PROFESSIONAL PRACTICE Booklet Graduate Diploma of Education (Secondary)

Transcription

1 School of Education PROFESSIONAL PRACTICE Booklet Graduate Diploma of Education (Secondary) 2009 Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 1 of 36

2 CONTENTS Welcome to Professional Practice... Page 3 Professional Practice Program Overview... Page 4 Some key people... Page 5 The Professional Practice Experience... Page 6 The role of the Professional Practice Office... Page 8 The role of the Site Coordinator... Page 9 The role of the Supervising Teacher... Page 11 The role of the Pre-Service Teacher... Page 13 The role of the University... Page 17 Appendix 1: Program Overview... Page 18 Appendix 2: Professional Practice Calendar... Page 19 Appendix 3: Mid Placement Review... Page 20 Appendix 4: Professional Practice Report Form... Page 22 Appendix 5: Professional Practice Contract... Page 30 Appendix 6: Pre-Service Teacher Emergency Contact Form... Page 32 Appendix 7: Pre-Service Teacher Checklist... Page 33 Appendix 8: Pre-Service Teacher Placement Information... Page 34 Appendix 9: Lesson Plan... Page 35 Appendix 10: Site Coordinator Checklist... Page 36 Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 2 of 36

3 WELCOME TO PROFESSIONAL PRACTICE Welcome to the 2009 Professional Practice Program a key component of the Graduate Diploma of Education (Secondary) Program at RMIT University. To Site Coordinators, who take on the task of placing our Pre-Service Teachers in their schools/sites, we thank you for making this commitment to the ongoing development of the teaching profession. To Supervising Teachers, who take on the job of supervising our Pre-Service Teachers, we thank you for giving up your time and agreeing to share your knowledge and experience. To our Pre-Service Teachers about to commence placement, we hope that this is the first of many experiences in which you learn from and with others in the profession. This Professional Practice Booklet is issued to Site Coordinators, Supervising Teachers and Pre-Service Teachers and should be used as a ready-reference about this important feature of our program. Kathy Jordan Program Manager Julie Faulkner Professional Practice Coordinator Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 3 of 36

4 PROFESSIONAL PRACTICE PROGRAM OVERVIEW The Graduate Diploma of Education (Secondary) is a one year full time program that provides study in education subjects as well as methods of teaching. An overview of the program is provided as Appendix 1. Professional Practice is the component of the Graduate Diploma of Education (Secondary) which provides opportunities for Pre- Service Teachers to gain valuable teaching experience in educational settings. The Victorian Institute of Teaching (V.I.T) require Pre-Service Teachers to have satisfactorily completed Professional Practice as a component of their program. At RMIT, our Pre-Service Teachers undertake 45 days of Professional Practice in schools or other educational settings. We organise these days as a twenty-five day block in term 2 and a twenty day block in term 3. We ask Supervising Teachers to assess their performance using the V.I.T recommended standards (see Appendix 4: Professional Practice Report Form). The Pre-Service Teacher needs to satisfactorily complete two Professional Practice placements to meet this component of the program. Within the Graduate Certificate of Education (Secondary) Program we believe that it is important that Pre-Service Teachers are assessed in meaningful and authentic ways, and reflecting on their professional practice experiences through their coursework is a key way to achieve this aim. Where students are required to complete assignment work they will only do so with full knowledge and consent of the Site Coordinator and Supervising Teacher. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 4 of 36

5 KEY PEOPLE: The Professional Practice Administrator Please contact the Professional Practice Administrator regarding questions or issues about the administration of Professional Practice placements, including requesting and altering a placement. The Payment Claim Form and the Professional Practice Reports need to be submitted to the PP Administrator. Andrew Scarborough School of Education RMIT University PO Box 71 Bundoora 3083 Ph: Fax andrew.scarborough@rmit.edu.au GD110 Professional Practice Coordinator The Professional Practice Coordinator can help with questions and issues regarding Pre-Service Teacher progress, and is the person to contact to request a school/site visit in order to support the Pre-Service Teacher. Dr Julie Faulkner Ph: julie.faulkner@rmit.edu.au School of Education Professional Practice Coordinator The Professional Practice Coordinator can help with questions and issues regarding Pre-Service Teacher progress, and is the person to contact to request a school/site visit in order to support the Pre-Service Teacher. Angela Maplestone Ph: angela.maplestone@rmit.edu.au Program Manager for the Graduate Diploma of Education (Secondary) The Program Manager can help with questions and issues about the Graduate Certificate in Education Program and student progress. Dr Kathy Jordan Ph: kathy.jordan@rmit.edu.au Please note that during Professional Practice placements Julie and Kathy are often on school/site visits and not in their offices. If you query is urgent, please leave an or phone message with the Professional Practice Administrator. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 5 of 36

