professional experience 2018...3 professional experience: at a glance phase 1: ed4488 (january –...
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4th year: Phase 1
PROFESSIONAL EXPERIENCE
2018
Handbook for Early Years Centre
Contact us via:
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Professional Experience Contacts
For all general correspondence related to Professional Experience, please email:
Placement Advisors Phone Responsibilities
Trish Quayle (07) 4232 1716 Cairns B.Ed & MTL
Jenny Gromkowski (07) 4781 6549 Townsville B.Ed & MTL (Primary)
Kate Betridge (07) 4781 4681 Townsville B.Ed & MTL
(Secondary)
Scott Richardson (07) 4781 5748 ECE External
Director of Professional Experience
and Community Engagement
(07) 4781 5529 Professional Experience
Program
Dr Lai Kuan Lim
Cairns Townsville
Postal Address Professional Experience Unit
College of Arts, Society &
Education
James Cook University
PO Box 6811
Cairns Qld 4870
Professional Experience Unit
College of Arts, Society &
Education
James Cook University
Townsville QLD 4811
Website https://www.jcu.edu.au/college-of-arts-society-and-
education/education/professional-experience/professional-experience-
overview
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Professional Experience: At A Glance
Phase 1: ED4488 (January – February)
ECE:
10 days (School): 18 Jan – 2 Feb
(might include pupil-free days)
10 days (3-5 years): 12 – 23 Feb
Primary/Secondary
20 days: 18 Jan – 16 Feb
(might include pupil-free days)
Reporting
When Within 7 days of practicum completion
What Report
Who* To be completed by SBTE; Returned to JCU by Site Coordinator
(consultation with JCU is optional in Phase 1)
Phase 2: ED4489 (14 May – 15 June)
25 days (School placement for ECE, Primary & Secondary):
- Gradually increasing load: 2 weeks
- Full load: minimum of 3-week full teaching block
Reporting
When Within 7 days of practicum completion
What Statement of Completion + QPERF
Who* To be completed by SBTE;
Site coordinator submits reports to JCU following consultation with JCU
Specialist Practicum: ED4487 (16 – 27 July)
For: B.Ed Primary Specialist in HPE/Middle School/Special Needs/LOTE
10 days
One week half load
One week full load
Reporting
When Within 7 days of practicum completion
What QPERF
Who* To be completed by SBTE;
Site coordinator submits reports to JCU following consultation with JCU
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Roles and Responsibilities: At A Glance SBTE: Site-Based Teacher Educator
PST: Preservice Teacher
SC: Site Coordinator
AL: JCU Academic Liaison
QPERF: Queensland Professional Experience Reporting Framework
Reporting
PST and SBTE use learning porfolio to
support evaluation of PST's
performance
One report PST or SC submits report to JCU
(within 7 days of practicum completion)
SBTE and PST engage in professional learning:
Coplan, Coteach, CoevaluateSBTE models, mentors, monitors,
provides feedback, releases responsibility to PST
SBTE gives a mid-point formative evaluation based on the report
PST adopts, adapts, responds to feedback, provides feedback to SBTE, monitors
student learning, contributes to school community
PST responds to the mid-point evaluation
SC orientates PST to school policy and expectations, monitors PST learning,
and provides support to PST and SBTE; contacts JCU Profex if PST is
underperforming
First meeting between PST, SBTE & SC: Expectations Review
Conversation on expectations, QPERF and plan for practicum
SBTE shares relevant school curricular documents and
student data
SC orientates PST to the school; shares school policies,
procedures and expectations
PST initiates meeting with SBTE & SC prior to professional experience
Email introduction Set a meeting time
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Concerns During Professional Experience: Outline of
Procedure (At A Glance)
Possible Actions
Revised approach to practicum
Extend practicum, with Director's approval
Terminate practicum, with Director's approval: Must meet with
Director after termination
Follow up by JCU
JCU Academic Liaison contacts SC and PST (within 2 days)
Academic Liaison consults SC, SBTE, PST and Director of Profex to determine course of action
Contact JCU Profex
Email or phone JCU Profex to advise concerns SC submits At Risk Report to JCU Profex
Advise Site Coordinator (SC)
SC reviews concerns with SBTE and PST SC contacts JCU Profex
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Checklist for Site Coordinator (SC)
Phase 1 Tick Have you read the handbook?
