SCHOOL OF EDUCATION TEACHER EDUCATION PROGRAM PROFESSIONAL EXPERIENCE GUIDELINES 2014 PRIMARY

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1 SCHOOL OF EDUCATION TEACHER EDUCATION PROGRAM PROFESSIONAL EXPERIENCE GUIDELINES 2014 PRIMARY

2 Table of Contents STAFF DIRECTORY... 3 WELCOME FROM THE DIRECTOR... 4 OVERVIEW OF THE PROFESSIONAL EXPERIENCE PROGRAM... 5 GLOSSARY... 5 PRIMARY TEACHING AWARDS... 6 UNDERGRADUATE PROGRAM... 6 GRADUATE ENTRY PROGRAM... 6 PATTERNS OF PROFESSIONAL EXPERIENCE (2014)... 6 PRIMARY METHODOLOGY UNITS... 7 PRIMARY PROFESSIONAL EXPERIENCE UNITS... 7 EDTE251 CURRICULUM AND TEACHING IN PRIMARY SCHOOL EDTE252 CURRICULUM AND TEACHING IN PRIMARY SCHOOL EDTE301 PROFESSIONAL EXPERIENCE IN THE PRIMARY SCHOOL EDTE403 PROFESSIONAL EXPERIENCE IN THE PRIMARY SCHOOL EDTE404 PROFESSIONAL EXPERIENCE IN THE PRIMARY SCHOOL PLACEMENT PROCESS AND CONDITIONS PROFESSIONAL EXPERIENCE SETTINGS PLACEMENT PRECONDITIONS CONDITIONS OF PLACEMENT CONDUCT DURING PROFESSIONAL EXPERIENCE PLACEMENT EXPECTATIONS FOR PROFESSIONAL EXPERIENCE ATTENDANCE AND REGISTER OF VISITS PRESERVICE TEACHER ORIENTATION LESSON CONTENT TYPES OF LESSONS TO BE TAUGHT LESSON PREPARATION PLAYGROUND AND OTHER DUTIES EXTRAS WORKING WITH OTHER STAFF MEMBERS EXCURSIONS PROFESSIONAL PORTFOLIO ROLES AND RESPONSIBILITIES PRESERVICE TEACHERS SUPERVISING TEACHER TERTIARY SUPERVISOR MACQUARIE UNIVERSITY PROFESSIONAL EXPERIENCE OFFICE PRESERVICE TEACHER ASSESSMENT OBSERVATION AND FEEDBACK THE REPORTS LIAISON BETWEEN SCHOOL AND UNIVERSITY NATURE OF SUPERVISION THE SCHOOL VISIT LACK OF PROGRESS AND AT RISK PROCEDURES SUPERVISING TEACHER PAYMENT AND PROCEDURES EMPLOYMENT/TAXATION DECLARATION FORM BANKING AUTHORITY FORM AND PAYMENT UNIVERSITY LIBRARY ACCESS APPENDIX LESSON PLAN PROFORMA STUDENT PROFESSIONAL EXPERIENCE DECLARATION Professional Experience Guide: Primary_

3 2014 PROFESSIONAL EXPERIENCE CONDITIONS OF PLACEMENT CONDITIONS OF PLACEMENT CONDUCT DURING PROFESSIONAL EXPERIENCE PLACEMENTS LESSON OBSERVATION FORM (SAMPLE) LESSON OBSERVATION ONE PROFESSIONAL EXPERIENCE AT RISK NOTIFICATION IMPORTANT REMINDERS FOR PRESERVICE TEACHERS AND SUPERVISING TEACHERS: PROHIBITED EMPLOYMENT DECLARATION ANAPHYLAXIS TRAINING ATTENDANCE DUTY OF CARE PROFESSIONALISM LESSON PLANS STUDENT PROGRESS REPORTS AND GUIDES AVAILABLE ONLINE PRIMARY CALENDAR Professional Experience Guide: Primary_

4 STAFF DIRECTORY Director, TEP Dr Grant Kleeman Senior Lecturer Phone Fax Director, TEP (as of 1 April, 2014) Dr Michael Cavanagh Senior Lecturer michael.cavanagh@mq.edu.au Academic Staff Dr John De Nobile Senior Lecturer, Education john.denobile@mq.edu.au Dr Neil Harrison Senior Lecturer, Primary Education neil.harrison@mq.edu.au Assoc Professor Joanne Mulligan Associate Professor, Primary Education joanne.mulligan@mq.edu.au Mrs Sandy Rawling Associate Lecturer, Primary Education sandy.rawling@mq.edu.au Dr Leisa Standish Lecturer, Primary Education leisa.standish@mq.edu.au Professional Experience Administration Officer Ms Debbie Peeling Primary.ProfExp@mq.edu.au Professional Experience Guide: Primary_

