1 Arts Social Sciences

Arts Social Sciences School of Education

Professional Experience Handbook 2019

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Contents Welcome — p5

Contacts — p6

Overview of Teacher Education Programs at UNSW — p8

Program Information — p8

Overview of Professional Experience — p10

Professional Teaching Standards

Overview of Professional Experience at UNSW

EDST 2002 Professional Engagement

EDST 6760 Professional Experience 1

EDST 6765 Professional Experience 2 / Internship

Roles and Responsibilities — p16

PRINCIPAL

SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR Pre-placement responsibilities During placement responsibilities Post placement responsibilities

SUPERVISING TEACHER (Professional Experience and Internship) Overall responsibility Pre-placement During placement

COOPERATING TEACHER (for Professional Engagement) TEACHER EDUCATION STUDENTS

Attendance Pre-placement During placement Post placement

UNIVERSITY LIAISON Professional Experience 1 (PE1) Overview Professional Experience 2 / Internship (PE2) Overview

Pre-placement Responsibilities During placement Post placement

PROFESSIONAL EXPERIENCE OFFICE

ACADEMIC PROGRAM DIRECTORS

HEAD OF SCHOOL

Assessment — p30

Professional Engagement

Professional Experience 1 & 2

Providing Evidence of the Standards

Rural and Remote Schools

Concerns About Performance

Unprofessionalism

Policies and Procedures — p32

Attendance and Absences

Duty of Care

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Occupational Health and Safety

Jury Duty

Industrial Disputes

Child Protection Legislation

Anaphylaxis Training

Placement of Teacher Education Students

Rural Placements

Students with a Disability

Teacher Education Students Needing Additional Support and/or at Risk of Failure

Payments for Supervising Teachers and Coordinators

Appendices

FOR TEACHER EDUCATION STUDENTS — p36

Appendix A: Student Readiness Evaluation Form

Appendix 1: Teacher Education Student Profile

Appendix 2: Teaching Timetable

Appendix 3: Professional Experience Attendance/Leave of Absence

Appendix 4: Lesson Observation Feedback Form for Teacher Education Students

Appendix 5: Lesson Plan Template

Appendix 6: Guidelines for Planning a Lesson

Appendix 7: EDST6760 Professional Experience 1 Critical Tasks

Appendix 8: EDST6765 Professional Experience 2 Critical Tasks

Appendix 9: Teacher Education Students Professional Experience Evaluation Form

FOR COOPERATING TEACHERS IN SCHOOLS - p58

Appendix 10: Professional Engagement - Evidence of Professionalism

FOR SUPERVISING TEACHERS IN SCHOOLS — p61

Appendix 11: Risk Assessment Requirements

Appendix 12: Lesson Observation Feedback Form for Supervising Teacher

Appendix 13: Intermediate Professional Experience Report

Appendix 14: EDST 6765 Professional Experience 2 Interim TPA Report

Appendix 15: PE2 Professional Experience Internship Final Report

Appendix 16: Supervising Teacher Professional Experience Evaluation Form

FOR UNIVERSITY LIAISON — p79

Appendix 17: University Liaison Report

Appendix 18: Lesson Observation Feedback Form for University Liaison

POLICIES AND PROCEDURES — p83

Appendix 19: Procedures for Teacher Education Students Requiring Additional Support

Appendix 20: Action Plan

Appendix 21: Management of Students at Risk to or During Placements, Internships and Practicums Procedures

Appendix 22: Inherent Requirements for Initial Teacher Education Programs

Appendix 23: Graduate Teacher Standards Evidence Guide to Support Professional Experience

Appendix 24: Classroom Practice Continuum

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Welcome Thank you for your commitment to, and participation in, our professional experience program. Our ongoing partnerships with key schools across NSW provide invaluable opportunities for our Teacher Education Students to meet the Australian Professional Standard for Teachers at the Graduate level and are fundamental to the development of the next generation of Australian teachers.

We see professional experience as a critical vehicle for integrating theory and practice. What our Teacher Education Students learn at university is realized through experience in schools and classrooms, and in turn informs and anchors our programs. In order for this process to fulfil its potential, it is vital that we build shared understandings and expectations with all our partners in the professional growth of the next generation of teachers.

Please take the time to read this handbook carefully. We hope the information provided is informative and clear but please don’t hesitate to contact our Professional Experience Office if you need clarification. We are confident our Teacher Education Students are committed to gaining the most from their time in schools and that, with your support, they will be ready for the challenges of professional teaching.

Professor Kim Beswick Head of School School of Education UNSW Australia

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Contacts UNSW SCHOOL OF EDUCATION

FOR PLACEMENT MATTERS:

Professional Experience Coordinator

Ms Simone Pilosio

P (02) 9385 1772 E s.pilosio@unsw.edu.au

Professional Experience Administrators

Ms Anna Hole Ms Barbara Wisinewski

P (02) 9385 9388 E professionalexperience@unsw.edu.au

School of Education Enquiries P (02) 9385 1977 E education@unsw.edu.au

MAILING ADDRESS School of Education John Goodsell Building University of NSW UNSW Sydney 2052

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PROGRAM DIRECTORS 2019

All Bachelor of Education Undergraduate Degrees Dr Dennis Alonzo P (02) 9385 9506 E d.alonzo@unsw.edu.au Master of Teaching (Secondary) Dr Joanne Danker P (02) 9385 1785 E j.danker@unsw.edu.au Master of Teaching (Primary) Dr Tracy Durksen P (02) 9385 1977 E tracy.durksen@unsw.edu.au Student Advisor – Master of Teaching advice, support and planning Ms Josephine Holecek P (02) 9385 2002 E education.advisor@unsw.edu.au

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Overview of Teacher Education Programs at UNSW The School of Education is a research-intensive school within Arts and Social Sciences, UNSW, and a key player in the professional preparation of teachers and other educational professionals in Australia and internationally. The School of Education emphasises the centrality of research and collaboration in determining how we should engage in our profession.

We offer a range of undergraduate secondary dual degree initial teacher education programs and postgraduate secondary and primary Master of Teaching programs, accredited by the New South Wales Education Standards Authority, Teaching and Educational Standards (NESA). We also offer continuing professional development though informal seminars and award bearing programs, including our Master of Education and Graduate Certificate in Education which provide teachers in a variety of educational and training contexts with opportunities to increase expertise and enhance capacity. Similarly, the specialised Master of Educational Leadership program and Graduate Certificate in Educational Leadership provide aspiring and current leaders with sophisticated understanding of leadership, management and administration in educational organisations. These coursework programs provide students the opportunity to engage in professional development at a very high level and provide articulation into our higher degree programs including our PhD and EdD.

Program Information

Bachelor of Arts / Bachelor of Education

The dual degree of Bachelor of Arts / Bachelor of Education is a four-year program for intending secondary school teachers. Teacher Education Students combine studies in one or two approved teaching areas in languages, literature, humanities and /or social sciences with theoretical and practical studies of education. Teacher Education Students build their teaching skills and experience through professional experience placements in schools from the second year onwards.

Bachelor of Commerce / Bachelor of Education Bachelor of Economics / Bachelor of Education

The Bachelor of Commerce/ Bachelor of Education and Bachelor of Economics/Bachelor of Education are four-year dual degree programs offered in conjunction with the Australian School of Business. Teacher Education Students build their teaching skills and experience through professional experience placements in schools from the second year onwards. On completion of the course, Teacher Education Students will acquire a specialist degree in commerce or economics as well as their professional teaching qualification.

Bachelor of Design (Honours)/ Bachelor of Education

The Bachelor of Design (Hons) / Bachelor of Education offered by the School of Education in conjunction with Art and Design, UNSW, is a five-year dual degree program that enables Teacher Education Students to secure a professional teaching qualification as well as a specialist degree in design. Teacher Education Students develop a range of skills, knowledge and understanding relevant to teaching Year 7-12. The program also introduces issues of professional ethics and responsibilities. Teacher Education Students build their teaching skills and experience through professional experience placements in at least three schools from second to fourth years.

Bachelor of Fine Arts / Bachelor of Education

The Bachelor of Fine Arts / Bachelor of Education offered by the School of Education in conjunction with Art and Design, UNSW, is a four-year dual degree program that enables Teacher Education Students to secure a professional teaching qualification as well as a specialist degree in fine arts. Teacher Education Students develop a range of skills, knowledge and understanding relevant to teaching Year 7-12. The program also introduces issues of professional ethics and responsibilities. Teacher Education Students build their teaching skills and experience through professional experience placements in at least three schools from second to fourth years.

Bachelor of Media Arts (Honours) / Bachelor of Education

The Bachelor of Media Arts (Hons) / Bachelor of Education offered by the School of Education in conjunction with Art and Design, UNSW, is a four-year dual degree program that enables Teacher Education Students to secure a

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professional teaching qualification as well as a specialist degree in media arts. Teacher Education Students develop a range of skills, knowledge and understanding relevant to teaching Year 7-12. The program also introduces issues of professional ethics and responsibilities. Teacher Education Students build their teaching skills and experience through professional experience placements in at least three schools from the second year onwards.

Bachelor of Music / Bachelor of Education

The Bachelor of Music / Bachelor of Education offered by the School of Education is a five-year dual degree program that enables Teacher Education Students to secure a professional teaching qualification as well as a specialist degree in music, providing a foundation for other musical careers. Teacher Education Students develop a range of skills, knowledge and understanding relevant to teaching Year 7-12. The program also introduces issues of professional ethics and responsibilities. Teacher Education Students build their teaching skills and experience through professional experience placements in at least three schools from the second year onwards.

Bachelor of Science / Bachelor of Education

The dual degree of Bachelor of Science/Bachelor of Education is a four-year program for intending secondary school teachers in mathematics or science. Teacher Education Students combine studies in their approved teaching discipline with both theoretical and practical aspects of education. Teacher Education Students build their teaching skills and experience through professional experience placements in at least three schools from the second year onwards.

Master of Teaching (Secondary)

The UNSW School of Education offers an accelerated intensive teacher education secondary teacher education program for graduate students, the Master of Teaching (Secondary). The Master of Teaching is specifically designed to build on already completed discipline studies in one or two teaching areas and to support Teacher Education Students in their transition into first year teaching and to nurture future leaders of the profession. The program offers innovative teaching methods that link practice with theory and equip students with the understanding and skills needed to become competent education professionals. Students gain advanced skills in effective unit and lesson planning, and assessment and reporting design. An emphasis is placed on enhanced communication skills to ensure effective classroom communication, the practice of reflective teaching and the desire to continually improve professional knowledge and practice. The programs also encourage active engagement with members of the teaching profession and the wider community. 65 days of professional experience, including a teaching performance assessment are undertaken in at least two different secondary schools under the supervision of experienced teachers, and is complemented by an innovative program of student and community engagement. The final semester of the Master of Teaching program also includes school-based, self- directed action research, including extensive self and peer evaluation and critical reflection.

Master of Teaching (Primary)

The Master of Teaching (Primary) is an innovative site-based accelerated postgraduate initial teacher education program developed in partnership with the NSW Department of Education and local primary school networks. Teacher Education Students will be based in primary schools for three days each week for the first year of their program, working with primary age students and taught by experienced, qualified, accredited primary teachers as well as University staff. The program consists of core education courses, discipline-specific curriculum and pedagogic studies in the six key primary school subject areas and a minimum of 65 days of supervised professional experience, including a teaching performance assessment, in addition to 65 days of classroom experience. The program develops the requisite knowledge and skills to enable students to meet the Australian graduate teacher standards, including disciplinary content knowledge beyond the areas of specialization, qualifying graduates as generalist primary teachers with a specialism in at least one key learning area (KLA) in demand by employers. The final semester of the Master of Teaching program also includes school-based, self- directed action research, including extensive self and peer evaluation and critical reflection

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Overview of Professional Experience at UNSW Professional Experience is the central component of all teacher education programs at UNSW. It is where theory and practice are integrated and inter-related. This critical component sees the School of Education and our partner schools working collaboratively to ensure Teacher Education Students can develop the knowledge and skills to demonstrate achievement of the Australian Professional Standards for Teachers at Graduate level.

Australian Professional Standards for Teachers

Professional Knowledge

Standard 1: Know their students and how they learn

Standard 2: Know the content and how to teach it

Professional Practice

Standard 3: Plan for and implement effective teaching and learning

Standard 4: Create and maintain supportive and safe learning environments

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

Professional Engagement

Standard 6: Engage in professional learning

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

For detailed information about the standards, please visit the following website:

http://www.aitsl.edu.au/teach/standards

Teacher Education Students engage in ongoing professional practice throughout their program through in school placements involving a structured and coherent program of systematic observation, supervised teaching, focused tasks and activities, and university-based lectures. This carefully sequenced range of professional experience placements provides Teacher Education Students with the opportunity to move from initial observation through to independent practice, at the same time developing a range of teaching skills and understandings essential to plan for and manage successful classrooms. In addition, professional practice is designed to ensure Teacher Education Students take part in a range of activities outside the classroom to fully appreciate a teacher’s role and engage with the broader community.

Teacher Education Students enrolled in a dual award undergraduate Bachelor of Education program, gain their first exposure to teaching through 15 days of Professional Engagement in the second year of their four-year program after they have completed the equivalent of a full year of discipline studies. They are assigned to an educational setting, such as a primary school, secondary school or Intensive English Learning Centre, where they provide support to the classroom teacher in either a block placement or one to two days a week over the university term. These days are undertaken in Year 2 with a high degree of flexibility in timing and focus. In Year 3 during Professional Experience 1, all Teacher Education Students, both undergraduate and postgraduate, teach 20 days of classes under the close supervision of a classroom teacher. Professional Experience 1 integrates teaching with regular lesson observation to ensure Teacher Education Students see various teaching styles and strategies and gain a breadth of understanding of the school and the students he/she teaches. During this period, Teacher Education Students also gain an understanding of the range of activities that occurs both inside and outside the classroom, and the roles of the teaching and non-teaching staff within the school.

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During Professional Experience 2 in the final year of their Bachelor of Education, Teacher Education Students engage in an extended professional learning placement where they are provided with increased opportunities for autonomy, responsibility and accountability through the subsequent relaxation of direct in-class supervision by the Supervising Teacher. After the first 25 days of placement and the successful completion of their teaching performance assessment, Teacher Education Students move from close-supervision to a 20 day internship with program supervision and some focused observation, but without continuous in-class supervision. The internship, as far as possible, is designed to approximate the realities of school life and prepares the Teacher Education Students with a ‘real world experience’ of teaching and learning that assists them in their readiness for future employment in schools. They must, however, have demonstrated achievement of the Australian Professional Standards for Teachers at Graduate level and been signed off for this by the Supervising Teacher, and been observed and benchmarked with their peers by a University Liaison (i.e. the Tertiary Supervisor) prior to the internship.

UNSW uses the definition of internship set out in the NESA Professional Experience Policy, and adopted across many ITE providers in NSW, that is, “A professional experience internship is usually the final professional experience in an initial teacher education program and provides a significant period of teaching practice where the teacher education student is provided with program supervision rather than direct in-class supervision by the classroom teacher. Professional experience internships are usually covered by signed formal agreements with relevant parties on the structure and scope of the internship.”

Teacher Education Students enrolled in the Master of Teaching follow a similar pattern of professional experience from initial classroom observation through closely supervised practice to the internship. The Master of Teaching program is complemented by the INSTEP program which helps integrate theory and practice and offers additional days of classroom-based experience from the beginning of their first year and the completion of a capstone school-based student engagement project. The project helps them to synthesize and apply their research, observation, teaching and mentoring skills to enhance student learning of individual students.

Professional Experience is undertaken in a variety of settings, as recommended by NESA. Teacher Education Students complete their supervised Professional Experience 1 and Professional Experience 2 in at least two different schools which vary in terms of the year levels taught, subject areas taught, educational sector (DoE, independent, Catholic and other denominations), geographical location (inner city, outer suburbs, rural), and socio-economic context.

Supervising Teachers play a significant role in developing and refining the professional practice of the Teacher Education Students by enculturating them into school life, providing direction and feedback on their performance and advising on a range of related conceptual and practical matters. Teacher Education Students have, during their attachment to the school, responsibilities to the Supervising Teacher, the school and to the School of Education. The success of the internship relies on the close cooperation between schools, Supervising Teachers, Teacher Education Students and the School of Education. The School of Education greatly appreciates the valuable contribution schools make to accepting Teacher Education Students as part of the final stage of their program.

Undergraduate Degrees Professional Experience No. Days

BA / BEd, BCom / BEd, BDes (Hons) / BEd,

Professional Engagement (no supervised teaching; observation and classroom assistance only

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BEc / BEd, BFA / BEd, BMedia Arts Professional Experience 1 (Hons)/ BEd, BMus / BEd, BSc / BEd. Professional Experience 2 / Internship 20

45 TOTAL NO OF DAYS 80

Postgraduate Degrees Professional Experience No. Days

Master of Teaching (Primary and Secondary)

Professional Experience 1 20

(excl. INSTEP program) Professional Experience 2 / Internship 45

TOTAL NO OF DAYS

65

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EDST 2002 PROFESSIONAL ENGAGEMENT

Dates

No. of Days

Eligibility

This is a compulsory core course for all 2nd year BEd students and can be undertaken in either Trimester 2 or 3, or in summer semester (if approved by the School of Education for exceptional circumstances). The course gives Teacher Education Students the opportunity to observe student learning in NSW educational institutions, experience the diverse range of students and how they learn, and begin to develop practical knowledge and skills necessary for successful professional teaching. The course also provides the student with the opportunity to demonstrate that they have the necessary commitment and enthusiasm, and professional and personal attributes to be a teacher.

A 4 hour compulsory orientation, followed by a 15 day placement undertaken two days per week or in a 3 week block during Summer term

For BA / BEd, BCom / BEd, BDe / BEd, BEc / BEd, BFA / BEd, BMedia Arts / BEd, BMus / BEd, BSc / BEd:

• Prerequisite: 72 uoc overall, including EDST1101, EDST1104, EDST1108,

and EDST2003, and enrolment in an Education program. A pass in the National Literacy and Numeracy Test.

Note: If there are any queries about eligibility, Teacher Education Students should seek guidance from the Faculty of Arts and Social Sciences Student Centre.

Observation, Teaching and Other Duties

Teacher Education Students will provide learning support and observe lessons in one of the following contexts:

Secondary School - Working as a classroom assistant. The teacher education students will support a regular classroom teacher and observe how students learn, how literacy and numeracy skills develop, how effective teachers work with their students and how schools’ function as organisations. Students will gain an awareness of how primary students transition to secondary school and how secondary students progress towards completion of schooling. Learning Support - Working in learning support where students with specific learning needs are given extra help. The teacher education students will assist specialist learning support teachers in literacy and/or numeracy support in a secondary school or literacy support of EAL/D students in an Intensive English Centre.

EDST 6760 PROFESSIONAL EXPERIENCE 1

Dates

No. of Days

Eligibility

Four weeks at the end of School Term 2

20 days

For BA / BEd, BCom / BEd, BDe / BEd, BEc / BEd, BFA / BEd, BMedia Arts / BEd, BMus / BEd, BSc / BEd.:

• Successful completion of 84 units of credit, including 48 units of credit in approved discipline studies in the relevant discipline degree prior to any discipline-specific curriculum and pedagogic studies (methods) and any supervised professional experience placement.

