What is Project Partnerships

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What are Project Partnerships?• Project Partnerships are the basis for a preservice teacher’s developing practicewithin the Bachelor of Education and the Graduate Diploma in Secondary Educationprogram at Victoria University.

• They are school-university partnerships designed to enhance the learning of schoolstudents and preservice teachers.

• They provide opportunities for curriculum inquiry, curriculum development andteaching practice for preservice teachers.

• Strong partnerships enable preservice teachers to express responsibility for schoolstudents and their learning while working with mentor teachers on a curriculum project or initiative.

• Project Partnerships provide extended opportunities for preservice teachers todevelop practice in and understanding of teaching in their major general studies.

How are Project Partnerships organised?• Teams of preservice teachers work collaboratively in schools on long-term, school-based curriculum initiatives that directly support the learning of school students.

• School teams include preservice teachers, mentor teachers, the school partnershipcoordinator and a university colleague.

• Partnership projects are discussed, negotiated and developed at the school with theparticipation of all team members.

Specific DetailsProject Partnerships are the basis of study in the core education and curriculum subjects ateach year level of the 4 year Bachelor of Education and the Graduate Diploma in SecondaryEducation.

Project Partnerships usually include one day per week over an extended period as well as blocktimes. They are organised so that:

• Year 1 preservice teachers work in primary schools for 15 days, including 5 days of paidsupervised school experience. More details about Year 1 can be found on page 15.

• Year 2 preservice teachers work in primary schools for 30-35 days, including 15 days of

paid supervised school experience. More details about Year 2 can be found on page Error:Reference source not found.

• Year 3 preservice teachers work in secondary schools for 30-35 days, including 25 days of paid supervised school experience. More details about Year 3 can be found on page Error:Reference source not found.

• Year 4 preservice teachers work in primary schools for 50-55 days, including 35 days of paid supervised school experience. More details about Year 4 can be found on page 19.

• Year 5 preservice teachers work in secondary schools for 53 days in schools including 40days of paid supervised school experience. More details of the GDSE can be found onpage 18 and 19

How to initiate a Project Partnership with Victoria University.• Identify an educational need or curriculum priority in your school, which directly relates tothe learning needs of your school students.

• Form a small team of teachers who would be interested in working with preserviceteachers.

• Think of a way in which the preservice teachers could work with you to help you meet theneed or develop the curriculum initiative.

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• Consider how the preservice teachers would work with you, your school students andcolleagues in a curriculum initiative of mutual educational benefit.

• Consider how supervised teaching practice and the development of the curriculum initiativecan be integrated to develop a complete Partnership.

• Prepare a brief outline of the Partnership and email, fax or mail it to the PartnershipsCoordinator in the School of Education at Victoria University.

Developing and sustaining successful partnershipsHere are some suggested strategies to facilitate successful partnerships:

• Exchange contact details with each member of the partnership team and make sure that allinformation is accurate and forwarded to the Partnerships Administrator for the database.

• Discuss the original project partnership proposal which was suggested by the school toVictoria University and negotiate how it may be shaped to meet the learning needs of schoolstudents. Questions which would help to design a successful partnership might include:

What was the original proposal?

What are the preservice teachers’ strengths and interests?

How can the project build on the preservice teachers’ strengths and interests?

Does this project provide an opportunity for preserviceteachers to investigate curriculum, teaching, learning andassessment in educational settings?

How does this project meet the learning needs of students atthis school?

• Discuss the Project Partnership and negotiate how it may build on the preservice teachers’and school colleagues’ strengths, interests and expertise.

• Discuss and negotiate how the Project Partnership will provide opportunities for preserviceteachers and school colleagues to conduct collaborative inquiry into the development of curriculum, teaching, learning and assessment in educational settings.

• Document the Project Partnership proposal on the form (see Section 7), then copy for allmembers of the team and forward to the Partnerships Administrator.

•Check the Project Partnerships website regularly:http://education.vu.edu.au/partnerships/

• The university colleague is the primary contact for each team and regular contact isimportant. If there are any problems mentor teachers should:

Discuss the problem or issue immediately with the preservice teacher

Include the school partnership coordinator in the discussion and negotiate a set of strategies to address the problem.

If the problem is not resolved, the mentor teacher should contact the universitycolleague.

For complete information on When Things Go Wrong / Preservice Teachers at Risk, pleaserefer to Section 2 on page 10.

How are Project Partnerships different from 'teaching rounds' or supervised teaching practice?In teaching rounds and supervised teaching practice, preservice teachers meet requirementsset by the University only. A supervising teacher takes responsibility for each preserviceteacher. Normally preservice teachers work through a set sequence of complexity in practiceas they move from Year 1 to Year 4 in a four year degree. The GDSE is a one-year programwhere preservice teachers are expected to work through a range of complexities through theyear.

In Project Partnerships, preservice teachers, mentor teachers and a university colleague workas a team on a curriculum initiative that benefits the learning of school students. This will alsoinvolve some formal teaching as well as a wide range of other curriculum and teaching

activities. The Project Partnership enables each preservice teacher at each level of theBachelor of Education and the GDSE to work on complex educational tasks negotiated withmentor teachers. Mentor teachers are encouraged to explore with preservice teachers a range

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of possibilities that support the learning of school students. The following examples show whatis possible in Project Partnerships. See the Partnerships websitehttp://education.vu.edu.au/partnerships/ for extended descriptions of a selection of recentProject Partnerships.

Examples of Successful Project Partnerships

1. Literacy Program - Middle Years/Secondary SchoolLiteracy support program for students in years 7, 8 & 9.Preservice teachers in Year 1 have trained as tutors and work with individuals in literacysupport.Preservice teachers are responsible for planning, implementing and evaluating the Making aDifference program. They work with the teaching teams of those students and attend socialeducation, English, Science classes with the students to develop their knowledge of curriculumdevelopment and implementation and to integrate Education Practice in their method areas.

2. Publishing/ Literacy – Early Years/Primary SchoolThree Year 2 preservice teachers who are responsible for the planning, implementation and

delivery of a program on literature, writing and publishing for a group of students in years prep-2. Preservice teachers also work with their mentor teachers in classrooms. This project wasdesigned to run in semester 1, but has continued in semester 2 with additional support of ateam of year 1 preservice teachers. Preservice teachers spend the one morning sessionworking with students in classrooms in a variety of curriculum areas, one session working as ateam on the publishing project and the afternoon session planning and evaluating as a team.Students meet regularly with preservice teacher mentor.

3. Outdoor Education – Upper Secondary School A team of Year 1 preservice teachers works with the Outdoor Education teacher to assist withcurriculum planning, delivery and evaluation of Outdoor Education curriculum in years 10 and11. This includes supporting physical activity programs, planning and supporting campingprograms, preparing curriculum materials and resources and mentoring school students as they

engage in activities. Where the preservice teachers have appropriate skills, they plan theteaching and learning program and lead activities with the support and supervision of mentor teachers.

