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School of Education

Professional Experience Handbook

Published by RMIT University, Melbourne, Victoria, 2014

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Welcome to RMIT University Professional Experience

Welcome to the Professional Experience Program – a key component of the Education

Program at RMIT University.

To Site Coordinators, who take on the task of placing our Pre-Service Teachers in their

schools/sites, we thank you for making this commitment to the ongoing development of the

teaching profession.

To Mentor Teachers, who take on the job of supervising our Pre-Service Teachers, we thank

you for giving up your time and agreeing to share your knowledge and experience.

To our Pre-Service Teachers about to commence placement, we hope that this is the first of

many experiences in which you learn from and with others in the profession.

This Professional Experience Handbook is issued to Site Coordinators, Mentor Teachers and

Pre-Service Teachers and should be used as a ready-reference about this important feature

of our program.

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Table of Contents

The Professional Experience .............................................................................. 5

Professional Experience (PX) Key People ........................................................... 6

Calendar ............................................................................................................ 7

Resolving Issues in Professional Experience ....................................................... 8

Procedure Overview .......................................................................................... 9

Resolving Difficulties on Placement ................................................................. 10

Policies and Procedures ................................................................................... 13

The Role of the Pre-Service Teacher ................................................................ 16

Checklist for RMIT University Pre Service Teachers.......................................... 20

The Role of the Mentor Teacher ...................................................................... 21

Checklist for Mentor Teachers ......................................................................... 23

The Role of the Site Coordinator ...................................................................... 24

Checklist for Site Coordinator .......................................................................... 25

The Role of the Professional Experience (PX) Office ........................................ 26

The Role of the University ................................................................................ 26

MID PLACEMENT REVIEW FORM ..................................................................... 27

PROFESSIONAL EXPERIENCE REPORT FORM .................................................... 28

CONFIDENTIAL: EMERGENCY CONTACT FORM ................................................ 30

MENTOR EXPRESSION OF CONCERN ................................................................ 31

PRE-SERVICE TEACHER EXPRESSION OF CONCERN ........................................... 32

PROGRAM SUPPLEMENT ................................................................................. 33

Orientation to Teaching ................................................................................... 34

Educational Settings and Society ..................................................................... 36

Professional Experience: Connected Classrooms ............................................. 38

Professional Experience: Early Literacy Foundation to Year 2 .......................... 40

Professional Experience: Developing a Sense of Number ................................ 43

Professional Experience: Applied Education Project ........................................ 46

Lesson Plan ...................................................................................................... 49

5

The Professional Experience

The outcomes from the Professional Experience Program results from the combined efforts

of all the people concerned: the mentor teacher (supervising teacher), the site coordinator

and the pre-service teacher (RMIT University student). Although the overall responsibility

for the pre-service teachers effectiveness remains with the University, both the University

and the Professional Experience site/school staff form a partnership, which collectively aims

for pre-service teachers to become competent, effective, thoughtful and professional

teachers by the end of the program.

At RMIT University, we like our pre-service teachers to have a ‘total school experience’ while

on placement. We like our pre-service teachers to observe many different teachers in

action and to gain a rich appreciation of the diversity in teaching approaches and strategies

used in school settings. We also like our pre-service teachers to gain lots of teaching

practice – small group teaching and whole class teaching – with students in different year

levels – both individually and in collaboration with others.

We like our students to gain a greater appreciation of the diverse roles and responsibilities

that teachers undertake as a normal part of their job. To this end, we would like our pre-

service teachers to:

participate in school activities such as sport days, lunchtime activities, after school

programs, school productions, camps and excursions;

attend parent/teacher nights;

attend meetings such as staff meetings, School Council, and department meetings;

participate in professional development;

participate in yard duty;

Teaching skills take time to develop and pre-service teachers develop their skills at different

rates, it is assumed that there are different expectations for pre-service teachers on their

progressive placements. The Professional Experience (PX) program has been designed to

focus on a different theme and teaching area for each practicum (see Program Supplement).

During the initial placements, pre-service teachers will be introduced to teaching and will

observe classroom teachers and begin to develop their teaching skills with assistance from

their mentors. In line with VIT guidelines, the pre-service teacher will work towards taking

greater responsibility for whole-class activities and independence in both class and school

operations. By the final placement, pre-service teachers should take on as full a teaching

role as possible to enable assessment of their readiness to teach.

6

During the first few days of each placement, pre-service teachers should become familiar

with the school context in which they will be teaching. They should tour the school, meet

staff and become familiar with key policies. They should plan their teaching timetable in

consultation with their site coordinator and mentor teacher. They should observe classes

and assist in some teaching practice such as working with groups of students.

RMIT University pre-service teachers are expected to keep a well organised record/folder of

their teaching experience – including lesson plans and mentor feedback. Electronic versions

of the forms and lesson plan are available on our website:

(http://www.rmit.edu.au/browse;ID=4yzfkfj79uldz)

Professional Experience (PX) Key People

Shona McIntosh - Professional Experience Coordinator

Email: [email protected]

Phone: 9925 7886

Jenelle Graham - Professional Experience (Early Childhood) Program Administration Officer

(Bundoora)


Phone: 9925 7188

Samantha Kelly - Professional Experience (Primary) Program Administration Officer

(Bundoora)


Phone: 9925 7974

Jackie Donohue - Professional Experience (Secondary) Program Administration Officer

(Bundoora)


Phone: 9925 7913

Santina Cotela - Professional Experience (Primary) Program Administration Officer

(Brunswick)


Phone: 9925 9420

Dr Jennifer Elsden-Clifton (Academic Director of Professional Experience)


Phone: 9925 7915

mailto:[email protected]

7

Calendar

Week Beg

RMIT BP046 Primary

(YEAR 1) BP046 Primary

(YEAR 2,3,4) Important Dates

RMIT

Semester Weeks

Education Semester Education Semester

24-Feb Orientation 26 Feb

03-Mar 1 Session 1 Session 1

10-Mar 2 Session 2 Session 2 10 March Labour Day Holiday




07-Apr 6 Session 6 Session 6 School holidays

14-Apr 7 (split week)

Session 7 Session 7 Good Friday: 18th

April 2014

21-Apr 7 (split week)

Mid Semester Break Mid Semester Break Term 2 (schools)

28-Apr 8 PX PX 05-May 9 PX PX

12-May 10 PX *Possible alternate Course delivery

19-May 11 Session 8 Session 8

26-May 12 Session 9 Session 9

02-Jun

Session 10 Session 10

09-Jun

9 June Queens Birthday Holiday

16-Jun

23-Jun

30-Jun

School holidays

07-Jul

School holidays

14-Jul Term 3 (schools)

21-Jul 1 Session 1 Session 1

28-Jul 2 Session 2 Session 2

04-Aug 3 Session 3 Session 3

11-Aug 4 Session 4 Session 4

18-Aug 5 PX PX 25-Aug 6 PX PX 01-Sep RMIT MSB PX * Possible alternate Course delivery

08-Sep 7

*Possible alternate Course delivery

15-Sep 8 Mid Semester Break Mid Semester Break

22-Sep 9 Session 5 Session 5 School holidays

29-Sep 10 Session 6 Session 6 School holidays

06-Oct 11 Session 7 Session 7 Term 4 (schools)

13-Oct 12 Session 8 Session 8

20-Oct

Session 9 Session 9

27-Oct

Session 10 Session 10

03-Nov

4 Nov Melbourne Cup

10-Nov

17-Nov

8

Resolving Issues in Professional Experience

While the large majority of pre-service teachers and mentors will have a highly rewarding

professional experience, some may not.

Mentors teachers, site coordinators and pre-service teachers should discuss concerns and

aim to resolve them.

When a mentor or site coordinator has unresolved concerns with the pre-service teacher,

these should be raised with the Professional Experience Office. During this conversation a

decision may be made to make a visit to the school/site in order to offer more support to

the pre-service teacher and to the mentor teacher.

