specific requirements for professional experience - une.edu.au€¦ · web viewthis school...

Specific Requirements for Professional Experience

For EDSP504 Evidence-Based Management for Challenging Behaviours:

PrEx 10 Days

EDSP504: Summary of Expectations and Professional Experience Activities for 10 day Professional Experience Placement.

This school professional experience placement is a 10-day block placement. During this two week placement you are expected to immerse yourself in the life of the school and further develop your understanding not only of teaching and learning in a classroom context, but also of the wider context of the school. This placement has a range of activities to be completed and throughout the two weeks you should build your teaching skills across a range of experiences. This placement is assessed against modified focus areas of the teaching standards (see pages 10-12).

Upon successful completion of this professional experience, you should:show a capacity to be thoughtful and questioning with respect to observations

and experiences within a school environment;demonstrate an understanding of the attributes and responsibilities of effective

learners and teachers;demonstrate critical reflection about curriculum and pedagogy as relevant to

the teaching and learning of students through observation of and interaction with teachers and students and through appropriate recording and reflecting;

demonstrate an awareness of the skills of critical reflection as a feature of professional learning;

through observation, demonstrate critical reflection about effective levels of classroom management and responsiveness to individual students including appropriate teaching strategies; and

communicate with teachers, students and all other school personnel in an effective and professional manner.

DAY 1: Classroom observations/tasks to be undertaken by Preservice TeacherDay 1 Focus: Situational Analysis

It is essential that the pre-service teacher assists the supervising teacher and supports the students. Knowledge of the classroom context will enable active participation in the classroom and will allow the pre-service teacher to make a smooth transition from observation, to microteaching to whole lessons.

OBSERVATION TASKDescribe the following;

Year levelNumber of students and gender Individual needs Specialist teachersOutline of the unit of work being carried out: topic, learning focus,

KLAs, activities, excursions Classroom functioning: any co- planning‐ arrangements across the year level, co- teaching‐ across the year level, shared teaching, etc. Classroom organisation: Include a diagram of seating, resource areas, teacher’s desk, etc

Observations of modelled behaviour are a valuable part of the learning process for the pre-service teacher. Some part of the day should include observations of the supervising teacher in action.Make some informal notes on a particular lesson taught by the classroom teacher. Include the following in your comments:

Expectations of behaviour Lesson beginning/Motivation Lesson procedure/activities Lesson conclusion Differentiation/Catering for individual needs

TEACHING PREPARATION TASKSupervising teacher to discuss and plan with the pre-service teacher 3 lessons to be taught on the last 3 days of week 2. Lessons planned need to align with supervising teacher’s curriculum and practice.

DAY 2: Classroom observations/tasks to be undertaken by Pre-service Teacher

Day 2 Focus: Classroom RoutinesClassroom routines are an important part of the classroom context. They help facilitate a positive classroom environment, because they maintain consistency, inform students, and save time.

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OBSERVATION TASKList observed routines in your classroom. Use the following headings to assist:

Start of the day housekeeping: attendance, lunches, money to be collected

Procedural routines: hands up, leaving the room, lining up Teaching routines: starting a lesson, expected behaviour, distribution and collection of books, materials, concluding a lesson End of the day routines: chairs, tidying away

Use your observations to assist with the following questions:How familiar are the students with the routines you have outlined?

Include some evidence to support your response. How would you reinforce a routine that has been already established

in your classroom? Identify a routine that you would like to see in your classroom.How would you implement it? Identify benefits of routines for your students.Are all students able to keep to classroom routines? Include any

examples you have come across in your observations to support your response.


Day 3 Focus: Behaviour ManagementThe use of behaviour management strategies is essential in classrooms if teachers are to teach effectively and efficiently.

OBSERVATION TASK Describe how the environment has been structured to support

children to make positive choices. Describe how the teacher reinforces a culture of acceptance and

expectations for positive behaviour. Describe behaviour management strategies that are in place in your

classroom. Define positive reinforcement. Include an example observed. Define negative reinforcement. Include an example observed. Describe the classroom rules and expectations.How were they established: were they based on school policy,

student decision making with teacher, teacher decision making?

“The same rules cannot and should not always apply to every individual in the classroom”. Write a short reflection and discuss it with your supervising teacher. Include examples to support your views.

Make a personal comment about behaviour management strategies. Include strategies you feel are worthwhile and make a comment about strategies you would avoid because of the impact they have on the learner in the classroom context.

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TEACHING PREPARATION TASKSupervising teacher to be shown at least one complete lesson plan and one behavior plan for next week. Use the lesson plan proforma in the appendices. This will be discussed between the supervising teacher and the pre-service teacher. Any necessary changes need to be addressed


Day 4 Focus: Social Dynamics In Group Activities

Students need to be able to feel comfortable and safe when they work together in groups to complete tasks. Establishing a warm and positive classroom environment allows students to cooperate in a friendly and productive manner.

