foreword · web viewthe professional experience program is designed to provide bachelor of...

School of Education, Fremantle Campus

School Experience Guidelines

for Secondary

Schools

1

Foreword Thank you for your commitment to the University of Notre Dame’s professional experience program, without your participation it would not be possible. The University of Notre Dame’s approach to pre-service teacher preparation places a significantly increased focus on professional experience in order to ensure that our graduates have the appropriate competencies to confidently pursue a career in teaching.

The University has considerable faith in the level of professionalism and skill of mentor teachers, Heads of Professional Practice (HOPP) and university supervisors. Your role in providing students with feedback is critical in ensuring the relevance and quality of our program. As a mentor and expert professional you are able to offer the necessary guidance and support to our pre-service teachers in a collegial environment.

Your partnership is valued and we would be pleased to receive advice about how we may be able to improve our teacher preparation programs. As valued colleagues we hope that these guidelines facilitate a valuable and enjoyable professional experience. Thank you for the role you play in preparing our State’s teachers.

Michael O’NeillExecutive Dean, School of EducationBernie Prindiville Chair

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ContentsForeword..................................................................................................................................................2

Contacts...................................................................................................................................................5Purpose and Structure of the Professional Experience............................................................................6

Prior Knowledge......................................................................................................................................7Graduate Diploma of Education..............................................................................................................7

Bachelor of Education Secondary............................................................................................................8Master of Teaching Secondary................................................................................................................9

Health & Physical Education.................................................................................................................10Professional Experience Outcomes.......................................................................................................12

Roles and Responsibilities of Personnel Involved in Professional Experience.....................................12The Role of the Pre-Service Teacher.....................................................................................................12

The Role of the Mentor Teacher............................................................................................................13Professional Learning for Schools.........................................................................................................14

(a) University training for HOPPs and university supervisors................................................14(b) Australian Institute for Teaching and School Leadership (AITSL)..................................14

The Role of the School Professional Experience Coordinator..............................................................15Supervision............................................................................................................................................15

The Role of the Head of Professional Practice (HOPP)........................................................................16The Role of the University Supervisor..................................................................................................17

The Role of the Manager of the Professional Practice Office...............................................................18Assessment of the Professional Experience...........................................................................................19

Feedback on pre-service teacher performance in the classroom...........................................................20Interim Evaluation – Week 5.................................................................................................................21

Final Evaluation – Week 10...................................................................................................................21Grade Resolution...................................................................................................................................21

At Risk Pre-Service Teachers................................................................................................................22Termination of a Practice.......................................................................................................................22

Overview - Final Evaluations of Students.............................................................................................23Classroom Immersion............................................................................................................................28

Week 1 Requirements............................................................................................................................28Week 2 Requirements............................................................................................................................29

Bachelor of Education - School Experience I (Secondary and Master of Teaching - School Experience...............................................................................................................................................................30

School Experience I Teaching Load (Secondary and Master of Teaching)..........................................30Planning Documentation School Experience I/School Experience.......................................................31

Professional experience resource file....................................................................................................31

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On-Campus Commitment......................................................................................................................32Bachelor of Education - School Experience II (Secondary and Secondary H & PE)...........................33

School Experience II Teaching Load.....................................................................................................33Planning Documentation School Experience II.....................................................................................34

Professional experience resource file....................................................................................................34On-Campus Commitment......................................................................................................................34

Specific Information – Bachelor of Education, Master of Teaching and Graduate Diploma of Education Internship..............................................................................................................................35

Internship Teaching Load......................................................................................................................35Planning Documentation for Internship.................................................................................................36

Daily Work Pad (DWP).........................................................................................................................36Professional Experience Resource File..................................................................................................36

Personal Philosophy of Teaching & Situational Analysis.....................................................................37Grading Interpretation............................................................................................................................38

Appendices.............................................................................................................................................39

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Contacts

School of EducationThe University of Notre Dame AustraliaSerena DavieManager, Professional Experience ProgramTel: 08 9433 0156Email: [email protected]

Sophie BakerSchool Liaison OfficerTel: 08 9433 0162Email: [email protected]

Secondary Course CoordinatorAnne CoffeyTel: 08 9433 0153Email: [email protected]

Health & Physical Education CoordinatorPaul RycroftTel: 09 9433 0901Email: [email protected]

School of Education Contact DetailsSchool of EducationThe University of Notre Dame AustraliaFremantle CampusPO Box 1225Fremantle, WA6959

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mailto:[email protected]




Purpose and Structure of the Professional Experience The professional experience program is designed to provide Bachelor of Education, Bachelor of Health and Physical Education, Master of Teaching and Graduate Diploma of Education pre-service teachers with the opportunity to develop their teaching skills and professional practice in schools. In essence, professional experience is viewed as the nexus between university coursework, the work of schools and the development of a skilled and dedicated educator.

The professional experience endeavours to facilitate pre-service teachers to develop commitment, enthusiasm and interpersonal skills to assume a professional role within schools and their broader communities and to contribute to the operations of a school as a whole.

In particular, the professional experience program has been structured in such a way as to ensure that the pre-service teachers develop the domains of knowledge, practice and commitment documented in the AITSL National Professional Standards for teachers-Graduate teachers.

http://www.teacherstandards.aitsl.edu.au/CareerStage/Graduateteachers/Standards

Bachelor of Education pre-service teachers complete a professional experience in each year of their degree. A total of 32 weeks/160 days of fully supervised professional experience is required for the degree. Bachelor of Health & Physical Education pre-service teachers complete a total 27 weeks.

Professional Experience Year of Study Duration (weeks)Classroom Immersion 1 2School Experience 1 2 10School Experience 1 (H & PE) 2 5School Experience II 3 10Teaching Internship 4 10

Master of Teaching pre-service teachers complete a professional experience in each year of their degree. A total of 20 weeks/100 days of fully supervised professional experience is required for the degree.

Professional Experience Year of Study Duration (weeks)

School Experience 1 10

Teaching Internship 2 10

Graduate Diploma of Education pre-service teachers complete a total of 12 weeks/60 days of fully supervised professional experience is required for the diploma.

