professional experience 1 handbook 2016...professional experience 1 introduces the wide-ranging...

This Handbook is to be read in conjunction with PROFESSIONAL EXPERIENCE STANDARDS BOOKLET which is at

http://www.uts.edu.au/current-students/education/professional-experience-programs/teacher-education

PROFESSIONAL EXPERIENCE 1

HANDBOOK 2016

Master of Teaching in Secondary Education Course Code: C04255

Name of Teacher Education Student:

University of Technology Sydney School of Education Faculty of Arts & Social Sciences Broadway PO Box 123 NSW 2007 Tel: 9514 5409/5289 Fax: 9514 5410 Visit Professional Experience Website at: http://www.uts.edu.au/current-students/education/professional-experience-programs/teacher-education

Do

Review

Improve

Plan





University of Technology Sydney Professional Experience 1 Handbook School of Education Master of Teaching in Secondary Education Faculty of Arts & Social Sciences 2016

IMPORTANT: GO ONLINE TO READ THE FOLLOWING:

http://www.uts.edu.au/current-students/education/professional-experience-programs/teacher-education PROFESSIONAL CODE OF ETHICS:

Assignments and General Contact with Schools

Aspects of Professional Conduct and Responsibility in Schools INTERIM REPORT:

The Interim Report pro-forma is on Page 17 on this Handbook and also available online – please see

the web address at the top of this page.

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INFORMATION FOR THE SUPERIVISING TEACHER: You should have received from your Teacher Education Student:

Professional Experience Handbook

Professional Experience Evaluation Report

Feedback Booklet

Teacher Education Student Emergency Contact Details Sheet

Claim Form for Supervising Teacher

Tax File Number Declaration

--oooOooo--

http://www.fass.uts.edu.au/education/practicum/teacher/index.html

http://www.fass.uts.edu.au/education/practicum/teacher/index.html


PROFESSIONAL EXPERIENCE 1

TABLE OF CONTENTS

Page 1. KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN

PROFESSIONAL EXPERIENCE PLACEMENTS 1 2. KEY STAFF CONTACT DETAILS 2 3. OVERVIEW OF THE MASTER OF TEACHING IN SECONDARY EDUCATION PROGRAM 3 4. PROFESSIONAL EXPERIENCE 1 - OUTLINE 3 5. PLANNING A PRODUCTIVE PROFESSIONAL EXPERIENCE 1 5 6. RECOMMENDATIONS FOR ORGANISING PROFESSIONAL EXPERIENCE 1 6 6.1 Phase 1: Getting Started - The First Five Days 6 6.2 Phase 2: The 23 Day Teaching Block 7 6.3 Teaching Lessons 7 6.4 Lesson Planning 7 7. COMPLETING THE PROFESSIONAL EXPERIENCE REPORT 8 8. PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE 9 8.1 Supervising Teacher 9 8.2 Teacher Education Student 10 9. ROLES AND RESPONSIBILITIES 10 9.1 The Teacher Education Student - Important information prior to start of professional experience 10

9.2 The Supervising Teacher 13 9.3 The Tertiary Supervisor 14

10. ADDITIONAL SUBJECT AND COURSE REQUIREMENTS 15 10.1 UTS Rule 10.6 – Repeated Failure in a Subject 15 10.2 Withdrawing from a Course or a Professional Experience Subject 15 10.3 Anaphylaxis Training 15 10.4 Child Protection Training 10.5 Working with Children Check 15 10.6 Inherent Requirements and Student Placement Acknowledgement Form 16 11. INTERIM REPORT 17 RECORD OF ATTENDANCE BACK PAGE Professional Experience 1 in Spring Semester

University of Technology Sydney Professional Experience 1 Handbook School of Education 1 Master of Teaching in Secondary Education Faculty of Arts & Social Sciences 2016

1. KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN PROFESSIONAL EXPERIENCE PLACEMENTS

In all professional experiences Teacher Education Students are required to meet the following

professional expectations:

Attendance:

All Teacher Education Students are required to attend the School in the pattern stipulated for the Professional Experience.

Attendance at the School will typically be from 30 minutes prior to the first teaching session of the school day, and may involve remaining at the School until 30 minutes after the conclusion of the final teaching session of each day.

All absences must be explained and the School must be notified in advance, wherever possible. All absences must be made up through additional days negotiated with the Supervising Teacher.

Preparation:

Quality teaching and quality learning rest on careful planning and documentation.

All teaching plans must be retained in a cumulative folder and be accessible to Supervising Teachers and Tertiary Supervisors on a daily basis.

Each teaching episode must be evaluated, with written comments addressing: perceived lesson outcomes, contributing factors, and recommendations for future planning.

Attitude: All Teacher Education Students are expected to demonstrate a professional attitude throughout

their time in schools by:

arriving punctually for meetings, classes and duties,

implementing advice from previous discussions in subsequent teaching/learning episodes,

reflecting self-critically on teaching performance,

observing and reflecting on teaching by the Supervising Teacher and (where possible) other teaching staff,

presenting in clean, neat, modest attire, consistent with standards evident in the school,

ensuring plans for teaching are completed by the morning of the day for which they are scheduled,

organising teaching/learning resources in advance of scheduled teaching times,

interacting with students, teachers, school personnel, Tertiary Supervisors and parents in a courteous manner, and

using non-teaching time as opportunities for observing, reflecting, planning, compiling, documenting and/or organising.

