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CHARLES STURT UNIVERSITY

FACULTY OF EDUCATION

PROFESSIONAL EXPERIENCE 4: EPT422

BIRTH - 2 YEARS

EPT 422 GUIDE TO PROFESSIONAL EXPERIENCE PLACEMENT

EC placement setting:

Supervising Teacher/s:

Director:

Liaison Officer: ________________________________________________

Table of Contents

INTRODUCTION ........................................................................................................................................................... 2

The Goals Of The Professional Experience ............................................................................................................. 3

Pre- Placement ....................................................................................................................................................... 4

Ethical Considerations For Teacher Education Students Undertaking Professional Experience. .......................... 5

Part A Attendance And Support ............................................................................................................................. 7

Part B: Learning/ Teaching Activities ...................................................................................................................... 7

2. Learning Experiences Planning & Evaluation ................................................................................................... 12

3. Supervision Cycle .............................................................................................................................................. 12

4. Documentation ................................................................................................................................................. 13

Appendix 1: Goal Setting. ..................................................................................................................................... 14

Appendix 2: Early Years Learning Framework Principles, Pedagogy And Practice .............................................. 15

Appendix 3: Observation And Documentation Of Children’s Learning ................................................................ 16

Appendix 4: Intentional Teaching Plan For Individual Children And Group Learning .......................................... 18

Appendix 5: Professional Reflection ..................................................................................................................... 19

Appendix 6: Daily Personal Reflection .................................................................................................................. 20

Appendix 7: Administrative Procedures. .............................................................................................................. 21

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INTRODUCTION

This professional experience is a 20 day program designed to extend the Teacher Education

Student’s insight into the operation of early childhood services and provide scope for teaching

development, particularly with birth to two year old children. It offers students an opportunity to

observe, plan, implement and reflect upon experiences for infants and toddlers; to consult with

families and other primary caregivers to address individual capacities of infants and toddlers in

group settings; to respond positively to family and community cultures in caregiving and

education practices; and to implement quality environments and leadership in the healthy

development of very young children. It is Teacher Education Students’ second professional

experience in early childhood settings for children under 5.

It is essential that this document is read in conjunction with the General Handbook, which can

be accessed via the Professional Experience website http://www.csu.edu.au/faculty/educat/pep/

The students enrolled in this subject are in their final year of the Bachelor of Education (Early

Childhood and Primary). This placement occurs just before their final placement. It is considered

that all beginning teachers, no matter their ultimate career destination, will benefit from contact

with infants and toddlers and bring to this placement the skills, knowledge and professional

values they have learned over the last three years.

*** Note to Supervising Teachers: It is critical that the mid- session report be returned by the

end of the second week, that any significant concerns are notified both on the report and to the

Professional Experience Unit, and that a developmental support plan is submitted. Further and

more detailed information is available in the Professional Experience Handbook.

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THE GOALS OF THE PROFESSIONAL EXPERIENCE

For the Teacher Education Student: For the Supervising Teacher:

To take responsibility for acquiring the

professional and personal qualities

and skills necessary in teaching

children aged from birth-5, to

demonstrate personal reflective

practice to increase effectiveness by

formulating goals considering their

own strengths and what they need to

address from previous placements, to

address the EYLF standards and

outcomes in the context of

collaborating with their Supervising

Teacher throughout the placement.

To engage in continuing dialogue

(based on ongoing observation) with

the Teacher Education Student with

a view to improving their

performance and assess their

suitability, performance and

effectiveness as early childhood

teaching professionals. Discussions

could focus on the Teacher

Education Student’s participation as

a staff member, as well as on their

attitudes and willingness to learn

from daily work with very young

children, such as

Appreciate the significance of high

quality interactions with very young

children on the children’s long term

futures

Reflect on and initiate discussion of

the Teacher Education Student’s

perceived motivation for teaching

Ability to draw on and use the EYLF

and quality frameworks in their

planning for professional interactions

with very young children from birth to 2

yrs

Comment on planning, preparation

and outcomes of the Teacher

Education Student’s work with very

young children from birth to 2 yrs

old.

Represent their rationale for

assessment and documentation of

young children’s learning in a format

related to EYLF learning outcomes

Assessment/documentation of

individual children’s learning

supported by accurate and

thoughtful observations related to

EYLF learning outcomes

Develop, organise in detail and

implement teaching experiences for

infants and toddlers

Communication, teaching,

management , and leadership skills

Respond and communicate positively

to families and to community cultures

Support effective communication

with parents and families

Add to/revise their personal

philosophy of early childhood

education

Quality of insights and initiatives in

the teaching/learning process

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PRE- PLACEMENT

Goal setting (see Appendix 1). In your preparatory workshops you should reflect on your professional placements up to date

and consider how best you can further your awareness, understanding and proficiencies of

teaching and caring for very young children by applying in practice the principles covered in the

subject EEA 405 Relationships & Pedagogy: Birth to 3 Years.