Professional Experience Year of Study Duration (weeks)

Classroom Immersion 1 2

Teaching Internship 1 10

6

http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers/Standards

Prior Knowledge Pre-service teachers have completed a range of units prior to the professional experience. The units completed are indicated in the course planners that follow. Details of these units can be found at http://www.nd.edu.au/units/ed.shtml

Graduate Diploma of Education Course Code 4046

Contact weeks 1-13

To Teach RE in Catholic Schools

To Teach in Catholic Schools

No Accreditation to teach in Catholic

Schools

SEMESTER 2

ED4236 Planning, Pedagogy and Assessment (25cp)

SEMESTER 1




Schools

TH547 Sacraments in Catholic Tradition (25cp)

ED5006 Education, Service & Community

Engagemnt (20cp)

ED5006 Education, Service & Community

Engagemnt (20cp)




Schools

ED4226 Secondary Religious Education

Method (20cp)

ED5215 Contemporary Issues in Secondary

Education (20cp)

ED5215 Contemporary Issues in Secondary

Education (20cp)

ED5024 Working with Indigenous Students (20cp)

ED5023 The Professional and Legal Responsibilities of the Teacher (20cp)

ED4145 Transition to Teaching (20cp)

Post University break

ED4632 Transforming Learning through ICT (20cp)

ED4288 Teaching Internship (inc.

teaching RE) (45cp)

ED4288 Teaching Internship (Teaching RE is not required) (45cp)

ED5021 Religious Studies in Australian

Schools (20cp) OR ED5022 Sustainability: Systems, World Views

& Futures (20cp)

5 week intensives (after Internship)

ED5018 Necessary Elements of the

Catholic School (20cp)

TH542 Christology (25cp)

Contact weeks 1-7

Immediately post 7 week units

EDSMxx Major Teaching Method (15cp)

EDSSxx SpecialisationTeaching Method (15cp)

ED4299 Classroom Immersion (10cp)

INTE

GR A

TIO

N

ED4238 Understanding and Managing Adolescents (25cp)




Schools




Schools

Approved 500 level Theology unit-see school's annual list of units offered

(25cp)

Approved 500 level Theology unit-see school's annual list of units offered

(25cp)

Approved 500 level Theology or Ethics unit-see school's annual list of units

offered (25cp)

S1 155

WT+S2 155TOTAL 310

STUDENTS MUST NOT DEVIATE FROM THIS PLAN WITHOUT PRIOR APPROVAL FROM THE COURSE COORDINATORUpdated Dec 2016

WINTER TERM

Half day compulsory Information Seminar

* Check the School of Education website for calendar details. Please note that this course runs outside of the standard University calendar and dates

7

http://www.nd.edu.au/units/ed.shtml

Bachelor of Education Secondary

ACCREDITATION TO TEACH RELIGIOUS EDUCATION IN A CATHOLIC SCHOOL (= major in RE)YEAR 1 YEAR 2 YEAR 3 YEAR 4

S1 ED1111 S1 ED2111 20 S1 ED3215 20 S1 ED3218 25Information literacy 10 Foundational Contemporary Issues in Principles of Secondary ED1113 Teaching Skills Secondary Schooling Religious Education 2Intro to ICT for Teachers 10

ED2632 20 ED3222 20 TH301PS112 Transforming Learning Teaching and Learning Scripture and Church 25Developmental Psychology25 Through ICT Strategies for Adolescents

ED2217 20 ED4130Catering for Advanced Teaching 20 ED4146

ED1120 Difference Skills Preparation for the 20Introduction to 25 Internship & TransitionTeaching and the JS223 20 EDSSxx ICurriculum Framework Education, Service & Teaching Method N

Community Engagement (Specialisation) 15 TE Major teaching area 25

Major teaching area 25 EDSMxx I [Co-requisites] ) GTeaching Method N ) R(Major) 15 T ED3294 A

E School Experience 2 50 T[Co-requisites] ) G I Teaching area 25

) R O specialisationED2297 A NSchool Experience 1 45 T 125

I 12095 O

N140

Teaching area 25S2 specialisation S2 ED2218 S2 S2 ED4291

Principles of 20 Major teaching area 25 Teaching Internship 70Secondary Religious [Includes teaching RE**]Education 1

Major teaching area 25TH101 ED4132 20Introduction to 25 Major Teaching Area 25 Working withTheology Indigenous Students

Major teaching area 25 ED4133Professional & Legal 20

Major teaching area 25 Teaching area 25 Responsibilities of thespecialisation Teacher

PH100Introduction to Philosophy 25 TH242

ET100 Christology 25Teaching area 25 Ethics 25specialisation

ED2425 25Psych Principles of 135Classroom Management TH347

Major teaching area 25 Sacraments in 25ED1294 Catholic TraditionClassroom Immersion 20AFTER EXAMS 120 125

145

240 260 250 255Total=1005

Only Accreditation to Teach in a Catholic School: Replace ED2218 (20 cps) & ED3218 (25 cps) with General Electives of at least the same credit point value.Replace TH347 (25 credit points) with ED4129 Necessary Elements of the Catholic School (20 credit points)** The teaching of RE is not required

NO Accreditation: Replace ED2218, ED3218, TH347 & TH301 with 4 general electives with at least the same credit point value.Replace TH242 with ED4110 (Religious Studies in Australian Schools) OR JS407 (Sustainability: Systems, World Views and Futures)** The teaching of RE is not required

STUDENTS MUST NOT DEVIATE FROM THIS PLAN WITHOUT PRIOR APPROVAL FROM THE COURSE COORDINATOR

Updated August 2016

8

Master of Teaching Secondary MASTER OF TEACHING (SECONDARY EDUCATION)

Course Code 5144



No Accreditation to teach in Catholic Schools

ED5219 Principles of Secondary RE

2: (25cp)

TH501 Scripture and Church

(25cp)

TH501 Scripture and Church (25cp)

See School's current Elective List B (Core Curriculum) (25cp)

YEAR 1SEMESTER 1

YEAR 2SEMESTER 1

9 w

eeks

*

See School's current Elective List A (25cp)ED5237 Planning & Pedagogy (20cp)

ED4632 Transforming Learning Through ICT (20cp)

ED5006 Education, Service & Community Engagement (20cp)

ED5204 English for Culturally and Linguistically Diverse Students (25 cp)

13 w

eek s

*EDSMxx Major Teaching Method (15cp) ED5005 Advanced Teaching Skills (20cp)

10 w

eek s

(Pos

t Sem

este

r 1

Exam

s)*

9 w

eeks

*

ED5215 Contemporary Issues in Secondary Schooling (20cp)

ED5223 Teaching and Learning Strategies for Adolescents (20cp)

EDSSxx SpecialisationTeaching Method (15cp)

ED5272 School Experience Secondary (40cp)

10 w

eek s

(Pos

t Sem

este

r 1

Exam

s)*

9 w

eeks

*

Co-requisites

Co-requisites

S1 130 S1 135

SEMESTER 2SEMESTER 2



No Accreditation to teach in

Catholic Schools



No Accreditation to teach in Catholic Schools

ED5019 Principles of Secondary RE 1

(20cp) 10 w

ks* ED5298 Teaching

Internship [incl. teaching RE]

(60cp)

ED5298 Te aching Internship [Teaching RE is not required] (60cp)

13 w

eek s

*

See School's current Elective List C (25cp)

TH547 Sacraments in the Catholic

Tradition (25cp)

ED5018 Ne cessary Elements of the Catholic School

(20cp) 5 wks

See School's current Elective

List C (25cp)

ED5022 Sustainability OR ED5021 Reli gious Studies in Aust. Schools (20cp)

