Professional Teaching Practice 1 Workbook

Middle School/Secondary

2010

Aligned with the following topic:Semester One

EDUC 2302 Literacy & Numeracy in the Middle School

Topic Coordinator: Dr Pam Bartholomaeus

Phone: 8201 2105

Email: pam.bartholomaeus@flinders.edu.au

Room: School of Education, 5.21

P

SC

Professional Teaching Practice 1

University Liaison Officer: Elizabeth McKenna

Phone: 8201 5793

Email: elizabeth.mckenna@flinders.edu.au

Professional Experience Office: School of Education

Room: 4.74

CONTENTS

INTRODUCTION & IMPORTANT DATES 3

GENERAL INFORMATION 4

Aim of Professional Teaching Practice 1 and 2 4

Desired learning outcomes 4

GUIDELINES FOR PRE-SERVICE TEACHERS 5

Your Responsibilities 5

Professional Conduct 5

Attendance Responsibilities 6

KEEPING RECORDS 6

ASSESSMENT / PROFESSIONAL EXPERIENCE REPORT 7

UNIVERSITY LIAISON OFFICER’S RESPONSIBILITIES 7

SUGGESTED ACTIVITIES 8

Working with Literacy and Numeracy in the classroom 9

Literacy is part of the SACSA Essential Learning-Communication 9

Luke & Freebody’s ‘Four Resources Model’ 10

Numeracy 11

Social and Cultural contexts 11

SUGGESTED GENERAL ACTIVITIES 12

Planning and Preparation 12

RECOMMENDED READINGS 13

LESSON PLAN PROFORMA 14

PROFESSIONAL EXPERIENCE REPORT 15

LOG SHEET 16

2

INTRODUCTION

Students at Flinders University who wish to become middle school or secondary school teachers undertake a combined degree program so that after four years of study they exit with two degrees, one of which is a Bachelor of Education. Integral to these studies is the practical component of observations and teaching experience undertaken within schools.

The Professional Experience associated with the second year of the four year study program is the first practical experience for pre-service teachers in a school setting. It is envisaged that this experience will introduce pre-service teachers to aspects of teachers’ work and student learning through observations and interactions with students and various people within the school community.

University topics concurrent with this practical experience are EDUC 2302 Literacy & Numeracy in the Middle School in Semester I and EDUC 2403 Development, Learning & Inclusive Teaching (6-12) in Semester 2. As the pre-service teacher undertakes these topics and the associated school visits, it is important that all involved with the visits recognise that at this point the pre-service teacher has completed just one year of university studies, mostly in the specialist areas of the second degree. At this stage the only education topics studied have been the general and largely theoretical topics of Ways of Explaining Education and Key Educational Ideas. These topics explore sociological and philosophical constructs that underpin education and educational systems.

The pre-service teacher has much to learn about the theory and practice of education as well as about themselves, their values and beliefs about children, teaching and learning.

This formative teaching experience is an essential element of the Bachelor of Education studies and must be completed in order to pass the associated University topics. The pre-service teacher will have suggested tasks to undertake on the school visits. The School Coordinator will oversee and direct the pre-service teacher, and it will be the responsibility of the University Liaison Officer to ensure that the pre-service teachers attend and complete the set tasks in a professional manner.

This workbook aims to: Set some clear guidelines with regard to expectations. Provide a list of suggested activities that pre-service teachers may undertake in

consultation with the school coordinator. This could help the school coordinator to allocate the pre-service teachers to the appropriate classes or school personnel so that they can observe and learn and begin to understand the complexities of the task of the teacher in the school setting and the range of provisions for diverse learners within the school.

Provide a record of the pre-service teacher’s visits.

IMPORTANT DATES 2010

PTP1 Compulsory Lecture Monday 22 February 11-1pm or 2-4pm Room 1.0123-26 February (4 Day block) Negotiate remaining 6 days (Total of 10 days)

PTP2 19-23 July (5 day block) Negotiate the remaining 5 days to be completed in Term 3(Total of 10 days)

