FACULTY OF EDUCATION

Professional Experience

Handbook 2013

V e r s i o n 6

J a n u a r y 2 0 1 3

Professional Experience Handbook 2

FOREWORD

Professional experience forms an integral part of a teacher‟s course of professional

education. A well planned induction to teaching helps to develop positive attitudes and lays a

strong foundation for continuing professional development, as well as ensuring that pre-

service teachers have met Graduate Teaching Standards by the end of their course.

We believe that Professional Experience Programs should:

help prepare pre-service teachers for their multifaceted roles in schools and early

childhood education settings;

provide opportunities for the development of the professional and interpersonal skills

of all participants;

encourage pre-service teachers to develop increased responsibility for the learning of

their students and for their own professional learning;

provide professional partners in schools and early childhood settings with support to

undertake their roles effectively and in mutually beneficial ways;

facilitate communication among all stakeholders to ensure shared understandings

and expectations of the programs; and

reflect the changing needs of workplaces and jurisdictions.

Members of the Faculty of Education at Charles Sturt University are very conscious of the

importance of this induction process and value the privilege of working in partnership with

school based colleagues as well as with pre-service teachers. We value the harmonious

relationships which have developed over time with teachers, Principals and Directors, and

support staff in schools and Early Childhood settings, and we seek to develop it further.

We wish students well as they prepare for the responsibilities of the challenging and yet

immensely rewarding profession of teaching, and we thank Associate Teachers,

coordinators and other site-based personnel for their valuable assistance during the year

and especially during professional experience. We believe that pre-service teachers from

Charles Sturt University benefit greatly from their close association with schools and early

childhood settings. At the same time, we trust that Associate Teachers will derive

professional satisfaction from involvement in the professional experience program.

Professor Jo-Anne Reid

Associate Dean – Teacher Education

Faculty of Education

Charles Sturt University

Professional Experience Handbook 3

CONTENTS

FOREWORD ........................................................................................................................................................... 2

CONTENTS ............................................................................................................................................................ 3

SECTION 1 ............................................................................................................................................................. 5

INTRODUCTION ................................................................................................................................................ 5

CONTACTS .................................................................................................................................................... 6

SECTION 2 ............................................................................................................................................................. 7

GOALS OF THE PROFESSIONAL EXPERIENCE PROGRAM ........................................................................ 7

SECTION 3 ............................................................................................................................................................. 9

ROLES & RESPONSIBILITIES OF PROFESSIONAL EXPERIENCE PARTNERS .......................................... 9

UNIVERSITY STAFF...................................................................................................................................... 9

PROFESSIONAL EXPERIENCE COORDINATOR ........................................................................................ 9

UNIVERSITY SUBJECT COORDINATOR ................................................................................................... 10

UNIVERSITY LIAISON OFFICER ................................................................................................................ 10

STAFF OF SCHOOLS AND EARLY CHILDHOOD EDUCATION SETTINGS ............................................. 11

PRINCIPAL, DIRECTOR or SITE-BASED PROFESSIONAL EXPERIENCE COORDINATOR ................... 11

ASSOCIATE TEACHER ............................................................................................................................... 11

The Associate Teacher ............................................................................................................................ 11

INFORMATION FOR ASSOCIATE TEACHERS .......................................................................................... 12

Communication Links – Keeping in contact ............................................................................................. 12

Return of Forms to the University ............................................................................................................ 12

PRE-SERVICE TEACHER ........................................................................................................................... 13

Organising the placement ........................................................................................................................ 13

Preparing for the placement ..................................................................................................................... 13

Responsibilities as a Staff Member .......................................................................................................... 14

Doing the Right Thing .............................................................................................................................. 15

Obtaining Assistance when experiencing difficulties ................................................................................ 15

Support Programs .................................................................................................................................... 15

CSU Counselling Service ......................................................................................................................... 15

Disability Service ...................................................................................................................................... 16

Students at risk of failing a professional experience placement ............................................................... 16

Withdrawal from Professional Experience ................................................................................................ 16

SECTION 4 ........................................................................................................................................................... 18

PROFESSIONAL, ETHICAL & LEGAL RESPONSIBILITIES ......................................................................... 18

Child Protection Procedures ......................................................................................................................... 18

Mandatory Anaphylaxis Training for all initial teacher education students ................................................... 18

Code of Conduct for Professional Practice ................................................................................................... 20

Preamble .................................................................................................................................................. 20

Required reading ..................................................................................................................................... 21

Code of Conduct for Professional Practice .............................................................................................. 21

Ethical Considerations .................................................................................................................................. 23

Occupational Health and Safety (OH&S)...................................................................................................... 25

SECTION 5 ........................................................................................................................................................... 26

ORGANISATION OF PROFESSIONAL EXPERIENCE PLACEMENTS ......................................................... 26

Internal students: Organising the Professional Experience Placement ........................................................ 26

Preferred location ..................................................................................................................................... 26

Special Circumstances............................................................................................................................. 27

Restrictions on Placements ...................................................................................................................... 27

Professional Experience Handbook 4

Making contact prior to placement ........................................................................................................... 27

Absence while on placement ................................................................................................................... 28

Return of documentation .......................................................................................................................... 28

Eligibility to Undertake a Professional Experience Placement ................................................................. 28

SECTION 6 ........................................................................................................................................................... 30

LEARNING & TEACHING ................................................................................................................................ 30

THE PLANNING PROCESS ........................................................................................................................ 30

Questions before Teaching ...................................................................................................................... 30

Questions after Teaching ......................................................................................................................... 31

SECTION 7 ........................................................................................................................................................... 32

ASSESSMENT AND REPORTING .................................................................................................................. 32

Procedures for Assessment and Reporting in professional experience ....................................................... 32

Academic Progress Regulations .............................................................................................................. 32

Daily supervision ...................................................................................................................................... 32

Formative assessment: Mid-session review and report ........................................................................... 32

Summative Assessment: Final Professional Experience Report .............................................................. 33

Guidelines for awarding grades for the professional experience .............................................................. 33

National Professional Standards for Teachers ............................................................................................. 34

Procedures for Supporting Pre-service Teacher at Risk During Professional Experience Placement ..... 42

Pre-service teacher “at risk”: Guidelines for Associate Teachers ............................................................. 43

Consequences of failure on professional experience ............................................................................... 44

Developmental Support Plan Pro-forma:.................................................................................................. 44

Sample of letter to be sent by CSU to pre-service teacher “at risk” ......................................................... 47

Consideration for the Award of Outstanding in Professional Practice .......................................................... 48

SECTION 8 ........................................................................................................................................................... 49

FREQUENTLY ASKED QUESTIONS .............................................................................................................. 49

Absences: Permitted Days Absent ........................................................................................................... 49

Accident Insurance .................................................................................................................................. 51

Excursions ............................................................................................................................................... 52

Exemptions from Professional Experience ............................................................................................... 52

Industrial Action ....................................................................................................................................... 52

Legal Responsibility of Pre-service Teachers .......................................................................................... 53

NSW Teachers Federation - Statement of Policy ..................................................................................... 53

Transporting School/Centre/Service Students ......................................................................................... 53

Professional Experience Handbook 5

SECTION 1

INTRODUCTION The professional experience component of each of the Faculty of Education‟s teacher

education courses has been designed to play an important integrating function for all strands

of the course. The time spent in schools or early childhood settings allows pre-service

teachers to apply the theoretical concepts developed throughout the course to the practical

realities of the school or early childhood context. This time has been carefully structured so

that there is both a gradual introduction to the diverse roles of teacher and a graded

development of the skills necessary for teaching.

Pre-service teachers are able to access placements for professional experience because of

the assistance and generosity of the principals, directors and staff of many schools and other

educational settings. This places particular obligations on pre-service teachers to contribute

positively and professionally to the community of their placement school or setting.

This handbook contains general information concerning the organisation of professional

experience programs. Each professional experience subject has a separate Guide to the

Professional Experience Placement specific to that placement. This Guide to the

Professional Experience Placement can be accessed through the Interact site for the

particular subject and may also be available through the professional experience website

found at h t t p : / / www. cs u .edu . au / f acu l t y /educ a t /pep

Further information is available from the Professional Experience Coordinator located on

each campus.

Professional Experience Handbook 6

CONTACTS

PROFESSIONAL EXPERIENCE UNIT: Bathurst Campus Charles Sturt University Panorama Avenue BATHURST NSW 2795 Fax: (02) 6338 4134 Email: profexp_Bathurst@csu.edu.au

Marilyn Pietsch Director Professional Experience Unit

(02) 63384365 mpietsch@csu.edu.au

Lesley Stoneman Professional Experience Coordinator

(02) 63384156 lstoneman@csu.edu.au

Margaret Sewell Professional Experience Liaison Officer - Secondary

(02) 63384476 msewell@csu.edu.au

Lyn Cooper Professional Experience Liaison Officer - Primary

(02) 63384541 lcooper@csu.edu.au

Diane Fletcher Administrative Officer (02) 63384454 dfletcher@csu.edu.au

Leanne Howell Administrative Assistant (02) 63384620 lhowell@csu.edu.au

PROFESSIONAL EXPERIENCE UNIT: Wagga Wagga campus Charles Sturt University Locked Bag 588 WAGGA WAGGA NSW 2678 Fax: (02) 6933 2803 Email: profexp_Wagga@csu.edu.au

Peter Franks Professional Experience Coordinator

(02) 69334376 pfranks@csu.edu.au

Louise Potter Office Manager (02) 69332983 lpotter@csu.edu.au

Jenny Logan Administrative Assistant (02) 69334417 jelogan@csu.edu.au

PROFESSIONAL EXPERIENCE UNIT: Albury-Wodonga campus Charles Sturt University PO Box 789 ALBURY NSW 2640 Fax: (02) 6051 9424 Email: profexp_Albury@csu.edu.au

Chris Woods Professional Experience Coordinator

(02) 60519427 cwoods@csu.edu.au

Angela Grogan Administrative Assistant (02) 60519404 agrogan@csu.edu.au

PROFESSIONAL EXPERIENCE UNIT: Dubbo campus Charles Sturt University Locked Bag 49 DUBBO NSW 2830 Fax: (02) 6885 7316 Email: profexp_Dubbo@csu.edu.au

Robert Shaw Professional Experience Coordinator

(02) 68857435 rpshaw@csu.edu.au

Kathy Olsen Administrative Assistant (02) 68857356 kaolsen@csu.edu.au

Professional Experience Handbook 7

SECTION 2

GOALS OF THE PROFESSIONAL EXPERIENCE

PROGRAM

The aim of the professional experience program is to facilitate the development of necessary

professional knowledge, skills and attributes for effective teaching through collaboration with

site-based educators in appropriate professional contexts.

The goals of the program are to provide a structured, site-based program which enables pre-

service teachers to develop their knowledge and skills in the following domains of teaching in

ways that are appropriate to contexts and the age and stage of learning of their students:

Professional knowledge, including

knowledge of students and how they learn; and

knowledge of subject content and how to teach it;

Professional practice, including

the capacity to plan for and implement effective teaching and learning

the capacity to create and maintain supportive and safe learning environments; and

the capacity to assess, provide feedback and report on student learning.