4. Year 10 Elective Program – Upper Secondary SchoolThree Year 3 preservice teachers AND one GDSE preservice teacher work in the year 10elective program. Their involvement in the program is specific to their method areas andincludes curriculum planning, delivery and evaluation.For example, in dance/ drama studies a preservice teacher works with a group of students ondevelopment of the school musical, as well as taking drama classes in the elective program,under the guidance of a mentor teacher. Third year preservice teachers and GDSE teach 4- 5periods, with 1 -2 off for planning and documentation. First year preservice teachers teach 2 -3periods in term 3.

5. Lunch time Physical Activity Program – Primary/Upper PrimaryOne school expressed its concern about the lack of organised activity for its students atlunchtime and the increasing bullying in some areas of the playground. The school developed aPartnership which enabled a team of Year 2 B. Ed preservice teachers who were studying amajor in primary physical education or outdoor education as part of their course to surveycurrent activity in the playground, space and equipment use and also to inquire about theinterests and leisure pursuits of schools students. The preservice teachers developed a wide-ranging physical activity program which included, dance, major games, team building andadventure activities and which was conducted over 2 terms. Attendance at the program washigh and school students contributions were strong. There was an increase in positiveplayground activity at other recess breaks. Preservice teachers worked in classrooms in themornings supporting, inquiring about and teaching in literacy and numeracy.

6. Information and Communications Technology and Mentoring – Middle Years/Secondary

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Year 3 Bachelor of Education preservice teachers, GDSE preservice teachers and Year 10College students have formed a Partnership in the application of Information andCommunications Technology across the curriculum. The challenge is teaching young peoplewho may be unmotivated for school work to present learning on a website or Powerpointdisplay. The long-term goal is for preservice teachers to assist all Year 7-10 College studentsdevelop their own home pages. Preservice teachers must develop and apply advanced IT

skills, plan a general strategy for web page development with the teachers and teach theCollege students how to use the technology to make electronic presentations of their learning.

Year 3 and GDSE preservice teachers contribute to activities in classrooms in specificcurriculum areas which leads to opportunities for more formal teaching. Year 1 preserviceteachers joined the team working with small groups of College students in literacy supportprograms, in assisting a Maths teacher in making a video with students about buying a car andthrough their personal expertise (eg in music) to assist in classrooms.

A Sample Partnership Day ( This is a suggestion only)

The School of Education expects its preservice teachers to take on the demands and conditionsof professional life when they are working in Project Partnerships in schools and other educational settings. That means that each preservice teacher should:

• Have prepared for teaching and applied curriculum project work in the days before attendingschool

• Arrive at school in good time (at least ½ an hour before school day commencement) to meetmentor teacher(s) and Project Partnership colleagues to finalise planning and preparation

• Undertake teaching and applied curriculum project tasks during the day• Arrange to meet mentor teacher(s) at mutually convenient times (these arrangements may

need to be completed the week before)• Meet with University Colleague as negotiated• Stay at school throughout the day and participate enthusiastically in all activities undertaken

by mentor teachers: Yard duty

Preparation and cleaning up of classrooms

Volunteer to take on any administrative duties

Staffroom preparation and cleaning

Remain at school throughout the day – mentor teacher and school partnershipcoordinator should be notified if preservice teachers need to leave the school duringthe day

Participate in any staff, level and team meetings involving mentor teacher(s)

Leave school after completing all necessary preparations for future teaching andapplied curriculum project activity (eg no earlier than mentor teacher).

A typical school day might comprise of the following: (PS: specific arrangements need to benegotiated between the preservice teacher and the mentor).

8.15am. Arrive at school.Discuss the day's program with mentor teachers. Preservice teachers meetin partnership teams to plan, prepare and organise for the implementation of the program, gather materials and meet with school partnership coordinator.

9.00am. Preservice teacher assists mentor teacher in welcoming students to schooland assists in introductory and administrative tasks. Preservice teacher commences classroom support alongside mentor teacher.

10.00am. Mentor teachers work alongside preservice teachers in implementing theprogram, suggesting strategies, demonstrating implementation. Preserviceteachers involved in team teaching or small group teaching.

12.30pm. During APT time, mentor teachers and preservice teachers discuss worksamples and learning outcomes, the program goals, its implementation andevaluation, as well as suggestions for further development.

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1.00pm. Preservice teacher team research and plan the next stage of developmentfor the program, consulting journals, texts and experts to gather information,ideas for teaching strategies and documenting the development of theproject. Meet with university colleague.

3.30-3.45pm. Mentor teachers and preservice teachers briefly review the day’s progressand confirm arrangements for the following week.

3.45pm Preservice teachers attend staff meetings, school professional developmentactivities or extra-curricular activities (eg parent-teacher presentations andreport nights).

ORPreservice teachers work with mentor teachers to complete planning andpreparation for future classroom practice or applied curriculum project.

NB Alternative meeting arrangements to these – eg meeting mentor teachers on moresuitable days – should be clearly negotiated and agreed by the mentor teacher and preservice teacher. The university colleague must be informed by the preservice teacher of any alternative meeting arrangements.

University colleagues will arrange at least one visit to the school every three weeks to

monitor the progress of preservice teachers during single days. This visit will include discussionwith preservice teachers and, if required, discussions with mentor teacher/s and /or the schoolpartnership coordinator. Each school will need to tailor its daily program to meet the needs of the project.

UNDER THE BANNER OF LEARNING AND PRACTICE IN PROJECT

PARTNERSHIPS

Links with the Bachelor of Education and the Diploma of Secondary

Education

Partnerships are linked to core education and curriculum subjects at each year level (seeshaded sections in the Bachelor of Education Course Map on page 23 and the GDSE CourseMap on page . In addition all preservice teachers have at least one, usually two major studyareas. This means that they bring strong interest in these areas in Years 1 & 2 and a strongbackground in these areas by Years 3, 4 & 5. Most are studying two areas from the options:Information and Communication Technology, Language and Literary Studies (English), PhysicalEducation, Outdoor Education, Visual Art, Social Inquiry, Mathematics, Health or Drama. Somepreservice teachers select alternative majors for example Psychology, Environmental Science

or LOTE.

Flexibility in Year Level ExpectationsSection 4 summarises the practical expectations for preservice teachers at each year level of the Bachelor of Education and in the GDSE. Mentor teachers, school partnership coordinators,preservice teachers and university colleagues should recognise, however, the focus of ProjectPartnerships is on the needs of the school, classroom and school students. Thus, the specificdetails of each Partnership will be a negotiated agreement which seeks to meet the needs of the school, its teachers and students, and the preservice teachers, too, in their progressthrough the course.

Prior to the start of each year, the School of Education will ask schools to nominate ProjectPartnerships for teams of Bachelor of Education students. In early March, the initial visits by

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and understanding which preservice teachers bring from schools and community settings totheir university coursework. The critical step for preservice teachers is to transform their local personal and practical insights into validated knowledge and understanding . That will occur best in professional conversations with mentor teachers and university colleagues in schoolswhere preservice teachers can inquire and present evidence to analyse and reflect on practiceopenly, collaboratively and respectfully.

Thus Project Partnerships moves beyond the normal conversations which supervising teachersmight have with preservice teachers about ‘teaching a lesson’ to a different kind of professionaldiscourse. These conversations, which will commence with the essential and enduringcommitment of Project Partnerships to the learning of school students, can be framed aroundthe following inquiry.