S2 115 S2 125Yr 1 245 Yr 2 260

TOTAL 505

STUDENTS MUST NOT DEVIATE FROM THIS PLAN WITHOUT PRIOR APPROVAL FROM THE COURSE COORDINATORUpdated 26 August 2016

ED5629 Catering for Students With Special Needs (20cp) ED5023 Professional & Legal Responsibilities of the Teacher

(20cp)

Post

Inte

rnsh

ip (5

wee

ks)*

ED5020 Psychological Principles of Classroom Management (25cp)13

wee

k s*

ED6002 Applied Research Methods in Education (25cp)

Accreditation Units Compulsory Education Units Professional Experience Electives

TH542 Christology (25cp)

* Check the School of Education website for calendar details. Please note that this course runs outside of the standard University calendar and dates

ED5024 Working with Indigenous Students (20cp)

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Health & Physical Education

School of Health Sciences BHPE (SEC)

Course Planner

Bachelor of Health and Physical Education (Secondary) - Course Code 3288

YEAR ONESEMESTER ONE SEMESTER TWO

Unit Code Title Credit Pts Unit Code Title Credit PtsBMS100 Human Structure and Function 25 ED1120 Introduction to Teaching and the

Curriculum Framework25

CO115 Academic Research and Writing in Health Sciences

25 ED1894 Classroom Immersion: Health and Physical Education (2 wks in Nov)

25

HPE100 Physical Activity and Health 25 ED2425 Psychological Principles of Classroom Management

25

HPE1201 Physical Performance Lab 1 25 HB101 Applications of Functional Anatomy to Physical Education(PReq BMS100)

25

HPE110 Exercise Physiology (PReq BMS100) 25

HPE1202 Physical Performance Lab 2 20

Total Credit Points 100 Total Credit Points 145

Total Credit Points Year One 245

YEAR TWOSEMESTER ONE SEMESTER TWO

Unit Code Title Credit Pts Unit Code Title Credit PtsED2632 Transforming Learning Through ICT 20 HPE210 Psychosocial Aspects of Sport and

Physical Activity(PRqCO115&PS100orHPE100)25

ED2111** Foundational Teaching Skills (9 wks)

20 HPE2204 Physical Performance Lab 4 20

ED2894 School Experience 1: Health and Physical Education (5 wks)

25 HPE3205 Outdoor Education Teaching Methods 20

HPE162** Health Issues and Preventive Approaches(PReq Co115 or HPE100)

25 PH100 Introduction to Philosophy 25

HPE2203** Physical Performance Lab 3 (13 wks) (PReq HPE1202)

20 ELECTIVE (Specialisation Content Unit)

25

PS111 Developmental Psychology 25


Total Credit Points Year Two 250

YEAR THREESEMESTER ONE SEMESTER TWO

10

Unit Code Title Credit Pts Unit Code Title Credit PtsEDSS0x** Specialisation Teaching Method

Choose Specialisation Unit15 ET100 Ethics 25

ED3894 School Experience 2: Health and Physical Education (10 wks)

50 HPE200 Motor Control Development and Learning (PReqPS100)

25

ED4130** Advanced Teaching Skills (9 wks) 20 HPE330 Adapted & Inclusive Practice for Physical Education(PReq Co115&PS100 or HPE100)

25

HPE300** Health Education Method 1 15 HPE340 Exercise Biomechanics (PReq HB101) 25

HPE360** Sport Event Management for Teachers(PReq ED2894)

15 ELECTIVE (Specialisation Content Unit)

25

HPE380** Physical Education Teaching Method (PReq ED2894, HPE2203, HPE2204)

15


Total Credit Points Year Three 255

YEAR FOURSEMESTER ONE SEMESTER TWO

Unit Code Title Credit Pts Unit Code Title Credit PtsED4146 Preparation for Internship and

Transition20 ED4132 Working with Indigenous Students 20

HPE400 Health Education Method 2(PReq HPE300)

20 ED4133 Professional Responsibilities of the Teacher

20

HPE4206 Outdoor Education 2(PReq HPE3205) 25 ED4891 Teaching Internship: Secondary (BHPE) 70

TH101 Introduction to Theology 25

ELECTIVE (Specialisation Content Unit)

25

ELECTIVE (Specialisation Content Unit)

25


Total Credit Points Year Four 250

Total Credit Points for DEGREE 1000

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Professional Experience Outcomes

By the successful completion of each professional experience, the pre-service teacher will have:

Planned, implemented and evaluated appropriate lessons

Fostered positive relationships with colleagues, students and parents/carers

Created and maintained safe and supportive learning environments

Reflected critically on their strengths and weaknesses as teachers

Demonstrated an understanding of their students

Demonstrated content knowledge

Implemented a range of teaching strategies

Roles and Responsibilities of Personnel Involved in Professional ExperienceTo achieve the desired outcomes of the professional experience, it is essential that all participants have a clear understanding of their role and are familiar with the roles and responsibilities of other key personnel.

The Role of the Pre-Service Teacher

The professional experience program is developmental and sequential. Pre-service teachers are required to build on their previous experiences, making meaningful connections between the University-based course work and their current professional experience.

Pre-service teachers will be required to take responsibility for their learning, ensuring that they make sufficient progress towards demonstrating the AITSL National Professional Standards for teachers – Graduate teachers.

During the professional experience, the pre-service teacher will be considered a member of the school staff and under the direct supervision of a mentor teacher, professional experience coordinator and the school Head of Professional Practice (HOPP) or university supervisor.

Pre-service teachers are required to:

Have read and be familiar with, all components of their professional experience guidelines

Visit the school prior to the commencement of the professional experience

Give a full time commitment to the professional experience, take responsibility for their own learning, respond to advice and engage in reflective practice

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Become familiar with the unique contextual factors that characterise each school setting and adjust quickly to the school setting in a manner that allows staff to accept them as colleagues and students to accept them as teachers

Work within, and support the policies and practices of the school, including attending their mentor’s teaching commitments, meetings and duties etc.

Conform with the standards of dress and etiquette required as a professional member of the school

Take responsibility for planning, implementing and evaluating an appropriate learning program, ensuring detailed planning is available to mentor teachers and university supervisors or HOPPs for all lessons at least two days in advance of the lesson delivery

Collect sources of evidence for their portfolios and to reflect on this evidence to assess their impact on student learning

Meet with the mentor teacher to discuss the interim evaluation and final evaluation forms

The Role of the Mentor Teacher

The role of the mentor teacher is vital in the development of the pre-service teacher. During the professional experience the mentor teacher retains overall responsibility for the teaching program and duty of care for the children.