Professional engagement, including

engagement in professional learning

engagement professionally with colleagues, parents/carers and the community

In addition, the professional experience program will assist teachers to:

develop knowledge and skills about the practice of teaching at an appropriate pace;

make explicit connections between campus-based and site-based learning;

engage in continuing dialogue (based upon ongoing observation) with mentors and

university liaison personnel with a view to improving understanding of, and capacity

to undertake, effective teaching;

lay the foundation for continuing study, research, self-evaluation and increasing

effectiveness within the context of changing educational and social conditions;

develop a sense of responsibility for acquiring the professional and personal qualities

and competencies necessary to begin a teaching career through the identification

and evaluation of individual objectives; and

reflect on their suitability, performance and effectiveness as teachers.

The site-based placement also provides opportunities for experienced professionals to make

authentic assessments of a pre-service teacher‟s suitability, performance and effectiveness

as a beginning teacher.

Professional Experience Handbook 8

Assessment of school-based professional experience placements is based on the pre-

service teacher‟s achievement of the Graduate Standards specified by accrediting

authorities at a level prescribed by the University for each stage of a given course of study.

The Professional Standards for Teachers (Graduate Standards) are drawn from the

National Professional Standards for Teachers and can be found at

http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/national-

professional-standards-for-teachers/

Assessment of professional experience placements in Early Childhood settings is based on criteria which reflect The National Quality Standard for Early Childhood Education and Care, the National Quality Framework and the Early Years Learning Framework, and the requirements of the Australian Children‟s Education and Care Quality Authority (ACECQA). These documents are available on the following websites: National Quality Standard for Early Childhood Education and Care http://www.deewr.gov.au/Earlychildhood/Policy_agenda/quality/documents/nqstandardchildedu.pdf. Early Years Learning Framework http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningframework.aspx ACECQA Guidelines for approval of Early Childhood Education and Care Qualifications http://acecqa.gov.au/storage/Guidelines%20Approval%20of%20ECEC%20qualificationsWG.pdf

Professional Experience Handbook 9

SECTION 3

ROLES & RESPONSIBILITIES OF

PROFESSIONAL EXPERIENCE PARTNERS

The success of the professional experience program is dependent on the partnerships

established between the university and the educational settings who provide pre-service

teachers with opportunity to practise their teaching in a supportive professional environment.

A number of people work together to achieve the best learning environments for pre-service

teachers. The following section outlines the roles of those who are most closely concerned

with the professional experience program for pre-service teachers.

UNIVERSITY STAFF

PROFESSIONAL EXPERIENCE COORDINATOR

The Professional Experience Coordinator on each campus is a member of the Professional

Experience Unit and is the key point of contact in relation to the professional experience

program for students, university staff and the staff of schools and Early Childhood Education

settings. The Professional Experience Coordinator:

negotiates with education partners to enhance access to quality opportunities in

schools, services and centres in a variety of geographic locations;

works with administrative staff on each campus, site-based teacher educators and

university liaison officers to ensure pre-service teachers are appropriately placed in

a timely manner and supported while on site with qualified staff and with quality

documentation and procedures;

ensures clear communication lines are maintained for university and site-based

staff and pre-service teachers in relation to academic and administrative issues

which may arise in relation to professional experience;

ensures all pre-service teachers have complied with statutory regulations such as

child protection and anaphylaxis training and are prepared for their placement;

monitors pre-service teachers‟ pattern of professional experiences to ensure a

diversity of settings.

monitors the placement process in order to reduce potential issues associated with

equitable access to placements and to maintain the integrity of professional

assessment through identifying and eliminating any potential conflict of interest

which may arise between the pre-service teacher and a proposed site;

provides support to the school or setting and to the pre-service teacher where a

pre-service teacher has been identified as being at risk of failing to achieve the

requirements of a professional experience placement; and

contributes to ongoing evaluation of the procedures, practices and outcomes of the

professional experience program.

Professional Experience Handbook 10

UNIVERSITY SUBJECT COORDINATOR

The Subject Coordinator on each campus is responsible for providing pre-service teachers

with an academic program which prepares them for their work and learning in professional

settings. The Subject Coordinator‟s role is to:

support and extend pre-service teachers‟ skills of reflection and self-evaluation;

provide support to pre-service teachers in terms of professional expectations of

placement;

support pre-service teachers in making explicit connections between campus based

and site based learning;

facilitate discussion of aspects of school life such as school policies, procedures and

general professional issues;

finalise assessment of pre-service teachers‟ learning, and award grades;

undertake subject evaluation and contribute to review of professional experience

programs.

UNIVERSITY LIAISON OFFICER

Staff of the university, or other qualified and experienced educators, undertake the

responsibilities of university liaison during the professional experience program. The liaison

role begins at the start of the program, and may include:

visiting pre-service teachers and observing their work in their teaching context,

including a lesson observation; or, for Distance Education students and students in

remote locations, using telephone and email contacts to facilitate liaison work;

discussions with the Associate/Class Teacher and Site-Based Professional

Experience Coordinator in relation to aspects of the teaching program and each pre-

service teacher's progress;

facilitating reflective discussions with pre-service teachers on their progress and

performance;

providing guidance to the Associate/Class Teacher in assessing the pre-service

teacher‟s achievement of required professional standards, including discussions in

relation to the final grade;

providing support and advice to the Associate Teacher, the school/setting and the

pre-service teacher in the event that a student is considered by site-based staff to be

at risk of failure on professional experience;

giving supportive advice to all pre-service teachers and keeping in contact with the

site if there are issues to be followed up; and

ensuring the Associate/Class Teacher is kept informed about assessment.

Professional Experience Handbook 11

STAFF OF SCHOOLS AND EARLY CHILDHOOD EDUCATION

SETTINGS

PRINCIPAL, DIRECTOR OR SITE-BASED PROFESSIONAL EXPERIENCE

COORDINATOR

The role of the Principal, Director or Site-Based Professional Experience Coordinator is to

participate in a partnership with CSU which identifies areas in which programs of mutual

benefit can be established. In relation to the professional experience program, the site-based

professional experience coordinator is responsible for overall coordination of the program in

the Early Childhood (EC) setting or school before, during and following pre-service teacher

placements. The site-based professional experience coordinator/principal/director:

liaises with CSU staff in relation to the provision of professional experience

placements for pre-service teachers;

receives and disseminates information from CSU about the requirements of

placements;

negotiates with teaching staff and identifies appropriate Associate Teachers; and

arranges a suitable program of observation, teaching and participation in school and

community events for pre-service teachers and provides support and professional

advice to the pre-service teacher in relation to emergent professional or personal

concerns.

Throughout the placement, it is important that the pre-service teacher be fully supervised

when in charge of students. Pre-service teachers should not be given the responsibility for a

class/group without the presence and support of the Associate Teacher, except where they

are placed as interns. Furthermore, it is important that in Early Childhood settings, the pre-

service teacher is not included in the adult-child ratio at any time, except when

accompanying children on an excursion, when the pre-service teacher may be classified as

a volunteer and included in the child/adult ratio.

ASSOCIATE TEACHER

The Associate Teacher has a key responsibility for undertaking formative and summative

assessment of the teaching practices of the pre-service teacher as well as providing

guidance which will assist the pre-service teacher to develop their capacity for systematic

reflective practice.

Each placement has an accompanying Guide to Professional Experience Placement that

outlines the requirements for the placement and is designed to assist both the Associate

Teacher and the pre-service teacher to plan jointly the pre-service teacher‟s program for the

placement.

The Associate Teacher

provides, in advance, information about the setting, including the background

interests and abilities of the students, the learning program and the school or EC

setting‟s policies, procedures and resources;

Professional Experience Handbook 12

works in conjunction with the site-based professional experience coordinator to

orientate the pre-service teacher to the setting, including introductions to staff,

provision of rules and expectations, explanation of roles and responsibilities and the

limits of the preservice teacher's responsibilities and authority;

explains professional responsibilities related to punctuality, notification of absences

and keeping relevant staff informed of activities;

discusses with the pre-service teacher his/her role in relation to the community's

expectations of the school or Early Childhood setting;

provides adequate time, information and resources to enable the pre-service teacher

to meet the requirements of the teaching practice experience;

provides regular and detailed feedback, both orally and in writing, on at least one

lesson/learning experience per day as well as on the pre-service teachers‟ general

development during the placement.

liaises regularly with the University Liaison Officer about the level of teaching

competence and professional learning of the pre-service teacher in relation to their

progress towards achievement of the requirements of the final Professional

Experience report;

adheres to the procedures for supporting a pre-service teacher who is at risk of

failing professional practice (see Section 7 in this handbook); and

completes both a formative mid-session Professional Experience report and a

summative end of placement report, discussing each report with the pre-service

teacher and University Liaison Officer.

INFORMATION FOR ASSOCIATE TEACHERS

Communication Links – Keeping in contact

Site-based teacher educators are invited to use established communication networks to

maintain close contact with the staff at the University. We welcome, at any time, comments

and suggestions from our colleagues in the field. Please do not hesitate to contact the

Professional Experience Coordinator on the pre-service teacher‟s home campus if you wish

to comment on issues related to professional experience generally.

In addition, if you have queries specifically related to a particular placement, please contact

the Professional Experience Coordinator or Professional Experience Administrative staff on

the pre-service teacher‟s home campus.

The Professional Experience Unit has a website for use by pre-service teachers, site-based

teacher educators/classroom teachers and university staff. Please visit the site to access

information and documentation associated with professional experience. The website

address is: http://www.csu.edu.au/faculty/educat/pep/

Return of Forms to the University

At the commencement of the professional experience placement Associate Teachers are

asked to return the:

Confidential Personal and Banking Details Form; and

Tax File Number Declaration Form

Professional Experience Handbook 13

to the HR Service Centre. The HR Service Centre address details are listed below:

HR Service Centre

Division of Human Resources

Charles Sturt University

Panorama Avenue

BATHURST NSW 2795

It would be appreciated if, on the last day of the program or as soon as possible thereafter,

the following documentation is returned to the Professional Experience Unit at the pre-

service teacher‟s home campus (see the PEU contact details) in order that grades may be

recorded and payments to teacher or school/setting finalised.

Mid-Session Report

Professional Experience Report

Copies of any written feedback provided to pre-service teacher – signed & dated

(originals given to the pre-service teacher)

Teacher‟s Pay Claim or Invoice from School/setting (signed by the principal or

appointee)

Pre-service Teacher's Time Sheet – indicates days completed for accreditation

purposes

Leave of Absence form – if used.

Any other documentation as listed in the Guide to Professional Experience

Placement for the particular subject.

PRE-SERVICE TEACHER

The pre-service teacher is required to fulfil a number of pre-placement responsibilities.