By reporting experiences or cases of teaching and learning, preservice teachers, mentors anduniversity colleagues can collaboratively frame critical questions for inquiry about improvingpractice. Such a discussion will provide the basis for directing and supporting importantlearning and professional research about teaching, learning, curriculum and assessment. For example, preservice teachers who are concerned about the behaviour of students in a mathsclass may begin by describing a particular teaching incident and reflecting on samples of

students’ work. By constructing, in discussion with mentor teacher, a set of questions for investigating that practice, it is possible to move beyond conversation to collegial learning abouta range of practices such as the importance of appropriate curriculum for all students, how theycan be engaged in learning and how teaching can take account of different learning interests,preferences and styles. Such a conversation can be supported by the following questions andopportunities for all participants to share their thinking and ideas:

• How did students learn in my class today?

• What questions do we have about what happened and about student learning?

• How do we feel about this experience?

• What do we know that could improve teaching and learning in the class?

• How can we find out more information about improving teaching and learning in thisclass and similar situations?

• What questions can I take with me as I continue to plan my teaching for successfulstudent learning?

Mentor Feedback Check ListMentors are encouraged to use the following protocol to assist them in providing constructiveadvice to their preservice teachers.

• Having observed the lesson, what are some constructive comments that you can make inreference to the following areas:

Classroom Management Time Management

Curriculum Preparation

Inclusive Education The facilitation of content material

Catering for the diverse need of

students• Were the learning outcomes that were set in this lesson met? If so how? If not, why and in

what areas and what strategies will the preservice teacher need to focus on in order toensure that these outcomes are met in the future?

• What contributed to the success of the lesson?

• What practical and theoretical understanding do you feel the preservice teacher shouldinvestigate in order to improve his/her approach to teaching and learning?

The mentor and preservice teacher are encouraged to discuss the mentor feedback and thenthe preservice teacher will describe/list how he/she will use the feedback to enhance the qualityof future lessons.

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Lesson PreparationThe writing of a lesson plan is only one aspect of lesson preparation. Preservice teachers willalso be expected to have all resource and learning materials ready for each lesson they willteach. Normally, all stages of lesson preparation should be completed at least one day beforethe lesson is due.

Successful lesson preparation requires explicit and detailed professional conversationsbetween the mentor teacher and preservice teacher. It is the responsibility of the preserviceteacher to initiate these conversations and to clarify all aspects of the preparation needed:timing and location for each lesson, equipment to be collected, teaching materials to bereadied, learning materials to be prepared, room arrangements to be made.

Preservice teachers should aim to present mentor teachers with a completed copy of eachproposed lesson plan at the commencement of each school day. The School of Educationexpects preservice teachers to be supporting mentor teachers in classrooms at all times. Thepractice of preservice teachers preparing for lessons during school hours is to be avoided,unless agreed with mentor teachers.

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Lesson Plan FormatPreservice teachers are encouraged to use a variety of lesson plan formats. Identifying suitableformats should be done in negotiation with their mentor. The lesson plan below is one exampleof an effective lesson plan format.

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Topic/Theme/Question:

Year level/s:

Number and age of students:

Special learning conditions / requirements (if applicable):Setting or location for the lesson.Particular organisation/ grouping of students for the lesson.

Context for the lesson/session/activity:Identified student engagement/learning need.Relationship to previous and future lessons on this topic or curriculum area.

Relationship to previous or future activities for the day.Previous experiences that the students bring to the lesson.

Aims:Broadly, what do you want the children to experience and learnduring the lesson?

Expected Learning Outcomes:Draw from or relate to the learning outcomes in the CSFII. Note the‘indicators’ which might relate to each CSFII learning outcome.What other learning outcomes might result from the lessonactivities?

Preparation:Identify materials and equipment and pre-lesson organisation.Reference the source of lesson materials (teacher references,course advice, text book)

Attach copies of printed material for distribution or text for display tobe written on the board.

Procedure:Think of this as a “running sheet.” Document each step to be takenor stage of the lesson. Include

Lesson/Session/Activity Introduction

• Outline what the students will learn, and why it isimportant.

• An explanation which stimulates students’ interest• State what the students will need to start and successfully

complete during the lesson

Lesson Plan Format Continued

Developmental Activities

• What are the expectations for students

• For each stage of the lesson identify what the teacher and thestudents will be doing.

• What are the main questions I will ask? Closed questions, openquestions; questions related to recalling content knowledge; and/or those demanding higher order thinking and responses fromstudents

• Timing for each stage of the lesson

• What variations have I planned to cater for differences in learning?

• What preparations have I made if activities don’t work out asplanned?

Details concerning the organisation of students• Room organisation eg table arrangements

• Strategy for grouping students

• Changes which the lesson requires – eg changes of groups; movement of students

Concluding the Session/Lesson/Activity

• Opportunity for review by students

• Possibilities for subsequent opportunities for learning, eg in later classes or at home

• Organisational matters – room re-arrangement for next session;time for tidying the room; where students need to go for their nextclass.

Preservice teacher Self- Evaluation:How did the lesson go?Which learning outcomes were met?How was the learning assessed?What should be the next lesson?What did I do well? What should I do differently?What understandings have I developed/considered?What questions or insights do I have which I want to follow up in myuniversity coursework?

Mentor Teacher Evaluation:How did the lesson go?Were the learning outcomes met?What contributed to the success of the lesson? What strategies/ideas could

be added to the lesson to improve learning outcomes?What practical/theoretical understandings could be encouraged/considered?



Under the Banner of PROJECT PARTNERSHIPS AT EACHLEVEL: Overview

The Bachelor of Education has been planned to enable preservice teachers to base their developing understanding and competence on authentic experiences of teaching and learningin Project Partnerships. The following table presents an outline of the Bachelor of Educationemphases at each year level.

Year Practice Curriculum Development Theory

1 Responding to learners Inquiry experiences Inquiry in education

2 Focused teaching Lesson Planning and Assessment Teaching, learning anddevelo ment

3 Extended teaching (eg wholeunit)

Unit planning and evaluation Management and policy ineducation

4 Competence Whole curriculum Planning Reflective Practice

5 Competence Whole curriculum Planning Reflective Practice

To ensure that graduating teachers meet the expectations of school system authorities, the

Bachelor of Education course structure locates Supervised Teaching Practice within ProjectPartnerships. The distribution of Teaching Practice Days in the four years of the course is:

Year Total Number of PartnershipDays

Days of Supervised Teaching Practice Location(School)

5 53 40 Normally Secondary

Year OneThe aims, questions and expectations at each Year level of the B Ed P-

12 Year 1Year 1 is a general introduction to teaching and learning with a focus on development of self asa learner and teacher. Preservice teachers normally work in curriculum support and participatein introductory activities focussed on initial teaching practice in primary schools. Theseactivities not only support preservice teacher induction and inquiry about the nature of planning,

teaching and learning, but also about the school, its community, the students, and teachers’work. Preservice teachers are expected to be fully involved in teaching and learning activities,including a curriculum support activity that draws on their interests and expertise.