6 THE PROFESSIONAL PRACTICE EXPERIENCE The outcomes from this Professional Practice Program result from the combined efforts of all the people concerned: - the Supervising Teacher, the Site Coordinator and the Pre-Service Teacher. Although the overall responsibility for the Pre-Service Teacher s effectiveness remains with the University, both the University and the professional practice site staff form a partnership, which collectively aims for Pre- Service Teachers to become competent, effective, thoughtful and professional teachers by the end of the program. At RMIT, we like our Pre-Service Teachers to have a total school experience whilst on professional placement. We like our students to observe lots of teachers in action, not only their Supervising Teacher, so that they gain a richer appreciation of the diversity in teaching approaches and strategies used in school settings. We also like our Pre- Service Teachers to gain lots of teaching practice in a variety of ways for example to teach groups of students and whole classes of students in different year levels and subjects both individually and in collaboration with others such as their Supervising Teacher and other teachers at the school. We also like them to gain a greater appreciation of the diverse roles and responsibilities that teachers undertake as a normal part of their job. To this end, we would like our Pre-Service Teachers to: Participate in school activities such as sport days, lunchtime activities, after school programs, school productions, camps and excursions Attend parent/teacher nights Attend meetings such as staff meetings, School council, and department meetings Participate in professional development Do Yard Duty The large majority of our Pre-Service Teachers have a highly rewarding professional practice experience. However, it is likely that a few Pre-Service Teachers will find placement a challenge and this may result in Supervising Teachers and Site Coordinators making the judgement that their performance is not satisfactory. We have a responsibility to ensure that only those Pre-Service Teachers who have demonstrated appropriate teaching standards are able to enter the profession as a qualified teacher. We ask that when you think a student is experiencing difficulty on placement that you call or the university so that we can discuss your concerns more fully and organise to make a visit to the school/site in order to offer more support to the Pre-Service Teacher and to the school/site itself. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 6 of 36

7 Teaching skills take time to develop and Pre-Service Teachers develop their skills at different rates. However it is assumed that there are different expectations for Pre- Service Teachers on their first and second placement. During the first placement Pre- Service Teachers will be introduced to teaching and will begin to develop their teaching skills with assistance from their supervisors. By the second placement they should be consolidating some of these skills as well as adding to them. They should also be teaching more lessons. During the first few days of placement, Pre-Service Teachers should become familiar with the school context in which they will be teaching. They should tour the school, meet staff and become familiar with key policies. They should plan their teaching timetable in consultation with their Site Coordinator and Supervising Teachers. They should observe classes and assist in some teaching practice such as working with groups of students. By the end of the first week of the teaching block Pre-Service Teachers should have commenced teaching and should have taught at least two lessons. With assistance from the Supervising Teacher the Pre-Service Teacher will be able to increase the number of lessons that they plan and deliver. While the number of lessons taught over a placement will vary we do expect our Pre-Service Teachers to teach the equivalent of three hours per method per week. This includes VCE experience if possible. Over the course of the two professional practice placements, Pre-Service Teachers are expected to build towards a third of the day engaging in teaching, a third planning and assessing and a third observing. It is expected that Pre-Service Teachers record the number of lessons taught and number of hours teaching. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 7 of 36

8 THE ROLE OF THE PP OFFICE The main tasks of the Professional Practice staff are the organization and administration of Professional Practice Placement in schools and other settings. Roles and responsibilities include: Arrange Professional Practice Placements First point of contact for schools Ensure that Pre Service Teachers and schools/settings are given necessary Occupational Health and Safety information to facilitate the health and safety of Pre Service Teachers while undertaking placements and that all Pre service Teachers have a satisfactory Working With Children Check or other necessary documentation before commencing a placement Notify students of their placement details prior to the beginning of each Professional Practice Placement. Where possible this will occur at least two weeks prior to commencement of placement. Provide placement information and instruction to all staff regarding visits to Pre Service Teachers on placement Monitor the progress of Pre Service Teachers and implement support strategies where appropriate Process results for Professional Practice Placements including the collection of Professional Practice paperwork (Final Assessment Form from Mentors, Feedback Form from Community Coordinators and RMIT staff etc) Approve the payment for Mentors and Site Coordinators and forward to finance for processing. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 8 of 36

