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Guide to Professional Experience Placement

Teacher education student Name: ___________________________________________________ Placement School: ___________________________________________________ Home Class: ___________________________________________________ Teacher: ___________________________________________________

INTRODUCTION

Professional Experience 4 is typically a 25 day program, designed to extend the teacher education

student’s insight into the operation of schools and provide further scope for teaching development.

Successful completion of this placement will determine if the teacher education student is ready to

teach independently and therefore ready to commence their internship. It is essential that this

document is read in conjunction with the Professional Experience Handbook.

While completing this Professional Experience subject, the teacher education student is normally

also undertaking study in the following subjects:

EEB426: Becoming a Professional

EEB445: Professional Experience: Internship

The teacher education student may also be enrolled in:

EEL410: Special Topic in Education

A nominated elective

Upon successful completion of this professional experience, the teacher education student should

be able to:

identify objectives from previous professional experience programs as a focus in this placement;

demonstrate skills in planning, implementing, assessing and evaluating an integrated series of

learning experiences in a K-6 context, employing a range of pedagogical strategies and using

the AITSL Australian Professional Standards for Teachers as reflective tools;

justify their pedagogical decisions in light of their understanding of quality teaching, diverse

learners and rural context;

demonstrate their ability to incorporate ICT and multiliteracies in the planning of a sequence of

integrated lessons;

demonstrate effective interpersonal engagement with professional stakeholders.

FACULTY OF EDUCATION

EPT435

PROFESSIONAL EXPERIENCE 4:

EMERGING PROFESSIONAL

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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 the

Confidential Personal and Banking Details Form and

Tax File Number Declaration (if applicable) to the HR Service Centre.

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

to Education-WPL@csu.edu.au

During the placement

Should there be any concerns regarding the teacher education student’s progress, the supervising teacher is asked to complete the Notification of Concern form as a matter of urgency and email to the Workplace Learning Team on Education-WPL@csu.edu.au If there are no concerns this form does not need to be returned.

Upon Completion of the Placement

The supervising teacher should return the following professional experience materials to the Workplace Learning Team (Education-WPL@csu.edu.au)

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 Report

Supervising teacher Pay Claim form or School Tax Invoice

The Professional Experience Report must be submitted via EASTS by the teacher education student on the final day of the professional experience placement, after the supervising teacher has completed, signed and locked the report.

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 above mentioned documentation.

To ensure that all students are eligible to progress through to EPT445 (internship), please

sign and email the following page to Education-WPL@csu.edu.au by Thursday of the fifth/final week (see next page)

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No Coversheet Required

EPT435 PROFESSIONAL EXPERIENCE 4: EMERGING PROFESSIONAL Week Five Report (Please email this to Education-WPL@csu.edu.au by Thursday of the fifth week) Name of School: This is to attest that [Intern’s Name] has

satisfied requirements of the EPT435 professional experience program in the Bachelor of Education

(Primary) course at our school from [Insert dates of

program].

OR

[USE THIS ONE ONLY IF APPLICABLE] I urgently need advice/help about the following:

Suggested contact time: Phone Number: _____ Email Address: Date: _____

COMMENTS FROM SUPERVISING TEACHER

Signatories: Supervising teacher: Principal: Date:

IF YOU HAVE CONCERNS, PLEASE INFORM THE WORKPLACE LEARNING TEAM IMMEDIATELY

Please email Education-WPL@csu.edu.au

School Letterhead

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GRADING

In Week 3, the supervising teacher is required to complete the Mid-Session component of the

Professional Experience Report following discussions with the teacher education student. The report

does not need to be sent back at the mid-session point. At the conclusion of the teaching

placement, the supervising teacher and the university supervisor will discuss the final assessment

with the teacher education student and recommend to the Subject Coordinator a grade for the

teacher education student. The Professional Experience Report needs to be returned at the

completion of the placement along with the teacher education student’s attendance record.

It is absolutely essential that you familiarise yourself with the Procedures for dealing with a teacher

education student at Risk in the Professional Experience Guidelines and Procedures

Professional Experience programs are assessed as:

SATISFACTORY (SY)

Teacher education student meets all requirements of the program to a satisfactory level.

UNSATISFACTORY (US)

Teacher education student did not meet all requirements to 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 Coordinator will

negotiate an appropriate time with the supervising teacher, school 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.

