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RMIT Classification: Trusted ECE GD204 - 2021

1ECE-GD204Version 3.0 2021Edited MN 18/1/21


WELCOME TO PROFESSIONAL EXPERIENCE AT RMIT 5

STAFF CONTACT DETAILS 5

WHAT DO WE WANT PRE-SERVICE TEACHERS TO ACHIEVE FROM THEIR ECE PROFESSIONAL EXPERIENCES?6

PRE-SERVICE TEACHERS AS MEMBERS OF ECE STAFF 6

PROFESSIONAL EXPERIENCE OUTLINE 7

PROFESSIONAL PROGRESSION 8

PRIOR TO PLACEMENT – PRE-SERVICE TEACHER CHECKLIST 8

DURING PLACEMENT 9AT THE END OF PLACEMENT 9WORKING WITH CHILDREN CHECK 9CODE OF ETHICS 9

WORK INTEGRATED LEARNING AGREEMENT 10

EMERGENCY INFORMATION FORM 10

ATTENDANCE 10

PROFESSIONAL CONDUCT 11

SOCIAL MEDIA 11

PROFESSIONAL DRESS 12

FAMILIARITY WITH CENTRE POLICIES 12

ASSESSMENT 12

EXPERIENCING DIFFICULTIES OR WITHDRAWING FROM A PROFESSIONAL EXPERIENCE PLACEMENT 12

PROCESS OF GENERAL ENQUIREYS 13

PROCES FOR CRITICAL INCIDENTS 13

STUDENT CONFIDENTIALITY AND AUTHORISATION 14

TAKING RESOURCES AND STUDENT WORK FROM CENTRES 14



ROLES AND RESPONSIBILITIES 14

ROLE OF THE CENTRE MENTOR TEACHER 14

PROTOCOLS FOR SUPPORTING PRE-SERVICE TEACHER PROGRESS 15

END OF PLACEMENT REPORT 15

DELAYED OR DEFERRED PROFESSIONAL EXPERIENCE 16

TERMINATION OF PROFESSIONAL EXPERIENCE 16

UNRESOLVED CONCERNS 17

PROFESSIONAL EXPERIENCE POLICIES 18

PLACEMENT POLICY 18

OCCUPATIONAL HEALTH AND SAFETY 18

HEALTH PRECAUTIONS 18PRESCHOOL/CENTRE OHS INDUCTION 18DISCRIMINATION, SEXUAL HARASSMENT AND BULLYING 19INSURANCE COVER 19PRE-SERVICE TEACHERS LIABILITY 20IMMEDIATE ASSISTANCE AT RMIT 20

APPENDICES - RMIT FORMS 21

SCHEDULE - ONGOING STUDENT UNDERTAKING FOR ALL WORK INTEGRATED LEARNING ACTIVITIES 22EMERGENCY CONTACT FORM 23PRE-SERVICE TEACHER EXPRESSION OF CONCERN FORM 24MENTOR TEACHER EXPRESSION OF CONCERN FORM 25PLACEMENT TERMINATION FORM 26INTERIM PLACEMENT REPORT 27TAX INVOICE CLAIM FORM 28

PROFESSIONAL EXPERIENCE ACCEPTANCE FORM 1 29



PROFESSIONAL EXPERIENCE ATTENDANCE DIARY 32

PROFESSIONAL EXPERIENCE REPORT #1 33



TCHE2684 BELONGING IN THE EARLY YEARS: PRAXIS (23 DAY PLACEMENT) 33


TCHE2686 BECOMING IN THE EARLY YEARS: CHILD IN COMMUNITY (14 DAY PLACEMENT) 37


TCHE2687 BECOMING AN EARLY YEARS PROFESSIONAL (23 DAY PLACEMENT) 41

PARENTAL / GUARDIAN PERMISSION FORM FOR 45

POST GRADUATE RMIT PRE-SERVICE TEACHERS (GD204) 45



WELCOME TO PROFESSIONAL EXPERIENCE AT RMIT

At RMIT University we view professional experience as an essential component of our pre-service teachers learning as they begin to integrate theoretical perspectives with practice. To all those who support our professional experience programs we extend our gratitude and appreciation.

STAFF CONTACT DETAILS

The Professional Experience TeamThe Professional Experience team and the course coordinator are the points of contact. The professional experience team arranges placements for all pre-service EC teachers by liaising with Industry Partner ECE services. The course coordinator will liaise with Mentor Teachers in the ECE service and pre-service teacher to address specific questions about the expectations of the placement, including visiting and monitoring pre-service teacher practice or progress.

Contact details:

Professional Experience AdministratorsClaudia Johnstone & Sharon [email protected]

Program Manager Dr Jeanette Clarkin-Phillips [email protected]


mailto:[email protected]


WHAT DO WE WANT PRE-SERVICE TEACHERS TO ACHIEVE FROM THEIR ECE PROFESSIONAL EXPERIENCES?

ECE professional experiences are crucial to the design and delivery of early childhood teacher education programmes at the School of Education, RMIT.

In placing our pre-service teachers in ECE service experiences throughout their early childhood program, they will be provided with the opportunity to be mentored within quality, authentic early childhood communities where they can observe and experience the complexities of the teaching profession.

These experiences will enable pre-service teachers to:

• Have opportunities to develop professional relationships;• Continue to develop content and pedagogical knowledge;• Have ample opportunities to practice theory and theorise practice;• Experience the implementation of EYLF / VEYLDF;• Work independently and collaboratively to create appropriate experiences for learners;• Develop effective pedagogical strategies;• Understand and experience teaching as inquiry;• Develop intercultural competencies;• Develop personal professional qualities; Develop an applied knowledge of Reconciliation in ECE Use all experiences as a basis for reflection and the development of a personal philosophy.

These broad competencies should be considered in conjunction with the specific evaluative criteria

for each professional experience and the DET/ VIT “Standards for the teaching profession.

PRE-SERVICE TEACHERS AS MEMBERS OF ECE STAFF

Pre-service teachers on professional experience are effectively members of the ECE service staff. They are professionally responsible to the Director / Centre Manager, subject to the same regulations and sharing the same professional commitments as other staff members, where this is appropriate. However, pre-service teachers must not be used as part of the staffing ratio at any time of the day or in the case of staff sickness. They may accompany children as part of the adult ratio for outings, but they must be in the company of a trained adult. Pre-service teachers should not continue outside paid employment during their professional experience. Professional experience is a full-time responsibility. Requirements cannot be altered to accommodate paid employment.