Underpinning all the specified requirements above is the notion that

Professional Attitude Professional Presentation Professional Growth


2. KEY STAFF CONTACT DETAILS

TERTIARY CO-ORDINATOR, SCHOOL PARTNERSHIPS & PROFESSIONAL EXPERIENCE The Academic Co-ordinator for UTS Education professional experience programs is the primary liaison between the Supervising Teachers and Tertiary Supervisors and will be responsible for:

monitoring the quality of teacher education professional experience;

supporting Supervising Teachers and university liaison;

general co-ordination of the professional experience program;

fostering collaborations, with schools, supportive of professional experience; and

Tertiary Supervisors. The Academic Co-ordinator will also provide academic advice to Education Teacher Students with regard to their professional experience program.

Warren Poole Room CB10.04.243 (02) 9514 5269 Email: [email protected] DIRECTOR OF PROFESSIONAL EXPERIENCE and SUBJECT CO-ORDINATOR

The Director of Professional Experience is responsible for all matters unable to be resolved by the

Tertiary Co-ordinator in the following areas:

monitoring the quality of teacher education professional experience;

supporting Supervising Teachers and university liaison;

general co-ordination of the professional experience program;

fostering collaborations, with schools, supportive of professional experience; and

Tertiary Supervisors.

Mark Sinclair Room CB10.04.208 (02) 9514 5237 Email:

[email protected]

PROFESSIONAL EXPERIENCE CO-ORDINATOR

The Professional Experience Co-ordinator is responsible for planning and arranging Teacher Education Student placements, communicating and liaising with schools regarding Professional Experience, assists in the preparation of handbooks, liaises with Tertiary Supervisors, and arranges Teacher Education student

and staff briefing sessions. Sue Rohanna Room CB10.04.313 (02) 9514 5409 Email: [email protected]

PROFESSIONAL EXPERIENCE OFFICER

The Professional Experience Officer liaises and corresponds with schools to arrange specific placements, administers the collection of Professional Experience Reports and also administers the payment of claims.

Malti Vallabh Room CB10.04.313 (02) 9514 5289 Email: [email protected]

mailto:[email protected]





3. OVERVIEW OF THE MASTER OF TEACHING IN SECONDARY EDUCATION PROGRAM Year 1 - Autumn semester Year 2 - Autumn semester Accelerated mode The School in the Context of Contemporary Society Literacy and Numeracy across the Curriculum Professional Learning Teaching Methods 1 Elective 1

Accelerated mode Teaching, Learning & Motivation Perspectives on Aboriginal Education Capstone: Professional Vision in Practice Professional Experience & Classroom Management 2 Teaching Methods 3 Elective 2

Standard mode The School in the Context of Contemporary Society Literacy and Numeracy across the Curriculum Professional Learning Teaching Methods 1 Elective 1

Standard mode Teaching, Learning & Motivation Perspectives on Aboriginal Education Teaching Methods 3 Elective 2

Spring semester Spring semester Accelerated mode Inclusive Education Designing Learning for a Digital Generation Professional Experience & Classroom Management 1 Teaching Methods 2 Teaching Methods 4

Accelerated mode Completed

Standard mode Inclusive Education Professional Experience & Classroom Management 1 Teaching Methods 2

Standard mode Designing Learning for a Digital Generation Capstone: Professional Vision in Practice Professional Experience & Classroom Management 2 Teaching Methods 4

4. PROFESSIONAL EXPERIENCE 1 - OUTLINE

Description Professional Experience 1 introduces the wide-ranging experiences of a school teacher in the secondary school by placement in a school. Opportunities vary depending on schedules and timetables but experiences may include situation analysis, orientation, staff meetings, meetings with parents, sport activities and carnivals, supervision duties (e.g. playground duty), assessment, reporting, professional development sessions, and excursions. Teaching begins with co-teaching, working with small groups and providing support to Supervising Teachers, leading up to teaching parts of lessons and whole lessons. It includes close supervision from the Supervising Teacher. In this subject the Teacher Education Student demonstrates effective communication, knowledge of the subject being taught, planning and assessment for effective learning and improvement in professional knowledge and practice.

Outcomes Teacher Education Students have: 1. Demonstrated sound subject knowledge 2. Communicated effectively, developed rapport and worked as a team with staff 3. Communicated effectively and developed rapport with students 4. Prepared thoroughly for all aspects of lessons, including:

planning

rehearsal (where appropriate)

managing required resources, materials and equipment

safe practices

orderly procedures 5. Taught a variety of lesson types 6. Developed effective questioning skills


7. Sought to provide effective, positive learning experiences including:

investigating students’ relevant prior knowledge, skills, experiences and develpment communicating clear goals and expectations which are realistic and progressive employing teaching/learning methods which are inclusive of gender, race and students with special

needs using contexts which are relevant and appropriate for their classes using appropriate resources managing learning situations so that whole class and individuals’ needs are included classroom management and disciplne facilitating active and positive interaction with learners using assessment to enhance learning planned and taught interesting lessons matched teaching strategies to students’ abilities and interests demonstrated respect and understanding of student backgrounds shown facility to listen to students, provide feedback and respond constructively acknowledged and rewarded learners’ effort and achievement.

8. Demonstrated a capacity to improve, including: constructive self evaluation and improvement willingness to consider and act upon advice identifying strengths and areas for improvement engagement in professional conversations

9. Engaged in the varied experiences of a teacher in secondary schools (such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

Subject Content student learning

effective teaching

observation

listening, questioning, feedback and responding

lesson preparation and planning

assessment, reporting and evaluation

professional learning and reflection

communication, rapport and teamwork

classroom management

professionalism

community expectations

school policies and procedures

roles, experiences and practices of a teacher

Learning Experiences Teacher Education Students will typically experience the learning in this subject by engaging in the varied experiences of a teacher in secondary schools such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

Assessment Professional Experience 1 is graded on a pass – fail basis. Assessment in this subject will be comprised of the following activities.