5 WELCOME FROM THE DIRECTOR At the centre of teacher education at Macquarie University is the Professional Experience Program. It is in schools that our students, under the guidance of their Supervising Teachers, have the opportunity to apply, in authentic classroom settings, the educational theories and practices developed during their on-campus studies. The success of this experience ultimately depends on the quality of the relationship established between the Preservice Teacher, the Supervising Teacher and the relevant Tertiary Supervisor. This partnership has been at the centre of the Macquarie model of teacher education since the Program's inception. The principal aim of Macquarie's Teacher Education Program is to prepare scholar-teachers: teachers who are flexible and innovative in their approach and able to interpret and implement the curriculum in ways that actively engage students in learning and which promote high learning outcomes that transcend established cultural and socio-economic contexts and constraints. We expect our Preservice Teachers to be fully acquainted with the demands of educational theory and reflective professional practice. The acquisition of this knowledge and understanding is best facilitated when all three partners the Supervising Teacher, Tertiary Supervisor and Preservice Teacher share common goals and expectations for the Professional Experience Program. To this end, the information featured in this guide seeks to build an informed and shared understanding of the expectations of each of the parties involved in the Program. I would like to thank our dedicated team of Supervising Teachers for their ongoing support of the program and welcome those who are making a contribution for the first time. It is very much appreciated. Our Preservice Teacher s success is our collective achievement. Dr Grant Kleeman Director, Teacher Education Program Professional Experience Guide: Primary_

6 OVERVIEW OF THE PROFESSIONAL EXPERIENCE PROGRAM Since its inception, Macquarie University has advocated a scholar-teacher model of teacher education. To this end, the University provides a coherent program of educational theory, curriculum studies and professional experiences. To ensure the integration of theory and practice, professional experience is undertaken concurrently with our students' on-campus studies. This is the Macquarie difference! Practical experiences and curriculum sessions are not separated from one another, but are mutually supportive. The Professional Experience Program is, therefore, founded on a partnership between the University and schools and specifically, our school-based mentors (referred to as Supervising Teachers). This relationship is mutually beneficial. Experienced classroom teachers, who have the endorsement of their immediate supervisor and principal, mentor our Preservice Teachers, share their pedagogical expertise and discipline content knowledge; model effective teaching practice; provide constructive, scaffolded feedback on specified, competency-based, professional teaching standards; and fulfil a generally supportive role. They also help facilitate the Preservice Teacher's reflective professional practice. Preservice Teachers gain valuable insights into effective teaching practice from observing and interacting with their Supervising Teachers. They have an opportunity to link theory with professional practice in classroom settings within a developmental framework. The pedagogical and curriculumrelated knowledge and skills, developed in students methodology units, is applied in classrooms over an extended period of time. The students classroom-based experiences are used to frame and inform the learning experiences that take place in methodology units. These units also provide a forum for the students to share their experience and consider alternative responses to the issues that arise in classrooms. Macquarie s school-based Professional Experience Program commences in the second year of a four-year Bachelor of Arts with the degree of Bachelor of Education (Primary) and the Bachelor of Arts-Psychology with the degree of Bachelor of Education (Primary), after the Preservice Teachers have built up their subject content knowledge in relevant areas. This school-based experience is spread across three years, with the majority of time in schools being completed in the final year of the program. Another feature of the program is the combination of individual days and block periods. Preservice Teachers are able to liaise with staff, follow the development of individual school students over a longer period, observe changes in class dynamics, chart learning and participate in the activities of the whole school. Because our Preservice Teachers are placed in schools for an extended period of time they have the opportunity to make a broader contribution to the school communities. Many make a contribution to extra-curricular and sporting programs, help out at sports carnivals, participate in fieldwork activities and excursions, tutor in homework centres and support equity-based initiatives such as AVID. The final year Professional Experience units (EDTE403 and EDTE404) are accredited PACE (Participation and Community Engagement) units. PACE is a key component of the University s undergraduate curriculum and participation units enable students to gain a fresh perspective of the professional workplace. GLOSSARY Extracted from the Board of Studies, Teaching & Educational Standards (BOSTES) (formerly the NSW Institute of Teachers) document Common Roles and Responsibilities in Relation to Professional Experience. Term Student Preservice Teacher Supervising Teacher Tertiary Supervisor Covering related term/s School student Teacher education student, student teacher, practicum student Cooperating teacher, field-based teacher educator, associate teacher, mentor teacher, master teacher Tertiary mentor, university advisor, professional experience supervisor Professional Experience Guide: Primary_