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Year Total Number of PartnershipDays

Days of SupervisedTeaching Practice

Location(School)

1 20 5 Normally Primary


3 42 25 NormallySecondary


Total 150 80



Preservice teachers are expected to move from classroom participant to teacher of smallgroups and if appropriate, to teacher of the whole class during the time at the school. They areexpected to document at least 5 lesson plans in literacy and other areas of interest andexpertise, but most preservice teachers will record many more teaching opportunities as theyexperience life in classrooms. Some lessons will be planned collaboratively with the mentor

teacher ahead of teaching and others described in detail after an informal or unexpectedteaching experience. An example of a Year 1 Project Partnership would be one wherepreservice teachers work as support teachers in an Early Years program in the mornings> Theyplan, develop and deliver a special lunchtime activities program for students and in theafternoon prepare the following week’s session and return to classroom for teaching activitieswith small groups.

A Year 1 preservice teacher is expected to:

• establish professional relations with young people and teachers in schools;

• develop an awareness of the characteristics of teaching and learning;

• establish links between practice and theory;

• experience the role of the teacher, through the teaching of individual and small groups of learners

• support school programs, initiatives and events, eg….sports days, camps, etc.

• document at least 5 lesson plans in literacy and other lesson in areas of interest andexpertise.

Year 1 preservice teachers are usually in schools, or an alternative education setting, for 20days. Supervised teaching practice payments for 5 days is allocated in Year 1.

Focus questionsThe focus of inquiry in Year 1 is: How do teachers relate with students so that learning occurs?

AssessmentPreservice teachers will be asked to report their learning through Project Partnerships in thefollowing compulsory studies. They may also be asked to draw on Project Partnershipexperience for assessment in general studies subjects.

Semester 2: HEB 1210 Understanding LearningRefer to current year Essentials document for specific details regarding assessment.

Year TwoIn Year 2 Preservice teachers are usually placed in primary schools and Project Partnershipteaching practice, curriculum inquiry and curriculum development activity is connected topreservice teacher inquiry and learning in Mathematics, Literacy and the Arts curriculum.

Teaching practice in other curriculum areas, especially in the preservice teacher’s major studyareas is also desirable. Students are asked to inquire about the nature of teaching and learningand the connections between curriculum planning, successful achievement of student learningoutcomes and assessment and reporting. In Year 2 a sample partnership might be one wherepreservice teachers work with students and teachers to develop the use of informationtechnology in the classroom. This becomes the catalyst for teaching and learning inmathematics, literacy and the arts. Integrated approaches to curriculum are encouraged.

Preservice teachers in Year 2 usually spend 38 days in partnerships, in primary schools.Supervised teaching practice payments for 15 days are allocated in Year 2.

Focus QuestionsThe focus for inquiry in Year 2 is:

How do teachers develop teaching and learning relationships with school students?

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How do teachers plan and implement learning programs in Literacy, Mathematics/Numeracy and the Arts?How is the classroom curriculum constructed for successful school learning outcomes?

AssessmentSemester 1: HEB 2110 Teachers Knowing Students and HEB 2150 Reasoning for Problem

Solving

Refer to current year Essentials document for specific details regarding assessment.

Semester 2: HEB2210 Making the Conditions for Learningand one of the following:HEB 2250 Healthy Activity, Community and WellbeingHEB 2251 Imagination, Creativity and DesignHEB 2252 Science, Environment and Society.


Year Three

AimsIn Year 3 curriculum inquiry is usually undertaken in secondary schools and involves initiatedprojects, investigation of integrated and inclusive curriculum and teaching practice in Science,Social Education and Technology. Partnership experiences may also be connected topreservice teachers’ major study areas. A sample partnership in Year 3 might includepreservice teachers with major studies in Information Technology developing and implementingthe incorporation of Information Technology across the curriculum. Special focus is given tointegrated approaches and teaching and learning in Science, SOSE and Technology. Additional teaching practice in other major study/ method areas is developed across the year.

Preservice teachers in Year 3 spend approx 42 days in Partnerships. This work is completed atthe university in conjunction with secondary schools or other educational settings. Year threepreservice teachers are normally in a secondary school which involves teaching practice,curriculum development and inquiry. Supervised Teaching Practice payments for 25 days areallocated in Year 3.

Focus QuestionsHow are the school and teachers' work organised in order to improve student learning outcomes?How is preservice teacher inquiry encouraged through planning and teaching Science,Technology and SOSE?How does preservice teacher inquiry about teaching and learning build on their electiveGeneral Studies and possible integrated curriculum approaches?

AssessmentSemester 1: HEB3110 Responding to Student DiversityRefer to current year Essentials document for specific details regarding assessment.

Semester 1: HEB3150 Engagement and PathwaysRefer to current year Essentials document for specific details regarding assessment.

Semester 2: HEB3210 Collaborating for Access and Success.Refer to current year Essentials document for specific details regarding assessment.

Semester 2: HEB 3250 Pedagogy for InclusionRefer to current year Essentials document for specific details regarding assessment.

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Year Four In Year 4 preservice teachers will be involved in the development of a curriculum-focused Action Research project and extensive teaching practice, usually in a primary school. In Year 4preservice teachers might develop, implement and evaluate a curriculum initiative, normallydrawing on their major studies background, using an Action Research approach. Extensiveteaching practice is essential. Preservice teachers in Year 4 of the Bachelor of Education:

• Seek explanation of classroom and schooling experience for change and improvement;

• Develop ideas regarding teaching and learning throughout the year through participation ina community of inquiry, leading to an informed and defensible viewpoint;

• Integrate school and university experiences around the principles of Action Research

• Establish partnerships between schools and the university and work with mentor teacherson an investigation of teaching and learning

• Are considered as beginning teachers, with developing responsibility for their own learning

• Demonstrate their capacity to engage in professional discourse

• Work towards teacher professionalism, becoming more competent and reflective over theyear.

Project Partnerships are arranged during Year 4 so that beginning teachers are working in

either a primary school or secondary college for 50 days, comprising individual days duringSemester 1 and a continuous period of 6 weeks during Semester 2. Supervised teachingpractice payments for 35 days are allocated in Year 4.

Assessment Assessment in Year 4 is designed to support beginning teachers' growth towards teachingcompetence. The principal components of assessment in Year 4 are:

• Planning, assessing and reporting at least 20 fully documented lessons and at leastanother 20 to be recorded as recommended by mentor teachers

• Successful report of supervised teaching practice and Project Partnerships activity. Thereport must be finalised before the end of Semester 2.

• A Professional Portfolio, structured within the Victorian Institute of Teaching ProfessionalStandards, which is a record of the graduating teacher's understanding and practical

experiences in throughout the course, but most notably in this fourth year.

Semester 1 HEB4110 Change and Social JusticeRefer to current year Essentials document for specific details regarding assessment.

Semester 1 HEB4150 Curriculum and Innovationand two of the followingHEB 2250 Healthy Activity, Community and WellbeingHEB 2251 Imagination, Creativity and DesignHEB 2252 Science, Environment and Society.Refer to current year Essentials document for specific details regarding assessment.

Semester 2

Semester HEB 4210 Practice in Partnership; HEB 4250 Professional Orientation, HEB 4211Joining the Profession.

Semester 2 in the Bachelor of Education is fully committed to preservice teachersdemonstrating the competence required of beginning teachers. This development will bedocumented in a Professional Portfolio.