Have you recorded PSTs’ emergency contact details and sighted their Blue card?
Have you oriented PSTs to the school’s pedagogical framework, behaviour
management, ethos, school policy and procedures that relate to workplace health
and safety, and professional conduct?
Have you advised PSTs on how they should contact you for support? And when you
might check-in on them?
Have you advised the SBTEs how you might support them in the assessment and
reporting?
Have you advised JCU Academic Liaison if PST is at-risk of not meeting
requirements?
Have you signed and stamped on the report before submitting to JCU?
(or given them to PSTs to submit to JCU?)
*NB: Secondary PSTs require ONE QPERF for each SAT. If PST has the same SBTE for
both SATs, one QPERF is sufficient.
Have you directed your colleagues to the JCU Professional Experience Resource site
(pay forms; reports and supporting resources)?
Contact: [email protected] if PST is at risk or if you require assistance
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Checklist for Site-Based Teacher Educator (SBTE) Phase 1 Tick Have you read your PST’s one-page introduction?
Have you read the handbook?
Have you provided PST your timetable?
Have you provided PST with:
o student information;
o relevant management procedures and routines;
o curricular resources and samples of plans?
Have you clarified your expectation with PST on:
o Planning: template, level of detail, timeline
o Teaching: preferred strategies
o Managing: strategies and protocols
o Assessment and Recording
o Timeline of release of responsibility
o Feedback and evaluation
Have you moderated your assessment with SC?
Have you signed the report
Have you given the report to SC to sign and submit to JCU?
Have you submitted your pay claims?
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Contents
Professional Experience Contacts ............................................................................................................ 2
Professional Experience: At A Glance ...................................................................................................... 3
Roles and Responsibilities: At A Glance ................................................................................................... 4
Concerns During Professional Experience: Outline of Procedure (At A Glance) .............................. 5
Checklist for Site Coordinator (SC) ........................................................................................................... 6
Checklist for Site-Based Teacher Educator (SBTE) .................................................................................. 7
Professional Experience: Our Purpose ...................................................................................................... 9
ED4488 Professional Learning Activities .................................................................................................. 12
What is the structure of the professional experience placement for ED4488?............................. 12
How does this professional experience fit in the B.Ed course? ....................................................... 12
What is the expected teaching load in Phase 1? ............................................................................ 12
Weekly Outlines of Professional Learning Activities: What PSTs Have to Do .................................. 13
Situational Analysis Template A ........................................................................................................... 16
Teacher Observation Template B ....................................................................................................... 17
Day Plan Template C ............................................................................................................................ 19
Teacher-Initiated Experiences Template D ........................................................................................ 21
Documentation of Children’s Learning Template E ......................................................................... 24
Emerging Learning and Teaching Opportunities Template F ......................................................... 27
Assessment Guide ..................................................................................................................................... 31
Preservice Teacher Intervention Notification – Guidelines for Use ..................................................... 35
At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 37
At Risk Notification ................................................................................................................................. 38
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Professional Experience: Our Purpose
Objective
Upon completion of the professional experience program, preservice teachers will have
cultivated a habit of contributing to an image of teaching as a profession that cares, and that
seeks to make a difference. Professional experience offers not only authentic learning
opportunities for preservice teachers to develop the necessary skills and knowledge of
teaching, but also their personal, interpersonal and emotional capabilities (Scott, 2014). In
addition to developing graduate teachers who meet the prescribed Australian Professional
Standards of Teaching (APST), our collective efforts also seek to develop graduate teachers
who demonstrate characteristics of high calibre aspirant teachers as outlined in Queensland
Schooling Sectors’ Expectations of Graduate Teachers, and develop a learning disposition, “to
continue to seek answers to difficult problems of teaching and learning and the skills to learn
from practice as well as to learn for practice” (Darling-Hammond, 2006). Put simply, JCU
graduate teachers are critically reflective and seek in their actions to be better teachers,
colleagues, and community members.
