guide to professional experience placement faculty of education professional experience 3: ept315...
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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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ROLES AND RESPONSIBILITIES
Pre-service teacher Prior to placement
Contact the school and gain information about:
School organisation
Policies and procedures of the school
Dress code of the school
Role of the school in the community
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
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University liaison officer Prior to 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:
Bathurst Wagga Wagga
(02) 63384156 Lesley Stoneman
Professional Experience Coordinator
(02) 63334376 Janine Richards
Professional Experience
Coordinator
(02) 63384454 Diane Fletcher
Administrative Officer
(02) 69334417 Jenny Logan
Administrative Assistant
Postal Address Professional Experience Unit
Faculty of Education
Charles Sturt University
Panorama Ave
BATHURST NSW 2795
Postal Address Professional Experience Unit
Faculty of Education
Charles Sturt University
Locked Bag 588
WAGGA WAGGA NSW 2678
ASSESSMENT
Professional Experience subjects are assessed as:
SATISFACTORY (SY): The pre-service teacher meets all requirements of the subject at a satisfactory level
UNSATISFACTORY (US): The pre-service teacher does not meet all requirements at a satisfactory level
GRADE PENDING (GP): This may be awarded to a pre-service teacher who has experienced illness or
misadventure and has therefore been unable to complete their professional experience. Provided that progress had
been satisfactory up to this time, the Professional Experience Coordinator will negotiate an appropriate time with
the Associate Teacher, school and pre-service teacher for the completion of the professional experience. In some
circumstances, it may be necessary to complete the professional experience in a new placement. NB: A Grade
Pending is determined on application by the student using the university’s Special Consideration form found at
http://student.csu.edu.au/administration/forms/assessment-forms/Application-for-Special-Consideration.pdf
In order to pass this subject, students must complete and submit all assessment items and achieve a 'satisfactory'
mark for all assessment tasks. The requirements for a 'satisfactory' mark are that assignments meet the
assessment criteria as detailed under the requirements for each individual assignment. Assignments which do not
meet the criteria mentioned above will not be deemed to be at a 'satisfactory' standard and will receive an
'unsatisfactory' grade
There are 4 assessment tasks for this subject:
Assessment Task Due date Return date Submitted to/by
(a) Professional Experience Goals 30-March-2015 20-April-2015 EASTS
Preservice teacher
(b) School/Class Profile and Weeks
1,2 Reflections 03-Jun-2015 24-Jun-2015
EASTS
Preservice teacher
(c) Weeks 3-5 Reflections, Summary
Reflection & Future Goals 22-Jun-2015 13-Jul-2015
EASTS
Preservice teacher
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(d) Report, Attendance & Task
Completion
27-Jun-2015 18-July-2015 [email protected]
Associate Teacher
Assessment tasks 1, 2, and 3 are submitted electronically to the CSU Assignment Section via the Electronic
Assignment Submission Tracking System (EASTS). Assessment task 4 (Professional Experience Report,
Attendance Record and Task Completion) are to be submitted by the Associate Teacher to the Professional
Experience Unit via e-mail ([email protected]).
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
Marking criteria for Assessment task 2
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Criteria Satisfactory Unsatisfactory
School/Class Profile
1.Template use and verification of information
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.
Assessment Task 3 - Reflections (Weeks 3-5), Summary & Future Goals
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.
Errors in referencing are evident.
Assessment Task 4 - Report, Attendance & Task Completion
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 Record
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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.
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SUGGESTED PROGRESSION OF TEACHING Over this professional experience you will need to move through the following sequence of teaching and
professional experience tasks outlined in Table 1.
Note: Teaching tasks are the suggested minimum requirements and may need to be adjusted in response to the
needs of your context and your own development and progress.
Table 1: OVERVIEW OF TEACHING AND TASKS
Week Teaching Tasks Assessment Tasks
Prior to
placement
Complete and submit
Professional Experience Goals
- Appendix 1
Week 1
Observation
Small group teaching
Individual class lessons (see Appendix 7 & 8)
Begin to develop the teaching/learning program for
Weeks 3-5.
Situation analysis - Appendix 2
School & Class Profile
The diverse learning
environment
Managing the diverse
learning environment
The teacher’s role
Professional goals shared with
AT
Weekly reflection
Resource collection
Week 2
Teach single lessons (group and whole class) each day
building to a session by the end of the week.