PTP1&2 To be completed in same school

3

GENERAL INFORMATION

Aim of Professional Teaching Practice 1 and 2That the guided professional experience provide an opportunity for the pre-service teachers to: Understand and appreciate the work of teachers by becoming actively involved. Become aware of the characteristics of students of different ages and in different

stages of learning Relate their developing theoretical understandings to the world of the classroom Gain an understanding of the school’s context and it’s implications for teachers Interact with individual and small groups of students Interact with the school community as a beginning professional Clarify their commitment to becoming teachers of middle/secondary school

students

Desired learning outcomesThat the pre-service teachers will: Begin to understand the work of the teacher Develop appropriate relationships with students of different ages and stages of

development Demonstrate an ability to relate theoretical understandings to the practical setting

of the classroom Demonstrate an ability to interact effectively with students Become accustomed to the idea of taking the role of the teacher Enjoy their time in the school environment

This professional experience is planned to: Be fully integrated within the theoretical topic of Literacy and Numeracy in The

Middle School Include a series of developmentally appropriate learning experiences and tasks for

the pre-service teacher Provide opportunities for the pre-service teacher to begin assuming the role of the

teacher Reduce anxiety about assuming the role of the teacher

Learning approaches include: Recording of observations and /or journal writing Interacting with individual or small groups of students Discussion and reflection Undertaking tasks deemed developmentally appropriate by school personnel

GUIDELINES FOR PRE-SERVICE TEACHERSThe professional experience and personal insights to be gained though this professional teaching practice in a school will be invaluable to you as a developing teacher. The following guidelines are intended to help you to get the most out of your visits.

4

YOUR RESPONSIBILITIES

Planning for your Professional ExperiencePrior to your first meeting with the School Coordinator, read through the following pages of observation tasks and activities. Each school is unique. Your own experience of schooling may be similar or quite different from the school you are visiting. It is suggested that you

Gather information about your school prior to your first visit. Search the internet and read their website. Find out about the school’s mission statement and key school policy documents

which guide decision-making and practice within the school. Record contact telephone numbers for the school. Learn the names of the School Principal, the Deputy Principal and other personnel

as quickly as possible. Obtain a map of the layout of the school so that you can independently navigate

around the various buildings and classrooms. Obtain a copy of a general school timetable.

Professional conductOne thing you will quickly observe is that schools are very busy places. Please be considerate of how busy teachers are and bear in mind that they may not have large amounts of time to spend with you. Your school has undertaken to accommodate you as a visitor, and offer you the chance to find out about their staff, their students and their programs.

The school recognises that this is your first experience as a pre-service teacher in a school. You may be apprehensive or nervous about this transition. The staff will undoubtedly make every effort to help you. They will appreciate your interest, enthusiasm, willingness to learn and professional conduct.Remember to:

be punctual and adhere to your negotiated days listen respectfully contribute your ideas tactfully be open, positive and sensitive in your communication seek and take advice respect the confidentiality of information you receive try hard to develop good relationships with staff and pupils become aware of the school’s conventions with regard to parking, dress, use of the

staff room and canteen facilities, and general demeanour observe and learn from the different ways in which teachers interact with students

and understand that you can be friendly with students without being too familiar. Remember that you are a pre-service teacher, not a student, in this school.

Your conduct at all times will reflect your professionalism.

Attendance responsibilitiesHonour the commitment you have made to the school. Failing to attend on negotiated days or continually changing days is very disruptive for the school program and you could be at risk of failure.

Punctuality and reliability are important aspects of professional conduct.

5

Plan to allow yourself enough time when you arrive at the start of the day to get organised well before classes begin. Confirm that your pre-arranged plan is still in place and be flexible should circumstances dictate that plans need to be changed.

If you are sick, please notify the school between 8.30 am and 9 am.You will need to negotiate, with the School Coordinator, a convenient time to make up any missed days. Contact the University Liaison Officer if there are any problems in this regard.

At the end of Semester 1 negotiate and plan your following 10 days for Semester 2. (see the following Note) The school Coordinator is expecting that you will return to the school.

Note: EDUC 2403 lectures and tutorials commence in Week 5 of Semester 2. Students need to commence the Professional Teaching Practice 2 by completing a block of 5 days at the beginning of the school term 3.

Keeping recordsIn Semester 1, the allocated 10 days must be completed in order to pass EDUC 2302 Literacy and Numeracy in the Middle School. It is each student’s responsibility to ensure that an accurate record of attendance is kept. This is signed by the School Coordinator or other school staff member after each visit.

The attendance record, together with the Report sheet (see section on assessment on page 7), needs to be submitted with an assignment cover sheet through the Professional Experience Office before the 25th June, 2010.

Note: When submitting the attendance record, submit a photocopy, and retain the log sheet in your booklet for your own records. However, the original Report sheet with original signatures, needs to be submitted.

