professional experience 1 · for professional experience 1, pre-service teachers will spend a full...

Bachelor of Education in Primary Education C10206 Bachelor of Education in Primary Education/ Bachelor of Arts in International Studies C10208

This Handbook is to be read in conjunction with PROFESSIONAL EXPERIENCE STANDARDS BOOKLET which is at http://www.uts.edu.au/current-students/education/professional-

experience-programs/teacher-education

PROFESSIONAL EXPERIENCE 1 HANDBOOK 2014

012231 Beginning Teaching Name of Pre-service Teacher: University of Technology, Sydney Faculty of Arts & Social Sciences Kuring-gai Campus PO Box 222 Lindfield NSW 2070 Tel: 9514 5409/5289 Fax: 9514 5410 Visit Professional Experience Website at: http://www.uts.edu.au/current-

students/education/professional-experience-programs/teacher-education

Do

Review

Review

Improve

Plan

UTS: EDUCATION

http://www.uts.edu.au/current-students/education/professional-experience-programs/teacher-education




University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 2013 Faculty of Arts & Social Sciences Beginning Teaching

IMPORTANT: GO ONLINE TO READ THE FOLLOWING:

http://www.uts.edu.au/current-students/education/professional-

experience-programs/teacher-education PROFESSIONAL CODE OF ETHICS:

Assignments and General Contact with Schools

Aspects of Professional Conduct and Responsibility in Schools FREQUENTLY ASKED QUESTIONS FORMS:

Professional Experience Feedback Form*

Interim Report*

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INFORMATION FOR THE CO-OPERATING TEACHER: You should have received from your Pre-service teacher:

Professional Experience Handbook

Professional Experience Evaluation Report

Pre-service teacher Emergency Contact Details Sheet

Professional Experience Feedback Form *

Interim Report *

Claim Form for Co-operating Teacher

Tax File Number Declaration

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Interim Report pro-forma and the Professional Experience Feedback form can be found online

Please see the web address at the top of this page. They are also in the Professional Experience Standards Booklet.




PROFESSIONAL EXPERIENCE 1

Beginning Teaching

TABLE OF CONTENTS

1. KEY REQUIREMENTS FOR ALL PRE-SERVICE TEACHERS* IN PROFESSIONAL EXPERIENCE PLACEMENTS 1

2. KEY STAFF CONTACT DETAILS 2

3. INTRODUCTION 3

3.1 Aim of the subject 3 3.2 Field-based component 3

4. SCHOOL VISITS 4

5. TASKS FOR SCHOOL VISITS 4

5.1 School Visit 1: The Primary School Environment 4 5.2 School Visit 2: Roles of the Teacher 5 5.3 School Visit 3: Children as Learners 5 5.4 School Visit 4: Primary School Curriculum: Introduction to the KLAs 6 5.5 School Visit 5: Cultural Diversity 6 5.6 School Visit 6: Special Needs 7 5.7 School Visit 7: Reading to Children 8 5.8 School Visit 8: Information and Communication Technology (ICT) 9

6. PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE 10 6.1 Co-operating Teacher 10 6.3 Pre-service Teacher 10

7. ROLES AND RESPONSIBILITIES 11

7.1 Co-operating Teacher 11 7.2 Pre-service Teacher 11

8. ADDITIONAL SUBJECT AND COURSE REQUIREMENTS 12 8.1 UTS Rule 10.6 – Repeated Failure in a Subject 12 8.2 Withdrawing from a Course or a Professional Experience Subject 12 8.3 Anaphylaxis Training 12 8.4 Child Protection Training 13 8.5 Working with Children Check 13 RECORD OF ATTENDANCE AND TASK COMPLETION Back Cover

*Pre-Service Teachers = UTS Teacher Education Students

University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 1 2014 Faculty of Arts & Social Sciences Beginning Teaching

1. KEY REQUIREMENTS FOR ALL PRE-SERVICE TEACHERS IN PROFESSIONAL EXPERIENCE PLACEMENTS

Professional Experience teacher education pre-service teachers are required to meet the following professional expectations:

Attendance:

All pre-service teachers are required to attend the school in the pattern stipulated for the Professional Experience.