Complete teaching/learning program for weeks 3-5
Weekly reflection
Resource collection
Mid-placement report
consultation and completion
Week 3 Teaching several sessions building to a full day by the
end of the week.
Weekly reflection
Resource collection
Week 4 Two consecutive full days of teaching and a variety of
sequences of lessons.
Weekly reflection
Resource collection
Week 5
Teaching a minimum of 6 sessions individually.
Assume a 0.8 teaching load – this is approximately a full
time teaching load, minus 3 sessions per week.
Weekly reflection
Resource collection
Summary reflection and future
goals - Appendix 3 and
Appendix 4.
Attendance Record –
Appendix 6 (to be completed and
AT to email to [email protected])
Task completion (Appendix 5 -
to be completed and AT to email
Final Report (to be completed
and AT to email to
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CYCLE OF SUPERVISION
The pre-service teacher and the Associate Teacher should engage in the following cycle of supervision:
Stage 1:
Planning conference where the content and focus of the lesson to be planned are
discussed.
Stage 2:
Pre-teaching conference where the Associate Teacher reviews the plan for the lesson(s) to
be taught.
Stage 3: Observation of the teaching by the Associate Teacher/University Liaison Officer using the
Teaching/Learning Experience Feedback Sheet. During this professional experience
Associate Teachers are requested to 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.
Stage 4:
Self-evaluation of teaching by the pre-service teacher prior to the feedback conference with
their Associate Teacher.
Stage 5: Feedback conference where the observer discusses with the pre-service teacher the
descriptive information previously recorded, facilitates a reflective discussion around the
lesson in terms of goals, planned learning outcomes and Standards, and discusses ideas for
improvement. Often the feedback conference concludes with planning for the next
observation session and so establishes a cycle of supervision.
PLANNING AND TEACHING DOCUMENTATION
Pre-service teachers must ensure that they have documentation complete, up to date, organised and professionally
presented. During this placement documentation and tasks should be organised into a folder.
All documentation must be up to date and available to the Associate Teacher and University Liaison Officer
at all times. On the final day of the placement (or earlier if requested by the Associate Teacher) the Professional
Experience Folder must be submitted to the Associate Teacher for assessment. It does NOT need to be returned
to the university.
SITUATION ANALYSIS (Week 1)
The starting point for planning for any class is a clear profile of the school and class. During the first week at the
school you are required to develop a profile of your class which you will use in planning to teach the class and will
include in your professional experience folder. Your school/class profile is part of your assessment task 2. In
addition the following are helpful for your fuller situation analysis and will help you quickly become familiar with how
this class operates. Complete these in week 1 also and keep in your Professional Experience folder;
(a) The diverse learning environment (floor plan plus half page of comment)
It is essential to get to know the students in your class and the way in which the learning environment is
arranged and managed. During the first week you are required to:
Draw a plan of the classroom
Annotate your classroom map with the following information:
Classroom facilities and purposes of classroom areas
Name of each student in their seating position
Discuss with your associate teacher, and note, why students are seated in particular locations, and the
groups to which students belong.
(b) Managing the diverse learning environment
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As a visitor to the classroom you are required to initially follow the teacher’s methods of classroom
management. During the first week you are required to:
Familiarise yourself with the classroom teacher’s routines and strategies for managing the class.
List the various strategies being used and discuss these with the teacher. Pay particular attention to
the use of non-verbal strategies.
Note the groupings of students in different subjects and the reasons for particular groupings
Look at the school’s welfare/discipline policy, note the system and how you can use it in your
management of student behaviour. Observe how your teacher implements the policy and which
students may have special programs
Make note of the teacher’s expectations of student behaviour, what is acceptable and what is not.
Observe the teacher’s varying strategies for different situations. You will need to implement this
during your professional experience.
(c) The teacher’s role
Make a copy of the teacher’s timetable and discuss the structure of the timetable and the rationale
with the teacher.
Ask permission to view the teacher’s program to gather ideas about organisation of a teaching
program.