This will lead to your formulating a written draft of personal/professional learning goals, which

you are expected to take with you to your placement to discuss and finalise with your

Supervising Teacher and return to your campus subject co-ordinator via email during the first

week at the placement site.

Making Contact

You should contact the service/centre director/coordinator/manager and your Supervising Teacher to

introduce yourself, organise arrival and departure times and discuss any other relevant information.

Requirements

Make sure you are up to date with your child protection and working with children checks

Ensure your work or family commitments do not clash with placement requirements

Ensure you have organised suitable transport to and from the placement

Check the dress code of the site you are attending and ensure you can comply

PREPARATION FOR PLACEMENT

Including

a) Working with Children Check (WWCC) Number

b) Prepare Professional Experience goals and sent to Lecturer for approval

c) Prepare biography for the centre and have it approved by your lecturer

d) Prepare folder for your PE Experience before you start your placement

Preparatory Reading

In the past two years, the Australian Government Department of Education, Employment and Workplace

Relations (DEEWR) has implemented significant reforms in early childhood education and care (ECEC)

settings. These include the introduction of a National curriculum framework titled: Belonging Being

Becoming: The Early Years Learning Framework for Australia (EYLF) and the National Quality Standard

from the Education and Care Services National Regulations (Australian Children’s Education and Care

Quality Authority). All child care centres and family day care schemes in Australia are in the process of

implementing these frameworks and standards.

The EYLF and associated documents, EYLF Educators Guide, Fact Sheet, Information for Families, can be accessed and must be downloaded from the DEEWR site http://education.gov.au/early-years-learning-framework Additional resources are available from Early Childhood Australia: http://www.earlychildhoodaustralia.org.au/eylfplp The National Quality Standard (including Guide) must be downloaded from: http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard

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Arthur, Beecher, Death, Dockett & Farmer (2012). Chapter 9 Documenting and Assessing Children’s Learning. In Programming and Planning in Early Childhood Settings (5th Edition). Cengage Learning Australia, pp. 284-334, Available on CSU e-reserve or via link on Interact site.

ETHICAL CONSIDERATIONS

The following ethical considerations for Teacher Education Students 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 Teacher Education Students 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. Teacher Education Students

involved in these activities must adhere to the following principles:

Respect for persons

Teacher Education Students 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

Teacher Education Students 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 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

Teacher Education Students 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

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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

Teacher Education Students must analyse and report their findings accurately, honestly and in

compliance with accepted academic and scientific standards.

Cultural sensitivities

Teacher Education Students 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, Teacher Education Students 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.dec.nsw.gov.au/about-us/plans-reports-and-statistics/research-partnerships

Early Childhood Australia’s Code of Ethics:

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

The Australian Institute of Aboriginal and Torres Strait Islander Studies’ Guidelines for Ethical

Research in Indigenous Studies:

http://www.aiatsis.gov.au/research/ethics/gerais.html

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

consultation and protocols”:

http://ab-ed.boardofstudies.nsw.edu.au/go/partnerships

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PLACEMENT

Part A: ATTENDANCE AND SUPPORT

Attendance will include 20 full days of placement. The dates will be 22 April – 20 May inclusive. If

your Centre or service is open on Anzac Day, you are expected to attend.

Hours worked should be negotiated with the Supervising Teacher but should be at least 7½ hours

each day.

Each Teacher Education Student must complete the university provided Timesheet daily and have

it signed by the director/coordinator/manager of the service.

In case of illness or misadventure, the Teacher Education Student should notify the Supervising Teacher

before the day begins.

Part B: LEARNING/ TEACHING ACTIVITIES

1. PROGRESSION OF TEACHING

Over this professional experience Teacher Education Students will need to move through the

following sequence:

Days 1-5:

Observation and reflecting on children’s play ideas and explorations, referring to the EYLF principles

and learning outcomes (see Appendix 2).

Days 6-10:

Documentation, planning and implementing small group & individual learning experiences; reflections

on children’s routines (see Appendices 3, 4, 5 and 6).

Days 11- 20:

As above, continue to plan, implement, document and evaluate children’s emerging relationships, play

and learning, participating with increasing levels of engagement, interaction and responsibility in

implementing your placement goals in consultation with your Supervising Teacher.