ACADEMIC PROGRESS REGULATIONS (As per CSU University Handbook)

Because it includes a professional experience component for your course - Bachelor of Education

(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 School Principal or delegated member of

staff, University staff and/or the Workplace Learning Coordinator.

ETHICAL CONSIDERATIONS FOR TEACHER EDUCATION STUDENTS UNDERTAKING PROFESSIONAL EXPERIENCE PROGRAMS AS PART OF TEACHER EDUCATION PROGRAMS

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Preamble: Often teacher education students are required to undertake data collection in the form of

lesson observations, interview teachers and or students and collect samples of work while

undertaking their professional Experience programs. 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 judgments 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

wellbeing 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 of 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 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 honored.

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 etc. –beyond the confines of the school or with those other

than the people you initially stated when obtaining participants’ consent. Be mindful of legislation

regarding taking photos of students.

Security and integrity of data. All the information collected should be safely stored and not be

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

information removed or disguised, should not be bandied around amongst your peers, nor should

they be used in subject(s) other than those that you obtained consent for. At 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,

NESB 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 – willingness to speak in groups, use of body language to convey meaning etc.

If you have any concerns in relation to this matter, please don’t hesitate to contact the Workplace

Learning Coordinator at CSU.

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PROFESSIONAL EXPERIENCE TASKS

PRE-PLACEMENT Personal Goals: To Be Completed Prior To Placement

Before undertaking your professional experience placement you should develop your personal goals.

This process should take into consideration your own evaluation of your Professional Experience 3;

the results and comments contained in your previous Professional Experience reports; the goals you

set at the conclusion of Professional Experience 3 for your next professional experience; and the

comments made to you by your supervising teacher. Express as outcomes the goals to which you

intend to give highest priority in this teaching practice session and specify the indicators/evidence of

success and the actions you will take to achieve your goals.

Please note:

a) This must be completed and approved by your Professional Experience Subject

Coordinator prior to the commencement of your teaching practice session. You will need to

share these with your supervising teacher & University Liaison Officer at the start of your

professional experience.

b) These goals will form the basis of the targets for your teaching sessions.

PROFESSIONAL KNOWLEDGE (Domain 1)

Standard 1: Know students and how they learn

Class Profile

The starting point for planning for any class is a clear profile of the class. During your observation

week you are required to develop a written profile of your class, use it in your planning and include

it in your professional experience folder. Your profile should address the following:

A. Class

Total number of students – make a class list for reference

Gender

Student background – NESB, Aboriginal and Torres Strait Islander, learning difficulties and

support provided

Ability in literacy and numeracy – groups, special programs etc.

B. Who teaches the class?

RFF, Librarian, specialist teachers etc.

Which subjects?

C. Special programs – e.g. literacy and numeracy initiatives

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Significance

As a professional, a teacher needs to demonstrate an ability to address the diversity of learners

and the breadth of the curriculum in learning experiences that are relevant to the local context of

the school, which allows for authentic assessment of student learning.

The quality teaching dimension of Significance refers to pedagogy that helps make learning

meaningful and important to learners. Such pedagogy draws clear connections with students’

prior knowledge and identities, with contexts outside the classroom, and with multiple ways of

knowing or cultural perspectives.

Its elements are:

Background knowledge

Cultural knowledge

Knowledge integration

Inclusivity

Connectedness

Narrative

a) Discuss with your supervising teacher ways in which he/she addresses this dimension in the

classroom & their teaching.

b) Observe how this is evident in the classroom.

c) Critically reflect, either in writing or in discussion with your AT, on your observations. Outline

how you would address the significance dimension in your classroom teaching.

Making sense of place

a) Find out about the town and community in which you are teaching through discussions with

staff and community members and through your own explorations.

b) List & describe ways the school engages with the wider community.

c) For each one, identify the impact of & opportunities afforded by, such engagement.

d) Create a one page mind map that indicates ways in which you could use the local area in

teaching at your primary school.

e) Ensure you have asked questions and noted details about the school organisation that will

impact on your classroom e.g. timetabling, resources, learning spaces.

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Standard 2: Know the content and how to teach it

a) Demonstrates appropriate knowledge of the central concepts of subject(s) through lesson

planning, explanation and linking of content and outcomes to syllabus documents.

b) Choose content and learning activities that demonstrate a broad knowledge, understanding

and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

c) TECHNIQUES AND STRATEGIES FOR CONSIDERATION

Your report notes your ability to utilise a range of strategies in your teaching. The following are

examples of strategies regularly used in classrooms: Keep a record of the different pedagogies you use in your lessons.