Assessment One: Assessment One is conducted by observation, as well as a review of selected teaching materials, sample lesson plans and reflections, during the professional experience placement, by the Tertiary Supervisor. When assessing Teacher Education Students, Tertiary Supervisors will focus on and give specific advice about the following Assessment Criteria: Assessment Criteria: 1. Know Students and How They Learn – GTS 1.1 2. Know Students and How They Learn – GTS 2.3, 2.5 3. Plan for and Implement Effective Teaching and Learning - GTS 3.1, 3.2, 3.3, 3.5


4. Create and Maintain Supportive and Safe Learning Environments – GTS 4.1, 4.2, 4.3, 4.4 5. Assess and provide feedback and Report on Student Learning – GTS 5.2 6. Engage in Professional Learning – GTS 6.3 7. Engage professionally with Colleague, Parents/Carers and the Community – GTS 7.1, 7.2 Assessment Two: Assessment Two is conducted by observation, as well as a review of selected teaching materials, sample lesson plans and reflections, during the professional experience placement, by the Supervising Teacher. When assessing Teacher Education Students, Supervising Teachers will use the Report provided.

Text and or Required References The Board of Studies, Teaching and Educational Standards NSW (BOSTES). Australian Professional Standards for Teachers. Available at http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/

5. PLANNING A PRODUCTIVE PROFESSIONAL EXPERIENCE 1 Teacher Education Students must complete 25 COMPULSORY DAYS of Professional Experience made up of 5 days orientation, observation and initial teaching plus 20 days teaching commencing in Term 3 Monday, 29 August and concluding Friday, 23 September AND commencing in Term 4 Monday, 10 October and concluding Friday, 14 October. There is no campus based day required during this Professional Experience period. The 5-day Professional Experience Equivalent (PEP) is completed separately to this 25 day block teaching placement. The first Professional Experience helps Teacher Education Students become confident managers of learning and effective communicators with students. The approach taken should be developmental. The needs of individual Teacher Education Students will be specific to each person. Some will require a period of time in a supportive atmosphere to further develop confidence, while others will have a high degree of confidence from the beginning. Each Teacher Education Student will set goals, in consultation with their Supervising Teacher. The goals will be consistent with the expectations of a Teacher Education Student progressing toward attainment of graduate teacher standards. These goals should be realistic, and progressive, so that the successful achievement of the first few, leads to ongoing success. Teacher Education Students need to develop confidence, gain skills in judging the level at which to pitch lessons, and develop the capacity to maintain a suitable pace through a lesson and sequence lessons. An individual Teacher Education Student will be assisted to achieve these goals if they have strong collegial support from school-based associates. The depth of interaction will be enhanced if Supervising Teachers provide effective, analytical and measured advice. If the Teacher Education Student reflects on that advice and demonstrates its impact in her/his teaching episodes, then the process will result in the development of positive teaching values, attitudes and skills.

The Teacher Education Student would benefit from observing others teach, particularly when the lessons have been constructed with a teacher education point in mind. So, for example, if possible let the Teacher Education Student observe high-quality discussions and small group work. The opportunity to observe teachers in other discipline areas is also a valuable professional experience, especially if the teachers are exemplary. Teacher Education Students are expected to participate in a Plan, Do, Review, Improve (PDRI) cycle of professional learning.

Do

Review

w

Plan

Improve

http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/

http://www.nswteachers.nsw.edu.au/publications-policies-resources/publications/australian-professional-standards-for-teachers/


6. RECOMMENDATIONS FOR ORGANISING PROFESSIONAL EXPERIENCE 1 6.1 Phase 1: Getting Started - The First Five Days Monday, 29 August – Friday, 2 September 2016

Day 1

Head of the Department explains philosophy of teaching/learning at the school, various aspects of routines of the school and of the department.

Head of the Department confirms allocation of classes to Teacher Education Student.

The Teacher Education Students are given background information relevant to the forthcoming lessons.

The Department’s program for the units, methods of finding resources available at the school, method of placing orders for practical materials as required.

Teacher Education Students observe a variety of lessons in both senior and junior classes of Supervising Teacher; Teacher Education Students are encouraged to pay particular attention to how the pupils learn and class management strategies.

Day 2

Teacher Education Students will be advised by their Supervising Teacher about the format of a forthcoming lesson with a junior class for the following day in which they will be playing an active part by conducting teaching episodes.

Teacher Education Students will plan and rehearse their roles for this teaching episode.

The Teacher Education Student will interact with a small group of students on a personal level, to establish rapport. The Teacher Education Student will stay with the students for the entire lesson, first in an observing role, as the teacher introduces the class to an activity. The Teacher Education Student will then discuss the activity with the students. The object of the discussion is to allow the students to explain what they have done, why they did it, what they have observed and what they can infer, what other suggestions they can make to continue their explorations, etc.

After the lesson the Teacher Education Student and the Supervising Teacher in charge of the lessons will discuss all aspects of the teaching/learning situations which arose.

Day 3

The Teacher Education Student continues to observe classes taught by the Supervising Teacher, and assists students where appropriate.

The Teacher Education Student works with groups and teaches parts of lessons with Supervising Teacher.

The Supervising Teacher plans with the Teacher Education Student the content and suggested strategies for teaching parts of lessons and co-teaching with the Supervising Teacher on Day 4.

The Teacher Education Student writes lesson plans for the co-operatively planned lessons and has them checked by Supervising Teacher.