When a mentor or site coordinator considers that a pre-service teacher is experiencing

difficulty and may not satisfactorily complete the placement, the Professional Experience

Office must be contacted. A RMIT University academic staff member must assess the pre-

service teacher’s performance before an Unsatisfactory (NN) grade is awarded. Therefore,

it is important that the mentor identifies pre-service teachers at risk of failing as early as

possible, preferably before or at least at the time of completion of the Mid-Placement

Review (mid-way through block placement). Early advice and action may mean the

difference between a successful or unsuccessful practicum for the pre-service teacher and

results in a more positive experience for the mentor and school.

Such concerns should be documented in consultation with the pre-service teacher and

retained for future reference.

Pre-service teachers who have unresolved concerns should also raise these with the

Professional Experience Office.

The Expression of Concern Form is attached (Expression of Concern for Teacher Mentors

page 31, Expression of Concern for Pre-Service Teachers page 32).

9

Procedure Overview

Discuss issue or concern

with Pre-Service Teacher

Contact PX Office who will consult with Site

Coordinator, Mentor and Pre-Service Teacher to

develop a plan of action. (This may involve a site visit

by a RMIT staff member.) Due to RMIT policy

requirements, the Professional Experience office

needs to be contacted ASAP, preferably in week 1 or

2 if concerns arise.

Complete Mentor

Expression of Concern

Form. Academic staff

member to observe

practice Pre-Service

Teacher fails

placement

Pre-Service Teacher

completes placement

successfully

Develop a

documented plan

of action (where

appropriate in

conjunction with

Site Coordinator)

Action plan followed

no further concerns

Mentor feels there are

still issues

Mentor believes Pre-Service

Teacher is not succeeding in

placement


still issues


still issues

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Resolving Difficulties on Placement

If a mentor feels there are problems arising from the pre-service teacher’s performance or

behaviour on placement, they should be discussed in the first instance with the person

concerned. Although this can be a difficult conversation, there are a number of conflict

resolution steps which can be followed to help this process:

Step 1: Express your concerns and at the same time invite the other person to do the

same.

Step 2: Communicate positions and feelings – document were appropriate. Ensure

that your verbal and non-verbal messages match. If you do not, you are

sending out mixed messages.

Step 3: Ask for the other’s perspectives. Avoid evaluating and interrupting the other

person.

Step 4: Brainstorm various options and solutions together.

Step 5: Develop and agree on a documented action plan that outlines the objectives,

timeframes and ways to monitor changes (regular meetings, observation,

documentation, video etc).

Common Examples of Difficulties on Placement

Example 1 – ‘Philosophical/Personality Clash’ or poor communication between pre-service

teacher and mentor teacher

Sometimes there may be a difference in philosophy or approach to teaching between the

pre-service teacher and their mentor. In this instance it is important to acknowledge that

there are many approaches to teaching, and it is important that both parties not be

judgmental, but listen to positions and theories. To resolve a philosophical/personality

clash, it can sometimes help to open up communication using the conflict resolution steps

above to look at why these differences are arising and how you might work around them. If

this issue escalates it is important to take up the conversation with the site coordinator

and/or RMIT University staff visitor who may be able to clarify the issues and points of

difference, and assist in identifying common ground as a basis for working together.

Example 2 – Unproductive meetings or difficulty finding a time for the pre-service teacher

and mentor teacher to meet together

We recognise that mentor teachers are under immense pressure and time constraints and

that sometimes it is difficult for the mentor teacher to find a suitable regular time to meet

with pre-service teachers. We also acknowledge that pre-service teachers may not know

how best to conduct or contribute to meetings with their mentor. It is advisable that the

pre-service teacher and mentor teacher block in a certain time each day/week that is

devoted to discussing the portfolio/folder, reflecting on the professional experience and/or

upcoming planning. Sometimes it can be productive to plan out what you might talk about

(agenda) so that both parties come prepared with ideas, observations, and appropriate

documentation.

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Example 3 – Insufficient suitable work

Very rarely, pre-service teachers are asked to undertake routine ‘administrative’ tasks such

as photocopying, laminating etc. Although, teachers do have to complete these tasks as

part of the job, we ask that this is balanced with the tasks that pre-service teachers need to

complete as part of their practicum such as observation, planning and teaching.

Example 4 – Pre-service teacher’s personal problems interfering with placement work

Any such difficulties should first be acknowledged in a discussion with the pre-service

teacher using the conflict resolution steps outlined above. If you feel uneasy about doing

this, it needs to be taken up with the site coordinator and/or RMIT University staff visitor.

For the pre-service teacher placement takes priority over any work commitments.

Example 5 – Pre-service teacher not acting within the professional standards of the teaching

profession

All placements are preceded by briefing sessions that carefully cover all requirements for

that specific placement. Over the program these sessions cover such information as

behaviour expectations, dress standards, schooling environments, dealing with difficult

situations, planning, and booklets. However, sometimes pre-service students need

remaindering of professional standards. This booklet provides a good discussion starting

point.

Delayed, Deferred or Early Terminated Placements

All students must complete the number of Professional Experience days specified for the

program in which they are enrolled. If any days are missed due to illness or public holidays,

students must make up these days as soon as possible following the placement dates.

Failure to complete the number of days within semester will result in an NN grade.

Students who cannot complete, by the due date, the specified requirements of a course,

including scheduled professional experience days, must submit either a “Application for

Extension of Time” form (available on the School of Education website) or apply for special

consideration (available at www.rmit.edu.au) if they do not wish to fail the course.

On occasions, pre-service teachers face serious difficulties that mean that they, or teaching

staff, consider that they are unable or not ready to undertake their placement at the usual

time. Examples of such situations are:

where a pre-service teacher has a mental or physical illness which limits their capacities

for a time period;

where a pre-service teacher has been selected for the program and subsequently found

to be needing further communication skills;

where pre-service teachers have not completed the required academic work (or briefing

sessions) prior to the beginning of placement.

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Very occasionally there is a dispute between a pre-service teacher and RMIT University

teaching staff about the readiness to undertake Professional Experience. In such cases, a PX

Progress Panel is convened to decide on and document the appropriate action. Usually

arrangements to delay placement are worked out by agreement between the pre-service

teacher and Professional Experience staff and Site/School. When there is a need to defer or

suspend a placement, for example through illness, a PX Progress Panel may be convened.

If a placement is terminated at an early stage due to unforeseen circumstances or a pre-

service teacher decides to withdraw, a PX Progress Panel may be convened. In such

instances, a repeat placement or credit for any of these days will depend upon documented

evidence of learning provided by the pre-service teacher and confirmed by site coordinator

and mentor. A repeat placement will only be arranged at the discretion of the PX Progress

Panel which will carefully review the situation, including the learning needs of the pre-

service teacher and enrolment implications. The PX Progress Panel will make

recommendations about: the length and timing of the placement; special learning needs;

special requirements in relation to placement; nature of the learning environment,

appropriate work; and particular information to be passed on to the next site coordinator.

A placement may be terminated due to the misconduct of a pre-service teacher (RMIT

University Student Discipline Policy Regulation 6.1.1).

For example:

(c) behaves in a manner which is disorderly or detrimental to the interests and good repute

of the University.

Within a school practicum context this may include not arriving at school on time, or leaving

early. Non communication of absences. Not following professional standards (e.g., mobile

phone use during class or planning session and/or meetings). Inadequate planning for

practicum (e.g., incomplete folder, poor lesson plans not submitted before class.

(e) intimidates or attempts to intimidate any person;

(m) engages in any other conduct, whether within or outside the precincts of the University,

that may be prejudicial to the good order and discipline of the University or is likely to bring

the University into disrepute.

Student misconduct will be treated as a Student Discipline matter and forwarded to the

University Discipline Board for consideration; this may result in expulsion or suspension

from the program. When on Professional Experience we expect all pre-service teachers to

act professionally at all times. School Principals have the discretion and authority to order

the pre-service teacher from the school grounds and to bar their return.