Narration Research Activity

Demonstration Problem Solving

Explanation Role Play

Questioning Discovery Learning

Discussion Group Work

Practice (Drill) Activity Exposition

Data Collection Inquiry

Use of computer technology – e.g., interactive white board

Other strategies or techniques that you have implemented Other learning approaches that you have implemented

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PROFESSIONAL PRACTICE (Domain 2)

Standard 3: Plan for and implement effective teaching and learning

a) Over this professional experience you will need to move through the following

sequence:

Week 1: Observation, small groups & individual lessons

Week 2: Sequences of lessons leading to 2 whole days

Week 3: At least 3 consecutive full days of teaching

Week 4 & 5: Assume a 0.8 teaching load – this is approximately a full time teaching load,

minus 3 sessions per week.

Note: These are minimum requirements and should only be exceeded following

discussion with university staff.

b) Lesson Planning & Evaluation (Weeks 1 and 2)

It is important that all lessons/learning activities be planned and discussed with the supervising teacher prior to the commencement of lessons on the day on which the teaching will take place. No lesson is to be taught unless the lesson plan has been approved and signed off by the supervising teacher. Lesson notes are to be available at any time for perusal by supervising personnel.

During this fourth Professional Experience lessons will be planned and written up using the basic

lesson format that is to be found in Appendix 1 for Week 1 and Week 2 (only if deemed necessary).

From Weeks 3 to 5, students should be working from units of work outlined in their program

(Appendix 4).

Day books should be used from the commencement of the placement.

All lessons/sessions/days are to be evaluated fully & teaching targets set for the next lesson/session/day

c) Programming and Evaluation (Weeks 3-5)

Teacher education students are required to complete comprehensive lesson plans for each lesson

in the first and second week (only if deemed necessary). In addition teacher education students must

complete a day book for the duration of their placement. Once the program is developed for weeks

3-5, students should use a day book for daily planning (Appendix 3).

With the approval of the supervising teacher, some students may be ready to move to day books

and programs alone in Week 2. This will be dependent on a number of factors including:

demonstrated confidence and competence by the teacher education student;

evidence that a program and day book is detailed and organised in advance; and

familiarity with the students, Stage level and school context.

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Conversely progression from lesson plans to programs may be slower for some teacher education

students due to the factors mentioned above, and/or lack of available teaching time. If the supervising

teacher is still concerned by the middle of Week 3, contact should be made with the Workplace

Learning Team.

It is expected that teacher education students will develop a teaching/learning program for the class they will be teaching for weeks 3-5 of your professional experience. (Appendix 4)

During the first week your role is to develop rapport with your students, establish their learning

needs, prepare your program and get to know the available resources in your school.

By the end of the second week, you should have completed a program for weeks 3 & 4. It is

expected that your program will be developed in advance for week 5 as you complete your

planned teaching program for weeks 3 & 4. This model is designed to reflect the internship

model you will experience in your final five week placement.

All Key Learning Areas must be included except for curriculum areas covered by the release

teacher or KLAs taught in alternate terms.

The program must outline learning experiences and assessment strategies that relate directly

to the relevant syllabus, identify relevant resources to support the learning experiences and

include appropriate outcomes and indicators for the stage/s.

Ongoing annotated evaluations within your program document for weeks 3-5. These

evaluations should outline the suitability of activities, achievement of outcomes/indicators,

appropriate use of resources, timing and planning, effect of teaching and assessment

strategies, and communication skills. Outline what changes you would make next time – how

and why.

Learning experiences should be registered (initialled, ticked and dated) when complete, or

amendments made where changes to the program are deemed necessary.

The teacher education student will complete the program independently, with the support of the supervising teacher where necessary. The preparation of the program needs to be a negotiated process that begins during the first week of the placement.

d) Differentiated Teaching/Learning Experiences

Identify students in your class who require differentiated experiences e.g. special needs students,

gifted & talented students and ensure their needs are addressed in your planning. Indicate how

you will assess & record the progress of all students in your class.