Observe and note down all the tasks that your teacher (and other teachers, if possible) is
required to undertake utilising the following categories:
teaching tasks, e.g., special interest lessons
non-teaching tasks, e.g., contributions to staff meetings, curriculum/ Year Level coordination
optional tasks, e.g., Choir, sports coaching or team management, Koori dance group
other activities, e.g., program coordination
LESSON PLANNING & EVALUATION (Weeks 1 and 2)
All planning MUST be available at any time for perusal by supervising personnel.
During this Professional Experience lessons will initially be planned and recorded on the planning formats
in Appendix 7 - 13. Other planning formats appropriate to the context and approved by the Associate
Teacher may be used; however, these MUST include the elements portrayed on the CSU planning
documents (e.g., rationale, syllabus outcomes, syllabus content).
Pre-service teachers are required to complete detailed planning for each lesson. This should be at a standard and
with sufficient detail that would allow another teacher to teach the lesson. This will include the documentation of a
daybook for the duration of the placement. Pre-service teachers should select the planning pro-forma that is most
suitable for the teaching purpose (e.g., a plan for a group, unit plan, a ‘routine’ lesson plan.) The “backward design”
approach, represented by the following questions, should be used as a thinking process when planning for any
learning. This approach is:
What do I want the students to learn? (Learning objective)
How will I know they have learned this? (Indicators or success/achievement criteria)
What learning experiences would best help them learn this? (Learning activities)
All lessons are to be evaluated fully and teaching targets set for the next lesson/session/day
It is important that all lessons/learning activities be planned and discussed with the Associate Teacher prior to the
commencement of lessons on the day on which the teaching will take place.
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Individual lessons should be evaluated using the pro-forma in the Appendix (or an equivalent pro-forma).
PLANNING AND EVALUATION (Weeks 3-5): Weekly teaching/learning program
It is expected that pre-service teachers will develop a weekly teaching/learning program for the class for
weeks 3-5 of the professional experience. The preparation of the teaching program needs to be a
negotiated process that begins during the first week of the Professional Experience placement.
• All Key Learning Areas being taught in this context at this time must be included except for curriculum areas
covered by the release teacher or KLAs taught in alternate terms.
• The weekly program will provide an overview of the Key Learning Areas being taught and when they are being
taught. More detailed planning will support this overview. This may include lesson plans, unit plans, planning
for group instruction and/or plans for KLAs that reflect a routine approach. These detailed plans will include a
developmental sequence (introduction, development, and conclusion) of learning opportunities and
assessment strategies that relate directly to the relevant syllabus. They will also include the relevant resources
to be used to support the learning opportunities and include appropriate outcomes and indicators for the
stage/s taught.
• Ongoing annotated evaluations need to be recorded in the teaching/learning program. These evaluations
should outline the suitability of activities, achievement of outcomes/indicators, appropriate use of resources,
timing and planning, effect of teaching and assessment and communication strategies and should outline what
changes should be made next time, why these changes should be made, and how these changes will be
implemented.
• Planning and evaluations contained in the teaching/learning program need to be registered by both the pre-
service teacher and the Associate Teacher (initialled, ticked and dated) when complete. Amendments to plans
should be noted where changes to the program are found to be necessary, e.g., because of a change in the
anticipated class or school timetable.
• It is expected that most of the program will be planned and implemented by the pre-service teacher under the
guidance and with the support of the Associate Teacher.
• During the first week the pre-service teacher’s role is to develop rapport with students, establish their learning
needs, begin to prepare the teaching program and get to know the available resources in the school.
• By the end of the second week, a program/overview with draft detailed plans for weeks 3 & 4 should be
completed. It is expected that this program will be developed in advance for Week 5 as the teaching program
for Weeks 3 and 4 is completed. This model is designed to reflect the internship model which will be
experienced in the final year.
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RESOURCE COLLECTION (on-going)
It is useful to develop a collection of ideas and materials which will assist in teaching practice sessions and in
teaching. This resource collection should be added to during each subsequent teaching practice session as
well as from other sources. This collection should be maintained separately from the Professional Experience
Folder. You are not required to submit the collection to the Subject Coordinator.
It is suggested that initially material be organised under specific curriculum headings in either an expanding file
or thick loose-leaf folders.
English
Mathematics
Science and Technology
HSIE
Creative Arts
PD/H/PE
Other non-curriculum sections should be included.