7 PRIMARY TEACHING AWARDS At Macquarie, there are two main patterns of study leading to a primary teaching qualification: Undergraduate program This pathway integrates students academic and professional studies within two double degree programs BABEd(Primary) and the BA-Psych BEd(Primary). Preservice Teachers focus on academic studies in Education, English, HSIE related disciplines, Mathematics, Science, PDHPE and the Arts in the first two years, which provides their Key Learning Areas (KLA) content knowledge and a platform from which to develop their knowledge of education and teaching. In the second, third and fourth years, theoretical studies are integrated with professional units from the Teacher Education Program (TEP and EDTE units). Graduate entry program Preservice Teachers enrolled in the graduate entry BEd(Primary) have already completed an initial bachelor degree. These Preservice Teachers undertake theoretical studies in education as well as the professional components of the Teacher Education Program. The minimum time to complete the degree is two years of full-time study. To be offered a place in this program, Preservice Teachers must satisfy the KLA content requirements as specified by BOSTES. PATTERNS OF PROFESSIONAL EXPERIENCE (2014) Year Award Number of Professional Experience Days Professional Experience Unit (and its concurrently studied methodology unit) Undergraduate programs Year 1 BABEd(Primary) Nil BA-Psych BEd(Primary) Year 2 BABEd(Primary) BA-PsychDipEd BScDipEd 15 days Session 1 - Block plus single-day visits Session 2 - Block Session 1 or 2 - Completed in conjunction with EDTE251 or EDTE252 Year 3 BABEd(Primary) BA-PsychDipEd BScDipEd 15 days Session 1 - Block plus single-day visits Session 2 - Block Session 1 or 2 - Completed in conjunction with EDTE251 or EDTE252 Year 4 BABEd(Primary) BA-PsychDipEd BScDipEd 45 days Blocks plus single-day visits Session 1 - EDTE403 (20 days) in conjunction with EDTE455 Session 2 - EDTE404 (25 days) in conjunction with EDTE354 and EDTE456 Graduate entry program Year 1 BEd(Primary) new students 20 day block Session 2 - EDTE301 in conjunction with EDTE252 Year 2 BEd(Primary) continuing students 45 days Session 1 - Block plus single-day visits Session 2 - Block plus single-day visits Session 1 - EDTE403 (20 days), in conjunction with EDTE455 Session 2 - EDTE404 (25 days), in conjunction with EDTE354 and EDTE456 All Preservice Teachers complete a minimum of 60 days in schools Professional Experience Guide: Primary_

8 PRIMARY METHODOLOGY UNITS All Preservice Teachers complete six sequential KLA-based methodology units. In these units Preservice Teachers develop their knowledge of syllabus documents and practical approaches to teaching in classrooms. Particular emphasis is placed on the development of lesson plans and units of work based on NSW Syllabus documents. Emphasis is also placed on the professional and personal skills associated with teaching. School-based Professional Experience is an integral part of both these programs. Being aware of the curriculum focus of these units will provide an insight into the knowledge and skills developed by the Preservice Teacher being mentored. Unit EDTE251 Session 1 EDTE252 Session 2 EDTE353 Session 1 EDTE354 Session 2 EDTE455 Session 1 EDTE456 Session 2 Overview Curriculum and Teaching in Primary School 1 An introduction to primary teaching that focuses on the syllabus structure, content and skills of the KLAs of English and Mathematics. Curriculum and Teaching in Primary School 2 Focus on the syllabus scope and structure, content and skills of the KLAs of Science and Technology, and Human Society and its Environment. Curriculum and Teaching in Primary School 3 Focus on the syllabus scope and structure, content and skills of the KLAs of Creative Arts/ The Arts, and PDHPE. Curriculum and Teaching in Primary School 4 Focus on the syllabus structure, content and skills of the KLAs of English and Mathematics. It aims to develop a range of pedagogical strategies and resources for planning an integrated sequence of learning experiences that differentiate for learning in regular classrooms and enhance the students' skills in assessment and reporting. Curriculum and Teaching in Primary School 5 Focus on the KLAs of Human Society & Its Environment and Science and Technology. It builds on the previous units in the sequence and provides students with the opportunity to implement and evaluate these teaching and learning experiences in EDTE403. Curriculum and Teaching in Primary School 6 Focuses on strategies that combine the six KLAs to build meaningful connections within and across subject boundaries. This dynamic learning situation is reinforced as students continue their professional experience in schools in EDTE404. PRIMARY PROFESSIONAL EXPERIENCE UNITS Preservice Teachers undertake their Professional Experience placements while enrolled in: EDTE251 Curriculum and Teaching in Primary School 1 or EDTE252 Curriculum and Teaching in Primary School 2 EDTE301 Professional Experience in the Primary School 1 EDTE403 Professional Experience in the Primary School 2 EDTE404 Professional Experience in the Primary School 3 Your Preservice Teacher will be enrolled in one of these units, and the following sections outline the specific requirements for each Professional Experience Placement. Professional Experience Guide: Primary_