Attendance at the school will be from 30 minutes prior to the first teaching session of the school day, and may involve remaining at the school until 30 minutes after the conclusion of the final teaching session of each day.

All absences must be explained, and the school must be notified in advance, wherever possible. All absences must be made up through additional days negotiated with the cooperating teacher.

Attitude: All pre-service teachers are expected to demonstrate a professional attitude throughout their time in schools by:

arriving punctually for meetings, classes and duties,

implementing advice from previous discussions in subsequent teaching/learning episodes,

reflecting self-critically on teaching performance,

observing and reflecting on teaching by the cooperating teacher and (where possible) other teaching staff,

presenting in clean, neat, modest attire, consistent with standards evident in the school,

interacting with school students, teachers, school personnel, tertiary advisers and parents in a courteous manner, and

Underpinning all the specified requirements above is the notion that

Professional Attitude Professional Presentation Professional Growth

University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 2014 Faculty of Arts & Social Sciences 2 Beginning Teaching

2. KEY STAFF CONTACT DETAILS

TERTIARY CO-ORDINATOR, SCHOOL PARTNERSHIPS AND PROFESSIONAL EXPERIENCE The Academic Co-ordinator for UTS Education Professional Experience programs will be responsible for:

monitoring the quality of teacher education professional experience;

supporting co-operating teachers and university liaison;

general co-ordination of the professional experience program;

fostering collaborations, with schools, supportive of professional experience; and

Tertiary Advisors. The Academic Co-ordinator will also provide academic advice to pre-service teachers with regard to their professional experience program.

Pauline Beverley Room 2.329 (02) 9514 5269 Email: [email protected]

PROFESSIONAL EXPERIENCE 1 SUBJECT CO-ORDINATOR Academic Co-ordinator of this subject, responsible for teaching and assessment.

Damian Maher Room 2.283 (02) 9514 5612 Email: [email protected]

SENIOR ADMINISTRATIVE OFFICER The Senior Administrative Officer is responsible for planning and arranging pre-service teacher placements, communicating and liaising with schools regarding Professional Experience, assists in the preparation of handbooks, liaises with Tertiary Advisers, and arranges pre-service teacher and staff

briefing sessions.

Sue Rohanna Room 2.394 (02) 9514 5409 Email: [email protected]

ADMINISTRATIVE OFFICER The Administrative Officer assists in the liaison and correspondence with schools to arrange placements, administers the collection of Professional Experience Reports and the payment of claims.

Rosie Gould Room 2.394 (02) 9514 5289 Email: [email protected]

mailto:[email protected]





3. INTRODUCTION

3.1 Aim of Subject The purpose of this introductory professional experience is to orient first year teacher education pre-service teachers from the University of Technology, Sydney (UTS) to current primary classrooms, the many roles played by teachers and the diverse ways children learn. Through observations and interaction with teachers and school students, it is intended that pre-service teachers gain an awareness of some of the many issues and challenges facing the primary teacher in the classroom. For Professional Experience 1, pre-service teachers will spend a full day with their assigned class eight times throughout the first semester. These 8 compulsory full day visits are on Wednesdays 12 March, 19 March, 26 March, 2 April, 30 April, 7 May, 14 May and 21 May, 2014. Visits to schools will be integrated with campus-based work, with briefing and debriefing sessions held before and after each visit. Pre-service teachers will return to the same class for their Professional Experience 2 (block teaching Professional Experience), in Spring Semester, 2014. A separate handbook for Professional Experience 2 will be supplied. As well as Professional Experience 1, most pre-service teachers completing a full program will have been studying the following subjects this semester on campus: Visual Art Education Personal Development, Health and Physical Education 1 English Education 1

3.2 Field-based component Specifically, the field-based component of the subject positions pre-service teachers to:

consider the primary school in terms of professional and institutional practice;

consider the education disciplines underlying the study of primary schooling and the manner in which these disciplines frame knowledge about primary schooling;

engage in field-based experiences which will enable them to develop images of contemporary primary schooling;

examine the roles of teachers in primary schools;

develop an awareness of the variety and complexity of issues which impact on primary schools;

develop an appreciation of the relationship between teacher and learner.