13

Policies and Procedures

Equal Opportunity Policy

All RMIT University staff and students who are visiting schools or completing professional

experience are expected to work in accordance with the achievement of the International

Charter of Human Rights and Equal Opportunity Legislation.

All RMIT University students and staff who enter workplaces do so on the understanding

that they are fully protected by Victorian Equal Opportunity Legislation without exemption.

Sexual Harassment Policy

The Victorian Equal Opportunity Act 2010 declares sexual harassment and discrimination to

be unlawful. RMIT University has two policies, the RMIT University Sexual Harassment

Policy and RMIT University Equal Opportunity Policy that cover all students and staff in

education and employment. Included here is a summary of the policy’s key features.

Sexual harassment covers a range of deliberate or unintentional verbal and physical

behaviours of a sexual nature which is unwelcome, unsolicited and not reciprocated. It does

not have to be repeated to constitute sexual harassment. Acts like leering, displays of

offensive pictures and written material, sexual body gestures, verbal comments, sexual

innuendo, offensive jokes, subtle or explicit pressure for sexual activity and physical contact

such as pinching, patting, hugging and brushing against another person’s body and

molestation may constitute sexual harassment if they cause another person to feel

offended, intimidated or humiliated.

Discrimination Policy

Discrimination on the basis of age, impairment, industrial activity, lawful sexual activity,

marital status, physical features, political belief or activity, pregnancy, race, religious belief

or activity, sex, status as a parent or carer or personal association is prohibited.

Occupational Health and Safety Requirements

All Victorian employers are required by law to comply with the Victorian Occupational

Health and Safety Act 2004.

Host organisations have the primary duty of care to ensure the health and safety of RMIT

University students during their placement. RMIT University therefore expects that

placement organisations will recognise their responsibilities and have systems in place to

reduce the risks to the health and safety of students undertaking placements.

14

Host organisations should ensure that RMIT University students are aware of the following

information prior to commencement of professional experience: Host organisation’s health

and safety policy; emergency procedures including emergency numbers; first aid

arrangements (Including names and phone numbers of qualified first-aiders); procedure for

reporting accidents/incidents/hazards; name and location of health and safety

representative of the work area; details on the process for managing and resolving health

and safety issues; and hazards associated with the work place and professional experience

activities and the measures in place to control the risks to health and safety. This should

include, but not be limited to, safe work procedures, personal protective equipment,

training and supervision.

Mandatory Reporting

Child abuse and neglect is a situation wherein a parent or any other person having the care

of a child inflicts or allows to be inflicted on the child injury or gross deprivation which

causes a substantial risk of death, disfigurement, impairment of physical or emotional

health or development or creates or allows to be created a substantial risk of such injury.

Teachers must report suspected abuse to the Department of Human Services, Child

Protection Service. You should discuss issues of mandatory reporting with your mentor and

must inform the mentor teacher, principal or student wellbeing coordinator of any

disclosure made to you by school students while on placements.

WIL Policy

RMIT University Work Integrated Learning Policy is available on the website at

www.rmit.edu.au.

RMIT University Student Charter

Students are expected to abide by the following student responsibilities:

1. Be fully committed to your own learning, the decision you take in relation to it, and

the challenges involved

2. Work with honesty and integrity

3. Give and receive feedback about your experiences and participate in continuous

improvement processes

4. Treat all members of the University community with respect

5. Value the diversity of students and staff

6. Reject discrimination and harassment

7. Champion independent thought

8. Respect University facilities and resources, relevant policies and follow safety and

security advice

9. Provide up to date, accurate and timely student information when required

10. Accept responsibility for decisions made about courses and program choice

15

VIT Code of Conduct

Students are expected to abide by the following codes of conduct:

Principle 1.1: Teachers provide opportunities for all students to learn

Principle 1.2: Teachers treat their students with courtesy and dignity

Principle 1.3: Teachers work within the limits of their professional expertise

Principle 1.4: Teachers maintain objectivity in their relationships with students

Principle 1.5: Teachers are always in a professional relationship with the students in their

school, whether at school or not

Principle 1.6: Teachers maintain a professional relationship with parents (guardians and

caregivers)

Principle 1.7: Teachers work in collaborative relationships with students’ families and

communities

Principle 1.8: Collegiality is an integral part of the work of teachers

Principle 2.1: The personal conduct of the teachers will have an impact on the professional

standing of that teacher and on the profession as a whole

Principle 3.1: Teachers value their professionalism and set and maintain high standards of

competence

Principle 3.2: Teachers are aware of the legal requirements that pertain to their profession

in particular; they are cognisant of their legal responsibilities

“Teachers have public roles and assume personal responsibility to ensure that their teaching

role is given priority when in public, no matter what the environment or the time of day.

Facebook, Myspace and Blogs are public spaces. When using them it is the teacher’s

responsibility to engage in a manner that reflects their membership of a trusted and

respected profession. Further, all decisions about personal conduct should provide a

positive model of behaviour and acknowledge the privilege that has been granted to work

with young people” (http://www.vit.vic.edu.au/files/documents/1575_Letter-to-the-Editor-

-Herald-Sun-18-Aug-08.pdf). For more information please refer to

http://www.vit.vic.edu.au/files/documents/1543_Code-of-Conduct-June-2008.pdf

Student Grievance Procedure

Where a student has a grievance in relation to the conduct of a placement, an Expression of

Concern Form (page 32) should be completed and forwarded to the Professional Experience

Coordinator.

http://www.vit.vic.edu.au/files/documents/1575_Letter-to-the-Editor--Herald-Sun-18-Aug-08.pdf

http://www.vit.vic.edu.au/files/documents/1575_Letter-to-the-Editor--Herald-Sun-18-Aug-08.pdf

http://www.vit.vic.edu.au/files/documents/1543_Code-of-Conduct-June-2008.pdf

16

The Role of the Pre-Service Teacher

For some of you there may be mixed feelings about this part of the program, excitement as

well as apprehension. This part of your program places you in a difficult role – as both a

student/learners and member of the profession with different sets of authority and

responsibility.

Prior to embarking on your placement it is important to understand that all sites/schools

and teachers have varying degrees of difference. You should expect to see many different

situations, and a range of teaching strategies and styles, as well as philosophies to learners

and learning. You need to keep in mind that the classroom teacher has already put into

place his/her own ideals, own teaching strategies and own administrative techniques and

that you need to adapt to the context in which you are placed.

While on placement we encourage you to be involved in the ‘whole school’ and to take on

roles and responsibilities that are commonly associated with practising teachers. This

includes attending meetings and curriculum days with your mentor teacher and undertaking

yard duty etc. You are expected to keep a folder of your involvement including

observations, lesson plans and weekly planners. You should not be placed in a situation

whereby you take total responsibility for a class.

Mentor teachers volunteer to supervise you. Taking on a pre-service teacher is an

additional responsibility and one that requires considerable time and effort on their part.

As the pre-service teacher – it is important for you to be prepared to listen to your mentor/s

and be willing to accept feedback – and to take on board suggestions that are made to you

by those experienced in the field of teaching. Mentor school staff may offer suggestions for

professional improvement as well as positive reinforcement for work well done. However, if

you have concerns about your placement and have difficulties communicating with your

mentor you should first consult the site coordinator at the school and then the Professional

Experience Coordinator at RMIT University.

During placement there will be opportunities for you to reflect on different philosophies and

see how each teacher and school/site implement different philosophies throughout the

curriculum and among different class cohorts. On occasion the philosophies of the pre-

service teacher and the mentor teacher may be very different. It is a reasonable course of

action for you to learn as much as possible from this difference and reflect on how your own

beliefs are strengthened or weakened because of this experience.

17

We expect our pre-service teachers to act professionally at all times – in terms of your dress,

your punctuality your relationships with students and with staff, and in your willingness to

accept criticism and to act on suggestions in order to improve your performance. Acting

professionally also involves lesson planning and assessment of student learning. It is

assumed that pre-service teachers will carefully document and plan all lessons with advice

from mentor teachers – and that these lessons will be reflected upon and suggestions for

improvement or things to do differently next time duly noted. All lesson plans should be

housed in a folder for the visiting university staff member to peruse when visiting you

during your placement.