OBSERVATION TASKObserve and document responses to the following:

Describe the “feel” of your classroom context. Identify the strategies that are in place to promote cooperative

learning. How are student groups selected for various group activities? How are students encouraged to be participative in groups? How are the quiet and passive students accommodated in groups? How are the dominant students accommodated in groups? How are isolates accommodated?

• Make a personal comment on the importance of fun and enjoyment in your learning context. Include examples.

TEACHING PREPARATION TASKSupervising teacher to be shown your second complete lesson plan and your second behavior plan. This will be discussed by the supervising teacher and the pre-service teacher. Any necessary changes need to be


Day 5 Focus: Assessment Instruments and Anticipated Evidence

Classroom teachers use various assessment instruments to assess and evaluate their students’ achievements and progress and to inform planning for future learning. This involves the collection of evidence of learning and learning progress. Written or oral feedback is very useful to students if it provides information about how well learning has been demonstrated and how well the criteria of the task were met. Feedback may also provide information to students about how they can improve their learning.

OBSERVATION TASKObserve and document assessment strategies in your classroom.

How is student progress monitored after a lesson? How is student progress monitored after a unit of work?

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Do the students self- assess and evaluate?‐Do the students’ peers assess and evaluate? Comment on verbal feedback.Comment on written feedback. Comment on feedback to parents.Comment on the use of samples of work and portfolios.

TEACHING PREPARATION TASKSupervising teacher to be shown your third complete lesson plan. This will be discussed by the supervising teacher and the preservice teacher. Any necessary changes need to be addressed before next week.

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Do the students self- assess and evaluate?‐Do the students’ peers assess and evaluate? Comment on verbal feedback.Comment on written feedback. Comment on feedback to parents.Comment on the use of samples of work and portfolios.

TEACHING PREPARATION TASKSupervising teacher to be shown your third complete lesson plan. This will be discussed by the supervising teacher and the preservice teacher. Any necessary changes need to be addressed before next week.

WEEK 2:During the first two days, at a mutually agreeable time, the preservice teacher needs to

discuss the redrafted lesson plans for the last 3 days and have the supervising teacher approve.

The preservice teacher is required to be flexible and implement lesson plans that align with the supervising teacher’s curriculum and approaches and the needs of the students in ways that are appropriate to the context.

Preservice teachers should negotiate with school administration staff to attend, if possible, a parent meeting or other school based event which supports community and family engagement. This experience will enable reflection on ways in which schools can foster positive and productive relationships with families and the community.

Overview of Suggested Teaching Tasks/Lessons

Day 1 At least one lesson observed and reflections discussed with supervising teacher. A teaching and learning cycle observation scaffold is included in the appendices. Active participation in the classroom context.

Day 2 At least one lesson observed and reflections discussed with supervising teacher. A teaching and learning cycle observation scaffold is included in the appendices. Active participation in the classroom context.Microteaching as agreed with the supervising teacher.

Day 3 At least one lesson observed and reflections discussed with supervising teacher. A teaching and learning cycle observation scaffold is included in the appendices. Active participation in the classroom context.Microteaching as agreed with the supervising teacher.First planned lesson taught, reviewed and discussed with supervising teacher. First behavior plan implemented, reviewed and discussed with supervising teacher. Review lesson plan for tomorrow in the light of feedback.

Day 4 At least one lesson observed and reflections discussed with supervising teacher. A teaching and learning cycle observation scaffold is included in the appendices. Active participation in the classroom context.Microteaching as agreed with the supervising teacher.Second planned lesson taught, reviewed and discussed with supervising teacher. Second behavior plan implemented, reviewed and discussed with supervising teacher.

Day 5 At least one lesson observed and reflections discussed with supervising teacher. A teaching and learning cycle observation scaffold is included in the appendices. Active participation in the classroom context.Microteaching as agreed with the supervising teacher.Third planned lesson taught, reviewed and discussed with supervising teacher. Discuss the final report with your supervising teacher. Ensure that you take the signed original of the report with you.

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Framework for ObservationsDate:

Time of Lesson: Length of Lesson:

Year Level:

KLA:

Introduction to lesson (Engagement and Prior Knowledge):

Body of lesson (building of knowledge, application of knowledge, presentation of knowledge):

Conclusion of lesson (Reflection and transitions):

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Teaching and Learning Cycle Scaffold for Formal Lessons ObservationsDay: Year Level/Stage of Learner:

Time: KLA:

EngagementDescribe the strategies the teacher uses to engage the students.How does the teacher provide opportunities for the students to engage with the lesson? How does the teacher engage the students’ prior knowledge?List the language used by the teacher to engage the students.How do students indicate their engagement? Describe the behaviours.