Week 1: Starts Friday 22nd April

Introduce yourself to staff and children. Introduce yourself to parents by posting a short description

of yourself and your work in the centre, with a recent photograph of your face, and by speaking

informally with parents during arrival/departure times.

Participate and engage in a range of teaching and learning experiences, sensitively build rapport with

children towards fostering positive relationships, assist small group activities in 0-2 rooms, support

children one-on-one, assist with management and organisational tasks (transitioning children at

different times of the day, setting up/packing away), become familiar with and make notes on the

routines and programs of the service, including daily timetable, groupings of children, arrangements for

individualised care, and visible documentation of learning and planning.

Learn the names of the children in the room, the staff and other centre/service personnel, and

make notes on children’s attendance patterns across the week. Choose and observe two significant

play /learning experiences, both individual and with a group of children. Document their play ideas and

their explorations. Using APPENDIX 3 document both individual and group learning, reflect and

interpret the children’s interests, explorations and play and plan for future possibilities. Interpret these

observations in relation to the five EYLF Learning Outcomes (2 observations per day for week 1).

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Write up a daily reflection of the children’s play throughout the day documenting how different

groups of children engage (APPENDIX 3). What was your role in these learning experiences

(APPENDICES 5 & 6)? These daily reflections as well as your detailed observations of the children

will form the foundation for your planning in week two.

In consultation with your Supervising Teacher, revise your professional experience goals for this

professional experience and set out strategies and timelines to achieve these. Organise for regular

meeting times with your Supervising Teacher and a system of communication that will work for both

of you. This must include arrangements for enacting the required learning/teaching activities as set

out in this professional experience guide.

Week 2: ***mid-session report is due at the end of the second week***

Make arrangements to speak informally with the parents of the children about the child’s interests,

explorations and experiences at home, and other background information relevant to the

professional experience.

Become familiar with and use the educational resource materials available within the

service/centre.

Reflective journal –

o Professional reflection (See APPENDIX 5)

o Please include a personal reflective journal entry for each day of your placement

(APPENDIX 6). Reflect on your Professional Experience goals, and your identified

challenges and opportunities to become an effective and engaging educator whilst on your

placement. (One page)

Your second week’s reflection should incorporate thinking about the place of routines in the care of

children B-2. Take a growing level of responsibility for caregiving routines, particularly for all children.

Also reflect on how you as a newcomer to the centre initiate and foster relationships and attachment

with the children, other staff and parents. Write up a daily reflection of how your interactions influence

children’s engagement and learning during these routines.

Continue to observe individual and groups of children’s play ideas and their explorations. Using

APPENDIX 3 document both individual and group learning, reflect and interpret the children’s

interests, explorations and play and plan for future possibilities. Interpret these observations in

relation to the five EYLF Learning Outcomes (2 observations per day for week 2).

Using APPENDIX 4, based on your knowledge of the children in your group, plan and implement

one (1) experience per day encouraging children’s free play utilising both indoor and outdoor

environments (weather permitting). These should be able to be modified depending on children’s

interactions and engagement. Please plan learning experiences that reflect the children’s interests,

explorations and their lives. Alternative experiences should be planned for outdoor experiences in

case of inappropriate weather. Use a map or diagram of the indoor and outdoor learning environment

to assist with planning and to make planning visible for other educators working in the room.

Document and assess children’s responses to these learning experiences. Please ensure that you

have discussed these plans with your Supervising Teacher before they are implemented. Plan for

your own involvement in these experiences as an educator, based on early childhood pedagogy as

described in the EYLF pedagogical practices (pp. 14-16).

APPENDIX 5. What was your role in these learning experiences?

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Weeks 3 and 4:

Make notes on the leadership structure and responsibilities within the service, including your

thoughts and observations on: how the enactment of leadership within the service has occurred; any

challenges and opportunities for leadership; examples of ways you have seen leadership being

displayed by any staff member within the service including yourself.

Continue to implement, document and evaluate routine, spontaneous and planned learning

experiences in response to children’s interests throughout weeks 3 and 4 in consultation with your

Supervising Teacher using formats that make explicit links to the principles, practices, pedagogies

and learning outcomes of the EYLF.

Reflective practice – please include

o Professional reflection (See APPENDIX 5)

o a reflective personal journal entry for each day of your placement. Reflect on your

Professional Experience goals, and your identified challenges and opportunities to become

an effective and engaging educator whilst on your placement (APPENDIX 6).

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1. PROFESSIONAL EXPERIENCE LEARNING /TEACHING ACTIVITIES

The artefacts you are required to generate appear in italics in the right-hand column of this table.