Pre-service teacher may be permitted to undertake placement in country Victoria, interstate

or overseas.

You will undertake placement in a school where is no conflict of interest. For example,

previous student or employment, siblings or children currently enrolled.

We ask that you appreciate that the choice of school/site for Professional Experience, as this

is dependent on a range of factors including the availability of teachers to act as mentors.

It is assumed that you will/may need to travel up to 90 minutes to your placement. Where

the placement is “site-based” the placement is located within 90 minutes of the RMIT

University campus. Where possible you will receive at least one week’s notice of your

placement prior to the commencement of that placement period by the Professional

Experience Administrator.

We ask that you advise the Professional Experience Administrator of any changes to your

contact information and enrolment information as soon as possible.

18

Requirements

This Professional Experience placement is an important step in your professional journey.

We ask that while on this placement you meet the following requirements:

Prior to placement

Ensure that you have completed the Working with Children Check (WWCC) and

supplied evidence of this to the Professional Experience Office (photocopy of card).

*You will not be able to go on placement unless this has been supplied.

Accommodate this placement with other work and family commitments. You are

required to attend your placement for all the days specified. You are also required

to arrive at least 30 minutes before the start of the school day and remain after

school to see your mentor teacher and attend meetings etc.

Organise your finances to take into account petrol/travel/accommodation.

Unfortunately there is often some cost involved which needs to be covered by the

student.

Students who wish to lodge a grievance with the location of their placement are

reminded that only under exceptional circumstances will an alternate placement be

considered.

All pre-service teachers should check their RMIT University email account daily

during placement.

On Commencement of Placement

Discuss your workload (lessons to be taught, lessons to be observed, and other

activities to participate such as Yard duty) with the site coordinator and/or mentor

teacher

Complete your Confidential Emergency Contact form (page 30) and give it to the site

coordinator on the first day of placement

If you are ill and unable to attend placement inform the site coordinator and mentor

teacher prior to the start of the school day. You will then need to make up these

days. If your long-term attendance is affected by a valid reason such as illness or

bereavement please contact the Professional Experience Office at RMIT University

and apply for extended leave. If you have an accident while on placement you

should advise the Professional Experience Office and complete an onsite

incident/accident form, lodge it with the site coordinator at the school/site and also

give a copy to the Professional Experience Office.

During placement

You are expected to act professionally at all times – with students, parents/carers,

teachers and school administration.

Show courteous recognition of staffroom usage, car-park arrangements, contribution

to coffee funds and care with equipment and resources. This courtesy involves

turning off mobile phones during planning, teaching and evaluative sessions while at

19

the school/site. You should also consider your behaviour in public forums outside

the school/site. This includes your presence on Twitter, YouTube, Facebook, Blogs

and personal websites which can be accessed by students and other people. Pre-

service teachers are asked to ensure that they represent themselves appropriately

on these sites.

Dress professionally in accordance with staff dress code

Arrive at least 30 minutes before the start of the school day and remain after hours

to talk with your mentor and to attend other meetings.

Respect confidentiality of what you see and hear particularly in relation to students

but also in relation to teachers and other pre-service teachers.

Exercise all ‘reasonable care’ in supervising school students. As a pre-service teacher

you cannot be placed in a situation whereby you take total responsibility for a class.

Prepare all teaching and learning resources ready for all lessons that you will teach.

Produce lesson plans in detail and in a professional manner, leaving space for the

mentor teacher to comment. Lesson plans should be presented to your mentor well

in advance to the lesson being taught – preferably no later than the day before the

lesson. All lesson planning should incorporate written self-evaluation.

Listen to criticism and constructive feedback and be prepared to act on it.

Discuss the Professional Experience Report form (page 27) with your mentor teacher

and sign it on its completion. Immediately take a photocopy of the Professional

Experience Report for your records.

Keep a folder with all Professional Experience Report Forms and an overview of

lessons taught.

Discuss issues with your mentor and site coordinator and make all reasonable

attempts to find solutions to problems.

Please note that if you do not complete the organised number of days or teaching

time you will receive a ‘fail’ (NN) for the Professional Experience Course that you are

enrolled in.

If you make a unilateral decision to terminate your placement without having

completed the mandated total teaching days and/or teaching time, you will fail the

Professional Experience Course that you are enrolled in.

At the end of placement

Thank your mentor teacher and site coordinator for their efforts in assisting your

placement

Review your lessons – store in a folder and make some summative notes and specific

suggestions for improvement and/or learning goals for your next placement.

Obtain a copy of your final Professional Experience Report from your mentor.

Collect your Confidential Emergency Contact Form from the site coordinator.

20

Checklist for RMIT University Pre Service Teachers

If not completing a site-based practicum. Ring the school early in the week before

your placement is due to begin and speak to the Site Coordinator. Find out

information about the school e.g. start time, length of lessons, time of breaks, and

the name of your mentor teacher.

Make an appointment to visit the school to meet with your mentor teacher (if

possible) and confirm your placement days.

Make sure you have your placement days blocked out in your diary, and ensure

arrangements are in place for other commitments such as work or childcare.

Organise a placement portfolio/folder to store your notes and relevant material.

Complete the ‘Emergency Contact’ form (page 30), place in a sealed envelope and

give to the Site Coordinator.

If you are sick, phone the school either the day before or early on the day you are to

be absent. You must speak with the site coordinator or mentor teacher and inform

them of the reason and duration of your absence. A medical certificate is required

for all absences due to illness. Keep the school informed of your expected return to

placement and provide a copy of your medical certificate to the PX Office.

Make up any days you missed at the school as soon as possible after placement,

before the report is completed. This should be negotiated with your mentor and

should not conflict with your university classes.

Participate in all activities and meetings at the school during placement.

Organise a time with your mentor teacher mid placement to discuss your progress

(Mid Placement Review Form page 26).

Discuss the report with your mentor teacher if possible, and always take a copy of

your report.

21

The Role of the Mentor Teacher

You have a vital role in the development of your pre-service teacher’s practice.

We ask that you:

Prior to the placement

Think about a possible teaching load for your pre-service teacher – that will give your

pre-service teacher a range of teaching experiences and is suited to their stage of

teaching development

Think of team teaching possibilities

Think of other ways that the pre-service teacher could gain valuable teaching

experiences such as working with small groups of students

Gather resources that you think could be of benefit to the pre-service teacher

At the beginning of the placement

Plan a teaching load with your pre-service teacher, provide them with details of

planning and discuss ways that they can plan and develop lessons with your

knowledge of the curriculum and students in mind

Encourage your pre-service teacher to observe classes that they will be teaching and

assist you in preparing and delivering a lesson

Allocate a regular time each day for discussion with your pre-service teacher and

provide documented feedback to your pre-service teacher

Introduce pre-service teacher to staff

Assist the pre-service teacher to observe, plan, implement and/or evaluate lessons.