• Successful completion of at least 48 units of credit in education • A pass in the National Literacy and Numeracy Test.

Note: If there are any queries about eligibility, Teacher Education Student should

seek guidance from the Faculty of Arts and Social Sciences Student Centre.

For Master of Teaching:

• Successful completion of an approved undergraduate degree in the relevant discipline

• Successful completion of 24 units for credit in education • A pass in the National Literacy and Numeracy Test or evidence of a

forthcoming LANTITE test registration

Observation, Teaching and Other Duties

Teacher Education Students make a preliminary visit the week before the placement, then undertake a 20 day placement. It is critically important that when not teaching, Teacher Education Students participate in the full life of the school, including planning lessons, assessing student learning, and observing their supervising teacher, other teachers and students in other subject areas (especially those students they are teaching). Yard or bus duty with their Supervising Teacher and attending meetings are also requirements.

Lesson Preparation

Students are required to present lessons on the lesson plan template supplied or the template that is given to them during their method classes. These lessons must be presented in hard copy to the supervising teacher at least 24 hours before the lesson that needs to be taught. Teacher Education Students are to keep ALL lesson plans and their observation notes and note form responses to set tasks in their portfolios with them at all times so that they can be shown and discussed with their Supervisor and with their University Liaison when they visit the school.

Teaching Allocation

University Liaison

In Professional Experience 1, Teacher Education Students teach one third of a full time teaching load (approx. 0.3, 320 mins – 400 mins each week)

A University Liaison (i.e. Tertiary Supervisor) who is a member of UNSW academic staff, will be allocated to each school to support Supervisors and Teacher Education Students and to provide the opportunity to discuss and benchmark Teacher Education Students' performance. The Liaison will contact the School Professional Experience Coordinator or the Supervising Teacher and the student directly via phone/ email to arrange a visit. During Professional Experience 1, the Liaison will meet with the supervising teacher and the Teacher Education Students to discuss progress, but does not usually observe the Teacher Education Students while they are teaching unless requested to do so by the school.

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EDST 6765 PROFESSIONAL EXPERIENCE 2 / INTERNSHIP

Dates Term 4 of the NSW School Calendar

No. of Days 45 days which includes: • a minimum of 25 days of close supervision, and • a minimum of 20 days of internship with program supervision (i.e. no direct in-

class supervision but regular discussion of lessons and concerns/issues, complemented by targeted observation and discussion of particular aspects of the Teacher Education Students' development as appropriate)

Eligibility • Satisfactory completion of PE1

• Satisfactory completion of all method courses • A pass in the National Literacy and Numeracy Test

Note: All undergraduate students normally take PE2 in their final semester of enrolment. Under exceptional circumstances, Student Advisors may allow up to 2 electives to be completed after PE2 based on performance in previous courses, a WAM of 65 or higher, and a successful PE1 report. Note that if there are any queries about eligibility, Teacher Education Students should seek guidance from their Student Advisor.

Teaching, Observation and Other Duties

Teacher Education Students engage in an extended field-based professional learning placement where they are provided with increased opportunities for autonomy, responsibility and accountability through the subsequent relaxation of direct in-class supervision by the Supervising Teacher. The placement begins with 25 days of supervised teaching, equivalent to one half of a full time teacher’s normal load. When not teaching, Teacher Education Students assess student learning, observe their supervising teacher and other teachers and peers in other subject areas (especially those teaching students they are teaching) and participate in the full life of the school. Yard or bus duty with their Supervising Teacher and attending meetings are also a requirement. By the end of this period, Teacher Education Students are expected to have successfully completed their teaching performance assessment, demonstrated achievement of the Australian Professional Standards for Teachers at Graduate level and be observed in class teaching by their University Liaison (Tertiary Supervisor) and their performance moderated and benchmarked. Once approved to teach without direct supervision, the Teacher Education Student then continues the placement in the school for a further 20 days as an internship without the need for direct in-class supervision by the classroom teacher.

During the internship phase of Professional Experience 2, Teacher Education Students are required to commence a full-time teaching commitment teaching 0.5 of a normal full time load. In this final phase of professional experience, the Teacher Education Student should take responsibility for several classes, including preparation of lessons and associated teaching materials, complete administration and record keeping as required by the school, including school reports, participate fully in the professional obligations of the school such as sporting and co-curricular activities, staff meetings, professional development days and community consultations. During the internship, Teacher Education Students continue to be monitored and mentored by the Supervising Teacher from the school without the necessity of in-class supervision. The final assessment for the internship component will consist of a final report by the supervising teacher, a second assessment against all the standards.

A Teacher Education Student who does NOT demonstrate achievement of the Australian Professional Standards for a graduate teacher by the end of the 25 days of initial supervised teaching and/or pass their teaching performance assessment will be put on an action plan, will continue to be closely supervised and will not progress to the internship until he or she has demonstrated that requirements have been met, or they are deemed to be unsatisfactory and are counselled out of the program.

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Lesson Preparation

Teaching Allocation

University Liaison

Students are required to present lessons on the lesson plan template supplied or the template that is given to them during their method classes. These lessons are to be presented in hard copy to the supervising teacher at least 24 hours before the lesson that needs to be taught. Teacher Education Students are to keep ALL lesson plans and their observation notes and note form responses to set tasks in their portfolios with them at all times so that they can be shown and discussed with their Supervisor and Coordinator. The entire portfolio must be given to the University Liaison at the start of their school visit so that they have the necessary background information to benchmark the Teacher Education Student’s performance against all the graduate standards and discuss their development with the Supervisor.

In the first five weeks of Professional Experience 2 students are to complete half of a full time teaching load (i.e. 480 mins – 560 mins per week). Teacher Education Students then progress to the internship component for the final 4 weeks maintaining 0.5 teaching load now without the need for supervision, however remain monitored and mentored by the supervising teacher.

A University Liaison (i.e. Tertiary Supervisor) will be allocated to each school. The Liaison will contact the School Professional Experience Coordinator and the Teacher Education Students directly via phone/ email to arrange a visit. During Professional Experience 2, the Liaison will meet with the Supervising Teacher and the Teacher Education Students and MUST observe a lesson taught by the students and view all the evidence submitted for the teaching performance assessment. Following this, the Liaison will meet for a tripartite feedback session with the Teacher Education Students and the Supervising Teacher to establish the extent to which the student has met all the graduate standards and is ready to move into the internship phase of professional experience. In cases where there are no concerns being raised by the school about the readiness of the student to move to the internship component of the professional experience, the university liaison visit may be a little later in the placement but must be before W eek 6.

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Roles and Responsibilities

PRINCIPAL

When Teacher Education Students are allocated to a school they come under the administrative responsibility of the Principal and under the direction of the staff to whom the Principal delegates responsibilities. S/he has executive responsibility for matters of educational quality and equity related to the Professional Experience placement.

The Principal is a strong advocate for school/university partnerships and ensures there is appropriate support for each Teacher Education Students. S/he ensures supervising teachers have the necessary experience and skills to fulfil their role. S/he ensures school staff are aware that Teacher Education Students are not to be given sole responsibility for supervising activities involving risk to students (e.g. playground duty) and that supervising teachers continue to have Duty of Care responsibilities. Teacher Education Students should not be asked to relieve teachers when absent. The Principal is responsible for decisions relating to claims of grievance or harassment, for the resolution of disputes and for decisions about the withdrawal of a Teacher Education Student from the placement.

SCHOOL COORDINATOR

The School Coordinator oversees all professional experience placements in the school. The Coordinator’s role is vital in encouraging teaching staff to host Teacher Education Students and to ensure all placements run smoothly. S/he is a strong advocate for the professional development of teachers. S/he arranges meetings with the Teacher Education Students to ensure they are well briefed on school policies, procedures and any other information relevant to the placement. S/he encourages teaching staff with sufficient teaching experience and highly developed mentoring skills to supervise UNSW Teacher Education Students.

Pre placement Responsibilities • Confirm all placement offers and arrangements with the Professional Experience Office • Arrange an induction program for all Teacher Education Students. This may include tours of the school, a formal

welcome, arranging observations in various classes across the school, organizing special meetings and/or talks with key people in the school on a regular basis.

• Meet with all Supervising Teachers to distribute and discuss placement information.

During placement Responsibilities • Coordinate the observation/induction program • Ensure the Teacher Education Students are well briefed on the OH&S policies and procedures within the school • Complete the Risk Assessment for all Teacher Education Students • Ensure school expectations of Teacher Education Students are made explicit including the importance

of professional interaction and involvement with other staff and the broader school community. • Make arrangements for Teacher Education Students to engage in non-classroom / extra curricula activities to

fully understand the role of the teacher in the school community • Liaise with the Supervising Teachers, Teacher Education Students and University Liaison to ensure all

placements run smoothly • When possible, meet with the University Liaison at the time of his or her visit. • Communicate immediately with the University Liaison when concerns arise related to the professionalism and/or

competences of Teacher Education Students. (Please refer to ‘Procedures for Teacher Education Students Requiring Additional Support and/or Risk of Failure’ Appendix 19).

• Monitor leave of absence of Teacher Education Students and ensure forms have been completed

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School Coordinator should:

Confirm all placement offers and arrangements with Professional Experience Office

Meet with all Supervising Teachers to distribute and discuss placement information

Arrange orientation program for all Teacher Education Students

Ensure the Teacher Education Students are well briefed on the schools OH&S policies and Procedures

Ensure the Risk Assessment for all Teacher Education Students has been completed

Make arrangements for Teacher Education Students to engage and participate in extra curricula activities that broaden their experience as members of the school community

Liaise with the Supervising Teachers, Teacher Education Students and University Liaison to ensure all placements run smoothly

Meet with University Liaison at the time of their visit, when possible

Communicate any concerns regarding the professionalism and/or competences of the Teacher Education Students immediately to the University Liaison

Monitor leave of absences of Teacher Education Students ensuring forms have been completed

Collate all PE Evaluations and Pay Claim documents from all Supervising Teachers and submit via email to the Professional Experience Office within two weeks of the end of the placement

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SUPERVISING TEACHER (Professional Experience and Internship)

Overall Responsibility The Supervising Teacher has the overall responsibility for the supervision, mentoring and assessment of the Teacher Education Students. The Supervising Teacher is an educational professional with both experience and expertise. It is expected that Supervising Teachers will plan opportunities for the Teacher Education Students that take account of the school context and wherever possible, the Teacher Education Students’ expertise and knowledge and prior in-school practice teaching. The Supervising Teacher develops a comprehensive learning and teaching experience program appropriate for the Teacher Education Students to fully understand the broad role of a teacher. S/he models quality teaching and learning practice including knowledge of subject content to be taught and how students learn, of effective planning, programming and student assessment, and effective interpersonal and communication skills. S/he should familiarize themselves thoroughly with all requirements as specified in this handbook. S/he should communicate with the School Coordinator and the University Liaison to enhance the overall experience for the Teacher Education Students.

It is expected that Supervising Teachers will make class/department programs available for discussion with the Teacher Education Students. This will assist the Teacher Education Students to better understand the focus of programming directions and learning activities in the school as well as to interpret and develop lessons and programs suited to the interests and skills of students and the school context more generally.

It is anticipated that Supervising Teachers will familiarize the Teacher Education Students with the roles and responsibilities of staff members within and beyond the department, building the Teacher Education Students’ understanding of the broader structures and organisations of schools.

During the internship phase of Professional Experience, Supervising Teachers are requested to structure a timetable of teaching of 480-560 minutes per week face-to-face teaching for the Teacher Education Students that provides a range of classes. Generally, Years 7-10 classes are advised although some Years 11-12 classes may be offered. Under the guidance of Supervising Teachers, Teacher Education Students should be offered opportunities to teach a range of students as appropriate within their assigned classes. This might include Aboriginal and Torres Strait Islander students, students from language backgrounds other than English, students with Special Education needs, and students with challenging behaviours. If senior classes are planned, a team-teaching approach and/or a closely monitored program is recommended.

Other activities should also be structured that will assist Teacher Education Students in their professional development and in their contribution to the department, for instance, participating in the department or school’s professional learning and development activities, assisting in the assessment and reporting of students’ work, contributing to excursion preparation, etc.

A program of supervision and mentoring, including formal observation, should be developed. It is anticipated that Supervising Teachers will observe the Teacher Education Students at least 2-3 times per week in their teaching. It is expected that oral and written feedback will be provided for the Teacher Education Students on individual lessons as well as on their overall program on a regular basis during the internship. The Teacher Education Students’ lesson plans should be discussed and monitored prior to their teaching and following their lessons. Supervising Teachers are also required to monitor the development of the Teacher Education Students’ Record Book during the internship.

Consultation with the University Liaison during Professional Experience 2 concerning the Teacher Education Students’ progress is vital. It is also essential that Supervising Teachers advise the Professional Experience Office of any Teacher Education Student who is experiencing significant difficulties to ensure that extra support/assistance may be offered or alternative arrangements made.

Specific Responsibilities

Pre placement

During the pre-placement visit, the Supervising Teacher is asked to discuss the following with the Teacher Education Students:

• The overall aims and objectives for the experience (student to provide and then discuss the Teacher Education Students' profile)

• Observation period schedule • Teaching timetable • Programs/courses/units of study/resources available for classes the Teacher Education Student will teach • Relevant school information (School Personnel, School map, School Profile, Routines, Policies, Procedures,

Teacher Education Student induction material) • Where possible, introduce the Teacher Education Students to the Principal, School PE Coordinator, Heads

of School, and relevant teaching and support staff.

During placement

Supervising Teachers are reminded that Teacher Education Students should not be left in sole charge of students in classrooms or during playground duty at any time during their supervised professional experience placement.

Roles & Responsibilities: • Understand the Teacher Education Students do not assume duty of care of students and that consequently

overall supervision responsibility is always exercised by the Supervising Teacher. • Sign the attendance/leave of absence sheet at the end of the placement • Manage the pacing of the student teacher's engagement in learning experiences. Team-teach for the first few

classes before or during the first teaching week • Advise the student teacher on planning lessons/units of work • Encourage and support the student teacher throughout the placement. • Give guidance on how to manage classrooms successfully. • Ensure the student teacher has been allocated the required number of lessons each week. (For PE1, the teaching

load should be 1/3 of a teacher’s full load and during PE2/Internship the load should be ½ teaching load.) • Ensure there are ongoing opportunities for the student teacher to observe the Supervisor teaching and also to

observe other teachers in the school (especially classes of students the Teacher Education Students will also be teaching)

• Ensure the University Liaison and/or Professional Experience Office is contacted if the student teacher is experiencing difficulties or is in need of additional support

• Discuss each lesson plan, ensuring the student teacher has completed suitable preparation and documentation required for all lessons to be delivered

• Give the student teacher constructive written and/or verbal feedback on their lesson plans a day before the lesson delivery.

• Provide written feedback on at least 10 lessons for Professional Experience 1 and 10 lessons for Professional Experience 2 over the first four weeks (20 days) of each placement. Please use the Lesson Feedback Form provided (Appendix 12).

• Consult/meet with the University Liaison to discuss progress, concerns, and final result for the Intermediate report for PE1 (Appendix 13) and EDST6765 Professional Experience 2 Interim TPA Report (Appendix 14). For PE2 the Supervising Teacher will work in consultation with the University Liaison to determine whether the student teacher has met the requirements at a sufficient standard to allow him or her to progress to the internship and teach classes without direct supervision by the classroom teacher. This will then be indicated on the EDST6765 Professional Experience 2 Interim TPA Report (Appendix 14).

• Monitor the student teacher's Record Book on a regular basis and to consider in their report all aspects of the student teacher's record keeping.

• Complete the Intermediate report for PE1 (Appendix 13) and TPA/Interim Report for PE2 (Appendices 14). Discuss with the Teacher Education Students before signing. Retain a copy for your records.

Note: The Intermediate Report is completed for Professional Experience 1. The EDST6765 Professional Experience 2 Interim TPA Report is completed after completion of the closely supervised component of the course (25 days) and the Final Report after the completion of the internship component of the course (20 Days).

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The Supervising Teacher should:

Familiarise themselves thoroughly with all requirements as specified in handbook

Meet with the student teacher prior to the commencement of the placement to orientate them in the school, discuss overall expectations, aims and objectives of the placement, observation period and teaching timetable

Make sure the student teacher is supervised while undertaking any teaching responsibilities (including yard duty)

Team-teach with the student teacher before allowing them to teach solo

Advise the student teacher on planning lessons and managing classrooms

Ensure the student teacher has been allocated the required number of lessons to teach and continues to observe throughout placement

Discuss each lesson plan, giving the student teacher constructive written and/or verbal feedback

Provide written feedback for the suggested number of lessons per placement

Contact the Coordinator at the school and the University Liaison if any student teacher is ‘at risk’ of failure.

Meet with the University Liaison to discuss progress, concerns, and anticipated assessment

Complete the Assessment Report. For PE1 there is one report: the ‘Intermediate Report’. For PE2 there are two reports: the ‘Appendix 14 - EDST6765 Professional Experience Interim TPA Report’ and the ‘Appendix 15 - Final Report’. For PE2 please work in consultation with the University Liaison to determine whether the student teacher has met the requirements at a sufficient standard to allow him/her to teach without direct in-class supervision and advance to the internship, then indicate this on the EDST6765 Professional Experience Interim TPA Report. Discuss with the student teacher before signing. Please sign and date the final PE report on the last day of the student teacher's time in the school and not before this.

Monitor the student teacher's Record Book on a regular basis

Sign and date the Attendance Record on the final day of the student teacher's time in the school and not before this.

Submit pay claim documents via email to UNSW Professional Experience Office – professionalexperience@unsw.edu.au (or the Coordinating Teacher may submit all Supervising Teachers’ pay claim forms together to the Professional Experience Office.) Please note that pay claims cannot be processed until the Attendance Sheet and Assessment Report have been submitted.

The Mentoring Supervising Teacher should

Complete all of the above as for the Supervising Teacher and: Manages the transition from Professional Experience to Professional Experience Internship if this occurs during the same block.

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COOPERATING TEACHER (for Professional Engagement)

The co-operating teacher has the overall responsibility for the supervision of the Teacher Education Student while s/he is undertaking professional engagement in a school or other educational setting. The University appreciates that this is not a paid but a voluntary position. It is hoped that the volunteer co-operating teacher will take on a mentoring role with the Teacher Education Students. It is expected that the co-operating teacher will model quality teaching and learning practice including a knowledge of subject content to be taught and how students learn, of effective planning, programming and student assessment, and effective interpersonal and communication skills.

The Co-operating Teacher is expected to:

• Understand the Teacher Education Students do not assume duty of care of students and that

consequently overall supervision responsibility is always exercised by the co-operating teacher • Sign the attendance sheet at the end of the placement and comment on the level of professionalism

displayed • Encourage and support the Teacher Education Student throughout the placement • Work with UNSW staff to ensure that the Teacher Education Student has a broad and

worthwhile professional engagement placement.