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Accelerated Program

The students at Sunbury Campus have joined the course having completed or nearlycompleted their majors/methods and they are beginning their education studies. DuringSemester 1 their curriculum inquiry and curriculum development activities are connected toLiteracy, The Arts and SOSE and in Semester 2 the focus shifts to Maths, Science andTechnology. This means that in 2006 they are embarking on their first teaching experience.During this year each student will spend 29 days in a secondary setting and 29 days in aprimary setting. Students will inquire into the nature of teaching and learning, the connectionsbetween curriculum planning, successful achievement of student learning outcomes andassessment and reporting. While they will adopt a broad focus in relation to curriculum inquiryand teaching practice particular attention to their major study area/s is also desirable. Normally,student teachers will commence their placements with introductory teaching activities and bythe end of the placement they will be expected to teach a sequence of lessons with supportfrom a mentor teacher. The mentor teacher, student teacher and university colleague usuallynegotiate the precise requirements for formal teaching practice.

Requirements

All Accelerated preservice teachers are expected to: Complete a minimum of 29 days in a secondary school

Complete a minimum of 29 days in a primary school

work with a team to complete an Applied Curriculum Project in a primary school

work with a team to complete an Applied Curriculum Project in a secondary school

teach at least 20 lessons related to their General Studies (methods) in a secondaryschool

teach at leat 20 lessons in a primary school.

Expectations of a preservice teacher Take on normal duties of a teacher Applied Curriculum Project (ACP) Partnership Folio

Attend school on allassigned days, at least ½hour before schoolcommences to at least ½an hour after schoolfinishes

Participate in normalactivities of their mentor teachers: meetings, yardduty and extra-curricular activities

Develop professionally

and educationallycompetent relationshipswith school students

Take on other responsibilities asnegotiated with mentor teachers and universitycolleague.

Use extended time in schools to informpractice-based assessmentrequirements by:

Participating in an inductioninto the school led byschool mentors

Working in a team withcolleagues and mentor teachers

Describing personalteaching practice and the

learning of school students Participating in staff and

planning meetings, staff development days, schoolcouncil and other community meetings

Document ProjectPartnershipsincluding lessonplans, samples of school students’work, curriculumplanning andreflective journalentries.

These documentswill eventuallybecome part of eachperson’s Inquiry

Portfolio (seeassessment detailson final page).

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Graduate Diploma in Secondary Education

Graduating preservice teachers in the Graduate Diploma in Secondary Education

• Seek explanation of classroom and schooling experience for change and improvement

• Develop ideas regarding teaching and learning throughout the year through participation ina community of inquiry, leading to an informed and defensible viewpoint

• Integrate school and university experiences around the principles of Action Researchmaking use of the Praxis Inquiry

• Establish partnerships between schools and the university and work with mentor teacherson an investigation of teaching and learning

• Are considered as beginning teachers, with developing responsibility for their own learning

• Demonstrate their capacity to engage in professional discourse

• Work towards teacher professionalism, becoming more competent and reflective over the

year.

Requirements for Preservice Teachers

The Graduate Diploma in Secondary Education is designed to support beginningteachers' growth towards teaching competence.

All graduating preservice teachers are expected to:

Work within a team to complete an Applied Curriculum Project (see below)and associated supervised teaching practice both of which should whichsupport school students' learning and advance the interests of the school

Have completed by the end of the year, approximately 53 days in ProjectPartnerships comprising 13 days (approx) in an applied curriculum projectand 40 days of supervised teaching practice at the level expected of agraduating teacher

Successfully undertake extended teaching practice at the level required of agraduating teacher - with planning, assessment and reporting of at least 50lessons documented using the recommended VU lesson planning format (or inone preferred by the mentor teacher).

Assessment

The principal components of assessment in the Graduate Diploma are:

• Successful report of supervised teaching practice and Project Partnerships activity,

including the Applied Curriculum Project (see below).• A Professional Portfolio, structured within the Victorian Institute of Teaching Professional

Standards, which is a record of the graduating teacher's understanding and practicalexperiences in throughout the course.

• Successful completion of core subjects and two approved discipline studies undertakenacross two semesters

Core Subjects

Semester 1 HEG1652 Social Context of Teaching & Learning

Refer to current year unit guide for specific details regarding assessment.

Semester 1: HEG1653 Approaches to Teaching and Learning

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NOTE: HEG 1653 & HEG1654 Approaches to Teaching and Learning incorporate 45 days of supervised teaching practice and 20 days Project Partnership over 2 semesters. (Onesemester unit, incorporates Applied Curriculum Project, Teaching Practice and development of Professional Portfolio).Details regarding assessment of Applied Curriculum Project are offered below. Refer to the unitguide for other specific details regarding assessment in this subject.

Discipline Studies

Semester 1: Discipline Study 1 and 2Two Discipline Studies drawn from the following:

HEG1682 Teaching Science 1 (semester long unit)

HEG1678 Teaching Mathematics 1 (Each subject is a semester long unit)

HEG1670 Teaching Computing 1 (Each subject is a semester long unit)

HEG1680 Teaching Physical Education 1 (Each subject is a semester long

unit)

HEG1676 Teaching Languages other than English 1 (Each subject is asemester long unit)

HEG1684 Teaching Studies of Society & the Environment 1 (Each subjectis a semester long unit)

HEG1674 Teaching English as a Second Language 1 (Each subject is asemester long unit)

HEG1672 Teaching English 1 (Each subject is a semester long unit)

HEG1686 Teaching Technology 1 (Each subject is a semester long unit)

HEG1688 Extended Discipline Study 1 (Each subject is a semester long

unit and is designed to offer pre-service teachers in nominated or highdemand areas an opportunity to focus on an in-depth study of their discipline. This unit of study is designed as the equivalent of a doubleteaching method.)

HEG1690 Teaching Vocational Education & Training 1 (Each subject is asemester long unit)

HEG1692 Teaching Music 1 (Each subject is a semester long unit)

HEG1694 Teaching Student Welfare (Each subject is a semester long unit)

Semester 2

Core Subjects

Semester 2: HEG1651 New Learning (One semester unit).

Semester 2: HEG1654 Approaches to Teaching and Learning 2 (One semester unit,incorporates Applied Curriculum Project, Teaching Practice and development of Professional Portfolio).

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Discipline Studies

Semester 2: Discipline Studies 1 and 2 (units follow on from Semester 1)

HEG1683 Teaching Science 2

HEG1679 Teaching Mathematics 2

HEG1671 Teaching Computing 2

HEG1681 Teaching Physical Education 2

HEG1677 Teaching Languages other than English 2

HEG1685 Teaching Studies of Society & the Environment 2

HEG1675 Teaching English as a Second Language 2

HEG1673 Teaching English 2

HEG1687 Teaching Technology 2

HEG1689 Extended Discipline Study 2

HEG1691 Teaching Vocational Education & Training 2

HEG1693 Teaching Music 2

HEG1695 Teaching Student Welfare 2

UNDER THE BANNER OF ROLES AND RESPONSIBILTIES

Preservice teacher (PST)Each preservice teacher is expected to:

• Undertake the roles and responsibilities of teachers at the school. This includes:

being in attendance at school on all assigned days from at least ½ hour before schoolcommences to at least ½ an hour after school finishes;

notifying school coordinator of intended absence. Preservice teachers are required to‘make up’ for the days of absence. Preservice teachers should negotiate with their mentor to determine suitable day(s) to ‘make up’ the absences.

participating in the normal activities with mentor teachers, including staff and planningmeetings, yard duty, extra-curricular activities, staff development days, school counciland other community meetings; and

working in teams for teaching, planning curriculum etc

• Develop professional and educational relationships with school students.