Week Professional Activity Notes

1 starts

Fri 22nd

April

2016

Show Supervising Teacher your

Biography and discuss the best place to

position this. Introduce yourself to staff

and the parents.

Orientation to EC setting. Gather

information and take notes on the

centre’s planning and programming

requirements and procedures.

Review your proposed Professional

Experience goals with your Supervising

Teacher. Your draft Professional

Experience goals will have been already

sighted and signed by the Subject

coordinator but need to be negotiated

and finalised with your Supervising

Teacher. They are due back in final form

to your campus subject co-ordinator at

the end of the first placement week.

Assist with the daily operations of the

program and transition times

Start collecting written observations

X 2 per day of the children as they

interact with their learning environment

and others and begin to use these

observations to inform your planning

Write a Daily Reflection for each day

and include children’s emerging play

interests and their explorations and

discoveries

Write a Personal Reflection of your

day, noting your own professional

learning in relation to your 3 stated

goals

Observe AT with the children to learn

new ideas, techniques & strategies for

teaching and assessing.

Discuss plans for learning experiences

for week 2 with your Supervising

Teacher based on your observations of

Place approved biography on wall for

parents to view

Think about how your notes match with

seven main quality areas (see ACECQA

summary table on page 3 of the Guide

to the National Quality Standard)

In the first week of your placement you

need to review your proposed goals

with your Supervising Teacher and

determine if they are appropriate for this

placement and whether any modification

of the goals is required. (See

APPENDIX 1). Your goals may need to

be modified or changed as the

placement proceeds, this is just an

example of adjusting to the program.

Learn children’s names and daily

routines. Use routines as a means to

build relationships with the children.

Conduct a range of observations and

documentation using APPENDIX 3.

List details of the child/children’s

experience; interpret and assess the

child/children’s learning; and list

possible areas to extend the

child/children’s learning

Daily professional reflection

(APPENDIX 5)

Please write a page of your own

personal reflection for each day,

highlighting what you have learnt about

yourself as an educator. Link this to your

three goals. (APPENDIX 6).

Seek written feedback on your

interactions and plans from your

Supervising Teacher, and ensure that

your Teaching/Learning Experience

Feedback Sheets and time sheets are

signed.

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the children’s play ideas and

explorations.

Week 2

starts

Mon 2nd

May

2016

As per week 1, plus a professional reflection

on the role of routines in very young

children’s learning.

All plans for Week 2 must be discussed

with your AT. Written plans must be

shown to your AT prior to and on the

day of implementation

APPENDIX 3. Continue to use a range

of documentation to record your

observations including a variety of

documentation types to describe play

themes and ideas.

Discuss with and show plan to

Supervising Teacher before

implementing plans of learning

experiences.

Daily professional reflection

(APPENDIX 5)

Personal Reflection – (APPENDIX 6)

Link this to your three goals

Match your notes within the seven main

quality areas of the EYLF (ACECQA

summary table)

List specific principles, practices and

learning outcomes you have observed.

Mid- session report due (Day 10) to

University.

Week 3

starts

Monday

9th May

2016

DO THE SAME as weeks 1 and 2, ADD

AND DOCUMENT

Increasing planning, teaching and

caregiving responsibility,

Explicit links to EYLF learning

outcomes, and;

Reflections on leadership.

Week 4

starts

Monday

16th May

2016

DO THE SAME as weeks 1, 2 and 3 , ADD

a final professional reflection on;

How you have performed against the

EYLF, your original goals for the

placement and, your growth as a

professional?

Final Report due to Professional

Experience Office by 27th May, 2016.

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2. LEARNING EXPERIENCES PLANNING & EVALUATION

It is important that all learning experiences are planned and discussed with the Supervising Teacher

prior to the commencement of experiences on the day on which the teaching will take place.

No planned experiences are to be taught unless a written experience plan has been approved and

signed off by the Supervising Teacher. Where emergent planning is used, students should maintain

close discussions with their Supervising Teachers and document the learning and experience as it

unfolds. Experience plans and documentation of children’s learning are to be available at any time for

perusal by supervising personnel.

During this professional experience, you are encouraged to experiment with and choose a range of planning

and documentation formats. Learning experiences can be planned and documented using

the basic formats in Appendices 3 and 4,

those discussed in the preparation workshops,

those outlined in Arthur et al (2012)chapter 9, or else

the planning formats used/approved by your Supervising Teacher.

Please ensure that your planning and documentation includes explicit links to the EYLF principles, practices,

pedagogies and learning outcomes.

Free play and small group experiences should be evaluated using the proformas in Appendix 3 or 4 (or an

equivalent proforma). All experiences are to be evaluated and consideration should be given to future

planning.