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Standard 4: Create and maintain supportive and safe learning environments

A. Draw a plan of the classroom

B. Annotate your map with the following information:

Classroom facilities and purposes of classroom areas;

Name of each student in their seating position;

Why students are seated in particular locations; and

Groups to which students belong

Consider how your classroom layout impacts on behaviours and engagement of students in

the learning activities

C. Managing the learning environment

Make a copy of the teacher’s timetable and discuss with the classroom teacher.

Read the teacher’s program – record the format if given permission to do so. Find out the

school’s programming expectations

Familiarise yourself with the classroom teacher’s routines and strategies for managing the

class.

Note the groupings of students in different subjects and the reasons for particular groupings.

Discuss with your supervising teacher any particular management strategies required for

individual students.

Look at the school’s student welfare/discipline policy, note the system and how you can use it

in your management of student behaviour.

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

Access the school policies for assessment and reporting. Discuss with your supervising

teacher and other staff members how this is implemented in classrooms in the school.

Outline strategies your supervisor utilises to assess students’ learning in each KLA.

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PROFESSIONAL ENGAGEMENT (Domain 3)

Standard 6: Engage in professional learning Your report acknowledges your professional commitment. Keep a record of the tasks you are involved in beyond your classroom, noting those that are particularly successful. Examples include:

Contributing to staff and curriculum meetings where appropriate

Participating in professional teams

Reflecting on own teaching and seeks advice on ways to develop professionally and improve

performance

Developing a professional portfolio of evidence supporting claims against each of the

Australian Professional Standards for Teachers at Graduate level (EEB426 assessment task)

RESOURCE COLLECTION

Continue to develop and maintain your professional resource collection of ideas and materials which

will assist you in your future teaching. The collection may be organised under KLAs and should also

include:

Classroom management

Themes

Ideas for display

Assessment and evaluation

Collections – songs, music, poems, stories, craft, art

Children’s work samples showing date and age level

At the professional forum following internship you may be asked to share some of the ideas you

have collected.

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

a) Ask your supervising teacher about opportunities to participate with school staff, external professionals and community representatives in a range of activities and programs beyond the classroom.

b) Observe your supervising teacher’s interactions with parents and caregivers. How do they establish respectful collaborative relationships through the use of appropriate language, tone and body language? Describes strategies for working effectively with parents/carers.

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Pages 13-16 should be signed by your supervising teacher and posted by the student to EASTS by the 26th August, 2018.

RECORD OF TASK COMPLETION

Page Tasks Completion

Date

Supervising teacher to

Sign

6 Professional

Knowledge

9 Professional Practice

12 Professional

Engagement

14 Professional

Experience Goals

15

Professional

Experience

evaluation

16

Goals for next

professional

experience

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PROFESSIONAL EXPERIENCE GOALS

Giving consideration to your previous placement, state the goals to which you intend to give highest priority in

this teaching practice session.

1. This task must be completed and discussed with your Professional Experience Subject

Coordinator prior to the commencement of your placement.

2. These goals will form the basis of the targets for your teaching sessions.

3. Goals should be specific, expressed as outcomes and include evidence of success.

4. You should discuss your goals with your supervising teacher at the commencement of your placement.

Goal Actions you will take to

work towards the goal

Evidence of achievement

Goal 1: Professional Knowledge

Goal 2: Professional Practice

Goal 3: Professional Engagement

Other aims you may have for the professional experience:

Teacher education student: ___________________ Date: ____________ Supervising teacher: ______________________ Date: ____________ Subject Coordinator: ______________________ Date: ____________

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PROFESSIONAL EXPERIENCE EVALUATION

In light of the goals established at the commencement of the placement, and your understanding of quality teaching, write a 500 word reflection on your achievement of those goals in respect to the diverse learners in your classroom.

Supervising teacher: Date:

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GOALS FOR INTERNSHIP TO BE DISCUSSED WITH YOUR MENTOR

Giving consideration to your reflections throughout your EPT435 placement, the feedback provided by your

supervising teacher and the professional experience standards; state the goals to which you intend to give

highest priority in your next professional experience – the internship. Use point form and include actions to

achieve them. Consider each of the three domains of the national professional standards for graduates

(professional knowledge, professional practice and professional commitment) and ensure you have goals for

each area.

Type your goals and attach a copy signed and dated by your supervising teacher to the other pages you

submit.