School Coordinator’s responsibilitiesWhen you are at the school, the school coordinator will oversee your visits. He or she will most likely be an extremely busy person. Initially, your Coordinator will help you to plan a program of activities so that you know prior to each visit how you will allocate your time at the school each day. He or she will negotiate with the relevant school staff to apprise them of your visit and the nature of your observation task. He or she will be your point of contact at the school, should you have any questions or concerns.

You will need to negotiate with your Coordinator the process by which your attendance record is to be signed each week. The School Coordinator will contact the University Liaison Officer if they have any concerns about a particular pre-service teacher, or any questions about the teaching experience.

AssessmentProfessional Experience is an essential component of the Flinders University Bachelor of Education combined degree. Undergraduate students complete a minimum of 80 days of Professional Experience.

6

At the completion of the Professional Experience, all pre-service student teachers are expected to achieve The Standards for Entry to the Register for the teachers Registration Board of South Australia.

The Semester 1 Report requires a brief statement about the School Context to be completed by the pre-service teacher followed by a learning evaluation, outlining his/her learning during the practicum, also completed by the Pre-service teacher. It also requires a summary statement of assessment to be completed by the School Coordinator or supervising teacher.

This Professional Experience Report sheet (please keep a copy for your own records) is to be detached and submitted with the copy of the Log sheet at the end of the Semester.

Remember: Professional Teaching Practice 1 must be completed in order to pass the topic EDUC2302.

It may happen that a student decides during this Professional Experience, that he/she would like to rethink his/her career choices, or that school personnel may wish to suggest that the pre-service teacher is not suited to the teaching profession. In this event, the Flinders University Teaching Experience Liaison Officer should be advised and asked to assist.

Please see PAGE 15: Professional Experience Report (PTP1 Assessment).

University Liaison Officer’s responsibilitiesThe University Liaison Officer will make contact with the School Coordinator at the beginning of Professional Teaching Practice 1, and will be the point of contact for the School Coordinator to answer any questions or to deal with any student-related issues. Attendance records will be collated by the Professional Experience Officer and a summary submitted to the Topic Coordinator at the end of the semester.

7

SUGGESTED ACTIVITIES

The life of school is very diverse, and there are more activities suggested than you will have time to complete. Not all activities listed in this booklet may be possible to undertake at your particular school. Your school may have suggestions as to additional opportunities they can offer you to participate in school programs or special projects which may be of interest to you.

Select from the suggested list your preferred options, but be open to suggestions the School Coordinator may make and be sensitive to the school’s resources. With your School Coordinator, you can plan a program of activities so that you can get the most out of your professional experience, and become a valued addition to the school community for the duration of your stay.

Your 10 days of Professional Teaching Practice 1 will usually be spent in either- a peer mentoring program, where you will work with assigned students or groups of

students- a school/classroom based set of observations and tasks where you are more likely

to be assigned to staff membersWhichever type of program you are offered, you will need to show initiative and responsibility.

There are two complementary aspects to your experience in the school.Firstly, it is an opportunity for you to affirm that you want to be a teacher, to develop an overview of the complexity of the organization we call ‘school’, and to see the many facets of a teacher’s role.Secondly, because it is an integral part of the topic EDUC 2302 Teaching literacy and numeracy in the Middle School, you are encouraged to make particular links between the theoretical aspects of this topic and the practical applications you see in the school/classroom.

We strongly urge you to keep a journal, recording your learning, thinking and your reflections on some of the questions and activities suggested here.

The suggested activities may assist you to make the appropriate links. However, these are not prescriptive, since, as a cohort of student teachers, you will be assigned to different levels of schooling, in schools of different size and serving different kinds of communities, take part in different kinds of programs, and teach in a range of different subject areas. It is partly this complexity which requires you to show initiative in negotiating with the leaders in your school so that your experience in the school is valuable and one which helps you to understand what it means to be ‘a teacher’.

Working with literacy and numeracy in the classroom

8

What positive encouragement do you see students being given for their achievements in literacy and numeracy? How important does this appear to be?

What are the teacher’s assumptions about what, and how much, students can do independently? What are your assumptions? How hard do you think it is for teachers to keep their expectations of students high?

What evidence do you see of students assisting their peers with literacy and numeracy?

What peer tutoring of literacy and numeracy is established by the teacher in the classroom?

What benefits for the development of literacy and numeracy can you see in mixed ability classrooms?