Organising the placement

Internal students must complete professional experience preference documentation

in a timely manner and in accordance with the requirements of each placement. This

must be submitted to the Professional Experience Unit on their home campus within

the stated time frame (see Procedures for Organisation of Professional Experience

placement);

Distance Education students complete the online application as per the instructions on the professional experience website h t t p : / / www. c su . edu .au / f acu l t y / educ a t /pep

Preparing for the placement

Students are required to:

complete all Child Protection and Anaphylaxis training before undertaking a

placement and submit appropriate documentation to the Professional Experience

Unit. (See Section 4, PROFESSIONAL, ETHICAL & LEGAL RESPONSIBILITIES)

Professional Experience Handbook 14

attend all pre-service teacher meetings or preparatory classes convened by the

Professional Experience Coordinator/ Subject Coordinator;

contact the school or early childhood education site prior to the commencement of

the placement to discuss, with the Associate Teacher, the following:

relevant details of the group or class;

teaching programs;

responsibilities while at the school/site;

extra-curricular involvements;

necessary preparation for the Professional Experience; and

resources needed.

complete all paperwork promptly;

write personal objectives for the placement and have them approved by the Subject

Coordinator;

contact the University Liaison Officer to discuss their personal objectives for the

placement.

The pre-service teacher is to complete, at an acceptable standard, all required

documentation during the placement including lesson planning, teaching evaluations and

personal evaluations. All prescribed objectives for the placement must be met to achieve a

satisfactory result for the Professional Experience. The pre-service teacher is expected to

act in accordance with ethical and moral principles befitting the teaching profession (see

Code of Conduct for Professional Practice)

In order to gain maximum benefit from the experience it is recommended that, on or before

the first day, pre-service teachers should gain information from the Site-Based Professional

Experience Coordinator in relation to:

school/site organisation, policies and procedures, including dress code;

the extent of the pre-service teacher‟s authority and responsibilities; and

the teacher's role and the community's expectations.

Responsibilities as a Staff Member

The pre-service teacher should aim to become part of the staff as soon as possible by taking

the initiative in offering to undertake responsibilities and extra-curricular activities.

Pre-service teachers are regarded as temporary members of staff and, accordingly, will

observe the same conditions as teachers. For example, they should:

initial the Professional Experience Time Sheet on arrival and departure each day; this

is an OH&S issue;

remain at the school or setting during the prescribed hours of a typical school/site

day;

abide by the regulations of the education authority;

assist with duties undertaken by the Associate Teacher;

assist with other on-site activities, as is expected of other members of the profession;

Professional Experience Handbook 15

abide by the established policy on matters of dress, grooming, punctuality, mode of

address

abide by the regulations of the school, EC setting or system in relation to the ethical

use of information and communication technology during the professional experience

placement. This includes appropriate use of social media, internet, email and any

access provided by the school to school-based resources (see Code of Conduct for

Professional Practice).

Doing the Right Thing

Schools/learning institutions operate on established routines, and it is expected that pre-

service teachers will adapt to them. This is just as important in the social atmosphere of the

staffroom as in more formal matters. For instance, contributing to the tea fund or not parking

cars in other teachers' regular spaces can be as important in forming relationships as

offering to do extra work.

Obtaining Assistance when experiencing difficulties

Pre-service teachers who are experiencing difficulties should make use of all personnel who

are in a position to help. Following, in order, are the people who should be approached in the

event of difficulties being experienced:

1. Associate Teacher

2. Site-Based Professional Experience Coordinator

3. Principal/ Director of the school or setting

4. University Liaison Officer

5. Professional Experience Coordinator or Subject Coordinator on the home campus.

Support Programs

Students who are experiencing difficulty while on professional experience placement may

seek assistance from University support services.

CSU Counselling Service

The CSU Counselling Service offers free and confidential assistance to all enrolled students

(both internal and distance education students). Student Counsellors offer assistance to

students experiencing academic and personal concerns including anxiety and stress,

depression, loss and grief, motivational problems, family conflicts and relationship difficulties.

We recognise that these and other difficulties can impede your ability to study effectively.

Our aim is to help you manage these difficulties in a way which will help you continue and

succeed with your study.

For further information, and to find out how to contact a Student Counsellor, please visit:

http://www.csu.edu.au/division/studserv/counsell/.

Professional Experience Handbook 16

Disability Service

The University is committed to providing an inclusive educational environment which

promotes awareness and understanding of issues for students with a disability. Support is

provided for pre-service teachers who have a disability or medical condition which may affect

access to or participation in study, professional experience placements or university life.

This may include assistance with lectures, tutorials, laboratory workshops and examinations

as well as professional experience. Medical or educational reports must be submitted prior to

service delivery. Assistance is strictly confidential. Pre-service teachers are encouraged to

disclose the need for reasonable adjustment to be made in their Professional Experience

and to discuss their situation with their Course Director, Subject Coordinator, Professional

Experience Coordinator or Disability Liaison Officer.

There is a Checklist for Professional Placements for Students with Disabilities that may

be of assistance in following through this process. The link is at

http://www.csu.edu.au/faculty/pep/. For further information or advice please contact the

Disability Liaison Officer at your home campus. More information is also available on the

Disability Service web site.http://www.csu.edu.au/division/studserv/disability/index.htm

Albury / Wodonga &

Goulburn Bathurst, Dubbo & Orange Wagga Wagga

Student Services

Ground Floor

Gordon Bevan Building

Thurgoona Campus

Tel: (02) 6051 6971

Fax: (02) 6051 6748

Student Services

Building N6

Bathurst Campus

Tel: (02) 6338 4531

Fax: (02) 6338 4614

Student Services

Student Services Building 20

Wagga Campus

Tel: (02) 6933 2987

Fax: (02) 6933 2199

Students at risk of failing a professional experience placement

A student who is having difficulties in the course of a placement may be notified that they are

at risk of failing professional experience by the mid-point of the placement. Following

consultation between the school/setting and the university a Developmental Support Plan

will be put in place to assist students to reach the required outcomes of the placement (see

Procedures for Supporting Pre-service Teacher at Risk During Professional Experience

Placement.)

Withdrawal from Professional Experience

There are some circumstances that may require a pre-service teacher to withdraw from the

professional placement. This could be for personal or academic reasons. Applications for

withdrawal without penalty must be made in writing by completion of a Special Consideration

application supported by documentary evidence. This form should be sent as soon as

possible to the Professional Experience Coordinator on the pre-service teacher‟s home

campus.

Any pre-service teacher who withdraws from a placement, irrespective of the reason, MUST

advise the following members of staff in writing immediately:

Professional Experience Handbook 17

1. Site-Based Professional Experience Coordinator

2. Professional Experience Unit on your home campus

3. University Liaison Officer

4. Subject Coordinator on your campus

Please note: A student who voluntarily withdraws from a placement before its completion

will be deemed to have failed the placement, unless a Special Consideration form has been

submitted to the Professional Experience Unit, and the grounds for Special Consideration

have been accepted by University staff as warranting the award of a Grade Pending and

permission to repeat the placement without the requirement to re-enrol in the subject.

This applies especially to students who have been placed at risk of failing their

professional experience placement and who have been given a “second chance”

through the implementation of a Developmental Support Plan to remediate issues in

their professional practice before the completion of the final Professional Experience

Assessment report. Should a pre-service teacher “at risk” withdraw from the

school/setting before the completion of the placement, and therefore before meeting

the requirements of the Developmental Support Plan, they will be deemed to have

failed the placement. This includes situations where the school or EC setting requests

an early termination of the placement.

(See Consequences of failure on professional experience)

Professional Experience Handbook 18

SECTION 4

PROFESSIONAL, ETHICAL & LEGAL

RESPONSIBILITIES

All students must ensure that they comply with legal and ethical requirements of the

University, the Faculty of Education and the educational settings in which they work as pre-

service teachers. The following sections must be read carefully, and all measures required

prior to and during placement must be strictly adhered to.

The following five sections deal with:

1. Child Protection procedures

2. Mandatory Anaphylaxis Training

3. Code of Conduct for Professional Practice

4. Ethical Considerations

5. Occupational Health and Safety

CHILD PROTECTION PROCEDURES

All pre-service teacher education students at Charles Sturt University must complete an

Appendix 4 Declaration. Students going on Internships must complete an Appendix 2

Declaration. Furthermore, students must complete Stage 1 of Child Protection Training

before undertaking any Professional Experience placement and must undertake further

training in each year of their teacher education course. Where an Australian state or

jurisdiction requires it, a National Criminal record check will be completed by the pre-service

teacher before commencement of a professional experience placement.

MANDATORY ANAPHYLAXIS TRAINING FOR ALL INITIAL

TEACHER EDUCATION STUDENTS

The NSW Institute of Teachers and the Department of Education and Communities (DEC)

now require that all initial teacher education students have training in managing anaphylaxis.

In order to meet this requirement, ALL CSU students in teacher education courses, other

than the Bachelor of Education/Bachelor of Teaching (Birth-5), must complete the training

module provided by the Australian Society of Clinical Immunology and Allergy (ASCIA)

before undertaking any professional experience placement.

This is a free, online module available at http://etraining.allergy.org.au/.The training is

required to be successfully undertaken every two years.

This is the only training that will be accepted by the DEC to meet the requirement of

anaphylaxis training for initial teacher education students.

Professional Experience Handbook 19

On successful completion of the online module, participants will receive a certificate of

completion which should be printed immediately. Students are advised to make three copies

of the certificate. A copy of this certificate must be attached to your application for your

professional experience placement. The NSW Institute and Department of Education and

Communities require that students also present a copy of their certificate of completion to

principals at the commencement of their professional experience placements. Students

should also retain a copy of the certificate for future use within the two years of the

certificate‟s currency.

The NSW Department of Education and Communities advises that students who do not

successfully complete this training, as verified by the university and the principal of their

placement school, will not be able to undertake professional experience activities in NSW

public schools.

Please note that although the ASCIA e-training module (January 2013) is now asking that a

supervisor witness the students using an auto-injector prior to professional experience in

school, the Department of Education and Communities does not require university personnel

to witness that students have demonstrated use of the auto-injector prior to professional

experience in schools. Where possible, students on professional experience placements will

be given the opportunity to practise with the EpiPen trainer that was provided to each NSW

public school in December 2012.

Please note below a set of Frequently Asked Questions and responses prepared by the

Department of Education and Communities.

Frequently Asked Questions – Anaphylaxis training for Initial Teacher Education

Students

1. The ASCIA e-training module (January 2013) is now asking that a supervisor is to

witness the students using an auto-injector prior to professional experience in

school. Is this necessary?

The Department does not require university personnel to witness that students have

demonstrated use of the auto-injector prior to professional experience in schools. Initial

teacher education students are required to complete the online module (students must

comply with this requirement by no later than the end of Semester 1, 2013).

Where possible, students on professional experience placements will be given the

opportunity to practise with the EpiPen trainer that was provided to each NSW public school

in December 2012.

Professional Experience Handbook 20

2. Will students need to show the principal of the school a copy of the e-training

certificate?

Yes. Principals will ask students to show a copy of the certificate at the commencement of

professional experience placements. Students who do not successfully complete this training

(required every two years) and/or are unable to provide a certificate to a principal on request

will not be able to undertake professional experience in NSW public schools.