PROFESSIONAL EXPERIENCE OUTLINE

Each professional experience (placement) provides students with summative feedback from the supervising educator. They must also meet expectations around 100% attendance over the set days for their PX courses and the RMIT Student Charter. Students may need to travel up to 90 minutes one way to reach the assigned placement setting. Coursework and assessments are designed to prepare pre-service teachers for the related placement component. Separate descriptions of each professional experience course will be provided by RMIT by the Course Coordinator.

Professional experience provides the opportunity for pre-service teachers to put into practice the theory learned in university classes alongside developing a practical understanding of an ECE context. It also provides pre-service teachers with a variety of opportunities for the development and maintenance of effective relationships with children, families and professional colleagues.

Pre- service teachers are required to:

Take responsibility for completing the required number of placement days and hours for each course. These are to be negotiated with the centre prior to commencing placement, signed off by the Mentor Teacher at the centre and uploaded to the course website at the end of each PX course.

Over the course of the GD204 program, students must ensure they have completed the required number of placement days, as follows: 10 days - birth to two-year old’s;35 days - three to five-year old’s;Prepare and display a proofread A4 poster with a photograph and short introduction to be displayed in the centre

Take responsibility for checking RMIT email account daily and responding in a timely manner to staff requests.

Recognise opportunities for and facilitate meaningful play experiences through observations.

Engage in sustained, genuine dialogues with infant, toddlers and young children that respond appropriately to their needs and interests.

Use developing understandings of infant, toddler and young child learning and development to inform planning and teaching decisions.

Use EYLF or VEYLDF to guide planning and pedagogy. Utilise both formative and summative methods of assessment, which focus on individual

children. These should relate directly to the EYLF / VELDF.



PROFESSIONAL PROGRESSION

Pre-service teachers should use the professional experience assessment criteria and placement report to identify the competencies they will need to demonstrate progress towards on each placement. The pre-service teachers’ task is to:

Attend placement briefing offered by the Program Manager and teaching team within each course and complete the placement competency quiz on Canvas.

Discuss professional progress and practical ways to work on their progress with their ECE Mentor teacher at the start of the placement. Take responsibility for checking in regularly on progress.

Ask their mentor teacher to provide specific written and verbal feedback mid-way through the placement by completing the Interim Placement Report form, including identifying any areas of insufficient progress and strategies for future progress. If the Interim-Placement Report form indicates any concerns about your progress you must contact your Program Manager for support.

Reflect on the written and verbal feedback from their mentor teacher and seek help as needed.

Over the duration of the professional experience, it is envisaged that the pre-service teacher will seek regular, constructive feedback throughout their professional experience. The expectation is that pre-service teachers will show progress towards the activities highlighted in the Professional Experience Report over time.

PRIOR TO PLACEMENT – PRE-SERVICE TEACHER CHECKLIST

Ensure you have obtained a Working with Children Check and uploaded a scan to RMIT

Ensure you have completed and signed the RMIT WIL Agreement and uploaded a scan to RMIT InPlace. This is only completed once for the entire program.

Where possible, arrange a time to visit the EC setting prior to placement to meet your supervising educator, and identify the room you will be placed in.

Negotiate with the EC setting when and how you will complete the placement days, i.e. days per week, age groups, dates of attendance. The mentor needs to confirm this agreement by signing the acceptance form.

Advise the PX team and update online at MyRMIT any changes to your contact information, residential address and enrolment information.

Advise the PX team of any potential conflict of interest. You cannot undertake professional experience at a setting where you work (or have worked), that employs close family members or people with whom you have a close relationship, where your children or siblings attend or you or anyone close to you has a financial interest in.

Accommodate your placement with other work and family commitments.



Prior to placement, contact the centre site-coordinator to confirm your daily starting and finishing times. It is reasonable to expect to be at the centre for 8 - 9 hours per day, including all breaks. You must complete at least 7 hours per day (excluding lunch breaks) minimum to meet the attendance requirements. If you do not contact the centre site-coordinator to confirm your starting time, and/or do not start at the agreed time, this will be considered a self-termination of placement.

DURING PLACEMENT

Complete the placement activities required for your course. Complete the Interim-Placement Review form and contact your Program Manager if you

need support. If you are feeling physically or mentally unwell prior to placement you should advise your

Program Manager. If you are absent for more than 2 days you will need to provide a medical certificate to

show that you are well enough to attend placement, this needs to be uploaded to InPlace.

AT THE END OF PLACEMENT

Arrange a time to discuss your Professional Experience report with your ECE centre Mentor, have this signed and take a copy to scan.

Collect your Confidential Emergency Contact Form from the site-coordinator. Return any educational resources borrowed from the EC setting. Complete the placement experience survey, if applicable. Upload your Attendance form and professional experience report to Canvas and InPlace.

WORKING WITH CHILDREN CHECK

The Victorian Government’s Department of Justice requires anyone working or volunteering with children to meet a minimum-checking standard. The Working with Children Check (WWCC) helps to protect children from sexual or physical harm by checking a person's criminal history for serious sexual, violence or drug offences and findings from professional disciplinary bodies. Informationabout the WWCC is available at: https://www.workingwithchildren.vic.gov.au/All pre-service teachers must upload a current WWCC to InPlace prior to the commencement of their first placement. Pre-service teachers must also show the WWCC card to each placement centre they attend on the first day of placement. WWCC applications must be completed online and then lodged in person at an Australia Post Office.

If you already have a current WWCC (volunteer or Employee), you need to update your details online to include the RMIT School of Education as a volunteer organisation.

CODE OF ETHICS

Pre-service teachers must always be aware of and uphold all aspects of the Early Childhood Code of Ethics . Attached is a link to the EC Code of Ethics.http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/


http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/

https://www.workingwithchildren.vic.gov.au/


WORK INTEGRATED LEARNING AGREEMENT

You must complete the Work Integrated Learning (WIL) Agreement in accordance with RMIT University policy and upload it onto RMIT InPlace (see Appendix).

EMERGENCY INFORMATION FORM

Pre-service teachers must complete an Emergency Information Form on the Professional Experience (PX) course Canvas site. This form provides vital information to the centre and emergency response staff in the event of an emergency during placement. Please complete the form, place in an envelope and hand to the site coordinator on your first day of placement at each centre. At the end of each placement, collect your Emergency Information Form. If your details change, please complete a new form.In addition to completing the Emergency Information Form, pre-service teachers are advised to disclose to their placement setting any medical condition that may impact on their own safety or the safety of others. (Appendix pg. 35)

ATTENDANCE

Attendance is crucial to the successful completion of the program and teacher registration. The pre-service teacher must ensure they have completed 10 days in Birth- two age group and 35 days with 3-6 age groups by the completion of the program. Like the attendance dates, the pre-service teacher can negotiate with the placement site which age groups they will attend and for how many days whilst on placement.