Goal Actions you will take to work towards the goal

Evidence of achievement

Goal 1: Professional Knowledge

Goal 2: Professional Practice

Goal 3: Professional Engagement

Other aims you may have for the professional experience:

Supervising teacher: _______________________ Date: ____________________

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Appendix 1

Prior Knowledge

Risk Assessment Resources

Specific Teaching target (identified from previous teaching & related to presence in the classroom; classroom management etc)

Learning Outcomes

These should be precise indicators of intended student

learning

Time

Guide

Content/Learning Experience

Introduction (Engagement)

Body (Exploration/Transformation/Presentation)

Conclusion (Presentation/Reflection)

Teaching

Strategies

Class Organisation

Grouping & classroom

environment

Assessment

Techniques

What will you

assess and how will you assess student

learning?

Transitions to next lesson

Unit/Lesson Title Lesson duration Stage Year Class/Group

Rationale Syllabus Outcomes

Syllabus Content

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Appendix 2

EVALUATIONS

Lesson Evaluation

OUTCOMES RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION &

COMMUNICATION

Were they experienced/achieved/

developed? Why/Why not? How do you know?

Were they appropriate/ utilised?

Why/Why not? How do you know?

Were these appropriate?

Why/Why not? How do you know?

Was this appropriate?

Why/Why not? How do you know?

Follow-up How is this evaluation going to impact

in future learning experiences for your pupils?

Evaluation of specific teaching target (identified on lesson plan)

How will I adjust my teaching as a result of this lesson?

Specific teaching targets (should be written into next day’s lesson plan)

Supervising teacher’s Signature: ________________________________________ Date: _____________ NB: This must be signed before lesson is taught

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Appendix 3a

Day Book Format – EXAMPLE ONLY

Date/

Time

KLA/Topic/Syllabus

Outcome/indicator

Preparation

Resources

Teaching/learning Sequence &

Class Organisation

Assessment and Evaluation

9.35 –

10.15

Mathematics

NS1.2 Uses the ‘counting on’

from the larger number to

find the total of the two

numbers

Numeral cards 1 to

30

Large domino cards

with 5 patterns on

left

Numeral cards 0 to 9

(on reverse side is

the next numeral)

Teddy bears, dice,

plastic cups

Introduction

Number word sequence tasks.

Body

Posing the problem.

Five bananas in a box, three more are put

on top. “How many bananas are there

altogether?’ Encourage children to count

on to find the answer.

Further examples, children chorus count to

find the answer.

Extend to using 2- digit numbers

Small group activity.

Pairs: Activity where one child throws dice

twice and the other child records and

‘counts on’ to find the addition.

Swap roles. Repeat.

For more advance children provide 1 to 8 or

1 to 12 die.

Conclusion

Display examples of children’s recordings.

Discuss the game and ask someone to explain

the fast way of finding out how many bears

altogether (counting on from largest number).

Large domino flash cards with the five

pattern on the left are quickly

E.g. ‘Let’s count from eight.’ Let’s

count backwards from sixteen.’ Start

from a numeral card. ‘What is the

number after (or before) 12?’

Work Sample- recording of numeral

showing first throw of dice, picture of

bears showing second throw and

answer for the addition.

Questioning to gain explanation of

mental strategy. ‘Think aloud as you

add these numbers.’ ‘How many dots

are there on the domino card?’

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Appendix 3b

(Possible) DAY BOOK Proforma

Date/

Time

KLA/Topic/Syllabus

Outcome

Preparation

Resources

Teaching/learning Sequence &

Class Organisation

Assessment and Evaluation

9.35 – 10.15

10.25- 11.00

RECESS

11.20 – 12.00

12.00 – 1.00

LUNCH

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APPENDIX 4(a)

UNIT: ____________________________________ KEY LEARNING AREA: _____________________________________ CLASS: _____________

PERSPECTIVES WEEK KLA INTEGRATION

Outcome & indicators Learning Experiences Differentiation Register

Rationale

Risk Assessment

Syllabus Outcomes

Assessment

Prior Knowledge

Student Resources

Teacher References

ENV ASIA ATSI ICT ENG C.ARTS PDHPE HSIE S&T MATH 4 3 2 1 5

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APPENDIX 4(b)

UNIT: ____________________________________ KEY LEARNING AREA: _____________________________________ CLASS: _____________

Outcome & Indicators Learning Experiences Differentiation Register

Reflection/ Evaluation

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