1 FACULTY OF EDUCATION PROFESSIONAL EXPERIENCE 3: EPT315 TEACHER AS MANAGER Guide to Professional Experience Placement Pre-service teacher: _____________________________________________________ School: _____________________________________________________ Faculty: _____________________________________________________ Associate Teacher: _____________________________________________________ INTRODUCTION Professional Experience 3 is a 25 day program in Session 5, designed to extend the pre-service teacher’s insight into the operation of schools and provide further scope for teaching development. It is essential that this document be read in conjunction with the Professional Experience Handbook. The pre-service teacher is currently completing studies in:- EMR302: PD/H/PE Curriculum (Bathurst) EEA310: Managing the Learning Environment ELN 302: Literacies for the Future (Wagga Wagga) EMA303: Arts Curriculum 2: Content and Context of Creative Arts K-6 During this professional experience pre-service teachers should: Reflect on and address evaluations from previous professional experience programs for focus in this placement. Design learning experiences that demonstrate skills in managing the classroom, with attention to PD/H/PE (Bathurst), Multiliteracies (Wagga) and the Creative Arts curriculum. Demonstrate quality communications skills essential for managing student learning and professional relationships. Demonstrate growth as a teaching professional in relation to the Graduate Standards and their own critical reflections. Successfully complete a 25 day school placement as assessed by the Professional Experience Assessment profile. The Professional Experience Handbook gives the associate teacher and the pre-service teacher a more detailed coverage of the professional experience arrangements for this placement. A copy of the handbook can be found at: http://www.csu.edu.au/__data/assets/pdf_file/0004/792724/Handbook-complete.pdf
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Details of the classes in which they will be placed
Teaching programs
During placement
Organise a teaching timetable and duty roster and ensure this complies with the 60% workload provisions
Develop teaching competencies (consistent with the final report)
Ensure all documentation is up-to-date and viewed by the associate teacher regularly
Arrive at school promptly and be prepared
Ensure any resources needed are located prior to lessons
Arrange time for regular discussions with the associate teacher
Abide by the policies of the school in administration, dress and grooming
Follow directions of staff at site with respect to professional expectations
At the mid-point of the professional experience placement, jointly complete the mid-session assessment component of the Professional Experience Report with the associate teacher
As a staff member
Be regarded as a temporary staff member and observe the same conditions as teachers
Remain at the school during prescribed hours
Abide by the regulations of the school
Completion of placement
Ensure attendance sheet and final report form are completed and signed by the associate teacher
Associate teacher Prior to placement
Access all placement forms and associated documents by using the electronic link provided by the Professional Experience Unit
Access the Professional Experience Handbook at http://www.csu.edu.au/__data/assets/pdf_file/0004/792724/Handbook-complete.pdf
Provide information to pre-service teacher about: o The school’s policies and procedures o Setting and background interest of pupils o Available resources o Hours of work and duties expected o Any extracurricular requirements
During placement
Provide information and resources to pre-service teacher as required
Permit the pre-service teacher to take full control of the classroom
Support the pre-service teacher as required
Observe formally and provide detailed written and oral feedback on at least one lesson a day which is planned and implemented by the pre-service teacher
At the mid-point (end of day 13) of the professional experience placement, jointly complete the mid-placement assessment component of the Professional Experience Report with the pre-service teacher
Completion of placement
Ensure attendance record, task completion record and final report form are completed, signed and a copy given to the Pre-service teacher.
Ensure signed attendance record, task completion record and final report form are emailed to the Professional Experience Unit at [email protected] at the conclusion of the placement
Attend a meeting at the Professional Experience Unit
Become familiar with the school hosting the pre-service teacher During placement
Contact pre-service teacher and the associate teacher in accordance with the timetable outlined
Support the pre-service teacher and the associate teacher with any issues that arise during the professional experience (including placing pre-service teacher At Risk if placement is not going well)
Ensure the associate teacher is comfortable with the completion of the final report form and all other paperwork
Completion of placement
Attend a meeting at the Professional Experience Unit if possible
Professional Experience Unit Prior to placement
Organise placements for pre-service teachers in schools
Advise and send out appropriate electronic forms and documentation to schools and pre-service teachers
Allocate professional experience liaison officers to pre-service teachers
Host meeting with professional experience liaison officers During placement
Be a central contact point for associate teachers, pre-service teachers and professional experience liaison officers in case of any issues
Manage liaison and record-keeping between parties concerned with At Risk cases Completion of placement
Receive all final report forms
Forward report forms and related work to other staff as necessary
Arrange payment for associate teachers and/or mentors and professional experience liaison officers
Host evaluation meeting with professional experience liaison officers.