* Classroom Management
* Themes
* Ideas for Display
* Assessment/Evaluation
Naturally, as the collection expands a separate file will be needed for each age group. pre-service teachers
may find it more effective to develop separate sections for each school experience.
Other resources and ideas may include:
* Program lay-outs
* Record keeping
* Lesson plans
* Teaching methods
* Books - author, title, publisher, source, price, suitability
* Assessment e.g., checklists, sample tasks, feedback samples
* Recording of results, attainments, etc.
* Collections, e.g. songs, music, poems, stories, craft, art, special occasion.
As well as these files, samples of children's work showing date and age level should be collected. Add the
resources and ideas you feel are appropriate from Professional Experience
15
APPENDICES The following Appendices are provided to assist with scaffolding the Teaching and Professional Experience Tasks
to be completed by the pre-service teacher in consultation with the Associate Teacher.
GENERAL TEMPLATES
1. Professional Experience Goals for EPT315
2. Situational Analysis: School and Class Profile Template
3. Professional Experience Summary Reflection
4. Future Professional Experience Goals
5. Record of Task Completion
6. Attendance Record
PLANNING TEMPLATES
7. Lesson Plan Template
8. Lesson Evaluation Template
9. Day Book Pro-forma for One Day
10. Day Book Pro-forma For a Week – an example
11. Unit of Work Plan Template
12. Unit of Work Evaluation Template
13. Weekly Plan for an Instructional Group Template
16
APPENDIX 1: PROFESSIONAL EXPERIENCE GOALS for EPT315
Giving consideration to your course work and your expectations of this professional experience, state the goals to
which you intend to give highest priority in this teaching practice session.
1. This task must be completed and discussed with your Professional Experience Subject
Coordinator prior to the commencement of your placement.
2. These goals will form the basis of the targets for your teaching sessions.
3. Goals should be specific, expressed as outcomes and include indicators of success.
4. You should discuss your goals with your Associate Teacher at the commencement of your placement.
5. At this time you should also show your Associate Teacher your previous Professional Experience report
to plan an appropriate program to address your areas for development
Goal Indicators of Achievement of
the Goal
Actions you will take to work
towards achieving the goal
Professional Knowledge Goal:
Professional Practice Goal:
Professional Engagement Goal:
Other aims you may have for the professional experience:
Pre-service teacher: Date:
Associate Teacher: Date:
Subject Coordinator: Date:
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APPENDIX 2: SITUATION ANALYSIS: SCHOOL AND CLASS PROFIILE
Name: Associate Teacher:
School: Room
Class Level/Stage: Date:
Class Composition Girls: Age Range:
Boys: Age Range:
Cultural Composition:
The School and its Community
School
Community
Parental involvement and Communication
Using the information above, describe one implication for your teaching.
18
Developmental Characteristics for children (Early Stage 1 & Stage 1: 5-7yrs)
Highlight those characteristics that specifically describe this class
Physical Characteristics
1. is developing finer co-ordination, (may still prefer large muscle
activity)
2. hand-eye co-ordination is still developing
3. has a steadying growth rate
4. both sexes maintain a high level of flexibility
5. may have difficulty focussing eye on quick-moving objects
6. peripheral vision is not yet developed
7. needs a balance between physical activity and food intake
8. static and dynamic balance are still developing
9. enjoys vigorous activity, tires easily, but should recover quickly
10. it is improving basic motor skills and combining them in
- uncomplicated games
- moving free space
- responding to rhythm
11. needs and enjoys repetitive practice and revision to learn and
maintain
12. has increased perception of dangers in the environment, though
still prone to mishaps
Implications for my teaching...
Social Development
1. individualistic but shows a need for adult approval
2. may be largely interested in self but increasingly interested in
others
3. can learn to work and play co-operatively with peers
4. gender role identity/stereotyping begins
5. understanding of causes and consequences improves
6. better at sharing and taking turns
7. can be highly imaginative and imitative
8. adult provided strategies assist with self-control. Children can
generate only a few strategies on their own
9. delay of gratification improves
Implications for my teaching...