• Actively inquire about teaching and learning.

• Actively participate in all activities which involve students and/or the class teacher

• Begin teaching small groups and team teaching, moving to whole classes as negotiatedwith mentor

• Record planning and reflections for all lessons taught and discuss these with the mentor.

• Complete the Preservice Teacher & Mentor Communication Protocol (see pp 31-32)

• Collect copies of worksheets, work samples and other artefacts which reflect participation inteaching and learning activities

• Maintain a diary of activities, thoughts and events

• Work in a team with colleagues, mentor teachers and university colleagues to complete aproject. The project (which could focus on curriculum development, teaching support,community action etc) should support the school students' learning and advance the

interests of the school

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• Use the regular and extended time in schools to inform practice-based assessmentrequirements

• Document Project Partnerships by developing a folio of lesson plans, samples of schoolstudents' work, curriculum planning and reflective journal entries which describe personalteaching practice and the learning of school students

• Arrange, provide and discuss appropriate information with the mentor teacher for the timely

completion of the Applied Curriculum Project Plan, Mid Year and Final Partnership reports.• Applied Curriculum Project Plan to be submitted to PP Administrator no later than March

30. The Mid Year Report should be submitted to the PP Administrator no later than the endof Semester 1 (Week 12) and the Final Report no later than end of Semester 2 (Week 12).

• Take on other responsibilities as negotiated with mentor teachers, school partnershipcoordinator (student teacher coordinator) and the university colleague.

School Partnerships Coordinator (SPC)(Student Teacher Coordinator)The school partnerships coordinator is expected to:

• welcome preservice teachers and provide an orientation to the school and an ongoingsupportive environment;

• allocate preservice teachers to mentor/class teachers,

• ensure that mentor teachers, the teaching and the negotiated applied curriculum projectsare “appropriate” to the preservice teachers

• plan a program and monitor preservice teachers’ participation in the planned program;

• meet regularly with preservice teachers and mentor teachers to facilitate discussions aboutrelevant curriculum areas for each year level and other curriculum/ partnership issues;

• distribute preservice teacher report forms to mentor teachers and return completed forms toVictoria University;

• facilitate the resolution of ongoing problems which may arise with preservice teachers and

their mentor teachers and

• contact the university colleague immediately if there are concerns (follow up contact canalso be made with the University Partnerships Administrator or B.Ed/GDSE PPCoordinator).

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Mentor Teacher (MT)The Mentor Teacher is expected to:

• welcome and involve the preservice teacher in the teaching and learning environment;

• clearly guide the curriculum support work of the preservice teacher in the projectpartnership;

• discuss goals, programs and individual lessons with the preservice teacher;

• guide and give critically constructive feedback in relation to any teaching responsibilitieswhich may be assigned to the preservice teacher; please refer to the questions on page 11.They are a useful starting point for a professional conversation

• assign and guide the preservice teacher in planning and preparing of formal teachingactivities;

• complete the Project Partnerships Report in consultation with the preservice teacher prior to returning it to the school partnership coordinator;

• alert the preservice teacher to problems which may have arisen and negotiate strategies for their resolution

• negotiate with the university colleague and the preservice teacher to complete thePartnerships report(s) in a timely and constructive manner.

• contact the School’s Partnership Coordinator if there are any concerns. If concerns or

problems persist, the mentor teacher or School Partnership Coordinator should inform therelevant University Colleague immediately.

•

University Colleague (UC)The University Colleague is expected to:

Liaise

• introduce preservice teachers to the School Principal and School Partnerships Coordinator

• clarify expectations for all partners: this will include the presentation and explanation of Project Partnerships for all partners – especially at the initial visit, but also throughout thePartnership experience

• contact the school to establish appropriate visiting arrangements (usually an initial meeting

with preservice teachers at University, a meeting of all partners on the first day at theschool and then every 3 – 4 weeks);

• negotiate / clarify with preservice teachers, mentors and school partnership coordinatorsabout the amount of time and levels of support that you will be able to offer based on your UC time allocation;

Communicate

• develop and maintain an email list for communication purposes between the UC, schoolcolleagues and the preservice teachers;

• promote the PP web site as a source of information with school partnership coordinators,mentors and preservice teachers

• negotiate opportunities to engage in conversation with preservice teachers and mentorsabout student learning

• engage with and provide feedback to preservice teachers as negotiated

• engage with and provide feedback to graduating preservice teachers Grad Dip Secondaryand B.Ed Year 4) about their work in classrooms/ learning sites during their respectiveblock placements.

• attend four School of Education UC meetings during the academic year (refer to Meetingtimetable)

• communicate with mentor teachers and individual preservice teachers in the preparation of the Applied Curriculum Project Plan and Report and Partnerships Report in a timely andconstructive manner.

Problem solve

• respond to any school concerns immediately;

•respond to preservice teacher and / or mentor concerns regarding preservice teacher progress (Refer to When Things Go Wrong/Preservice teachers at risk)

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• meet the school partnerships coordinator to discuss each preservice teacher’s program andprogress;

• meet with each preservice teacher and the mentor/class teacher to discuss the preserviceteacher’s program and progress;

Report

• facilitate the timely completion of preservice teacher reports with the preservice teacher,mentor and school partnerships coordinator.

• facilitate the timely completion of the Applied Curriculum Planning and Final report with thepreservice teacher, mentor and school partnerships coordinator.

• complete a Preservice Teacher Progress summary at the end of Semester 1 (SeePreservice Teacher Progress proforma) indicating satisfactory or unsatisfactory progress.UCs who have serious concerns about the provision of support (within their UC timeallocation) for one or more preservice teachers should contact the PP Partnerships Administration Coordinator. Discussions will be organised to determine additional supportand the nature of the support with the UC, preservice teacher, the Course coordinator andPPR nominee.

• Negotiate with the School Partnerships Coordinator a date and time (within 5 days of PP

completion) to collect preservice teacher reports (Mid Semester and Final); read and signthe reports and then submit them to the PP Office.

• Notify the PP Administration Office in writing of any preservice teacher reports that areunsatisfactory or are of concern.

The Purpose of the University Colleague’s VisitProject Partnerships work best when there are explicit negotiations which satisfy the hopes,expectations and needs of all partners: the school, its students and teachers; and the university,its preservice teachers and teachers. Establishing the communication necessary for thisnegotiation is the principal responsibility of the University Colleague. The essential task for theUniversity Colleague is supporting the school-based work of preservice teachers, their mentor teachers and School Partnerships Coordinator. In Project Partnerships, the observation andassessment of the classroom practice of preservice teachers does not have priority. The

School of Education trusts the professional understanding and expertise of mentor teachersand School Partnership Coordinators in their making of judgements on the progress towardsprofessional competence being made by preservice teachers.