9 EDTE251 Curriculum and Teaching in Primary School 1 EDTE251 is the first in a sequence of six primary curriculum units and provides an introduction to primary teaching. This unit focuses on the syllabus structure, content, skills and pedagogical strategies for the key learning areas of English and Mathematics. Fifteen days of Professional Experience are integrated into EDTE251. The 2014 cohort of Preservice Teachers enrolled in EDTE251 is in their second or third year of fulltime study. This is their first Professional Experience placement in a primary school. They will, therefore, require considerable mentoring and guidance. N.B. It should be noted that Preservice Teachers are, at this stage of the program, studying the curriculum areas of English and Mathematics in depth; other curriculum areas will be addressed in units later in the sequence. Program of School Visits Preservice Teachers are required to complete the 15 professional experience days: a 10 day block period from 28 April to 9 May 2014; and 5 individual days between 12 May and 13 June The specific days for the individual visits are flexible and are to be scheduled in consultation with the Supervising Teacher. As we recognise that each Primary classroom is unique, we are providing the following suggested guidelines for this Professional Experience placement: Activities to be undertaken Initial days of orientation, observation, planning and small group assistance progressing to Small group teaching progressing to Teaching a minimum of 12 whole class lessons. If the Preservice Teacher exhibits competence, and time permits, the Supervising Teacher may, at their discretion, allow them to teach some additional lessons. Please note, additional lessons are not required, and as this is usually their first teaching experience, it is of greater importance to support development rather than overwhelm them at this point in their studies. Required Professional Experience Reports and Documentation Both the Preservice Teacher and the Supervising Teacher must complete a number of reports and evaluations during this placement. These are: Item Supervising Teacher s Evaluation of Initial Professional Experience Preservice Teacher s Self-evaluation of Initial Professional Experience Register of School Visits/Supervising Teacher Pay Claim Form Action The Preservice Teacher must submit a hard copy of these documents to the Professional Experience Office by 13 June 2014 in order to satisfactorily meet the requirements of EDTE251. Five lesson observation forms The Supervising Teacher must provide a written evaluation for a minimum of five lessons. These evaluations provide formal feedback and are a required component of the Preservice Teacher s professional portfolio. A sample Lesson Observation form can be found in the Appendix. Reports are available online at: The due date for submission of all required EDTE251 Professional Experience documentation is 13 June Professional Experience Guide: Primary_

10 EDTE252 Curriculum and Teaching in Primary School 2 EDTE252 is the second in a sequence of six primary curriculum units and provides further development in the pedagogical aspects of teaching and learning in the primary school. The lectures and workshops focus on the syllabus scope and structure, content and skills in the Key Learning Areas of Science and Technology, History, and Human Society and its Environment. Fifteen days of Professional Experience are integrated into EDTE252. The 2014 cohort of Preservice Teachers enrolled in EDTE252 is in their second or third year of fulltime study. They will have completed one semester of study in EDTE251, a unit focused on the syllabus structure, content, skills and pedagogical strategies for the key learning areas of English and Mathematics. This is their first Professional Experience placement in a primary school. They will, therefore, require considerable mentoring and guidance. While most students will have studied theories of learning they will have limited preparation in terms of teaching methodologies in areas other than English and Mathematics. N.B. It should be noted that this block placement begins prior to the start of Session 2. Therefore, these Preservice Teachers have not yet commenced EDTE252 and have only studied the curriculum areas of English and Mathematics in EDTE251. Program of School Visits Preservice Teachers are required to complete a 15-day block period between 21 July August As we recognise that each Primary classroom is unique, we are providing the following suggested guidelines for this Professional Experience placement: Activities to be undertaken Initial days of orientation, observation, planning and small group assistance progressing to Small group teaching progressing to Teaching a minimum of 12 whole class lessons. If the Preservice Teacher exhibits competence, and time permits, the Supervising Teacher may, at their discretion, allow them to teach some additional lessons. Please note, additional lessons are not required, and as this is usually their first teaching experience, it is of greater importance to support development rather than overwhelm them at this point in their studies. Required Professional Experience Reports and Documentation Both the Preservice Teacher and the Supervising Teacher must complete a number of reports and evaluations during this placement. These are: Item Supervising Teacher s Evaluation of Initial Professional Experience Preservice Teacher s Self-evaluation of Initial Professional Experience Register of School Visits/Supervising Teacher Pay Claim Form Action The Preservice Teacher must submit a hard copy of these documents to the Professional Experience Office by 19 September 2014 in order to satisfactorily meet the requirements of EDTE252. Five lesson observation forms The Supervising Teacher must provide a written evaluation for a minimum of five lessons. These evaluations provide formal feedback and are a required component of the Preservice Teacher s professional portfolio. A sample Lesson Observation form can be found in the Appendix. Reports are available online at: The due date for submission of all required EDTE252 Professional Experience documentation is 19 September Professional Experience Guide: Primary_