4. SCHOOL VISITS To ensure full integration of campus and field-based activities, tasks will be set prior to each school visit. The focus of the full day school visits will be: Visit 1 – 12 March: The primary school environment: school structure, organisation and the

school community. Visit 2 – 19 March: Roles of the teacher Visit 3 – 26 March: Children as learners Visit 4 – 2 April: Primary school curriculum: introduction to the KLAs Visit 5 – 30 April: Cultural diversity Visit 6 – 7 May: Special needs Visit 7 – 14 May: Reading to children Visit 8 – 21 May: Information and communication technology

NB: Pre-service teacher absences and failure to complete tasks must be noted on the

Record of Attendance.

5. TASKS FOR SCHOOL VISITS 5.1 SCHOOL VISIT 1: The primary school environment

This task is designed to provide pre-service teachers with an overview of the school in which they have been placed.

At the school:

Sketch a plan of the school - clearly mark all characteristics, e.g. type and number of buildings, location, and physical features.

Compile a list of staff positions at the school e.g. Principal, teachers, support staff, computer coordinator, ESL teacher, etc.

Investigate whether there are any extra-curricular activities that take place in the school and find out who is involved.

Investigate and compile a list of community members who participate in the life of the school e.g. School Council.

Investigate and describe parent participation in the school.

After the visit:

Note how the school is similar to/different from the primary school you attended as a school student.

Compile all your information and bring it to your next Professional Experience 1 class.

See Subject Outline for Portfolio requirements.


5.2 SCHOOL VISIT 2: Roles of the Teacher Before the visit: Make a list of the roles you expect a primary school teacher to take.

At the school:

Observe and record the range of different roles carried out by your Co-operating Teacher as they interact with children, parents, other teachers and members of the community. Note what happens before school starts, during class time, in the playground, during breaks, in the staffroom, etc.

Make a list of the types of skills required to carry out all these roles effectively.

Talk to your Co-operating Teacher about how they perceive their role as a teacher. Find out about those roles which do not directly deal with class teaching.

Discuss with your Co-operating Teacher the notion of ‘Teacher as Learner’ and note how they keep pace with change e.g. attendance at courses, membership of professional associations, etc.

Record your observations and the discussion with the Co-operating Teacher.

After the visit:

Consider the many roles of the primary teacher. How does this view of teaching match/mismatch your expectations prior to commencing this course? Be prepared to discuss this question in class.


5.3 SCHOOL VISIT 3: Children as Learners At the school: Describe the learning environment in the classroom. Discuss with your Co-operating Teacher how they

have organised the classroom. Ask them to explain why the class has been set up in this way.

Observe a small group of children during one lesson. What was the purpose of the lesson? How did the teacher organise the learning situation e.g. was the class organised in groups, whole class or individually for the lesson? Make notes on how the group is engaged in the lesson and describe any individual differences that you notice in the way the children work.

Observe and record what the teacher does to: - manage behaviour - assist individual children - assess progress - handle interruptions.

Talk to each child in the group about what they did and what they learnt.

Talk to your Co-operating Teacher about how the lesson went and about the learning that took place.

What factors do you think contributed to this learning?

After the visit: What have you learnt from your observations? How could you use this knowledge during the

Professional Experience? Reflect on this and be prepared to discuss in class.


Record responses by the children and the Co-operating Teacher. Bring them along to your next Professional Experience 1 class with your observations and reflections.


5.4 SCHOOL VISIT 4: Primary school curriculum - introduction to the KLAs At the school: Find out the Key Learning Areas (KLAs) of the primary school curriculum.

Locate copies of syllabuses for each Key Learning Area (KLA). Note where the syllabuses are kept, if teachers have individual copies, how they are used.