A generic lesson plan template is included in the program supplement, however we

encourage pre-service teachers to experiment with different formats that best suit

them and the mentor teacher

During the placement

Encourage their developing skills – guide and support

Provide written feedback that clearly identifies specific areas of areas for

improvement and negotiate ways to improve them. Negotiate a clear set of

objectives for the pre-service teacher to reach during and by the end of the

placement period based upon stage and focus of placement

Assist your pre-service teacher plan lessons, however the amount and the nature of

this assistance will depend on your analysis of their early performance and level of

confidence

Encourage your pre-service teacher to improve her/his understanding of

professional approaches, curriculum and to take on more responsibility for more

difficult or challenging teaching tasks, appropriate to their stage of education

22

Involve your pre-service teacher in all aspects of routine classroom practice including

marking rolls, money collection, transition, collecting data, assessment etc

Model teaching strategies and techniques, including classroom management

strategies. Encourage pre-service teacher to conduct formal observation

Take responsibility for the class and do not leave the pre-service teacher to assume

responsibility. Ultimate responsibility rests with you

In consultation with the pre-service teacher complete a Mid-Placement Review of

the pre-service teacher’s performance

Discuss the Professional Experience Report Form (page 27) with your pre-service

teacher throughout their placement and discuss overall development at the end of

each week

Pre-service teachers considered at risk of not satisfactorily completing placement

should be notified in writing (Mid Placement Review Form page 26) in a timely

manner so that there is opportunity to address issues and concerns

Consult with your site coordinator about the pre-service teacher’s progress

Where necessary contact the university about the Pre-Service Teacher’s progress

Please note that if the pre-service teacher does not complete the organised number

of days the pre-service teacher will fail the Professional Experience Placement

At the end of the placement

Complete and sign the Professional Experience Report Form (page 27). The form

should represent a written digest of advice, analysis and comment already shared

with the pre-service teacher over the period of the round. We would appreciate the

form being returned to RMIT University within 10 days.

Note: It is important that if problems arise during the placement, or you are not satisfied

with the pre-service teacher’s progress that you discuss these concerns with the site

coordinator. Contact should also be made with the university if your concerns persist or if

you feel that the pre-service teacher’s progress is unsatisfactory. The pre-service teacher

must be made aware in writing that he/she is at risk of failing the placement and is given

sufficient time to improve his/her performance. A RMIT University staff member will visit

the pre-service teacher if they are at risk of failing.

23

Checklist for Mentor Teachers

Check with your pre-service teacher (PST) about the scheduled days and specific

requirements for placement and how they can be accommodated

Make sure your PST has a placement portfolio/folder in which to record their

observations and lesson plans

Reflect on how your PST can be exposed to a range of teaching strategies and have

the opportunity to complete a wide variety of tasks and teaching experiences

Discuss the PST’s performance with them (encourage them to make their own

comments before giving feedback).

Perform a mid-placement discussion and complete form (page 26), which gives the

PST an opportunity to reflect and improve

If the PST is experiencing difficulties, please let the site coordinator know and if not

resolved, they will contact RMIT University Professional Experience Office as soon as

possible (preferably before the end of the placement)

Renegotiate any days that the PST has missed during placement – students must

complete the specified number of days for their particular program

Complete the report in consultation with your PST, ensure the PST has a copy, and

keep a copy for your records

Ensure the report is given to the site coordinator to forward to RMIT University

Professional Experience Office. Payment for mentor teachers is made once an

invoice is received

All forms are available electronically by emailing a request to:

[email protected]


24

The Role of the Site Coordinator

We thank you for making the commitment to assist our pre-service teachers gain valuable

experience at your school. You have a key role as the liaison person for the pre-service

teacher and the university.

We ask that you:

Prior to placement

Allocate the pre-service teacher to a mentor teacher

Discuss with the mentor teacher a possible program plan for the pre-service teacher

Discuss this Professional Experience booklet – and ensure that there are agreed

expectations for the placement

Gather resources such as school policies and routines that could be of value to the

pre-service teacher. For example: School Charter, Discipline Policy, Teacher Code of

Practice, Student Code of Practice, bullying, homework etc

On commencement of placement

Meet with the pre-service teacher and make them feel welcome

Collect the Confidential Emergency Contact form (page 30) from the pre-service

teacher

Explain your expectations to the pre-service teacher including dress code, mobile

phone policy, car parking, and attendance at meetings

Familiarise the pre-service teacher with the organisation for the school, including

timetables, daily organisation, management structure, and meeting schedules

Explain other routines and policies so that the pre-service teacher can more fully

grasp the unique character of your school. As pre-service teachers will only be in

your school/site for a relatively short period of time, there is a risk that they may not

understand the complex connections between a school’s history, policies, curriculum

patterns, and teaching methods

Ensure that the pre-service teacher is informed of Occupational Safety and Health

Regulations, especially emergency procedures

Plan a program with the mentor teacher and the pre-service teacher including

coordinating lessons to be observed

During placement

Facilitate the resolution of difficulties between the mentor teacher and pre-service

teacher

Notify the university and request an observation visit by university staff if you have

an unresolved concern about a pre-service teachers progress

Request that mentor teachers complete a mid-placement review of the pre-service

teachers performance

25

On completion of placement

Photocopy the completed Professional Experience Report and keep a copy for

school/mentor teacher records

Give a copy of the Professional Experience Report to the pre-service teacher

Return the original Professional Experience Report and submit an Invoice to the

Professional Experience Administrator

Checklist for Site Coordinator

Allocate pre-service teachers (PSTs) to appropriate Mentor Teachers

Email Mentor Teachers a copy of the RMIT University Professional Experience

booklet and copies of relevant paperwork/report

Conduct an orientation to the school for the PSTs

Inform PSTs of your role and check with them during their placement round as to

their progress and welfare

Please contact RMIT University Professional Experience Office if a pre-service

teacher fails to attend on the first day of placement, is experiencing difficulties, or

is likely to receive an ‘Unsatisfactory’ on their report

Ensure that any days missed by the PST are made up. Students must provide a

medical certificate for any medical absences

Remind Mentor Teachers to schedule a mid-placement discussion review with the

PST

Remind Mentor Teachers to complete report form at end of placement

Collect reports and complete an Invoice for payment of Mentor Teachers

Keep a copy of Invoice for account reconciliation

Forward copy of invoice to School Office/Business Manager for account

reconciliation.

26

The Role of the Professional Experience (PX) Office

The main task of the Professional Experience staff is the organisation and administration of

Professional Experience Placements in schools and other settings.

Roles and responsibilities include:

Arrange Professional Experience placements

First point of contact for host organisation

Ensure that all RMIT University pre-service teachers have a satisfactory Working

With Children Check (WWCC) or other necessary documentation before commencing

a placement

Notify students of their placement details prior to the beginning of each Professional

Experience placement.

Provide placement information and instruction to all staff regarding visits to pre-

service teachers on placement

Monitor the progress of pre service teachers

Process results for Professional Experience

Approve the payment for mentors and site coordinators and forward to finance for

processing.

The Role of the University

The role of university staff is to support all parties involved in Professional Experience: the

site coordinator, the mentor teacher and the pre-service teacher.

Staff from RMIT University visit pre-service teachers during one of their placements in the

year. Sometimes it can be difficult to organise a time to visit, and pre-service teachers are

asked to assist with making these arrangements. This may involve emailing a teaching

timetable and participating in a phone conversation. Often these visits will be arranged prior

to placement. The visiting RMIT University staff member will contact the school/site prior to

making a visit. We appreciate being well informed about pre-service teacher progress on

placement, and site coordinators are asked to contact us regarding progress concerns so

that we can take steps to support the pre-service teacher. A school/site can also request a

visit if they have concerns regarding a pre-service teachers progress.

School of Education

27

MID PLACEMENT REVIEW FORM

This form must be returned to the Professional Experience Office when there are two or more areas rated

as “Needs Improvement”. A copy should be given to pre-service teachers to place in their Folder. You can

request to see this form from previous placements in the interest of setting learning goals.