Cooperating Teachers are reminded that Teacher Education Students should not be left in sole charge of students in classrooms or during playground duty at any time during their professional engagement.

The Cooperating Teacher should:

Familiarise themselves thoroughly with all requirements as specified in handbook

Meet with the student teacher on the commencement of the placement to orientate them in the school, discuss overall expectations of teacher and set timetable

Contact the Coordinator at the school and the University Liaison if any student teacher is ‘at risk’ of failure.

Complete the Assessment Report. Discuss with the student teacher before signing. Please sign and date the report on the last day of the student teacher's time in the school and not before this.

Sign and date the Attendance Record on the final day of the student teacher's time in the school and not before this.

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TEACHER EDUCATION STUDENTS The School of Education expects that a Teacher Education Student will be familiar with the NSW DoE Code of Conduct for Teachers and demonstrate professionalism at all times. Specifically: • Understand you are a guest in the school and act accordingly; • Be punctual (arrive at the school before the school’s designated teacher-arrival time and at least 30 minutes prior to

the first lesson); • Use appropriate language at all times; • Dress professionally in line with the NSW DoE Dress Code or specific dress code of the school (TES to ensure they

do not have low necklines and skirts and dresses to be no shorter than knee length, piercings removed, and tattoos concealed if possible);

• Respect the need for confidentiality of personal/academic information of students; • Respect the school culture/ethos; • Adhere to all school policies (including managing students); • Ensure use of school computers is limited to professional experience related work only, not for personal use; • Understand that possession and/or use of alcohol/drugs is illegal and will result in immediate termination of

placement. Smoking is not permitted on school premises; • Complete all tasks and requirements by dates specified; • Attend school for the full day every day and be involved in all aspects of the school program. This may include sport

activities, playground supervision, assemblies, meetings and other duties specified by the school. The Attendance Sheet (Appendix 3), signed by both the Teacher Education Students and Supervising Teacher must be completed each day;

• Respond promptly and conscientiously to any University attempts at contact/ communication; and • Advise the Professional Experience Office of any unavoidable absence from the professional experience

placement which may coincide with any university school visit, providing as much notice as possible. • Familiarity with relevant policies, practices and procedures within the school and beyond the school, which have

an in-school application, for instance, those that relate to quality teaching, literacy, Child Protection/ Working with Children checks, and anti-bullying amongst others. Familiarity with these policies and their application may further assist Teacher Education Students in orientating their lessons and programs.

•

Attendance

The Teacher Education Student must attend school for the full day, every day, and be involved in all aspects of the school program. For Professional Experience 1 & 2 this will include ongoing observation of their Supervising Teacher and other teachers in the school, sport activities, yard supervision, assemblies, meetings and other duties specified by the school. The Attendance/Leave of Absence Sheet (Appendix 3), signed by both the Teacher Education Student and Supervising Teacher must be submitted.

Pre- placement 1. Profile: Teacher Education Students are required to write a 150-word profile (see Appendix 1) and upload this to

the Online Placement System for each placement. 2. Pre placement visit for Professional Experience 1 & 2: Teacher Education Students go on a pre-placement visit to

their school normally 1-2 weeks before the placement commences. The purpose of this visit is to begin to understand the school context, meet and establish a professional relationship with the Supervising Teacher, meet the School PE Coordinator and School Principal (if available), obtain a copy of class timetables, discuss expectations, and confirm arrival date, time and venue.

3. University Liaison staff contact: Teacher Education Students need to ensure they obtain their liaison staff details from the Online Placement System and contact the University Liaison PRIOR to the commencement of their placement.

During placement On average, a normal 6 period day for Professional Experience 1 & 2 would involve up to 2 periods teaching, at least 2 periods observation and up to 2 periods for planning/assessment and other school-related duties. Some after hour commitments may also be required, eg. sporting activities, school camps, parent teacher evenings, etc.

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Observation and Induction Teacher Education Students should familiarize themselves with all school operations, facilities, resources and policies. They must also upload the completed Risk Assessment form (Appendix 11) to the Online Placement System (OPS). Where possible, they should attend a variety of classes taught by their Supervising Teacher and other teachers within the school (especially classes attended by the students they will teach). Teacher Education Students should also ensure they confirm which classes they will be teaching and indicate this on their teaching timetable. The Teacher Education Students may also: • Offer individual support to students during classes taught by the Supervising Teacher • Teach part of a lesson • Team-teach

It is also very important that student teachers complete the set key tasks (Appendix 7,8). These tasks will be discussed with the University Liaison during their visit so need to be completed before the planned visit, and comprise part of the overall assessment for professional experience.

Teaching Observation Teacher Education Students should observe lessons given by their Supervising Teacher and other teachers in the school throughout their placement.

Teaching load • For PE1, Teacher Education Students teach:

• one-third of a teacher’s load (8-10 x 40 minute lessons per week or equivalent 320 mins – 400 mins)

• For PE2, Teacher Education Students teach: • Phase 1: direct in-class supervision: one-half of a teacher’s load. (12-14 x 40 minute lessons per week or

equivalent 480 mins – 560 mins) • Phase 2: internship: one-half of a teacher's load (12-14 x 40 minute lessons per week or equivalent

480 mins – 560 mins)

Lesson planning Lesson/unit plans need to be prepared well in advance (at least 24 hours before the lesson) and feedback sought from the Supervising Teacher the day before the lesson occurs. Teacher Education Students should use the School of Education’s lesson plan template (Appendix 5) or one provided in their method class, unless a different format is agreed with the Supervising Teacher. Teacher Education Students are expected to adapt and /or develop their own teaching resources. They would certainly benefit, however, from seeing the resources used by experienced teachers, and are encouraged to share resources with their peers. Teacher Education Students should maintain a record of lesson plans and responses to all lessons taught, as well notes on observations of others' teaching, responses to observation tasks and supervisor comments.

Assessment of class work The Teacher Education Student is also required to mark the work of the students, assess progress and to maintain records as kept by the Supervising Teacher. The Teacher Education Student may also be asked to maintain attendance records.

Lesson Reflection In addition to discussing the lesson with the Supervising Teacher, the Teacher Education Student must reflect on their teaching in writing. Teacher Education Students should record copies of these reflections in their Record Books.

Record Book Teacher Education Students are required to keep a Record Book which details the range of activities they are engaged in within the school during the Professional Experience 1 &2, including their internship. Documentation will reflect the student teacher's sustained involvement in the school. It is recommended that the Record Book should be an A4 loose-leaf folder, not an e-portfolio, for ease of access and to add other information. It is advisable that students type their documentation, wherever possible, including overviews, lesson plans, evaluations and observations. The Record Book should:

• Include advice to the reader about how the document can be navigated. This should include a Contents page, with numbered and collated pages following

• Be kept up to date for monitoring and assessment by the Supervising Teacher and University Liaison

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• Include information regarding the philosophy, administrative practices and procedures within the school.

• Include all observations, responses to observation tasks, and lesson plans for all teaching activities including: 1. assessment strategies used to assess, monitor and report on students work

2. evaluative comments on lessons and materials and resources used with an indication of their strengths and weaknesses

3. Supervising Teacher’s and Liaison's comments on the lessons observed

4. samples of student work relative to lessons/programs taught

• Include brief comments on co-curricular and extra-curricular activities such as field trips, club activities, assemblies, staff meetings (school/faculty), professional development sessions.

Supervising Teachers are requested to monitor the Record Book on a regular basis and to consider in their report all aspects of the Teacher Education Students’ record keeping.

Liaison Visit It is crucial all Teacher Education Students provide a copy of their Record Book including their lesson plans (with comments made by Supervising Teachers), teaching materials, lesson observations, and observation tasks to the University Liaison during their visit and a copy of the lesson plan before any observed lesson. The Liaison needs this information to understand the lesson they are observing and to provide relevant and appropriate comments on the Teacher Education Students’ progress.

Post placement

Assessment Reports Teacher Education Students must discuss their Intermediate (PE1), or Interim and Final (PE2) Reports with their Supervising Teacher and sign them to indicate that they have done so. They should ensure the Supervising Teacher retains a copy, keep the original themselves and scan and upload the report to the Online Placement System (OPS). Teacher Education Students must also upload their signed attendance/ leave of absence sheet (and any medical certificates) no later than 1 week after the completion of the placement.

The Teacher Education Student should:

Complete the NSW Working With Children Check, provide details of WWC on the OPS, present a copy of the verification to your placement school.

Complete Anaphylaxis Training and submit the printed Anaphylaxis Certificate to the school after uploading a scanned copy to the OPS

Attend the pre-arranged, pre placement visit. On this visit provide the Supervising Teacher with a completed copy of the ‘Teacher Education Students Profile’ (Appendix 1)

Contact their University Liaison before the beginning of the placement

Familiarise themselves with all school operations, facilities and resources

Abide by all school policies and dress professionally throughout the placement

Upload the documents below to the OPS: • Profile (Appendix 1) (prior to the pre-visit) • Risk Assessment (Appendix 11) (during the first 3 days) • Teaching timetable (by the end of the first week) (Appendix 2) • For PE2: EDST6765 Professional Experience Interim TPA Report (Appendix 14)

Submit detailed and thorough lesson plans to the Supervising Teacher at least 24 hours in advance

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in order to seek feedback and apply any suggested amendments

Complete a written self-refection for every lesson they teach

Maintain a record of all lesson plans, teaching resources, lesson observations, and responses to observation tasks for the Supervisor and the Liaison to view and provide feedback on

Email their University Liaison with a copy of the lesson/unit plan before any observed lesson

Discuss the Intermediate/ Final Assessment Report with the Supervising Teacher and ensure that the assessment report has been signed by all parties on the final day of that phase of professional experience.

Keep the original Assessment Reports for their own records

Upload the documents below to the OPS: • Attendance Sheet (Appendix 3) (no later than 1 week after the completion of the placement) • PE1 (Appendix 13) / PE2 Reports (Appendix 14, 15) (no later than 1 week after the

completion of the relevant phase of professional experience).

Submit their Record Book to the Supervising Teacher on a regular basis (at least, weekly) for monitoring and feedback, and to the University Liaison as required.

The Teacher Education Student Intern should

• Complete all of the above as for the Teacher Education Student and: • Assume responsibility for the planning, teaching and assessment of classes under the

program supervision of the Mentoring Supervising Teacher • Be involved in Parent/teacher meetings under the program supervision of the Mentoring

Supervising Teacher • Assume responsibility for the normal administrative responsibilities of a classroom teacher

such as marking the roll.

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UNIVERSITY LIAISON (TERTIARY SUPERVISOR)

The University Liaison is the School of Education’s representative during all professional experience placements, liaising with Principals, Supervising Teachers, Teacher Education Students and School PE Coordinators. S/he ensures all requirements of placements are fully understood by all. S/he is an advocate for quality teaching practice that is based on current theory and research and is a supporter of current and possible educational partnerships and collaborative activities between the School of Education and schools.

Note that in addition to having a broad understanding and knowledge of teaching and learning, all University Liaisons have developed subject expertise across a number of focus areas (e.g. subject content, how students learn, effective planning, programming and assessment, and interpersonal and communication skills), far beyond their initial qualifications. Although a Liaison may not necessarily have qualifications and teaching experience in the specific method of the student they are visiting, they function as a team, and if necessary, will be able to supplement their own knowledge of any particular subject content by accessing subject-specific advice and expertise from within their institution. In addition, they can draw on specific expertise from within the team in classroom management, learner diversity, and literacy and numeracy strategies as needed.

Professional Experience 1 (PE1) Overview

For the 20 day PE1 placement, the University Liaison makes a liaison visit normally during week 2/3 to each school. During this visit, s/he speaks to both the Teacher Education Students and Supervising Teacher about expectations, progress and assessment but does not usually observe the Teacher Education Students in the classroom. S/he may meet with all Teacher Education Students as a group (and possibly with all supervising teachers as well) and would facilitate a discussion about the experience. S/he discusses and signs the observation assignment and views and signs each Teacher Education Student’s Record Book.

Professional Experience 2 (PE2) Overview

For the 45 day PE2 placement, the University Liaison normally makes initial contact with the student teachers, the School PE Coordinator and/ or the Supervising Teacher via email/phone late in Week 1 or early in week 2 to check on how the placement is progressing and deal with any issues that may have arisen. This is followed by a visit, normally during week 4 or 5 (and no later than Week 6), to observe each Teacher Education Students teaching a lesson (or a part of a lesson) and s/he provides both written and verbal feedback in consultation with the Supervising Teacher e.g. a tripartite conference. Where multiple Teacher Education Students are placed in the one school, s/he may also arrange group discussions. The main purpose of this is to encourage peer mentoring and to discuss any more general issues of concern or support. S/he also reviews the Teacher Education Students’ Record Book (including ALL lesson plans, responses to set key tasks and lesson observations). For PE2 the University Liaison will review all evidence collected for the teaching performance assessment with the Supervising Teacher, and moderate results to determine whether the Teacher Education Student has met the Graduate Teacher Standard requirements at a sufficient level to allow the Teacher Education Students to progress to the internship and to teach without direct in-class supervision. This will then be indicated on the EDST6765 Professional Experience Interim TPA Report for PE2 (Appendix 14).

Please note: A face to face liaison visit may not be possible for placements outside the Sydney metropolitan area. In such cases, the liaison will communicate with the Teacher Education Student, supervising teacher and coordinator via phone, email and/or Skype technology and look at and discuss excerpts of recorded lessons.

Pre placement Responsibilities • Attend the University Liaison workshop / information session and meet the Liaison session (including meeting

allocated student teachers for the forthcoming placement) • Review all information presented in the Professional Experience Handbook. Contact the Professional Experience

Coordinator with any questions. • Log on to the Online Placement System portal to ensure the student portfolio and teaching timetable has been

uploaded by each Teacher Education Student by the end of the first week of professional experience. • For PE1, arrange for a liaison visit during week 2 or 3 of the placement. • For PE2, contact the school early in the placement and arrange a time to observe each Teacher Education Student

teaching a lesson during weeks 4-5, and a time to meet with the School PE Coordinator and Supervising Teacher.

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During placement Before lesson observation • Meet with the Teacher Education Students checking on progress and addressing any concerns/questions • Review lesson plan prior to teaching, offering feedback where appropriate. • Review the Teacher Education Students’ Record Book containing lesson plans, responses to observation tasks

and observations and sign it. Discuss and give feedback, indicating if it is satisfactory/unsatisfactory. • Where possible, discuss the placement with the Supervising Teacher and Coordinator separately, checking on

progress and addressing any concerns raised. This may be brief if all is going well.

Lesson Observation • Observe each Teacher Education Student teaching a lesson. • Complete the lesson feedback form (Appendix 18) and provide a copy to the Teacher Education Student. After

Lesson Observation • Conduct a post lesson discussion • Follow up immediately with the Coordinator if there are any issues or concerns about the Teacher Education

Students’ progress or placement. In some cases, it may be necessary to negotiate further visits by the Liaison or another University Liaison (Please refer to the procedures for Teacher Education Students requiring additional support and/or ‘at risk’ of failure (Appendix 19).

• In PE1, lesson observation may be necessary for students ‘at risk’ to clarify the nature of the problem. • In PE2, the University Liaison will work in consultation with the Supervising Teacher to determine whether the

Teacher Education Students has met the Graduate Teacher Standard requirements at a sufficient level to allow the Teacher Education Students to teach without direct in-class supervision and progress to the internship. This will be indicated on the EDST6765 Professional Experience Interim TPA Report for PE2 (Appendix 14).

• Complete the liaison report (Appendix 17).

Post placement • Upload the completed liaison report to the Online Placement System as an official record of the Teacher Education

Students’ performance. • Flag any concerns which need following up with the Professional Experience Coordinator.

University Liaison should:

Attend the University Liaison workshop and Professional Experience lecture to meet with allocated Teacher Education Students

Review all information presented in the Professional Experience handbook

Log on to the Online Placement System to view each Teacher Education Students’ contact details, profile, and teaching timetable

Confirm a liaison visit during the appropriate weeks

Discuss the placement with the Supervising Teacher and Coordinator separately, checking on progress and addressing any concerns raised

Meet with each Teacher Education Student and/or facilitate a group discussion of all the Teacher Education Students about the experience

For PE 2 observe a lesson and provide written and verbal feedback in consultation with the Supervising Teacher.

Provide the Teacher Education Students with feedback on the observation tasks and Record Book

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Follow-up immediately on any Teacher Education Student at risk arranging follow-up visits as required

For PE2 consult with the Supervising Teacher to determine whether the Teacher Education Student has met the requirements at a sufficient standard to allow him/her to teach without direct in-class supervision and progress to the internship

Complete Liaison Report (Appendix 17) and upload to the Online Placement System

Discuss the Intermediate/ Final Assessment Report with the Supervising Teacher

Keep the original Liaison Report and any supporting documentation for their own records

PROFESSIONAL EXPERIENCE OFFICE

The Professional Experience Office is responsible for organizing and confirming all professional experience placements. The Office communicates with a wide range of DoE, Independent and Catholic schools to seek placements.

The Professional Experience staff utilise the Online Placement System to store and maintain accurate records. As part of the enrolment process in professional experience, Teacher Education Students are required to log on to the Online Placement System and enter information such as subject methods, residential address, mode of transport and high school attended. This information is used by the Professional Experience Coordinator to allocate Teacher Education Students to a suitable school for their professional experience placement. Teacher Education Students are not allowed to complete their professional experience at a former school they have attended or at any school where there may be a conflict of interest. Teacher Education Students must NOT contact schools directly to request a placement. All students will normally be informed of their allocated school via the Online Placement System approximately three to four weeks prior to the commencement of the placement.

The Professional Experience Office cannot guarantee the commencement of the Teacher Education Students’ placement at the beginning of the assigned period. In rare cases, the Teacher Education Students may be informed of their allocated school at short notice (a few days before or a few days after the commencement of the professional experience period).

During Placement Responsibilities • Handle all queries from schools, Teacher Education Students and University Liaison staff • Inform the University Liaison immediately if the school contacts the office with specific concerns about a Teacher

Education Student. • Keep ongoing records of Teacher Education Students ‘at risk’ of failure

Post Placement Responsibilities • Inform the Head of School of any Teacher Education Students who have failed or received a withheld result

stating reasons • Manage each placement through the Online Placement System • Process course results for all Teacher Education Students • Collate and review placement evaluations taking any recommendations to the Professional Experience

Management Committee

ACADEMIC PROGRAM DIRECTORS

Academic Program Directors have overall responsibility for all academic aspects of the Teacher Education Students' program working closely with the Professional Experience Coordinator, University Liaisons and method staff. S/he may be called upon to discuss academic plans and progress issues with all Teacher Education Students identified ‘at risk’, and who receive a fail assessment or a withheld grade due to illness or other special reasons as approved by the Head of School. The Program Director may be required to provide course advice to Teacher Education Students and to respond to any queries related to their eligibility.

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HEAD OF SCHOOL

The Head of Education has executive responsibility for matters of educational quality and equity related to the professional experience placement, including being an advocate for effective partnerships between the provider and schools and for fostering current and future collaborative educational partnerships and activities, ensuring that there is appropriate support for the professional experience within initial teacher education programs and that relevant provider staff have sufficient experience and skills to fulfil their role, being responsible for decisions relating to intervention action including withdrawal of Teacher Education Students from schools, dealing with claims of grievance or harassment and in resolving other disputes, and exchanging data with schools/schooling systems and NESA about placements to inform projections of future placement requirements.