3. SUPERVISION CYCLE

The Teacher Education Student and their Supervising Teacher should engage in the following cycle

of supervision:

Stage 1: Planning conversations where the content and focus of the experience to be planned is

discussed.

Stage 2: Pre-teaching conversations where the Supervising Teacher reviews the plan for the

experiences to be taught.

Stage 3: Supervising Teacher observes your teaching using the observation form. Supervising

Teachers are requested to observe formally and provide written and oral feedback on at

least one experience per week (3 in total) which is planned and directed by the Teacher

Education Student. It is not necessary to comment on every experience; however

feedback for a range of different experiences is helpful.

Stage 4: Teacher Education Students should initially evaluate their own teaching prior to the

feedback conversations with their Supervising Teacher.

Stage 5: Feedback conversations are where your Supervising Teacher discusses with the Teacher

Education Student the descriptive information previously recorded and makes

suggestions for improvement. Often the feedback conversation concludes with planning

for the next observation session and so establishes a cycle of supervision.

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4. DOCUMENTATION Use the EYLF principles, practices and learning outcomes and ACECQA National Quality Standards as

your framework for documenting young children’s learning and interactions, planning, teaching and

reflections.

Please ensure that your Professional Experience folder is well organised with clear sections and well kept

documentation. Please ensure that you folder is available for your Supervising Teacher and ULO every

day. Please also ensure that your written documentation has been printed in hard copy and included in

your folder. It is not acceptable to have your documentation on your computer.

5. THE REFLECTIVE PRACTITIONER – REFLECTIVE JOURNAL (see appendix 6). In addition to the required learning and teaching activities, the Teacher Education Student is expected to

reflect on his/her experience during the Professional Experience by engaging in dialogue with Supervising

Teachers and fellow Teacher Education Students and by keeping a journal/diary in which he/she records

experiences and thoughts over the duration of the Professional Experience period.

The purpose of these reflections is for Teacher Education Students to develop new understandings and

appreciation about the nature of teaching and of themselves as both teacher, learner and community

member. Thirty minutes each day must be dedicated to writing in your professional and personal reflective

journals.

Note: this is not just a list of activities but a considered reflection on your growing understanding of yourself

and the early childhood profession. You do not need to share your personal journal with your Supervising

Teacher but you should show them evidence that you have kept the journal.

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APPENDIX 1: GOALS.

Your goals should demonstrate reflection on a number of the following elements:

Identify the elements that you, as a student, are in a position to influence in the seven Quality Areas

of the ACECQA quality standards.

1. Educational program and practice

2. Children’s health and safety

3. Physical environment

4. Staffing arrangements

5. Relationships with children

6. Collaborative partnerships with families and communities

7. Leadership and service management

How are you planning to demonstrate the following professional and personal attributes, knowledge

and skills?

o A detailed understanding of the first three years of development

o The importance of quality care and education for very young children

o How to build attachment and relationships in facilitating children’s transitions

o How to evaluate, explain and deliver quality in infant/toddler care

o How to plan to reflect the importance of families and the community in young children’s

lives.

o How to select learning experiences and set up quality environments, using an emergent

curriculum framework for individual children with diverse needs, interests, abilities and

backgrounds

o How to evaluate and influence the effects of physical and emotional environments on

planning

o How management policies and practices influence the quality of infant/toddler care

o The capacity to foster positive relationships with staff, families, and communities

o How to positively guide behaviour with infants and toddlers with a range of needs and

abilities

o How to apply critical thinking and reflective skills to teaching practices and policies in early

childhood education and care

o Develop a beginning capacity to act as an advocate and leader in infant/toddler care

o Implement health and safety practices related to infant/toddler care.

A template for the completion of Goals will be supplied in the EPT422 Inteact2 site.

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APPENDIX 2: EARLY YEARS LEARNING FRAMEWORK PRINCIPLES, PEDAGOGY AND PRACTICE

Document the EYLF Principles and Practices (EYLF, pp. 12-18) that you have observed during

this professional experience. Describe or provide examples of these in your documentation folder.