What should happen during the visit by the University Colleague?University Colleagues should:

• Work through the expectations for Project Partnerships as outlined in the ProjectPartnerships booklet and accompanying ‘Essentials’ which are made available in hard copyand are also available at the Project Partnerships website:http://education.vu.edu.au/partnerships/

• Demonstrate and explain the contents of the Project Partnerships website.

• Regularly meet (every 3 or 4 weeks) with preservice teachers, individually and in groups toevaluate the development in their understanding and their sense of professionalunderstanding and commitment; and to respond to areas of doubt and concern

• Regularly meet (every 3 or 4 weeks) with School Partnerships Coordinator and mentor teachers to obtain reports of progress; to confirm developments in the applied curriculumproject and preservice teachers’ classroom practices; to respond promptly and directly todoubts and concerns about the participation, competence and commitment of preserviceteachers; and to work through the formal reports of preservice teachers’ progress in theMid-Year and End-of-Year Project Partnership Reports.

• Ensure that communication between preservice teachers, mentor teachers and SchoolPartnership Coordinator is open, explicit and prompt. In particular, the University Colleagueneeds to ensure that concerns expressed by mentor teachers about preservice teachers’participation and practice are heard, understood and acted on by the preservice teacher.The University Colleague role is critically important in the identification of preserviceteachers who are at risk of failing; and in planning strategies to support them.

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• If problems regarding preservice teacher progress cannot be resolved through advice andcounselling at the local school level, then the University Colleague should contact theUniversity Bachelor of Education Partnerships Coordinator (Dr Marcelle Cacciattolo) Or theUniversity Graduate Diploma in Secondary Education Partnerships Coordinator (Dr MerrynDavies).

• Plan visits to schools as outlined below in Specific Year Level Expectations. Note that the

Expectations include classroom observation of Year 3, Year 4 and Year 5 preserviceteachers. The observation of Year 4 and 5 preservice teachers is essential in confirmingthe judgements made by mentor teachers that graduating teachers are ready to join theteaching profession.

Specific Year Level ExpectationsBachelor of Education Years 1 and 2 (Primary school settings)

Normally university colleagues working with B Ed Year 1 and 2 preservice teachers will keep inregular contact with each school through regular school visits, telephone calls and emails.Where possible, and after negotiation with school colleagues, a university colleague will visitclassrooms where preservice teachers are working and meet with their mentor teachers. Under normal circumstances, university colleagues will not formally observe the teaching of preservice

teachers in Years 1 and 2. Formal class observation is appropriate when mentor teacher(s)and school partnership coordinator are concerned about aspects of preservice teachers’practice. At those times, mentor teacher and school partnership coordinator should makeimmediate contact with the university colleague to arrange a prompt visit.

The expectation of the School of Education is that the preservice teacher, mentor teacher(s)and university colleague will meet towards the end of Semester 1 (end of school Term 2) and atthe end of Semester 2 (either end of school Term 3 or at the beginning of school Term 4) todiscuss and agree on the evaluation of the preservice teacher’s practice in the Mid-Year andEnd-of-Year Project Partnership Reports.

Bachelor of Education Year 3 (Secondary school settings)

Normally university colleagues working with B Ed Year 3 preservice teachers will keep inregular contact with each school through regular school visits, telephone calls and emails.Where possible, and after negotiation with school colleagues, a university colleague will visitclassrooms where preservice teachers are working and meet with their mentor teachers.

The expectation of the School of Education is that university colleagues will make extendedvisits to schools during Semester 2, most likely during the three-week teaching block early inTerm 4. During these longer visits, after negotiation with preservice teacher, mentor teachersand school partnership coordinator, university colleagues will undertake at least one classroomobservation of each preservice teacher.

In addition, the School of Education expects that the preservice teacher, mentor teacher(s) anduniversity colleague will meet towards the end of Semester 1 (end of school Term 2) and at theend of Semester 2 (either end of school Term 3 or at the beginning of school Term 4) to discussand agree on the evaluation of the preservice teacher’s practice in the Mid-Year and End-of-Year Project Partnership Reports.

Bachelor of Education Year 4 (Normally Primary school settings)

Normally university colleagues working with B Ed Year 4 preservice teachers will keep inregular contact with each school through regular school visits, telephone calls and emails.Where possible, and after negotiation with school colleagues, a university colleague will visitclassrooms where preservice teachers are working and meet with their mentor teachers.

The expectation of the School of Education is that university colleagues will make extendedvisits to schools during Semester 2, during the extended 6 week teaching block in school Term3. During these longer visits, after negotiation with preservice teacher, mentor teachers and

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student teacher coordinator, university colleagues will undertake at least one classroomobservation of each preservice teacher. The purpose of the observation is to confirm theevaluations being made by the mentor teacher of the graduating teacher’s classroom practice.This is an essential responsibility.

In addition, the School of Education expects that preservice teacher, mentor teacher(s) and

university colleague will meet towards the end of Semester 1 (end of school Term 2) and at theend of Semester 2 (either end of school Term 3 or at the beginning of school Term 4) to discussand agree on the evaluation of the preservice teacher’s practice in the Mid-Year and End-of-Year Project Partnership Reports. For Year 4 graduating teachers the End-of-Year Report is anevaluation of their Readiness to Teach.

Graduate Diploma in Secondary Education

Normally university colleagues working with GDSE year 5 preservice teachers will keep inregular contact with each school through regular school visits, telephone calls and emails.Where possible, and after negotiation with school colleagues, a university colleague will visitclassrooms where preservice teachers are working and meet with their mentor teachers.

The expectation of the School of Education is that university colleagues will make extendedvisits to schools during Semester 1 & 2, during the extended 4 week teaching blocks in terms 2and 3. During these longer visits, after negotiation with preservice teacher, mentor teachers andstudent teacher coordinator, university colleagues will undertake at least one classroomobservation of each preservice teacher. The purpose of the observation is to confirm theevaluations being made by the mentor teacher of the graduating teacher’s classroom practice.This is an essential responsibility.

In addition, the School of Education expects that preservice teacher, mentor teacher(s) anduniversity colleague will meet towards the end of Semester 1 (end of school Term 2) and at theend of Semester 2 (either end of school Term 3 or at the beginning of school Term 4) to discussand agree on the evaluation of the preservice teacher’s practice in the Mid-Year and End-of-

Year Project Partnership Reports. For GDSE year 5 graduating teachers the End-of-Year Report is an evaluation of their Readiness to Teach.

Partnerships Coordinator (PC)The University Partnerships Administrator is expected to;

• coordinate the general establishment of partnerships and information distribution.

• receive and organise information about preservice teachers, school colleagues andpartnerships;

• be the primary contact for school colleagues who are:

seeking information about Project Partnerships

needing clarification about the organisation of Project Partnerships (eg details on

payments for supervised teaching practice)

reporting concerns about the participation of preservice teachers (contact should bemade with the school’s assigned university colleague in the first place)

• refer inquires to the appropriate university colleague for action;

• liaise with Bachelor of Education Project Partnerships Coordinator and the Chair,Partnerships, Practice and Research Portfolio about the progress and development of Partnerships.