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Assessment Professional Engagement – EDST 2002

Teacher Education Students are expected to demonstrate evidence of professionalism while on placement. For further details please see the current course outline and handbook for EDST2002 Professional Engagement.

It is expected that the Teacher Education Students will demonstrate evidence of professionalism through:

1. Participation in an online forum discussion regarding professional experiences arising during the placement 2. Attendance during the placement (15 days in total), demonstration of the Standards and other key attributes

appropriate for this level, completion of a range of set observation tasks, and the overall comments as assessed and provided in the final report by the Cooperating Teacher (Appendix 10).

Professional Experience 1&2 EDST 6760 & EDST 6765 Placements

The final grade awarded for Professional Experience is either Satisfactory or Unsatisfactory based on the following:

1. Demonstrated professionalism. This is a hurdle requirement and is assessed by the Supervising Teacher, Coordinator and University Liaison. The Teacher Education Student must act in a professional manner at all times during Professional Experience which includes maintaining satisfactory attendance, being punctual, dressing appropriately, proper preparation of lessons and resources, systematic and professional record keeping, cooperating with staff, working effectively in the school environment, and in general, demonstrating attitudes and actions that are appropriate and proper to the profession of teaching. The Teacher Education Student is required to provide evidence that he or she is preparing and observing lessons, participating in the life of the school and gaining an awareness of the broader school community. It is expected that the Teacher Education Students will demonstrate evidence of professionalism through maintaining and submitting a hard copy of their Record Book containing the following documents to the University Liaison when he or she visits the school:

• The teacher education students’ timetable indicating both teaching lessons and observation lessons (Appendix 2 in PE Handbook)

• Lesson observations (Appendix 4) – one for each lesson observed • Up-to-date lesson plans and reflections (Appendix 5) and supervisor reports – one for each lesson taught • Note form responses to the designated observation tasks (Appendix 7 for PE1, Appendix 8 for PE 2) • Relevant teaching materials & resources

2. Intermediate Report for Professional Experience 1 (Appendix 13) or the Final Evaluation Report for Professional Experience 2 (Appendix 15). The final report is the responsibility of the Supervising teacher(s) who may consult with the University Liaison. The report is written collaboratively where there are two Supervising Teachers. This report needs to be discussed with the Teacher Education Students prior to it being signed. The report should be consistent with strengths/areas for concern discussed throughout the placement.

Supervising Teachers and the University Liaison assess each Teacher Education Students against the graduate teacher standards. For each standard, their level of achievement is assessed as:

Professional Experience 1 Professional Experience 2

WT – Working Towards (for PE1 only) D – Demonstrated E – Exceeds Expectations

ND – Not Demonstrated D – Demonstrated E – Exceeds Expectations

EDST 6765 Teacher Education Students are expected to successfully pass the teaching performance assessment (TPA)and demonstrate achievement of all standards by the end of 25 days of Professional Experience 2. The Teacher Education Students then continues the placement in the school for a further 20 days moving from direct in-class supervision to an internship under the guidance of the Supervising Teacher. A Teacher Education Student who does NOT demonstrate achievement of all standards for a graduate teacher by the end of this period will continue undertaking teaching with direct in-class supervision and not progress to the internship phase of Professional Experience 2 until he or she has demonstrated the requirements or is deemed unsatisfactory.

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The standards must have been sufficiently met to allow him or her to teach without direct in-class supervision by the Supervising Teacher. Only then will the Teacher Education Student progress to the internship phase of Professional Experience 2.

Ongoing formative assessment is provided by both the Supervising Teacher and the University Liaison in the form of notes within the lesson feedback form. A TPA interim report is written for PE2 and is normally completed at the end of 25 days of the 45 day placement.

Providing Evidence of the Standards

Evidence comprises a collection of observable actions, sequence of actions, performances, products, behaviours, and/or an ability to provide accurate information about and/or participate in an informed discussion about theories that are being applied in classroom practices which taken together provide proof/verification of achievement on the Standards (see Appendix 23: Graduate Teacher Standards Evidence Guide to Support Professional Experience).This evidence guide is supported by the assessment and mentoring resources presented on the NSWCDE website at http://nswcde.org.au/resources/

.

Rural and Remote Schools

In the circumstance where the Teacher Education Student has been allocated to a rural or remote school for Professional Experience 2 and it is not feasible for the Liaison to conduct a face-to-face visit to observe a lesson, the Teacher Education Student is asked, subject to approval at the school level, to make a digital recording of a lesson agreed upon by the Supervising Teacher and Liaison, for follow up discussion with the University Liaison and Supervisor. The digital lesson will then be destroyed.

Concerns about Performance

If there is concern the Teacher Education Student will not meet the expected standards by the end of the placement, the Teacher Education Student is at risk of failure. There needs to be an open discussion with all concerned. The Professional Experience Office / University Liaison should be contacted quickly. Often, timely intervention can lead to improved performance. Please refer to the “Procedures for Teacher Education Students Requiring Additional Support and/or at Risk of Failure” (Appendix 19).

Unprofessionalism

In an extreme situation of demonstrated unprofessionalism, the university may withdraw the Teacher Education Students immediately from the school. This may happen if the Teacher Education Student demonstrates:

1. Inability to cooperate with staff and work effectively in the school environment 2. Attitudes and actions antithetical to the profession of teaching 3. Absence from Professional Experience without adequate explanation or documentation

Schools can ask for Teacher Education Students to be withdrawn from the school based on unprofessional behaviour. Teacher Education Students who receive an Unsatisfactory grade due to unprofessionalism will need to “show cause” as to why they should be allowed to re-enrol. In the first instance, this is referred to the Professional Experience Office, who may consult with the Head of School to determine further action.

Please refer to the Management of Students at Risk Prior to or During Placements, Internships and Practicums Procedure (Appendix 21) and the Inherent Requirements for Initial Teacher Education Programs (Appendix 22) for further details.

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Policies and Procedures

1. Attendance and Absences

Attendance for the full number of days of Professional Experience is required. Teacher Education Students must be in attendance for the full school day, from the arrival time set for teaching staff to the concluding time specified (normally 8am to 4pm). Teacher Education Students must also allow adequate time after school for debriefing. Teacher Education Students are expected to be present for, and to use, all non-teaching periods for preparation, observation or consultation with Supervising Teachers. The Professional Experience Attendance/ Leave of Absence Sheet (Appendix 3) must be signed by the Teacher Education Student and countersigned by the Supervising Teacher.

Teacher Education Students must attend 100% of allocated days to successfully complete each professional experience block. All missed days must be made up. Students are also required to make up any missed days due to illness or other unforeseen circumstances.

Teacher Education Students who are absent from school, for whatever reason, are required to notify their Supervising Teacher as soon as possible. Medical certificates are required for full or partial days if absent whether or not these days occur consecutively or not. All leave must be documented, verified by the Supervising Teacher and arrangements made to make up the required days. Until supplementary teaching experience is completed, the Teacher Education Student will be considered ‘Not Assessed’. Failure to provide medical certificates for absences and make up days missed may result in an ‘Unsatisfactory’ assessment for Professional Experience.

In rare situations, a Teacher Education Student may be granted permission by the Head of School to undertake Professional Experience at a different time to the published dates for reasons of ill health or death of close family members. Approval will be given on a case-to-case basis. Teacher Education Students need to be aware that if changes to professional experience dates impact on other course requirements then the Teacher Education Students may need to complete their professional experience in the following year.

2. Duty of Care It is the responsibility of Teacher Education Students to be aware of their duty of care when working with students in schools. As temporary members of the school staff, they are expected to assist with management of students, playground duty, sports supervision, excursions and other work specified by the Principal, but should not be left in sole charge of students at any time during their professional experience placement, unless they have been approved to move into an internship phase. The law relating to negligence applies to Teacher Education Students in the same manner as it does in the community. A Teacher Education Student would be totally responsible for an injury to a student arising from negligence on his/her part.

3. Occupational Health and Safety Teacher Education Students should familiarize themselves with evacuation and other safety procedures within the school. They should know the location of fire extinguishers, fire exits and first aid kits. They must also be aware of their own general health during professional experience and are reminded that this is a fulltime commitment, so should not commit to other part-time work during a placement. If a Teacher Education Student suffers chronic health problems, s/he should speak to the relevant Student Advisor as soon as possible to ensure s/he will be able to fulfil the requirements of the placement (see Appendix 22 Inherent Requirements). All students of UNSW, who are participating in an approved teacher education professional experience, have medical and liability insurance coverage through the University’s Risk Management Unit. The insurance policy is called “Group Personal Accident Policy” and covers the student while engaged in campus and course related activities, including Professional Experience placement or community placement activities. This insurance only covers those placements arranged through the student’s Faculty or School, and policy details can be found at the Risk Management web site. Coverage is automatic for all students; there is no need to sign up for this policy. Any event likely to give rise to a claim should be immediately notified to the insurance officer, Risk Management Unit. Please address enquiries regarding Student Personal Accident Insurance to Azita Karpour on (02) 9385 1980. For further details please see: www.rmu.unsw.edu.au. On occasion, a work experience employer may ask the student to provide a letter of indemnity that outlines insurance arrangements. A letter of indemnity can be issued by the Professional Experience Coordinator.

Please note that accidents to students during practice teaching lessons conducted by Teacher Education Students are the responsibility of the Supervising Teacher, in the first instance, and must be reported to him/her. Teacher Education Students should become familiar with the safety procedures at the school as early as possible. They should also become familiar with the location of first aid kits, fire extinguishers, and emergency exit procedures.

4. Jury Duty

Jury Duty service does not entitle Teacher Education Students to an exemption from Professional Experience either in part or in whole. Teacher Education Students are advised that if they are called for Jury Duty, an appeal may be lodged with the Sheriff’s Office, together with a support letter from the School Manager, School of Education, UNSW. If an exemption is not granted, the Teacher Education Student will be required to fulfil their Professional Experience commitments at a later date.

5. Industrial Disputes

If an industrial dispute occurs during the Professional Experience, Teacher Education Students should contact the Professional Experience Coordinator immediately. If the Teacher Education Student decides to attend a stop work meeting, he/she should inform the Supervising Teacher as a matter of courtesy. W here the Supervising Teacher is ‘on strike’, the Teacher Education Students cannot undertake practice teaching duties and should not go to the school. Please note that interruptions to professional experience due to industrial action of one day or part of a day that occurs in a school do not need to be made up.

6. Child Protection Legislation

All Teacher Education Students (TES) must possess a current Volunteer Working With Children Check and attended a child protection lecture delivered by the Department of Education – Employee Performance and Conduct Directorate. This is a 2 hour COMPULSORY lecture that all UNSW Bachelor of Education and Masters of Teaching students must attend prior to their first placement day in any school. Attendance is taken for this lecture.

For Masters of Teaching students, the child protection lecture is delivered at the compulsory INSTEP orientation day in Semester 1 of Year 1 of the degree.

For Bachelor of Education students, the lecture is delivered at the EDST2002 orientation which takes place prior to their first placement).

Following attendance at these lectures (attendance recorded by Professional Experience team) Teacher Education Students must provide a copy of their WWC clearance number to the Professional Experience Office (PEO) via The School of Educations Online Placement System (OPS). The PEO verifies all WWC numbers in the Office of the Children’s Guardian verification page for employers (https://wwccheck.ccyp.nsw.gov.au/Employers/Login) and classifies students as ‘eligible’ for placement.

The most current recording of the child protection lecture is placed on Moodle only once all students who have access to the Moodle page have attended the lecture in person. Students are encouraged to view the recording before each placement period to refamiliarise themselves with the content.

Teacher Education Students must familiarise themselves with the Code of Conduct of the NSW Department of Education and to the document Responding to Allegations against Employees in the Area of Child Protection through the Department’s website.

All EDST2002 Professional Engagement and EDST6760 Professional Experience 1 students must have a valid WWC clearance (volunteer as a minimum requirement).

All EDST6765 Professional Experience 2 students must have valid PAID WWC clearance.

7. Anaphylaxis Training

NESA and the Department of Education (DoE) now require that all initial Teacher Education Students have training in managing anaphylaxis. The DoE has mandated the completion of anaphylaxis e-training for all permanent, temporary and casual employees who work in schools. Subsequently, all Teacher Education Students must complete the anaphylaxis e-training module provided by the Australian Society of Clinical Immunology and Allergy (ASCIA) in conjunction with practice using an adrenaline autoinjector training device prior to commencing any student placement in schools.

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

On successful completion of the online module, participants will receive a certificate of completion which should be printed immediately. Students will practice and demonstrate using the adrenaline auto-injector training device at their orientation lecture and have this component of the training signed off before they commence their placement. Students are then required to upload this signed certificate to the OPS. NESA and Department of Education require that students also present a copy of their certificate of completion to principals at the commencement of their professional experience placements. Students should also retain a copy of the certificate for future use within the two years of the certificate’s currency. 33

34

The NSW DoE advises that student teachers who do not successfully complete this training, as verified by the university and the principal of their placement school, will not be able to undertake professional experience activities in NSW public schools. The training is required to be successfully undertaken every two years. This is the only training that will be accepted by the DoE to meet the requirement of anaphylaxis training for initial Teacher Education Students.

8. Placement of Teacher Education Students

Professional experience needs to be undertaken within a variety of settings, as stipulated by NESA. Placement diversity includes year levels taught, subject areas taught, educational sectors (DoE, independent, catholic and other denominations), geographical location (inner city, outer suburbs, rural) and socio-economic profile of schools.

The School of Education liaises with a wide range of schools to negotiate placements. Teacher Education Students must not contact schools requesting placements themselves. Teacher Education Students are normally informed of their allocated school approximately two to three weeks before the commencement date. If a Teacher Education Student refuses an allocated placement, this may result in failure. Should a Teacher Education Student be unplaced, they will be kept informed of alternative arrangements. It may be necessary for some placements to occur at another time of the academic year that is different to the published schedule. Teacher Education Students who have concerns about their placement should contact the Professional Experience Coordinator directly. Teacher Education Students will not be placed in schools where friends/relatives are teachers, students, school community members, where they are employed, or to where they themselves have been a student.

Teacher Education Students may need to travel up to 2 hours to their placement school as calculated using the Transport NSW website. Students will be requested to list their mode of transport on the Online Placement System (OPS). The cut-off date to amend this mode of transport is 4 weeks before the commencement of the placement unless extenuating circumstances arise.

RURAL PLACEMENTS The University of New South Wales offers the opportunity for students to experience rural school locations for their practicum where there is a higher demand for new teachers. To participate in this program, Teacher Education Students should contact the Professional Experience office via email professionalexperience@unsw.edu.au

Applications will be assessed based on the student’s commitment to teaching in public schools in rural settings, their previous professional experience reports and academic record.

Successful applicants will have their placement confirmed by the Professional Experience Office.

9. Students with a Disability

UNSW is committed to providing an inclusive educational environment for students with a disability. ‘Disability’ is a broad term used to cover a wide range of formally diagnosed conditions which may have permanent or episodic effects depending on their nature.

Student teachers may experience the functional impact of one or more of the following conditions including a: • Learning disability • Acute or chronic medical or neurological condition • Physical disability including Sensory impairment • Psychiatric condition • Psychological condition • Having long term caring responsibilities

Teacher Education Students seeking enrolment in a professional experience course (EDST 2002, 6760 and/or 6765) should ensure they read Appendix 22: Inherent Requirements for Initial Teacher Education Programs in this handbook first, as not all disabilities can be accommodated in an initial teacher education program. Teacher Education Students who require educational adjustments to be implemented on their placement are required to register with Disability Services. This will necessitate them to disclose in confidence (with supporting medical documentation) their condition, in order to be provided with the necessary provisions.

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Teacher Education Students enrolled in Professional Experience will also need to sign an acknowledgement form in the Online Placement System (OPS) which states “I do not have an impairment which impacts on my ability or prevents me from participating fully in the professional experience placements”. Although the information disclosed with Disability Services will remain confidential, in some situations, relevant information may need to be disclosed to the Professional Experience Coordinator (with the student’s permission) to ensure that the Teacher Education Student can be appropriately supported in the school environment in which they will complete their Professional Experience placement.

10. Teacher Education Students Needing Additional Support and/or At Risk of Failure If there is concern the Teacher Education Students will not meet the expected standards by the end of the placement, the Teacher Education Students is at risk of failure. Once the nature of the problem has been identified (see Appendix 19), the following steps should be taken: • The Supervising Teacher informs the Teacher Education Student that s/he is in need of additional support

and requests a visit from the University Liaison as soon as possible • In consultation with the University Liaison, the School Coordinator, documents area(s) of concern and

action needed for the remainder of the placement using an Action Plan (see Appendix 20) • The Action Plan is submitted to the Professional Experience Office, and a copy made available to Professional

Experience Coordinator and also the Teacher Education Student.

Often, timely intervention can lead to improved performance. W hen needed, the University Liaison and/or Head of School may visit the school.

11. Payments for Supervising Teachers and Coordinators

Payment rates for supervised professional experience Cooperating Teacher (Professional Engagement): Supervising Teachers (Direct in-class supervision): Supervising Teachers (Internship phase): School PE Coordinator:

Voluntary $31.50 per day for 100% supervision of a TES 20% of the daily payment rate ($6.30 per day) $1.60 per day per student

CLAIMING FOR PAYMENT PROCEDURES Supervising Teachers and Coordinators will be provided with the UNSW Student Teacher Supervision Payment (PR4) and a Statement by a Supplier form. Please note that both documents MUST be returned together in order for claims to be processed smoothly. Please ensure that the names of the Teacher Education Students and the school are entered on the form. This facilitates the claim being processed quickly by the University.

Pre-visit days, public holidays and strike action days will not be paid.

Please note that UNSW does not issue group certificates. A payment information summary will be emailed to you from our Accounts Payable department. For tax purposes, declare the amount received from UNSW in the ‘Income earned’ section of your tax return.

Payment forms should be submitted to, the Professional Experience Office, School of Education, no later than 4 weeks after the completion of the supervision duty. Payments will be processed within 4 weeks. You can submit your forms and queries by email to professionalexperience@unsw.edu.au.

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Appendices for Teacher Education Students

All following documents can be downloaded from:

https://education.arts.unsw.edu.au/students/resources/professional- experience/Placement- Handbook/

EDST 2002 Professional Engagement

EDST 6760 Professional Experience 1

EDST 6765 Professional Experience 2

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Appendix A

Document Purpose

The purpose of the Student Readiness Self-Evaluation form is to provide each student with the opportunity to reflect on their own professional readiness prior to commencing Professional Experience 1 in a New South Wales secondary school. This form also provides UNSW method staff the opportunity to relay feedback on each student's professional readiness. Should a student need extra support, staff may use this form to elaborate on specific areas and assist in the professional learning of UNSW teacher education students. It is imperative for both students and staff to consider each of the 6 core requirements on this form prior to making a decision on professional readiness.

