations.

Limited or no success with mathematical procedures in simple situations.

3P Problem solving Consistently able to apply appropriate problem-solving techniques to solve simple through to complex mathematical problems.

Able to apply appropriate problem-solving techniques to solve simple and some complex mathematical problems.

Able to apply problem solving techniques to solve most simple mathematical problems, and to make significant progress with more complex problems.

Able to apply problem solving techniques to simple mathematical problems, with some success.

Little or no success with mathematical problem solving.

3A Applications Skillful application of mathematical knowledge in real-life contexts.

Significant successful application of mathematical knowledge in real-life contexts.

Some successful application of mathematical knowledge in real- life contexts.

Some successful application of mathematical knowledge in simple life-related contexts.

Limited or no success with application of mathematical knowledge in life-related contexts.

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6. Communicated at an appropriate tertiary standard: with special attention to design elements, grammars, usage, logical relations, style and presentation.This criterion is marked globally across the student’s responses to the exam.Technical issues Correct tertiary standard

English grammar, punctuation, spelling and sentence structure.

Generally correct tertiary standard English grammar, punctuation, spelling and sentence structure, with some minor errors.

Generally good English grammar, punctuation, spelling and sentence structure, with a number of errors.

Generally understandable and readable English grammar, punctuation, spelling and sentence structure, with significant errors.

Poor English grammar, punctuation, spelling and/or sentence structure significantly detracts from readability or clarity.

Style Appropriate vocabulary, usage, logical structure, style and presentation for the task.

Generally appropriate vocabulary, usage, logical structure, style and presentation for the task, with some minor errors.

Generally suitable vocabulary, usage, style and presentation for the task, with a number of errors or logical inconsistencies.

Satisfactory usage, style and presentation for the task.

Errors of usage, style and/or presentation for the task.

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Assessment Criteria High Distinction Distinction Credit Pass Fail 2. Understood the nature of mathematical concepts, including the ability to conceptualise the abstract nature of mathematical objects and discern the mathematicsrepresented by mathematical symbols.

Abstract understanding Exemplary abstract understanding and discernment demonstrated of relevant concepts.

Deep, well-connected understanding and discernment demonstrated of relevant concepts.

High level of understanding and discernment demonstrated of relevant concepts.

Adequate understanding and discernment demonstrated of relevant concepts.

Little or no understanding or discernment of concepts demonstrated.

Mathematical language Carefully chosen, purposeful, consistently correct language and notation.

Well chosen, mostly appropriate, generally correct language and notation.

Generally appropriate and correct language and notation.

Generally appropriate use of relevant language and notation.

Frequent incorrect and/or inappropriate use of language and notation.

3. Identified key components of numeracy, incorporating the ability to use and explain a wide range of mathematical skills, methods, structures and tools flexibly inpractical applications; covering number facts, computation, algebra, probability, measurement and problem-solving.

Explanations Evidence of excellent ability to explain mathematical methods and structures.

Evidence of high level of ability to explain mathematical methods and structures.

Evidence of good level of ability to explain mathematical methods and structures.

Evidence of satisfactory ability to explain mathematical methods and structures.

Limited evidence of ability to explain mathematical methods and structures.

Tools Appropriate selection and use of mathematical tools.

Mostly appropriate selection and use of mathematical tools.

Generally appropriate use of mathematical tools.

Some appropriate use of mathematical tools.

Limited evidence of appropriate use of mathematical tools.

Flexibility Flexible approach and fluent adaptation demonstrated in use and explanation of mathematics.

Flexible approach and some ability to adapt demonstrated in use and explanation of mathematics.

Fairly flexible approach demonstrated in use and explanation of mathematics.

Some flexibility demonstrated in use and/or explanation of mathematics.

Little or no evidence of flexibility in use or explanation of mathematics.

4. Explored and critiqued mathematics learning experiences which encourage deep learning.

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Depth Appropriate use of range of learning experiences to challenge the student to think deeply to solve problems.

Good use of relevant learning experiences to challenge the student to think deeply to solve problems.

Good use of some relevant learning experiences to encourage the student to think deeply to solve problems.

Some use of relevant learning experiences to assist the student to think mathematically.

Limited evidence of learning experiences that require the student to think deeply or mathematically.