Pre-service teachers are expected to attend their placements within the PX scheduled dates for each course and at the times directed by the centre. Pre-service teachers must attend a minimum of 7 hrs. per day, not including lunch breaks and cannot combine or average hours over a period of days to meet this daily requirement.

Pre-service teachers are expected to be punctual and to observe the same hours of attendance as the educators at the centre in which they are placed. When illness or emergencies prevent attendance at an centre, pre-service teachers must telephone the centre director/manager or nominated staff member and their mentor lecturer before the day commences.

Pre-service teachers must satisfactorily complete all placement days as specified in the PX course outline. Absences during a placement must be made up before the end of semester at times negotiated between the pre-service teacher and mentor teacher. A medical certificate or other appropriate documentation should be provided to the centre director/manager and the professional experience office for any absence of 2 days or more, along with written advice of the agreed make-up days.

The program manager must approve any significant changes to a pre-service teacher’s placement schedule in writing.10ECE-GD204Version 3.0 2021Edited MN 18/1/21


In the event of industrial action by centre staff including the mentor teacher, the pre- service teacher should withdraw from the centre for the duration of the action and notify the professional experience office. A pre-service teacher should never assume the duties of a teacher participating in the action. Absences related to prolonged industrial action should be discussed with the professional experience office.

PROFESSIONAL CONDUCT

Pre-service teachers are guests in ECE centres and their behaviour may affect opportunities for future pre-service teachers. Pre-service teachers are expected to be punctual, maintain professional communication (oral, written and electronic) with mentor teachers and peers and to demonstrate a capacity to work collaboratively and display attitudes that support professional behaviour. Pre-service teachers should dress appropriately for their centre context, recognising that expectations differ between contexts. Courteous staff room and car park usage, contribution to coffee funds and care with equipment and resources are further examples of sensible and appropriate conduct. Inappropriate remarks (verbal and written) regarding children, staff and schools/centres must be avoided under all circumstances.

Pre-service teachers should strictly avoid giving personal details to children. Physical contact with the intention to punish, discipline or restrain children, or contact which could be misinterpreted as of a sexual nature should be strictly avoided. Pre-service teachers must ensure that their mobile phone is turned off during planning, teaching and evaluative sessions and all school/centre meetings.Pre-service teachers should also be aware of:

Victorian Teaching Profession Code of Conduct:https://www.vit.vic.edu.au/__data/assets/pdf_file/0018/35604/Code-of-Conduct-2016.pdf

Early Childhood Australia Code of Ethics:http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/

SOCIAL MEDIA

Expectations about pre-service teacher professional behaviour extend to use of social media where there may be a connection to your work or studies. Pre-service teachers should consider their conduct in public forums outside the school such as Instagram, Facebook, YouTube and Twitter, which are easily accessed by children and school students. Pre-service teachers are advised to ensure they are not represented inappropriately in social media and that private domains are used for personal interactions using this media. Under no circumstances can pre- service teachers make any comment about a centre; its staff, children or families; in social media.


http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/

https://www.vit.vic.edu.au/__data/assets/pdf_file/0018/35604/Code-of-Conduct-2016.pdf


PROFESSIONAL DRESS

Pre-service teachers are expected to dress appropriately and present themselves in a professional manner. ECE services may have dress codes that exclude, for example, jeans, thongs, body piercing ornaments, to which pre-service teachers are expected to adhere.

FAMILIARITY WITH CENTRE POLICIES

Pre-service teachers should ensure that they are familiar with the service’s policies and practices for managing children’s behaviour and for health and safety issues, including playground accidents. Pre-service teachers should contribute to the cost of photocopying for personal use, if asked to do so. Pre-service teachers need to be clear about the use of and safe practices for digital devices, including phones.

ASSESSMENT

Regularly discuss your teaching performance with your mentor teacher and keep a record of any feedback. You have a responsibility to seek feedback on your performance. If you are unclear about the feedback, clarify with your mentor teacher in a professional and courteous manner. Discuss issues and concerns with your mentor teacher and with the centre director/manager and make all reasonable attempts to find solutions to problems. There should be no surprises when you receive your End of Placement report.

Each professional experience course will have accompanying assessment tasks that may require you to conduct specific data collection during the professional practice experience, these are detailed in your course guides on Canvas and you must ensure that you have a clear understanding of what is required.

EXPERIENCING DIFFICULTIES OR WITHDRAWING FROM A PROFESSIONAL EXPERIENCE PLACEMENT

Any serious problems in a professional experience need to be addressed quickly to ensure the interests of all stakeholders are maintained. If pre-service teachers or mentor teachers experience difficulties of any nature during a placement, the issues should be discussed with centre director/manager and reported to the RMIT course coordinator as soon as possible. In many cases, the RMIT Course coordinator can assist with strategies to resolve issues or help to negotiate appropriate modifications. If the issues cannot be dealt with at the centre level, the course coordinator and/or Program Manager will be contacted, as necessary.



PROCESS OF GENERAL ENQUIREYS

PROCES FOR CRITICAL INCIDENTS

Pre-service teachers may also like to meet with an RMIT Student Counsellor for a confidential discussion of resources, adjustments and services to support learning. See: https://www.rmit.edu.au/students/support-and-facilities/student-support/counselling

If a Pre-service teacher fails to attend their scheduled placement or withdraws from a placement without approval from the Program Manager, this will be deemed a termination of placement and will be recorded as a fail, unless there are extenuating circumstances. The pre- service teacher will be identified as at risk of failing to maintain satisfactory progress and managed according to RMIT assessment policy.


https://www.rmit.edu.au/students/support-and-facilities/student-support/counselling


STUDENT CONFIDENTIALITY AND AUTHORISATION

Confidentiality of centre and children’s information must always be maintained. References to specific children and centres should be deleted when reproducing examples and case studies. Collection of children’s work for sample illustration must be authorised by the mentor teacher and, where possible, the parent. Children may only be photographed, audio or videotaped with prior parental/ legal guardian permission; any video or images of children are the property of the Centre and are not to be removed from the premises.

TAKING RESOURCES AND STUDENT WORK FROM CENTRES

Any books or resources borrowed from centres during the placement must be done so with permission from the centre and returned before the end of the placement. Any costs related to loss or damage of centre property use is the pre-service teacher’s responsibility. Electronic resources remain the property of each centre and can only be downloaded with permission from the centre. Commitments to assess children's work must also be discharged and any work returned before the end of the placement. Course results may be withheld pending return of resources or children’s work to the centre.