Day 4 – Day 5

Teacher Education Student continues to observe and co-teach parts of lessons with the Supervising Teacher

Requirements for the rest of the block professional experience are discussed – topics allocated and resources discussed.

During this time, the Teacher Education Student should contact the Supervising Teacher to confirm lessons to be taught and obtain a final timetable to send to the Tertiary Supervisor.


6.2 Phase 2: The 20 Day Teaching Block Tuesday, 5 September - Friday, 23 September plus Monday, 10 October – Friday, 14 October 2016

Scope of Experience: Teacher Education Students should engage in a broad range of activities that contribute to their professional learning. The focus of professional experience 1 activities should be the achievement of the listed outcomes. However Teacher Education Students are expected to discuss, plan and take opportunities to work towards their achievement of the NSW Institute of Teachers Graduate Teaching Standards. The professional experience report serves as a guide in planning the Teacher Education Student activities and experiences. The standards in the report should direct professional conversations to monitor progress, for self-evaluations and to provide feedback. Teacher Education Students should target achievement of specific standards in particular activities, e.g. lessons, staff meetings, collection and review of documents (such as assessment tasks & reports), contributing to assessment, engaging with community etc. Their performance in these activities will then establish evidence of the achievement of standards. Each school and professional experience is different. It is understood that, for a variety of reasons, all standards may not be addressed in depth in a particular professional experience.

6.3 Teaching Lessons Number of lessons to be taught: Teacher Education Students are required to teach an average of the equivalent of half the load of a full-time teacher, i.e. 8 to 11 hours per week (the number of hours taught would usually have reached 11 hours by the final week of the professional experience period). This includes lessons team taught, excursions and sport carnivals.

Preferred classes: The ideal assignment would be three classes: Stage 4, Stage 5 and Stage 6, but other arrangements are acceptable.

Lesson notes: Full lesson plans should be provided to the Supervising Teacher at least 24 hours prior to the lesson being given for the Supervising Teacher to check.

Lesson evaluations: Teacher Education Students are expected to keep the written evaluations for each lesson – both their own evaluations and those written by their Supervising Teacher. Supervising Teachers’ evaluations should be attached to the relevant lesson and kept together as a cumulative record of the Teacher Education Student’s teaching over the duration of the professional experience.

6.4 Lesson Planning

The outline for lesson planning below is general. Designs and forms for lesson plans have been developed during University class sessions prior to the Professional Experience. Teacher Education Students are expected to use these. They are expected to begin planning collaboratively with their Supervising Teacher and progressively build towards independence.

General structure of lesson plan: Date: Time: Class:

Preparation


Purpose: State the intention in terms of the curriculum. Note program links.

Learning Outcomes: State the anticipated learning outcomes for the students. Be specific about student skills, knowledge and attitudes.

Relevant Previous Experience: Where appropriate, indicate relevant previous experiences upon which this lesson will build. Note the mixed abilities of learners and consider how you will make provision for these.

Resources Required: List equipment which will be required by both students and teacher; indicate the facility that will be utilised for that particular lesson.

Presentation Outline the proposed sequence of steps, clearly indicating teaching procedures and student activities. The anticipated timing of lesson steps should be shown. Indicate important lesson features, e.g. distribution and collection of materials, use of teaching aids. All key statements and questions should be provided in this section. Procedures for introduction, the body of the lesson and closure should be clearly indicated. If appropriate, material that is to be provided or recorded (e.g. on the board), should be included.

Evaluation Reflectively examine the learning experience. To what extent were the learning outcomes, as indicated in your lesson notes, fully realised? On what basis did you make your analysis? What explanation could you make for your degree of success? Could alternative strategies have been employed to improve these learning outcomes? Suggest future steps which might be taken to enhance, consolidate or re-direct learning. Note your observations regarding children with special needs, e.g. those from non-English speaking backgrounds, Aboriginal children, and disabled children. You should also consider gender related issues applicable to this key learning area.

7. COMPLETING THE PROFESSIONAL EXPERIENCE REPORT

On those occasions where the Teacher Education Student is not progressing as expected for a successful professional experience, an Interim Report (see page 17) should be completed in consultation with the Teacher Education Student and the Tertiary Supervisor. At the conclusion of the Professional Experience period a report is prepared by the Supervising Teacher, which assists in the formulation of judgments regarding the Teacher Education Students’ attainments. The report is constructed to allow for evaluation and specific feedback regarding Professional Experience. The final award of satisfactory on the Professional Experience Report is provided by the Supervising Teacher. If a final award is to be unsatisfactory, this decision must be discussed with the Tertiary Supervisor. The Professional Experience 1 Report is supplied separately or alternatively you may wish to download it from the following Website at:

http://www.uts.edu.au/current-students/education/professional-experience-programs/teacher-education The Report should be based on Teacher Education Student progress towards achievement of graduate standards related to the professional experience 1 outcomes. The report requires an assessment of achievement of items marked in bold. It is important to consider the Teacher Education Student’s



strengths and weaknesses in the context of your particular school. While areas of weakness may be evident early in the Professional Experience, the Professional Experience Report should consider the progress/skill development demonstrated by the end of the practice teaching period. On each item the Supervising Teacher should consider:

the Teacher Education Student’s current position in his/her professional learning continuum (this being a first practice teaching experience early in the education programme); and

evidence from observations, preparation, evaluations and professional The Supervising Teacher should form a professional judgement on the level of attainment and indicate this on the professional experience report as one of the following: ND = Not demonstrated for this professional experience as there was insufficient evidence on which to base a judgement

D = Demonstrated satisfactory progress at completion of this professional experience relative to the National Standards Evidence Guide.