Student: Student No:

Site: Program Code: PX No:

Mentor: Grade/Level:

Professional Conduct

Action:

Satisfactory Needs

Improvement

Planning

Action:

Satisfactory Needs

Improvement

Teaching Strategies

Action:

Satisfactory Needs

Improvement

Communication & Rapport

Action:

Satisfactory Needs

Improvement

Building Positive Environment

Action:

Satisfactory Needs

Improvement

Initiative

Action:

Satisfactory Needs

Improvement

Mentor signature: Date:

Pre-service teacher signature: Date:

Professional Experience Office: [email protected] or Fax: 9925 6623


School of Education

28

PROFESSIONAL EXPERIENCE REPORT FORM

PRE-SERVICE TEACHER INFORMATION

Student Name: ___________________________ Student No: __________________________

Professional Experience School/Site: __________________________________________________

Mentor Teacher: ______________________________________________________________

Professional Experience Dates: From: ______________ To: __________________________

Number Of Days: _________________________________________________________________

STANDARD 1: TEACHERS KNOW STUDENTS AND HOW THEY LEARN

(e.g. ability to engage and motivate students; understanding of learning theory; understanding of

the influence of diversity on students’ learning)

Feedback:

STANDARD 2: TEACHERS KNOW THE CONTENT AND HOW TO TEACH IT

(e.g. knowledge of content; evidence of teaching strategies; familiarisation with curriculum

programs/documents/policies such as AusVELS; reference materials; understanding of literacy,

numeracy and ICT teaching strategies)

Feedback:

STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING

(e.g. effectiveness of planning ; demonstrate effective verbal and non-verbal communication

strategies with students, parents/carers; ability to identify student strengths and weaknesses;

strategies used to monitor student engagement)

Feedback:

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

(E.g. provide clear instructions, directions and feedback; supporting inclusion; safety of the

classroom environment; awareness of class management; demonstration of practical approaches

to managing challenging behaviour; organisation of the classroom environment and materials)

Feedback:

School of Education

29

STANDARD 5: ASSES, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING

(e.g. ability to engage with assessment and reporting; awareness of student data and its use in

planning; use of feedback strategies; awareness of reporting and feedback strategies to students

and parents/carers; keeping records)

Feedback:

STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING

(e.g. awareness of the ways teachers engage with profession; capacity to contribute to

professional learning communities including school and professional teaching bodies; respond to

feedback from teacher mentor and others; teamwork; collaboration with others )

Feedback:

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENT/CARERS AND THE

COMMUNITY

(e.g. professional behaviour and ethical conduct; knowledge of policies; teaching duties and

expectations; rapport with colleagues and parents/carers)

Feedback:

MENTOR TEACHER’S COMMENTS

SIGNATURES

Supervising Teacher: I have discussed this report with the Pre-Service Teacher

________________________________________________ Date:_______________________

Pre-service teacher: I have discussed this report with my Supervising Teacher

________________________________________________ Date:_______________________

OFFICE USE ONLY

Signed: ________________________________________ Date: ___________________

School of Education

30

CONFIDENTIAL: EMERGENCY CONTACT FORM

Complete this form and leave it with the Site Coordinator in a sealed envelope on your first day of

Professional Experience. Clearly make the form with your name, student number and

“Confidential – Open in case of Emergency”. Collect the envelope on your last day at the site.

Pre-Service Teacher Name: _____________________ Student No: ____________________

In case of an emergency, I wish the school staff to contact my emergency contact:

Emergency Contact:

Name: ________________________________ Home Phone: _________________________

Work Phone:__________________________ Mobile Phone: ________________________

Pre-service Teacher Details:

Medicare Number: _______________________________________________________________

Ambulance Subscription: ________________________________________________________

Please list any allergies: ____________________________________________________________

Important Medical information (eg. asthmatic, diabetic, epileptic):

Are you presently on medication? __________________________________________________

If so, please list the medication and dosage: ____________________________________________

Blood group: ___________________________________________________________________

In case of a health-related emergency, I ______________ give the staff where I am located for

this Professional Experience Placement permission to seek medical assistance or call an

ambulance as deemed necessary.

Signature: ________________________________ Date: ________________________________

School of Education

31

MENTOR EXPRESSION OF CONCERN

This form must be returned to the Professional Experience Office prior to a student being assessed

as Unsatisfactory on the Assessment Report.


School/Site: Program Code:

Mentor: Grade:

Mentor Email: Mentor Ph:

Concerns

Progress Unsatisfactory Visit from RMIT University staff member

required

Name: Signature: Date:

Please return form to Professional Experience Office: E: [email protected] or Fax: 9925

6623


School of Education

32

PRE-SERVICE TEACHER EXPRESSION OF CONCERN

This form must be returned to the Professional Experience Office.


School/Site: Program Code:

Mentor: Grade:

Mentor Email: Mentor Ph:

Concerns

Name: Signature: Date:

Please return form to Professional Experience Office: E: [email protected] or Fax: 9925

6623


Bachelor of Education

RMIT University, School of Education

33

PROGRAM SUPPLEMENT

RMIT University

School of Education




34

Orientation to Teaching

Year 1, Semester 1

The focus of this course is to introduce you to the teaching profession, schooling

environments and aspects of professional experience (10 days in a block placement). You

will be “buddied” for this placement with another first year student to optimise observation

opportunities. In this placement your will complete tasks such as observations, learning

walks, audits and reflection with the support of the tutor.

In this placement the focus will be on the following AITSL standards:

• 1.2 Demonstrate knowledge and understanding of research into how students learn

and the implications for teaching.

• 4.4 Describe strategies that support students’ wellbeing and safety working within

school and/or system, curriculum and legislative requirements.

• 7.1 Understand and apply the key principles described in codes of ethics and conduct

for the teaching profession.

• 7.2 Understand the relevant legislative, administrative and organisational policies and

processes required for teachers according to school stage.

These standards will be used to structure the content and assessment of this observation

placement.

Assessment Requirements:

Assessment for this course includes feedback and summative assessment by your on-site

tutor. This placement is considered observation only and you will not be formally assessed

by a Teacher Mentor, however feedback will play a significant role.

This course includes the successful completion of a professional experience component

which involves meeting all expectations around attendance, VIT Code of Conduct and RMIT

Student Charter.

Professional Portfolio: Teachers and Classrooms

In this assessment you will complete a number of observation and audit tasks on placement

and critically analyse and reflect upon them in relation to the learning theories and research

explored in the course. The collection of observations and reflections will focus on the role

and responsibilities of teachers, including observations of:

• classroom strategies used by teachers (feedback, questioning, management

techniques, assessment)

• routines and procedures of teachers

• the role of the teacher in different schooling contexts

• the impact of wellbeing and safety issues and teacher responses

• policy implications for schooling contexts and teachers



35

Practicum requirements:

Teaching

In this placement you will begin by working with small groups of students, moving towards

one or two small group teaching activities per day, for example, reading a book, taking the

roll, leading show and tell, leading a discussion community circle or demonstration.

Observation

As part of the assessment for the placement and course you will complete a number of

formal observations in the two weeks that will link to the course content. Observations will

vary in length depending on the purpose of observation. The explanation and theory behind

the observation and the observation/audit templates can be can be accessed online or from

the site tutor.



36

Educational Settings and Society

Year 1, Semester 2

This course will introduce you to ideas around knowing students and how they learn. In this

course you will begin conversations and raise awareness of the following focus areas:

learning, diversity, differentiation and disability (10 days in block). You will remain with your

buddy in the same setting.

In this placement the focus will be on the following ATSIL standards:

1.2 Demonstrate knowledge and understanding of research into how students learn and the

implications for teaching.

1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning

strengths and needs of students from diverse linguistic, cultural, religious and

socioeconomic backgrounds.

3.5 Demonstrate a range of verbal and non-verbal communication strategies to support

student engagement.

4.1 Identify strategies to support inclusive student participation and engagement in

classroom activities.

7.3 Understand strategies for working effectively, sensitively and confidentially with

parents/carers.

These standards will be used to structure the content and assessment of this observation

placement.


Assessment for this course includes feedback and summative assessment by your tutor. This

placement is considered observation only and you will not be formally assessed by a Teacher

Mentor, however feedback will play a significant role.


which involves meeting all expectations around attendance, VIT Code of Conduct and RMIT

Student Charter.