3. Are „observation days‟ covered under this new requirement?

Yes. Any professional experience actually being undertaken in NSW public schools is

deemed as being part of this new requirement of anaphylaxis training.

4. Some students have been unable to access the ASCIA e-training. Is there a reason

for this?

All government school teachers including casual and temporary staff had to complete

anaphylaxis training by the start of Term 1, 2013. Because of the high numbers of staff using

the site the ASCIA e-training was temporarily overloaded. The Department has extended the

timeframe until 18 February 2013. For this reason, some students may have been having

trouble accessing the site. Students should complete the training as soon as they are

reasonably able to access the site. The Department thanks students and university

personnel for their patience.

5. A student has presented with a certificate/course that covered anaphylaxis

management. Is this acceptable?

No. The ASCIA e-training module is the only training that will be accepted by the Department

to meet the requirement of anaphylaxis training for initial teacher education students.

CODE OF CONDUCT FOR PROFESSIONAL PRACTICE

Preamble

Students are expected to make themselves familiar with the Code of Conduct of the

educational setting in which they are placed. In addition, all students are to abide by the

following Code of Conduct for Professional Practice in order to avoid causing harm to their

students and to the educational setting in which they are placed, to the reputation of CSU,

and, not least, to their own reputation as an aspiring member of the teaching profession.

The following Code of Conduct for Professional Practice provides pre-service teachers with

a guide to the professional behaviour expected of pre-service teachers during placements in

schools and early childhood (EC) settings. The Code provides guidelines in a range of

circumstances that, if inappropriately managed, may lead students into difficulties with the

executive and staff of educational settings, with parents/carers of their students and with

community members.

Professional Experience Handbook 21

The Code of Conduct for Professional Practice therefore provides specific details relating to

improper/unprofessional behaviour which could destroy prospective careers and lead to

legal proceedings. Students must be aware that teachers and principals are mandatory

reporters of any accusation of improper conduct. Formal investigations by an external body

may take up to three months to be concluded.

This Code of Conduct is a means by which a pre-service teacher‟s character, personal

reputation and future career may be preserved.

Required reading

Pre-service teachers should acquaint themselves with the Code of Conduct of the NSW

Department of Education and Communities and to the document Responding to Allegations

against Employees in the Area of Child Protection. These can be accessed at

www.det.nsw.edu.au /policies.

Pre-service teachers who are placed in Victorian schools, should consult the following

document: www.vit.vic.edu.au/conduct.

The Code of Conduct applicable to pre-service teachers completing placements in Early

Childhood settings is found at www.earlychildhoodaustralia.com.au.

Pre-Service Teachers who are placed in non-government schools should request a copy of

the appropriate Code of Conduct from their Associate Teacher or the Site-based

Professional Experience Coordinator.

In addition, Pre-Service Teachers MUST read carefully the pre-placement information

provided by the Professional Experience Unit. This contains an outline of procedures to be

followed when placements are being organised.

Code of Conduct for Professional Practice

Personal Appearance

Pre-service teachers must be aware that dress and personal appearance are crucial

elements of professional presentation. Pre-service teachers are to dress and act in a

manner which demonstrates professionalism, and models appropriate standards for

students. Students should make inquires of the Principal/Director about the dress code for

the school or EC setting and pre-service teachers‟ attire should conform to this. The general

standard of attire is “smart casual”; however, this varies for different educational settings and

students should ensure that clothing is appropriate for the standards of the particular

educational setting. In particular, revealing or provocative clothing should not be worn on

placement.

Interaction with Students

Pre-service teachers must establish and maintain positive, professional relationships with

students. This is a vital aspect of Professional Experience placements.

They MUST avoid interactions with students which may be interpreted in such a way that

professional standards and ethics are considered to have been breached. These may

include:

Professional Experience Handbook 22

flirtatious behaviour directed towards a student;

seeking social contact with a student outside the school or outside school hours;

physical proximity to students which may be interpreted as an inducement to further

physical contact; and

spending time outside the classroom to socialise, rather than to carry out

professional duties. It is important that pre-service teachers remember that their

presence in a school or EC setting is an opportunity to complete an important part of

a formal course of study, rather than an opportunity to socialise.

Social Media

Pre-service teachers must be aware of the problems that may be caused by the use of

cameras or mobile phones while on Professional Experience placement. There are

significant issues of privacy associated with the exposure of material on social media, and

pre-service teachers should be aware that they may be in breach of the Commonwealth and

State privacy legislation and may thereby open themselves to financial penalties.

In addition, Pre-service teachers MUST be aware that their dress, behaviour and interaction

with students may be captured by students using social media. This may be a source of

future allegations against the pre-service teacher.

Pre-service teachers should also be aware that students may access the pre-service

teacher‟s social media sites. Any material that could be perceived by viewers such as future

employers, parents/carers or community members as embarrassing or controversial should

be removed.

In order to prevent any question of inappropriate or unprofessional behaviour arising as a

result of engagement with social media, pre-service teachers are to ensure that they DO

NOT:

use mobile phones in the classroom, either to make or receive phone calls, send

texts or take photographs (unless for educational purposes in accordance with school

policy);

communicate with students by using mobile phones, social media sites or personal

emails;

use social media sites such as Facebook, Twitter or YouTube to record or publicise

any aspect of a Professional Experience placement;

allow access through their personal Facebook sites to links to questionable sites.

A more detailed analysis of the implications of misusing social media may be found at

www.det.nsw.edu.au/policies/technology/communication/socmed_guide.pdf

Professional Experience Handbook 23

Sexual Misconduct

This is defined as a range of behaviours, a pattern of behaviour or an act aimed at the

involvement of a student in sexual acts

Pre-service teachers must be aware that these behaviours may include:

encouraging, or failing to discourage, romantic or inappropriate advances by a

student;

inappropriate conversations with a student;

unwarranted or inappropriate physical contact with a student;

sexual exhibitionism in the presence of a student; and

Possession of pornography.

ETHICAL CONSIDERATIONS

The following ethical considerations for pre-service teachers undertaking a professional

experience program as part of a teacher education program should be noted by all students

before proceeding on a professional experience placement.

Preamble

Often pre-service teachers are required to undertake data collection in the form of lesson

observations, interviews with teachers and or students and the collection of samples of

students‟ work while undertaking their Professional Experience placements. Ethical approval

through the University‟s Ethics in Human Research Committee is not required for exercises

that are not for the purpose of formal research or for publication in any form. However, such

data collection exercises involving human participants do incur the same ethical obligation

as research projects. Pre-service teachers involved in these activities must adhere to the

following principles:

Respect for persons

Pre-service teachers must respect the rights and beliefs of individuals. For example, do not

make public your judgements about the physical appearance or intellectual abilities of

students in your classes. A guiding principle in all of your interactions with other people in

your professional experience setting should be that respect for the dignity and well-being of

others takes precedence over the expected benefits to knowledge of the data collection you

might engage in.

Avoid doing harm

Pre-service teachers must avoid doing harm which may be in the form of embarrassment or

exploitation (e.g., taking copies of a teacher‟s programs and using them without giving due

recognition for the teacher‟s work) or of a physical nature (e.g., expecting students to

undertake physical testing and exposing them to ridicule by their peers).

Informed consent

Teachers, students and members of the school/EC setting community must be informed of

the nature of their participation and the uses to which the data they provide will be put. You

should explicitly ensure you have their agreement to participate only after being made aware

Professional Experience Handbook 24

of the nature of the program. A participant‟s right to withdraw without explanation at any time

should be assured and honoured.

Privacy and confidentiality

Pre-service teachers must respect the privacy of participants and avoid unnecessary

intrusions. All information should be treated carefully and, where possible or promised,

names and personally identifiable information should not be disclosed to others. For

example, it is inappropriate to discuss information you might gather about any members of

the school community – students, teachers or other staff – beyond the confines of the

school/EC setting or with those other than the people you initially stated when obtaining

participants‟ consent. Be mindful of legislation and school or setting policies regarding taking

photos of students.

Security and integrity of data

All the information collected should be safely stored and should not be used for other

purposes. For example, samples of student work should normally have identifying

information removed or disguised. Students‟ work should not shown to your peers only in

circumstances clearly related to completion of the professional experience task. Students‟

work samples should not be used in subject(s) other than those for which you obtained

consent. On completion of the program, material should be destroyed.

Academic and scientific standards

Pre-service teachers must analyse and report their findings accurately, honestly and in

compliance with accepted academic and scientific standards.

Cultural sensitivities

Pre-service teachers should articulate how they will work sensitively and respectfully with

diverse populations that may include members of Indigenous, non-English speaking

background communities and students from low socio-economic backgrounds. For example,

pre-service teachers will need to be familiar with the cultural nuances associated with these

diverse groups such as willingness to speak in groups or use of body language to convey

meaning.

If you have any concerns in relation to this matter, please contact the Professional

Experience Coordinator on your home campus.

The following sites may be useful if you would like more information in relation to ethical

considerations when collecting data:

The NSW Department of Education and Communities Training‟s Research

Guidelines: Guidelines for Approving Applications from External Agencies to Conduct

Research in NSW Government Schools:

http://www.det.nsw.edu.au/policies/research/reseguid/index.htm

Early Childhood Australia‟s Code of Ethics:

http://www.aeca.org.au/abtus_resources_cofe.htm

Professional Experience Handbook 25

The Australian Institute of Aboriginal and Torres Strait Islander Studies‟ Guidelines

for Ethical Research in Indigenous Studies:

http://www.aiatsis.gov.au/corp/docs/EthicsGuideA4.pdf

The Board of Studies site contains “Working with Aboriginal communities: A guide to

community consultation and protocols”,:

http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/work_aborig_co

mm.pdf

OCCUPATIONAL HEALTH AND SAFETY (OH&S)

Each setting in which a pre-service teacher is working is expected to observe appropriate

OH&S regulations. Pre-service teachers have the responsibility to ensure they have the

intellectual, physical, psychological and social competence to successfully complete the

professional experience placement. Pre-service teachers should only apply for a

professional experience placement if they are confident they are capable of completing it

successfully.

Pre-service teachers should ensure they are familiar with the expectations of the setting in

terms of lifting, exposure to infection, level of typing and other repetitive tasks in a school or

setting. Pre-service teachers should observe correct hygiene and safety practices to protect

themselves, and the staff and students with whom they are working. Pre-service teachers

who are, or become pregnant during their placement should consult their doctor before

commencing the placement.

CSU has an OH&S policy for students undertaking professional experience placements. Pre-

service teachers should check this web site for further information:

http://www.csu.edu.au/faculty/pep/

Professional Experience Handbook 26

SECTION 5

ORGANISATION OF PROFESSIONAL

EXPERIENCE PLACEMENTS

Some time prior to the professional experience placement the Professional Experience Unit

contacts Principals/Directors of schools, educational sites or Early Childhood settings

requesting the names of teachers willing to act as Associate Teachers to support pre-service

teachers undertaking professional experience placements. Pre-service teachers enrolled in

on-campus courses submit an application for a placement on a specific form; Distance

Education students are required to complete the online application process. Although every

effort is made to match requests with offers, at times this is not possible due to lack of

suitable placements.