With our professional learning schools, we work towards developing critically reflective JCU
graduate teachers who demonstrate:
- a quality of teaching defined by APST at a Graduate level
- personal capabilities: self-awareness, decisiveness, commitment
- interpersonal capabilities: influencing, empathising
- cognitive capabilities: diagnosis, strategy, flexibility and responsiveness
- appreciation and understanding of the strengths and challenges of our region
- a professional identity that resonates with their commitment to student learning and
wellbeing
“Teaching is a profession with certain moral and technical expectations—especially the
expectation that teachers, working collaboratively, will acquire, use, and continue to
develop shared knowledge on behalf of students” (Darling-Hammond, 2006).
Upon successful completion of the professional experience program,
preservice teachers will develop a demonstrated body of
knowledge and a range of skills as prescribed in Australian
Professional Standards of Teaching. JCU preservice teachers will also
be consciously refining their beliefs and learning dispositions to
construct a professional identity that resonates with their
commitment to student learning and wellbeing.
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ED4488
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ED4488 Professional Learning Activities
What is the structure of the professional experience placement for ED4488?
4th year professional experience consists of two phases.
Phase 1 (ED4488) is a four-week block placement (20 days), with the 20 days to be undertaken
consecutively, commencing the week of January 22th 2018. Preservice teachers have been
advised that they should attend Student Free Days if their school welcomes their participation.
During this placement, PSTs will move from co-planning, co-teaching and co-reflecting through
to a full-time load and independent practice in their final week placement.
ECE students have to complete two weeks of school placement follow by two weeks of
kindergarten placement.
Phase 2 (ED4489) is a five-week block placement (25 days). In most instances, preservice
teachers will return to their Phase 1 schools. Preservice teachers will engage in a minimum of
three weeks of independent practice in their final professional experience.
How does this professional experience fit in the B.Ed course?
This placement is scheduled at the start of the 4 th year B.Ed program. Majority of
preservice teachers have six coursework subjects to complete in to graduate.
4th year subjects that follow after this placement include*:
ECE & Primary: Teaching for Learning 3 (Pedagogical methods subject); Advanced
English/Literacy; Advanced Mathematics/Numeracy; Teaching for Learning 4 (with a
focus on differentiation); Indigenous Futures; Service Learning/Internship
*Study plans vary for students; some might have completed these subjects before their
professional experience.
What is the expected teaching load in Phase 1?
The expected teaching load for a preservice teacher in Phase 1 (ED4488) school-based
placement is one that is increasing from observation in Week 1, to independent practice in
Week 4.
The following tables outline the professional learning activities through each week of the
placement. Each week is presented as a separate table. The number of lessons/days allocated
for planning, teaching, assessing and reflecting for each week are stipulated as minimum
requirements. At the bottom of each table is a blank row. It has been included for preservice
teachers to include notes about potential artefacts from each week of their experience that
they may include in their Professional Experience portfolio. A detailed explanation on the
Professional Experience portfolio is provided as well
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Weekly Outlines of Professional Learning Activities: What PSTs Have to Do
Week Focus of Professional Learning: Phase 1 (ED4488)
Prior to
placement
Plan Teach Assess Reflect
Personal statement to introduce themselves to centre director and SBTE (500 words maximum: paragraph or dot-point format),
including scholarly reference materials. The personal statement must make reference to the following:
- ACECQA National Quality Standards & Early Years Learning Framework
- Outline of current knowledge, skills, capabilities and personal attributes relevant to teaching
- Understanding of reflective practice in teaching and learning
- Professional experience goals for this phase: what they are, and how they will evaluate the outcomes.
PSTs review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct
PSTs set up a structure for their early years portfolio and an accompanying reflective journal
PSTs review the early years report that will be used in this placement
PSTs ensure that their Blue Card is current and will not expire before the completion of their program. Ensure their Blue Card
and JCU Student ID card are with them at all times while on placement.
PSTs ensure they have made contact with the site coordinator at their centre and set up a time to meet, either in person or by
telephone, to discuss their upcoming placement and begin establishing expectations for their work whilst at the centre.