9 THE ROLE OF THE SITE COORDINATOR We thank you for making the commitment to assist our pre-service students gain valuable experiences at your school. You have a key role as the liaison person for the Pre-Service Teacher and the university. We ask that you: Prior to placement Allocate the Pre-Service Teacher to Supervising Teachers Discuss with the Supervising Teachers a possible program plan for the Pre- Service Teacher Discuss this Professional Practice booklet and ensure that there are agreed expectations for the placement Gather resources such as school policies and routines that could be of value to the Pre-Service Teacher. For example: School Charter, Discipline Policy, Teacher Code of Practice, Student Code of Practice, bullying, homework etc On commencement of placement Meet with the Pre-Service Teacher and make them feel welcome Complete and fax the Professional Practice contract (see Appendix 5) to the Professional Practice Administrator at RMIT as soon as the placement commences Collect the Confidential Emergency Contact form (see Appendix 6) from the Pre-Service Teacher Explain your expectations to the Pre-Service Teacher including dress code, car parking, and attendance at meetings Familiarise the Pre-Service Teacher with the organisation for the school, including timetables, daily organisation, management structure, and meeting schedules Explain other routines and policies so that the Pre-Service Teacher can more fully grasp the unique character of your school. As Pre-Service Teachers will only be in your school/site for a relatively short period of time, there is a risk that they may not understand the complex connections between a school s history, policies, curriculum patterns, and teaching methods Ensure that the Pre-Service Teacher is informed of Occupational Safety and Health Regulations, especially emergency procedures Plan a program with the Supervising Teachers and the Pre-Service Teacher including coordinating lessons to be observed through the school During placement Facilitate the resolution of difficulties between the Supervising Teacher and Pre- Service Teacher Notify the university and request an observation visit by university staff if you have an unresolved concern about a Pre-Service Teachers progress Request supervising teachers to complete a Mid Placement Review of the Pre- Service Teacher s performance (see Appendix 3) Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 9 of 36

10 On completion of placement Photocopy the completed Professional Practice Report and keep a copy for the school Give a copy of the Professional Practice Report to the Pre-Service Teacher Post the original Professional Practice Report and submit a Payment Claim Form upon completion of placement to the Professional Practice Administrator Note: a checklist has been included as Appendix 10 to assist you. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 10 of 36

11 THE ROLE OF THE SUPERVISING TEACHER (Mentor) You have a vital role in the development of the Pre-Service Teacher s practice. We ask that you : Prior to the placement Think about a possible teaching load for the Pre-Service Teacher that will give the Pre-Service Teacher a range of teaching experiences and is suited to their stage of teaching development Think of team teaching possibilities Think of other ways that the Pre-Service Teacher could gain valuable teaching experiences such as working with small groups of students Gather resources that you think could be of benefit to the Pre-Service Teacher At the beginning of the placement Complete and fax the Professional Practice contract (see Appendix 5) to the Professional Practice Administrator at RMIT as soon as the placement commences Plan a teaching load with the Pre-Service Teacher, provide them with details of topics, and outlines, and discuss ways that they can plan and develop lessons with your knowledge of the curriculum and students in mind Encourage the Pre-Service Teacher to observe classes that they will be teaching and assist you in preparing and delivering a lesson Allocate a regular time each day for discussion with the Pre-Service Teacher Introduce Pre-Service Teacher to staff Assist the Pre-Service Teacher to plan, implement and evaluate lessons. A generic lesson plan template is included as Appendix 9, however we encourage Pre-Service Teachers to experiment with different formats that best suit them and the Supervising Teacher Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 11 of 36

12 During the placement Encourage their developing skills guide and support Devise a program to best suit professional growth - Provide written feedback that clearly identifies specific areas of areas for improvement and negotiate ways to improve them. Negotiate a clear set of objectives for the Pre-Service Teacher to reach during and by the end of the placement period Ensure that your expectations are appropriate to her/his stage in professional training Assist the Pre-Service Teacher plan lessons, however the amount and the nature of this assistance will depend on your analysis of their early performance and level of confidence Encourage the Pre-Service Teacher to improve her/his understanding of professional approaches, experience wider contact with the curriculum and to take on more responsibility for more difficult or challenging teaching tasks, appropriate to their stage of training Involve the Pre-Service Teacher in all aspects of routine classroom practice including marking rolls, money collection, movement through the hall etc Model teaching strategies and techniques, including classroom management strategies Take responsibility for the class and do not leave the Pre-Service Teacher to assume responsibility. Ultimate responsibility rests with you Complete a Mid Placement Review of the Pre-Service Teacher s performance (see Appendix 3) Discuss the Professional Practice Report Form with the Pre-Service Teacher throughout their placement and discuss overall development at the end of each week Pre-service teachers considered at risk of satisfactorily completing placement should be notified in a timely manner so that there is opportunity to redress issues and concerns. Consult with the Site Coordinator about the Pre-Service Teachers progress Where necessary contact the university about the Pre-Service Teachers progress At the end of the placement Complete and sign the Professional Practice Report Form. The form should represent a written digest of advice, analysis and comment already shared with the Pre-Service Teacher over the period of the round. We would appreciate the form being returned to RMIT within 10 days. Note: It is important that if problems arise during the placement, or you are not satisfied with the Pre-Service Teacher s progress that you discuss these concerns with the Site Coordinator. Contact should also be made with the university if your concerns persist or if you feel that the Pre-Service Teacher s progress is unsatisfactory. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 12 of 36