Pre-service teachers may need to make special arrangements re childcare, work, travel and

short-term accommodation in order to complete the program. Any pre-service teacher who

requires that special consideration be given to personal circumstances must submit a written

request BEFORE placements are made. Each application is considered on a case by case

basis. Each pre-service teacher is notified of their placement as well as the name and

contact details of their allocated Associate Teacher and University Liaison Officer after all

placements are finalised by the Professional Experience Unit.

University staff will monitor each pre-service teacher‟s overall program to ensure a diversity

of school types and contexts.

All pre-service teachers should be aware that contact with schools, other than during

the official teaching sessions, will not be sanctioned by the university. Pre-service

teachers, including Distance Education students, must not approach any member of a

school staff without prior approval of the Professional Experience Coordinator or

representative on their home campus. Such approval will be granted only after careful

consideration of the pre-service teacher's status and the needs of the school and

university.

INTERNAL STUDENTS: ORGANISING THE PROFESSIONAL EXPERIENCE

PLACEMENT

Preferred location

It is the responsibility of staff of the Professional Experience Unit (PEU) to arrange

placements for internal students, and for Distance Education students wishing to be

placed in the “footprints” of CSU campuses. The selection of placements is based on

offers received by the PEU from schools and Early Childhood (EC) settings. Students

can be placed only where a school or EC setting has made an offer to host a student for

a particular placement. Schools and EC settings have the final say on their

availability to host a student for a placement.

Professional Experience Handbook 27

Where students have indicated a preference for a particular locality, it should be noted

that this will include schools/EC settings located within a radius of 70km from the

preferred location.

Where a placement cannot be found in a student‟s first preference area, a placement will

be sought in the second and subsequent locations until an available school or EC setting

is identified. Every effort is made to place students in their preferred locations, but this is

not always possible.

Under no circumstances are students to approach schools/EC settings requesting

placements, or to enter into agreements with EC settings/schools regarding future

placements.

Special Circumstances

Provision is made for requests for preferential allocation to a preferred location based on

Special Circumstances. However, there is no guarantee that these can be

accommodated. Only legal, medical, carer and CSU Residential Advisor matters will

be considered and documentary evidence should be provided to support a request for

preferential placement based on Special Circumstances.

Changes to placements by students, once confirmed, are not permitted. In exceptional

circumstances, changes to confirmed placements may be considered. However, any

decision to make changes to a confirmed placement will be made by the Director,

Professional Experience Unit in consultation with the Professional Experience

Coordinator.

Restrictions on Placements

Students may not be placed in schools or EC settings where they have been a past pupil

or where they are currently employed or have previously been employed, whether as a

paid employee or as a volunteer. They will also not be placed in schools or EC settings

where they have a close personal contact. This includes schools or EC settings where a

member of the student‟s immediate/extended family or close friend is currently enrolled

or employed or has previously been enrolled or employed.

Any condition, medical or otherwise, which may affect the pre-service teacher‟s welfare

during a professional experience placement, must be noted on the pre-service teacher‟s

placement preference form. This information is confidential, and is not released to

schools/EC settings by the PEU.

Making contact prior to placement

Once students have been advised of their placement school or EC setting by the

Professional Experience Unit, they should contact their respective school or EC centre or

service prior to the commencement of the placement to introduce themselves and

ascertain information on matters such as dress code, starting and finishing times and

anticipated teaching responsibilities where available. This should be done a minimum of

one week prior to the placement.

Students must also contact their University Liaison Officer as soon as possible after

starting the placement and advise them of contact details and times.

Professional Experience Handbook 28

Absence while on placement

Students who need to take Leave of Absence for any reason during the placement must

notify both the school/centre and the University Liaison Officer. A Leave of Absence form

must be completed and submitted to the Professional Experience Unit at the conclusion

of the placement. Students should note the Guidelines on Permitted Days Absent in this

handbook in relation to any requirement to make up missed days.

Students on placement are to mirror the working hours of their Associate Teacher/s.

Return of documentation

At the completion of any placement the pre-service teacher must sign the final report,

make a comment where a space is provided and keep a copy of the report and

timesheet.

The original report, the original timesheet and carbon copies of the Teaching /Learning

Experience Feedback Sheets must be returned to the Professional Experience Unit by

the school or EC setting.

Students must ensure that their CSU contact details are up to date, i.e., address, email

and phone numbers. Pre-service teachers should also ensure that the email address

provided to a school/EC setting is professional in its choice of user name, e.g.,

john.smith@qmail.com.

Pre-service teachers who are considering applying for, or who have applied for an

international placement, should note this on the placement application.

If a student, for any reason, is unable to attend their professional experience placement

or intends to withdraw from the subject, the course or the university they should also

advise the Professional Experience Unit, even if Student Administration has been

advised of the pre-service teacher‟s decision. This is to enable a timely response to any

school or setting in which the pre-service teacher has been placed.

Students will not be permitted to attend placements unless:

1. They are enrolled in the appropriate subject;

2. All prerequisite placements and/or subjects have been successfully completed

and any eligibility requirements have been met;

3. NSW students have signed and submitted a Prohibited Employment Declaration;

4. NSW/VIC (Albury) students have obtained a Victorian Working With Children

Check Card in addition to the NSW Declaration;

5. Child Protection, Code of Conduct and Anaphylaxis training have been success-

fully completed.

6. Those placed in states other than the above have organized their own appropri-

ate Working with Children checks and the required documentation for that state,

and provided the Professional Experience Unit with certified copies of such

documentation.

Eligibility to Undertake a Professional Experience Placement

Eligibility to proceed with teaching practice is NOT automatic. Eligibility to undertake the

professional experience placement will be based on a student‟s overall preparedness

Professional Experience Handbook 29

(including attendance at any compulsory preparatory classes) to undertake the placement;

academic progress within the entire course; and academic progress in the current semester.

Please note some further requirements for eligibility:

Students must be enrolled in a CSU professional experience subject before

undertaking a placement;

No placement may be started until a school/EC setting has been notified by the

Professional Experience Unit that a student will be attending a placement; and

No student may begin a placement until they have been notified by the Professional

Experience Unit of their eligibility to do so.

Any student who has withdrawn, been withdrawn or failed a previous placement will need to

demonstrate to the satisfaction of the Director, Professional Experience Unit or

representative, that circumstances operating at the time of the withdrawal/failure no longer

apply and/or that they have taken action during the intervening period to improve the

likelihood of success in the subsequent placement.

Professional Experience Handbook 30

SECTION 6

LEARNING & TEACHING

THE PLANNING PROCESS

The requirements of each professional experience placement will be detailed in the Guide to

Professional Experience Placement applicable to each placement. Tasks listed in the Guide

must be completed before a grade will be issued.

All teachers need to be clear about what they intend their students to learn. They also need

to be clear about the discrete stages of their lessons and the organisation and delivery of

these lessons/learning experiences.

Pre-service teachers should discuss the lesson planning format in the Guide to the

Professional Experience Placement with their Associate Teacher. It is provided as the basis

for the planning of lessons, organisation of records of teaching and student learning. The

format may be adapted or amended with the approval of the Associate Teacher but the

teaching plan must contain all the elements of the CSU format.

Pre-service teachers should use the following questions to guide their lesson planning and

evaluation:

Questions before Teaching

How does the lesson relate to unit goals/aims or my long-term aims?

What do I want the students to learn?

What skills, knowledge or understandings do I want my students to develop?

What do they already know? What can they already do?

Are the learning outcomes appropriate to the prior knowledge and capacity of the

group?

What tasks will the learners complete in order to develop an understanding of the

concept/skill?

Have I considered how I will deal with the individual needs of my learners?

What resources will I use?

How many students do I have and how will they be organised? Consider strategies

for teaching and learning through whole class organisation, or the use of pairs or

small groups

Time - How much time do I have and how will I use the time available?

What time of day is the lesson? How will this affect my plan for the lesson?

Is the lesson achievement-oriented? Am I challenging the students to develop new

knowledge?

How will I know if the students have learned what I intended them to learn? What

evidence will I use?

Professional Experience Handbook 31

Questions after Teaching

Was that a successful lesson – what determines success and how do I know?

Was the lesson transmissive or transformative? Was it knowledge replication or

generation?

Was the learning challenging for all?

Did I deal with the diverse nature of the learners and their needs?

How has my formative assessment informed my ongoing planning? Did this lesson

assist me to achieve my goals or do I need to revise them?

Where to from here?

It is university policy that lessons/learning experiences are not to be taught unless

they are planned ahead in detail. Lesson notes (i.e. lesson plans and/or Day Book

depending on the developmental stage of the pre-service teacher) are to be available

at any time for perusal by supervising personnel – Associate Teacher, Principal, and

university liaison staff.

Professional Experience Handbook 32

SECTION 7

ASSESSMENT AND REPORTING

PROCEDURES FOR ASSESSMENT AND REPORTING IN

PROFESSIONAL EXPERIENCE

Academic Progress Regulations

(As per CSU University Handbook)

Because they include a professional experience component all professional experience

subjects are regarded as indicators of a student‟s professional suitability. A failure in the

professional experience component will mean that a student has not met an essential

element of the Academic Progress Regulations. Should a student fail the professional

experience component of this subject s/he may be excluded from their course for up to

three years, and will be required to re-apply for admission to the course, because

continuation after exclusion is not automatic. Should a pre-service teacher experience any

difficulties in the professional experience component of any subject and/or been identified as

being “at risk”, it is strongly recommended that s/he immediately seek additional assistance

and advice from the Associate Teacher, Principal/Director or delegated member of staff,

University staff and/or the Professional Experience Coordinator on your home campus.

Daily supervision

It is expected that the Associate/Class Teacher will formally supervise at least one lesson a

day, following the recommended supervision cycle and using the Teaching/Learning

Experience Feedback sheets provided by the university. Throughout the professional

experience placement, Associate Teachers should regularly discuss with pre-service

teachers the strengths and weaknesses of their teaching. Written critiques on their

performance in the form of one written observation each day (signed & dated) should be

provided to the pre-service teacher.

Formative assessment: Mid-session review and report

At the time of the mid-session review of the placement, the Associate Teacher and pre-

service teacher should jointly review the pre-service teacher‟s progress towards

achievement of the standards indicated in the final Professional Experience Report (see

National Professional Standards for Teachers). Where The Associate Teacher considers

the pre-service teacher to be at risk of failing to achieve the requirements of the

placement, the Professional Experience Coordinator on the pre-service teacher‟s

campus must be informed and the pre-service teacher advised in writing Should the

Associate Teacher have significant concerns prior to the mid-point of the placement,

the processes may be activated at any time (see Procedures for Supporting Pre-service

Teachers at Risk)

Professional Experience Handbook 33

After consultation with the University Liaison Officer and Site-Based Professional Experience

Coordinator and/or Principal/Director, the Associate Teacher should identify the areas of

concern and set a program of objectives, activities and criteria for the remainder of the

placement. This Developmental Support Plan should be completed by the Associate

Teacher following discussions with the pre-service teacher and university support staff. It

must then be signed by all, and forwarded to the University.