11 EDTE301 Professional Experience in the Primary School 1 Preservice Primary teachers undertaking EDTE301 Professional Experience in the Primary School 1 in Session 2 of 2014 are required to complete 20 days of professional experience. Preservice Teachers enrolled in EDTE301 are either graduate entry BEd(Primary) students in their first year of full-time study, or undergraduate students are in their third year of a full-time program. While most students will have studied theories of learning they will have limited preparation in terms of teaching methodologies. They will, therefore, require considerable mentoring and guidance. Students in this program will have completed EDTE251 and EDTE353. Program of School Visits Preservice Teachers enrolled in EDTE301 are required to undertake this professional experience placement in either Session 1 or Session 2 as follows: Session Pattern of Placement Session 1 a 10 day block period from 28 April to 9 May 2014; and 10 individual days between 9 May and 13 June The specific days for the individual visits are flexible and are to be scheduled in consultation with the Supervising Teacher. Session 2 a 20-day block period from 21 July August As we recognise that each Primary classroom is unique, we are providing the following suggested guidelines for this Professional Experience placement: Activities to be undertaken Initial days of orientation, observation, planning and small group assistance progressing to Small group teaching progressing to Teaching a minimum of 25 whole class lessons. If the Preservice Teacher exhibits competence, and time permits, the Supervising Teacher may, at their discretion, allow them to teach some additional lessons. Please note, additional lessons are not required. As is the first professional experience placement for the Graduate Entry BEd(Prim) students it is of greater importance to support development rather than overwhelm them at this point in their studies. This is the second placement for the undergraduate cohort. N.B. It should be noted that at this stage the Preservice Teachers in the full-time program have only studied the curriculum areas of English, Mathematics, Creative Arts and PDHPE in depth; other curriculum areas will be addressed in units later in the sequence. Required Professional Experience Reports and Documentation Both the Preservice Teacher and the Supervising Teacher must complete a number of reports and evaluations during this placement. These are: Item Supervising Teacher s Evaluation of Professional Experience Preservice Teacher s Self-evaluation of Professional Experience Register of School Visits/Supervising Teacher Pay Claim Form Action The Preservice Teacher must submit a hard copy of these documents to the Professional Experience Office by 13 June 2014 for S1 placements or 19 September 2014 for S2 placements in order to satisfactorily meet the requirements of EDTE301. Five lesson observation forms The Supervising Teacher must provide a written evaluation for a minimum of five lessons. These evaluations provide formal feedback and are a required component of the Preservice Teacher s professional portfolio. A sample Lesson Observation form can be found in the Appendix. Professional Experience Guide: Primary_

12 Reports are available online at: The due dates for submission of all required EDTE301 Professional Experience documentation are 13 June 2014 for Session 1 placements 19 September 2014 for Session 2 placements Professional Experience Guide: Primary_

13 EDTE403 Professional Experience in the Primary School 2 This is the Preservice Teacher s second professional experience in a primary school. Preservice Teachers enrolled in EDTE403 are in their final year of full-time study and are enrolled in the BABEd(Primary), the BA-Psych BEd (Primary) or the graduate entry BEd (Primary) program. These Preservice Teachers have previously completed a minimum of 15 days of professional experience. Program of School Visits Twenty days will be completed between 3 March and 13 June, 2014 including: a 10 day block period from 28 April to 9 May, 2014; and 10 individual days. The specific days for the 10 individual days are flexible, and are to be scheduled in consultation with the Supervising Teacher but it is expected that several days will be completed before the block period. As we recognise that each Primary classroom is unique, we are providing the following suggested guidelines for this Professional Experience placement: Activities to be undertaken Initial days of orientation, observation, planning and small group assistance progressing to Small group teaching progressing to Teaching a minimum of 50 whole class lessons. If the Preservice Teacher exhibits competence, and time permits, the Supervising Teacher may, at their discretion, allow them to teach additional lessons. Required Professional Experience Reports and Documentation Both the Preservice Teacher and the Supervising Teacher must complete a number of reports and evaluations during this placement. These are: Item Action Supervising Teacher Report Preservice Teacher Self-evaluation Register of School Visits/ Supervising Teacher Pay Claim form. The Preservice Teacher must submit a hard copy of these documents to the Professional Experience Office by 13 June 2014 in order to satisfactorily meet the requirements of EDTE403. Reports are available online at: The due date for submission of all required EDTE403 Professional Experience documentation is 13 June Professional Experience Guide: Primary_

14 EDTE404 Professional Experience in the Primary School 3 This is the Preservice Teacher s third and final professional experience in a primary school. Preservice Teachers enrolled in EDTE404 are in their final year of a full-time study and are enrolled in the BABEd (Primary), the BA-Psych BEd (Primary) or the graduate entry BEd (Primary) program. These Preservice Teachers have previously completed a minimum of 35 days of professional experience and will complete 25 days in EDTE404. Program of School Visits Preservice Teachers are required to complete 25 professional experience days as follows: a 20 day block period from 21 July, August, 2014; and five individual days between 17 August and 31 October, The specific days for the five individual days are flexible, and are to be scheduled in consultation with the Supervising Teacher. As we recognise that each Primary classroom is unique, we are providing the following suggested guidelines for this Professional Experience placement: Activities to be undertaken Initial days of orientation, observation, planning and small group assistance progressing to Small group teaching progressing to Teaching a minimum of 60 whole class lessons. If the Preservice Teacher exhibits competence, and time permits, the Supervising Teacher may, at their discretion, allow them to teach additional lessons. Required Professional Experience Reports and Documentation Both the Preservice Teacher and the Supervising Teacher must complete a number of reports and evaluations during this placement. These are: Item Action Supervising Teacher Report Preservice Teacher Self-evaluation Register of School Visits/Supervising Teacher Pay Claim form. The Preservice Teacher must submit a hard copy of these documents to the Professional Experience Office by 13 June 2014 in order to satisfactorily meet the requirements of EDTE403. Reports are available online at: The due date for submission of all required EDTE403 Professional Experience documentation is 28 November Professional Experience Guide: Primary_