ROLES AND RESPONSIBILITIES

ROLE OF THE CENTRE MENTOR TEACHER

During the professional experience the mentor teacher is the main source of professional support and guidance for the pre-service teacher. The mentor teacher:

• Is a consistent, positive teacher role model, with sound knowledge of curriculum and effective teaching practice;

• Communicates effectively about the service requirements and the pre-service teachers’ responsibilities;

• Familiarises him or herself with the placement requirements and contacts the course coordinator prior to the pre-service teacher commencing placement if there are any queries or misunderstandings. Mentor Teacher professional development may be offered by RMIT - online or face to face - from time to time and we expect the Mentor Teacher to attend these events wherever possible;

• Provides timely and detailed feedback to pre-service teachers on their progress and provides support when needed;

• Challenges pre-service teachers to critically analyse their practice and encourages them to seek solutions to the problems and challenges of situations/issues as they arise;

• Encourages discussions about teaching pedagogy and associated theories and philosophies;



• Explains expectations to the pre-service teacher including start and finish times, break times, dress code, mobile phone policy, car parking and attendance at meetings;

• Collects the confidential Emergency Contact form and course information from the pre- service teacher;

• Familiarises the pre-service teacher with the organisation of the centre, including daily organisation, management structure, meeting and other schedules;

• Ensures the pre-service teacher is informed of Work Safety regulations, especially emergency procedures; and

• Adheres to regulations of pre-service teachers attending excursions. The pre-service teacher may accompany children as part of the adult ratio for outings, but they must be in the company of a trained adult.

The process of developing pre-service teachers is the responsibility of both the University and the mentor teacher, together. There are some aspects of a pre-service teachers’ development that can be initiated at university but can only be developed in the context of professional experience. Some examples are observation and assessment processes in order to respond appropriately to the learning interests and needs of infants, toddlers and young children, and implementing both planned and spontaneous pedagogical experiences based on these insights. Please do not expect your pre-service teacher to be a fully-fledged teacher.

It is important that if problems arise during the placement, or you are not satisfied with the pre- service teacher’s progress that you discuss these concerns with the course coordinator. If your concerns persist or if you feel the pre-service teacher’s progress is unsatisfactory, you must indicate this on the Interim Placement Report form. The ECE mentor must then contact the course coordinator as soon possible to arrange a support visit. The pre-service teacher must be made aware that they are at risk of failing the placement and be given enough time to improve their performance.

PROTOCOLS FOR SUPPORTING PRE-SERVICE TEACHER PROGRESS

Pre-service teachers should meet with their mentor teachers to discuss their teaching performance during their placement, including a mid-placement review meeting. If either the mentor teacher or pre-service teacher has concerns, an Interim Report form should be completed and emailed to the course coordinator so that further supportive action, such as a visit by the course coordinator, can be taken.

END OF PLACEMENT REPORT

At the end of placement pre-service teachers must receive a completed end of placement report from the mentor teacher which focusses on identified competencies for each placement. The report needs to be discussed and signed by both the mentor teacher and pre-service teacher. The overall assessment needs to be satisfactory to complete the placement. A copy of the signed completed form needs to be uploaded to the course website and InPlace by the pre-service teacher.



DELAYED OR DEFERRED PROFESSIONAL EXPERIENCE

Pre-service teachers must complete the number of placement days specified for the course in the semester of enrolment. Days cannot be scheduled where they conflict with RMIT University classes. Failure to complete the number of days or minimum teaching time within the semester of enrolment will result in a fail grade.

On occasion, pre-service teachers face difficulties that mean that they, or teaching staff, consider that they are unable or unprepared to undertake their placement. Examples of such situations are:

Where a pre-service teacher has a mental or physical illness, which severely limits their capacities for a time-limited period.

Where a pre-service teacher has been selected for the program and subsequently found to need further support in communication/language skills.

Where pre-service teachers have not completed the required academic work (or briefing sessions) prior to the beginning of placement.

If pre-service teachers consider they are in such a situation, they should in the first instance, consider enrolling in the relevant course in a different semester and in the case of mental or physical illness, approach the Equitable Learning Service for advice. In all such cases the Program Manager should be consulted.

TERMINATION OF PROFESSIONAL EXPERIENCE

When on Professional Experience we expect all pre-service teachers to act professionally. A placement may be terminated at the discretion of the Centre Director where that conduct contravenes the Student conduct policy. For example, if you:

Behave in a manner that is indecent or offensive to the extent that it is likely to make any others feel unsafe in the RMIT learning and working environment;

Harass, intimidate or bully any person (or attempts to); Wilfully, recklessly or negligently engage in a course of action that causes or may cause

physical or psychological harm or arouses apprehension or fear, either directly or indirectly, physically, verbally, electronically or by any other means; and

Engage in any other conduct, whether within or outside RMIT premises, that may be prejudicial to the good order and discipline of RMIT or is likely to bring RMIT into disrepute.

For the complete Student conduct policy: https://www.rmit.edu.au/about/governance-and-management/policies/student-conduct-policy

General misconduct will be forwarded to a senior officer in the School of Education. General misconduct and academic misconduct may result in expulsion or suspension from the program.


https://www.rmit.edu.au/about/governance-and-management/policies/student-conduct-policy

https://www.rmit.edu.au/about/governance-and-management/policies/student-conduct-policy


If you make a unilateral decision to terminate your placement without having completed the mandated total teaching days, or without consulting the PX Team, you will fail the Professional Experience Course you are enrolled in. You will be identified as "At Risk" as per the Assessment and Assessment Flexibility policy.

If a placement is terminated at an early stage, the Program manager will carefully review the situation and the learning needs of the pre-service teacher and make recommendations about:

Opportunity to repeat the placement. Special requirements in relation to placement. Requirements in relation to course enrolment policy. Nature of the learning environment, and appropriate work. Pass on this information to the centre director/centre manager.

UNRESOLVED CONCERNS

Very occasionally, pre-service teachers may have issues or concerns about their Professional Experience. Where issues between a pre-service teacher and mentor teacher cannot be resolved the first course of action is to discuss the concerns or issues with the centre director/centre manager. If this fails to resolve the issue, the pre-service teacher should contact the Program manager and provide an explanation of the issue in writing using Expression of Concern Form (see Forms Section of handbook). This may prompt a visit by an RMIT staff member to provide additional support.