The pre-service teacher will also be notified in writing by the university Professional

Experience Coordinator that they are at risk of failure in professional experience and advised

that satisfactory completion of the Developmental Support Plan will be required for

successful completion of the placement.

Summative Assessment: Final Professional Experience Report

At the conclusion of each professional experience session, a final report needs to be

completed after a discussion involving the pre-service teacher, Associate Teacher,

university liaison staff and the Principal/Director or Site Based Professional Experience

Coordinator where possible, to recommend the final rankings in each aspect of the Report.

Guidelines for awarding grades for the professional experience

Professional Experience programs are assessed as:

SATISFACTORY (SY) :

Pre-service Teacher meets all requirements of the program at a satisfactory level

UNSATISFACTORY (US):

Pre-service Teacher does not meet all requirements at a satisfactory level

GRADE PENDING (GP):

A GP (Grade Pending) may be awarded to a pre-service teacher who has experienced

illness or misadventure, and has therefore been unable to complete their professional

experience. Students will be required to submit a Special Consideration form. Provided that

progress had been satisfactory up to this time, the Professional Experience Coordinator will

negotiate an appropriate time with the supervising teacher, school and pre-service teacher

for the completion of the professional experience placement. In some circumstances, it may

be necessary to complete the professional experience in a new placement.

Please note: The subject grade is awarded by the Subject Coordinator after the final report is

returned to the university.

Professional Experience Handbook 34

NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS

The following standards indicate the focus areas and domains of teaching on which students‟ formative and summative assessments

are based during their professional experience placements in school-based educational settings. Assessment of students during

placements in Early Childhood settings are based on professional experience reports developed for each placement.

DOMAIN: PROFESSIONAL KNOWLEDGE

Standard 1: Teachers know students and how they learn

Focus Area Descriptor Indicators

1.1 Physical, social and intellectual

development and characteristics of

students

Demonstrates knowledge and under-standing of physical, social and intellec-tual development and characteristics of students and how these may affect learning.

Demonstrates an awareness of the typical stages of students’ physical, social and intellectual development.

Generates lessons that address learning outcomes for appropriate de-velopmental stages.

Differentiates learning experiences for individual students’ diverse lev-els of development within developmental stages.

1.2 Understand how students learn

Demonstrates knowledge and under-standing of research into how students learn and the implications for teaching.

Applies a range of teaching strategies that are informed and appropriate to students’ learning stages.

Designs and implements intellectually challenging learning experiences.

Engages students in relevant and purposeful learning experiences.

1.3 Students with diverse linguistic,

cultural, religious and socioeconomic

backgrounds

Demonstrates knowledge of teaching strategies that are responsive to the learning strengths and needs of stu-dents from diverse linguistic, cultural, re-ligious and socioeconomic backgrounds.

Conveys sensitivity in classroom interactions, lesson design and teach-ing strategies towards students from diverse backgrounds (e.g., social, cultural, ethnic and religious backgrounds).

Designs lessons that identify and address students’ prior knowledge, backgrounds and histories.

Professional Experience Handbook 35

1.4 Strategies for teaching Aboriginal

and Torres Strait Islander students

Demonstrates broad knowledge and understanding of the impact of culture, cultural identity and linguistic back-ground on the education of students from Aboriginal and Torres Strait Is-lander backgrounds.

Conveys sensitivity towards students from Aboriginal and Torres Strait Islander backgrounds in programming, lesson planning, and classroom environment and student interaction.

Demonstrates capacity to connect with students’ prior knowledge & ex-periences.

1.5 Differentiate teaching to meet the

specific learning needs of students

across the full range of abilities

Demonstrates knowledge and under-standing of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Employs a range of strategies that cater for varied student learning styles (e.g., visual, auditory, kinaesthetic learners; Gardner’s multiple in-telligences; Bloom’s taxonomy).

Designs lessons that provide differentiated content and learning proc-esses for diverse levels of ability.

Designs lessons that provide opportunity to demonstrate independent learning, and knowledge and understanding of abstract or complex con-tent and/or processes.

Uses questioning to acknowledge and support different levels of ability.

1.6 Strategies to support full

participation of students with disability

Demonstrates broad knowledge and understanding of legislative require-ments and teaching strategies that sup-port participation and learning of stu-dents with disability.

Works with specialist and/or support staff to engage students with dis-abilities.

Works effectively with Teacher’s Aides to support student learning.

Makes adjustments and/or accommodations within the learning envi-ronment for students with disabilities.

Plans lessons which are appropriately differentiated to meet the needs of students with disabilities.

Professional Experience Handbook 36

DOMAIN: PROFESSIONAL KNOWLEDGE

Standard 2: Know the content and how to teach it

Focus Area Descriptor Indicators

2.1 Content and teaching strategies

of the teaching area

Demonstrates knowledge and under-standing of the concepts, substance and structure of the content and teaching strategies of the teaching area.

Demonstrates knowledge of appropriate Key Learning Areas, subject syllabuses or teaching-learning frameworks.

Represents relevant concepts in a variety of modes that are easily ac-cessible to students.

Presents content accurately and with confidence.

2.2 Content selection and

organisation

Organises content into an effective learning and teaching sequence.

Designs sequenced lessons to develop students’ understanding of a concept.

Critiques, selects and uses a range of resources that support syllabus outcomes.

2.3 Curriculum, assessment and

reporting

Uses curriculum, assessment and re-porting knowledge to design learning sequences and lesson plans.

Integrates a range of data sets about student achievement when plan-ning lessons.

Integrates syllabus outcomes and student interests and needs when planning lessons.

2.4 Understand and respect

Aboriginal and Torres Strait Islander

people to promote reconciliation

between Indigenous and non-

Indigenous Australians

Demonstrates broad knowledge and understanding of and respect for Abo-riginal and Torres Strait Islander histo-ries, cultures and languages.

Incorporates knowledge and understanding of Aboriginal and Torres Strait Islander people into teaching and actively promotes student knowledge of reconciliation.

Demonstrates cultural competence when planning, teaching and inter-acting with students, staff, parents/carers and members of the commu-nity.

2.5 Literacy and numeracy strategies

Knows and understands literacy and

numeracy teaching strategies and their application in teaching areas.

Actively incorporates explicit teaching of subject-appropriate literacy and numeracy strategies.

2.6 Information and Communication

Technology (ICT)

Implements teaching strategies for using ICT to expand curriculum learning op-portunities for students.

Demonstrates basic operational skills with a variety of technologies (e.g. CD player, overhead projector, digital camera, photocopier, com-puter, interactive white board; data projector; Connected Classroom).

Uses ICT as a resource for designing learning experiences (e.g. inter-net, word processor, DVDs).

Uses subject-specific ICT competently.

Demonstrates sound pedagogical reasoning in making critical choices of technology for teaching and learning.

Professional Experience Handbook 37

DOMAIN: PROFESSIONAL PRACTICE

Standard 3: Plan for and implement effective teaching and learning

Focus Area Descriptor Indicators

3.1 Establish challenging learning

goals

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

Identifies and articulates clear and appropriate learning goals for student needs.

Uses knowledge of students’ progress to inform and guide decision mak-ing.

Models an enthusiastic and positive attitude towards learning.

3.2 Plan, structure and sequence

learning programs

Plans lesson sequences using knowl-edge of student learning, content and effective teaching strategies.

Demonstrates ability to structure activities effectively.

Demonstrates flexibility when teaching and changes lessons when ap-propriate.

3.3 Use teaching strategies

Includes a range of teaching strategies. Demonstrates a range of effective questioning techniques.

Listens to students and engages them in classroom conversations.

Organises small group activities effectively to support student learning.

Selects strategies that are appropriate for content and for student diversity.

3.4 Select and use resources

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

Creates a motivating classroom environment to maintain student en-gagement.

Uses a range of resources such as people, places and varied materials.

Uses resources creatively to connect with students’ interests.

3.5 Use effective classroom commu-nication

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

Communicates clear directions to students

Clearly explains the focus of the lesson to students.

Speaks clearly using appropriate tone, volume and expression.

Is able to lead a class discussion effectively.

3.6 Evaluate and improve teaching

programs

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

Reflects critically on teaching practice through written evaluation in order to improve practice.

Questions own practice and investigates, implements and evaluates ways of improving teaching.

3.7 Engage parents/ carers in the

educative process

Describes a broad range of strategies for involving parents/carers in the edu-cative process.

Demonstrates the capacity to communicate effectively with parents and caregivers.

Demonstrates an understanding of the importance of links between school and home.

Plans for parent participation in school activities where appropriate, util-ising parent skills or interests.

Professional Experience Handbook 38

DOMAIN: PROFESSIONAL PRACTICE

Standard 4: Create and maintain supportive and safe learning environments

Focus Area Descriptor Indicators

4.1 Support student participation

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

Establishes supportive learning environments where students feel safe to risk full participation.

Establishes and sustains respect and rapport with, and among, all stu-dents.

Promotes a classroom atmosphere of acceptance that is free of negative personal comments or “put downs”.

Creates a motivating classroom environment to maintain student en-gagement 4.2 Manage classroom activities

Demonstrates the capacity to organise classroom activities and provide clear directions.

Provides students with explicit expectations in relation to the work they are to produce.

Demonstrates organisational skills that minimise disruption.

Conducts well-paced lessons that sustain student engagement.

4.3 Manage challenging behaviour

Demonstrates knowledge of practical approaches to manage challenging behaviour.

Implements a variety of practical and effective approaches to managing student behaviour.

Demonstrates an ability to apply classroom management techniques that are prompt, firm, fair and consistent and acknowledge specific stu-dents’ needs.

Manages practical classes effectively.

4.4 Maintain student safety

Describes strategies that support stu-dents‟ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

Is aware of, and follows, specific requirements for ensuring student safety (e.g., code of conduct, occupational health and safety procedures, duty of care, child protection).

Maintains safe learning spaces, especially in practical classes.

4.5 Use ICT safely, responsibly and

ethically

Demonstrates an understanding of the relevant issues and the strategies available to support the safe, responsi-ble and ethical use of ICT in learning and teaching.

Demonstrates an understanding of regulations and statutes re-lated to teachers’ and students’ responsibilities in the use of ICT (especially in the use of social media).

Professional Experience Handbook 39

DOMAIN: PROFESSIONAL PRACTICE

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

Focus Area Descriptor Indicators

5.1 Assess student learning

Demonstrates understanding of as-sessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess stu-dent learning.

Uses formal and informal strategies to assess student learning (e.g., questioning, observation).

5.2 Provide feedback to students on

their learning

Demonstrates an understanding of the purpose of providing timely and appro-priate feedback to students about their learning

Provides constructive and timely feedback, orally and in writing, on stu-dents’ work.

5.3 Make consistent and comparable

judgements

Demonstrates understanding of as-sessment moderation and its applica-tion to support consistent and compa-rable judgements of student learning.

Explains and defends assessment practices chosen, and process of awarding students’ grades and ranking.