5. Engaged with and critiqued the use of digital technologies in mathematics learning experiences.

Digital technologies use Outstanding use of digital technology to enhance and deepen student learning.

Highly relevant use of digital technology to enhance and deepen student learning.

Some relevant use of digital technology to enhance and deepen student learning.

Some relevant use of digital technology to enhance student learning.

Limited or no use of digital technology to enhance student learning.

Digital technologies critique Use of digital technology critiqued at an outstanding level and in detail, with excellent reference to theory.

Use of digital technology critiqued at a high level, with very good reference to theory.

Use of digital technology discussed and critiqued mostly at high level, with good reference to theory.

Use of digital technology discussed with some critique and some reference to theory.

Use of digital technology discussed in a limited way or not at all, with little or no reference to theory.

245

Assessment Criteria High Distinction Distinction Credit Pass Fail 6. Communicated at an appropriate tertiary standard: with special attention to design elements, grammars, usage, logical relations, style, referencing and presentation.

Technical issues Correct tertiary standard English grammar, punctuation, spelling and sentence structure.

Generally correct tertiary standard English grammar, punctuation, spelling and sentence structure, with some minor errors.

Generally correct English grammar, punctuation, spelling and sentence structure, with a number of errors.

Generally understandable and readable English grammar, punctuation, spelling and sentence structure, with significant errors.

Poor English grammar, punctuation, spelling and/or sentence structure significantly detracts from readability or clarity.

Style Appropriate vocabulary, usage, logical structure, style and presentation for the task.

Generally appropriate vocabulary, usage, logical structure, style and presentation for the task, with some minor errors.

Generally suitable vocabulary, usage, style and presentation for the task, with some errors.

Satisfactory usage, style and presentation for the task, with some errors or logical inconsistencies.

Significant errors of usage, style and/or presentation for the task.

Referencing Complete, appropriate referencing correct according to Style Guide.

Complete referencing correct according to Style Guide, with some minor errors and/or omissions.

Referencing mostly correct according to Style Guide; a number of errors and/or omissions.

Referencing barely adequate and/or roughly following Style Guide.

Little or no referencing.

246

Prescribed text(s) Nil.

Selected readings will be available via the Moodle™ site for this unit.

Recommended readings

Curriculum Readings

Attard, C. (2013). Engaging maths: Higher order thinking with thinkers keys. Alexandria, NSW: SOS Media.

Booker, G., Bond, D., Briggs, J., Sparrow, L., & Swan, P. (2014). Teaching primary mathematics (5th ed.). Frenchs Forest, NSW: Pearson Education Australia.

Caldwell, S. (2012). Statistics Unplugged (4th ed.). Belmont, CA: Wadsworth Cengage Learning.

Clausen-May, T. (2013). Teaching mathematics visually & actively (2nd ed.). London, UK: SAGE Publications.

Haylock, D., & Manning, R. (2014). Mathematics explained for primary teachers (5th ed.). London, U.K.: SAGE Publications Ltd.

MacDonald, A., & Rafferty, J. (2015). Investigating mathematics, science and technology in early childhood. South Melbourne, VIC: Oxford University Press.

Moomaw, S. (2013). Teaching STEM in the early years: Activities for integrating science, technology, engineering, and mathematics. St. Paul, MN: Redleaf Press.

O’Brien, H., & Purcell, G. (2013). Primary maths handbook (4th ed.). South Melbourne, VIC: Oxford University Press.

Rosen, K. (2012). Discrete mathematics and its applications (7th ed.). New York, NY: McGraw Hill.

Simeon, D., Beswick, K., Brady, K., Faragher, R., & Warren, E. (2015). Teaching mathematics: Foundations to middle years (2nd ed.). South Melbourne, VIC: Oxford University Press.

Journals and Periodicals

The Arithmetic Teacher

Mathematics Teacher

School Science and Mathematics

Teaching Children Mathematics

Websites

Australian Curriculum, Assessment and Reporting Authority, (2016):

http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1

Australian Curriculum Lessons. (2015):

http://www.australiancurriculumlessons.com.au/category/mathematics-lessons/

Association of Mathematics Teachers:

The State of Curriculum and Assessment Authority, (2016):

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Specialist resource requirements Scientific Calculator.

248

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