Cognitive Development
1. understands concrete ideas but not abstract
2. is extremely creative and enjoys make believe
3. movement from concrete operation to understanding the world in
conceptual terms
- child used signifiers such as mental images,
- imitation, symbolic play , drawing and language to
- deal with experiences
4. showing initiative as they experience and try out new things
5. likes to explore and find out things but also likes to learn and
apply rules
6. locked into perceptual world (believe what they see)
7. limited attention span
8. by utilising the support of peers, other students within the
environment promotes effective learning
9. enjoys and instinctively responds to rhythm and music
10. finds security in repetition
11. knowledge of the world is limited to own direct experience of it
12. has difficulty doing more than one thing at a time
13. cannot retain more than two instructions at a time
Implications for my teaching...
19
Developmental Characteristics for Children (Stage 2: 8-9 years)
Highlight those characteristics that specifically describe this class
Physical Characteristics
1. recovers more quickly from exertion
2. may be curious about how his/her body grows and functions
3. is gradual; some early maturers evident
4. shows improved co-ordination, persistence an body control
5. can follow moving objects more readily with eyes, often in co-
ordination with hands, feet and equipment
6. uses physical skills for social communication
7. responding more to rhythm
8. continues to explore and gain proficiency in basic and more
complex motor
9. skills in:
a. using own body
b. using equipment
c. using space, changing direction
d. working and playing in different surroundings and groups
e. responding to rhythm
Implications for my teaching...
Social Development
1. grows in confidence and self-esteem if successful and accepted
2. can be both physically adventurous and socially careful
3. happily accepts leadership though may wish to participate in
setting the rules
4. can be comfortable relationships with peers, teachers and parents
simultaneously
5. can be persistent, assiduous and loyal
6. wishes to test self against others, though often resenting public
failure
7. begins to understand and accept differing abilities, cultures and
backgrounds
8. may be influenced by popular trends and high profile personalities
9. their peer group is an increasingly powerful source of models and
social reinforcers for behaviour
10. still developing the skills to work co-operatively in groups
11. establishing themselves in class hierarchy
12. encounter situations of competition and seek to prove themselves
13. developing independence
Implications for my teaching...
Cognitive Development
1. needs constant practice in learning concepts
2. limited reasoning ability, mostly restricted to observable situations
and concrete terms
3. children become concerned with how things are made and how
they work
4. day/dreaming increases as a form of mental play
5. oral an written language increases in complexity
6. language is used more to talk about things not readily perceivable
of imaginable
7. still needs concrete tasks to help solve problems
8. has increasing attention span, application and time at an activity
9. accepts direction and responsibility for increasingly demanding
tasks
10. continues developing creative ability if supported
11. has changeable interests, though some lasting interests may be
appearing.
Implications for my teaching...
20
Developmental Characteristics for children (Stage 3: 10-11 years) Highlight those characteristics that specifically describe this class
Physical Characteristics
1. may have a time of rapid growth, which can lead to poor posture,
awkwardness, co-ordinated movement, tiredness, lack of confidence
2. may differ markedly from other students in the rate of physical growth
and development
3. may reach sexual maturity
4. is moving towards refined co-ordination
5. has relatively mature vision and hand/foot/eye co-ordination
6. has a heightened interest in the growth and function of the human
body
7. needs activities to continue the maintenance of flexibility and fitness
8. needs a balance between physical activity, inactivity and food intake
9. can apply previously learnt motor skills with more efficiency and
complexity in
a. using equipment
b. using space in relation to specific games and activities
c. using speed
d. distance, accuracy, working and playing in a more
challenging environment
10. is capable of learning motor skills which require longer concentration
and endurance and fine motor skills
11. needs to take some personal responsibility for safety skills
Implications for my teaching...
Social / Emotional Characteristics
1. has fluctuating self-confidence and self-esteem in relation to body and
movement
2. is willing to accept direction an accept responsibility in many
circumstances
3. is increasingly capable of making decisions and taking leadership
roles
4. has inconsistent interaction with peers and some adults
5. can be greatly influenced by trends and personalities
6. may have strong and not well-controlled emotions
7. is beginning to display form attitudes
8. needs guidance in setting personal goals
9. can respond to the use of strategies
10. feels more strongly the need to be an accepted member of a group,
often the same sex
11. feels rejection and humiliation strongly
Implications for my teaching...