PROFESSIONAL EXPERIENCE POLICIES

PLACEMENT POLICY

All pre-service teachers undertake placement in a registered centre.Pre-service teachers undertake placement according to the following guidelines:

1. Pre-service teachers do not undertake placement in a centre where they are employed at (or have been employed at).

2. Pre-service teachers do not undertake placement in a centre their children attend.3. Pre-service teachers do not undertake placement in a centre at which a relative is

employed.4. Pre-service teachers do not undertake placement in a centre where they or anyone close to

them has a financial interest.5. Pre-service teachers cannot arrange for their children to be placed in the same

centre as themselves during their placement.6. Pre-service teachers cannot be paid whilst on placement.

Special needs or circumstances are considered when arranging placements. However, special arrangements must meet course requirements and contribute to the pre-service teacher’s successful development as an educator or practitioner capable of participating fully in the responsibilities of the profession.

https://www.rmit.edu.au/study-with/us/applying-to-rmit/local-student-applications/entry-requirements/education-teaching

OCCUPATIONAL HEALTH AND SAFETY

HEALTH PRECAUTIONS

Pre-service teachers are advised to take the following protective measures regarding their own health while on placement:

Ensure immunisation against Whooping Cough, Chicken Pox, Hepatitis, Measles, Poliomyelitis, Diphtheria, Tetanus and Rubella are up to date.

Ensure that you are physically and mentally well during placement. Take particular care with personal hygiene while on placement.

PRESCHOOL/CENTRE OHS INDUCTION

Pre-service teachers should ensure that they are aware of:

Occupational health and safety procedures in the centre and on relevant excursions. Accident, first aid and emergency procedures and responsible staff. Policies relating to allergies and anaphylactic shock. Staff and children duty of care, welfare and discipline policies. Privacy legislation requirements. Professional expectations of student teachers. Policies regarding daily arrival and departure, leaving the centre during working hours and

authorised access outside normal working hours.18ECE-GD204Version 3.0 2021Edited MN 18/1/21




Pre-service teachers should actively seek this information if it is not provided. In the event of a medical emergency, pre-service teachers should offer emergency first aid commensurate with their first aid qualifications and experience and/or contact an ambulance or medical assistance immediately. All Occupational Health and Safety incidents in which pre-service teachers are involved should be reported to the preschool/centre and the RMIT University PX Office.

The process steps if an accident or incident occurs during a WIL activity are: Manage Incident Manage Accident

All accidents and incidents should be reported in PRIME and in InPlace.

DISCRIMINATION, SEXUAL HARASSMENT AND BULLYING

Discrimination, sexual harassment and bullying are unlawful in all work and education environments. If a pre-service teacher feels they have been discriminated against, sexually harassed or bullied by someone employed by a centre or organisation at which they are on placement or by a student or client of the placement organisation, the University’s Discrimination, Sexual Harassment and Bullying Prevention Advisers can provide support and advice. Similarly, if a staff member or child at a placement claims that they have been discriminated against, sexually harassed or bullied by a pre-service teacher, RMIT University can aid.

At RMIT, we are committed to providing a respectful and safe place to study and work. If you are feeling unsafe or unsure what to do about threatening or unwanted behaviour, you can talk to us about your concerns and options - even if the behaviour happened off campus.

If you or someone you know has experienced unwanted or threatening behaviour - including sexual harassment or assault, please contact Safer Community at RMIT:https://www.rmit.edu.au/students/support-and-facilities/student-support/safer-community

INSURANCE COVER

Pre-service teachers are covered by the RMIT University's Student Accident Insurance policy whilst they are participating in and travelling directly to or from authorised placements. Pre-service teachers who are not officially enrolled in a placement course are not covered by the university’s policy. For further information, please see:

https://www.rmit.edu.au/students/ student-essentials/work-integrated-learning/important- requirements-and-details.

Pre-service teachers are not eligible for Work-cover because they are not employees, they are covered by RMIT Student Accident Insurance.


https://www.rmit.edu.au/students/support-and-facilities/student-support/safer-community

https://au.promapp.com/rmituniversity/Process/Minimode/Permalink/Bc1BBVpYMuCDHTyVI0YtQ2

https://au.promapp.com/rmituniversity/Process/Minimode/Permalink/GqFkIevqKaOYmfHWWhVBFO


PRE-SERVICE TEACHERS LIABILITY

Pre-service teachers should not be left in sole charge of children and should not take over the roles of mentor teachers who are absent. This includes non-teaching activities such as excursions. The legal responsibility for a class or group of children being taught by a pre-service teacher rests with the mentor teacher. Similarly, pre-service teachers should not represent themselves as fully qualified teachers under any circumstances.

IMMEDIATE ASSISTANCE AT RMIT

If you or others require immediate assistance relating to mental wellbeing, such as overwhelming stress or thoughts of harming yourself or others call:

RMIT Connect (business hours) RMIT Student Crisis Line (after hours)

Telephone 9925 5000Telephone 1300 305 737Text 0488 884 16



APPENDICES - RMIT FORMS

SCHEDULE - ONGOING STUDENT UNDERTAKING FOR ALL WORK INTEGRATED LEARNING ACTIVITIES



1 Student Name [Insert] S-number [Insert]

2 Activity As outlined in Handbook relevant to RMIT Program at https://sites.rmit.edu.au/educationplacements/ Such other activities as agreed from time to time, at the relevant Partner’s instruction directed at the Student

obtaining experience, training & skills relevant to the Program of study. 3 RMIT Contact Jenelle Graham, WIL Coordinator and Placement Administrator,

[email protected], 9925 79744 Program name [Insert]Year Level [Insert] Program Code [Insert] Year signed [Insert]5 Intellectual Property (IP) ownershipIP includes intellectual property rights, inventions & improvements, trademarks, copyright materials, designs, & the right to apply for such or register such rights, & any materials, plans, drawings, models, prototypes, structures, products, specimens, software, reports, research projects, documents, publications or communications. To the extent this Agreement is inconsistent with RMIT’s IP Policy, this Agreement prevails.Partner owns IP

(a) The Student assigns all right, title & interest to the IP they create in the course of the Activity to the Partner, except that the Student retains their background IP, & their copyright in any thesis relating to the Activity. The Student will do all such acts to effect this assignment, including executing any required documents.

(b) To the extent permitted by law, the Student consents to acts which would otherwise infringe their moral rights (e.g. right of attribution of authorship & integrity & right against misattribution) in relation to the assigned IP.

(c) Subject to the Partner’s reasonable instructions to maintain confidentiality & privacy:i. the Student may submit & publish their thesis; & ii. the Partner grants the Student a royalty-free, perpetual, non-exclusive licence to use & reproduce the assigned IP for the

Student’s assessment (including projects, assignments, & reports), and, for use in the Student’s resumes or online folios. The Partner’s instructions may include a reasonable time limit on publishing IP to the general public, or removing commercially sensitive or identifying information.