5.4 Interpret student data

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

Incorporates student assessment data into programming and planning to improve student outcomes.

5.5 Report on student achievement

Demonstrates understanding of a range of strategies for reporting to stu-dents and parents/carers and the pur-pose of keeping accurate and reliable records of student achievement.

Is familiar with school’s reporting system.

Produces written documentation for assessment and reporting purposes that is consistent with school expectations.

Prepares and presents appropriate reports of student learning to stu-dent, colleagues and /or parents.

Professional Experience Handbook 40

DOMAIN: PROFESSIONAL ENGAGEMENT

Standard 6: Engage in professional learning

Focus Area Descriptor Indicators

6.1 Identify and plan professional

learning needs

Demonstrates an understanding of the role of the National Professional Stan-dards for Teachers in identifying pro-fessional learning needs.

Evaluate current teaching and plan for future development using the National Professional Standards for Teachers.

Sets goals for personal professional development.

6.2 Engage in professional learning

and improve practice

Understands the relevant and appro-priate sources of professional learning for teachers.

Seeks information about professional learning within and outside the school environment.

Collects, evaluates and uses resources related to professional learning.

6.3 Engage with colleagues and

improve practice

Seeks and applies constructive feed-back from supervisors and teachers to improve teaching practices.

Engages in professional discussion with supervising teacher and col-leagues.

Utilises feedback from professional discussions to improve planning and teaching.

6.4 Apply professional learning and

improve student learning

Demonstrates an understanding of the rationale for continued professional learning and the implications for im-proved student learning.

Evaluates own teaching and explains mode and content of own learning

Relates own learning to observed improvements in teaching and student learning.

Professional Experience Handbook 41

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

Focus Area Descriptor Indicators

7.1 Meet professional ethics and

responsibilities

Understands and applies the key prin-ciples described in codes of ethics and conduct for the teaching profession.

Accesses the school/system/setting’s Code of Ethics when necessary to resolve emergent questions, concerns or issues.

7.2 Comply with legislative,

administrative and organisational

requirements

Understands the relevant legislative, administrative and organisational poli-cies and processes required for teach-ers according to school stage.

Examines the policies of the school or setting.

Complies with required procedures, policies and practices.

7.3 Engage with the parents/carers

Understand strategies for working ef-fectively, sensitively and confidentially with parents/carers.

Interacts positively with parent/carers in response to enquiry or con-cern.

Presents a professional image in all communication and interactions with members of the school and local community

7.4 Engage with professional teaching

networks and broader communities

Understand the role of external profes-sionals and community representatives in broadening teachers‟ professional knowledge and practice.

Actively participates in extra-curricular activities

Professional Experience Handbook 42

Procedures for Supporting Pre-service Teacher at Risk During

Professional Experience Placement

Site Based Professional

Experience Coordinator,

Principal/Director/University Liaison

Officer and Professional

Experience Coordinator notified of

Associate Teacher‟s concerns

PST notified in writing in formal letter of „at risk‟ status.

Developmental Support Plan negotiated, signed by

school and university staff

Mid-Session report faxed to Professional Experience

Unit identifying major concerns

Discussion between class/associate

teacher, pre-service teacher (PST).

Identification of areas of concern and

strategies to assist PST; meeting

notes signed by all participants.

PST addresses

concerns; no further

action required

PST fails to

addresses concerns

and is formally placed

at risk

Support for Pre-service Teacher

1) Strategies to assist PST address areas of con-cern discussed with PST

2) Timeline for review of progress agreed upon 3) Timeframe for achievement of goals agreed 4) Associate/Class Teacher provides copies of

documents to all parties 5) Continued close support and supervision by

school/centre and university staff

Support for school/centre staff

1) University staff consult with school/centre staff to ensure they have necessary support

2) Inform staff of outcomes at each stage 3) Debrief staff as necessary

Assessment of progress of pre-service teacher

Site

-base

d s

taff

Pri

ncip

al/D

ire

cto

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Univ

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ity s

taff

Univ

ers

ity s

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Professional Experience Handbook 43

Pre-service teacher “at risk”: Guidelines for Associate Teachers

Please follow these guidelines for supporting a pre-service teacher who is identified as being

At Risk of failing to satisfactorily complete all necessary professional experience

requirements. The procedure for supporting pre-service teachers at risk is also found in the

flowchart on the preceding page.

1. You must advise university staff in the Professional Experience Unit BY THE MID-

SESSION reporting stage that the pre-service teacher is experiencing difficulties in

relation to the expectations of the placement. University staff will assist you with the

process of supporting a pre-service teacher at risk and provide information to both the

pre-service teacher and site-based staff on the implications for the pre-service teacher of

being placed at risk of failure on professional experience.

2. Complete the Developmental Support Plan, in consultation with University Liaison staff,

the pre-service teacher and Site-Based Professional Experience Coordinator, Principal

or Director. Maintain detailed notes of meetings, all of which should be dated and signed

by all those in attendance.

3. Fax the completed Developmental Support Plan pro-forma to the Professional

Experience Coordinator on the pre-service teacher‟s home campus for ratification,

signature and any further discussion as deemed necessary.

4. The pre-service teacher will receive a formal letter from the University Professional

Experience Coordinator indicating that she/he is at risk of failing their professional

experience program. She/he will be informed that failure could also lead to exclusion

from the course. This letter must be signed by the pre-service teacher and a copy faxed

or emailed to the Professional Experience Coordinator on the pre-service teacher‟s

home campus.

5. Continue to support the pre-service teacher to achieve the desired outcomes of the

placement. The Professional Experience Coordinator will maintain contact with the site

and the University Liaison Officer in relation to the pre-service teacher‟s progress.

6. Keep University staff informed of the pre-service teacher‟s progress as the placement

continues. The situation will be reviewed as the program continues.

7. Keep written records of all meetings and feedback notes provided for the pre-service

teacher and ensure these are dated and signed by all parties.

8. Prior to awarding an Unsatisfactory grade (US) a process of consultation between the

school/service, CSU and the pre-service teacher will be established. The Professional

Experience Coordinator will make provision for the pre-service teacher to express any

concerns they may have about the process of evaluation.

Professional Experience Handbook 44

9. If the pre-service teacher is experiencing extreme difficulties that warrant further action

prior to the conclusion of the placement, the parties involved may agree to:

i. relocate the student to another class, setting or school, or

ii. terminate the professional experience placement.

10. A student who voluntarily withdraws from a placement at any stage before the

completion of the placement, without the knowledge and/or agreement of both the

university and the site, will be deemed to have failed the placement. This applies

especially to students who have been given a “second chance” through the

implementation of a Developmental Support Plan, to remediate issues in their

professional practice before the completion of the final Professional Experience

Assessment report.

Consequences of failure on professional experience

Pre-service teachers‟ attention is drawn to the University‟s Exclusion Regulations in the

Charles Sturt University‟s Undergraduate Handbook. Pre-service teachers should note that a

failure in any of their professional experience placements may lead to exclusion from the

course.

It is recommended that pre-service teachers acquaint themselves immediately with the entire

Exclusion Regulations section of the Handbook and make an appointment with the

Professional Experience Coordinator on their home campus or Course Director should they

require clarification.

Students must achieve a Satisfactory (SY) grade for the professional experience placement

component in order to pass their professional experience subjects. Where a student fails a

placement for the first time, they will normally be allowed to re-enrol in the subject unless

there is a well-documented case of unprofessional conduct, a breach of the duty of care to

school students/clients, or if the reputation of the university has been put at serious risk.

Where a student is permitted to re-enrol, they may be permitted to repeat the professional

experience component only, provided that all mandatory preliminary requirements (e.g.,

attendance at lectures, completion of pre-placement tasks) have been completed

satisfactorily.

Students will generally be permitted to attempt a particular placement twice only. Where a

student is undertaking a professional experience subject for the second time, following a

failure in the first attempt, and subsequently fails the placement on this second attempt, the

student may be considered for exclusion from the course in accordance with Academic

Progress regulations (Clause 3.1).

Developmental Support Plan Pro-forma:

Professional Experience Handbook 45

DEVELOPMENTAL SUPPORT PLAN FOR A PRE-SERVICE TEACHER IDENTIFIED AT RISK ON PROFESSIONAL EXPERIENCE

To be completed BY THE MID-SESSION REPORTING STAGE by the Associate Teacher following discussions with the Site Based Professional Experience Coordinator, University Liaison Officer and Pre-service Teacher . Please forward to the Professional Experience Coordinator on the pre-service teacher‟s home campus, for ratification and signature after expected outcomes have been negotiated and support program agreed upon.

AREAS CAUSING CONCERN

Please indicate to which aspect of the Assessment Profile this issue refers

ACTION REQUIRED BY THE

PRE-SERVICE TEACHER

SUPPORT PROGRAM FOR

PRE-SERVICE TEACHER & STAFF RESPONSIBLE

TIMELINE FOR SATISFACTORY

COMPLETION

PLEASE NOTE: The implication of failing to satisfactorily address the issues raised in this Development Support Plan is that the pre-service teacher will be awarded an Unsatisfactory (US)

grade for professional experience and may be excluded from the course.

PRINT YOUR NAME: Associate Teacher …........……………..…..……………. School/Service ……………….….…………...................... Pre-service Teacher ……............…………....……

SIGNATURES: Associate Teacher …………........……………………………….. Date………..…. Pre-service Teacher ……………………………………………………….. Date……….....…

Site Based Professional Experience Coordinator………………………....... Date………..…… University Liaison Officer…………………………………………….............Date…...…..……

Fax to the Professional Experience Coordinator immediately at the pre-service teacher‟s home campus.

Professional Experience Coordinator (CSU) …………………………………….…Date…………... Director Professional Experience notified YES/NO (Circle) Date………….….

Professional Experience Coordinator (CSU) (or Nominee) to fax the signed copy back to school/centre/service.

Professional Experience Handbook 46

RECORD OF MEETINGS FOR PRESERVICE TEACHER REQUIRING ADDITIONAL SUPPORT

This document is used to record discussions and outcomes for all formal meetings associated with supporting a preservice teacher experiencing difficulty.

MEETING No: _____ DATE: ______________ PRESERVICE TEACHER‟S NAME & SIGNATURE: _____________________________________

SITE NAME: ______________________ ASSOCIATE/CLASS TEACHER‟S NAME & SIGNATURE: ______________________________________

OTHERS PRESENT (Names, Position & Signature): ____________________________________________________________________________

Areas of Concern Changes/goals to address concerns Strategies By When

Notification made to Principal/Director and Site-Based PE coordinator

When the timeframe for achievement has been reached, a further assessment indicates that:

Preservice teacher has addressed these issues and is now making satisfactory progress; OR

Preservice Teacher has not addressed the areas of concern and will be notified that she/he is/continues to be At Risk of failing this Professional

Experience placement; AND

University staff will be notified of the outcome of this meeting

Outcome recorded by: Preservice Teacher ______________________________________________________ (sign & date)

Outcome recorded by: Associate Teacher _______________________________________________________ (sign & date)

Outcome recorded by: University Liaison Officer __________________________________________________ (sign & date)

FAX to CSU Professional Experience Office immediately

Professional Experience Handbook 47

Sample of letter to be sent by CSU to pre-service teacher “at risk”

[insert date]

To [Pre-service Teacher‟s] (Student Number):

Dear [insert first name]

I am writing to advise you that staff in the Faculty of Education and your associated school/service

have received notice from staff in your professional experience placement, [INSERT

SCHOOL/SERVICE NAME] that you are at risk of failing your current site-based professional

experience placement.