Principles

Practices

Secure, respectful and reciprocal

relationships

Partnerships

High expectations and equity

Respect for diversity

Ongoing learning and reflective

practice

Holistic approaches

Responsiveness to children

Learning through play

Intentional teaching

Learning environments

Cultural competence

Continuity of learning and

transitions

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APPENDIX 3: OBSERVATION AND DOCUMENTATION OF CHILDREN’S LEARNING

3 (a): OBSERVATIONS OF CHILDREN’S SELF-INITIATED PLAY AND EXPLORATIONS

Observation (what?) Child/children participating: Date: Time: Place:

Teacher’s Reflection and Assessment of Child’s/Children’s Learning (so what?) Learning Outcome/s: Key Component/s

Plan for possible lines of development or opportunities for learning (what next?) (think about ideas for extension of learning, environments, interactions and conversations for sustained shared thinking)

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3 (b): DAILY DOCUMENTATION OF THE CHILDREN’S PLAY THROUGHOUT THE DAY

DOCUMENT the children’s play experiences and explorations, noting

how different groups of children interact and engage (week 1) and children’s engagement,

behaviour and interactions during routine and transition times (week 2).

Week 3: What was your role in these learning experiences and how did you respond and support

the children in these experiences/situations?

Please use at least four different documentation formats and include your documentation in your folder

under the appropriate week’s tasks.

Forms of documentation you may choose to try: Anecdotes, Jottings, diary or journal, children’s self-

reflections, samples of work, time samples to gauge participation/engagement, language transcripts (word

lists or receptive language for very young children), webs , interviews, reading and re-telling pictures and/or

picture books, construction plans or diagrams, visual diaries.(Arthur et al, 2012, chapter 9).

To assist you in choosing documentation forms, please prepare during the pre-placement period by

reading Chapter 9 Documenting and Assessing Children’s Learning. In Arthur, Beecher, Death, Dockett &

Farmer (2012). Programming and Planning in Early Childhood Settings (5th Edition). Cengage Learning

Australia, pp. 284-334.

Contemporary approaches to documentation

highlight children’s competencies

consider the whole child-reflecting the holistic way children learn

include groups of children-acknowledging the collaborative nature of learning

are accessible to families and children as well as to staff with a range of qualifications

document children’s ideas and questions

acknowledge the different modes of representation that children use, such as drama, music and

visual arts

provide insights into children’s interests, dispositions and learning processes

focus on social aspects of learning- friendships, relationships, social interactions and collaboration

include the voices of children and families

document power relations

are concerned with issues of social justice’ (Arthur, Beecher et al 2012, p. 287).

3 (c): SOCIOCULTURAL DOCUMENTATION USING A THREE LENSES APPROACH

(Arthur, et al p. 289)

TOPIC: (Focus child’s name and focus of learning episode)

Context:

Anecdotal record (written in past tense), where the interaction took place, who else was there and what

was going on generally, an accurate description of the child’s behaviour, language (words spoken by the

focus child and others involved) and social participation.

Analysis:

Personal Plane

How was the focus child behaving and what was s/he saying?

Interpersonal Plane

With whom was the focus child relating directly and how?

Contextual Plane

What was the influence of and communication between the child’s various contexts for learning?

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3 (d) COLLABORATIVE APPROACHES: DOCUMENTING CHILDREN’S IDEAS

Description:

the context (eg a brief informal group conversation at lunchtime) in present tense, write down the actual

words spoken

Analysis:

Analyse the conversations to work out children’s understandings, from what funds of knowledge they

are drawing their knowledge and responsive interactions by the educator that sustain and draw out the

conversation.

3 (e): THE MOSAIC APPROACH

‘Children are experts in their own lives, skilful communicators and meaning makers’ (Clark & Moss 2001,

cited in Arthur, Beecher et al 2012).

Use photographs of children’s participation and a ‘pedagogy of listening’ to enable their voices to be

heard in reflecting on their own learning (see Peterken’s unpublished thesis on how to do this with

very young children).

Listen to families and respect their observations (see chapter 2 of Arthur, Beecher et al 2012 for

ideas about how to develop two way communication with families).

Display children’s work in the form of learning stories, webs, transcripts of conversations and self-

reflections.

3 (f): LEARNING STORIES

Analyse your observations in the form of learning stories (a narrative or story of a learning interaction, see

Arthur, Beecher et al 2012, pp 308-310).

ANALYSING DOCUMENTATION

What does the photograph/transcript/sample/narrative tell me about the child’s interests, knowledge

and dispositions?

How are children progressing towards meeting the learning outcomes outlined in the Early Years

Learning Framework? What examples illustrate this learning?

What questions or problems are children encountering or designing and how are they responding to

these (eg persisting with a task, seeking assistance)?

What learning processes are evident (eg problem solving or co-construction of learning)?

What does the photograph/transcript/sample/narrative indicate about group dynamics and social

interactions?

What does it tell me about power elations and equity issues?

What does it tell me about the effectiveness of my own teaching strategies?

What does it tell me about the [learning] environment?’(Arthur et al, 2012, p. 297).