RMIT & the partner have agreed that the Partner will provide opportunities for Work Integrated Learning (WIL) Activities for Students of RMIT. Pursuant to that agreement, this Undertaking is made by the Student in favour of RMIT & the Partner. It applies to all WIL Activities the student undertakes as part of their studies at RMIT. The student agrees to: a) undertake the Activity to the best abilities;b) acknowledge RMIT may be required to provide their contact

details to Partners for the purpose of the WIL Activities, & that such information will be kept confidential by the Partner;

c) endeavour to obtain experience, training & skills in undertaking the Activity as a part of the Program;

d) comply with the Partner’s policies & rules, including on workplace behaviour, occupational health & safety, & client or staff confidentiality & privacy, & the Partner’s reasonable directions; as well as all RMIT’s policies, & any manuals or guidelines provided in relation to the Program & materials relating to participating in WIL Activities which include placements, projects or activities;

e) not communicate, publish or release any confidential information of the Partner or RMIT & will keep all such information strictly confidential. Confidential information includes personal information or health information, & can be oral, written or in electronic format. Obligations of Privacy & confidentiality continue even after the Activities or the Agreement have ended; & return to the Partner all its property & documents at the end of the Activity.

f) apply for, obtain or otherwise complete any required approvals, licences, immunisations, police checks, working with children checks or registrations of they are necessary for the Activity or reasonably required by the Partner, in accordance with the required timelines, which may be prior to starting the Activity; & I will inform RMIT if there is any relevant change in the status of these licences, registrations or approvals (including police check) during the relevant period of validity;

g) consider informing both RMIT & the Partner of any medical condition or disability that may affect work performance or require reasonable adjustments by the Partner & RMIT;

h) enter into an appropriate contract with the Partner if the Student is paid for the Activity;

i) if the Activity is located outside Australia, register & comply with the requirements of RMIT’s Global Experience Officer;

j) if the Student is studying in Australia under a student visa, that they have investigated whether the Activity is registered as mandatory hours for their Program on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS), they have ensured that undertaking the WIL Activity does not impact the status of their visa by exceeding the maximum working hours allowed under their visa;

k) acknowledges & accepts that verification of their identity as the maker of this Undertaking is determined by reference to their email address; and address used to electronically send this Understanding provides the nexus to identify them.

Signed sealed & delivered by the Student ☐ I have read & agreed to this Student Undertaking. Signature /type name ________________________________ Date________________________________


https://sites.rmit.edu.au/educationplacements/


EMERGENCY CONTACT FORM

As a duty of care to both the school setting and the Pre-Service Teacher, it is important that the emergency contact details are provided at the commencement of each placement.

To ensure that your details are kept confidential, we request that you complete this form and seal it in an envelope marked the following way:

ConfidentialPRE-SERVICE TEACHER’S NAMERMIT UNIVERSITYTo be opened in case of an emergency

In case of an emergency, the School setting will contact the designated person/s listed below. Please ensure that your supervising teacher site Coordinator receives this form in an envelope upon your arrival.

Pre-Service Teacher’s Name: Date:

Contact Person One:Name:Relationship:Phone Number:Contact Person Two:Name:Relationship:Phone Number:

In case of an emergency, I (pre-service teacher name) ______________________________________ give the school setting where I am attending my Professional Experience Course permission to seek medical assistance or call an ambulance when necessary.

Pre-service Teacher’s Signature

Pre-service Teacher’s Medical Number

Allergies:

Important Medical Information: e.g. Asthmatic, diabetic, etc.

Are you presently on any medication? * Yes * No

Blood group (if known):

N.B. The above information is confidential, and this form will be collected by the Pre-Service Teacher at the conclusion of the placement.



PRE-SERVICE TEACHER EXPRESSION OF CONCERN FORM

This form should be returned to the professional experience office by the pre-service teacher if they have concern about their placement.

Pre-service teacher: RMIT Student No:

EC Centre: Program Code:

Mentor Teacher: Age range of children:

Mentor Teacher Email: Mentor Teacher / Centre Ph.:

Concerns:

Visit from RMIT staff member required ☐

Name: Signature: Date:

Please send the form to the Professional Experience Team.Email: [email protected]



MENTOR TEACHER EXPRESSION OF CONCERN FORM

This form should be returned to the professional experience team prior to a pre-service teacher being assessed as Unsatisfactory on the End of Placement Report.

Pre-service teacher: RMIT student No:




Concerns:

Progress Unsatisfactory ☐ Visit from RMIT staff member required ☐





PLACEMENT TERMINATION FORM

Placement termination form: For use by centre

This form should be returned to [email protected] and the Course Coordinator

Pre-service teacher: RMIT Student No:




Reason for terminating the Placement:

Has the issue been raised prior to termination of placement? If so please provide details e.g. who with, when, actions taken.

Has the issue been raised or discussed with the Course Coordinator? If so, please provide details e.g. when, outcome of discussion





INTERIM PLACEMENT REPORT

This form should be completed at the mid-point of placement and returned to the PX Office only if 2 or more fields are Unsatisfactory (US). If two or more areas are identified as US the PX Office needs to be notified so that support mechanisms can be put in place. This may include a visit by an RMIT staff member.

Please indicate your opinion of the pre-service teacher’s progress so far and where appropriate provide the student with improvement strategies.

Pre-Service Teacher Date

Early Childhood Setting Age range of children

Mentor Teacher No. of Days in EC Setting

Pre-service teacher to complete:

RMIT Student ID Program Year-Level

Home Campus Course Code

Use the following codes to indicate progress: Satisfactory – S; Unsatisfactory - US

Personal/Professional Qualities Progress Action Required

Attendance

Reliability & punctuality

Preparation & organisation

Eagerness to learn & improve

Ability to fulfil common professional duties

Additional Comments

Mentor Teacher signature: Date:

Pre-service Teacher signature: Date:




TAX INVOICE CLAIM FORM

Payment Terms 30 Days

EC Site:Date:

ABN:

Address: Postcode:

EC Email: Ph.: Fax:

Bank Name: Account Name:

BSB: Account No: Please note we cannot accept personal bank details

Mentor Teacher Name

Pre-service Teacher Name Program Placement Date

No of Days Amount

Centre Director/Manager: Email:Payment Details (Exclusive of GST)

Mentor Teacher: $25 per day per Pre-service TeacherCentre Director/Manager: $1.50 per day per Student Teacher