THIS IS A MANDATORY REQUIREMENT FOR STUDENTS PRIOR TO UNDERTAKING PROFESSIONAL EXPERIENCE 1

INSTRUCTIONS FOR STUDENTS

1. Please complete the first page of this Form. Ensure to enter information in all fields of the second page

2. This document must be printed and filled in handwritten then scanned and uploaded to the OPS (Student Readiness) prior to the placement

INSTRUCTIONS FOR METHOD STAFF

1. Please download the readiness form from the Method Portal. Please indicate with a yes or no whether the student has demonstrated that he/she has met all the six criteria listed and thereby is ready to undertake Professional Experience 1. If you feel a student needs support prior to Professional Experience 1, please contact the Work Integrated Learning (WIL) Office (formerly Professional Experience) Office who will arrange a consultation with the student.

2. Please read the student comments and decide if you support their self-evaluation or not.

Work Integrated Learning (Formally Professional Experience) (02) 9385 9116

professionalexperience@unsw.edu.au

UNSW School of Education - Student Readiness Evaluation EDST 6760 Professional Experience 1

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UNSW School of Education EDST 6760 Professional Experience 1 STUDENT READINESS SELF-EVALUATION FORM

Name: Student ID: Date

Method 1 Method 2

Work Integrated Learning (Formerly Professional Experience)

Core requirements for professional readiness Evidence/Areas for improvement identified by student knowledge 1 a

b

Subject Content Yes No Do you have high levels of subject content

knowledge?

Have you sufficiently revised the current NESA syllabus?

Yes

No

2 Inherent Requirements

Can you demonstrate all inherent requirements? Appendix 22 - Inherent Requirements for Initial Teacher Education Programs

If you have answered no, then please contact the staff from the PE Office.

Yes

No

3 Professional Language, Literacy & Numeracy (LL&N) Do you have high levels of literacy and numeracy skills? i.e. Would you be confident integrating LL&N into your lessons for all students?

Yes No

4 Oral Communication Do you have high levels of oral communication skills so that you are able to engage and motivate adolescents (e.g. 8.0 in speaking and listening for the International English Language Testing/IELTS System or the equivalent)?

Yes No

5 Classroom Management Do you have sufficient confidence and authority to project a strong “teacher-like” presence?

Yes No

6 Commitment to the Profession Are you committed and enthusiastic about your subject and about teaching it to secondary students?

What motivates you to become a teacher? Provide your top two reasons.

Yes No

Student Signature:

Date

Work Integrated Learning (Formally Professional Experience) (02) 9385 9116 professionalexperience@unsw.edu.au

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Appendix 1

Teacher Education Student Profile

This document is to be scanned and uploaded to the Online Placement System portal http://placements.arts.unsw.edu.au

This profile is to be completed by the Teacher Education Student prior to the commencement of each professional experience placement. It is uploaded by the Teacher Education Student to the OPS and is given to the supervising Teacher at the Pre-visit. The profile should be approximately 200 words in length.

Details

Name Student number

Program Methods

GUIDELINES FOR WRITING YOUR PROFILE Outline the courses you have studied at university to date. Outline your previous school and any teaching/tutoring experiences to date. Discuss your goals for this professional experience. Outline the areas you would like to have experience in. Discuss your strengths. Outline areas you feel you need support. Other information you would like your school to know

INSTRUCTIONS TO STUDENT

Teaching Timetable

Appendix 2

This document is to be scanned and uploaded to the Online Placement System portal by the end of the first week of the placement. http://placements.arts.unsw.edu.au

PERSONAL DETAILS

Teacher Education Student School

Supervising Teacher/s Lesson Duration (Minutes)

S= Subject Y= Year Level Please indicate if the period is Teaching (T), Observation (0), or Duties other than Teaching (D)

Week Lesson Time Monday Tuesday Wednesday Thursday Friday 1 S=

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Appendix 3 Professional Experience Attendance/Leave of Absence This document is to be scanned and uploaded to the Online Placement System portal (OPS) by no later than one week after the completion of your professional experience. http://placements.arts.unsw.edu.au

STUDENT DETAILS

Family Name Student Number

Given Name Supervising Teacher School Program Please circle PE1 PE2/Internship

Observation Period (3 days) Please note in the event that a public holiday falls within the scheduled placement dates, the public holiday does not count towards the total number of professional experience days for the Teacher Education Student. In this case, please include the public holiday on this form. Note: Please sign and date this form on the final day of the placement. This document is to be scanned and uploaded by the TES to the Online Placement System portal (OPS) by no later than one week after the completion of your professional experience

Date Time In Time Out

Day 1

Day 2

Day 3

Teaching, Observation and other duties

Day Date Time In Time Out Date Date Time In Time Out

Day 4 Day 33

Day 5 Day 3 4

Day 6 Day 3 5

Day 7 Day 3 6

Day 8 Day 37

Day 9 Day 38

Day 10 Day 39

Day 11 Day 40

Day 12 Day 41

Day 13 Day 42

Day 14 Day 43

Day 15 Day 44

Day 16 Day 45

Day 17 Day 46

Day 18 Day 47

Day 19 Day 48

Day 20 Day 49

Day 21 Day 50

Day 22 Day 51

Day 23 Day 52

Day 24 Day 53

Day 25 Day 54

Day 26 Day 55

Day 27 Day 56

Day 28 Day 57

Day 29 Day 58

Day 30 Day 59

Day 31 Day 60

Day 32 Total Days = Number of days absent =

Negotiated dates for making up absences =

TES signature: _ Supervising teacher signature: Date signed: Date signed:

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Details

Teacher Observer

Subject Class Date

Standards Comments

1. Teachers know their students and how they learn

2. Teachers know their subject content and how to teach that content to their students

3. Teachers plan for and implement effective teaching and learning

Appendix 4 Lesson Observation Feedback Form

These observations need to be kept in your record book. They do not need to be uploaded to the portal.

Choose 1-2 elements from the Evidence Guide (Appendix 23) to focus on when observing your supervising teacher or another teacher’s lesson.

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4. Teachers create and maintain supportive and safe learning environments

5. Teachers assess, provide feedback and report on student learning

General Notes (Strategies you may like to implement/ experiment with, questions to ask your supervising teacher/ things you would like clarified)

Lesson Plan Template Appendix 5

This Standard Lesson Plan Template is to be completed for every lesson taught during the Professional Experience Placement

Lesson Details Teacher

Education Student

School

Lesson duration Year Class

Curriculum area Topic Date

Lesson Title/Focus:

Learning Intentions (at the end of this lesson students will… knowledge, skills, attitudes, understandings)

Assumed Knowledge (i.e. topic, conceptual understandings, language structures and features, literacy and numeracy skills)

Syllabus Outcomes

Differentiation

Resources

Teaching and Learning Sequence

Timing What teacher does and says What students do and say Assessment strategies

Introduction

Body

Conclusion

Lesson Reflection: Consider – purpose and outcomes achieved, student engagement, questioning and discussion points clearly articulated, grouping, catered for individuals, timing

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Guidelines for Planning a Lesson

Appendix 6

It is important to remember that while these guidelines refer to a lesson, not all teaching is conducted in such discrete units. Detailed units of work may be more appropriate for extended teaching experiences. A sample unit of work template has also been included.

Learning Intentions What knowledge, skills and values do I want students to learn? Are my objectives clearly defined? Are they communicated clearly to students?

Assumed Knowledge How can I find out what the students already know? What background information, language, cultural knowledge or skills do students already have relevant to the topic? How can I build on their knowledge and experiences? How can I give students some ownership of the lesson by determining content? What choices can I offer the students within the lesson?

Syllabus Outcomes Have I consulted relevant curriculum documents? What are the key outcomes to be addressed within the lesson? Does the lesson provide a balance between knowledge and understandings, and skills?

Teaching and Learning Experiences Detail the activities that will occur during the lesson to enable the students to attempt the assessment activity you require from them

Differentiation How will I differentiate the learning experiences to include all students? Are there opportunities for student choice? Will my lesson both engage and challenge all students? Do the learning experiences cater for all students’ abilities and learning styles? What will I prepare for fast finishers?

Resources Have I considered how I will set up the room and use the learning spaces? What resources will I need to support the lesson? What equipment do I need to check prior to the lesson? What materials do I need to prepare? What other arrangements are necessary? e.g. booking multimedia, organising a speaker, room layout, notifying other teachers of changes

STAGES OF THE LESSON

Introduction What will be a good attention grabber to start the lesson? How will I connect students with their past learning experiences and prior knowledge of the topic? How will I make the expectations and the intended outcomes explicit?

Body of Lesson What learning experiences will best develop the intended outcomes? W hat instructions will I need to give? What examples might I need to show? What is the logical sequence of the learning experiences? W hat time allocation do the learning experiences require? How will I set up the classroom? What grouping arrangements will work best? What balance of whole class, small group and independent learning experiences will I use? What opportunities can I create for dialogue? What questions can I ask to encourage exploration of concepts and big ideas? How will I encourage students to ask questions? Have I considered how I will assess the students’ learning?

Conclusion How will I get students to reflect on their learning? How will I close the lesson? How will I ensure the room is ready for the next lesson?

Assessment strategies How will I use assessment strategies including informal and formal, diagnostic, formative and summative approaches to assess student learning? How will I provide feedback to students on their learning? How will I make consistent and comparable judgments? How will I interpret student data? How I’ll I report on student achievement?

Lesson Reflection and follow up What worked well? What would be modified? What would I do differently next time? How can I use assessment information to improve student learning? W hich students do I need to follow up? What do I need to build on in the next lesson? How can I use assessment information to improve students learning?

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Appendix 7

EDST6760 Professional Experience 1 Critical Tasks

To be completed during the first two weeks of your placement

These tasks are critically important to encourage you to ask the right questions and look at the right things when you first start your professional experience. Please complete ALL TASKS from 1 to 5 in note form, then discuss your responses with your supervisor before the end of Week 2. These tasks will be reviewed by your University Liaison and feedback provided to you by them if necessary.

TASK 1: SCHOOL PROFILE Aim: To understand the school context Compile a brief School Profile including: 1. Geographical features (Location, Size, Design/Layout); 2. Enrolment and staff profiles; 3. School policies and programs - curriculum offered, co-curricular activities / special programs, support services such as academically gifted, special needs, counseling and career advising, welfare/anti-bullying policies, staff development 4. Unique features of the school (e.g. selective school, sports high)

SCHOOL PROFILE

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TASK 2: LESSON ANALYSIS Aim: To understand the stages of a lesson and the knowledge and skills required to teach well

Observe a lesson, taking particular note of the following:

• What the teacher is doing during the lesson • What the learners are doing • What resources are used • How space is used

• Movement of the learners • Movement of the teacher • Concentration of the learners • Noise level in the classroom

Stage Comments Tuning in What does the teacher do to gain attention of all learners? How does the teacher relate the lesson to previous learning?

Building Knowledge What subject knowledge is to be learnt? How does the teacher communicate learning intentions? What pedagogical approaches does the teacher employ to achieve the lesson outcomes?

Transformation How does the teacher check understanding? How does the teacher ensure all students grasp the key content/skills?

Reflection How does the teacher get students to reflect on their learning ?

Key: Tuning in: Establish what learner knows, engage ss Building Knowledge: Knowledge is carefully and explicitly built on Transformation: Ss make information their own, they transform input into new understandings

Demonstrates/presents new understandings Reflection: Ss and teacher together reflect on learning / plan for next step.

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TASK 3: OBSERVING STUDENTS Aim: To get to know students and how they learn

Observe 3 students in the classroom (one student per teaching period suggested) and interact with the same students outside the class.

Whilst observing inside, think about the following:

Whilst interacting with the students outside, think about the following:

• Cognitive ability • Learning style(s) • Multiple intelligences • Quality of their work • Motivation to learn • Interaction with teacher / interaction with

peers • Functioning within groups

• Student’s interaction with peers • Functioning within groups • Languages spoken • Dress norms • What type of activity they’re engaged in • Interests

Student Notes 1

2

3

Reflect on the various learner needs, different styles of learning and indicators for learning success

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TASK 4: CLASSROOM MANAGEMENT Aim: To develop an understanding of effective skills to manage classrooms

How did the teacher gain the attention of the class? How did the teacher deal with inappropriate behavior? Describe classroom procedures for distribution/collection of materials, entering/leaving the classroom, first period of the day, last period of the day etc

Classroom Management

Reflect on the strategies the teacher employs to manage the class successful- how well do they align with school policy? with evidence-based research?

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TASK 5: BUILDING LITERACY Aim: To gain insight into the key role of literacy across the curriculum

Observe a class and focus on teaching strategies for developing literacy. Think about strategies observed for teaching:

• Skills: speaking, listening, reading & writing • Texts: understanding, interpreting, creating and analyzing texts • Language: use of punctuation, spelling, grammar, discourse structure, technical and academic vocab,

knowledge about language

SIGNATURE OF UNIVERSITY LIAISON DATE

Describe the literacy strategies used.

To what extent and in what ways did the literacy strategies meet the needs of all learners (EALD/ Challenging Behaviours/Special Needs)?

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Appendix 8 EDST 6765 Professional Experience 2 Critical Tasks

To be completed during the first five weeks of your final placement in conjunction with the Teaching Performance Assessment

Please complete ALL TASKS from 1 to 5 in note form, then discuss your responses with your supervisor before the end of Week 5. These tasks will be reviewed by your University Liaison and feedback provided to you by them if necessary.

TASK 1 STUDENTS AS LEARNERS (GTS 1.1, 1.2, 7.4)

Identify a class with at least three students with diverse and /or special needs (EALD, Gifted, Challenging Behaviours, Learning Disabilities etc). Locate at least three people in addition to your supervisor who might help you better understand and work with these students. These people may include other teachers who have taught the students, a special education or EALD teacher, a guidance counselor, a teacher aide, a social worker, or a member of a relevant professional association. Ask each of these people what steps you can take to help this student and the evidence basis for their advice. Describe the strategies suggested by these people and in what ways if any , you plan to incorporate them into your own teaching.

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TASK 2 INDIGENOUS PERSPECTIVES AND SUPPORT (GTS 1.4, 2.4) Choose a topic in your subject area that lends itself to the integration of stronger indigenous perspectives. Discuss with your supervisor and other teachers in the school how you would adapt/modify the unit to integrate these perspectives. How would also ensure any Indigenous students in your class actively participate in ways which help their learning as well as those of their peers? How would you promote reconciliation and respect? What additional knowledge, skills and resources would you need to develop to teach such a unit effectively?

TASK 3 STUDENT HEALTH, SAFETY AND WELL-BEING (GTS 1.6, 4.4)

Observe a class. Identify and describe two ways in which does the teacher demonstrates broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability and two strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. Give specific examples.

Activity Examples

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TASK 4 LEGAL AND ETHICAL REQUIREMENTS (GTS 4.5 7.1, 7.2)

Talk to your supervisor and to the educational leadership in the school about the legal and ethical requirements for a beginning teacher, and ensure you read the current school policies and procedures for secondary schools. Explain in note form below how you can use these policies and procedures to a) support the safe and ethical use of ICT in learning, and b) ensure there is no bullying and harassment of more vulnerable students in class.

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TASK 5 PARENT COMMUNICATION AND ENGAGEMENT (GTS 3.7, 7.3)

Establishing strong, positive links with parents/caregivers is highly advantageous to student learning, however, good communication between schools and parents/caregivers requires establishing effective channels for two-way interaction and feedback.

5.1 Speak to your supervisor about how s/he and the school communicate with parents/caregivers and involves them in the educative process – various means and modes of communicating, for what purpose, and when/how often communications normally occur.

5.2 Identify three of school’s strengths in parent/caregiver communication and engagement and three ways in which you think it could be enhanced.

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5.3 Use the following table to record your observation of/participation in at least two activities which involve engagement with parents/caregivers. What was your role in the activity? Reflect on the success of the activity. How did the parents/community members respond? What helped ensure the activity ran smoothly? How could it be improved?

Activity Date, Time, Role Comments School Excursion

Parent Teacher Night

Parent Volunteer Event

Sports Day

School Fair

School Musical/Play

Before/After School Program

Other

SIGNATURE OF SUPERVISING TEACHER DATE_

SIGNATURE OF UNIVERSITY LIAISON DATE

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School (optional):

Appendix 9

Instructions to Students

All Teacher Education Students are encouraged to complete this end of program evaluation. The information will assist with our ongoing improvement of professional experience for all concerned.

Please circle: I am a: Third Year/ Fourth Year/ MTeach student teacher 5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree

5 4 3 2 1 Professional Experience was well organised COMMENTS

5 4 3 2 1 I was well prepared for this experience COMMENTS

5 4 3 2 1 I received appropriate support and feedback from my supervising teacher COMMENTS

5 4 3 2 1 The university liaison was supportive and available COMMENTS

Thank you for taking the time to complete this evaluation.

Any general/ further comments?

Professional Experience Evaluation Form

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All following documents can be downloaded from:

https://education.arts.unsw.edu.au/students/resources/professional-experience/for- supervising-teachers/

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Appendix 10

Details of Teacher Education Student Name:

Student ID: School:

Attendance Record No Date Activity Summary Teacher’s Signature

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

EDST 2002 Professional Engagement – Evidence of Professionalism

This report is to be completed after the Teacher Education Student has completed his or her 15 days of Professional Engagement. Teacher Education Students are to be assessed for each Standard/requirement as either:

WT Working towards; D - Demonstrated; E - Exceeds expectations (please tick)

Upon completion, this document is to be returned to the Teacher Education Student who will upload it via our online placement system portal.

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Demonstration of the Standards WT D E

1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

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

7.2.1 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Other Key Attributes WT D E

Demonstrate professionalism and commitment to teaching

Meets school expectations regarding punctuality, attendance & dress

Demonstrate the ability to collaborate effectively with staff and fellow Teacher Education Student

Exhibits positive and flexible approach to resolving any problems and issues

The Teacher Education Student can use the English language appropriately and accurately to communicate and manage interactions with students and colleagues effectively both inside and outside the classroom

Satisfactory Unsatisfactory

The Teacher Education Student demonstrates mastery of the full range of literacy and numeracy competencies required of a beginning teacher Satisfactory Unsatisfactory

Comments by Cooperating Teacher

Please provide a comment on the degree of professional engagement that you observed in the Teacher Education Student Satisfactory Unsatisfactory

Supervising Teacher’s name

Signature Date

Principal/Head of Faculty/Executive or Nominee’s name

Signature Date

Teacher Education Student’s signature

All following documents can be downloaded from:

https://education.arts.unsw.edu.au/students/resources/professional-experience/for- supervising-teachers/

Important information relating to Appendix 13, 14 and 15

The Supervising Teacher will need to determine if the standard descriptor requires the TES to “demonstrate”, “organise”, “use”, “know and understand”, “implement”, etc. Each one of these requires something different.

For example, 1.4.1 requires the TES to “Demonstrate broad knowledge of …” rather than “Design and implement effective teaching strategies”. So if the TES had a professional conversation with you in which they demonstrated an “understanding of … the impact of culture, cultural identity and linguistic background on the education of students with Aboriginal and Torres Strait Islander backgrounds” or made provision for this in their lesson planning, that should be fine. The TES does not actually have to experience working with Aboriginal and Torres Strait Islander children – which might be an impossibility if there are no children who identify as such in your school.