Cognitive Development
1. ability to deal with the world in terms of the possible rather than the
actual. Does not need to rely on concrete actions and can understand
the world through mental transformations – abstract thinking
2. uses prepositional thinking, able to test various propositions
systematically
3. thinking is also described as combinational, because it considers as
many combinations as possible
4. can interpret or even create subtle verbal meanings eg use of
metaphors
5. can select and combine from the wide array of meanings available that
which is appropriate to a new context; can move away from the most
immediate associations as his/her verbal schemas are complex and
differentiated.
Implications for my teaching...
21
Routines and Management (e.g., for different KLAs, transitions, etc...)
Class
Curriculum Routines: (based on Analytical Observational data)
School Routines:
Pupil Responsibilities
22
Classroom environment
Physical
Social
Cognitive
Strengths and Areas for Development (Learning and/or Behavioural)
Whole Class
Identified need Program in Place
Strengths
Areas for Development
23
Individual
Name Identified Need Program in Place
Strengths
Areas for Development
Special Needs
Groupings Used
Curriculum Area Type of Grouping Reason for Grouping
Other
Discussed with Associate Teacher on:………………………
Signed: Associate Teacher…………………………Student Teacher……………………………
24
APPENDIX 3: PROFESSIONAL EXPERIENCE SUMMARY REFLECTION
a) Evaluate your performance in this teaching practice in relation to your personal goals and growth and
development during this Professional Experience. Write a personal evaluation using the following pro-
forma, take as much space as you need to demonstrate high level and reflective thinking. Using your
weekly reflections, summarise your experiences and link your ideas to the professional standards.
What went well for you..... Areas in which you need further support....
Professional Knowledge – How well did you achieve these? What do you now need to further develop?
1. Know the students and how
they learn
2. Know the content and how to
teach it
3. Plan for and implement
effective teaching and
learning
Professional Practice – How well did you achieve these? What do you now need to further develop?
4. Plan for and implement
effective teaching and
learning
5. Assess provide feedback
and report on student
learning
Professional Engagement – How well did you achieve these? What do you now need to further develop?
6. Engage in professional
learning
7. Engage professionally with
colleagues, parents/carers
and the community
High points for you during this placement Low points for you during this placement
25
APPENDIX 4: DRAFT GOALS for NEXT PROFESSIONAL EXPERIENCE
Giving consideration to your personal evaluation and the comments made to you by your Associate
Teacher, state the goals to which you intend to give highest priority in your next professional experience.
Organise these in terms of the three domains of the Professional Teaching Standards.
Goal Indicators of Achievement of
the Goal
Actions you will take to work
towards achieving the goal
Professional Knowledge Goal:
Professional Practice Goal:
Professional Engagement Goal :
Other aims you may have for this next professional experience:
Pre-service teacher: Date
Associate Teacher: Date:
26
APPENDIX 5: RECORD OF TASK COMPLETION
An electronic version of this form can be found at:
Tasks Associate Teacher: Comment, initial and
date
Professional experience goals – discussed at the
beginning of placement
Situation Analysis
School/Class Profile
Diverse Learning Environment
Managing the diverse learning environment
The Teacher’s Role
Planning
Lesson plans and weekly teaching/learning
program completed and fully detailed
Changes noted on plans
Learning experiences appropriately sequenced
Differentiation planned for different needs
Evaluations completed promptly
Assessment data/information acted on.
Plans completed in advance of teaching and
discussed with AT.
Weekly Reflections: Completed each week
Professional Experience documentation/folder
Clearly organised (table of contents, dividers,
tabs...)