15 PLACEMENT PROCESS AND CONDITIONS The Faculty of Human Science s Professional Experience Office has responsibility for organising the Professional Experience placements for all Preservice Teachers. While the Professional Experience Office endeavours to treat all students equitably, it is not always possible to meet the expectations and preferences of all Preservice Teachers. Flexibility will be essential as is your patience and understanding. As part of the placement process, Preservice Teachers are given the 2014 Professional Experience Conditions of Placement and then are required to sign the Student Professional Experience Declaration. These documents form a contract outlining the conditions of placement, conduct during Professional Experience placements, and safety emergency procedures. Copies of both documents are included in the Appendix. Please note: Students are NOT permitted to approach schools. Professional Experience Settings Our Preservice Teachers are provided with a range of school-based experiences. Typically, a student will be allocated at least three different school-based placements. Every effort is made to ensure the placements are as diverse as possible but cannot be guaranteed. We also take into account the nature of the school the Preservice Teacher attended as a school student. Alternative settings Ninety percent of the required number of Professional Experience days must be undertaken in the typical NSW classroom setting. Students can apply for, and where appropriate, be granted, credit for related learning experiences. These might include, for example, working with individual students in school-based tutorial programs, teaching-related PACE initiatives in developing countries, the education-based initiatives of selected NGOs and contributions to the University s equity-related or school-based initiatives such as AVID. Placement Preconditions Preservice Teachers are not assigned a Professional Experience placement until they have completed the following: Working with Children checks; Child Protection training; and Anaphylaxis e-training. Conditions of Placement There are a number of conditions all Preservice Teachers must agree to before participating in the School of Education s Professional Experience Program. These include: Preservice Teachers are required to complete a Professional Experience Placement form detailing their teaching subjects and details regarding the school/s attended and any school in which their parents or partners might be employed and schools attended by any children or siblings. Preservice Teachers may be allocated to a professional experience placement that requires travel times from their place of residence (as registered with the University) up to 90 minutes by car or public transport. Preservice Teachers are NOT permitted to refuse a placement organised by the Professional Experience Office. In the case of extenuating circumstances, the Preservice Teacher must apply, in writing, to the Director, Teacher Education Program (TEP), outlining (with supporting documentation) why they cannot take up an allocated placement. The School of Education is under no obligation to meet any particular Preservice Teacher request. Professional Experience Guide: Primary_

16 Preservice Teachers are NOT permitted to contact schools to organise their own placements unless specifically instructed to do so by the Professional Experience Office or the relevant Unit Convenor and/or the Director, TEP. Preservice Teachers shall undertake their placements according to the schedule specified by the University and/or negotiated with the Supervising Teacher. Any proposed variation needs to be submitted in writing to the Professional Experience Office and approved by the relevant Unit Convenor and/or the Director, TEP. Preservice Teachers are responsible for being aware of the Professional Experience schedule and ensure that they are able to undertake their placement according to this schedule. Preservice Teachers can expect to be allocated placements in a variety of educational and cultural settings. While Preservice Teachers are required to undertake Professional Experience placements in a variety of school settings, they may be allocated placements within the same education sector. For example, they may be placed in a government school for multiple placements. Before beginning the Professional Experience placement, Preservice Teachers must, as noted above, have completed a Prohibited Employment Declaration, Working with Children Check and participated in Child Protection training and Anaphylaxis e-training. These documents should be in the Student Professional Experience Folder. If a Preservice Teacher s personal circumstances change - (i.e.: a change of address or telephone number, defer their studies or withdraw from a Professional Experience unit) - they MUST notify the Professional Experience Office immediately. While the Supervising Teacher and Tertiary Supervisor have important input into the determination of the Preservice Teacher s final grade for a Professional Experience unit, the University has the ultimate responsibility for the allocation of the grade. Preservice Teachers at risk of failing a Professional Experience unit MAY be allocated additional days in which to demonstrate the specified professional competencies. Students who are asked to leave a Professional Experience placement by the allocated school MAY be allocated a second placement. Should they be asked to leave the second placement, they shall be excluded from the Teacher Education Programs offered by the Faculty of Human Sciences. Conduct during Professional Experience Placement Macquarie University has the highest expectations of their Preservice Teachers. The following guidelines represent our minimum expectations: Preservice Teachers must ensure that they are punctual and reliable. They must arrive on time (ie: no less than 30 minutes before the school s official start time and stay until the end of the school day). They shall also adhere to the agreed schedule of visits. Preservice Teachers have an obligation to keep the school informed of any variation to the agreed dates of attendance. In the case of illness, the Preservice Teacher should contact their Supervising Teacher as soon as possible. Preservice Teachers should exhibit a professional manner at all times. Preservice Teachers shall thoroughly prepare all lessons presented using the Macquarie University lesson plan pro-forma. Preservice Teachers are to ensure that they dress appropriately. Preservice Teachers are expected to observe and respect the culture and traditions of the school at all times. Preservice Teachers are expected to participate fully in the life of the school. They should, for example, accompany their Supervising Teacher during playground and bus duty and attend staff meetings and professional development days. Preservice Teachers must NEVER use force or touch students when reprimanding them. Professional Experience Guide: Primary_