13 THE ROLE OF THE PRE-SERVICE TEACHER For some of you you may have mixed feelings about this part of the program excitement as well as apprehension. For some of you - this part of the program places you in a difficult role as you are both a student and a Pre-Service Teacher - with different sets of authority and responsibility. Prior to embarking on your placement it is important to understand that schools and teachers can, and are, very different. You should expect to see many different situations, and a range in teaching strategies and styles, as well as philosophies to learners and learning. You need to keep in mind that the classroom teacher has already put into place her/his own ideals, own teaching strategies and own administrative techniques and that you need to adapt to the context in which you are placed. While on your placement we encourage you to be involved in the whole school and to take on board roles and responsibilities that are commonly associated with practising teachers. This includes attending meetings and curriculum days with your Supervising Teacher and doing yard duty etc. You are expected to keep a log of your involvement as your Supervising Teacher will need to record your participation on the Professional Practice Report Form. However you cannot be placed in a situation whereby you take total responsibility for a class, ie. you must be observed by an approved teacher at all times. The ultimate authority in the school is the Principal. He/she is responsible for all that happens to school students, to teachers and to parents whilst on the premises or on school excursions, camps, visits, etc. Supervising teachers volunteer to supervise you. Taking on a Pre-Service Teacher is an additional responsibility and one that requires considerable time and effort on their part. As the Pre-Service Teacher it is important for you to be prepared to listen to your Supervising Teachers and be willing to accept criticism and to take on board suggestions that are made to you by those experienced in the field of teaching. Mentor school staff should offer suggestions for professional improvement as well as positive reinforcement for work well done. However, if you have concerns about your placement and difficulties communicating with your supervisor you should consult the Site Coordinator at the school and the Professional Practice Coordinator here at the university. During your placement it is likely that you will encounter many different teaching philosophies. This is an opportunity for you to reflect on these different philosophies and see how each teacher and school/site implement different philosophies throughout the curriculum and among different class cohorts. On occasion the philosophies of the Pre-Service Teacher and the Supervising Teacher may be very different. It is a reasonable course of action for the Pre-Service Teacher to learn as much as possible form this difference and check to what extent one s own beliefs are strengthened or weakened because of this experience. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 13 of 36

14 We expect our Pre-Service Teachers to act professionally at all times in terms of your dress, your punctuality your relationships with students and with staff, and in your willingness to accept criticism and to take suggestions on board in order to improve your performance. Acting professionally also involves lesson planning and assessment of student learning. It is assumed that Pre-Service Teachers will carefully plan all lessons with advice from Supervising Teachers and that these lessons will be reflected upon and suggestions for improvement or things to do differently next time duly noted. All lessons should be housed in a folder for the visiting university staff member to peruse when visiting you during your placement. Pre-service teachers can undertake a placement in country Victoria, interstate or overseas. You should seek advice form the Professional Practice Administrator as soon as possible if you are interested. If you are interested in a country placement, there are two $500 scholarships plus full board available for teaching in Hamilton. The Student Teacher Practicum Scheme provides financial incentives to eligible students to undertake placement in designated areas. For further information please refer to: Placements are found for you and you are asked not to contact schools. Generally you will be placed in a school that you did not attend and nor where you have siblings or children currently enrolled. We ask that you appreciate that the choice of school/site for professional practice is dependent on a range of factors including the availability of teachers in your teaching methods to act as supervisors. It is assumed that you will need to travel up to one and a half hours to your placement. You will receive notice of your placement prior to the commencement of that placement period by the Professional Practice Administrator. We ask that you advise the PPA of changes to your contact information and enrolment information as soon as possible Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 14 of 36

15 REQUIREMENTS This professional practice placement is an important step in your professional journey. We ask that while on this placement you meet the following requirements: Prior to placement Ensure that you have completed your working with children check and supplied evidence of this to the Professional Practice Office. You will not be able to go on placement unless this has been done. For more information go to and follow the links to Professional Practice Accommodate this placement with other work and family commitments. You are required to attend your placement for all the days specified. You are also required to arrive 15 minutes before the start of the school day and remain after school to see your Supervising Teacher and attend meetings etc Organise your finances to take into account petrol/travel/accommodation. Unfortunately there is often some cost involved which needs to be covered by the student. On commencement of Placement Discuss your workload (lessons to be taught, lessons to be observed, and other activities to participate such as Yard duty) with the Site Coordinator and/or Supervising Teacher Once you have established your timetable you are asked to your teaching timetable and a completed Appendix 8 to the staff member who has been assigned to visit you while on placement. You need to include contact information. The staff member will then contact you about organising a time to visit you on placement Complete your Confidential Emergency Contact form (see Appendix 6) and give it to the Site Coordinator on the first day of placement If you are ill and unable to attend placement inform the Site Coordinator and Supervising Teachers prior to the start of the school day. You will then need to make up these days. If your long-term attendance is affected by a valid reason such as illness or bereavement please contact the Professional Practice Administrator at RMIT and apply for extended leave. If you have an accident while on placement you should advise the Professional Practice Coordinator and complete an incident/accident reform form and lodge it with the Site Coordinator at the school/site and give a copy to the Professional Practice Administrator Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 15 of 36