Professionally presented
Available at all times
Professional Experience Summary Reflection
Goals for next professional experience drafted
Resources Collection
27
APPENDIX 6: RECORD OF ATTENDANCE
An electronic version of this form can be found at: http://www.csu.edu.au/__data/assets/pdf_file/0009/573093/Attendance-Record.pdf
28
APPENDIX 7: LESSON PLAN TEMPLATE
Prior Knowledge
Risk Assessment Resources
Specific Teaching target (identified from previous teaching & related to presence in the classroom; classroom management etc)
Learning
Outcomes/Indicators
These should be
precise indicators of
intended student
learning
Time
Guide
Content/Learning Experience
Introduction (Engagement)
Body (Exploration/Transformation/Presentation)
Conclusion (Presentation/Reflection)
Teaching
Strategies
Class Organisation
Grouping &
classroom
environment
Assessment
Techniques
What will you
use
to assess their
learning
Transitions to next lesson
Unit/Lesson Title Lesson duration Stage Year Class/Group
Rationale Syllabus Outcomes
Syllabus Content
29
APPENDIX 8: LESSON EVALUATION TEMPLATE
Lesson Evaluation
OUTCOMES/ INDICATORS RESOURCES/ENVIRONMENT PRESENTATION/STRATEGIES INTERACTION &
COMMUNICATION
How was the indicator assessed? Who
achieved the outcome/indicator? Why
were they able to achieve this? Who did
not achieve the outcome/indicator? Why
were they not able to achieve it? How
did you record this information?
How did the resources suit the learning
experience/teach the concept? Why did
they suit the students’ needs? How did
they successfully teach the content?
Were there others I could have used?
How did the environment suit all
learners? Were the learning spaces
suitable why/why not?
How did I engage learners? Access their
prior knowledge. How did the
environment suit all learners? How did I
use my voice? What strategies were
successful and why? Did I present
concepts explicitly? How do I know? Did
students engage and listen?
How did I communicate so that the
lesson was successful? Did I
communicate my expectations and
criteria clearly? How did the students
interact with me, others? How did the
groups work? Questioning: Was it
successful if so why? Did I plan suitable
questions? Did students follow
directions, stay on task?
Follow-up
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
30
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
31
APPENDIX 10: DAY BOOK TEMPLATE FOR A WEEK – an example
32
APPENDIX 11: UNIT PLAN TEMPLATE
UNIT: ________________________________________________ KEY LEARNING AREA: ___________________________CLASS/STAGE: _________________
WEEK:_________________________ KLA INTEGRATION:
Prior Knowledge
Resources
Teacher References
Outcome Codes & indicators Learning Experiences Differentiation Register
UNIT: ________________________________________________ KEY LEARNING AREA: ______________________________________ CLASS: _________________
Rationale
Risk Assessment
Syllabus Outcomes
Assessment strategy
Assessment Criteria
ENG CA PDH HSIE S&T MAT
33
Outcome Codes & Indicators Learning Experiences Differentiation Register
Reflection/ Evaluation
34
APPENDIX 12: UNIT PLAN EVALUATON TEMPLATE
1. Assessment data 2. The children’s learning….. 3. My teaching…..
What surprised you during your teaching of this unit? Why?
Evaluation of …………………………Unit The BIG understanding to be developed for this unit was….............
When were the children MOST engaged? Why? When were they LEAST engaged? What did you change?
My next step in learning about planning a unit of work is …
State the Learning intentions/objectives you assessed.
List the assessment methods actually used to assess children’s learning and what evidence you gathered to demonstrate what had been learnt.
How well did the evidence demonstrate what the children had learnt?
How do you know who learnt what as a result of this unit of work?
Highlight the significant aspects for you (add any not listed) and on the back add specific comment for two you have highlighted.
Sequencing of the learning
Overall planning
Level of preparedness
Use of voice
Management of the learning
Organisation of the learners/resources
Interaction with the learners i.e. the quality of the conversation
Feedback to the learners
Questioning
Responsiveness to individual needs
Flexibility i.e. teaching the children not the plan
Internalising the plan
Knowing the learning focus rather than ‘busy work’
Being aware of teaching the essential skills
Using assessment to improve the learning throughout the unit
Other….
35
APPENDIX 13: A WEEKLY PLAN FOR AN INSTRUCTIONAL GROUP
Instructional Group Plan for One Group for One
Week – Group: Level: Names:
Day
Date
Text or
Resource/s
Learning
Objective
Indicators
Meta
-
lan
gua
ge
Intr
oduction
Orienta
tio
n
Hook
Learning sequence Teaching points
Practice activity:
Learning
sequence
Teaching points
Practice activity:
Learning sequence
Teaching points
Practice activity:
Learning
sequence
Teaching points
Practice activity:
Evalu
ation
What I noticed individuals understood,
could do...
What I noticed individuals understood,
could do...
What I noticed individuals understood,
could do...
What I noticed individuals
understood, could do...
36