Subject coordinator Prior to placement
Provide pre-service teachers with an academic program which facilitates the achievement of the learning outcomes and prepares them for their work and learning in the professional setting
Support pre-service teachers in making explicit connections between theory and practice
Facilitate discussion of aspects of school life such as school policies, procedures and general professional issues
Supervise the setting of professional goals for the placement as framed by the Australian Professional Standards for Teachers
Support and extend pre-service teachers’ skills of reflection and self-evaluation During placement
Manage academic assessment item submission and any academic related queries from pre-service teachers
Support the Professional Experience Unit with At Risk cases
Completion of placement
Finalise assessment of pre-service teachers’ learning and award grades
Undertake subject evaluation and contribute to the review of professional experience programs.
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CONTACT DETAILS
If you have any queries or would like further information about this placement please contact the appropriate
member of staff at the pre-service teacher’s home campus:
Assessment Task 1 – EPT315 Professional Experience Goals
Using feedback from EPT215 and the goals you drafted following the practicum, identify three key goals to reflect
appropriate next learning steps for you during the EPT315 professional experience. Each goal needs to be written
in the SMART format with detailed indicators and action steps. Please refer to your Subject Outline for further
details and assessment criteria (rubric).
Assessment Task 2 - School/Class Profile and Weeks 1,2 Reflections
School/Class Profile
The School/Class Profile is a summary of the key characteristics of your placement school, class and learners. You will write this on the School/Class Profile template provided. It will provide important information regarding ‘who you will be teaching’ which will form the basis of how you design and plan lessons and learning experiences for the students in your class.
1. During the first week of your placement, observe and gather information relating to the school, the classroom (how it is organised, routines and procedures, the learning program…) and the learners in this class.
2. Use the sections in the School/Class Profile template as a guide to collate and summarise this information.
3. Use a range of sources to gather this information e.g. school website, prospectus, your Associate Teachers class profile etc…
4. Discuss your School/Class Profile with your Associate teacher and ask him/her to give you feedback and sign it to verify the accuracy of the information.
Weeks 1,2 Reflections
During each week of your placement briefly record (a sentence or a key word) any significant events that impacted your teaching and learning (both positive and negative). A significant event might be something that puzzles you or surprises you. It might be a time when you way, “This is what being a teacher is really all about” or “Do I really want to be a teacher now?” It might be a moment when you felt uncomfortable, confused or excited. It might be and experience that raised high emotions for you.
Each week select one significant event from your list, which impacted your own learning and professional development. Reflect on this one significant event using the following guidelines;
1. Describe the event, stating why this was significant for you at this time. 2. Explain why you think this happened in this way 3. Analyse how this experience connects to the NSW Quality Teaching and Learning Framework 4. Explain how you think it confirms or challenges your beliefs about teaching and learning 5. Consider how this experience will now change/ alter your teaching practice
The CSU template has been used. Template is Appendix 2 of this Guide. All sections have been fully completed. The document has been signed and dated by the AT.
The CSU template has not been used. Not all sections have been fully completed No AT signature
2. School & Community Description
A range of aspects have been detailed for each category. An appropriate implication for your teaching has been recorded.
Limited characteristics have been included. Implication does not link to own teaching.
3. Developmental characteristics
A minimum of 3 characteristics (relevant to your class) have been highlighted in each category. An implication for your teaching has been described for each highlighted aspect. Implications are clearly linked to the highlighted aspects.
Characteristics have not been identified. Implications either do not link to your teaching or are not appropriate for the identified characteristics.
4. Routines and Management
A full range of class procedures, routines and management strategies have been clearly identified and described. Pupil responsibilities have been listed. School-wide routines and management procedures have been included. At least 2 characteristics in each category of the classroom learning environment have been described.
Limited descriptions have been included.
5. Class and individual strengths, concerns and needs
Include at least 1 class and/or individual strength and concern with a concise description of the program in place. Special needs include learners who are having additional support in the classroom. At least 1 type of grouping has been included (e.g. ability grouping – Reading)
Limited class and/or individual strengths, concerns and/or needs have been identified. Programs to accommodate these needs have not been fully described.
6. Confidentiality First names or initials only have been used in all documentation.
Individuals can been identified within the documentation.