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APPENDIX 4: INTENTIONAL TEACHING PLAN FOR INDIVIDUAL CHILDREN AND GROUP LEARNING

Individual/Small Group: Date: Time: Space:

Summary of Documented Observations of Child/Children with Teacher’s Reflections

(what play/learning has been previously observed? What theories relate to those observations?)

Curriculum Links (EYLF, NQS)

Rationale for planned experience (why is this learning experience important?) Intentional Plan for Small Group Experience (clear outline/plan of learning experience, in response to the above reflection – include introduction and conclusion)

Materials/Resources/Environment (including plan

and risk assessment of these areas)

Teaching Strategies (including dialogue and questions used with the children to extend their learning)

Evaluation (including child’s/children’s engagement with the learning experience and future project/learning ideas)

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APPENDIX 5: PROFESSIONAL REFLECTION

Ask: In what ways does my practice demonstrate:

Holistic approaches

Responsiveness to children

Learning through play

Intentional teaching

Learning environments

Cultural competence

Continuity of learning and transitions

Assessment for learning (EYLF Elements of practice, p. 14-18 )?

Give authentic examples of interactions from your day to illustrate what you mean by these.

APPENDIX 6: DAILY PERSONAL REFLECTION

Reflect privately in written form for at least ten minutes a day on your professional learning and your

challenges during your Professional Experience Placement.

Ask yourself :

What were three things that went well today?

What is one thing I could do differently?

How am I planning to approach this tomorrow?

How am I feeling about this placement?

What am I learning?

Reflect on your new understandings of children’s learning and development and your emerging skills to

respond to this as an educator.

Final Week:

How has this experience changed or reaffirmed your beliefs and values about Early Childhood?

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RETURN OF FORMS TO THE UNIVERSITY At the Commencement of the Placement

If the Supervising Teacher is intending to claim payment for this placement, please email to peu@csu.edu.au

the

Confidential Personal and Banking Details Form and

Tax File Number Declaration (if applicable).

Alternatively, a School Tax invoice can be finalised at the completion of this placement and emailed to

peu@csu.edu.au

During the placement

At the time of the mid-session review of the placement, the Supervising Teacher and Teacher Education

Student should jointly review the Teacher Education Student’s progress towards achievement of the

standards indicated in the professional experience report (see the Early Years Learning Framework ).

Where the Supervising Teacher considers the Teacher Education Student to be at risk of failing to

achieve the requirements of the placement, the Professional Experience Coordinator on the

Teacher Education Student’s campus must be informed and the Teacher Education Student

advised in writing. Should the Supervising Teacher have significant concerns prior to the mid-

point of the placement, the processes may be activated at any time (see Procedures for Supporting

Teacher Education Students at Risk)

Upon Completion of the Placement

The Supervising Teacher should return the following professional experience materials to the Professional Experience Unit (peu@csu.edu.au)

Teacher Education Student’s Attendance Record

Leave of Absence form (if applicable)

Copies of Lesson Observation Feedback sheets (required only if the Teacher Education Student

has had “Causing Concerns” in their Professional Experience Report.)

Professional Experience Assessment Report

Supervising Teacher Pay Claim form. or School Tax Invoice

Please note: the Teacher Education Student’s grade cannot be finalised until the Professional

Experience Report is returned to the University.

Supervising Teacher payments cannot be processed without the abovementioned documentation

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IMPORTANT CONSIDERATIONS

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 Teacher Education Students 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

Teacher Education Students. Specific details are outlined in the Professional Experience Handbook.

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 Teacher Education

Student within 48 hours to the Student Support Officer on their campus – phone numbers below.

Bathurst Wagga Albury Dubbo Orange

Room 2 Building C4, (02) 6338 4812

Building 20B, Wagga campus (02) 6933 2049

(02) 6051 19130 (02) 6855 7400 (02) 6365 7680

Car accidents, travelling to or returning from a teaching practice school or centre, or transporting school

pupils to an organised activity, should be claimed on Third Party Insurance. Teacher Education Students

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 Teacher

Education Students. Teacher Education Students should not transport school/EC service students in their

car whilst undertaking professional placement. This insurance does not cover students undertaking

professional experience overseas.

Excursions

Teacher Education Students on practice may be included in excursions at the discretion of the director.

Clear arrangements should be made regarding responsibility for any excursion costs, which ARE NOT

borne by the university.