Bachelor of Education Project Partnerships Coordinator and GraduateDiploma in Secondary Education Project PartnershipsCoordinator (PPC)

The Project Partnerships Coordinator will, in conjunction with the B Ed /GDSE Course

Coordination Team (i.e. Student Progress Coordinator, Project Partnerships Coordinator,Staffing/Room Allocation and Timetable Coordinator, Courses Selection Coordinator)

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• liase with the Project Partnerships Administrator, Chair of the Partnerships, Practice andResearch Portfolio and all University Colleagues to support the development of ProjectPartnerships in schools and community settings

• support the achievement of appropriate learning outcomes for all beginning teachers.

• ensure that each Project Partnership meets the expectations required for the appropriate

Year level of the course• coordinate the placement of preservice teachers in schools, in cooperation with the Project

Partnerships Administrator

• chair an ongoing process of review of Project Partnerships and its place in the Bachelor of Education

• work with the Partnerships Administrator and Chair of the Partnerships, Practice andResearch Portfolio in the induction of new schools and new school colleagues into ProjectPartnerships; and based on advice from school colleagues, establish appropriate ProjectPartnership curriculum initiatives.

Partnerships, Practice and Research Portfolio Coordinator (PPR)

The Chair of Partnerships, Practice and Research Portfolio will:• Chair the meeting of the Partnerships, Practice and Research Portfolio meeting.

• Coordinate an ongoing process of planning and review of Project Partnerships and its placein the B Ed and the Graduate Diploma of Education (Secondary).

• Coordinate in cooperation with the University Partnerships Administrator the induction andwork of the University Colleagues.

• Coordinate research and development related to Project Partnerships and preserviceteacher education.

• Coordinate a Project Partnerships communication and reporting process via staff meetingswithin the School of Education / Faculty of Arts, Education and Human Development

UNDER THE BANNER :

ABOUT THE BACHELOR OF EDUCATION (P-12) AND THEGRADUATE DIPLOMA IN SECONDARY EDUCATION

Teaching and Learning in the Bachelor of Education (P-12). CourseStructure

The School of Education offers the 4 year Bachelor of Education degree at Footscray Park,Melton and Sunbury Campuses with a range of studies on each campus. Preservice teachersprepare to teach in both primary and secondary schools and choose general studies for secondary teaching. All preservice teachers have at least one but usually two major study

areas. This means that they bring strong interest in these areas of curriculum in Year 1 and 2and are completing their major studies for teaching in Year 3 and 4. Most preservice teachersselect two areas of major study from the following fields of study; information andcommunications technology, language and literary studies (English), mathematics, outdoor education, physical education (for primary teaching), health, visual art, drama or social inquiry. A small number of students select other areas of study, such as psychology, history, science or LOTE.

PartnershipsPartnerships provide the authentic context for preservice teachers, their school mentors andteacher educators to collaboratively understand and enhance teaching competence. Thepractical experiences of preservice teachers in partnerships are also the basis of their criticalreflection and theorising of practice which leads to sustainable improvement and change.

Practice-Theory

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The School of Education at Victoria University has an ongoing commitment to teacher education which connects practice and theory. The 1991 Bachelor of Education Course Approval Submission was framed within an intention to project education as a 'practical socialscience'. Other similar terms are action research, reflective practice, teacher as researcher,social philosophy and practical theorising. Teaching in the course will require teacher educators to make explicit links between preservice teachers' experiences in partnerships and

the development of understanding in classes and through the completion of assessment tasks.Practice-theory develops when preservice teachers:

Describe Practice the practices of teaching and learning described with particular emphasis on recording how young people's learning is an outcome of teaching;

Interpret Practice the practices of teaching and learning understood through theapplication of appropriate educational theory

Theorise Practice understanding used to generate explanations for practical teachingand learning experiences which become the basis for changed andimproved practice

Change Practice the trialing of new practice.

Thus teaching in all stages in the course should be constructed so that preservice teachersbecome researchers of their own practice. In all subjects, teacher educators, even whendirectly proposing curriculum methodology and teaching strategies, should locate their ownclassroom practice within a spirit of mutual respect, inquiry and research. The focus for suchresearch is the connection between teaching and learning.

BACHELOR OF EDUCATION - 2006 COURSE PLANNING AND PROGRESS MAP

Year 1 Sem 1 HEB1101 Learning in aChanging World12pt

HEB1102 Inquiryfor Understanding 12pt

Gen St 1A

12pt

Gen St 1C

12pt

Sem 2 HEB1210 UnderstandingLearning12pt

HEB1250Communicationand Social Action12pt

Gen St 1B

12pt

Gen St 1D

12pt

Year 2 Sem 1 HEB2110 TeachersKnowing Students12pt

HEB2150Reasoning for Problem Solving12pt

Gen St 2A

12pt

Gen St 2B

12pt

Sem 2 HEB2210 Making theConditions for Learning12pt

Curriculum Option(see below)

12pt

Gen St 2C Gen St 2D

12 pt

Year 3 Sem 1 HEB3110 Responding toStudent Diversity12pt

HEB3150Engagement andPathways12 pt

Gen St 3A

12pt

Gen St 3C

12pt

Sem 2 HEB3210 Collaborating for Access and Success12pt

HEB3250Pedagogy for Inclusion 12pt

Gen St 3B

12pt

Gen St 3D

12pt

Year 4 Sem 1 HEB4110 Change andSocial Justice

HEB4150Curriculum and



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12 pt

Innovation12pt 12 pt 12pt

Sem 2 HEB4210Practice in Partnership

24 pt

HEB4250ProfessionalOrientation12pt

HEB4211 Joiningthe Profession

12 pt

Curriculum Options (All three units are to be completed in Year 2 and Year 4.)

HEB2250 Healthy Activity, Community and WellbeingHEB2251 Imagination, Creativity and DesignHEB2252 Science, Environment and Society

In the map above, units of study which include both partnership and courseworkcomponents are shaded.

The Bachelor of Education program comprises 8 x 48 pt semesters. To complete thecourse of study, preservice teachers must complete 384 credit points, including alldefined education units of study.

About the Graduate Diploma in Secondary Education

Graduate Diploma in Secondary Education - 2006 COURSE

Structure and Course Map

Sem 1 HEG1652 Social Context

of Teaching & Learning

(One semester unit)

12 pt

HEG1653

Approaches to

Teaching and

Learning 1 (12

points).NOTE: HEG1653& HEG1654incorporate 45 days of supervised teaching practiceand 20 daysProject Partnership over 2

semesters.

12pt

Discipline Study1.1(Each disciplinestudy is asemester longunit)

12pt

Discipline Study2.1(Each disciplinestudy is asemester long unit)

12pt

Sem 2 HEG1651 New Learning

(One semester unit).

12 pt

HEG1654

Approaches to

Teaching and

Learning 2 (12

points ).

Discipline Study

1.2(Each disciplinestudy is asemester longunit)

12pt

Discipline Study

2 .2(Each disciplinestudy is asemester long unit)

12pt

In the map above, units of study which include both partnership and coursework componentsare shaded.

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The Graduate Diploma in Secondary Education program comprises 2 x 48 pt semesters. Tocomplete the course of study, preservice teachers must complete 96 credit points, including alldefined education units of study.

See also pp. 18-21

Documents

What is Project Partnerships