Examine at least two syllabuses and note how they are organised (e.g. stages, outcomes, etc). Note similarities and differences.

If possible, examine and list school policies e.g. Discipline Policy.

Closely observe approximately one hour of teaching. Observe and record the following details of the lesson/s:

- What is being taught? e.g. information about the First Fleet, addition, spelling list words, a new song, etc.

- What is the teacher doing? e.g. giving information, asking questions, reading aloud, modelling how

to do something, observing children working, etc.

- What are the children doing? e.g. filling in a worksheet, working from a textbook, copying information from the board, working together on a group task, using concrete material such as blocks, etc.

- What materials/resources/types of equipment are being used? e.g. computers, black-board, reading books, textbooks, paints, scissors, base ten blocks, etc.

Talk to the Co-operating Teacher after the session and ask what guided the decisions they made when a) planning the lesson, b) implementing the lesson and c) assessing the lesson. Record the teacher’s responses.

After the visit: Summarise the information gathered, including the Co-operating Teacher’s responses, and bring the

information to your next Professional Experience 1 class.


5.5 SCHOOL VISIT 5: Cultural Diversity Before the visit: Think back to your own schooling (primary or secondary). Recall and record your interactions with

students from other cultures. Note your impressions of these interactions.

Recall any other life experiences which have involved close interactions with people from other cultures. What did you learn from these interactions?


At the school: Find out about the cultural composition of the student population and languages other than English

spoken by the students.

Identify ways in which the school caters for cultural diversity e.g. signs in other languages, interpreter services for parents, ESL classes, community language programs, etc.

Talk to your Co-operating Teacher about ways in which the classroom practices and resources accommodate and value cultural diversity.

Observe how students from other cultures, especially those from non-English speaking backgrounds, interact with peers in the classroom and in the playground.

If possible, observe an ESL class and note the strategies the teacher uses to support second language learning.

After the visit:

Consider the diversity of cultural values present in the student population. How might these be similar to and different from the values of the dominant culture? How might schools best understand and accommodate this diversity of cultural values? Think about these questions and be prepared to discuss them in class.


5.6 SCHOOL VISIT 6: Special Needs Before the visit: Prepare some questions to ask your Co-operating Teacher about students with special needs in the

class, e.g. how many special needs students are there in the class? What is the nature of their special needs? How does the teacher cater for their different special needs? What support is available to the teacher and the special needs students?

At the school: Briefly interview the Co-operating Teacher using your prepared questions.

Closely observe approximately 20-30 minutes of teaching/learning time and record the behaviour of one special needs student. Note if special work is assigned, if student is on or off task, student’s interactions with others (peers, teacher, support teacher, aide), etc.

If there is a Support Teacher Learning Assistance (STLA) or any other support teacher in the school, seek permission from your Co-operating Teacher to talk to the STLA about the special programs in the school.

If possible, observe the STLA in a teaching/learning situation and note the range of ways in which they provide assistance to the special needs students.

After the visit: Collate and consider the data you have collected regarding special needs. What are the main

challenges for teachers in catering for special needs students in the mainstream classroom? Be prepared to discuss this question in class, drawing on your school observation and interview data.



5.7 SCHOOL VISIT 7: Reading to Children Before the visit: Select a book suitable for reading aloud and appropriate for the grade with which you are working. For

assistance with selection of a book, see reference texts on Closed Reserve, browse the Children’s Literature collection in the library or check with your Co-operating Teacher or school Librarian. A picture book would probably be best. There are picture books which are suitable for all grades, Kindergarten to Year 6. However, if you cannot find a picture book for the older students, select a short story. There are a number of anthologies of short stories in the Junior Fiction section of the library.

Practise reading the book aloud several times so that you are familiar with the story and confident with the language. If possible, tape record your reading and then listen to the tape to ensure that the reading is clear and interesting.

At the school: Ask the Co-operating Teacher if you can ‘borrow’ a small group of children (no more than 6) at a

convenient time in order to read your story.

Find a quiet location and seat the children around you - on the floor or on chairs (preferably not at desks). Avoid using the playground – too many distractions.