Reflections – Weeks 1,2
Weekly reflections for Weeks 1 & 2 have been submitted.
Weekly reflections for Weeks 1 & 2 have NOT been submitted.
1. Guidelines The guidelines have been carefully followed and a paragraph addressing each step
Not all reflections follow the guidelines.
2. Reflective thought
Reflection relates the significant event to personal growth, beliefs and feelings about what constitutes good teaching. Suggestions for improved practice have been included. Alternative viewpoints (students, parents....) and ethical, moral and justice issues may have been considered.
Reflection reports the significant event as a basic description with little or no analysis. No or little understanding of personal growth and/or what constitutes good teaching is evident
3. Quality Teaching Framework
Clear and appropriate links to the QTF have been analysed and explained, examples of practice and future practice have been included.
Vague and non-specific links to the framework have been made or no links have been included in 1 or more reflections.
4. Length of reflections
Each reflection is within the word limit of between 800 - 1,000 words.
Not all reflections are within the word limit of between 800 - 1,000 words.
Literacy
Spelling, Grammar, Punctuation
No errors in spelling, grammar and punctuation are evident
Errors are evident in spelling, grammar and/or punctuation
Semantics Content or meaning of the writing makes sense, and has clear semantic content.
Content and/or the meaning of the writing does not make sense.
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Criteria Satisfactory Unsatisfactory
Referencing APA referencing format has been applied accurately for in-text references and the reference list.
Errors in the APA referencing format have been made for in-text references and/or the reference list.
This assignment combines the following three Guide Book Tasks. These are to be completed during your final
week of placement (15-20 June, 2015) and signed by your Associate Teacher prior to submission.
1. Weekly Reflections, weeks 3, 4 and 5 (see guidelines above for weeks 1,2 reflections) 2. Summary Reflection 3. Future Professional Goals (see guidelines above)
Marking criteria for assessment task 3:
Criteria Satisfactory Unsatisfactory
Weekly Reflections:
Weekly reflections for weeks 3, 4, 5 have been submitted.
Weekly reflections for weeks 3, 4, 5 have not been submitted.
1. Guidelines The guidelines for each reflection as described in the Guidebook have been followed.
Not all reflections follow the guidelines (as outlined in the Guide book).
2.Reflective thought
Reflection relates the significant event to personal growth, beliefs and feelings about what constitutes good teaching. Suggestions for improved practice have been included. Alternative viewpoints (students, parents....) and ethical, moral and justice issues may have been considered.
Reflection/s reports the significant event as a basic description with little or no analysis. No or little understanding of personal growth and/or what constitutes good teaching is evident.
3. Quality Teaching Framework
Clear and appropriate links to the QTF have been analysed and explained, examples of practice and future practice have been included. Ability to integrate theory with practice has been demonstrated.
Vague and non-specific links to the framework have been made or no links have been included in 1 or more reflections. Limited evidence of connecting theory with practice.
4. Length of reflections
Each reflection is within the word limit of between 800 - 1,000 words.
Not all reflections are within the word limit of between 800 - 1,000 words.
Summary Reflection
A summary reflection using the required template has been submitted. Template Appendix 3 of this Guide.
A summary reflection using the required template has NOT been submitted or is incomplete.
1. Evaluative Summary reflection includes evaluative comment describing how well each standard was achieved and which areas need further development
Little evaluative comment has been included.
2. Examples Examples of practice and feedback have been included in the evaluation of the achievement of each standard and which areas need further development
Few examples of practice have been included and/or superficial links to practice/feedback have been described.
3. Personal Growth
Reflection applies teaching knowledge and connects this to practicum experiences. Strengths and areas for further development have been clearly identified and link to weekly reflections and feedback (report).
Reflection is reactive, lacking ownership and non-questioning and/or describes 'what worked' in action with little analysis of personal growth.
Future Professional Experience Goals
Future Professional Experience goals on the required template have been submitted. Template is Appendix 4 of this Guide.
Future Professional Experience goals on the required template have not been submitted.
Relevance All three goals are relevant to feedback received from school personnel and report ratings and comments.
Not all goals are responsive to feedback from school personnel, and report ratings and comments.
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Criteria Satisfactory Unsatisfactory
SMART format All three goals are specific, measurable, achievable, realistic and specify a timeframe.
Not all goals have not been written in the SMART format.
Indicators Indicators for all 3 goals are detailed and appropriate for each goal.
Some indicators are broad and non-specific.
Actions Actions for each goal are logical, specific and sequenced. They clearly describe what steps the student will take to achieve the goal.