17 EXPECTATIONS FOR PROFESSIONAL EXPERIENCE Attendance and Register of Visits In order to complete each component of their Professional Experience Program, Preservice Teachers must attend 100 per cent of their allocated days. Any missed days must be made up. Preservice Teachers are expected to arrive well before the beginning of school and remain until the end of the day. Preservice Teachers are required to record the times they teach and the Key Learning Areas covered on the Register of School Visits form. When not teaching, they should be involved in other school-based activities; such as locating resources in staffrooms and libraries, liaising with other staff, and, above all, observing the Supervising Teacher and other willing staff. Preservice Teacher Orientation When first meeting with their Supervising Teacher the Preservice Teacher should seek information on: the class timetable and weekly and daily routines; classroom layout and seating arrangements; the classroom program (themes, structure, students with special needs, parent involvement, etc.); school and class discipline policies and practices; procedures and use of photocopy machine and ICT facilities; availability and storage of resources (including musical instruments, sporting equipment, books, audio visual materials) within classroom; and anticipated excursions, sporting or musical events. Lesson content Supervising Teachers usually provide Preservice Teachers with information about the nature of the lessons they are expected to teach well in advance to facilitate thorough and effective preparation. It is the Preservice Teacher s obligation to facilitate this contact. At the start of the Professional Experience placement, Preservice Teachers typically require detailed direction regarding the material to be covered and the Supervising Teacher s expectations in terms of teaching approach. As they progress, Preservice Teachers should be able to display considerable initiative in determining both content and approach. Types of lessons to be taught The nature of the Professional Experience placement usually allows a wide variety of lesson types to be taught. Preservice Teachers are usually keen to put into practice the pedagogies they learn in methodology workshops. Some, however, may be apprehensive about attempting groupwork and using technology. These are modelled on campus but their use by Supervising Teachers will encourage the Preservice Teacher to experiment, especially once they are familiar with the students. Lesson preparation Preservice Teachers are expected to have their lessons thoroughly prepared. They should be ready to discuss the prepared lesson with the Supervising Teacher prior to the lesson being taught. All Preservice Teachers have lesson plan pro-formas which they are expected to use. The pro-forma includes a framework for evaluating their lesson. Playground and other duties Preservice Teachers should accompany the Supervising Teacher, or other teachers, to rostered duties such as playground duty, roll call and assemblies. With your Principal s permission, they should also attend some staff meetings and parent/teacher meetings. If the Supervising Teacher is absent from the school or classroom, Preservice Teachers must not be asked to take the class, as this is unacceptable to the NSW Department of Education and Professional Experience Guide: Primary_

18 Communities, the New South Wales Teachers Federation and the University. Supervising Teachers can help in this regard by ensuring that Preservice Teachers are not placed in situations in which they have to refuse such requests. Extras Preservice Teachers cannot be asked to take extras. Legally, they cannot be placed in charge of a class. If you know in advance that you will be absent, it is best to organise another day for the Preservice Teacher's visit. In certain cases, Preservice Teachers have taught classes supervised by relief teachers. Working with other staff members Once Preservice Teachers have become familiar with the school, the Supervising Teacher might like to arrange for them to speak with specialist teachers. They should meet and, where possible, observe teachers of ESL and special needs. They should also become familiar with the work of the librarian and school counsellor. Observing other teachers in classrooms is always beneficial. This, however, depends on the cooperation of staff members, as they are not paid for this involvement. Excursions We encourage Preservice Teachers to participate in class excursions. Where Preservice Teachers have full involvement in an outing, this may be counted as a teaching day. Consent must be sought from the Tertiary Supervisor for excursions of more than one day. Please consult the Tertiary Supervisor if clarification is required. Professional Portfolio Preservice Teachers must keep a record of their teaching in a Professional Portfolio. A class timetable, seating plan and relevant school policies must be included, followed by clearly presented and organised lesson plans or units of work. These lessons and units should be evaluated by the Supervising Teacher. The Professional Portfolio will be assessed by academic staff. The lesson plan format is provided in the Appendix and is available in a template form on ilearn. This format should be used by Preservice Teachers throughout their Professional Experience program. The Supervising Teacher, Preservice Teachers and Tertiary Supervisor may decide a less detailed plan is more appropriate as Preservice Teachers gain experience. Professional Experience Guide: Primary_