Introduce your story briefly - maybe say something about wanting to share one of your favourite stories by ….. (author).

Read the story and show the illustrations as you proceed.

Remember:

read clearly and with expression

make eye contact with your audience

use pause for emphasis and effect

show illustrations as you proceed

do not hold the book in front of your face

do not read too quickly

demonstrate your enjoyment of the story.

After reading the story, invite the children to respond. The following questions are a guide. Make sure

your questions are appropriate for the age of the children;

What part of the story did you like best? Why?

What part of the story did you like least? Why?

Do you know anyone like character X in the story? In what ways are they similar?

Has anything like this (the main event of the story) ever happened to you? Can you tell us about it?

Who did you like best in the story? Why?

Who did you like least/who didn’t you like in the story? Why?

After the story reading: Write a brief evaluation of your story reading session, commenting on your reading aloud technique,

the appropriateness of the selected book and the level of engagement indicated by the children’s responses. Note what you would do to improve your story reading next time. Bring your evaluation to the next Professional Experience 1 class.



5.8 SCHOOL VISIT 8: Information and Communication Technology (ICT) At the school: Locate and read the school policy relating to ICT. Note important points such as coordination, funding,

upgrading of equipment, etc.

Gather the following information:

hardware available for children’s use, e.g. PCs, printers, scanner, etc.

location of hardware e.g. library, classrooms, computer lab, etc.

programs (software) available for children’s use e.g. email, internet, word processing, databases, etc.

Observe children using the computer/s in the classroom/lab/library. Note:

individual or group use

gender of computer users

type of program being used

purpose of the computer use

children’s keyboard skills

children’s familiarity with the computer

interaction while using the computer

nature of accompanying talk.

Talk to the children about their computer experience and expertise, their favourite computer programs, etc.

Discuss with the Co-operating Teacher

their own use of computers, e.g. email, internet, word processing, etc.

issues of access to ICT e.g. children who have computers at home and children who have access only at school.

After the visit: Prepare a report on ICT in your school and classroom.

Describe some of the advantages and limitations of ICT in the classroom.

What are some of the major issues in relation to ICT in the classroom? How might these be addressed in the future? What would the ‘ideal’ ICT classroom look like?



6. PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE

6.1 Co-operating Teacher

Payment Claim Form and Tax Form, and late Reports and Attendance Records The Payment Claim Form and the Tax Form must be forwarded as soon as possible after the conclusion of the Professional Experience but no later than 31 December each year (claims received after this date will not be processed) to: Ms Rosie Gould Administrative Officer UTS: Education, Faculty of Arts & Social Sciences University of Technology, Sydney PO Box 222, Lindfield NSW 2070 Payment will be processed after receipt of:

the appropriate Claim and Taxation forms and

the completed Professional Experience Report and

the signed Record of Attendance.

6.2 Pre-service Teacher IMMEDIATELY after your final school visit, bring your signed Record of Attendance and your Professional Experience Report to the UTS:Education Academic Programs (Professional Experience) Office on Level 3. To ensure the safety of your records, your Professional Experience Report will be signed in the office by the Professional Experience Co-ordinator. Please ensure that you collect the original of your Professional Experience Report from the office before the end of Semester 1.

Maintaining Professional Experience Records for Professional Purposes

Your Professional Experience Records are important professional documents that you will need to keep on file so that they are available when you apply for teaching positions and for recognition of qualifications if teaching in any state around Australia or overseas. Establish a personal Professional Experience records file and keep all your attendance sheets and Professional Experience Reports for the duration of your

career.