Professional Portfolio: Learners and Learning Spaces

In this assessment you will complete a number of observation and audit tasks that focus on

learners, learning and learning spaces on placement. You will critically analyse and reflect

upon these in relation to the theories explored in the course, including research evidence

and observations of:

• the influence of media and technology on student learning and learning spaces

• the routines and communication strategies that support safe, supportive, inclusive,

challenging and engaging learning environments

• students’ interests, the things they like to learn and the ways they learn best

• mapping the learning space, the structure of the classroom and how the space is used



37

• differences within a primary school; children's age, gender, ethnic background, SES

background, linguistic capacities, religious backgrounds, behaviour and interests

• how students work with other students

• students out-of-school interests and capabilities

Using the observations and reflections as a basis, you will trial and implement a teaching

and/or learning strategy that would support student participation, engagement or support

students’ learning strengths or needs.


Teaching

In this placement you will begin by working with small groups of students, moving towards

one or two small group teaching activities per day, for example, reading a book, taking the

roll, leading show and tell, leading a discussion community circle or demonstration. There is

the expectation that in consultation with your mentor you will build towards one/two small

whole class teaching activity per day.

Planning

In this placement you will begin designing and writing lesson plans for small class activities

using the lesson plan template. Lesson planning should demonstrate an awareness of the

AusVELS curriculum, learning objectives/intentions and feedback, assessment and classroom

management.

Observation

As part of the assessment for the placement and course you will complete a number of

formal observations in the two weeks that will link to the course content. Observations will

vary in length depending on the purpose of observation. The explanation and theory behind

the observation and the observation/audit templates can be can be accessed online or from

the site tutor.



38

Professional Experience: Connected Classrooms

Year 2, Semester 2

This course will focus on the relationship between ICT and education and looks at how

learning can be effectively supported by ICT. You will critically examine the role of

educational technologies and develop strategies for using ICT in a safe, responsible and

ethical ways in the classroom.

In this placement the focus will be on the following standards:

• 2.2 Organise content into an effective learning and teaching sequence.

• 2.6 Implement teaching strategies for using ICT to expand curriculum learning

opportunities for students.

• 3.4 Demonstrate knowledge of a range of resources, including ICT, that engage

students in their learning.

• 4.5 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.

Please discuss these with your teacher mentor and plan for how you will meet these

standards whilst on placement.


Assessment for this course includes feedback and summative assessment by your Teacher

Mentor (please refer to page 27-28)


which involves summative feedback from your teacher mentor and meeting all expectations

around attendance, VIT Code of Conduct and RMIT Student Charter.

Professional Portfolio: ICT Lesson Sequence (50%)

In this assessment you will construct and implement a sequence of lesson plans that include

a purposeful and theorised integration of ICT to support learning. In consultation with your

Mentor, you will plan, document, implement and reflect upon a sequence of lessons as part

of your placement that utilise appropriate educational technologies and resources for your

professional experience classroom. You will seek and apply constructive feedback from

supervisors and teachers to improve teaching practices.


Teaching

In week 1 you will have a settle in period were you can working with small groups of

students, leading a discussion, community circle or demonstration or taking part of a lesson.

In week 2 of the placement you should have plan out and start to teach one/two whole class

teaching activities per day building towards one whole session per day in week 3 and 4.



39

Planning

As the complexity of what you teach increases, you will move to a more comprehensive

lesson plan. Lesson plans should demonstrate how individual learner differences are

planned and catered for. Given the focus of this placement, where possible and

appropriate, planning should incorporate use of educational technologies.

Observation

You will complete a number of observations associated with this course. The focus of your

lesson sequence and feedback from your mentor should determine the five formal

observations in the first week/s and the two formal observations per week once you begin

to take on more teaching responsibility. Given the focus of this placement, some suggested

areas that you may focus on include:

• Observing students in the classroom. Where do they sit? Who do they interact with?

How do they respond to different teaching styles and activities?

• Taking time to talk to the students about their interests, the things they like to learn

and the way they learn best

• Observing the routines and procedures of the teachers; how do they carry out their

various tasks, for example, use ICT in teaching, organise rules and procedures for

educational technologies.

• Observing the different classroom management strategies employed and techniques

for responding to positive behaviour and misbehaviour in relation to ICT.

• Observing where teachers stand or sit? How much do they move around the room?

What is the purpose of their activity in the classroom when not directly engaged with

teaching?

• Observing a variety of teachers and/or specialist classes to observe different

approaches in relation to ICT in terms of content areas and teaching styles.

• Observing how are ICT’s used in the classroom? How is student access organised? In

what subjects are ICT’s used most? How is safety and ethical use encouraged?

• Observing how teachers provide for the needs of different students.



40

Professional Experience: Early Literacy Foundation to Year 2

Year 3, Semester 1

You will learn how literacy is developed in the early years of schooling by conducting a case

study of one learner. You will explore the components of language and literacy (listening,

speaking, reading, writing, viewing) and strategies for observing and assessing learning

needs to extend literacy learning..

In this placement the focus will be on the following standards:


• 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences

and lesson plans.

• 2.5 Know and understand literacy and numeracy teaching strategies and their

application in teaching areas.

• 3.1 Set learning goals that provide achievable challenges for students of varying

abilities and characteristics.

• 5.1 Demonstrate understanding of assessment strategies, including informal and

formal, diagnostic, formative and summative approaches to assess student learning.





Mentor (please refer to page 27-28).




Professional Experience Portfolio: Literacy Learning Resource

You will identify opportunities for developing literacy learning in your particular professional

practice educational site. You will define the challenges for literacy learning within this

context, set realistic learning goals and identify strategies for extending students

understanding of literacy and prepare a contextualised literacy learning resource to share

with your peers online. You will critically reflect on the approaches you undertook to design

your resource and show how you have incorporated constructive feedback from your

mentor.



41

Practicum Requirements:

Observation

• Continue your general observations and inquiries in relation to classroom organisation,

the planning of learning programs, resources, the responses of students etc. Relate

these observations to the content of your program at University.

This placement has a literacy focus. Where appropriate observe some specific aspects of

literacy, for example:

• Talk to the students about their interests of their out-of-school literacies.

• Observe the different classroom management strategies employed and techniques for

responding to positive learning strategies and skill development in literacy.

• Exploring impressions of differences within a primary school; children's age, gender,

ethnic background, capacities, behaviour and interests in the area of literacy.

• Observe the differentiation of literacy.

• Take note of the literacy strategies employed in other content areas.

Teaching

In this placement you will move from planning and teaching part-day sessions to developing

plans for teaching consecutive days. We encourage pre-service teachers to increase the

number of consecutive days if they are able to but we understand that this may not always

be possible at all sites.

Planning minimum

Documenting whole session plans

• Two part-day sessions per day (e.g. 9am – 11am; 11am – 1pm; 2pm – 3.30pm or times

appropriate for the setting).

• In consultation with the Mentor, implement clear, challenging and achievable

objectives for the learners which reflect AusVELS documentation.

• Collaboratively plan, document and implement comprehensive teaching tasks which

extended from single sessions to whole days of a teaching program.

• Present all documentation in a clear and professional manner.

• Show consideration of the needs, interests and abilities of individual children, taking

into account such factors as gender and ethnicity.

• Select appropriate resources and prepare an effective learning environment.

• Demonstrate an understanding of the teaching and learning purposes of planned

activities.

Assessment, Monitoring and Reporting

• Provide appropriate feedback to young people to enhance learning and encourage co-

operative behaviour. Show awareness of the link between evaluation and assessment

and further program planning.



42

• Within a lesson sequence, demonstrate an awareness of the learning process of the

class as a whole, as well as the progress of individuals.

• Observe and/or participate in a form of diagnostic testing of students in the areas of

literacy and numeracy. Discuss with your mentor how this data might be utilised in

the teaching and learning program.

Innovation and Initiatives

What innovations and initiatives are being implemented or discussed within this

environment? Think about this at multiple levels, community wide, school wide, in the

classroom, across year levels, and within the department, independent, catholic or

corporate sectors.

Record and extend your observations over the placement and via your discussions within the

program at university.

Reflection

• Seek and accept guidance from, and respond constructively to feedback from

colleagues.

• Critically reflect on your own practice to improve the quality of teaching and learning.

• Display evidence of a developing philosophy of education.