It is important that you familiarise yourself with the procedures for supporting students at risk. These

can be found in your professional experience handbook. Staff in your professional experience

placement school/service have negotiated and documented a Developmental Support Plan with you.

This includes explicit actions that you as a pre-service teacher need to take in order to complete the

placement satisfactorily. The plan also includes a time for reviewing the situation and for consultation

meetings. Depending on the outcome of the Developmental Support Plan, different processes will be

undertaken to support you in your endeavours to meet the requirements for subject completion.

It should be noted that the awarding of an Unsatisfactory grade at the conclusion of the professional

experience placement will constitute a fail in the subject [INSERT SUBJECT CODE]. Failure in the

subject may lead to exclusion from the course for a period of up to three years.

As a matter of urgency, you are required to sign the declaration at the bottom of this letter to

indicate that you have read it and then return it IMMEDIATELY by fax to the Professional

Experience Coordinator on your home campus.

If you have any concerns or queries about the process, please discuss these with your University

Liaison Officer and/or the Professional Experience Coordinator at your home campus.

My contact details are:

Phone: (02) …………………………; Email: ………………………………

Yours sincerely

Professional Experience Coordinator

I __________________________________ (INSERT YOUR NAME) have read the above letter in

relation to the fact that I am have been placed at risk of failure on professional experience I am aware

of the consequences of failing professional experience.

________________________________________ (Signature) ____________ (Date)

PLEASE FAX IMMEDIATELY TO PROFESSIONAL EXPERIENCE COORDINATOR

FAX No: (02) XXXXXXXXXXXX [insert appropriate fax number for pre-service teacher‟s home campus]

Professional Experience Handbook 48

CONSIDERATION FOR THE AWARD OF OUTSTANDING IN

PROFESSIONAL PRACTICE

Guidelines and procedures in relation to this Award are currently being revised and will be

included in the Handbook when finalised

Professional Experience Handbook 49

SECTION 8

FREQUENTLY ASKED QUESTIONS

Absences: Permitted Days Absent

Preservice teachers are expected to be in attendance for each day of the professional

experience program, and must comply with attendance requirements on their placements in

order to meet the requirements of the CSU degree, Australian Children‟s Education and Care

Quality Authority (ACECQA) and the Graduate Standards of the National Professional

Standards for Teachers. Only in extreme cases of illness or misadventure will absence be

accepted.

Because of accreditation and course requirements, the number of Permitted Days Absent on

professional experience placements varies. Please note the following:

1. Students in the following courses are not permitted any days absent and must make

up all days missed including public holidays:

Bachelor of Teaching (Secondary)

Bachelor of Teaching (Primary)

Bachelor of Arts/B. Tch (Sec)

Bachelor of Science/B.Tch (Sec)

Bachelor of SocSci (Psy)/B. Tch (Sec),

Bachelor of Education (TAS)

2. Students in the following courses are permitted a maximum of two days absent on

any one placement, not including public holidays:

Bachelor of Education (Early Childhood and Primary),

Bachelor of Education (Primary) and

Bachelor of Education (HPE)

3. Students in the Bachelor of Education (Birth-5) are permitted no more than one day

absent (including public holidays) in any one placement.

4. Students in the Bachelor of Education (K-12 Middle Schooling) are permitted no

more than one day absent (NOT including public holidays) in any one placement.

Please note the following additional requirements concerning Permitted Days Absent:

1. All days missed must be made up for those courses in which there are no Permitted Days

Absent (including public holidays).

Professional Experience Handbook 50

2. For those courses where there is a specified number of Permitted Days Absent, ALL

days missed must be made up in any circumstance where the student has missed

more than the permitted number of days absent (not including public holidays).

3. ALL absences must be notified to the school or EC setting in time (where possible) for

other staff to re-assume responsibility for the class.

4. ALL absences must be followed by submission of documentary evidence (e.g., a

medical certificate) attached to a Leave Form, to the Professional Experience Unit of

the student‟s home campus.

NB: There are some extraordinary circumstances, e.g., short-term industrial action and

university business such as examinations, where absences are outside the above

requirements. Students requesting absence for these reasons must notify the Professional

Experience Coordinator on their home campus by email as soon as they become aware of

the need for an extraordinary absence. Approval for additional days absent will be given by

the Director, Professional Experience Unit, on the recommendation of the Professional

Experience Coordinator. Students whose subjects require examinations should make every

effort to arrange for examinations to be undertaken before the commencement of a

placement.

Home campuses for courses are indicated below:

Bathurst Wagga Albury Dubbo

Bachelor of Educa-tion (Early Childhood and Primary)

Bachelor of Educa-tion (Primary)

Bachelor of Teaching

(Secondary)

Bachelor of Teaching

(Primary)

Bachelor of Education (HPE)

Bachelor of

Education (Primary)

Bachelor of Teaching (Secondary) Bachelor of Education (TAS) Bachelor of Arts/B. Tch (Sec) Bachelor of Science/B.Tch (Sec) Bachelor of SocSci (Psy)/B. Tch (Sec)

Bachelor of Educa-tion (Early Child-hood and Primary)

Bachelor of Education (K-12 Middle Schooling

Bachelor of Education (Early Childhood and Primary)

Bachelor of Education (Birth-5)

Professional Experience Handbook 51

Accident Insurance

The following advice has been provided by the Director of the Department of Finance,

Division of Financial Services, and Charles Sturt University:

This is to confirm that university pre-service teachers attached to Charles Sturt University are

covered under insurance whilst they participate in university course-approved work

placements and experience.

Comprehensive personal, professional accident and liability insurance is available to all pre-

service teachers. Specific details are outlined in the Guide to the Professional Experience

Placement or available from the Student Support Officer.

Compensation shall be payable under these policies for injury caused by an accident that is

not covered under any Worker's Compensation Act, Ordinance or Policy of Insurance.

Accidents occurring whilst in pursuance of the course should be reported by the pre-service

teacher within 48 hours to the following members of staff.

Bathurst Wagga Albury Dubbo/Orange

Student Support Officer Room 2 Student Support Unit Building C4 (02) 6338 4812

Student Support Officer Building 20B (02) 6933 2049

Student Support Officer The Shed Building 616 (02) 6051 6764

Student Support Officer (02) 6365 7680

Car accidents, travelling to or returning from a teaching practice school or centre should be

claimed on Third Party Insurance.

Pre-service teachers are advised that unless their cars have a special permit for use as a

hire vehicle their Third Party Insurance Cover may be invalidated if they accept any monetary

consideration for transporting other pre-service teachers.

NB: This insurance does not cover students undertaking professional experience

overseas.

Professional Experience Handbook 52

Excursions

Pre-service teachers engaged on a professional experience may be included in school

excursions at the discretion of the Principal. Clear arrangements should be made regarding

responsibility for any excursion costs, as these ARE NOT borne by the university.

Exemptions from Professional Experience

Students in the Bachelor of Teaching (Secondary) and the Bachelor of Teaching (Primary)

who have current teaching experience may be eligible for an exemption from the professional

experience component of some subjects. Eligibility for exemption is determined on

application to the Director, Professional Experience Unit (mpietsch@csu.edu.au). An

application will be finalised only when a satisfactory report is received from the principal of

the school where the student has taught. Please note that there is no eligibility for exemption

from professional experience for students in the Bachelor of Education (Birth-5) degree.

Bachelor of Teaching (Primary)

EPT431: Students who have been employed in a full-time capacity in an education setting

for at least one term during the past four years may apply for exemption from the

professional experience component only of the subject. The academic component, on which

the subject grade is based, must be completed.

EPT432: Students who have been employed full-time as a primary class-based teacher

teaching all key learning areas for at least a term during the past 4 years may be eligible for

a Proficiency Credit grade for the subject.

EPT433: Exemption is not available for this subject, .and it may not be completed in the

same setting for which exemption from EPT432 has been granted.

Bachelor of Teaching (Secondary)

EPT441/EPT442: Students may be eligible for exemption from the professional experience

component of either of these subjects based on the following criteria:

The student must be employed full-time in a secondary school for at least one term

during the past four years;

The student must teach at least 80% of a full-time teaching load in the curriculum

area for which they are seeking accreditation;

A satisfactory report from the principal of the school must be received before the

application for exemption can be finalised.

The grade for the subject will be PCR (Proficiency Credit).

Students who have met the above criteria in two schools in the past four years may be

eligible for exemption from both EPT441 and EPT442.

Industrial Action

It is possible that the teacher union(s) may be undertaking industrial action during a

professional experience placement and that work stoppage/striking is involved. In such

cases, pre-service teachers are advised to act cautiously. The simplest choice is for pre-

service teachers to take the same action as their associate/class teacher.

Pre-service teachers incurring absences through single day or part day industrial action are

not penalised by the University and are not required to make up the time. Absences due to

Professional Experience Handbook 53

protracted strikes (more than two days) will be considered by the Director, Professional

Experience Unit in consultation with the Course Director.

Legal Responsibility of Pre-service Teachers

The question of legal responsibility of pre-service teachers engaged in teaching practice has

arisen in the past when accidents and cases of negligence have occurred. The Legal

Services Directorate of the Department of Education and Training has advised that:

"... Pre-service teachers may be sued for their negligence just like any other member of

the community. Where pre-service teachers are in schools merely as observers, and a child

is injured, it is extremely unlikely firstly that any action would be taken against them and

secondly that they would be liable. Where a pre-service teacher is in charge of students,

whether in a classroom, the playground or on an excursion, they are effectively acting for the

Department. Again it is extremely unlikely they would be sued in regard to any injury to a

child and also unlikely that they would be found liable. "

It can be reasonably assumed that the legal position would be the same in non-departmental

schools, or preschool/childcare settings.

NSW Teachers Federation - Statement of Policy

Pre-service teachers are to be regarded in their allocated schools as future teachers

and not ex-students.

Pre-service teachers are not to be humiliated or criticised in front of school pupils or

classes.

Pre-service teachers should be accepted into the school situation and be afforded

amenities such as a position in the staffroom (if possible), tea and coffee making

facilities, car parking facilities, awareness of school/centre routine and provision for

duplication of material, which can form an integral part of a lesson.

Pre-service teachers are required to teach the prescribed number of lessons as set

by the university or academy, and the number should not be increased to satisfy the

needs of the school which may arise as a result of absent teachers or pre-service

teachers, or of the Associate Teacher.

Transporting School/Centre/Service Students

Pre-service teachers are NOT permitted to transport students in their car under any

circumstances. There are clear issues related to Child Protection as well as insurance that

are potentially damaging to the pre-service teacher.