Locate examples of explicit teaching of literacy and numeracy. Is this teaching provided by the teacher to the whole class, to small groups or to individuals? How much of this explicit teaching appears to be carefully planned by the teacher, and when does it appear to be provided as a need is displayed by a student or students? What cues are teachers picking up on when they do ‘incidental’ or ‘point of need’ teaching?

How is this explicit teaching provided? What do you learn from this observation and did you also learn some new literacy/numeracy skill or understanding?

What resources have your teachers used to extend their own knowledge? Can you have access to these? Would they recommend particular kinds of professional development?

How is use of the library integrated into general class activity? How are students supported to locate information in the library?

What other forms of communication, (ICT, visual etc) do students use in their learning?

Literacy is part of the SACSA Essential Learning – Communication What can you see happening both in the classroom and in the school at large to

support the development of students’ communication skills and in particular literacy? [In the topic EDUC 2302 the point that literacy and numeracy are learnt cross curriculum is frequently made. Keep a constant look out for evidence of literacy learning in all classwork.]

What role does numeracy play in school/classroom communication? Collect evidence of numeracy being assumed as part of literacy/communication. What kinds of communication are students encouraged to participate in? (write/read

daily bulletins, manage noticeboards, participate in assemblies, compile parent newsletters, manage web pages …)

What provision is made to communicate with students and/or parents who are not fluent in English language?

Communication is identified by SACSA as an Essential Learning and is to be assessed. How does this occur across the curriculum?

Luke & Freebody’s ‘Four Resources Model’ (see http://www.myread.org/readings_freebody.htm link to the Four Resources reading for further explanation of the model, or http://www.myread.org/what.htm for a table summarising the Four Resources Model)

The Four Resources Model was developed by Freebody and Luke and initially presented in an article published in 1990 as the Four Roles of the Reader. The model has been

9

further developed and is now referred to as the Four Resources Model. The model is useful for teachers for identifying practices and resources required and used by students as they engage in literacy work. The model can be used in a range of ways such as planning literacy activities in a unit of work, checking types of literacy tasks students are being asked to engage with or are having difficulty with, reviewing the repertoire of resources students bring to literacy activities, or the implications for literacy learning of the social and cultural backgrounds of the students. The literacy resources referred to by the model are:

1. Code breaker (using the symbols and signs that convey meaning)2. Meaning maker (making literal and inferred meanings from a text by drawing on

previous experiences)3. Text user (using a text by drawing on knowledge about the purpose, structure

and uses of the text)4. Text analyst (based on critical analysis of the text reflecting on what is shaping

the meaning of the text and how that meaning is being conveyed)

You will be using the Four Resources Model when you engage with points below during you observations in the school setting.

Look for examples of decoding assistance provided to students. What does it look like, why does is happen, how important is it for the student(s)?

If you are working with a student experiencing difficulties, what can you find out about their decoding skills? How did you do this? (Think about both literacy and numeracy.)

Look for examples of teachers activating students’ prior knowledge, or background knowledge about the subject of the text, or the process to be used. At what point in the use of the text or the unit of work does this occur?

When and how often within a topic does activation of prior knowledge occur? How important does this appear to be for the students?

What prompts a teacher to activate prior knowledge? How does the teacher do it (eg. questions, analogies)?

In literacy studies, genre is the term used to refer to text types,(e.g. narrative/story, report, recount, explanation, etc). Work using genres is important. At what point in a unit of work or a particular task does working with genre occur? Where would it have been helpful for you if you were the writer?

Is there evidence of work on text genres where students are reading, or are the examples primarily for writing?

What have you learned about genres yourself from being in this classroom? Do you have the knowledge to do the same kind of teaching?

Collect examples of genre formats that you see teachers using. What examples of critiquing of texts do you see happening in the classroom? Is this

critiquing only related to the reading or viewing of texts? If no, in what other situations is there encouragement for students to critique texts?

What kinds of questions assist students to critique texts? Do you see work on more than one resource from the Four Seasons model,

happening in quick succession? Do you see work using all four resources happening within one lesson?

Do you think highly successful students are using the four resources better, or just differently, from students who are experiencing difficulty. What implications might this have for teachers?

Do you think there are other aspects of working as a literate person that are not covered by the four resources to be seen in the classrooms you are visiting?

Is the model helpful to you when observing/working with numeracy?