Alternative Placement or Special Development School Placement

The focus and guidelines should be followed as closely as possible and as appropriate.

However, the focus should be determined by the Teacher Mentor based on the specific

needs or the students and the learning environment. Pre-Service Teachers should still be

addressing each of the areas of: observation; learning and teaching; innovation and

initiatives and reflection but modified based on the school setting.



43

Professional Experience: Developing a Sense of Number

Year 3, Semester 2

The aim of this placement is to apply the conceptually-rich, strategy-driven approach to the

teaching and learning of Number in primary schools (15 days in block)In this placement the

focus will be on the following standards:


• 2.3 Use curriculum, assessment and reporting knowledge to design learning sequences

and lesson plans.

• 2.5 Know and understand literacy and numeracy teaching strategies and their

application in teaching areas.

• 3.1 Set learning goals that provide achievable challenges for students of varying

abilities and characteristics.

• 5.1 Demonstrate understanding of assessment strategies, including informal and

formal, diagnostic, formative and summative approaches to assess student learning.

• 5.4 Demonstrate the capacity to interpret student assessment data to evaluate

student learning and modify teaching practice.

• 5.5 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.





Mentor (please refer to page 27-28)




Professional Experience Portfolio: Assessment Portfolio

One of the key professional Standards for Graduating Teachers (see www.vit.vic.edu.au) is:

Teachers assess, provide feedback and report on student learning. This task will assess your

capacity to compare and contrast different assessment strategies, recognise these in

practice, and undertake a research-based, formative assessment task designed to elicit

children’s thinking in relation to a big idea in number and provide feedback for their

learning. You will seek and apply constructive feedback from supervisors and teachers to

improve your teaching and assessment practices.



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Practicum Requirements:

Observation

• Continue your general observations and inquiries in relation to classroom organisation,

the planning of learning programs, resources, the responses of students etc. Relate

these observations to the content of your program at University.

This placement has a literacy focus. Where appropriate observe some specific aspects of

literacy, for example:

• Observe the different classroom management strategies employed and techniques for

responding to positive learning strategies and skill development in literacy.

• Exploring impressions of differences within a primary school; children's age, gender,

ethnic background, capacities, behaviour and interests in the area of literacy.

• Observe the differentiation of literacy.

• Take note of the literacy strategies employed in other content areas.

Teaching

In this placement you will move from planning and teaching part-day sessions to developing

plans for teaching consecutive days. We encourage pre-service teachers to increase the

number of consecutive days if they are able to but we understand that this may not always

be possible at all sites.

Planning minimum

• Documenting whole session plans

• Two part-day sessions per day (e.g. 9am – 11am; 11am – 1pm; 2pm – 3.30pm or times

appropriate for the setting)

• In consultation with the Mentor, implement clear, challenging and achievable

objectives for the learners which reflect AusVELS documentation.

• Collaboratively plan, document and implement comprehensive teaching tasks which

extended from single sessions to whole days of a teaching program.

• Present all documentation in a clear and professional manner.

• Show consideration of the needs, interests and abilities of individual children, taking

into account such factors as gender and ethnicity.

• Select appropriate resources and prepare an effective learning environment.

• Demonstrate an understanding of the teaching and learning purposes of planned

activities.







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corporate sectors. Record and extend your observations over the placement and via your

discussions within the program at university.

Reflection

• Seek and accept guidance from, and respond constructively to feedback from

colleagues.

• Critically reflect on your own practice to improve the quality of teaching and learning.

• Display evidence of a developing philosophy of education.

Alternative Placement or Special Development School Placement

The focus and guidelines should be followed as closely as possible and as appropriate.

However, the focus should be determined by the Teacher Mentor based on the specific

needs or the students and the learning environment. Pre-Service Teachers should still be

addressing each of the areas of: observation; learning and teaching; innovation and

initiatives and reflection but modified based on the school setting.



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Professional Experience: Applied Education Project

This professional experience will explore the AITSL Graduate Standards. This course will

focus on examining your strengths and weaknesses based on previous placements. This will

become the basis of the Applied Education Project (30 days in block).



Mentor (please refer to page 27- 28)




Professional Portfolio: Applied Project (50%)

Important to your work as a professional is communicating and reflecting on the outcomes

of investigations that you undertake as a teacher within your educational setting. In this

task you will seek and apply constructive feedback from supervisors and teachers to improve

teaching practices and:

i) present evidence of your project outcome/s and findings to peers and in the professional

workplace setting; and

ii) reflect on the project and its processes as well as its impact within the educational setting

and on the identified issue/problem.


Teaching

At the beginning of the placement (Day 1-3) you should be working with small groups of

students, moving towards one or two small group teaching activities per day. If supported

by the mentor, by the end of the first week you should be teaching one/two whole class

teaching activity per day. By mid placement you should be teaching the two classes per day.

By final week of placement, you should demonstrate full classroom control over a

MINIMUM of five days. You will need to independently plan, document and implement a

comprehensive classroom program for at least one week. You should provide appropriate

feedback to students to enhance learning and show an awareness of the link between

evaluation and assessment and further planning. Further, you should contribute to, or keep,

assessment records, including the use of the AusVELS which could be conveyed to parents

and colleagues.



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Planning

• Independently plan, document and implement a comprehensive classroom program

for at least one week. Planning should demonstrate continuity throughout each day

and across the week.

• You will move from the comprehensive lesson plans to weekly plans and unit plans.

• Planning should demonstrate how individual differences are planned and catered for.

• Planning should demonstrate a clear understanding of the teaching and learning

purposes of planned activities based on the learning needs and goals of students.

• Demonstrate an understanding of current approaches to teaching and learning.

• Where possible, planning should incorporate use educational technologies.

• Planning should incorporate an understanding of assessment of, for and as learning.

• Present all documentation in a clear, professional manner.

Observation

On your final placement you should complete at least three formal observations in the first

week/s and at least one formal observation per week once you begin to take on more

teaching responsibility. Observations will vary in length depending on your purpose of

observation. At times your observation may be 15min; other times it may be 90min. The

observations should focus on one/two specific areas and use the Observation Plan template

(see page 50). The focus should be based upon feedback from mentor and self-reflection

(e.g., strengths and weaknesses, critical incidents). Some suggested areas that you may

focus on:

• Observe how teachers provide for the needs of different students.

• Examine what do teachers do to prepare for a class? E.g. planning stages, use of

student data to inform class, resource and material preparation etc.

• Examine what teacher do after a class? E.g. keeping records, following up with

parents/carers, other staff members, feedback to students, reflection etc.

• Observe teacher’s verbal and non-verbal communication with students in a whole

class, large group, small groups and individuals.

• Explore impressions of differences within a school; age, gender, ethnic background,

capacities, behaviour and interests.

• Timing and pace of a lesson.

• Observe and/or participate in a form of diagnostic testing of students.

• Observe an innovative teacher that takes risks. What are their characteristics? What

skills do they use? How do they communicate? How do they share their ideas?

• Observe the legal and ethical requirements of the teaching profession.







48










corporate sectors. Record and extend your observations over the placement and via your

discussions within the program at university.

Reflection

Seek and accept guidance from, and respond constructively to feedback from colleagues.

Critically reflect on your own practice to improve the quality of teaching and learning.

Display evidence of a developing philosophy of education.



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Lesson Plan Title Duration of lesson Class Size

Topic and Focus Year Level

Learning Intentions/Objectives: Students will be able to:

Key Vocabulary List:

AusVELS Level

Domains Dimensions Key elements of standards to which lesson is focused

Assessment Strategies:

Resources and Materials:

ICT Considerations:

Stage of lesson

Student Action /Tasks

Time Differentiated Learning Considerations

Teacher Action

Introduction

Body of lesson



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Conclusion

Closure

Post Lesson Reflection: Reflection on Student Learning: Reflection on Lesson: Follow-up: Other Notes:

Mentor Feedback

school of education - rmit universitymams.rmit.edu.au/eycyf4n4ouerz.pdf · professional experience...

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