Limited action steps have been recorded and/or action steps are not specific or sequenced.
Verified Associate Teacher has signed future goals. Associate Teacher has not signed future goals
Literacy:
Spelling, Grammar, Punctuation
Semantics
Documentation is free from spelling, grammatical and punctuation errors.
Content or meaning of the writing makes sense, and has clear semantic content
Errors in spelling, grammar and/or punctuation are evident.
Content and/or the meaning of the writing does not make sense.
Referencing: APA format has been correctly used for in-text referencing and in reference list.
There are three components to this assessment task, all are to be verified by the Associate Teacher (by signature) and are completed during the Professional Experience placement:
Final Professional Experience Report (which includes the mid-placement report) Attendance Record Task Completion Record
Final Professional Experience Report
The Professional Experience Report is completed at the mid and final points of the placement. The associate teacher will complete it in collaboration with the student teacher. The school principal may wish to record a comment on the final report. The mid placement report needs to be signed by the student teacher and associate teacher, the final report needs to be signed by either the principal or school coordinator, the associate teacher and the student teacher before it can be submitted to the Professional Experience Unit ([email protected]) by the associate teacher.
By the end of each placement the goal is to 'achieve' each of the standards and focus areas. Those rated at ’working towards' contribute to future placement goals.
Should any criteria be marked at 'causing concern' the student teacher may be placed at risk and a development plan will be designed and implemented to support future achievement.
Associate Teachers are asked to refer to the Professional Experience Handbook to familiarise themselves
with the procedures for dealing with a pre-service teacher At Risk. Should the Associate Teacher have
any concerns regarding the pre-service teacher’s achievement against the mandatory focus areas
of the AITSL standards the Notification of Concern form should be completed and emailed to the
Professional Experience Unit as a matter of urgency.
Attendance requirements for your Professional Experience placement are detailed above. This document is a daily sign in/out sheet verifying attendance and can be found on the Professional Experience Unit website at: http://www.csu.edu.au/faculty/educat/pep/home
Pre-service teachers are expected to be in attendance every day during the professional experience
placement, and must comply with attendance requirements during their placements in order to meet the
requirements of both the CSU degree and the NSW Institute of Teachers.
Only in extreme cases of illness or misadventure will absence be accepted. Even in such cases, a
maximum of two day’s absence in any one teaching session (excluding public holidays) can be allowed.
Pre-service teachers absent for more than two days, even with medical certificates, will be required to
make up all missed days in the same site immediately following the prescribed placement schedule.
Task Completion Record
This document verifies that all tasks have been completed during the placement. The Associate Teacher
signs off each individual task as it is discussed and completed. The document is included as an appendix
to this Guide.
Marking criteria for assessment task 3:
Satisfactory Unsatisfactory
1. Final Professional Experience Report
Mid and Final placement reports have been completed and signed by required parties.
Growth from mid to final placement has been demonstrated
The Associate Teacher has submitted the report.
Report is incomplete/ or has not been submitted.
2. Attendance Record
Documentation (medical certificate, leave form) has been provided for any absences.
Less than 2 days absence have been taken.
All days have been made up if 2 or more days have been missed during the placement.
Record has not been submitted.
Attendance requirements have not been met.
3. Task Completion Record
Associate teacher has signed off each task as having been completed to a satisfactory standard and submitted in a timely manner. Task completion is Appendix 4 of this Guide.
Record has not been submitted
Not all tasks have been signed off by the Associate Teacher.
Consider all the above and state how you will do better next lesson.
How will I adjust my teaching?
Choose one improvement that you really should focus on and think about how you will adjust your teaching. In consultation with your Associate teacher set a target/goal for the next lesson to
work on specifically.
Learning to teach – specific teaching target for this lesson (identified on lesson plan)
Evaluation of specific teaching target
How will I adjust my teaching as a result of this lesson
Specific teaching targets (should be written into next day’s lesson plan)
Associate Teacher’s Signature…………………………………………………… Date…………………………NB. This must be signed before lesson is taught
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APPENDIX 9: DAY BOOK TEMPLATE FOR ONE DAY
Date/
Time
KLA/Topic/Syllabus
Outcome
Learning
Outcomes/Indicators
Preparation
Resources
Teaching/learning Sequence &
Class Organisation
Assessment and
Evaluation
RECESS
LUNCH
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APPENDIX 10: DAY BOOK TEMPLATE FOR A WEEK – an example