7. ROLES AND RESPONSIBILITIES

7.1 Co-operating Teacher Co-operating Teachers will be required to complete an attendance record and professional experience report for each pre-service teacher to ensure they have met the compulsory field-based requirement of the subject (see Back Cover). Co-operating Teachers should contact the Senior Administrative Officer (for contact details, see Section 2, Page 2 of the Handbook) if the pre-service teacher fails to attend on any day of his/her professional experience without contacting the school or if there are any other concerns about the pre-service teacher. NB: If the pre-service teacher is not completing set tasks for school visits as per ‘At the School’ instructions, DO NOT initial the relevant column in the Record of Attendance. If a pre-service teacher continues to not complete tasks satisfactorily, please notify your school Principal to contact Sue Rohanna on 9514-5409 or [email protected], so that a meeting can be arranged between the UTS Professional Experience Co-ordinator, the Co-operating Teacher, the pre-service teacher and, where necessary, the school Principal. Co-operating Teachers will be facilitating pre-service teacher interactions with the class. They will provide an environment which supports pre-service teachers in the completion of set tasks. For example:

enabling pre-service teachers to work with small groups of school students

providing information about the organisation of the school and class

discussing issues related to teaching.

7.2 Pre-service Teacher Pre-service teachers must have completed the Working with Children check to participate in the professional experience program. See Section 8.5 on Page 13. While the prescribed visits have associated tasks that the pre-service teachers must complete during the field-based component, it is our expectation that pre-service teachers will also offer appropriate professional assistance to their Co-operating Teachers. Pre-service teachers will be spending a part of each visit engaged in set tasks. The remainder of each visit can be used in assisting the Co-operating Teacher in regular classroom activities. However, pre-service teachers should not be given the responsibility of teaching a whole class. As the field component of Professional Experience 1 has an observational focus intended to orient pre-service teachers to the Primary School, and to teaching and learning in this context, it does not require pre-service teachers to demonstrate attainment of any Professional Teaching Standards. However, all pre-service teachers must:

attend the School on each of the 8 whole-day visits

notify any absences by phoning the school, and emailing the Co-operating Teacher (or email school if Co-operating Teacher has no email) and cc the Tertiary Adviser

arrive at the School not later than 30 minutes prior to the first teaching session of the day

explain any absences and negotiate alternative attendance arrangements (missed days must be made up)

present themselves professionally in terms of dress

interact courteously and respectfully with School staff, students and community members

maintain confidentiality of any sensitive information of which the pre-service teacher is apprised

participate in school life beyond the classroom (e.g. playground duty, staff meetings) as directed by the Co-operating Teacher

use observational opportunities to enrich learning about teaching and learning

offer to assist the Co-operating Teacher in the implementation of the teaching/learning program

avoid any behaviours likely to distract school students or interrupt teaching/learning or other professional activities in the School

engage fully in the activities stipulated for each visit as per Section 5 of this Handbook Underpinning all of these requirements is the guiding question:



Is the pre-service teachers showing a genuine professional interest in learning about the School, the students, the curriculum, and the work of teachers?

See Professional Experience Code of Ethics in the online Professional Experience Standards Booklet (see link on inside front cover) for full details of UTS expectations of pre-service teachers in field experiences.

8. ADDITIONAL SUBJECT & COURSE REQUIREMENTS 8.1 UTS Rule 10.6 – Repeated Failure in a Subject In accordance with UTS Rule 10.6 Repeated Failure in a Subject, FASS Faculty Board has resolved that students with two fails in a Professional Experience subject in the primary or secondary teacher education courses will not be permitted to re- enrol in that subject. Professional Experience subjects are a compulsory component of the Teacher Education degrees therefore students unable to re-enrol in a professional experience subject will be unable to complete the requirements for their course and will be directed to seek academic advice as to their options. These options include:

transferring to C10209 Bachelor of Arts in Educational Studies, or

withdrawing from the course (students can then apply for admission to another course at UTS or other institution, if desired).

Students failing to seek advice within the specified timeframe, or refusing one of the above options, will be excluded by Faculty Board (refer to 10.6.4 at http://www.gsu.uts.edu.au/rules/10-6.html) The FASS Faculty Board may waive exclusion for students who appeal (Resolved FASSFB/2011/02/11), based on the condition that the students pursue an option nominated in 10.6.2.

8.2 Withdrawing from a Course or a Professional Experience Subject When a student decides to withdraw from their course or any Professional Experience subject, they must ensure they notify the Professional Experience Office immediately.