Likewise for 3.7.1. The TES needs to demonstrate that they “understand strategies for working … with parents/carers”, i.e. the theory. The TES does not actually have to meet with parents to put this theory into practice – although if they do get an opportunity to do so, that would be a good experience.

For further information please refer to Appendix 23 – GRADUATE TEACHER STANDARDS EVIDENCE GUIDE TO SUPPORT PROFESSIONAL EXPERIENCE

Risk Assessment Requirements

This document should be completed within the first 3 days of the placement. It should then be given to the Teacher Education Student to scan and upload to the Online Placement System portal.

http://placements.arts.unsw.edu.au

The University of New South W ales already has insurance indemnity cover for students undertaking their placement. As the nature, location and tasks of placement are diverse, the University has a responsibility to safeguard the health, and welfare of its students for the duration of their placement.

The University’s Risk Management Unit now requires the School Practicum Coordinator or the Supervising Teacher/s for each student teacher to complete risk assessment details regarding Occupational Health and Safety (OHS) Policy and Procedures; which are currently in place in the allocated school.

For further information regarding this requirement please contact the Risk Management Unit on (02) 9385 1980

The School Practicum Coordinator or the Supervising Teacher for the student Professional Experience is required to:

1. Ensure that the UNSW student is made aware of the school’s OHS policies and procedures.

2. Complete and sign the form below as evidence that the school has OHS policies and procedures in place to safeguard the health, safety and welfare of the UNSW student for the duration of the Professional Experience.

3. Return the completed form to the Teacher Education Student to upload to the Online Placement System (OPS).

OHS Policies and Procedures in place in your school that address OHS risks (Please tick any that apply to your school or specify others)

Orientation and induction procedures OHS Policy

Incident/ accident procedures Evacuation or emergency procedures

Safety induction (please Specify)

School Details Name of School

Name of Teacher Education Student

Name of Coordinator/ Supervising Teacher

Signature of Coordinator/ Supervising Teacher Date

Appendix 12 Lesson Observation Feedback Form for Supervising Teacher

FOCUS FOR OBSERVATION

Please use the Evidence Guide (Appendix 23) to record evidence of development against the AITSL Standards. Note not all Standards & Indicators will be appropriate or necessary for every lesson.

Teacher Education Student

Observer

Subject

Class

Date

Standards Comments 1. Teachers know their students and how they learn

2. Teachers know their subject content and how to teach that content to their students

3. Teachers plan for and implement effective teaching and learning

4. Teachers create and maintain supportive and safe learning environments

5. Teachers assess, provide feedback and report on student learning

General comments (including evidence of continually improving professional knowledge and practice, ability to respond constructively to the advice and feedback of colleagues and commitment to being actively engaged in the profession and wider community)

Recommendation for next time

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Appendix 13

PE1 Intermediate Professional Experience Report

For the PE1 placement only. Please upload to the Online Placement System no more than 7 days following the final day of professional experience.

INSTRUCTIONS TO SUPERVISING TEACHER This Intermediate Professional Experience Report is to be completed at the end of that placement or placements identified by this institution as providing developmental opportunities in relation to the Australian Teacher Standards for graduates. The Professional Experience Handbook contains advice of this professional experience placement and where it fits with other placements in the Teacher Education Student program as well as information of the teaching demands of Teacher Education Students. Supervising Teachers should refer to the accompanying Evidence Guide before completing this report. Teacher Education Students are to be assessed for each standard/requirement as either WT – Working Towards; D – Demonstrated; E – Exceeds expectations. The overall assessment is either Satisfactory or Unsatisfactory.

Details

Student Name Student ID

School Program

Subject (s) Taught Placement Dates & Total

Number of Days Attended:

Supervising Teacher Name & Accreditation Level (Eg. Lead/ Highly Accomplish/Proficient/Not accredited):

Supervising Teacher years teaching (please circle) Less than 2, 2-5 years, 6-10 years, 11-20 years, 20 + years

PROFESSIONAL KNOWLEDGE

1. TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN

WT D E 1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet to specific learning needs of students across the full range of abilities.

1.6.1 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

COMMENTS

2. TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

WT D E 2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2.1 Organise content into an effective learning and teaching sequence.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4.1 Demonstrate broad knowledge of and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

COMMENT

PROFESSIONAL PRACTICE

3. TEACHERS PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING WT D E

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

3.2.1 Plan lesson sequences using knowledge of student learning content and effective teaching strategies.

3.3.1 Include a range of teaching strategies.

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

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

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

3.7.1 Describe a broad range of strategies for involving parents /carers in the educative process.

COMMENT

4. TEACHERS CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS WT D E

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

4.2.1 Demonstrate the capacity to organize classroom activities and provide clear directions.

4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4.1 Describe strategies that support students’ well-being and safety working within school and/ or system, curriculum and legislative requirements.

4.5.1 Demonstrate and understanding of relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

COMMENT

5. TEACHERS ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING WT D E

5.1.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

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

5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

COMMENT

6. TEACHERS ENGAGE IN PROFESSIONAL LEARNING WT D E

6.1.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.2.1 Understand the relevant and appropriate sources of professional learning for teachers.

6.3.1 Seek and apply constructive feedback from supervisors and teachers and to improve teaching practices.

6.4.1 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

COMMENT

7. TEACHERS ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY WT D E

7.1.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2.1 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.3.1 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4.1 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

COMMENTS

Supervising Teacher’s Name

Signature Date

Teacher Education Student’s Name

Signature Date

Principal/Head of Faculty/Executive or Nominee’s name

Signature Date

Please sign and date on the final day of the placement and the student must upload the form to the OPS

PERSONAL LANGUAGE, LITERACY AND NUMERACY COMPETENCIES

The Teacher Education Student uses the English language appropriately and accurately to communicate and manage interactions with students and colleagues effectively both inside and outside the classroom

Satisfactory Unsatisfactory

The Teacher Education Student demonstrates mastery of the full range of literacy and numeracy competencies required of a beginning teacher

Satisfactory Unsatisfactory

IMPACT ON STUDENT LEARNING The Teacher Education Student has had a positive impact on student learning on:

1. Understanding Yes No

2. Small groups Yes No

3. The whole class Yes No

SUMMARY COMMENTS

Satisfactory Unsatisfactory

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Appendix 14

INTERIM TPA REPORT INFORMATION

UNSW School of Education TPA Rubric 2019 What is the Teacher Performance Assessment (TPA)? AITSL requires that from 2019 onwards all graduates from accredited teacher education programs be assessed by a moderated common performance assessment of their classroom teaching practice, including the elements of planning, teaching, assessing, aligned with the Graduate Teacher Standards (GTSs). UNSW has developed a TPA based on the AITSL standards and the NESA evidence guides that simply formalizes and makes more consistent and transparent the criteria and processes that all key stakeholders working with UNSW students were expected to use in making their judgments in the past. This means that the rubric and the process of making the assessment outlined below should be straightforward. The TPA process will complement the existing interim report that is completed by the supervisor after five weeks of Professional Experience 2. Supervising Teachers (STs) will still complete a final PE2 report at the end of the nine weeks which assesses the Teacher Education Students (TESs) on all the GTSs. What does the UNSW Graduate Teacher Performance Assessment involve? 1. TESs have undertaken a systematic guided self-evaluation of their current level of professional knowledge, skills and engagement using the TPA rubric below in a one-day intensive course the week before they commenced their second professional experience (PE2); 2. In their first four weeks of supervised practice in PE2, TES will compile an evidence set of their developing classroom practice. The evidence set required for each lesson must include a lesson plan, a supervisor lesson feedback forms and three student work samples for each lesson. A 200-word critical reflection needs to be included after each lesson in the sequence that explains what the TES learned from the analysis of the student work samples and how this informed the planning of the next lesson in the sequence; 3. TES will self-assess using the TPA rubric at the beginning of week 5 before the university liaison visit; 4. ST will assess the TES using the TPA rubric around the beginning of week 5 before the university liaison visit; 5. TES and ST will then have a 30-minute assessment conference before the university liaison visit to discuss strengths and weaknesses. ST and TES will identify any areas of disagreements in their assessments with the TES using their evidence set and the NSWCDE mentoring website as a benchmark to argue their case; 6. The UNSW liaison will moderate this process through a school visit in Week 5, including a classroom observation of a substantive lesson (teaching concepts), post-lesson conference and independent evaluation of the TES evidence set. The liaison will mediate any unresolved disagreements and benchmark examples from the NSWCDE mentoring website to ensure inter-rater reliability between schools. 7. The TES will submit the evidence set to Moodle a week after the professional experience has finished. This will be assessed as a hurdle requirement using the same TPA rubric employed in the interim report at week 5.

EDST 6765 Professional Experience Interim TPA Report

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2019 Teacher Performance Assessment Rubric

TES Name School

Criteria Minimum Standard Grade (Please tick)

Planning

Knows content area The TES creates lesson plans that focus on conceptual knowledge from the relevant syllabus that show knowledge of a range of teaching and assessment strategies to support students’ conceptual development.

□ Satisfactory

□ Unsatisfactory

Selects and organises content

Incorporates literacy and numeracy strategies

Teaching

Supports student participation

TES establishes an inclusive classroom environment where all students are acknowledged as individuals and models an enthusiastic and positive attitude towards teaching and learning. The TES gives clear instructions, checks understanding and establishes consistent classroom routines to maximise student learning. The TES can adapt their plan within the lesson in response to students’ learning.

□ Satisfactory

□ Unsatisfactory

Manages classroom activities Manages challenging behaviour Uses effective classroom communication Establishes learning goals Structures and sequences lessons Uses a range of teaching strategies Differentiates teaching

Assessing

Assesses student learning The TES employs a range of strategies for diagnostic, formative and summative assessment. The TES gives timely, balanced and targeted feedback to students that provide direction for future learning. The TES uses marking criteria and annotates student work samples according to the school or system policy for the moderation of assessment activities.

□ Satisfactory

□ Unsatisfactory

Provides feedback

Makes consistent and comparable teacher judgments

Reflecting

Evaluate and improve teaching plans

The written critical reflection of lessons refers to student learning, relevant syllabus outcomes and teaching strategies. It uses the GROW model to critically analyse lessons and outline the next steps in their professional development.

□ Satisfactory

□ Unsatisfactory Identifies professional learning needs

SUITABILITY TO UNDERTAKE INTERNSHIP

The Teacher Education Student has demonstrated satisfactory achievement on the TPA and is eligible to progress from direct in-class supervision to an internship under the guidance of the Supervising Teacher.

□ Satisfactory □ Unsatisfactory

Please note: A Teacher Education Student who DOES NOT demonstrate achievement of all TPA criteria by the end of this period will continue to undertake teaching with direct in-class supervision and not progress to the internship phase of Professional Experience until he or she has demonstrated that requirements have been met.

Supervising Teacher’s name

Signature Date

UNSW Liaison name

Signature Date

Teacher Education Student

Signature Date

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Appendix 15

INSTRUCTIONS TO SUPERVISING TEACHER

This Final Evaluation Report is to be completed at the end of that placement or placements identified by this institution as providing an opportunity for the full range of relevant National Teacher Standards for graduates to be demonstrated. The Professional Experience Handbook contains advice on the purpose of this professional experience placement and where it fits with other placements in the Teacher Education Student program as well as information of the teaching demands of Teacher Education Student. Teacher Education Students are to be assessed for each Standard/requirement as either:

ND - Not Demonstrated; D - Demonstrated; E - Exceeds expectations (please tick) If Standards are not able to be demonstrated, please provide an explanation in the appropriate comment section. The overall assessment is either Satisfactory or Unsatisfactory.

Upon completion, this document is to be returned to the Teacher Education Student who will upload it via our online placement system portal. Details

Student Name Student ID

School Program

Subject (s) Taught Placement Dates & Total

Number of Days Attended:

Supervising Teacher Name & Accreditation Level (Eg. Lead/ Highly Accomplish/Proficient/Not accredited):

Supervising Teacher years teaching (please circle) Less than 2, 2-5 years, 6-10 years, 11-20 years, 20 + years PROFESSIONAL KNOWLEDGE

1. TEACHERS KNOW THEIR STUDENTS AND HOW THEY LEARN ND D E

1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet to specific learning needs of students across the full range of abilities.

1.6.1 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

COMMENTS

EDST 6765 PE2 Professional Experience/Internship Final Report

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2. TEACHERS KNOW THEIR SUBJECT CONTENT AND HOW TO TEACH THAT CONTENT TO THEIR STUDENTS

ND D E

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

2.2.1 Organise content into an effective learning and teaching sequence.

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

2.4.1 Demonstrate broad knowledge of, and understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

COMMENTS

PROFESSIONAL PRACTICE 3. TEACHERS PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

ND D E

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

3.2.1 Plan lesson sequences using knowledge of student learning content and effective teaching strategies.

3.3.1 Include a range of teaching strategies.

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

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

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

3.7.1 Describe a broad range of strategies for involving parents /carers in the educative process.

COMMENTS

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4. TEACHERS CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS ND D E

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

4.2.1 Demonstrate the capacity to organize classroom activities and provide clear directions.

4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour.

4.4.1 Describe strategies that support students’ well-being and safety working within school and/ or system, curriculum and legislative requirements.

4.5.1 Demonstrate and understanding of relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

COMMENTS

5. TEACHERS ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING ND D E

5.1.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

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

5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.

COMMENTS

6. TEACHERS ENGAGE IN PROFESSIONAL LEARNING ND D E

6.1.1 Demonstrate an understanding of the role of the National Professional Standards for Teachers in identifying professional learning needs.

6.2.1 Understand the relevant and appropriate sources of professional learning for teachers.

6.3.1 Seek and apply constructive feedback from supervisors and teachers and to improve teaching practices.

6.4.1 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

COMMENTS

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Please sign and date on the final day of the placement.

7. TEACHERS ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY ND D E

7.1.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2.1 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

7.3.1 Understand strategies for working effectively, sensitively and confidentially with parents/carers.

7.4.1 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

COMMENTS

PERSONAL LANGUAGE, LITERACY AND NUMERACY COMPETENCIES

The Teacher Education Student uses the English language appropriately and accurately to communicate and manage interactions with students and colleagues effectively both inside and outside the classroom

Satisfactory Unsatisfactory

The Teacher Education Student demonstrates mastery of the full range of literacy and numeracy competencies required of a beginning teacher

Satisfactory Unsatisfactory

IMPACT ON STUDENT LEARNING The Teacher Education Student has had a positive impact on student learning on:

1. Understanding Yes No

2. Small groups Yes No

3. The whole class Yes No

SUMMARY COMMENT:

FINAL GRADE:

Satisfactory

Unsatisfactory

Supervising Teacher’s name

Signature Date

Principal/Head of Faculty/Executive or Nominee’s name

Signature Date

Teacher Education Student’s signature

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School (optional):

Appendix 16

Instructions to Supervising Teacher

Please circle: My Teacher Education Student is in third/fourth year/MTeach

5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree

5 4 3 2 1 Professional experience was well organized

COMMENTS

5 4 3 2 1 Professional experience was well timed and the length was appropriate

COMMENTS

5 4 3 2 1 I felt comfortable with my responsibilities and prepared for my role

COMMENTS

5 4 3 2 1 The information provided by the university was clear

COMMENTS

5 4 3 2 1 The Teacher Education Student was well prepared for the experience

COMMENTS

5 4 3 2 1 The University Liaison was supportive and available

COMMENTS

Thank you for taking the time to complete this evaluation.

All Supervising Teachers are encouraged to complete this end of program evaluation. The information will assist with our ongoing improvement of professional experience for all concerned.

Any further general comments?

Supervising Teacher Professional Experience Evaluation Form

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All following documents can be downloaded from:

https://education.arts.unsw.edu.au/students/resources/professional- experience/Placement-Handbook/

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Appendix 17

UNIVERSITY LIAISON REPORT

Upon completion, this document is to be uploaded to the Online Placement System Name of Liaison staff member

Date of Visit

School Name

Details of Teacher Education Student

Teacher Education Student Name

Method/s 1. 2.

Program

Supervising Teacher Name School Coordinator Name

Direct Contact with • Supervising Teacher • School Coordinator • Teacher Education Student

Please tick appropriate box upon sighting the following completed documentation:

□ Timetable □ Up-to-date Lesson Plans □ Observation Tasks

□ Lesson Observations □ Teaching Materials □ TPA/Interim Report

Strengths/ Concerns raised by the Supervising Teacher

Strengths/ Concerns raised by the Teacher Education Student

General comments of this placement for Professional Experience

Professional Experience 1: Follow up required □ Yes □ No Professional Experience 2: Student has met all the standards □ Yes □ No

and can proceed to the Internship

I have observed a lesson □ Yes □ No I have looked at the Evidence Set □ Yes □ No I have counter signed the TPA Rubric □ Yes □ No

Liaison signature: Date:

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Appendix 18

Lesson Observation Feedback Form for University Liaison

Focus for Observation

Please use the Evidence Guide (Appendix 23) to record evidence of development against the AITSL Standards. Note not all Standards & Indicators will be appropriate or necessary for every lesson.

Details

Teacher Education Observer

Subject Class Date

Standards Comments

1. Teachers know their students and how they learn

2. Teachers know their subject content and how to teach that content to their students

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3. Teachers plan for and implement effective teaching and learning

4. Teachers create and maintain supportive and safe learning environments

5. Teachers assess, provide feedback and report on student learning

General comments (including evidence of continually improving professional knowledge and practice, ability to respond constructively to the advice and feedback of colleagues and commitment to being actively engaged in the profession and wider community)

Recommendation for next time

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All following documents can be downloaded from:

https://education.arts.unsw.edu.au/students/resources/professional- experience/Placement-Handbook/

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Action Plan

Appendix 20

Details Teacher Education Student

Program

Method(s) Please circle: PE1/PE2

University liaison Academic Year and Semester

Reason for this action plan: Needing additional time in the classroom Needing changes in supervision at the school level Needing additional mentoring by university Other (please specify):

University staff member responsible for development and monitoring of this action plan:

Action to be taken by the Teacher Education Student Dates for completion to be specified where appropriate

Action to be taken by the university Dates for completion to be specified where appropriate

Action to be taken by the school (if appropriate) Dates for completion to be specified where appropriate

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Signatures Teacher Education Student Date

Supervising Teacher Date

University Liaison Date

PE Coordinator/Nominee Date

Comments on success of Action Plan Outcome(s)

Student given satisfactory assessment Date:

Student given a fail Date:

Other (please specify) Date:

Guidelines for completing this Action Plan

In the first instance, please refer to the Procedures for Teacher Education Student requiring support chart in the PE Handbook (Appendix 19)

This Action Plan is drawn up collaboratively by the Supervising Teacher and the University Liaison. In some cases, the Action Plan may be devised after an unsuccessful placement by the University Liaison and Professional Experience Coordinator.

The Head of School’s permission may be sought in instances where additional time in either the same school or a different school is suggested to address the areas of concern. In such cases, this Action Plan is likely to be implemented over a longer period of time and possibly in 2 schools.