16 During placement You are expected to act professionally at all times with students, parents and teachers. Show courteous recognition of staffroom usage, car-park arrangements, contribution to coffee funds and care with equipment and resources. This courtesy involves turning off mobile phones during planning, teaching and evaluative sessions while at the school/site. You should also consider your behaviour in public forums outside the school/site. This includes your presence on MySpace and YouTube which can be accessed by students. Pre-service students are asked to ensure that they represent themselves appropriately on these sites. Dress professionally in accordance with staff dress code Arrive 15 minutes before teachers are required and remain after hours to talk with your supervisor and to attend other meetings. Respect confidentiality of what you see and hear particularly in relation to students but also in relation to teachers and other Pre-Service Teachers. Exercise all reasonable care in supervising school students. As a Pre-Service Teacher you cannot be placed in a situation whereby you take total responsibility for a class. Prepare all teaching and learning resources ready for all lessons that you will teach. Produce lesson plans in detail and in a professional manner (see Appendix 9), leaving space for the Supervising Teacher to comment. Lesson plans should be presented to the Supervising Teacher well in advance to the lesson being taught. At the end of each lesson, at the end of each day and at the conclusion of the placement you should critically evaluate how well you have performed. All lesson planning should incorporate written self-evaluation. Listen to criticism and constructive feedback and be prepared to act on it. Discuss the Professional Practice Report form with your Supervising Teacher and sign it on its completion. Immediately take a photocopy of the Professional Practice Report for your records. Keep a folder over the year of all lessons that you take. Supervising teachers and university staff may want to refer to lessons and comments from earlier teaching rounds. Evidence of lesson planning is essential. Discuss issues with your Supervising Teacher and with Site Coordinator and make all reasonable attempts to find solutions to problems. Enjoy your placement At the end of placement Thank your Supervising Teachers and Site Coordinator for their efforts in assisting your placement Sign reports on your performance as prepared by your Supervising Teacher Review your lessons stored in a folder and make some summative notes and specific suggestions for improvement Collect your Confidential Emergency Contact Form from the Site Coordinator Note: We have included a checklist as Appendix 7 to assist you to meet your requirements Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 16 of 36

17 THE ROLE OF THE UNIVERSITY The role of university staff is to support all involved in the professional practice experience: the Site Coordinator, the Supervising Teachers and the Pre-Service Teachers. Staff from RMIT University visit Pre-Service Teachers during one of their placements. Usually these visits are arranged directly with a member of staff and the Pre-Service Teacher. Pre-service teachers are requested to assist making these arrangements by ing their teaching timetable and contact details to the relevant staff member. The visiting staff member will contact the school/site prior to making a visit. We appreciate being well informed about Pre-Service Teacher progress on placement, and Site Coordinators are asked to contact us regarding progress concerns so that we can take steps to support the Pre-Service Teacher. A school/site can also request a visit if they have concerns regarding a Pre-Service Teacher s progress. These requests are met. A visit from university staff usually involves a meeting with the Site Coordinator to review the Pre-Service Teacher s progress. It also involves the observation of the Pre-Service Teacher at work in the classroom or education setting. This visit is a supportive one and while staff provide feedback, this is not a formal assessment. It is the Supervising Teacher, who has the major responsibility for the assessment of the student s performance. Time for each visit is allocated to enable for prior discussion and follow up discussion. On completion of professional practice, Site Coordinators forward completed reports to the University. These are then read by the Professional Practice Coordinator, and Pre- Service Teachers who have received unsatisfactory assessments are then counselled, and where necessary an additional professional practice is scheduled. A Pre-Service Teacher may be permitted to undertake only one repeat placement. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 17 of 36

18 APPENDIX 1: PROGRAM OVERVIEW EDUCATION SUBJECTS Learners, Learning and Teaching Students engage with personal and theoretical perspectives of the learner (how learners learn, diverse needs of learners, multiple intelligences, learning styles etc) and learning theories (constructivist, and traditional etc) Teaching as Community Students gain an understanding of the teaching profession including our various roles and responsibilities and the V.I.T Standards, they also develop a professional portfolio, and resume. Imagining Social futures Students gain understanding of historical and contemporary perspectives and issues in education, learning and teaching Teaching across the curriculum Students develop an understanding of integrating literacies, numeracies and ICT within their own disciplines and across disciplines. METHODS OF TEACHING In these courses students gain understanding of current curricula frameworks and ways of effectively teaching within their disciplines Method 1A Method 1B Method 2A Method 2B Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 18 of 36