E = Exceeds expectation with regard to the National Standards Evidence Guide. If the descriptors are not able to be demonstrated, please provide an explanation in the appropriate Comment section.

8. PROCEDURES FOR CONCLUDING THE PROFESSIONAL

EXPERIENCE

8.1 Supervising Teacher On completion of the Professional Experience, Supervising Teachers should complete and provide the Teacher Education Student with:

the Professional Experience Report supplied separately with this Handbook - see Section 8 for assistance in filling out the Professional Experience Report. Please discuss this report with the Teacher Education Student, and then give the report on the last day of Professional Experience to the Teacher Education Student to hand the Faculty’s Professional Experience Office. If the Teacher Education Student has more than one Supervising Teacher, please prepare one report only signed by all Supervising Teachers.

Signed Record of Attendance on back cover of this Handbook. In the event that the Professional Experience Report has not been finalised at the conclusion of the Professional Experience, please mail the Professional Experience Report, together with the Record of Attendance, to the address below as soon as possible.

Payment Claim Form and Tax Form The Payment Claim Form and Tax Form can be forwarded after conclusion of the Professional Experience to: Ms Malti Vallabh Professional Experience Officer School of Education, Faculty of Arts & Social Sciences University of Technology Sydney PO Box 123 Broadway NSW 2007 Your payment can be processed only after receipt of: your Claim and Taxation Forms the completed Professional Experience Report the signed Record of Attendance.


8.2 Teacher Education Student Bring to the Professional Experience Office (Room 10.4.313) IMMEDIATELY after the conclusion of your placement:

the signed Record of Attendance - back cover of this handbook

the Professional Experience Report signed by the Supervising Teacher and Teacher Education Student.

Maintaining Professional Experience Records for Professional Purposes PLEASE ENSURE THAT YOU COLLECT THE ORIGINAL OF YOUR REPORT FROM THE PROFESSIONAL EXPERIENCE OFFICE BEFORE THE END OF SEMESTER 2. Your Professional Experience Records are important professional documents, which you will need to keep on file so that they are available when you apply for teaching positions and for recognition of qualifications if teaching in any state around Australia or overseas. Establish a personal professional experience records file and keep copies of all your attendance sheets and Professional Experience Reports for the duration of your career.

9. ROLES AND RESPONSIBILITIES

9.1 The Teacher Education Student - Important Information - prior to the start of Professional Experience

Teacher Education Students must telephone either the school’s Professional Experience Coordinator or the Head of the relevant school department at least one week prior to the start of the professional experience. This is to arrange a suitable time to visit the school to introduce themselves to staff members and to deliver the Professional Experience Handbook and any other relevant documentation. Teacher Education Students should familiarise themselves with the facilities and school policies regarding discipline and welfare. The Teacher Education Students should obtain their professional experience timetable indicating period times and room numbers and then email to their Tertiary Supervisor or to the Professional Experience Office, email address: [email protected] or fax 9514 5410.

General Teacher Education Students will be placed with a nominated Supervising Teacher. They are expected

to observe and participate in the Supervising Teacher's work and undertake with them their assigned duties. Teacher Education Students are required to engage in the varied experiences of a teacher in a secondary school (such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

Teacher Education Students may negotiate with the Supervising Teacher to visit other classrooms as much can be learnt from observing other classes including classes in other KLAs.

It is important not to overburden the Teacher Education Student in their first Professional Experience.

Child Protection A mandatory lecture on the subject of Child Protection will be held in August each year. At the end of

the lecture, a Child Protection Attendance letter will be provided and this must be taken with you to each of your professional experience placements during your course - see Page 15.

Anaphylaxis Training Certificate This certificate MUST be taken with you to your placement school and a copy MUST be handed in to

the Professional Experience Office prior to the first day of the Professional Experience – see page 15 of this Handbook for full details.



Working with Children Check The Office of the Children’s Guardian issues a 5-year Working with Children Check for Teacher

Education Students undertaking professional experience in schools. Teacher Education Students will receive a letter from the Office of the Children’s Guardian which must be taken to each professional experience placement during their course. (See page 15)

Student Placement Acknowledge Form (SPAF) This document needs to be signed by the Teacher Education Students after making themselves aware

of the inherent requirements of a teacher. These requirements are contained in the “Introduction of Inherent Requirements for Initial teachers Education Programs” discussed in a professional experience lecture prior to the commencement of professional experience. You are advised to attend this lecture. (see page 16 for more details).

Attendance Teacher Education Students are to be present at the school throughout the whole day during the 25

day professional experience which will include non-teaching activities. School principals and Supervising Teachers should be notified of absences and/or misadventures as soon as possible. All absences must be explained and documented. All days missed must be made up at a time convenient for the school and before the end of the semester.

Supplementary Professional Experience Supplementary teaching days may be arranged where a Teacher Education Student has had an

extended and documented absence and where it is possible to complete the practice during the semester.

Complementary Professional Experience Complementary teaching days may be arranged where a Teacher Education Student is judged to be

making progress in the Professional Experience but requires further time to arrive at a satisfactory outcome. Such complementary teaching days would normally not exceed five (5) days and can only be granted after consultation with the UTS Professional Experience Co-ordinator.

Professional Conduct and Ethics Teacher Education Students are expected to be courteous, co-operative and punctual. They should be

at school at least half an hour before the school day begins. They are expected to be familiar with and observe the Professional Experience Code of Ethics (see inside front cover for online details). It is essential that Teacher Education Students become familiar with the multi-faceted role of teachers. Therefore, it is expected that they will attend staff meetings and any other related professional activities conducted during the assigned Professional Experience period.