The mentor teacher will be required to:

Meet with the pre-service teacher prior to the commencement of the professional experience

Support the pre-service teacher to build constructive learning relationships with themselves, students, colleagues and members of the school community

Demonstrate highly developed teaching practices and relational capacity

Support the pre-service teacher to plan and implement an appropriate learning program for students consistent with the classroom needs and the schedule described in this booklet

Regularly observe lessons throughout the professional experience and provide authentic and continuous verbal and written feedback on the pre-service teacher’s effectiveness in the classroom

Assist the pre-service teacher to collect sources of evidence for their portfolios and to reflect on this evidence to assess their impact on student learning

Review the pre-service teacher’s documentation to ensure all planning, teaching and assessment documents are completed effectively and on time

Communicate with the HOPP or university supervisor and advise them about the pre-service teacher’s performance, making evidence based professional judgments on

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the pre-service teacher’s performance against the Graduate Teacher level of the Professional Standards

Complete the interim evaluation and final evaluation in collaboration with the school HOPP or university supervisor. The final evaluation requires a recommended final professional experience grade. When a consensus on the final grade is reached this report can represent the views of both parties. The final recommended grade should be discussed with the pre-service teacher during the last week of the professional experience

Professional Learning for Schools

The following professional learning is available for school staff wishing to work with pre-service teachers from The University of Notre Dame Australia.

(a) University training for HOPPs and university supervisors

To complement the supervision of students by their mentor teacher schools have the opportunity for designated staff members to undergo training to become a Head of Professional Practice (HOPP). These staff members complete the Master’s unit ED6851 Professional Supervision of Beginning teachers, which is provided free of normal post graduate fees. Mentor teachers may also elect to have this unit credited to a Master’s degree program at a later date.

The unit focuses on the theory and practice of mentoring with close examination of the Graduate Standards. University supervisors are provided with separate training but may also access this unit if they wish.

Please contact the School of Education, Fremantle on 9433 0150 or visit http://www.nd.edu.au/fremantle/courses/postgraduate/education/med.shtml

(b) Australian Institute for Teaching and School Leadership (AITSL)

The Australian Institute for Teaching and School Leadership (AITSL) have developed an interactive, self-directed online professional learning program aimed at enhancing mentor teacher’s knowledge, skills and confidence to effectively supervise pre-service teachers. The Supervising pre-service teachers program provides four flexible learning modules for supervisors of pre-service teachers.

Key features of the program:

Access high-quality, interactive, evidence-based content developed by experts

Study online according to your areas of interest and need

Access content through inquiry questions, multimedia resources and templates

Learn alongside colleagues from across Australia

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http://www.nd.edu.au/fremantle/courses/postgraduate/education/med.shtml

If you have any questions about the AITSL supervising pre-service teachers program please visit http://www.aitsl.edu.au/initial-teacher-education/supervising-pre-service -teachers

The Role of the School Professional Experience Coordinator

The school professional experience coordinator works with mentor teachers, pre-service teachers and the University to facilitate the professional experience program;

The school professional experience coordinator will be required to:

Liaise with mentor teachers and the University to organise the professional experience and coordinate the induction of the pre-service teachers and visiting university supervisors at the commencement of the professional experience

Liaise with the university supervisor concerning the pre-service teacher’s progress – in particular where there are concerns about performance or professional behaviour

Email the professional practice office [email protected] when a pre-service teacher is absent

Ensure all evaluation forms are submitted at the midpoint and conclusion of the professional experience

Check that the professional practice office has the correct names of mentor teachers including details of mentors who share a pre-service teacher. Mentor teachers’ email addresses are used to send all evaluation forms.

Department of Education schools should provide the Department of Education ID numbers of all mentor teachers for payment purposes. These are generally provided when a placement is offered. School professional experience coordinators need to advise the professional practice office of any changes before the conclusion of the professional experience as payments are processed before the conclusion of the professional experience

Check payment statements at the conclusion of the professional experience and advise the professional practice office if there are errors such as names, ID numbers and names of additional mentors if pre-service teachers were shared

Supervision

Pre-service teachers are allocated either a university based supervisor or school based Head of Professional Practice (HOPP). The university supervisor works with the mentor teacher and the pre-service teacher to enhance the learning and professional development of the pre-service teacher.

15


http://www.aitsl.edu.au/initial-teacher-education/supervising-preservice-teachers

The Role of the Head of Professional Practice (HOPP)

The Head of Professional Practice (HOPP) works with the mentor teacher, pre-service teacher and the University to enhance the learning, teaching and professional development of the pre-service teacher.

The role of the HOPP:

Liaise with mentor teachers and the University to coordinate the professional experience and coordinate the induction of the pre-service teachers and university supervisors at the commencement of the professional experience

Regularly observe lessons throughout the professional experience and provide authentic and continuous written and verbal feedback on the pre-service teacher’s effectiveness in the classroom. A minimum of three lessons should be observed during the placement


Communicate with the mentor teacher and advise them about the pre-service teacher’s performance, making evidence based professional judgments on the pre-service teacher’s performance against the Graduate level of the Professional Standards


Liaise with the Manager of the professional practice office if there are concerns about the pre-service teacher’s performance or professional development

Email the professional practice office [email protected] when a pre-service teacher is absent

Collaborate with the mentor teacher to complete the written interim evaluation and final evaluations. Evaluations should be discussed with the pre-service teacher. When a consensus on the final grade is reached this report can represent the views of both parties. Where a consensus regarding the final professional experience grade cannot be reached, a separate final evaluation should be completed by the HOPP and submitted to the professional practice office

Ensure all evaluation forms are submitted at the midpoint and conclusion of the professional experience

Check that the professional practice office has the correct names of mentor teachers including details of mentors who share a pre-service teacher. All schools should provide email addresses of mentor teachers which are used to send Mentors electronic evaluation forms

Department of Education schools should provide the Department of Education ID numbers of all mentor teachers for payment purposes. These are generally provided when a placement is offered. School professional experience coordinators need to advise the professional practice office of any changes before the conclusion of the professional experience as payments are processed before the conclusion of the professional experience

16


Check payment statements at the conclusion of the professional experience and advise the professional practice office if there are errors such as names, ID numbers and names of additional mentors if pre-service teachers were shared

The Role of the University Supervisor

The university supervisor works with the mentor teacher and the pre-service teacher to enhance the learning and professional development of the pre-service teacher.