19 APPENDIX 2: PROFESSIONAL PRACTICE CALENDAR Week Beginning University Academic Year GDS Key Dates Important Dates 29 Jan start Term 1 (schools) 23 Feb Orientation Day GDS Tues 24th Feb 2 Mar 1 Week 1 classes 9 Mar 2 Week 2 classes 9 March Labour Day Holiday 16 Mar 3 Week 3 classes 23 Mar 4 Week 4 classes 30 Mar 5 Week 5 classes 3 April end term 1 (schools) 6 April 13 April 6 Split week Week 6 classes (6, 7, 8 and 16, 17) 9 Apr 15 Apr mid semester break 10 April Good Friday 13 April Easter Monday 20 April start Term 2 (schools) 25 April Anzac Day (Saturday) 20 April 7 PP 1 27 April 8 PP 1 4 May 9 PP 1 11 May 10 PP 1 18 May 11 PP 1 25 May 12 Week 7 classes 1 Jun Week 8 classes 8 Jun Week 9 classes 8 June Queens Birthday Holiday 15 Jun Week 10 classes 22 Jun Course Grades Due 26 June end Term 2 (schools) 29 Jun 29 June 17 July semester break 29 June 10 July school holidays 6 Jul 29 June 17 July semester break 29 June 10 July school holidays 13 Jul 29 June 17 July semester break 13 July Start Term 3 (schools) 20 Jul 1 Week 1 classes 27 Jul 2 Week 2 classes 3 Aug 3 Week 3 classes 10 Aug 4 Week 4 classes 17 Aug 5 PP 2 24 Aug 6 PP 2 31 Aug 7 PP 2 mid semester break???? 7 Sep 8 PP 2 14 Sep 9 Mid semester break Grad Dip (Sec) Only 18 Sept Finish Term 3 (schools) 14 Sep 18 Sep mid semester break 21 Sep 10 Week 5 classes 21 Sep 2 Oct school holidays 28 Sep 11 Week 6 classes 21 Sep 2 Oct school holidays 5 Oct 12 Week 7 classes 5 Oct Start Term 4 (schools) 12 Oct 13 Week 8 classes 19 Oct 14 Week 9 classes 26 Oct 15 Week 10 classes 2 Nov 16 3 Nov Melb Cup 9 Nov Course Grades Due Monday 9th Nov 16 Nov 18 Dec End Term 4 (schools) Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 19 of 36

20 APPENDIX 3: Mid Placement Review GRADUATE DIPLOMA OF EDUCATION (SECONDARY) PRE-SERVICE TEACHER INFORMATION PRE-SERVICE TEACHER NAME:... RMIT STUDENT NUMBER:... PROFESSIONAL PRACTICE SCHOOL/SITE:... SUPERVISING TEACHER:... TEACHING METHODS:... DATE:... STANDARD 1: Knowledge of Teaching and Learning Satisfactory Needs Improvement STANDARD 2: Content Knowledge Satisfactory Needs Improvement STANDARD 3: Rapport with Students Satisfactory Needs Improvement STANDARD 4: Lesson Planning and Assessment Satisfactory Needs Improvement Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 20 of 36

21 STANDARD 5: Classroom Environment Satisfactory Needs Improvement STANDARD 6: Teaching and Learning Skills Satisfactory Needs Improvement STANDARD 7: Reflective Practice Satisfactory Needs Improvement STANDARD 8: Professional Conduct Satisfactory Needs Improvement Strengths and Areas for Improvement Satisfactory Needs Improvement SIGNATURES Supervising Teacher: I have discussed this report with the Pre-Service Teacher... Date:... Pre-service teacher: I have discussed this report with my Supervising Teacher... Date:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 21 of 36

22 School of Education Graduate Diploma of Education (Secondary) APPENDIX 4: PROFESSIONAL PRACTICE REPORT FORM PRE-SERVICE TEACHER INFORMATION Student Name:... Student No:... Professional Practice School/Site:... Supervising Teacher:... Professional Practice Dates: From:... To:... Teaching Methods:... Number Of Days:... TEACHING READINESS If this is the Pre-Service Teacher s second placement, please give your view of his/her readiness to teach using the scale below: Unsatisfactory Pass Excellent SIGNATURES Supervising Teacher: I have discussed this report with the Pre-Service Teacher... Date:... Pre-service teacher: I have discussed this report with my Supervising Teacher... Date:... GRADE AWARDED BY UNIVERSITY Satisfactory Not Satisfactory Signed:... Date:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 22 of 36

23 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM PRE-SERVICE TEACHER ENGAGEMENT IN INDIVIDUAL TEACHING PRACTICE NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... TOTAL NUMBER OF LESSONS... TOTAL NUMBER OF MINUTES... PRE-SERVICE TEACHER ENGAGEMENT IN TEAM TEACHING PRACTICE NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... NUMBER OF LESSONS TAUGHT:... DURATION OF LESSONS:... TOTAL NUMBER OF LESSONS... TOTAL NUMBER OF MINUTES... PRE-SERVICE TEACHER ENGAGEMENT IN OTHER ACTIVITIES (Please indicate Yes, No, or NA )... Yard duty,... Department meeting,... Staff meetings,... Homework club,... Morning briefings,... Sport,... Lunchtime activities,... Excursions,... Professional development,... Camps, Other:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 23 of 36