Social Media When using social media (blogs, Twitter, Facebook, Youtube, Pinterest etc) during your school

placement: - Avoid identifying any staff or children at your school; - Do not use photos of children or staff at your school. NB. If you wish to record media at your

school (not to be placed on the web), you need to seek written permission from the principal, teacher and parents - see UTS Professional Experience Office for consent form:

- Avoid identifying your Professional Experience school. E.g. use a pseudonym or “an Australian school” ;

- Do not use photos that identify your school. Further reading

NSWDEC Social Media Guidelines:

https://www.det.nsw.edu.au/policies/technology/communication/implementation_1_PD20110418.shtml

Guidelines from other school systems e.g.

http://www.ceosyd.catholic.edu.au/About/Documents/pol-socialmedia-staff.pdf



http://www.ceosyd.catholic.edu.au/About/Documents/pol-socialmedia-staff.pdf


Lesson Preparation Teacher Education Students are expected to prepare their lessons at least one day before the

lesson is to be given. In order to see progress throughout the Professional Experience, lesson plans need to be maintained in a durable book form or ring binder, and should be available on a day-to-day basis to the Supervising Teacher and the Tertiary Supervisor. Lesson plans should be submitted to the Supervising Teacher before the school day commences so that advice may be given regarding appropriateness and resource implications. A Teacher Education Student must not teach without a written lesson plan.

Level of Responsibility for Class While Teacher Education Students should exercise due care with students, the responsibility for the

class rests with the Supervising Teacher. Teacher Education Students are not permitted to be left alone with the class – THIS IS A LEGAL REQUIREMENT.

Professional Behaviour As a member of the educational profession, the highest levels of responsibility to the students and staff

should be maintained. The university works hard to locate quality Professional Experience sites, and Teacher Education Students, as representatives of the university, should ensure that their behaviour fosters positive working relationships.

Teacher Education Students must: adhere to all Professional Experience site policies and routines;

telephone the Professional Experience site and the university before lessons begin in the case of unavoidable absence;

not seek access to personal information on student records. As the Professional Experience will not involve using student information for university assignments, access to records is not required;

respect the rights of students, school staff and parents, and ensure confidentiality of information which might cause harm or embarrassment;

be very sensitive in discussions about students in their presence, regardless of the extent of the disability;

speak to each student in a manner which is appropriate for his/her age, taking into account each student's skills in language comprehension;

assist students to the minimum extent necessary. The goal is to assist students to achieve independence;

communicate with parents only as guided by the Supervising Teacher.

Medication Teacher Education Students must not administer medications in any circumstances. Each school will

have its own procedures and nominated personnel for the administration of medications. Protection against Infectious Diseases In circumstances where the Teacher Education Student is exposed to any body fluids or substances

(e.g. blood, vomit, saliva), appropriate hygiene practices must be strictly adhered to. Such practices would include the wearing of gloves and thorough washing with soap.

Physical Restraint of Students Supervising Teachers should ensure that Teacher Education Students are familiar with specific

behaviour management strategies for students with challenging behaviours, as well as general behaviour management strategies employed in the classroom.

They should be familiar with crisis management plans, should know the procedures for getting

assistance in an emergency and should seek assistance as a priority in emergency situations. As Teacher Education Students have not received specific training in restraining students they should

not be expected or requested to physically restrain aggressive or violent students.


9.2 The Supervising Teacher

Responsibilities The major responsibility for Supervising Teachers is the professional development of Teacher

Education Students during the professional experience period. They have a vital role in developing the teaching skills of Teacher Education Students. By advising and helping, Supervising Teachers encourage Teacher Education Students’ reflection and self-evaluation. Such a role is facilitative and where appropriate, directive. Feedback is most effective when it is focussed, regular and constructive. In the main, feedback should be formative rather than of a summative, judgmental nature.

Professional conversations Arrange professional conversations with Teacher Education Students to target specific standards,

plan for, discuss and identify evidence of progress towards their achievement.

Provide mid-professional experience verbal feedback Provide mid-professional experience verbal feedback on general Teacher Education Student progress.

Based on such feedback the remaining time in the school should be planned to address weaknesses and build on strengths. If a Teacher Education Student is at risk of being graded as unsatisfactory the Teacher Education Student should be given notice of this before the completion of the 25 day block. An Interim Report (see page 17) must be filled out and faxed to the Professional Experience Co-ordinator.

Advance planning Provide class programs for Teacher Education Students and allocate lessons, in the context of such

programs, well in advance. These allocations should ensure a variety of lesson types.

Check Teacher Education Student preparation Check lesson notes prior to the lesson to ensure adequate preparation. As a rule lesson plans should

be prepared by the Teacher Education Student at least by the previous day. If a Teacher Education Student has not prepared adequately for a lesson the Teacher Education Student should not teach the lesson.

Check processes and content Consider the content both in terms of teaching-learning processes and relevant curriculum. Teacher

Education Students should be encouraged to show independence and initiative, but may require counselling if inappropriate content or strategies are planned.

Observe and provide written feedback Regularly observe lessons and provide written feedback (a feedback booklet is provided). Teacher

Education Students find focussed written feedback provides them with a touchstone for future planning. As well, Tertiary Supervisors may consult written feedback as a means of better understanding Teacher Education Students' professional development. At least one lesson per day should be treated in this way.

Supervise Teacher Education Student teaching Teacher Education Students are not permitted to take a class without supervision.

Encourage Teacher Education Student self-assessment and reflection Consult with Teacher Education Students regarding their own evaluations of teaching episodes.

Demonstrate Demonstrate teaching practices which will complement and supplement the feedback provided to the

Teacher Education Student.