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Week Focus of Professional Learning: Phase 1 (ED4488)
Plan Teach Assess Reflect
1
(Centre)
Engage in a professional
expectations dialogue with
SBTE
Independently teach three
teacher-initiated experiences
Complete 4 documentation
of children’s learning and
development (Template E)
Write 2 emerging learning
and teaching opportunities
(Template F),
Review and select suitable
data and evidence from the
sources available to
understand learners and plan
for their next step learning
across all curriculum areas
Complete the Weekly review
Checklist (Template G)
Seek targeted feedback in
relation to key aspects of their
practice Incorporate reflections and
SBTE feedback into next step
planning
Observe classroom
organization, establishment
of positive learning
conditions and expectations
Co-reflect and discuss
progress against JCU ED4488
Early Years report
Observe learners, complete
Template B
Finalise a ½ page written
reflection which synthesises
their professional learning for
Week 1, incorporating
scholarly references
Write 4 day plans (Template C)
Weekly Review Checklist
(Template G)
Co-plan three teacher
initiated experiences
(Template D)
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Week Focus of Professional Learning: Phase 1 (ED4488)
Plan Teach Assess Reflect
2
(Centre)
Engage in a professional
expectations dialogue with
SBTE
Independently teach four
teacher-initiated experiences
Complete four
documentation of children’s
learning and development
(Template E)
Write 3 emerging learning and
teaching opportunities (Template
F),
Manage classroom
organization and reinforce
positive learning conditions
and expectations
Complete the Weekly review
Checklist (Template G)
Write 4 days plans
(Template C)
Seek targeted feedback in
relation to key aspects of their
practice
Weekly Review Checklists
(Template G)
Incorporate reflections and SBTE
feedback into next step planning
(Template F
Independently design and
plan four teacher-initiated
experiences (Template D)
Finalise a ½ page written
reflection which synthesises their
professional learning for Week 1,
incorporating scholarly references
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Situational Analysis Template A
Type of Service (eg. PrePrep, Long Day Care, Kindergarten)
Year Levels/ Age Groups
Children
Information Implications* (for Curriculum Decision-making: Planning, Interacting, Monitoring, Assessing, Reflecting and Ongoing Learning)
Learner 1 (ability, sociability, backgrounds, interests, special needs and achievements)
Learner 2 (ability, sociability, backgrounds, interests, special needs and achievements)
Setting
Information Implications
Families and Community
Information Implications
Summary
Constraints Potential
Reference List
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Teacher Observation Template B
Date and Time: Context (Play, Real-life experiences, Routines
and Transitions, Indoor, Outdoor):
Individual, Small Group, Large Group:
Teaching Strategies
Observation Learning and Development Areas
Brainstorming Concept map Demonstration/ Modelling Thinking skills strategies Describing
Discussion: whole of class, small group Game Connecting with prior knowledge and with future goals Questioning (many kinds of questioning) Quiet think time Reading/ Listening Role play/ Drama Drawing/ Visual Arts Singing/Music Scaffolding Use of resources Encouraging Other?
Identity/ Children have a strong
sense of identity
Building a sense of security andtrust
Acting with increasingindependence andperseverance
Building a confident self-identity
Connectedness/ Children are
connected with and contribute
to their world
Building positive relationshipswith others
Showing increasing respect fordiversity
Showing increasing respect forenvironments
Wellbeing/ Children have a
strong sense of wellbeing
Building a sense of autonomyand wellbeing
Exploring ways to show careand concern and interactpositively with others
Exploring ways to promote ownand others’ health and safety
Exploring ways to promotephysical wellbeing
Active learning/ Children are
confident and involved learners
Building positive dispositionsand approaches toward learning
Increasing confidence andinvolvement in learning
Engaging in ways to beimaginative and creative
Exploring tools, technologiesand information andcommunication technologies(ICTs)
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Communicating/ Children are
effective communicators
- Exploring and expanding ways
to use language
- Exploring and engaging with
literacy in personally meaningful
ways
- Exploring and engaging with
numeracy in personally
meaningful ways
Classroom Management Strategies
Comments
19
Day Plan Template C
Date Week Time Class
Events of Interest
Time Teacher-Initiated
Child-initiated/
Emerging
Learning
(write this after the day)
Resources
Learning Environment Assessment and Monitoring Opportunities
20
Large Group Possibilities Routines and Transitions
Small Group Possibilities Real-life Engagements
Individual Possibilities Play
Reflections/ Forward Planning
21
Teacher-Initiated Experiences Template D
Queensland Kindergarten Learning Guideline/ Early Years Learning Framework Teacher-Initiated Experiences
Child’s Name (pseudonym):
Date/Time that this will be presented:
Reasons/ Background (Summarise your analysis of documentation)
Concept Map
(Draw a concept map to brainstorm ways to follow up your analysis)
Teacher- initiated Experience (Based on your reasons and concept map, explain in one or two sentences the experience
you are plan as further learning for your focus child and others?)