Building KnowledgeWhat strategies does the teacher use to help students build new knowledge? What sort of language does the teacher use?What sort of support strategies does the teacher have in place for those who may need extra help?What strategies does the teacher use to evaluate whether the students are acquiring the new knowledge?

TransformationWhat teaching strategies are used/learning experiences provided that give students the opportunity to apply their new skills and/or knowledge?How does the teacher support those who are in need of extra help?What strategies does the teacher use to manage the different levels of learning in the classroom?

PresentationWhat opportunities are provided for the students to present the new skills and/or knowledge they have acquired?How does the teacher manage the presentation of their new skills and/or knowledge? What sorts of support strategies are in place to help those in need?

ReflectionWhat strategies did the teacher use to enable the students to reflect on their learning in this lesson?Did the teacher explain, and the students understand, why they were learning this new material? Did the reflection process enable the students to make links between what they know, their new knowledge and where they might go next?

TransitionHow does the teacher manage the transition to the next lesson? What strategies are used?

Classroom management What are the most common disruptive behavior problems in this classroom? What methods does the teacher use to record students’ behavioral problems? What is the teacher’s classroom discipline plan?

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What proactive methods does the teacher use for students’ behavioral difficulties?How does the teacher respond to non-disruptive behaviors? What kind of individualized interventions are implemented in this classroom?

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Lesson Plan Proforma (PrEx 1 and 2)DATE: KLA:LESSON TOPIC

YEAR LEVEL DURATION OF LESSON:

OUTCOMES/ESSENTIAL LEARNINGS:

LESSON OBJECTIVES:At the end of this lesson students will have the opportunity to demonstrate their ability to: 1.

2.

3.

RESOURCES:

STUDENTS’ PRIOR KNOWLEDGE

LESSON PROCEDURE:Motivation/ Lesson Introduction:

Lesson Content and Processes:

Lesson Conclusion:

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ASSESSMENT OF STUDENT LEARNING:

EVALUATION – LEARNING OBJECTIVES: 1.

2.

3.

SELF ASSESSMENT OF THE LESSON

SUPERVISING TEACHER’S COMMENTS

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Behavior Plan Proforma (PrEx 1 and 2)DATE: KLA:

BEHAVIOR TARGET

YEAR LEVEL DURATION OF BEHAVIOR PLAN:OUTCOMES/ESSENTIAL LEARNINGS:

OBJECTIVES OF THE BEHAVIOR PLAN:At the end of this behavior plan students will have the opportunity to demonstrate their ability to: 1.

2.

3.RESOURCES:

STUDENTS’ PRIOR KNOWLEDGE/SKILLS/BEHAVIOURS

BEHAVIOR PLAN PROCEDURE: CONTENT AND PROCESSES

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ASSESSMENT OF STUDENT BEHAVIOURS FOLLOWING THE BEHAVIOR PLAN:

EVALUATION – LEARNING OBJECTIVES: 1.

2.

3.

SELF ASSESSMENT OF THE BEHAVIOR PLAN

SUPERVISING TEACHER’S COMMENTS

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Focused Observation Form(Non-‐Graduate and Graduate Level Placements)Use the form below for your focused observations, using the prompts as appropriate.PROMPTS COMMENTS

Were the timing and pacing of activities effective?

How were the teaching strategies appropriate? How was differentiation to cater for a range of

learners, shown? How were individual students’ skills, needs and

interests accounted for and acknowledged? In what way were the extension activities

challenging and adequate? Were strategies used to meet the literacy and/or

numeracy needs of all students? Were any strategies used to cater for ATSI or

LBOTE students or students with special needs?

How were appropriate syllabus outcomes demonstrated in the lesson plan?

How was knowledge of the central concepts and content shown?

How was appropriate pedagogy demonstrated? Was there an appropriate use of ICT?

How were stated learning outcomes developed and addressed during the lesson?

How clearly were the expectations for the lesson stated and communicated to students?

How was learning enhanced by the chosenresources?

How was the lesson sequenced? How were students encouraged to talk & listen? What type of talk?Questions, statements? Instruction, prompting?

Why would…? I wonder…You should... What about?... How do you?...

-‐ How were students grouped?

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How effectively were behavioural expectationsestablished and maintained?

How were students encouraged to participate? What strategies were used to develop rapport? Were the transitions smooth? What were the management issues? What strategies were used? How was the safety of students ensured?

How was the link between outcomes andassessment demonstrated?

What informal assessment occurred? What feedback did students receive? -‐ How will assessment of learning inform future

planning?

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What do you see the next lesson will bring? Why?

Share your responses with your supervising teacher and compare vie

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