An adequate time frame should be given to allow the Teacher Education Student to show improvement. This should be detailed on the Action Plan.

Appendix 21

Management of Students at Risk Prior to or During Placements, Internships and Practicums Procedure UNSW POLICY ON STUDENTS AT RISK PRIOR TO OR DUING STUDENT PLACEMENT APPROVED BY THE DEAN, ARTS & SOCIAL SCIENCES 5 JUNE 2017.

Purpose This procedure outlines the management of students who are at-risk of being involved in reputational and other damage to themselves, the University and/or external organisations involved in practicum placements.

Scope All staff and students in courses for which Arts & Social Sciences is the Course Authority.

1. Suitability for placement Whether a student is suitable for placement will be assessed on the basis of a School’s requirements, in conjunction with the requirements of an external accrediting body where relevant, and the nature of the program in which a student is enrolled. In general terms a student is unsuitable if the student is considered to be likely to act, or have acted, unprofessionally, inappropriately, or offer a risk of harm to people with whom the student may interact on the placement, internship or practicum, or otherwise be deemed unfit to practice in a professional manner. A student may also be unsuitable if the student will be unable to demonstrate required competency.

2. Ongoing monitoring and support Each School may determine its own process for identification and support of students who may be unsuitable for placements, internships and practicums. However, such processes should include, at a minimum, the following.

2.1. Initial assessment of suitability Schools must ensure that students who will be placed with external organisations are suitable for the placements.

2.2. Continual assessment of suitability Schools must continue to monitor the suitability of students for placement throughout the duration of the placement.

2.3. Support and reasonable adjustments If there are concerns about a student’s ability to engage in the learning experience provided by a placement, internship or practicum the School will discuss the concerns with the student and discuss support options or reasonable adjustments with the student. Where appropriate, the same range of support options should be consistently available to all students.

Additional assistance in the form of reasonable adjustments should be available to students who, due to a disability, would be unable to meet the learning outcomes of a course without an adjustment. An adjustment is reasonable where the adjustment can be practicably implemented without compromising Course Learning Outcomes, Program rules and relevant UNSW policies and procedure, and within the resourcing capacity of the University. 87

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3. Refusal to place, suspension or withdrawal of students from practicum An organisation offering a placement may exercise its right to refuse a student or terminate a placement at any time. When a student is refused a placement in or is withdrawn from a placement, internship or practicum at the request of the placement organisation, the School must:

• Inform the student of the refusal or withdrawal and provide reasons for the decision; and • Provide support options and/or reasonable adjustments where appropriate; and • Perform other actions or referrals as appropriate, e.g. initiate a referral in line with the Student at Risk Procedure, or investigate allegations of breaches of the Student Code Policy, etc.

If, notwithstanding existing and potential support options and/or reasonable adjustments, a student remains unable to satisfactorily complete or be placed in a placement, internship or practicum, the School must inform the student of its intent to refer the student pursuant to the Student at Risk Procedure and provide reasons for the decision.

A student who is at risk of non-progression in the Program of study should be referred to the Faculty Student Centre to obtain further advice about their study.

Whether a student voluntarily withdraws from the Program or not, the School must:

• Refer the student in line with the Student at risk Procedure if the student is continuing risk of non progression; and • Fulfill its reporting obligations pursuant to the Student Critical Incident Procedure if it is appropriate to do so; and • Perform other actions or referrals as appropriate, e.g. initiate or investigate misconduct allegations, etc.

4. Complaints and appeals A student who is refused, suspended or withdrawn from a placement, internship or practicum is entitled to make a complaint or proceed to an appeal against the School’s decision under the UNSW Student Complaint Procedure.

This Procedure supports the University’s compliance with the following legislation: Tertiary Education Quality and Standards Agency Act 2011 (Cth) https://www.legislation.gov.au/Series/C2011A00073 Higher Education Standards Framework (Threshold Standards) 2015 https://www.legislation.gov.au/Series/F2015L01639

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Appendix 22

Introduction to inherent requirements for Initial Teacher Education Programs

The University of New South Wales School of Education (SoE) strongly supports the rights of all people who wish to pursue initial teacher education at the SoE to achieve their potential and career objectives. The School is committed to making reasonable adjustments to teaching and learning, assessment, professional experience and other activities to address the impact of students’ disabilities so that they are able to participate in their program. To support potential and current students’ decision making, a series of inherent requirement statements has been developed (© University of Western Sydney 2013, used with permission). These statements specify the requirements of the teacher education programs for student admission and progression, with aspects associated with the study and the professional practice of teaching. The study and practice of teaching requires respect for diversity, knowledge of theories, legislation, policies and procedures, effective communication, inter-personal, critical thinking and problem solving skills and stamina, to effectively work with children/young people, their families and communities.

Inherent requirements for initial Teacher Education Programs

© University of Western Sydney is licensed under a Creative Commons Attribution- Non Commercial Share Alike 4.0 International licence. http://www.westernsydney.edu.au/ir

If you are intending to enrol in an initial teacher education course, you should look at these inherent requirement statements and think about whether you may experience challenges in meeting these requirements. If you think you may experience challenges related to your disability, chronic health condition or any other reason, you should discuss your concerns with Disability Services or the SoE staff, such as the Student Advisor or the Professional Experience Coordinator. These inherent requirements should be read in conjunction with other course information and related material such as NESA Professional Teaching Standards and the Australian Institute for Teaching and School Leadership National Professional Standards for Teachers, as well as the UNSW policy on Students At Risk Prior to or During Student Placement (Appendix 21)

Each inherent requirement is made up of the following five levels: • Level 1 - introduction to the inherent requirement • Level 2 - description of what the inherent requirement is • Level 3 - explanation of why this is an inherent requirement of the course • Level 4 - the nature of any adjustments that may be made to allow you to meet the requirement • Level 5 - examples of things you must be able to do to show you’ve met the requirement

Inherent requirement domains

For each of the three initial teacher education courses the following nine domains apply. Some domains also have a number of sub-domains:

1. Ethical behaviour 2. Behavioural stability 3. Legal 4. Communication 5. Cognition 6. Interpersonal engagement 7. Sensory ability 8. Strength & mobility 9. Sustainable performance

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1. Ethical Behaviour

Students need to comply with, and are governed by, quality and professional standards, where they are both accountable and responsible for ensuring professional ethical behaviour in all contexts.

Student demonstrates: • Knowledge of, and engages in, behaviour consistent with all relevant standards.

Justification of inherent requirement: • Student compliance with the Standards facilitates safe, competent interactions and relationships with people to ensure their physical, psychological, emotional and spiritual wellbeing is not placed at risk. • Compliance with the Standards facilitates safe, competent interactions and relationships with people to ensure the student’s physical, psychological, emotional and spiritual wellbeing is not placed at risk. • Understanding and application of key ethical and conduct principles is a requirement of the Graduate Teacher Standards for students in school settings. Students in school settings must meet graduate teaching standards in order to graduate and to be eligible to apply for registration as a teacher.

Adjustments must comply with standards and maintain ethical behaviour.

Exemplars: • Demonstrating respect for the diversity of family and community values and practices within academic, professional and field experience settings • Complying with privacy and confidentiality requirements in academic, professional and field experience settings • Demonstrating honesty and integrity in academic, professional and field experience settings

2. Behavioural Stability Behavioural stability is required to function and adapt effectively and sensitively in educational settings.

Student demonstrates: • Behavioural stability to work constructively in diverse and challenging academic and educational environments • Consistency in responding appropriately to children, young people and families’ needs in stressful and challenging situations

Justification of inherent requirement: • Behavioural stability is required to work in changing and unpredictable environments. Students will be exposed to complex, stressful situations and will be required to have behavioural stability to manage these events objectively and professionally

• Graduates of accredited courses must meet the Graduate Teacher Standards

Adjustments must support stable, effective and professional behaviour in both academic and professional and field experience settings.

Exemplars: • Responding appropriately to constructive feedback • Coping with own emotions and behaviour effectively when dealing with individuals in community and educational settings

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3. Legal

Initial teacher education courses are mandated by specific legislation and regulations to comply with professional accreditation, registration and professional and field experience requirements.

Student demonstrates: • Knowledge and compliance with Australian law, professional regulation requirements and standards relevant to persons working with children, young people and their families, and those which dictate the scope of teaching.

Justification of inherent requirement: • Knowledge, understanding, and compliance with legislative and regulatory requirements are necessary pre-requisites to professional and field experience in order to reduce the risk of harm to self and others • Compliance with these professional regulations and the Australian Law ensures that students are both responsible and accountable for their practice • Graduates of accredited courses must meet the Graduate Teacher Standards

Adjustments must be consistent with legislative and regulatory requirements.

Exemplars: • Complying with relevant child protection and safety legislation • Complying with relevant Work Health and Safety legislation • Adhering to requirements of informed consent, privacy and confidentiality with organisational, family and child information in academic and education settings

4. Communication 4.1 Verbal

Effective verbal communication, in English, is an essential requirement for all courses offered by SoE.

Student demonstrates: • Effective verbal communication at formal and informal levels in tutorials, with peers and lecturers/tutors in small and large groups • The ability to provide clear instructions and presentation of ideas to individuals and large groups relevant to the learning context • The capacity to use verbal language in a range of different social situations with children and adults during professional and field experience • The ability to communicate effectively with diverse linguistic and cultural groups and individuals across a range of social contexts • The capacity to use a range of Information and Communication Technologies (ICTs) that support verbal communication with individuals and small groups for learning and assessment purposes and during professional and field experience

Justification of inherent requirement: • Verbal communication is the primary medium of communication in an educational setting • Timely, accurate, clear and effective delivery of information provides clear instruction and initiation of learning • Interactivity of communication is fundamental to the educational process • Adequate verbal communication is essential in developing and maintaining effective relationships with all educational stakeholders • Graduates of accredited courses must meet the Graduate Teacher Standards

Adjustments must enable verbal communication with clarity and accuracy that facilitates effective communication and safety.

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Exemplars: • Communicating in English effectively and appropriately in tutorials, lectures and on professional and field experience • Demonstrating knowledge and use of ICTs such as data projectors, computers and DVDs to support oral communication for tutorial presentations and small group presentation on professional and field experience

4.2 Aural

Competent aural communication is required to effectively access course content and being responsive to the demands of professional and field experience.

Student demonstrates: • Sufficient aural function to perform and comprehend the required range of tasks • Active listening in tutorials and lectures with tutors, lecturers and peers and during professional and field experience with families and children • Appropriate use of ICTs that support aural communication with individuals and small groups for learning and assessment purposes and during professional and field experience, such as audio-visual equipment and mobile phones and technologies

Justification of inherent requirement:

It is an AITSL Graduate Teacher Standard and Department of Education (DoE) requirement that students are able to: • Use effective aural communication formally and informally in tutorials with peers and lecturers/tutors in small and large groups and during professional and field experience in a range of different social situations with children and adults • Be active and empathetic listeners in diverse social and linguistic contexts • Use ICTs to support aural communication in professional contexts

Demonstrate sufficient aural ability to gather information and accurately feedback and monitor students consistently and accurately whilst on professional and field experience

Adjustments to address the effects of a hearing impairment must be effective, consistent and not compromise effective and timely reception of, and response to auditory inputs.

Exemplars: • Demonstrating knowledge and use of ICTs that rely on effective aural communication for tutorial presentations and small group presentation on professional and field experience • Responding effectively to children and adults demonstrating empathy towards and active listening to what is being communicated

4.3 Non-verbal

Effective non-verbal communication is fundamental to education and needs to be respectful, clear, attentive, empathetic, honest and non-judgmental.

Student demonstrates: • The capacity to recognise, interpret and respond appropriately to behavioural cues and gestures • Consistent and appropriate awareness of own behaviours • Sensitivity to individual differences

Justification of inherent requirement: • The ability to observe and understand non-verbal cues assists with building rapport in academic, work and professional relationships • Displaying consistent and appropriate facial expressions, eye contact, being mindful of space, time boundaries and body movements and gestures promotes the trust and respect necessary to develop effective professional relationships

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• Safe and effective initial teaching education requires the capacity to observe, interpret and respond appropriately to non-verbal communication, particularly in situations where their students may not be able to verbalise distress, discomfort or fear • For children who do not talk or use verbal language their gestures and cues are their main communication tool

Adjustments must enable the recognition, appropriate response or initiation of effective non-verbal communication in a timely and appropriate manner.

Exemplars: • Recognising non-verbal cues and responding appropriately in tutorials and seminars • Recognising non-verbal cues and responding appropriately in professional and field experience settings • Displaying appropriate non-verbal gestures in classroom situations and professional and field experience settings

4.4 Written

Effective written communication in English is required to effectively access course content and participate in professional and field experience.

Student demonstrates: • The capacity to construct and model coherent written communication appropriate to the circumstance.

Justification of inherent requirement:

It is an AITSL Graduate Teachers Standard and Department of Education (DoE) requirement that students are able to: • Construct a range of written assignments to ethical and academic standards in order to convey knowledge, understanding and skills of relevant content and pedagogy, curriculum materials and professional and field practice • Produce accurate, responsive and diligent reports, student profiles, record keeping, lesson material, curriculum plans, assessment and evaluations necessary for the provision of an effective learning environment • Effectively and appropriately use a range of texts, which include those that are written, screen-based, image-based, sign/symbol-based are necessary to communicate meaning, directions and imagination in each of the courses offered by SoE

Adjustments must meet necessary standards of clarity, accuracy and accessibility to facilitate effective planning, delivery, reporting, evaluating and synthesising of information in both academic and educational settings.

Exemplars: • Constructing written assignments that comply with academic standards • Conveying information in a written form effectively to families or other staff in the educational setting

5. Cognition 5.1 Knowledge and cognitive skills

Consistent and effective knowledge and cognitive skills must be demonstrated to provide safe, professional and competent teaching practice.

Student demonstrates: • The capacity to locate appropriate and relevant information • The ability to process information relevant to practice • The ability to integrate, reflect on and implement theoretical knowledge in tutorials, professional and field experience settings

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Justification of inherent requirement: • Delivery of quality teaching relies on the understanding and application of theory in practice • Graduates of accredited courses must meet the Graduate Teacher Standards

Adjustments must support the student’s ability to acquire, analyse and apply knowledge.

Exemplars: • Conceptualising and use appropriate knowledge in response to academic assessment items • Identifying and applying knowledge of policy and procedures during professional and field experience settings

5.2 Language and Literacy

Competent English language and literacy skills are essential for professional and effective delivery of teaching content.

Student demonstrates: • The ability to accurately acquire information and convey appropriate messages • Ability to read and comprehend a range of texts for teaching and learning purposes • The capacity to understand and implement academic conventions to construct written text in a scholarly manner

Justification of inherent requirement: • The ability to acquire information and to accurately convey information is fundamental to teaching and learning • The ability to read, decode, interpret and comprehend multiple sources of information is fundamental for effective preparation and teaching practice • Graduates of accredited courses must meet the Graduate Teacher Standards

Adjustments must demonstrate a capacity to effectively acquire, comprehend, apply and communicate accurate information.

Exemplars: • Conveying a spoken message accurately • Competently constructing and sharing a range of texts including digital, written, and visual texts in a range of social contexts

5.3 Numeracy

Competent and accurate numeracy skills are essential for effective delivery of teaching content.

Student demonstrates: • Ability to interpret and correctly applies data, measurements and numerical criteria in a range of contexts.

Justification of inherent requirement: • Competent application of numeracy skills is fundamental for effective deliver y of teaching content • Graduates of accredited courses must meet the Graduate Teacher Standards requirements to be competent in the application of numeracy skills

Adjustments must enable the demonstration of effective numeracy skills.

Exemplars: • Demonstrating competency in applying basic mathematics knowledge and skills in everyday life and in academic tasks • Demonstrating effective use of numeracy skills in matters related to student learning • Applying numeracy skills to interpret and solve problems in a range of educational and academic contexts

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5.4 Information and Communication Technology (IcT)

Information and Communication Technologies (ICT) are processes and tools that are fundamental to accessing course content, current teaching practice, and pedagogical practice.

Student demonstrates: • Knowledge of, and confidence in, the use of ICT in academic, professional and curriculum context.

Justification of inherent requirement: • Use of ICTs are necessary to provide an effective teaching and learning environment consistent with current pedagogy • Meeting these requirements is necessary for course accreditation and graduate eligibility for registration

Adjustments must enable the student to demonstrate a capacity to comprehend, interpret and apply ICT.

Exemplars: • Utilising appropriate ICTs to communicate with peers and lecturer and to gather information in accomplishing academic tasks • Using ICTs for accurate, responsive and diligent reports, student profiles, record keeping, lesson presentation material, curriculum plans, assessment and evaluations • Using written texts including SMS and email professionally at university and during professional experience with students, children, staff, parents and the community

6. Interpersonal Engagement Interpersonal engagement is essential to work effectively, sensitively and build relationships in community and educational settings

Student demonstrates: • The ability to work effectively, sensitively and confidentially with children, young people, parents/carers and community members • The ability to create rapport with peers, academic and professional staff conducive to effective working relationships • Cultural competence, sensitivity and willingness to work with individual children and young people in a complex and diverse Australian society

Justification of inherent requirement: • AITSL Graduate Teacher Standards require effective, sensitive and confidential engagement with students, parents and work colleagues and the ability to engage with people from diverse backgrounds and ability in various context • Graduates of accredited courses must meet the Graduate Teacher Standards requirements. Inclusion is mandated in the Australian educational context

Adjustments must enable appropriate levels of interpersonal engagement and behaviour.

Exemplars: • Participating in a respectful and culturally competent manner in tutorial discussion • Collaborating, modifying and reflecting on their teaching during professional and field experience in response to student needs and supervisor feedback • Interacting with mutual respect, equity and dignity towards others

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7. Sensory Ability Adequate visual acuity is required to provide safe and effective supervision of children and young people in a range of educational and community settings.

Student demonstrates: • Sufficient visual acuity to perform the required range of skills • Sufficient visual acuity to monitor children and young people’s behaviour and safety

Justification of inherent requirement: • Sufficient visual acuity is necessary to demonstrate the required range of skills, tasks and assessments • Visual observations, examinations and assessment are fundamental to safe and effective scope of teaching practice

Adjustments must address the need to perform the required range of tasks involved in field placements. Any strategies to address the effects of the vision impairment must be effective, consistent and not compromise care or safety.

Exemplars: • Monitoring children and young people’s safety and well-being in indoor and outdoor and engaging in activities at both near and far distances • Negotiating unfamiliar settings effectively • Manipulating a range of resources • Monitoring children’s behaviour, safety, health and wellbeing

8. Strength and Mobility 8.1 Gross motor

Participation in physical activities and movement is required to function effectively in community and educational settings.

Student demonstrates: • The ability to move and perform gross motor function within the scope of practice.

Justification of inherent requirement: • Sufficient gross motor skills are necessary to perform, coordinate and prioritise care. Tasks that involve gross motor skills include sitting, lifting, carrying, pushing, pulling, standing, twisting and bending. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themselves and others • It is a NESA, AITSL and the Department of Education and Community requirement that educators are able to undertake many physical tasks and classroom routines • Meeting these requirements is necessary for course accreditation and graduate eligibility for registration

Adjustments must facilitate functional effectiveness, safety of self and others and a capacity to provide appropriate education and care.