The responsibilities of the university supervisor include:

Visit the school at pre-arranged times to liaise with the mentor teacher and the pre-service teacher

Regularly observe lessons throughout the professional experience and provide authentic and continuous feedback on the pre-service teacher’s effectiveness in the classroom. A minimum of three lessons should be observed during the placement



Communicate with the mentor teacher and advise them about the pre-service teacher’s performance, making evidence based professional judgments on the pre-service teacher’s performance against the Graduate level of the Professional Standards

Liaise with the manager of the professional practice office and course coordinator when required if any problems arise with the teaching or professional development of the pre-service teacher

Collaborate with the mentor teacher to complete the final evaluations. Evaluations should be discussed with the pre-service teacher. When a consensus on the final grade is reached this report can represent the views of both parties. Where a consensus regarding the final professional experience grade cannot be reached, a separate final evaluation should be completed by the university supervisor and submitted to the professional practice office

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The Role of the Manager of the Professional Practice Office

The role of the manager of the professional practice office:

Take responsibility for the placement of pre-service teachers and for any changes to placements which may be required

Brief the pre-service teachers prior to the professional experience

Ensure that university policies are implemented to facilitate the professional experience

Organise university supervision where required and facilitate Professional Development for university supervisors and Heads of Professional Practice (HOPP)

Oversee the provision of supporting structures prior to and during the professional experience

Organise the necessary payments for university supervisors, HOPP’s, professional experience coordinators and mentor teachers

Liaise with course coordinators where required to support students at risk during the professional experience

Evaluate procedures and practices necessary to implement change

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Assessment of the Professional Experience

Evaluation forms will be sent by email to schools. The emails will have links to specific pre-service teachers. It is vital that the correct links are used because when the forms are submitted they are visible to the pre-service teacher associated with the link. Emails to schools and mentor teachers will be formatted as shown below:

Form Student Placement Group School Due Date Date

CreatedCompleted

(Mine)Completed

(All) Link

Classroom Immersion Evaluation Form

Serena Davie

2017 Term 1 Graduate Diploma Secondary Immersion

Ursula Frayne College

7/04/2017 11:00 PM (AWST)

21/03/2017 1:33 PM (AWST)

0 of 1 0 of 1 Edit Form

When you click on a link the evaluation form loads. When completed you need to click Submit. When submitted the form becomes visible to the professional practice office and the pre-service teacher. If you need assistance please email [email protected]

Supervisory Feedback and Evaluation

During the professional experience it is strongly recommended that the pre-service teacher be given authentic and continuous oral and written feedback on their effectiveness in the classroom. Critical feedback is viewed as essential for the professional growth and improvement of the pre-service teacher. Space for the provision of written feedback is available on the lesson plan pro-forma. Examples of templates for feedback are provided but mentor teachers may prefer to adapt their own.

19


https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx?ElectronicFormInstanceId=14879&Ext=4d0ae16b-9bf7-40c8-83d2-43cd0f2397dd

https://sonia.nd.edu.au/SoniaOnline/EFormEdit.aspx?ElectronicFormInstanceId=14879&Ext=4d0ae16b-9bf7-40c8-83d2-43cd0f2397dd

Feedback on pre-service teacher performance in the classroom

Pre-service teacher _____________________

Name Learning area/Year Level Date

Standard 1: Know the students and how they learn.

Standard 2: Know the content and how to teach it.

Standard 3: Plan for, and implement for effective teaching and learning.

Standard 4: Create and maintain supportive and safe learning environments.

Standard 5: Assess, provide feedback and report on student learning.

Focus for next observation:

20

Name of supervisor/mentor

Interim Evaluation – Week 5

The interim evaluation is essentially a formative assessment that provides an indication of the pre-service teacher’s progress towards demonstrating the requirements of the final evaluation.

Mentor teachers are requested to complete the interim evaluation form and discuss this with the pre-service teacher. No summative grade is required on this form.

In the event of a pre-service teacher making unsatisfactory progress in any of the teaching dimensions as indicated in the interim evaluation, the school professional experience coordinator or Head of professional practice should contact the university supervisor or professional practice office ([email protected]) immediately to discuss an appropriate plan to support the pre-service teacher and mentor teacher.

Final Evaluation – Week 10

The final evaluation form consists of an evidence-based summative report of progress based on the seven Professional Standards. A pre-service teacher is expected to demonstrate competence in all of these areas, on the understanding that experiences are part of a developmental continuum. There are different expectations for students participating in each professional experience.

In determining the pre-service teacher’s final grade, the university supervisor / HOPP and mentor teacher are asked to make an evidence-based professional judgement on the pre-service teacher’s performance against the seven professional standards. In making these judgements, contextual factors which may have affected student performance, should be taken into account.

The university supervisor /HOPP and mentor teacher should discuss the overall performance of the pre-service teacher and their final assessment of the grade to be awarded should be made using the criteria outlined in the grading interpretation framework.

If the school and university supervisor arrive at a consensus regarding the pre-service teacher’s recommended final grade then only one report, written by the school (mentor teacher), is required. Where consensus cannot be reached, the university supervisor or HOPP writes a separate report in support of the different grade being recommended. In the case of a consensus, BOTH the mentor teacher and the university supervisor/HOPP sign the report, informing the student of their decision and discussing the final evaluation with them.

All grades forwarded to the University have the status of a recommended grade only. The University Board of Examiners awards the final grade.

Grade Resolution

On occasion a consensus cannot be reached on the overall grade recommended for the professional experience. In these circumstances the Dean of the School of Education will

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convene a grade resolution panel to examine the written reports and determine a suitable grade. Where necessary the members of the grade resolution panel may seek confirmation of the pre-service teacher’s performance by contacting the mentor teacher or university supervisor. Additionally, the student’s planning and assessment documentation may be referred to by the panel to confirm performance.

At Risk Pre-Service Teachers

It is essential that if a pre-service teacher is experiencing difficulties, the mentor teacher contacts the Manager ([email protected]) of the professional experience program and university supervisor as early as possible, preferably prior to the interim evaluation. This will enable issues to be addressed promptly. Concerns must be documented by the parties involved.

Pre-service teachers who are found to be at risk will be given a predetermined period of time to improve performance. Failure to rectify identified issues may result in a pre-service teacher being withdrawn from the professional experience or a fail grade being awarded. In exceptional circumstance, the School of Education reserves the right to withdraw a pre-service teacher from their professional experience immediately.

Termination of a Practice

University policy provides for a pre-service teacher to be removed from a school and the professional experience terminated where the teaching performance or professional behaviour of the pre-service teacher is judged to be unsatisfactory by the school or university supervisor.

The decision that the performance of the pre-service teacher is unsatisfactory must be confirmed by the course coordinator (or other members of academic staff appointed by the Dean), in consultation with the school.

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Overview - Final Evaluations of Students

It is important for mentor teachers, HOPP’s and university supervisors to be cognizant of the developmental nature of the pre-service teacher’s progress within the degree. In recognition of their ongoing learning, students participating in School Experience 1 and School Experience II are essentially working towards building their capacity to effectively demonstrate their achievement of the Graduate Teacher Professional Standards. This is also evident in the different criteria used to describe the pre-service teacher’s progress in the final evaluation for each professional experience.

The following summary is a broad description of the requisite skills and knowledge pre-service teachers are required to demonstrate by the end of their Internship.