10

If you are not placed in a classroom, is there evidence of the value of the four resources for students as they are engaged in other activities in the school?

Numeracy Numeracy can be defined as the ability to understand, analyse, critically respond to and use mathematics in different contextshttp://www.sacsa.sa.edu.au/index_fsrc.asp?t=SEARCH-TEXT=numeracy&Search.x=27&Search.y=13 (accessed 12/12/07)

In what forms is numeracy evident in classrooms, especially in your subject areas? Document some of these.

Do teachers make a distinction between mathematics and numeracy? Would you? What numeracy abilities are expected of students? What direct or explicit teaching

is provided to enable students to complete the numeracy based tasks? Would you be able to do such teaching?

When students are using numeracy, how are links made between mathematics and everyday contexts?

How do teachers assist students who experience difficulties with numeracy in the classroom (outside lessons allocated to maths). Think broadly here – eg. compiling a time line of a novel in English, measuring in home economics, construction in tech studies, using graphs or data in S&E or PE, etc.

Reflect on how you would feel coping with students experiencing these difficulties. What skills and insights do you need to develop in order to understand the difficulties these students are experiencing, and to assist students to overcome these difficulties?

Can you see opportunities for teachers to include numeracy into the lessons you observed?

Collect examples of great numeracy activities, or ways of assisting student with numeracy, that you see used in your subject area.

Social and cultural contexts Locate the school’s context statement and the school’s website and any other

available literature profiling the school. What do you learn about the school, its student population and its context? What seems particularly interesting, surprising to you? What doe these elements of the school mean for the work of the teachers?

Does the school have a policy or information for teachers on literacy and numeracy? How does it ‘match up’ against what you are learning at university?

What evidence can you collect about commitment to literacy and numeracy teaching across the curriculum in the school?

What evidence can you find that the school builds bridges with its community through, for example, newsletters, bulletins, special projects, topics studied at school, guest speakers etc?

What recognition and celebration is there of what students do/produce? Does the school curriculum (especially in literacy and numeracy) show evidence

that it has taken students’ social and cultural backgrounds into account? Might you have expected it to? Can you see opportunities to do this?

What connections are made by the school with the community it serves? How significant are these in helping students to feel that their lives and experiences are valued?

Are there ‘clubs’ (overt or covert) which students use to affirm their literacies and numeracies?

What covert/unsanctioned literacy and numeracy practices do you see students engaging in?

11

In what ways do school events/activities outside the classroom support and extend students’ learning (or use) of literacy and numeracy?

In what ways does the school seek to cater for and move beyond the context of its location and social environment?

Suggested General Activities Meet with the head of department of your teaching area. Discuss the way this subject is taught in the school

o how many teachers/classes/students?o at which year levels?o is there a defined teaching area for this subject?o What teaching support is available?o What resources are available?

Ask to look at any available documents which relate to your subject area (eg department handbook, teacher-produced booklets, curriculum statements, policies, units of work, examples of students’ work)

What does the head of department believe about the relevance of this learning area to students in this school?

What knowledge, skills and dispositions does the head of department regard as being essential for teachers in this subject area?

Shadow a teacher from one or more of your teaching area specialties.

What does a teacher do in a day? Include a weekly timetable for that teacher. How does the teacher plan the year, term, week and day? What do they recommend as effective time management practices? How many different subjects are taught? What responsibilities other than teaching do they undertake? What office/private work space/preparation facilities/resources does the school

provide for the teachers? What is the thing they most enjoy about teaching? What are some of the challenges they face in the classroom and on the play

ground? How do they address them?

Planning and preparationConsider the statement “If you fail to plan you plan to fail” in relation to teaching.Effective teachers will devote a great deal of time to planning what they will teach and how they will teach it, bearing in mind who will be the learners.Ask a teacher if you could have a copy of a subject curriculum or a teacher’s plan for a unit of work. Try to discern:

What are the aims – what will the students be trying to do? What are the key concepts or questions? What activities will be included? What time allocation will be required? What resources will be needed? What homework will be required? What assessment or evaluation will be carried out? What considerations and provisions are made for diverse learners?

Once an overview of a unit of work is developed, teachers need to consider how they will translate these ideas into practice, and how they will implement these ideas in the allocated block of lessons. Each lesson will be planned accordingly. A lesson plan summarises these important considerations, usually in a single page format. Lesson plans

12

may be formatted in a variety of ways. Some teachers prefer to write detailed lesson plans, others may use them more as outline guides. In your next Teaching Practicum, you will be expected to write detailed lesson plans to discuss with your supervising teachers and University Liaison staff.