Exemplars: • Setting up safe learning environments with resources and equipment • Safely retrieving, moving and using large pieces of equipment

8.2 Fine motor

Teaching is a profession that requires manual dexterity and fine motor skills.

Student demonstrates: • The ability to use fine motor skills to provide safe effective education and care.

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Justification of inherent requirement: • Sufficient fine motor skills are necessary to perform, coordinate and prioritise education and care. Tasks that involve fine motor skills include being able to grasp, press, push, turn, squeeze and manipulate various objects. Students must be able to demonstrate and perform these tasks consistently and safely to reduce the risk of harm to themself and others • It is a NESA, AITSL and the Department of Education and Community requirement that educators are able to undertake many physical tasks and classroom routines • Meeting these requirements is necessary for course accreditation and graduate eligibility for registration

Adjustments must facilitate functional effectiveness, safety to self, children/young people and others and a capacity to provide appropriate education and care.

Exemplars: • Recording, observing, documenting, and clearly modelling the use of equipment such as scissors, pencils and other such equipment • Manipulating resources during learning activities • Using ICT equipment for teaching and learning

9. Sustainable performance Students require both physical and mental performance at a consistent and sustained level over appropriate time frames to meet the course outcomes.

Student demonstrates: • Consistent and sustained level of physical energy to complete a specific task in a timely manner • The ability to perform all required activities with a level of concentration that ensures a capacity to focus on the activity until it is completed appropriately • The capacity to maintain consistency and quality of performance throughout the designated period of academic, field, or professional experience

Justification of inherent requirement: • Sufficient physical and mental endurance is an essential requirement needed to perform multiple tasks in varying periods of time to provide safe and effective participation in all teaching, field, and professional experience activities • Graduates of accredited courses must meet the Graduate Teacher Standards requirements

Adjustments must enable consistent and sustained performance over a given period.

Exemplars: • Preparing for and participating in tutorials, lectures and professional experience • Providing consistent supervision, education/instruction and care to children/young people over a negotiated time frame • Performing multiple tasks simultaneously whilst supervising the safety and care of children

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Appendix 23 GRADUATE TEACHER STANDARDS EVIDENCE GUIDE TO SUPPORT PROFESSIONAL EXPERIENCE

Graduate Teaching

Standard Descriptor Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

1 Know students and how they learn The Teacher Education Student…

1.1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.

• Seeks knowledge of students’ specific physical, social and intellectual learning needs in an appropriate manner

• Identifies achievable learning goals for students • Demonstrates a developing awareness of differences in

students’ learning styles • Responds to differences in students’ learning styles and

needs through approaches to lesson planning and teaching

• Identifies students’ specific physical, social and intellectual learning needs

• Communicates and interacts in ways appropriate to students’ development stages

• Makes modifications to delivery depending on students’ physical, social and intellectual development

• Considers and makes modifications to the learning environment depending on physical, social and intellectual development

• Uses a variety of resources to account for the learning style of students

• Plans differentiated work for students (modified and extension)

1.2.1 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching.

• Identifies current research into how students learn • Applies knowledge of current research to modify teaching strategies

• Applies knowledge of research on how students’ skills, interests and prior achievements affect learning

1.3.1 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

• Shows an awareness of the need to modify teaching strategies based on student diversity

• Is aware that schools have programs and policies relating to inclusivity

• Begins to incorporate global issues into lessons and unit planning

• Displays cultural sensitivity

• Uses effective questioning to engage every student • Plans for and respects the diversity of all students within the

classroom • Uses culturally sensitive resources, language and strategies in

teaching practice • Presents controversial issues in a sensitive manner • Encourages students to express and explore their values and

attitudes in a sensitive manner

1.4.1 Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.

• Acknowledges and is respectful of diversity in students of Aboriginal and Torres Strait Islander backgrounds

• Selects strategies to provide for relevant learning experiences appropriate to students from Aboriginal and Torres Strait Islander backgrounds, aiming for engagement, sequencing and significance

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1.5.1 Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

• Is aware of the need to differentiate teaching to meet the learning needs of all students

• Develops lessons that address the different needs of all students

• Develops teaching and learning programs and/or lesson plans with a variety of teaching and learning activities and resources that link to syllabus outcomes/objectives and which meet the specific learning needs of students across the full range of abilities

• Develops teaching and learning programs and/or lesson plans with differentiated tasks to meet the learning needs of individual students and groups of students

• Develop teaching activities resulting from collaborative planning or consultation with specialist staff such as the ESL teacher/Counsellor/Aboriginal Education Assistant/Gifted and Talented coordinator/Learning Support teacher

1.6.1 Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

• Is aware of and discusses disability legislative requirements

• Discusses how the learning needs of students with disability could be met

• Develops lessons that support the learning of all students with a disability

• Complies with disability legislative requirements • Encourages a respectful and collegial classroom environment

where all students are valued and provided the same learning opportunities

• Seeks advice and support from appropriate personnel in developing and implementing effective teaching/learning strategies that aim to meet students’ diverse learning needs

• Develops a sequence of learning experiences that support the learning of all students with a disability

• Complies with disability legislative requirements • Encourages a respectful and collegial classroom environment where

all students are valued and provided the same learning opportunities

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

2 Know the content and how to teach it The Teacher Education Student…

2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.

• Clearly articulates and explains the content of the lesson • Accurately answers content related questions from

students

• Prepares teaching and learning programs and/or lesson plans with a variety of teaching and learning strategies (e.g. differentiated curriculum, collaborative learning, ICT, higher order thinking) that link to syllabus outcomes/objectives

• Demonstrates appropriate knowledge of the central concepts of subject(s) through lesson planning, explanation and linking of content and outcomes to syllabus documents

2.2.1 Organise content into an effective learning and teaching sequence.

• Plans individual lessons clearly and logically • Demonstrates a developing ability to present content in a

coherent, well-sequenced learning and teaching program

• Develops and delivers logical lesson sequences that reflect curriculum requirements and are constructed to develop understanding of content

• Selects teaching strategies to provide for relevant and engaging learning experiences appropriate to a range of students

2.3.1 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.

• Uses the school program as a basis for designing effective lesson plans and assessment of learning

• Accesses information about curriculum documents and other resources and designs assessment accordingly

• Designs assessments which show clear links to the teaching and learning program and reporting cycle

• Develops assessment activities, criteria and marking rubrics that illustrate how assessment relates to curriculum and learning outcomes

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2.4.1 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

• Acknowledges, and is respectful of, Aboriginal and Torres Strait Islander students and their heritage, demonstrating this in approaches to teaching, learning and student interactions

• Chooses teaching and learning activities that broaden the understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages

• Selects student work samples and displays of student work which show student understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures or languages

2.5.1 Know and understand literacy and numeracy teaching strategies and their application in teaching areas.

• Uses professional discussion about lesson content and structure which show the Teacher Education Student’s knowledge, understanding, and/or teaching strategies to support students’ literacy achievement

• Uses professional discussion about lesson content and structure which show the Teacher Education Student’s knowledge, understanding, and/or teaching strategies to support students’ numeracy achievement

• Develops lesson plans, observation notes and discussion about lesson content and structure which show the Teacher Education Student’s knowledge, understanding, and/or teaching strategies to support students’ literacy and /or numeracy achievement

• Works collaboratively, when given the opportunity, with support teachers, such as ESL, to meet students’ literacy and/or numeracy needs

2.6.1 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.

• Develops teaching and learning programs and/or lesson plans which show the integration of ICT into activities to make content more meaningful

• Develops teaching and learning lesson plans/programs that link to syllabus outcomes/objectives taking into account available resources, with a broader variety of ICT teaching and learning activities (for example, Web-based research, W eb 2.0 tools, subject/ KLA/ stage appropriate software)

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

3 Plan for and implement effective teaching and learning

The Teacher Education Student…

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

• Identifies clear and appropriate learning goals with respect to syllabus documentation and specific learning needs

• Prepares/plans appropriate learning goals with respect to syllabus documentation and specific learning needs/varying abilities

• Differentiates curriculum in lesson plans

3.2.1 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.

• Writes lesson plans detailing such goals through the use of objectives/outcomes, specifying content, pedagogy and assessment, as well as sequencing in consultation with supervising teacher

• Seeks to match learning outcomes, content, and teaching strategies to class level in consultation with supervising teacher

• Reflects with supervising teacher on lesson planning and student learning

• Begins to assign appropriate time/weighting to achieve learning outcomes and lesson plans

• Takes into account supervising teacher’s feedback in relation to content and student management to plan future learning

• Implements lesson plans that detail such goals through the use of objectives and outcomes, specifying content, pedagogy and assessment, as well as sequencing in consultation with supervising teacher

• Utilises the host school’s scope and sequences and content overviews to plan appropriate lessons

• Reflects with supervising teacher on lesson/unit delivery to enhance student learning

• Draws upon previous lesson delivery to plan and implement relevant, engaging and significant learning experiences

• Takes into account supervising teacher’s feedback in relation to content and student management to plan future learning

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3.3.1 Include a range of teaching strategies in teaching.

• Develops knowledge of a range of appropriate and engaging materials and resources

• Begins to incorporate these into teaching practice and class management

• Is willing to plan and incorporate a range of teaching strategies

• Draws upon learnt pedagogical knowledge to adapt, improvise and inform the teaching of content and outcomes, as well as class management

• Demonstrates the ability to plan and incorporate a range of teaching strategies

3.4.1 Demonstrate knowledge of a range o resources, including ICT, that engage students in their learning.

• Shows knowledge of a range of appropriate and engaging materials and resources and a capacity to incorporate these into teaching practice

• Uses current and relevant resources in consultation with their supervising teacher to ensure accurate content is presented in lessons

• Selects current and relevant teaching resources to improve lesson/unit planning in consultation with the supervising teacher

• Uses a range of appropriate and engaging materials and resources and demonstrates the capacity to incorporate these into teaching practice.

• Engages with a variety of technologies to enhance lesson/learning outcomes

• Uses resources appropriate to student developmental levels and manages resources professionally

• Accesses and uses curriculum support materials effectively

3.5.1 Demonstrate a range of verbal and nonverbal communication strategies to support student engagement.

• Uses effective oral and written communication skills, including the promotion of grammatically acceptable and correct English

• Implements the use of vocabulary and metalanguage to develop conceptual understanding

• Employs a range of questioning techniques such as open/closed questioning

• Begins to acknowledge and develop student responses in an inclusive manner

• Develops voice effectively with respect to tone, pitch, strength, speed and confidence, for the students’ level or stage

• Demonstrates and models non-verbal forms of communication, in consultation with the supervising teacher

• Uses effective oral and written communication skills, including the promotion of grammatically acceptable and correct English

• Effectively uses vocabulary and metalanguage to develop conceptual understanding

• Employs a range of questioning techniques such as open/closed questioning to elicit prior understanding

• Acknowledges and logically develops student responses in an inclusive manner.

• Uses voice effectively with respect to tone, pitch, strength, speed and confidence, for the students’ level or stage

• Demonstrates effective use of non-verbal forms of communication, such as teacher presence, pausing, circulating throughout the environment, eye contact, and varying gestures for student engagement and management

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

• Shows understanding and achievement of outcomes as demonstrated through appropriately linked assessment or data (e.g. observational data)

• Develops a range of strategies to cater for the diverse range of learners within the class

• Accesses assessment criteria in consultation with supervising teacher

• Reflects on lessons to inform future planning and to improve pedagogy

• Ensures assessment is an integral part of the teaching and learning cycle and that lesson planning indicates appropriate links between outcomes and assessment

• Employs a range of strategies to assess student achievement and participation, catering for the diverse range of learners within the class

• Inform students by accessing and deconstructing explicit quality criteria for assessment

• Reflects on lesson to inform future planning and improve pedagogy

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3.7.1 Describe a broad range of strategies for involving parents/carers in the educative process.

• Communicates effectively with parents and carers in the classroom

• Consults with the supervisor teacher in order to understand school-home connections, for example, the school homework policy

• In consultation with the supervising teacher, draws on established school partnerships and local resources to enhance learning significance

• Explores established structures in the school to encourage parents and caregivers to be involved in school or classroom activities

• Acts professionally, and with the appropriate confidentiality, when communicating with parents and caregivers

• Interacts professionally and respectfully with parents and carers • Connects school learning to the home context • Draws on resources within the community to enhance

lesson/unit content • Promotes established structures in the school to encourage parents

and caregivers to be involved in school or classroom activities • Acts professionally, and with the appropriate confidentiality, when

communicating with parents and caregivers

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

4 Create and maintain supporting and safe learning environments

The Teacher Education Student…

4.1.1 Identify strategies to support Inclusive student participation and engagement in classroom activities.

• Discusses strategies with the classroom teacher • Communicates value and respect for students as

individuals and learners

• Contributes to an inclusive classroom where all students are acknowledged as individuals

• Models an enthusiastic and positive attitude towards learning

4.2.1 Demonstrate the capacity to organise classroom activities and provide clear directions.

• Has learnt and uses students’ names • Records observations and discusses classroom routines • Records observations and discusses techniques that

teachers use to support student time spent on learning tasks

• Observes implementation of classroom management strategies

• Employs classroom routines consistently to maximize student learning

• Plans and delivers lessons that are timed and sequenced to meet the needs of the students

• Delivers lessons that articulate clear directions, that have been well prepared and resourced, and are responsive to student learning goals/outcomes

4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour.

• Remains calm and fair • Discusses student management techniques that are

appropriate and consistently applied • Discusses possible strategies to be employed to improve

classroom management and is keen to trial different approaches

• Understands the need to establish and work within an identifiable welfare/classroom management system

• Applies student management techniques that are appropriate and consistent

• Handles challenging behaviours quickly, fairly and respectfully, applying judgement based on the context

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4.4.1 Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

• Discusses specific requirements for ensuring student safety, including positive welfare policies, risk management, code of conduct, W H&S, duty of care, child protection

• Discusses and follows specific requirements for ensuring student safety, including positive welfare policies, risk management, code of conduct, W H&S, duty of care, child protection

• Produces lesson plans that show implementation of school discipline and welfare policies, and positive welfare and classroom practices which reflect school policies

• Describes the management of student behaviour and safety in accordance with mandatory policies

4.5.1 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

• Discusses strategies which promote safe, responsible and ethical use of ICT in learning and teaching (for example, awareness of cyber bullying, harassment, appropriate use of text messaging, plagiarism, referencing conventions and academic honesty)

• Designs lessons that include explicit teaching and learning strategies to promote safe, responsible and ethical use of ICT in learning and teaching

• Produces assessment tasks that include clear guidelines to students about plagiarism, referencing conventions and academic honesty

• Produces samples of email and online communications (such as blogs) between teacher and students that model responsible and ethical use of ICT

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

5 Assess, provide feedback and report on student learning

The Teacher Education Student…

5.1.1 Demonstrate understanding of assessment strategies including, informal and formal, diagnostic, formative and summative approaches to assess student learning.

• Considers appropriate assessment strategies when developing lessons

• Records and uses assessment information informally (eg observations of student learning and/or work samples) to monitor student learning

• Designs and delivers a wide variety of formative and summative assessment activities to formally monitor student learning

• Analyses student work samples to recognise diagnostic information to be used and how it informs differentiation and future assessment strategies and tasks

5.2.1 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning

• Gives constructive and purposeful feedback to students about their learning progress

• Provides appropriate encouragement

• Builds appropriate reinforcement and feedback into lesson plans • Gives timely feedback to enhance student performance and provides

direction for future learning (goal setting)

5.3.1 Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning

• Collaborates in producing assessment plans, tasks, marking criteria, marking rubrics

• Provides student work samples showing assessment feedback that demonstrates the school or system policy regarding the moderation of assessment activities

• Understands the process of moderation and the principle of ensuring consistent teacher judgement

• Produces assessment plans, tasks, marking criteria, marking rubrics that demonstrate the school or system policy regarding the moderation of assessment activities

• Collects student work samples showing assessment feedback that demonstrates the school or system policy regarding the moderation of assessment activities

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

• Considers the types of evidence required to effectively evaluate student learning

• Bases lesson reflections on the evidence gathered through assessment tasks

• Explains how assessment data applies to planning and teaching practice

5.5.1 Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement

• Discusses student achievement with the supervising teacher

• Is familiar with the school’s reporting procedures and policy

• Demonstrates an effective approach to collecting, organizing and storing assessment data consistent with school policies and procedures

• Employs a variety of methods to record evidence gathered through assessment activities

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

6 Engage in professional learning The Teacher Education Student…

6.1.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs

• Engages in self-reflection in aspects of Professional Knowledge, Practice and Engagement

• Is familiar with the Australian Professional Standards for Teachers and how they frame teaching practice

• Identifies specific learning goals in relation to the Standards • Develops a professional portfolio of evidence supporting claims

against each of the Australian Professional Standards for Teachers at Graduate level.

6.2.1 Understand the relevant and appropriate sources of professional learning for teachers

• Seeks opportunity within the school for professional learning through discussions with staff

• Attends professional meetings

• Contribute to staff and curriculum meetings where appropriate

• Participates in professional teams

6.3.1 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices

• Sets short term teaching goals in discussion with their supervising teacher

• Receives constructive feedback in a positive and professional manner

• Receives constructive feedback in a positive and professional manner

• Sets realistic short and long-term goals with their supervising teacher

• Realistically analyses their achievement towards teaching goals

6.4.1 Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning

• Actively listens to discussions with school community members regarding benefits to ongoing professional learning and collegial sharing of knowledge and resources

• Engages innovatively within the limits of their responsibilities and capabilities

• Demonstrates a commitment to teaching and to continuous improvement of their practice

• Recognises that teachers are agents of their own professional learning

Graduate Teaching Standard Descriptor

Practices that demonstrate the Teacher Education Student’s engagement with the Standard during an early professional experience placement, may include:

Practices that demonstrate achievement of the Standard by the final professional experience placement, may include:

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

The Teacher Education Student…

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7.1.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession

• Behaves ethically and respects the confidentiality of student and school information

• Demonstrates knowledge of the relevant codes of ethics that underpin their educational context

• Reflects critically on personal and professional practice

7.2.1 Understand the relevant legislative, administrative and organisational polices and processes required for teachers according to school stage

• Seeks out and discusses evacuation procedures and W HS, and the school and system discipline and welfare policies

• Complies with relevant legislative, administrative, organisational and professional requirements such as child protection, duty of care etc

• Demonstrates an understanding of evacuation procedures and W HS and the school and system discipline and welfare policies

7.3.1 Understand strategies for working effectively, sensitively and confidentially with parents/carers

• Employs appropriate and respectful professional communication with school staff, visitors, parents and carers

• Establishes respectful collaborative relationships through the use of appropriate language, tone and body language

• Uses appropriate language, written and oral, that is sensitive to the backgrounds and needs of students, families and carers

7.4.1 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice

• Shows willingness to participate with school staff in a range of activities

• Shows willingness to participate with school staff, external professionals and community representatives, in a range of activities and programs

• Demonstrates awareness of appropriate professional organisations and how they can contribute to professional development

Appendix 24