Encourage professional conduct Facilitate the development of the Teacher Education Students' professional attitudes, especially in their

relationships with students, other teachers, support staff and parents.


Liaise with the Tertiary Supervisor Communicate to the Tertiary Supervisor information about the professional development of the

Teacher Education Students. If there are concerns regarding the progress of Teacher Education Students these should be communicated as soon as they arise (this includes using the Interim Report).

Encourage Teacher Education Student resource file development Encourage Teacher Education Students' collation of a resource file which will support their future

teaching. It may be helpful to direct them to other teachers, teacher/librarians and support personnel as well as specific school documents such as mission statements, submissions for funding, special projects and so on.

Complete the Professional Experience Report

At the conclusion of the Professional Experience period, complete the Professional Experience Report (provided separately) in consultation with the Teacher Education Student. The recommendation of the final grade is made by the Supervising Teacher. A “satisfactory” grade indicates that the Teacher Education Student is deemed competent to progress to Professional Experience 2.

NB. If the Supervising Teacher has concerns about the Teacher Education Student’s progress, an Interim Report must be filled out and a second visit by the Tertiary Supervisor arranged (see page 17 - Interim Report pro-forma for details).

An ”unsatisfactory” grade is then made in consultation with the Tertiary Supervisor.

9.3 The Tertiary Supervisor The central role of the Tertiary Supervisor is to act as liaison between the university to support the professional learning of Teacher Education Students. Tertiary Supervisors will clarify university policy and practices relating to the Professional Experience as well as provide support for the Teacher Education Student and the Supervising Teacher. The Tertiary Supervisor will : Liaise with school personnel to facilitate the smooth running of the Professional Experience. The

Tertiary Supervisor will meet with Supervising Teachers to discuss aspects of the current Professional Experience program to ensure communication is facilitated.

Confer with Teacher Education Students on matters relating to their plans for teaching and learning. Counsel Teacher Education Students requiring assistance or advice. Consult with Supervising Teachers regarding Teacher Education Student progress, assess and report

progress and evaluation. Where there is cause for concern regarding a Teacher Education Student’s progress the Tertiary Supervisor will consult with the UTS Professional Experience Coordinator.

Visit the school during the Professional Experience Program and observe at least one teaching/learning episode of the Teacher Education Student, providing written and verbal feedback.

Engage in professional conversations with co-operating and Teacher Education Students to target specific standards and, plan for, discuss and identify evidence of progress towards their achievement.

Evaluate student progress in relation to the following standards contained on the report form: - Know Students and How They Learn – GTS 1.1 - Know Students and How They Learn – GTS 2.3, 2.5 - Plan for and Implement effective teaching and Learning - GTS 3.1, 3.2, 3.3, 3.5 - Create and Maintain Supportive and Safe Learning Environments – GTS 4.1, 4.2, 4.3, 4.4 - Assess and provide feedback and Report on Student Learning – GTS 5.2 - Engage in Professional Learning – GTS 6.3 - Engage professionally with Colleague, Parents/Carers and the Community – GTS 7.1, 7.2

NB. Tertiary Supervisors are not required to fill out a separate report. Tertiary Supervisors should

consult with the student’s Supervising Teacher if they believe the student is weak in these areas.


10. ADDITIONAL SUBJECT & COURSE REQUIREMENTS

10.1 UTS Rule 10.6 – Repeated Failure in a Subject In accordance with UTS Rule 10.6 Repeated Failure in a Subject, FASS Faculty Board has resolved that students with two fails in a Professional Experience subject in the primary or secondary teacher education courses will not be permitted to re-enrol in that subject. Professional Experience subjects are a compulsory component of the Teacher Education degrees therefore students unable to re-enrol in a professional experience subject will be unable to complete the requirements for their course and will be directed to seek academic advice as to their options. These options include:

transferring to C10209 Bachelor of Arts in Educational Studies, or

withdrawing from the course (students can then apply for admission to another course at UTS or other institution, if desired).

Students failing to seek advice within the specified timeframe, or refusing one of the above options, will be excluded by Faculty Board (refer to 10.6.4 at http://www.gsu.uts.edu.au/rules/10-6.html) The FASS Faculty Board may waive exclusion for students who appeal (Resolved FASSFB/2011/02/11), based on the condition that the students pursue an option nominated in 10.6.2.

10.2 Withdrawing from a Course or a Professional Experience Subject When a student decides to withdraw from their course or any Professional Experience subject, they must ensure they notify the Professional Experience Office immediately.

10.3 Anaphylaxis Training The NSW Department of Education and Communities requires that Teacher Education Students are trained in anaphylaxis management before they undertake any professional experience in NSW public schools. Students are required to complete the online training module at https://etraining.allergy.org.au/ Once the training has been completed, students are required to provide a copy of their certificate to the Professional Experience Office. Failure to complete this requirement will result in you being unable to start their professional experience. The certificate remains current for three years. Teacher Education Students must ensure that they provide a copy of a current certificate the Professional Experience Office. Students are also required to present a copy of their current certificate to the principal at the school they are attending for their professional experience placement.

10.4 Child Protection Training It is a requirement that ALL students undertake mandatory Child Protection Training before a Professional Experience placement. UTS provides Child Protection Training in the first semester of each year and issues students with a letter of attendance to be kept in their portfolio and shown to a school, if requested to do so. Once completed, there is no need to repeat the training.