Context (Tick appropriate boxes)
Play Real-life engagements
Routines and Transitions
Learning Environment (Tick appropriate boxes)
Indoor Outdoor Individual Group
Resources
Planning
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Link to Learning and Development Areas
(Highlight outcomes addressed through this experience)
Description of Experience: (Provocations - how will you begin the experience;
Enhancement/expansion; Conclusion/ follow-up - where to from here?)
Identity/ Children have a
strong sense of identity
Building a sense of
security and trust
Acting with increasing
independence and
perseverance
Building a confident self-
identity
Connectedness/ Children are
connected with and
contribute to their world
Building positive
relationships with others
Showing increasing
respect for diversity
Showing increasing
respect for environments
Wellbeing/ Children have a
strong sense of wellbeing
Building a sense of
autonomy and wellbeing
Exploring ways to show
care and concern and
interact positively with
others
Exploring ways to
promote own and others’
health and safety
Exploring ways to
promote physical
wellbeing
Active learning/ Children are
confident and involved
learners
Building positive
dispositions and
approaches toward
learning
Increasing confidence
and involvement in
learning
Engaging in ways to be
imaginative and creative
Exploring tools,
technologies and
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Preservice teachers demonstrate their commitment to self-reflection through:
- Systematic and thorough self-evaluation of individual aspects of professional experience,
especially written self-evaluation of all activities taught;
- Seeking and responding to feedback offered by their SBTE and other centre educators;
- Taking action to address areas of weakness;
- Applying ideas developed in university studies to professional experience contexts
information and
communication
technologies (ICTs)
Communicating/ Children are
effective communicators
Exploring and expanding
ways to use language
Exploring and engaging
with literacy in personally
meaningful ways
- Exploring and engaging with numeracy in personally meaningful ways
How will you interact/ co-construct learning? (Think about what intentional teaching practices you will use)
How will you monitor and assess the experience?
Reflection (What worked; what could be improved; where to from here?)
24
Documentation of Children’s Learning Template E
Queensland Kindergarten Learning Guideline/ Early Years Learning Framework Documentation Template
Focus Child (pseudonym): Date:
Context Learning Environment
Play Real-life experiences
Routines and Transitions
Indoor Outdoor Individual Group
Methods of Documentation
Observations (What did you see/ hear?
Include photos here)
Learning and Development Areas (Highlight areas
addressed)
Identity/ Children
have a strong sense
of identity
Building a sense ofsecurity and trust
Acting withincreasingindependence andperseverance
Building a confidentself-identity
Connectedness/
Children are
connected with and
contribute to their
world
Building positiverelationships withothers
Showing increasingrespect for diversity
Showing increasingrespect forenvironments
Wellbeing/ Children
have a strong sense
of wellbeing
Building a sense ofautonomy andwellbeing
Narratives
Running Records
Anecdotes
Learning Stories
Jottings
Diary or Journal
Children’s Self-Reflections
Samples
- Work samples/ artefacts
- Time Samples
- Event Samples
Language Transcripts
Word Lists
Webs
Transcripts ofConversations
Interviews
Transcripts ofReading/Retelling
Jointly ConstructedTexts
Visual
Representations
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Photographs
Video/DVDRecordings
Diagrams andSketches
Visual Diaries
Exploring ways toshow care andconcern andinteract positivelywith others
Exploring ways topromote own andothers’ health andsafety
Exploring ways topromote physicalwellbeing
Active learning/
Children are
confident and
involved learners
Building positivedispositions andapproaches towardlearning
Increasingconfidence andinvolvement inlearning
Engaging in waysto be imaginativeand creative
Exploring tools,technologies andinformation andcommunicationtechnologies (ICTs)
Communicating/
Children are
effective
communicators
- Exploring and
expanding ways to
use language
- Exploring and
engaging with literacy
in personally
meaningful ways
- Exploring and engaging with numeracy in personally meaningful ways
Checklists and
Rating Scales
Analysis of Learning
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(What is significant about these observations?)