Graduate teachers have completed a qualification that meets the requirements of a nationally accredited program of initial teacher education. The award of this qualification means that they have met the Graduate Teacher Professional Standards. On successful completion of their initial teacher education, graduate teachers possess the requisite knowledge and skills to plan for and manage learning programs for students. They demonstrate knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics. They understand principles of inclusion and strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Graduate teachers have an understanding of their subject/s, curriculum content and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice. They know how to select and apply timely and appropriate types of feedback to improve students' learning.

Graduate teachers demonstrate knowledge of practical strategies for creating rapport with students and managing student behaviour. They know how to support students' wellbeing and safety working within school and system curriculum and legislative requirements.

They understand the importance of working ethically, collaborating with colleagues, external professional and community representatives, and contributing to the life of the school. Teachers understand strategies for working effectively, sensitively and confidentially with parents/carers and recognise their role in their children's education.http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/career-stage/graduate

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http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/career-stage/graduate

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/career-stage/graduate

The following overview is designed to guide pre-service teachers, mentor teachers and university supervisors when evaluating pre-service teacher performance.

The Australian Professional Standards framework is used to make an evidence based, on-balance judgement for each professional experience final evaluation report. There are different, incremental expectations for pre-service teachers according to their progress in the course. By the conclusion of the Internship, pre-service teachers are expected to display the professional attitudes and skill-base of a fully autonomous teacher and have demonstrated their capacity to meet the AITSL Graduate teacher Standards.

Standard 1. Know students and how they learn.

School Experience I School Experience II Internship

1.1 Developing an understanding of the physical, social and intellectual development and characteristics of students and how these may affect learning.

1.1 A developing knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2 Developing understanding of how students learn and the implications for teaching.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3 Developing understanding of teaching strategies that are responsive to the learning strengths and needs of students.

1.3 Developing knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse backgrounds

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.

1.4 Developing an understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.4 Developing knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.4 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.

1.5 Developing knowledge and understanding of strategies for differentiating teaching.

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

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.

1.6 Developing an understanding of legislative requirements and teaching strategies that support participation.

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

1.6 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

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Standard 2. Know the content and how to teach it.

School Experience I School Experience II Internship2.1 A developing knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.1 A developing knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2 Organise content into effective learning and teaching lessons.

2.2 Organise content into an effective learning and teaching sequence.

2.2 Organise content into an effective learning and teaching sequence.

2.3 Use curriculum and assessment knowledge to design lesson plans.

2.3 Use curriculum, assessment and reporting knowledge to design lesson plans and a learning sequence.

2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4 A developing knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.4 A developing knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5 Know and understand basic literacy and numeracy teaching strategies and their application.

2.5 Know and understand an increasing range of literacy and numeracy teaching strategies and their application in teaching areas.

2.5 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

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



Standard 3. Plan for, and implement effective teaching and learning.


3.1 Set learning goals that provide achievable challenges for students.

3.1 Set learning goals that provide achievable challenges for students including some awareness of student with varying abilities and characteristics.

3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

3.2 Plan lessons using knowledge of student learning, content and effective teaching strategies.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

3.3 Include a range of teaching strategies. 3.3 Include a range of teaching strategies. 3.3 Include a range of teaching strategies.

3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.



3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.



3.6 Demonstrate a developing knowledge of strategies that can be used to evaluate teaching programs.

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

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

3.7 Describe strategies for involving parents/carers in the educative process.

3.7 Describe strategies for involving parents/carers in the educative process.

3.7 Describe a broad range of strategies for involving parents/carers in the educative process.

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Standard 4. Create and maintain supportive and safe learning environments.


4.1 Identifies strategies to support inclusive student participation and engagement in classroom activities

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.

4.2 Demonstrates a developing capacity to organize classroom activities and provide clear directions.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.2 Demonstrate the capacity to organise classroom activities and provide clear directions.

4.3 Developing knowledge of practical approaches to manage behaviour.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.3 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4 Describes strategies that support students’ well-being and safety working within the school.

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

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

4.5 Developing an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

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.

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.

Standard 5. Assess, provide feedback and report on student learning

School Experience I School Experience II Internship5.1. Demonstrates a developing understanding of assessment strategies for individual lessons.

5.1 Demonstrates an increasing understanding of assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2 Demonstrates a developing understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3 Demonstrates a developing understanding of assessment moderation.

5.3 Demonstrate an increasing understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.3 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

5.4 Demonstrates a developing capacity to interpret student assessment data to evaluate student learning.

5.4 Demonstrate an increasing capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.4 Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.

5.5 Demonstrates a developing understanding of a basic range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

5.5 Demonstrate understanding of an increasing range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

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.

Standard 6. Engage in professional learning

School Experience I School Experience II Internship6.1 Demonstrate an understanding of the 6.1 Developing an understanding of the 6.1 Demonstrate an understanding of the

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National Professional Standards for teachers.

role of the National Professional Standards for teachers.

role of the National Professional Standards for teachers in identifying professional learning needs.

6.2 Understand the relevant and appropriate sources of professional learning for teachers.



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



6.4 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.



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

School Experience I School Experience II Internship7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.



7.3 Developing an understanding of strategies for working effectively, sensitively and confidentially with parents/carers.

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4 Developing an understanding of the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Bachelor of Education

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Classroom Immersion

Classroom Immersion is the initial professional experience for Graduate Diploma of Education pre-service teachers.

Requirements

Assist the mentor teacher in classroom related activities

Assist the mentor teacher in the preparation and presentation of materials, as required

Assist with the marking of student work, as required

Complete the observation checklist - observe a class and a teacher ‘in role’

Demonstrate effective communication skills

Exhibit appropriate professional standards

Respond to required tasks in the form of Journal entries

Assist with school-based activities, when required

Begin compiling a relevant and worthwhile resource collection. Collect, organise and record data in relation to the following

Observe behaviour management strategies used by the mentor teacher

Observe teaching strategies exhibited by the mentor teacher

Observe utilisation of teaching resources

Observe classroom friendship patterns

Observe relationship-building strategies used by the mentor teacher

Week 1 Requirements

Collect, organise and record data in relation to the following:

Behaviour management strategies used by the mentor teacher.

Teaching strategies exhibited by the mentor teacher.

Utilisation of teaching resources.

Classroom friendship patterns.

Relationship-building strategies used by the mentor teacher.

Complete lesson plans for EACH small group lessons to be taught.

Maintain interest during 2 - 3 planned small group lessons:

o Groups will typically consist of around 5 students but may vary according to

context.

o Lesson duration will vary according to context.

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Ensure that all lessons are evaluated as per the lesson plan form (lesson content and

self-evaluation).

Reflect on own strengths and weaknesses as a teacher.

Week 2 Requirements

In addition to the tasks for Week 1:

Teach 2 - 4 whole class lessons for which comprehensive lesson plans have been

prepared;

Assist teacher with class-based activities, as required;

Assist with school-based activities, as appropriate;

Begin compiling a relevant resource collection.

Exhibit insight into own teaching suitability.

Observe lessons in major and minor teaching areas.