10.5 Working with Children Check All students who are undertaking a Primary and Secondary Education course are required to complete professional experience placement in schools and are required to have applied for and received a Working with Children (WWC) check number. First year students will be given details about applying for this at the time of their enrolment. Other students who have not applied for and received their clearance number must do so prior to starting the professional experience placement.

http://www.gsu.uts.edu.au/rules/10-6.html

https://etraining.allergy.org.au/


Obtaining a Working with Children Check is the responsibility of the student. Individuals applying to work with children are required to apply to the Commission for Children and Young people for a clearance. The process involves either completing the application form online or downloading it from the Commission’s website and lodging it at a NSW RTA office. The website is: http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check For students there is no fee and the Check lasts for five years. When filling in the form check the box: Volunteers and Students. If this box is not checked then the student will be charged the fee for paid workers of $80. Once you have completed the online application form you will receive an Application Number. You must take this application number and your identifying documents to the RTA to be ratified. Please notify the Professional Experience Office of the Application Number whilst waiting for your official WWC number. After the application has been processed by the RTA, the applicants will receive from the Office of the Children’s Guardian the results of the check by email or post which will include your clearance number. Students MUST supply the Professional Experience Office with a copy of the notification which will be kept on file. The UTS School of Education has the responsibility of verifying your Application Number and/or Working with Children Check Number. If the result is cleared, or application in progress, the student may begin working with children immediately, i.e. undertake the professional experience. If the result is barred, interim barred or not found, you cannot undertake the professional experience in schools and it is a criminal offence to do so. If you have already started the professional experience, we will be obliged to pull you out of your professional experience. You will not be allowed to re-start the professional experience until you have completed the Working with Children Check and the result is verified. Students or graduates applying for positions within the Department of Education will need to re-apply for a Working with Children Check as a paid worker. This costs $80 and lasts for five years. The Department of Education will reject an application if it is not accompanied by the Working with Children Check clearance. The paid worker application is required for child-related paid work.

10.5 Inherent Requirements and Student Placement Acknowledgement Form (SPAF) Inherent requirements are the fundamental competencies that must be demonstrated by all Teacher Education Students. Teacher Education Students with a disability or chronic health condition can request extra support and can have adjustments made to enable them to meet these requirements. Similarly, students experiencing challenges with English language skills may request extra support. There may also be other considerations, such as cultural or religious considerations or carer responsibilities that may impact on your capacity to demonstrate a specific inherent requirement and may necessitate support. To successfully complete a teacher education course at UTS, you need to: a. successfully complete all required professional experience placements; and b. demonstrate all the inherent requirements If you do not satisfy (a) and (b), you will not graduate from your course. If you have a disability or medication, carer responsibilities, challenges with English language skills or cultural/religious considerations that may require assistance you are strongly encouraged to contact, prior to the census date, the areas list on page 1 of the “Introduction of Inherent Requirements for Initial teachers Education Programs”. You will receive a copy of this document in the lecture prior to the commencement of your professional experience – attendance is mandatory (refer to page 11). Failure to complete this requirement will result in you being unable to start your professional experience.

http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check

http://www.kids.nsw.gov.au/Working-with-children/New-Working-with-Children-Check/New-Working-with-Children-Check


11. INTERIM REPORT

This report is to be filled out ONLY where the Supervising Teacher is concerned that the Teacher Education Student is at risk of not successfully completing the requirements of the professional experience. The report should, where possible, be completed no later than 9 teaching days prior to the schedule completion date of the professional experience. The report must be emailed to Sue Rohanna at [email protected]. The Supervising Teacher must advise the Teacher Education Student and the Tertiary Supervisor of their concerns and a meeting must be arranged between the Teacher Education Student, the Supervising Teacher and the Tertiary Supervisor aimed at improving the Teacher Education Student’s performance. If appropriate, this meeting may serve as official notice that the Teacher Education Student is in danger of failing.

Concerns Relating to Teacher Education Student Responsibilities (please list and explain) Concerns Relating to Assessment Criteria contained in the Professional Experience Report (please list and explain)

School: ____________________________________________ Grade: ______________

______________________________ _______________________________________ Name of Supervising Teacher Name of Teacher Education Student ______________________________ ________________________________ Signature Signature _____________________ ___________________ Date Date



CALENDAR & RECORD OF ATTENDANCE

Master of Teaching in Secondary Education Professional Experience 1 in Spring Semester

In total 25 compulsory Professional Experience school based days must be completed.

Monday 29 August - Friday 23 September 2016 PLUS Monday 10 October - Friday, 14 October 2016 ABSENT DAYS MUST BE MADE UP IN CONSULTATION WITH YOUR SUPERVISING TEACHER

School : _________________________________________________________

Teacher Education Student : __________________________ S/No : _____________

Subject (e.g. Maths, Science, etc): ________________________________________

Student teacher: Please indicate Time of ARRIVAL and DEPARTURE against each date below and initial each entry. This must be handed in at the Professional Experience Office at the conclusion of Professional Experience. Please make sure you have completed and initialled 25 days.

5-Days Orientation, Observation, Initial Teaching MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

29 August 30 August 31 August 1 September 2 September Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

20-Days Block Teaching

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

5 September 6 September 7 September 8 September 9 September

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

12 September 13 September 14 September 15 September 16 September Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

19 September 20 September 21 September 22 September 23 September

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

School Holidays: 26 September - 7 October 2016

10 October 11 October 12 October 13 October 14 October Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Please Note: There is no campus-based required during this Professional Experience Supplementary teaching days: Specify dates ____________________________________

(only to be arranged if Teacher Education Student has documented absence from scheduled days) Complementary teaching days: Specify number of days (max 5) ______________ (only to be arranged if Teacher Education Student judged to make progress by extending days for satisfactory outcome)

Total Number of days completed by the Teacher Education Student ______________________ Name and Signature of Supervising Teacher ____________________________________

____________________________________