8.3 Anaphylaxis Training As at 20/11/12 UTS was advised that the NSW Department of Education and Communities had recently reviewed its requirements in relation to anaphylaxis management in schools. The Department now requires that all initial teacher education students are trained in anaphylaxis management before they undertake any professional experience in NSW public schools. Students are required to complete the online training module at http:/etraining.allergy.org.au Once the training has been completed, students are required to provide a copy of their certificate to the Professional Experience Office. The certificate remains current for two years. Every year a student must provide a copy of a current certificate the Professional Experience Office. Students are also required to present a copy of their current certificate to the principal at the school they are attending for their professional experience placement.

http://www.gsu.uts.edu.au/rules/10-6.html


8.4 Child Protection Training Child Protection Training, will be completed before pre-service teachers return to schools to undertake their Professional Experience 2.

8.5 Working with Children Check All students who are undertaking a Primary and Secondary Education course are required to complete professional experience placement in schools and are required to have applied for and received a Working with Children (WWC) check number. First year students will be given details about applying for this at the time of their enrolment. Other students who have not applied for and received their clearance number must do so prior to starting the professional experience placement. Obtaining a Working with Children Check is the responsibility of the student. Individuals applying to work with children are required to apply to the Commission for Children and Young people for a clearance. The process involves either completing the application form online or downloading it from the Commission’s website and lodging it at a NSW RTA office. The website is: http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check For students there is no fee and the Check lasts for five years. When filling in the form check the box: Volunteers and Students. If this box is not checked then the student will be charged the fee for paid workers of $80. Once you have completed the online application form you will receive an Application Number. You must take this application number and your identifying documents to the RTA to be verified. Please notify the Professional Experience Office of the Application Number whilst waiting for your official WWC number. After the application has been processed by the RTA, the applicants will receive from the Office of the Children’s Guardian the results of the check by email or post which will include your clearance number. Students MUST supply the Professional Experience Office with a copy of the notification which will be kept on file. Students or graduates applying for positions within the Department of Education will need to re-apply for a Working with Children Check as a paid worker. This costs $80 and lasts for five years. The Department of Education will reject an application if it is not accompanied by the Working with Children Check clearance. The paid worker application is required for child-related paid work.

http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check

http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check


PROFESSIONAL EXPERIENCE 1 - 2014 RECORD OF ATTENDANCE & TASK COMPLETION

Please sign and date each visit made by the pre-service teacher. Pre-service teachers must complete all eight full day visits to the school (each visit beginning 30 minutes before classes start) to gain a satisfactory pass in this component of the subject. NB: If the pre-service teacher is not completing set tasks for school visits as per ‘At the School’ instructions, DO NOT initial the relevant column in the Record of Attendance. If a pre-service teacher continues to not complete tasks satisfactorily, please notify your school Principal to contact Sue Rohanna on 9514 5409 or [email protected], so that a meeting can be arranged between the UTS Professional Experience Co-ordinator, the Co-operating Teacher, the pre-service teacher and, where necessary, the school Principal. If pre-service teachers attended on a different date please indicate this on the table below.

Detach attendance sheet and task completion sheet and return to pre-service teacher on the last visit.

NAME OF PRE-SERVICE TEACHER: S/No: ______________ NAME OF CO-OPERATING TEACHER: CLASS TAUGHT: _________________________ SCHOOL:

DATE

SIGNATURE of Cooperating

Teacher to confirm attendance

Co-operating Teacher’s initial to indicate pre-service

teacher’s completion of set tasks as per this handbook.

Visit One .....2014

Visit Two .....2014

Visit Three .....2014

Visit Four .....2014

Visit Five .....2014

Visit Six .....2014

Visit Seven .....2014

Visit Eight .....2014

NOTE: This Attendance Record, together with the grey Professional Experience Report,

MUST be submitted by the pre-service teacher to the Professional Experience Office


professional experience 1 · for professional experience 1, pre-service teachers will spend a full...

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