Maintain interest during 3-6 planned small group lessons (working with one group of students):

Groups will typically consist of around 5 students but may vary according to context;

Lesson duration will vary according to the school and classroom context;

Ensure that all lessons are evaluated as per the lesson plan form;

Reflect on own strengths and weaknesses as a teacher;

Have insight into own teaching ability;

Compile a journal containing observations about the school, the classroom, the work of the teacher and key activities completed in each learning area

Apart from these requirements, mentor teachers may also include a limited number of directed observations/activities that will help pre-service teachers appreciate the role of the teacher in the contemporary classroom. These activities will vary according to the context of the classroom and school.

Pre-service teachers must be aware of and comply with copyright laws and restrictions.

Pre-service teachers must not collect samples of student work without the written permission of the student and/or the student’s parent/guardian.

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Bachelor of Education - School Experience I (Secondary and Master of Teaching - School Experience

School Experience I - School Experience 1 is the first 10 week professional experience pre-service teachers will undertake. Pre-service teachers will usually be in the second year of a four year degree.

School Experience is the first 10 week professional experience Master of Teaching pre-service teachers will undertake. Pre-service teachers will usually be in the first year of a two year course.

Evaluations

Interim evaluation completed in week 5 and final evaluation completed in week 10

School Experience I Teaching Load (Secondary and Master of Teaching)The following table shows the recommended amounts of time for the pre-service teacher to teach. As each school arranges its teaching blocks in different configurations, the lesson requirements listed below, are conceived of as a period of time teaching, rather than a ‘lesson’.

Week (school term) Teaching Activity Hours per week

1 Classroom Observation

2 Group work and teaching 2 – 4


4 Teaching 2 – 4

5 – 10 Teaching 5 – 8

It is recognised that it may be necessary to vary the teaching load as a pre-service teacher’s performance, the school and the classroom conditions may differ. If there is a major variation to the teaching load it can only occur after consultation with the course coordinator.

Students completing School Experience I are required to plan, teach and assess individual lessons in a range of learning areas. Pre-service teachers should work closely with the mentor teacher in the planning and implementation of an appropriate learning program.

Please note that students who are completing Accreditation to Teach Religious Education in a Catholic School have not yet completed their RE methodology units.

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Planning Documentation School Experience I/School Experience

The University places a strong emphasis on clear and detailed written planning. Quality planning not only facilitates the confident presentation of lessons but also makes teaching more purposeful, efficient and effective. Pre-service teachers are expected to maintain a high standard of written planning throughout the professional experience, paying particular attention to the setting of achievable objectives and the effective assessment of student learning.

Pre-service teachers will be expected to demonstrate a sound understanding and application of the Western Australian Curriculum and Australian Curriculum.

During School Experience I pre-service teachers must provide sufficiently detailed lesson plans for each lesson taught at least two days prior to the lesson.

Planning documents are to be stored in the professional experience file. All planning documents, including sample lesson plans are available online at: http://www.nd.edu.au/opp

Professional experience resource file

School Experience I pre-service teachers are expected to begin their collection of relevant and worthwhile resources that relate to a teacher’s work in the classroom, school and community. These resources will be useful in the early years of teaching. The resources should be filed in an organised manner which facilitates easy retrieval of material. There is no formal assessment of the professional experience resource file.

It is recommended that pre-service teachers include the following information, with the permission and cooperation of the mentor teacher:

Selective examples of resources/worksheets/activities/assessment tasks used by the mentor teacher

Ideas for highly motivating instructional techniques

Observations on effective behaviour management strategies

Information on administrative procedures such as marking the attendance register, collection of money, accessing medical policies and playground supervision rosters

Material relating to the use of information technology in the classroom and school

Copies of school and classroom policy documents such as the pastoral care policy and behaviour management policy

Samples of children’s work (with permission)

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http://www.nd.edu.au/opp

On-Campus Commitment

All pre-service teachers completing a professional experience in Perth metropolitan schools are required to attend a mid-professional experience briefing on campus. The briefing is usually held in week five or week six of the professional experience. Schools and pre-service teachers will be informed of the briefing dates and times closer to the mid professional experience briefing.

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Bachelor of Education - School Experience II (Secondary and Secondary H & PE)

School Experience II is the second 10 week professional experience pre-service teachers will undertake. Students have usually completed five semesters of study and during the professional placement should demonstrate increasing knowledge, skills and understandings in all aspects of their professional practice.

School Experience II Teaching Load

The following table shows the recommended amounts of time for the pre-service teacher to teach during School Experience II. As each school arranges its teaching blocks in different configurations, the lesson requirements listed below, are conceived of as a period of time teaching, rather than a ‘lesson’.

Week Teaching Activity Hours per week (major & minor)

1 Observation and group work


3 - 6 Group work and teaching 5 – 8

7 - 8 Teaching 9 – 12

9 - 10 Teaching 12 – 14

Pre-service teachers should work closely with the mentor teacher in the planning and assessment of all lessons.

Students completing School Experience II are required to prepare lesson plans and teach in a range of learning areas.

Additionally, pre-service teachers are required to plan and teach a five week unit of work. Secondary and H&PE students should complete the forward planning document in their learning area. The five week forward planning document (FPD) should be shown to the mentor teacher and university supervisor before the end of week three and should be taught in the final five weeks of the term.

It is recognised that it may be necessary to vary this teaching load as a pre-service teacher’s performance, and the school and classroom conditions may differ. If there is a major variation to the teaching load it can only occur after consultation with, and approval of the course coordinator.

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Planning Documentation School Experience II

The University places a strong emphasis on clear and detailed written planning. This not only facilitates the confident presentation of lessons but also makes teaching more purposeful, efficient and effective. Pre-service teachers are expected to maintain a high standard of written planning during the professional experience, paying particular attention to the setting of achievable objectives and the assessment of lesson outcomes.

Pre-service teachers will be expected to demonstrate familiarity with the Australian Curriculum. They must provide sufficiently detailed lesson plans for each lesson taught two days prior to the lesson. Planning documents are to be stored in the professional experience file.

All planning documents, including sample lesson plans are available online at: http://www.nd.edu.au/fremantle/schools/education/resources/professional_practice.shtml

Professional experience resource file

During School Experience II pre-service teachers are expected to continue their collection of relevant and worthwhile resources that relate to a teacher’s work in the classroom, school and community. These resources will be useful in the early years of teaching. The resources should be filed in an organised manner which facilitates easy retrieval of material. There is no formal assessment of the professional experience resource file.

On-Campus Commitment

All pre-service teachers completing a professional experience in Perth metropolitan schools are required to attend a mid-professional experience briefing on campus. The briefing is usually held in week five or week six of the professional experience. Schools and pre-service teachers will be informed of the briefing dates before the commencement of the professional experience.