Ideas for Future Planning (What can you do to further develop this child’s learning?)
References
27
Emerging Learning and Teaching Opportunities Template F
Queensland Kindergarten Learning Guideline/ Early Years Learning Framework Emerging Learning and Teaching Opportunities
(to be written retrospectively)
Child’s Name (pseudonym):
Date/Time this experience occurred:
Reason/ Background
Context (Tick appropriate boxes)
Play Real-life experiences Routines and Transitions
Learning Environment (Tick appropriate boxes)
Indoor Outdoor Individual Group
Resources
Learning and Development (Highlight outcomes addressed
through this experience)
Description of Experience:
Identity/ Children have a strong
sense of identity
Building a sense of security andtrust
Acting with increasingindependence andperseverance
Building a confident self-identity
Connectedness/ Children are
connected with and contribute
to their world
Building positive relationshipswith others
Showing increasing respect fordiversity
Showing increasing respect forenvironments
28
Wellbeing/ Children have a
strong sense of wellbeing
Building a sense of autonomyand wellbeing
Exploring ways to show careand concern and interactpositively with others
Exploring ways to promote ownand others’ health and safety
Exploring ways to promotephysical wellbeing
Active learning/ Children are
confident and involved
learners
Building positive dispositionsand approaches towardlearning
Increasing confidence andinvolvement in learning
Engaging in ways to beimaginative and creative
Exploring tools, technologiesand information andcommunication technologies(ICTs)
Communicating/ Children are
effective communicators
- Exploring and expanding ways
to use language
- Exploring and engaging with
literacy in personally meaningful
ways
- Exploring and engaging with numeracy in personally meaningful ways
How did you interact/ co-construct learning?
How did you monitor and assess this experience?
Reflection (What worked; what could be improved; where to from here?)
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Weekly Review Checklist: Template G
Learning Environment
Describe the experience, including who initiated the learning
Related QKLG learning area and significant learning
Evaluation/ Reflection (Where to from h ere?)
Indoor
Outdoor
Small Group
Large Group
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QKLG learning & development areas Mon Tue Wed Thu Fri
Identity
A kindergarten child who has a strong sense of identity:
is building a sense of security and trust
acts with increasing independence and perseverance
is building a confident self-identity.
Connectedness
A kindergarten child who is connected with and contributes to their world:
is building positive relationships with others
shows increasing respect for diversity
shows increasing respect for environments.
Wellbeing
A kindergarten child with a strong sense of wellbeing:
is building a sense of autonomy and wellbeing
explores ways to show care and concern and interact positivelywith others
explores ways to promote own and others’ healthand safety
explores ways to promote physical wellbeing.
Active Learning
A kindergarten child who is a confident and involved learner:
is building positive dispositions and approaches towards learning
shows increasing confidence and involvementin learning
engages in ways to be imaginative and creative
explores tools, technologies and informationand communication
technologies (ICTs).
Communicating
A kindergarten child who is an effective communicator:
explores and expands ways to use language
explores and engages with literacy in personally meaningfulways
explores and engages with numeracy in personally meaningfulways.
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Assessment Guide
Professional experience is an opportunity for preservice teacher to learn within and through
practice. Their learning is demonstrated through their contributions to student learning as well as
their professional reflections on their contributions to the classroom and the wider school
community.
In making this formal evaluation, SBTEs will take into consideration:
o the evidence of pre-service teacher learning
o daily practices
o presentation of formative learning portfolio of evidence
This placement is assessed using one report - QPERF. At the end of this placement, PSTs must
demonstrate a minimum of Satisfactory in all descriptors to pass this professional experience.