24 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM Please use the following scale to indicate to what extent the Pre-Service Teacher meets each Standard 6. Excellent The Pre-Service Teacher has demonstrated outstanding achievement in this standard 5. Very good The Pre-Service Teacher has achieved strong achievement in this standard 4. Good The Pre-Service Teacher has achieved reasonable achievement in this standard 3. Satisfactory The Pre-Service Teacher has achieved reasonable achievement in this standard but needs further attention 2. Less than satisfactory The Pre-Service Teacher has met some characteristics of the standard but not all 1. Unsatisfactory The Pre-Service Teacher has not met most characteristics of the standard STANDARD 1: TEACHERS KNOW HOW STUDENTS LEARN AND HOW TO TEACH THEM EFFECTIVELY (e.g. ability to engage and motivate children; understanding of children s learning styles and learning strategies; reflection and articulation of practices in journal/ site day report guides; understanding of the theory-practice-assess relationship) Assessment of competency in this standard: Feedback: Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 24 of 36

25 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM STANDARD 2: TEACHERS KNOW THE CONTENT THEY TEACH (e.g. commitment to effective teaching; familiarization with programs/documents/policies such as VELS; reference materials; ability to articulate content; relevant and meaningful learning) Assessment of competency in this standard: Feedback: STANDARD 3: TEACHERS KNOW THEIR STUDENTS (e.g. catering for individual needs; fairness regarding children with additional needs; ability to identify student strengths and weaknesses; communication skills; contextualizing lessons; awareness of school and class culture) Assessment of competency in this standard: Feedback: Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 25 of 36

26 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM STANDARD 4: TEACHERS PLAN AND ASSESS FOR EFFECTIVE LEARNING (E.g. contributing to classroom decisions and policies; critical evaluation of personal beliefs about the teaching-learning process in lesson evaluations; effectiveness of planning; flexibility in planning; strategies used to monitor student engagement; record keeping) Assessment of competency in this standard: Feedback: STANDARD 5: TEACHERS CREATE AND MAINTAIN SAFE AND CHALLENGING LEARNING ENVIRONMENTS (e.g. trustworthiness; safety of the physical and emotional environment; awareness of individual needs; collaboration with others; team work; class management and monitoring skills) Assessment of competency in this standard: Feedback: Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 26 of 36

27 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM STANDARD 6: TEACHERS USE A RANGE OF TEACHING STRATEGIES AND RESOURCES TO ENGAGE STUDENTS IN EFFECTIVE LEARNING (e.g. use of resources, rapport with students, appropriateness and effectiveness of teaching strategies, appropriate use of learning technologies) Assessment of competency in this standard: Feedback: STANDARD 7: TEACHERS REFLECT ON, EVALUATE AND IMPROVE THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE (e.g. quality and effectives of lesson preparation, plans, observations, assessments; consideration of others time; use of interesting and useful recourses; creativity in organizational practices) Assessment of competency in this standard: Feedback: Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 27 of 36

28 School of Education Graduate Diploma of Education (Secondary) PROFESSIONAL PRACTICE REPORT FORM OTHER COMMENTS Supervising Teacher s signature:... Date:... School/Site:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 28 of 36

29 Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 29 of 36

30 APPENDIX 5: Pre Service Teacher Placement Contract SCHOOL OF EDUCATION Bundoora West Campus PO Box 71 Bundoora VIC 3083 Tel: Fax: The Supervising Teacher, Site Coordinator and Pre-Service Teacher need to sign this document to indicate their understanding of the requirements and conditions of the placement to which they have agreed. This form must be faxed to the Professional Practice Office by the commencement of the placement. Pre-service Teacher Details: Name:... Student Number:... Home Phone:... Mobile Phone:... Address: Program (please circle): Graduate Diploma of Education (Secondary) First Placement / Second Placement Site Details: Name of School: Site Coordinator: Site Coordinator Supervising Teacher Name:... Method:... Supervising Teacher Name:... Method:... I/We are willing to have the above Pre-service Teacher for his/her Professional Practice placement. I have read the attached statement relating to health and safety and agree to provide the Pre-Service Teacher with the information listed in the statement. Signature of Site Coordinator:... Date:... Signature of Supervising Teacher:... Date:... Signature of Supervising Teacher:... Date:... I am aware that by signing this contract I am taking professional responsibility to inform my Supervising Teacher and the Professional Practice Office of any changes to my enrolment, intentions to withdraw from my placement or provide adequate notice and reasons for absences from my placement. I also agree to abide by the Professional Practice Guidelines. Signature of Pre-Service Teacher:... Date:... Office use only: Placement Approved by:... Date:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 30 of 36