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http://www.nd.edu.au/fremantle/schools/education/resources/professional_practice.shtml

Specific Information – Bachelor of Education, Master of Teaching and Graduate Diploma of Education Internship

The Internship is a qualifying professional experience and is designed to provide final year students with the opportunity to develop their teaching skills and professionalism to the point where they are ready to assume the full responsibilities of a teacher.

The Internship has been structured to ensure students develop the Australian Professional Standards for teachers (AITSL) of professional knowledge, professional practice and professional engagement. It is expected that interns will have the opportunity to demonstrate their capacity to meet the AITSL graduate teacher standards through the assessment criteria outlined in this booklet.

Internship Teaching Load

The following table shows the recommended amounts of time for the intern to teach. As each school arranges its teaching blocks in different configurations of time, the lesson requirements listed below, are conceived as a period of time teaching, rather than as a ‘lesson’ per se. From week 3, interns need to demonstrate evidence of their ability to transition between lessons.

Week Teaching Activity

Hours per week (major & minor & RE if applicable)

1 Observation, group work and teaching 7 – 10

2 - 4 Group work and teaching 7 – 10

5 - 6 Teaching 11 – 14

7 - 10 Teaching 14 – 16

Interns should complete the final 4 weeks with a teaching load equivalent to approximately 80% of a full-time teacher’s load. It is recognised that it may be necessary to vary this teaching load as the intern’s performance, as well as school and classroom conditions may vary. If there is a major variation to the teaching load it can only occur after consultation with the appropriate course coordinator.

Interns who are not able to teach Religious Education will teach the maximum contact hours in the range. Interns qualified to teach Religious Education will teach the minimum hours in the range plus the time allocated to Religious Education.

Pre-service teachers should work closely with the mentor teacher in the planning and assessment of lessons.

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During the first five (5) weeks, interns will prepare lesson plans and teach in a range of year levels in major and minor learning areas with some direction from the mentor teacher.

In the second five (5) weeks of the term, the intern will teach using four (4) forward Planning Documents (FPD) they have planned, and will continue to prepare lesson plans and teach in a range of other learning areas.

Forward planning Documents should be completed by the end of week three of the practice for supervisors and mentors to view.

* If the Intern has completed the Accreditation to Teach Religious Education Principles of Secondary Religious Education - they should complete one forward planning document for Religious Education.

Planning Documentation for Internship

Daily Work Pad (DWP)

The DWP is a working document and should be modified to meet the needs of the school. The DWP is a public document and must be of a literacy and legibility standard appropriate to the teaching profession. Where students have prepared detailed forward planning documents using a DWP is sufficient for daily planning.

The DWP should be kept in a file maintained by the intern. DWP entries should be filed in chronological order by date and must be available for inspection by the HOPP or university supervisor as upon request.

The University places a strong emphasis on clear and detailed written planning. This not only facilitates the confident presentation of lessons but also makes teaching more purposeful, efficient and effective. Interns are expected to maintain a high standard of written planning during the professional experience, paying particular attention to the setting of achievable objectives and the assessment of lesson outcomes.

Interns will be expected to demonstrate familiarity with the Western Australian Curriculum whilst it is still mandated and the Australian Curriculum.

Interns must provide sufficiently detailed planning for each lesson prior to the day of the lesson. Forward planning documents should be completed by the end of week three of the practice. Planning documents are to be stored in the professional experience resource file.

All planning documents, including sample lesson plans are available online at: http://www.nd.edu.au/opp

Professional Experience Resource File Interns are expected to extend their collection of relevant and worthwhile resources that relate to a teacher’s role in the classroom, school and community. These resources will be useful in the early years of teaching. The resources should be filed in an organised manner in the School of Education’s professional experience resource file. There is no formal assessment of the professional experience resource file.

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Interns must not collect samples of student work without the written permission from the student and/or student’s parent.

Personal Philosophy of Teaching & Situational Analysis

Although not formally assessed, interns are expected to show evidence of having completed a personal philosophy of teaching (1 page), as well as of having undertaken a situational analysis (1 page). These documents ought to be presented to the supervisor for sighting no later than the fifth week of the Internship.

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Grading Interpretation FAILDefinitionBased on the expectations at this stage of their training, a pre-service teacher who has a major deficiency in any one of the seven professional standards. The major deficiency is evidenced in the pre-service teacher’s inability to engage students in learning, and sustain this learning over a period of at least 4 weeks.

PASSDefinitionBased on the expectations for the pre-service teacher at this stage of their training, there is evidence of competent practice in all 7 professional standards. Incremental professional growth was observed and there was sufficient demonstration, or inference from pupil behaviour, of appropriate teaching methods and skills being utilised. A pass pre-service teacher is one who demonstrates basic competency but has areas in which improvement is needed in order to become an effective teaching professional.

CREDITDefinitionBased on the expectations for the pre-service teacher at this stage of their training, there is evidence of very competent practice in at least 5 of the 7 professional standards. The pre-service teacher was successful in the achievement of curriculum expectations and has a strong grasp of methods and skills with some suggestions for improvement. A credit pre-service teacher is making solid progress in developing the skills to be an effective teacher in the future. The pre-service teacher may have achieved beyond credit level in some areas, but may have one or more areas which require further development. Distribution To receive a Credit grade, a student must achieve a Credit in at least 5 of the 7 professional standards.

DISTINCTIONDefinitionBased on the expectations for the pre-service teacher at this stage of their training, there is evidence of excellent practice in at least 6 of the 7 professional standards. The pre-service teacher was very successful in the achievement of the curriculum expectations, and has mastered methods and skills with few suggestions for improvement. A Distinction pre-service teacher has a range of high level skills and demonstrates the capacity to be a superior teacher in the future. The pre-service teacher has made a significant contribution to student learning in the classrooms in which they have worked. This pre-service teacher is committed to professional growth and seeks opportunities to enhance their own learning and development.DistributionTo receive a Distinction grade, a student must achieve a Distinction in at least 6 of the 7 professional standards.

HIGH DISTINCTIONDefinitionBased on the expectations for the pre-service teacher at this stage of their training, there is evidence of exceptional practice in all seven professional standards. The pre-service teacher was outstanding in the achievement of the curriculum expectations and demonstrated methods and skills exceeding the expectations of the teaching professional experience. The pre-service teacher has demonstrated a level of commitment and work which is exemplary and has actively sought and acted on professional advice. Evidence suggests that the pre-service teacher is committed to continuous improvement and professional growth.DistributionTo receive a High Distinction grade, a student must achieve a High Distinction in all professional standards.

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Appendices

All forms are available from www.nd.edu.au/opp

Immersion evaluation

Interim evaluation

Final evaluation School Experience 1

Final evaluation School Experience II

Final evaluation Internship

Professional Experience Feedback Form- mentor teacher

Professional Experience Feedback Form- pre-service teacher

Professional Experience Feedback Form- HOPP/university supervisor

Structured Observations

Observation Checklist

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