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College of Arts, Society & Education BACHELOR OF EDUCATION
EARLY CHILDHOOD EDUCATION
Professional Experience Report
Return report to JCU Profex office or [email protected] within 7 days of completion of
practicum. Retain a copy before submitting original. JCU Preservice Teacher:
JCU Student Id:
Centre: Room:
SBTE/s:
By the end of this prior-to-school professional experience, the preservice teacher
demonstrates the following, based on required activities and the National Quality
Standard at a Satisfactory level.
Sa
tisf
ac
tory
Un
satisf
ac
tory
Planning & Organising for Learning
Co-planned/designed 7 Teacher Initiated Experiences
Wrote 5 Emerging Learning and Teaching Opportunities
Completed 8 Day Plans
Completed 2 Weekly Review Checklists
Considered children’s learning and development outcomes in relation to their identity, connectedness,
wellbeing, confidence as active learners and effectiveness as communicators when planning for learning
Considered children’s current knowledge, ideas, culture, ability and interests in planning and organising for
learning
Organized and effectively used resources, materials and equipment
Comments in relation to this section:
Interacting/Teaching
Completed 2 Teacher Observations
Taught 7 Teacher-initiated Experiences
Supported children to participate in the learning experiences
Responded to children’s ideas and play and used intentional teaching to scaffold and extend children’s learning
ED4488
33
Developed warm, respectful and equitable relationships with children that supported them to participate and
feel secure, confident and included
Engaged with children in meaningful, open and supportive interactions
Supported children to build sensitive and responsive relationships with other children and adults
Was focused, active and reflective in designing and delivering learning experiences
Comments in relation to this section:
Managing
Completed Situational Analysis
Created an inclusive environment that promoted agency, independent exploration and learning through play
Ensured that indoor and outdoor spaces engaged children in quality experiences
Supported children to manage their own behaviour, respond appropriately to the behaviour of others, and
communicate effectively to resolve conflicts
Adequately supervised children in their care
Comments in relation to this section:
Monitoring and Assessing
Completed 8 documentations of children’s learning and development
Demonstrated understanding of a range of strategies to monitor and assess children’s learning and development
Effectively used documentations to assess learning and plan for further learning
Comments in relation to this section:
Professional Conduct
Collected and annotated centre’s policies
Demonstrated understanding and adherence to legislative requirements
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Maintained the dignity and rights of every child
Developed respectful and equitable relationships with children
Where possible, developed supportive relationships with families
Comments in relation to this section:
Reflecting & Learning from Practice
Co-reflected with SBTE on teaching, learning and development
Completed reflections for this practicum phase (Personal Statement, Teacher-initiated Experiences, Emerging Learning and Teaching Opportunities)
Modified plans and practices based on critical reflection
Comments in relation to this section:
Overall Comments:
Preservice teacher’s name
Signature
Date
Supervising teacher’s name
Signature
Date
Site coordinator’s name Signature
Date
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Preservice Teacher Intervention Notification – Guidelines
for Use
The “Intervention Notification” is designed for use by preservice teachers only, to trigger a response
from the Professional Experience Unit at JCU to the student submitting the notification. (Please refer to
the “Preservice Teacher At Risk Notification” for use by the site coordinator or supervising teacher).
In the event of a problem or concern for a preservice teacher, the required process is
summarised in the following:
Step 1: Preservice teacher raises concern with her/his SBTE.
Step 2: If issue is not resolved following discussion with supervising teacher, the preservice
teacher raises concern with the school’s site coordinator as early as possible (the site
coordinator is the main point of contact in schools for JCU).
Step 3: Preservice teacher requests the site coordinator set up a meeting involving all parties –
the preservice teacher, SBTE and site coordinator – to discuss the issue of concern.
Step 4: If the concern remains, the preservice teacher completes and submits the Intervention
Notification form (see next page) via email to the Professional Experience Unit. If the matter is
urgent, please phone the Professional Experience Unit to alert us to the incoming email.
The “Intervention Notification” is a form designed for use by preservice teachers only, to trigger
a response from the Professional Experience Unit at JCU to the student submitting the
notification.