31 Pre-service Teacher Placement Contract SCHOOL OF EDUCATION Bundoora West Campus PO Box 71 Bundoora VIC 3083 Tel: Fax: Work Integrated Learning / Practical Placements Occupational Health and Safety Requirements RMIT University is committed to providing and maintaining the highest standard of health, safety and wellbeing for all staff, students, contractors and visitors. All Victorian employers are required by law to comply with the Victorian Occupational Health and Safety Act 1985 and from 1 July 2005 with the Victorian Occupational Health and Safety Act Placement organisations have the primary duty of care to ensure the health and safety of RMIT students during their placement. RMIT University therefore expects that placement organisations will recognise their responsibilities and have systems in place to reduce the risks to the health and safety of students undertaking placements. Placement organisations must ensure that RMIT students are aware of the following information prior to commencement of a practical placement: Placement organisation s health and safety policy. Emergency procedures including emergency numbers. First aid arrangements (including names and phone numbers of first-aiders). Procedure for reporting accidents/incidents/hazards. Name and location of health and safety representative of the work area. Details on the process for managing and resolving health and safety issues. Hazards associated with the work place and practical placement activities and the measures in place to control the risks to health and safety. This should include, but not be limited to, safe work procedures, personal protective equipment, training and supervision. The above could be an attachment to the general agreement and the following wording placed in the body of the agreement: I have read the attached statement relating to health and safety and agree to provide the practical placement student with the information listed in the statement. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 31 of 36

32 APPENDIX 6 Emergency Contact Form SCHOOL OF EDUCATION Bundoora West Campus PO Box 71 Bundoora VIC 3083 Tel: Fax: Confidential Complete this form and leave it with the Site Coordinator in a sealed envelope on your first day of Professional Practice. Clearly make the form with your name, student number and Confidential Open in case of Emergency. Collect the envelope on your last day at the site. Pre-service teacher s name:... Student No:... In case of an emergency, I wish the site staff to contact one of the people listed below: Emergency Contacts: Name:... Home Phone:... Work Phone:... Mobile Phone:... Pre-service Teacher Details: Medicare Number:... Ambulance Subscription:... Please list any allergies:... Important Medical information (eg. asthmatic, diabetic, epileptic): Are you presently on medication?... If so please list the medication and dosage... Blood group:... In case of health-related emergency, I... give the site where I am placed for this Professional Practice permission to seek medical assistance or call an ambulance as deemed necessary. Signature:... Date:... Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 32 of 36

33 APPENDIX 7: PRE-SERVICE TEACHER CHECKLIST Y Y Y Y Y Y Y Y Submit evidence of WWCC completion to PP Office (must be shown in order to undertake a placement in schools) Give the Site Coordinator your Confidential Emergency Contact form Collect information about the school such as policies and routines from the Site Coordinator Negotiate your workload with the Site Coordinator, including lessons to be taught, lessons to be observed, attendance at meetings etc. staff member at RMIT assigned to visit you on placement with your contact information and timetable Keep a record of your participation: number of lessons taught, observed and attendance at meetings etc as this information will be use din your Progress Report. Keep a folder of lessons (all lessons should have comments from the supervising Teacher and your evaluation) Sign your Progress Report on completion of placement and get a copy from the school for your own records. Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 33 of 36

34 APPENDIX 8: PRE-SERVICE TEACHER PLACEMENT INFORMATION (This information is used to organise a visit by university staff. Please directly to visiting staff member or to Professional Practice Office if visiting staff member not known, once teaching timetable is finalised). Pre-service teacher s name... Student Number... Phone Number... Name of Professional Practice school... Address of Professional Practice school... Melways reference... Name of Professional Practice Coordinator... PP coordinator phone and ... Supervising Teacher...Method... Supervising Teacher...Method... Teaching information (attach a timetable that clearly shows days, times, locations, subjects, year levels, and names of methods Supervising Teacher(s)) Your Contact information ( and mobile phone number) - to be used so teaching staff can organise a visit Other helpful information (e.g. rotating timetable details, parking suggestions) Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 34 of 36

35 APPENDIX 9: LESSON PLAN Date: Year level: Curriculum Area: Learning Outcomes/Objectives: Teaching Focus: Resources: Procedure Teaching-Learning Activities Time Introduction Main Activities Conclusion Evaluation of Teaching Evaluation of Learning Mentor Comment: Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 35 of 36

36 SCHOOL OF EDUCATION APPENDIX 10: SITE COORDINATOR CHECKLIST Complete the Professional Practice contract and Fax it to Andrew Scarborough (Professional Practice Administrator) on the first day of placement on * Allocate Pre-Service Teacher to Supervising Teacher(s) Plan a work program for the Pre-Service Teacher including lessons to be taught, lessons to be observed and participation in meeting etc) Give Pre-Service Teacher copies of school policies and routines and explain expectations such as dress code Collect and file the Confidential Emergency Contact Form from the Pre- Service Teacher for the duration of the placement Explain Occupational Safety and Health Regulations to Pre-Service Teacher Submit the Professional Practice Report form (original) * on completion of placement. Keep a copy for your records and give a copy to the Pre- Service Teacher Submit Claim Form for payment * * All forms can be sent to: Andrew Scarborough Professional Practice Administrator School of Education RMIT University PO Box 71 Bundoora VIC 3083 Ph: Fax andrew.scarborough@rmit.edu.au Graduate Diploma of Education (Secondary) Professional Practice Booklet Page 36 of 36