Ask a teacher or the head of the department for a copy of a lesson plan that they use or recommend.

Ask that teacher if it is possible to observe them teach the lesson for which they have given you a completed lesson plan. Follow the lesson as it is taught, making notes on the plan. Discuss with the teacher any deviations from the planned lesson that might have occurred and why.

Alternatively, ask a teacher if you can observe them teach a lesson and use the blank lesson plan pro-forma provided in this booklet (Appendix B) to record your observations of the lesson. Discuss with that teacher what you recorded and how closely your perception matched the teacher’s intentions.

Try to compare several different lesson plan pro-formas and devise one which you think will document the necessary information in a style which will suit your needs.

Recommended Readings Fox, M. & Wilkinson, L. Second Edition. English Essentials, Macmillan, Melbourne

Groundwater-Smith, S.; Brennan, M.; McFadden, M. & Mitchell, Jane. 2001Secondary Schooling in a Changing World Harcourt. Sydney, NSW

Marsh, Colin J. 2000 Handbook for Beginning Teachers, Pearson Education, Australia

http://www.decs.sa.gov.au/docs/foles/communities/1/Teachers_Work_Nov2001.pdf

Updated: 8 December 2009

Lesson Plan ProformaUnit Topic: Curriculum Link: Year Level:Lesson Number: Lesson Topic: Learning Area(s):Unit Aim or Outcome:

Lesson Outcome: (What do I want the students to be able to do, know or think at the end of this lesson?)

13

Resources: (List what you will need to have on hand for your lesson and organisational matters)

Lesson Outline: Introduction:(How best to motivate and explain the importance of this lesson. This should be about 5 minutes with links to prior learning or experiences).

Teaching Strategy/Learning Activity:(Ask yourself, ‘What will support the students to learn the concepts I’m trying to teach? How can we reach the outcomes I’m aiming for? What will the students be doing? What will I as teacher be doing?’

Concluding Strategy:(Ask yourself, ‘How can I capture the main learning points of the lesson?’)

Assessment: (What will be the assessment task? This needs to be related to the proposed lesson outcome.How will I record student progress?)

Any special considerations or contingency plans: (Consider the students with special needs or the particular needs of your class or school)

Self Reflection: (Anticipated self-questioning.)

BACHELOR OF EDUCATIONPROFESSIONAL EXPERIENCE REPORT

Professional Experience OfficeSchool of Education

Professional Teaching Practice 1- AssessmentTelephone: 8201 5793Fax: 8201 2568

PRE-SERVICETEACHER (Student)

YEAR LEVEL(S)

SCHOOL SUBJECT(S) (if applicable)

14

SCHOOLCO-ORDINATOR

10 day Placement 4 days during “O” week 22-26 Feb plus 6 days during Terms 1 and 2

School Context: To be completed by the Pre-service teacherPlease write a brief statement about the school and the classroom/s you have worked in during your placement

Learning Evaluation: To be completed by the Pre-service teacherPlease write an evaluation of your learning during your placement

Summary statement: To be completed by the School Coordinator/ Classroom Teacher

OVERALL ASSESSMENT Not Satisfactory Satisfactory ………………………………………………………………………………School Co-ordinator / Principal Date

………………………………………………………………………………University Liaison Date

………………………………………………………………………………Pre-Service (Student) Teacher Date

Professional Teaching Practice 1

LOG SHEET

Name: _____________________________________________Student ID:_____________________

Name of School:________________________________________________________________

15

Name of Topic: Teaching Literacy & Numeracy in the Middle School

Topic Code: EDUC2302 Semester: S1

RECORD OF SCHOOL VISITS

Visit Date ofAttendance

Class or Area of the School visited

Hours attended

Signature of a School StaffMember

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Please Note: It is the responsibility of the pre-service teacher to ensure that this log is filled in and signed on each school visit. At the completion of PTP 1 (10 days), please hand a copy of the log in to the Flinders University Professional Experience Office.

DUE DATE: BEFORE 25TH JUNE, 2010. Preferably as soon as you have completed the 10 days

__________________________________________________________ ___________________School Coordinator for the Pre-service Teacher Program Date

__________________________________________________________ ___________________Pre-service Teacher Date

__________________________________________________________ ___________________University Liaison Officer (Elizabeth McKenna) Date

16