Upon receipt of the Intervention Notification, the Professional Experience Unit will notify the
relevant Academic Liaison who will then make contact with the preservice teacher to discuss
the matter of concern. If necessary, the Academic Liaison will visit the school to discuss the
matter with the parties concerned – the preservice teacher, site coordinator and/or supervising
teacher.
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College of Arts, Society & Education
Intervention Notification
This report is designed for use by preservice teachers to trigger a response from the Professional
Experience Unit to an issue or concern. Many issues are swiftly resolved if raised early. It is critical
that preservice teachers who are experiencing difficulty advise the Professional Experience Unit.
Submission of this form: [email protected]
If the matter is urgent then also phone (07) 4781 5529
Preservice teacher: Name:
Signature: Date:
Contact details: Mobile:
Home Phone:
Email:
Professional Experience
School/Centre:
Professional Experience
Block: Phase 1: ED4488 Phase 2: ED4489
Specialist
Practicum:
ED4487
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
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At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)
PURPOSE
The “Preservice Teacher At Risk Notification” process during professional experience is designed to alert the preservice teacher and Education to areas of concern identified by the SBTE and site coordinator. The At Risk Notification process should be used in any of the following circumstances:
Where the SBTE and site coordinator believe that the preservice teacher could, with additionaleffort and attention, work to demonstrate competence in all criteria required in the professionalexperience.
Where the preservice teacher is failing to respond effectively to feedback provided by the SBTEand site coordinator.
Where the SBTE and site coordinator believe that intervention from the Professional ExperienceUnit would assist the preservice teacher.
The “Preservice Teacher At Risk Notification” form should be submitted as early as possible. This allows time for intervention to occur.
The IDEAL process for submitting the “Preservice Teacher At Risk Notification” form is summarised in the following:
Step 1: SBTE raises concerns about progress directly with both the site coordinator in the school and with the preservice teacher.
Step 2: Site coordinator sets up a meeting with SBTE and the preservice teacher in the school to discuss concerns and completes the “Preservice Teacher At Risk Notification” form. The form is then emailed to JCU and the Coordinator phones the Professional Experience Unit to notify of lodgement. [email: [email protected]]
Townsville 4781 6549 (Primary, ECE, RATEP) 4781 4681 (Secondary)
Cairns 4232 1716 (ECE, Primary, Secondary) 4232 1720 (ECE Online)
Step 3: JCU Professional Experience Unit immediately notifies the Academic Liaison who:
Makes contact with the school and the preservice teacher
Organises to discuss concerns with the preservice teacher and the supervisingteacher
In collaboration, develops an action plan – this may include counselling etc. BUT willNOT include more time in the school
Step 4: All parties review progress to determine competency level.
If further action is required, the site coordinator should contact the Director of Professional Experience via email: [email protected] or phone (07) 4781 5529
NB (1): Please note that while it is recommended that the “at risk” process be used when there are concerns about a preservice teacher, it is not an essential step and preservice teachers may still be deemed “not competent” even if an “at risk” notification has not been submitted.
NB (2): This process should not be used if the preservice teacher is CLEARLY NOT COMPETENT to proceed. If a preservice teacher is deemed not competent to proceed at any stage during final year, the JCU Professional Experience Unit will work with the preservice teacher to develop an action plan to address concerns raised. The completion of appropriate intervention almost always allows for a repeat practicum period (in a different school location).
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At Risk Notification In order to be judged ‘Competent to Proceed’ preservice teachers must have met minimum
requirements for each practicum phase as identified in the report. Please email a summary of
areas of concern as described by the report, indicating in which of the descriptors in the report
the preservice teacher is experiencing difficulty.
Please indicate the areas of concern as linked to the report outcomes and email to: [email protected]
If the matter is urgent then also phone (07) 4781 5529
PLEASE PROVIDE THE PRESERVICE TEACHER WITH A COPY OF THIS ADVICE
College of Arts, Society & Education
Preservice teacher
School
Name of person completing form
Signature:
Professional Experience Block:
REPORT AREA Comments Section 1: Planning Effectively
Section 2: Teaching Effectively
Section 3: Managing Effectively
Section 4: Assessing and Reporting Effectively
Section 5: Professional Conduct