Sub Total $

+ 10% GST $

TOTAL $

Please attach pre-service teacher placement report/s and return to: RMIT Reply Paid 2476, Professional Experience Team, RMIT School of Education, Melbourne, 8060 (no stamp required)Fax: 03 9925 6623 / Ph.: 03 9925 7944Email: [email protected]

Please retain a copy of Tax Invoice Claim Form for centre account reconciliation



SAMPLE


PROFESSIONAL EXPERIENCE ACCEPTANCE FORM 1

Please ensure you have three copies of the Acceptance FormOriginal copy: scanned & emailed to [email protected]

Copy 1: retained by the pre-service teacher Copy 2: retained by the EC education settingRMIT Student teacher to complete this section:

Program Title: Graduate Diploma Early Childhood Education (GD204)Course Code: TCHE2684 Course Name: Being in the Early Years Praxis (23 days required)Negotiated placement terms (indicate agreed days per week, ages etc from those available:B = B-2 settingC = 3-5 setting23-Mar 24-Mar 26-Mar30-Mar 31-Mar 1-Apr 2-Apr 3-Apr6-Apr 7-Apr 9-Apr

20-Apr 21-Apr 22-Apr 23-Apr 24-Apr27-Apr 28-Apr 30-Apr4-May 5-May 6-May 7-May 8-May11-May 12-May 14-May18-May 19-May 21-MayRMIT Student teacher to complete this section:

Name: Student ID#:

Preferred Name: Mobile #:

RMIT Email Address:

I am aware and accept the requirements outlined in this Professional Experience Program. I have read the relevant Professional Experience Program Handbook in relation to Professional Code of Conduct, Policies and Assessment.RMIT Student Signature: _________________________________________ Date: _____________

Educational Setting to complete this section:Setting Name:

Address: Postcode:

Email: Telephone #:

Name of Centre Director/Coordinator/Manager:

Mentor teacher to complete this section:Details of mentor teacher directly responsible for mentoring and supervising pre-service teacher.

Name: Contact #:

Email Address:

Declaration:I confirm that ____________________________________________________agrees to offer a place in your establishment for this RMIT student for a Professional Experience Placement between the dates of ____/____/____ to ____/____/____ on the negotiated terms listed above.




Signature: Date:


SAMPLE





Program Title: Graduate Diploma Early Childhood Education (GD204)Course Code: TCHE2686 Course Name: Becoming in the Early Years – Child in

Community (14 days required)Negotiated placement terms (indicate agreed days per week, ages etc from those available:B = B-2 settingC = 3-5 setting20-Jul 21-Jul 22-Jul 23-Jul 24-Jul

27-Jul 28-Jul 29-Jul 29-Jul 30-Jul

3-Aug 4-Aug 5-Aug 6-Aug 7-Aug

10-Aug 11-Aug 12-Aug 13-Aug 14-Aug

RMIT Student teacher to complete this section:

Name: Student ID#:


RMIT Email Address:

I am aware and accept the requirements outlined in this Professional Experience Program. I have read the relevant Professional Experience Program Handbook in relation to Professional Code of Conduct, Policies and Assessment.RMIT Student Signature: _________________________________________ Date: _____________


Address: Postcode:

Email: Telephone #:



Name: Contact #:

Email Address:





Signature: Date:




Program Title: Graduate Diploma Early Childhood Education (GD204)Course Code: TCHE2687 Course Name: Belonging in the Early Years – Praxis

(23 days required)Negotiated placement terms (indicate agreed days per week, ages etc from those available:B = B-2 settingC = 3-5 setting17-Aug 18-Aug 19-Aug 20-Aug 21-Aug

26-Aug 27-Aug 28-Aug

9-Sept 10-Sept 11-Sept16-Sept 17-Sept 18-Sept23-Sept 24-Sept 25-Sept30-Sept 1-Oct 2-Oct

5-Oct 6-OctRMIT Student teacher to complete this section:

Name: Student ID#:


RMIT Email Address:I am aware and accept the requirements outlined in this Professional Experience Program. I have read the relevant Professional Experience Program Handbook in relation to Professional Code of Conduct, Policies and Assessment.RMIT Student Signature: _________________________________________ Date: _____________


Address: Postcode:

Email: Telephone #:



Name: Contact #:

Email Address:





Signature: Date:



RMIT Early Childhood Student to CompleteCourse Name: Course Code: TCHEStudent Name: Student Number:

Name of Educational Setting:

Date of Attendance

Attendance Total Hours per day (minimum 7 hours /day excluding lunch break

Mentor’s SignatureMorning session to lunch break

Afternoon Session

Start Finish Start Finish

Example 9:30 12:30 1:00 5:00 7 A N Other 12345678910111213141516171819202122232425If Pre-Service Teacher is absent for any reason, please do not sign for that that day, but write absent.Note: Pre- Service Teachers should be in attendance for 7 hours per day. If in a sessional preschool where this is not possible, extra days will need to be added to make up hours.

Please attach this form with the Professional Experience Assessment Report.


PROFESSIONAL EXPERIENCE ATTENDANCE DIARY


PROFESSIONAL EXPERIENCE REPORT #1

TCHE2684 BELONGING IN THE EARLY YEARS: PRAXIS (23 DAY PLACEMENT)

Pre-service Teacher Student ID s

Early Childhood Setting Children Age Range/s

Mentor TeacherMentor Teacher Contact

Dates of Professional Experience

From _____ / _____ /_____To _____ / _____ / _____

No of days at placement

WORK EFFECTIVELY WITH CHILDREN EVALUATION

Key Indicators Gammon Ordinary Deadly

1. Forms effective relationships with infants/toddlers/ young children in their care that are respectful and repciprocal

2. Uses effective verbal and non-verbal language to communicate with infants/toddlers and young children that respond to their cues in dialogues

SUPPORTING COMMENTS:

WORK TOGETHER WITH CHILDREN AND FAMILIES TO PROVIDE AN EFFECTIVE PROGRAM EVALUATION

Key IndicatorsGammon Ordinary Deadly

1. Communicates with infant/toddlers/young children and their families in an open manner in agreement with centre policy

2. Demonstrates an awareness of children’s social and emotional needs

3. Uses an increasingly complex set of positive guidance strategies to support effective relationships and conflict management

4. Communicates and collaborates effectively and ethically with diverse communities and external stakeholders in the best interests of young learners



SAMPLESAMPLE


DESIGN APPROPRIATE EXPEREIENCES BASED ON AN UNDERSTANDING OF CHILDREN’S DEVELOPMENTAL STAGES

EVALUATION


1. Evidence of applied theoretical knowledge underpinning developmental observations, interpretations and design of learning experiences