Difficulties and Obtaining Assistance

Teacher Education Students who are experiencing difficulties should not "suffer in silence" but 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. Supervising Teacher

2. Director

3. University Subject Coordinator

4. University Professional Experience Coordinator

If any serious problems arise, the student or Supervising Teacher should contact the Professional

Experience Unit immediately on (02) 6885 7356 or email peu@csu.edu.au

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Legal Responsibility of Teacher Education Students

Pre- service Teachers must be accompanied by a centre staff member whenever they are in the presence

of children and are not to be counted in staff:child ratios. Teacher Education Students are to provide to the

Authorised Supervisor, prior to commencing placement, information required to enable the service to

comply with the requirements of Education and Care Services National Regulations 2011, Division 9 (145

& 149) below:

Division 9—Staff and educator records—centre-based services

(145) Staff record

(1) The approved provider of a centre-based service must ensure that a staff record is kept for that

service in accordance with this Division.

(2) The staff record must include—

(a) the information about nominated supervisors set out in regulation 146; and

(b) the information about staff members set out in regulation 147; and

(c) the information about the educational leader set out in regulation 148; and

(d) the information about volunteers set out in regulation 149(1).

(149) Volunteers and students

(1) The staff record must include the full name, address and date of birth of each student or volunteer

who participates in the centre-based service.

(2) The approved provider of a centre-based service must also keep a record for each day on which the

student or volunteer participates in the service, the date and the hours of participation.

Responsibilities as a Teacher Education Student

The Teacher Education Student should aim to become part of the staff as soon as possible by taking the

initiative in offering to undertake responsibilities such as attending regular staff meetings or extra-curricular

activities. Teacher Education Students will observe the same conditions as other staff at the service. For

example, students will need to:

Please ensure you take your Working with Children Check Number with you and provide this to the Centre

Director.

Fill in the Teacher Education Student’s Attendance Record on arrival and departure each day

Sign the ECEC Centre’s student and volunteer time sheets on arrival and departure each day as outlined in

regulation 149(2) above

Abide by the Education and Care Services National Regulations 2011

Assist with duties undertaken by the Supervising Teacher

Abide by the established policy on matters of dress and grooming and to conduct themselves

professionally at all times.

Doing the right thing

Children’s services 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.

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Industrial Action

During teaching practice, it is possible that unions will be undertaking industrial action on an education

issue, and that work stoppage/striking is involved. In such cases, Teacher Education Students are advised

to act cautiously. Above all Teacher Education Students should avoid situations where they might be used

as 'strike breakers' in supervising/teaching children whose teachers are on strike. The simplest course of

action would be for Teacher Education Students to take the same action as their Supervising Teacher.

Teacher Education Students 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 protracted strikes

(more than two days) will be considered by the Professional Experience Coordinator.

Absences

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 the faculty professional experience handbook

http://www.csu.edu.au/faculty/educat/pep/general/handbook in relation to any requirement to make up

missed days.

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GRADING

Midway through the professional experience (about day 10), the Supervising Teacher is required to

complete the Mid Session Report in consultation with the Teacher Education Student and email it to the

Professional Experience Unit at peu@csu.edu.au

A copy should be given to the Teacher Education Student and a copy sent to the Professional Experience

Office at the end of the program. It is absolutely essential that Supervising Teachers are familiar with the

procedures for dealing with a Teacher Education Student At Risk. At the conclusion of the professional

experience, the Supervising Teacher should complete the Professional Experience Report. The final grade

for the professional experience will be determined by the Subject Coordinator, based on the rankings on the

report.

Professional Experience programs are assessed as:

Satisfactory (SY) Teacher Education Student meets all requirements of the program at a satisfactory level

Unsatisfactory (US) Teacher Education Student does not meet all requirements at a satisfactory level

Grade Pending (GP)

A GP (Grade Pending) may be awarded to a Teacher Education Student who has experienced illness or

misadventure and has therefore been unable to complete their professional experience. Provided that

progress had been satisfactory up to this time, the Professional Experience Director will negotiate an

appropriate time with the Supervising Teacher, service and Teacher Education Student for the completion

of the professional experience. In some circumstances, it may be necessary to complete the professional

experience in a new placement.

NB. Grade Pending is determined on application by the student.

Academic Progress Regulations (As per CSU University Handbook)

Because it includes a professional experience component for your course – Bachelor of Education (Early

Childhood and Primary) – this subject is regarded as an indicator of your professional suitability. A failure in

the professional experience component will mean that you have not met an essential element of the

Academic Progress Regulations. Should you fail the professional experience component of this subject you

may be excluded from your course for three years, and you will be required to re-apply for admission to the

course because continuation after exclusion is not automatic. Should you experience any difficulties in the

professional experience component of this subject and/or you have been identified as being “at risk”, it is

strongly recommended that you immediately seek additional assistance and advice from your Supervising

Teacher, the service director or delegated member of staff, University staff and or the Professional

Experience Coordinator.