2. Writes meaningful learning stories for infants/ toddlers/young children that offer appropriate ‘next steps’ for learning and curriculum implementation


DESIGN AND IMPLEMENT WEEKLY AND DAILY SCHEDULING FOR INFANTS OR TODDLERS OR YOUNG CHILDREN THAT PROMOTE THEIR WELLBEING

EVALUATION


1. Evidence of thoughtful curriculum planning to promote agency,levels of choice, exploration, inquiry and wellbeing of children in their care


IMPLEMENT A PLAY CURRICULUM FOR THE CHILDREN EVALUATION


1. Produces a range of ideas to engage children in learning through play


EVALUATE AND REFLECT ON IMPLEMENTED EXPERIENCES EVALUATION


1. Evidence of thoughtful reflection and evaluation on implemented experiences, linking to theoretical understandings when appropriate



SAMPLE


ABILITY TO SUPPORT PEDAGOGICAL PRACTICE EVALUATION


1. Critically reflect on and apply effective pedagogical and assessment apporaches that enable infants, toddlers and young children’s ‘belonging, being and becoming’ as curriculum partners

2. Utilises appropriate digital technologies to support children’s learning


IDENTIFY AND EVALUATE A RANGE OF STRATEGIES TO SUPPORT EXPRESSIVE ACTIVITIES FOR CHILDREN EVALUATION


1. Uses a range of teaching strategies to facilitation learning e.g.; scaffolding, facilitating etc

2. Listens to children and plans for participatory learning

3. Demonstates inclusive pedagogical practices


EARLY CHILDHOOD CONTEXT EVALUATION


1. Demonstrate an applied understanding of literacy and numeracy learning for infants/toddlers/young children

2. Able to plan and implement effective pedagogies during routine events


CRITICALLY REFLECTS ON THE IMPORTANCE OF EVALUATION37ECE-GD204Version 3.0 2021Edited MN 18/1/21

SAMPLE


PHYSICAL ACTIVITY FOR THE SENSORY MOTOR CHILD AND PLANS ACCORDINGLY


1. Demonstrates an ability to implement an outdoor program to promote physical development and to support learners to build a relationship with the natural world e.g.; assist children to observe and experience nature, set up equipment appropriately for the development of the child


OVERALL PROGRESS

What is your overall assessment of this pre-ser-service teacher?

Please mark the appropriate box

Has Passed placement ☐ Has failed placement ☐

GENERAL COMMENTS:

Strengths

Areas that need improvement

Pre-Service Teacher Signature:

Supervising Teacher Signature:

Date:

Please provide A COPY OF THIS COMPLETED REPORT to the Pre-Service Teacher

Pre-service teachers must upload a copy of the report to InPlace and Canvas




TCHE2686 BECOMING IN THE EARLY YEARS: CHILD IN COMMUNITY (14 DAY PLACEMENT)





From _____ / _____ /_____To _____ / _____ / _____












8. Communicates and collaborates effectively and ethically with diverse communities and external stakeholders in the best interests of young learners



SAMPLE



EVALUATION






EVALUATION








EVALUATE AND REFLECT ON IMPLEMENTED EVALUATION


SAMPLE


EXPERIENCES



3. Applies a philosophical lens and criticallyl interrogate historical and contemporary pespectives concerning local and global Early Childhood Education practice, policy and pedagogy, inclusive of indigenous narratives




3. Effectively plans, implements and evaluates an early years curriculum that is inclusive of all learners from diverse backgrounds and which responds to their individual interests











4. Able to plan and implement effective pedagogies


SAMPLE


during routine eventsSUPPORTING COMMENTS:

CRITICALLY REFLECTS ON THE IMPORTANCE OF PHYSICAL ACTIVITY FOR THE SENSORY MOTOR CHILD AND PLANS ACCORDINGLY

EVALUATION




OVERALL PROGRESS




GENERAL COMMENTS:

Strengths




Date:






TCHE2687 BECOMING AN EARLY YEARS PROFESSIONAL (23 DAY PLACEMENT)





From _____ / _____ /_____To _____ / _____ / _____












12. Communicates and collaborates effectively and ethically with diverse communities and external


SAMPLE


stakeholders in the best interests of young learnersSUPPORTING COMMENTS:


EVALUATION






EVALUATION







4. Effectively plans, implements and evaluates an early years curriculum that is inclusvie of all learners from diverse backgrounds, and which resopnds to their individual interests, learning



SAMPLE


EVALUATE AND REFLECT ON IMPLEMENTED EXPERIENCES EVALUATION



5. Criticallyl reflects on and applies effective pedagogical and asssessment approaches that enable infants, toddlers and young children’s ‘belonging, being and becoming’ as curriculum parnters




4. Utilises apprpriate digital technolgies to support children’s learning

5. Articulate the importance of developing a professional identity and demonstrate leadership strategies that ethically engage with all stakeholders and advocate for learners













6. Able to plan and implement effective pedagogies during routine events


CRITICALLY REFLECTS ON THE IMPORTANCE OF PHYSICAL ACTIVITY FOR THE SENSORY MOTOR CHILD AND PLANS ACCORDINGLY

EVALUATION




OVERALL PROGRESS




GENERAL COMMENTS:

Strengths




Date:




PARENTAL / GUARDIAN PERMISSION FORM FOR

POST GRADUATE RMIT PRE-SERVICE TEACHERS (GD204)

School of Education

Tel: +61 3 9925 748 [DATE]

Dear Parent/Guardian

This letter is to introduce……………………..………………………………………………………who is currently a pre-service teacher in the Graduate Diploma in Education (Early Childhood) program, undertaking the course---TCHE--------------------------------. This means they already hold a Bachelor Degree in another discipline. The pre-service teacher is required to observe/gather data on a child in order to gain an understanding of the child’s interests, learning and development as part of their teacher training. The pre-service teacher has an assignment task that requires them to document the data information related to the observations and to plan curriculum for children.

The assignment will be kept confidential and identifying material such as the centre name and child’s name will not be included when the assignment is submitted. Permission from parents/ guardians is needed for the pre-service teacher to conduct observations of the child’s learning experiences.

I thank you in advance for your permission and if you have any questions our contact details are included.

Yours faithfully,

Parent/Guardian permissionI give my permission for…………….….……………………………………………… (Pre-service teacher’s name) to

carry out observations on my child…………………………………………..…………..(Child’s name) for the

purpose of preparing an assignment task for their Graduate Diploma in Education (Early Childhood) program. I understand all records will be kept confidential.

Parent/Guardian name ……………………………………………………………………………

Date: …………………… Signature: …………………………………………………………


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