19 ROLES AND RESPONSIBILITIES Preservice Teachers Preservice Teachers are encouraged to reflect on and integrate the knowledge and skills developed in the University and school-based contexts with their own understandings and beliefs about the teaching role. For this reason it is expected that the Preservice Teacher, especially in the early stages of the Professional Experience Program, will draw heavily upon the advice of the Supervising Teacher in planning and presenting lessons. As the year progresses, the Preservice Teacher should exercise more autonomy in this aspect of their professional practice and the nature of the relationship will change from that of Supervising Teacher/ Preservice Teacher to that of professional colleagues. Responsibilities of the Preservice Teacher include: Being familiar with and complying with all requirements of the Professional Experience program including documentation, contact with relevant staff, teaching load; Being fully prepared for the Professional Experience placement in terms of prior contact with the school or Supervising Teacher and developing an initial appreciation of the school context; Complying with school policies and procedures relating to staff and conforming to the school s professional expectations of staff; Presenting an ethical, responsible and professional attitude in all contact with the school staff, students, and parents and caregivers; Respecting the personal effort and constructive professional advice providing by the Professional Experience Coordinator, Supervising Teacher and Tertiary Supervisor; Fulfilling all other requirements of their teacher education program including any related inschool requirements of program units. Supervising Teacher Responsibilities of the Supervising Teacher include: Modelling quality teaching and learning practice including a knowledge of the subject content to be taught and how students learn effective planning, programming and student assessment, and effective interpersonal and communication skills; Developing a comprehensive understanding of the specific Macquarie Professional Experience requirements from the Professional Experience Guidelines in order to guide the planning of the learning opportunities appropriate to the developmental level of the Preservice Teacher/s; Being aware of the relevant Professional Experience Report and the Graduate Teacher Standards that are to be the focus of the particular Professional Experience placement; Liaising with the Tertiary Supervisor concerning the expected learning outcomes of the specific Professional Experience placement as well as effective ways of supporting and facilitating the Preservice Teacher s professional learning and professional relationships within the school; Developing a comprehensive professional learning program appropriate to the level and duration of the placement informed by the guidelines in the Macquarie Professional Experience Guidelines, including: - acquainting the Preservice Teacher with the roles of teachers in schools and within the community; - selecting a range of suitable teaching experiences and then guiding and supporting the Preservice Teacher s teaching in all phases of their Professional Experience; - managing the pacing of the Preservice Teacher s engagement in learning experiences, as described in the Macquarie Professional Experience Guidelines, including building from largely observation in the first few days to assuming increasing responsibility for groups and classes across longer time periods; Professional Experience Guide: Primary_

20 - ensuring that the Preservice Teacher has completed suitable preparation and documentation required for all lessons to be delivered, and that these are discussed and reviewed with the Preservice Teacher before the lesson is presented; - providing both informal advice and more-structured written feedback on lessons taught by the Preservice Teacher that provides formative and constructive advice to guide the Preservice Teacher s on-going professional learning; - ensuring that the Professional Experience Office is contacted if the Preservice Teacher is experiencing difficulties or is in need of additional support. Ideally this should occur as early as possible so that At Risk processes can be implemented; - consulting with the Tertiary Supervisor and the school-based Professional Experience Coordinator concerning the Preservice Teacher s progress, final report and grade if applicable; Understanding that the Preservice Teacher does not assume duty of care of students and that consequently overall supervision responsibility is always exercised by the Supervising Teacher; and Completing all required reports, registers and documentation as outlined for each placement. The report and register are then to be discussed with the Preservice Teacher. Both the Supervising Teacher and the Preservice Teacher are required to sign these documents; the Preservice Teacher will submit them to the Professional Experience Office on completion. Tertiary Supervisor Responsibilities of the Tertiary Supervisor include: Being Macquarie University s representative for liaison with Principals, Professional Experience Coordinators, Supervising Teachers and Preservice Teachers, prior to, during and after the Professional Experience placement; Being an advocate for quality teaching practice that is based on current theory and research and to be a supporter of current and possible educational partnerships and collaborative activities between Macquarie University and schools; Providing quality educational and professional leadership in helping to foster good relationships between Preservice Teachers and school staff; Contributing to the Preservice Teacher s professional learning during the professional experience placement by modelling quality teaching and learning practice including a knowledge of the subject content to be taught and how students learn, of effective planning, programming and student assessment, and effective interpersonal and communication skills; Collaborating with the Supervising Teacher/s and other school-based staff in ensuring the provision of effective and co-ordinated support, guidance and developmental opportunities to Preservice Teachers; Undertaking the prescribed number of contacts with the school and may include: - a Mentoring Visit aiming to more fully facilitate the learning of the Preservice Teacher during the placement which may involve an observation of teaching and completion of an Observation Report; and/or - a Group Visit, when more than one Preservice Teacher is placed in the school, where the Tertiary Supervisor may choose to work more frequently with Preservice Teachers as a group (and possibly with the Preservice Teachers as a group) making the focus more facilitation of peer learning rather than individual classroom observation. Enhancing the professional learning of Preservice Teachers through informal discussion and written feedback following classroom observations; Discussing the Preservice Teacher s development and possible grading (if applicable) with the Supervising Teacher and unit convenor, prior to the preparation of the final report by the Supervising Teacher. Professional Experience Guide: Primary_

21 Macquarie University Professional Experience Office Responsibilities of the Professional Experience Office include: Being the first point of contact between schools and the institution concerning professional experience with all administrative, financial and professional matters. Facilitating and overseeing the placement of Preservice Teachers in schools and other relevant settings, by liaising with Principals/Heads of schools, Preservice Teachers, Professional Experience Coordinators, Tertiary Supervisors and other staff in the University, as required. Working with the Director, Teacher Education Program (TEP) to ensure the University s documentation relating to the Professional Experience Program is up-to-date, consistent with relevant policies and is made available to those involved in supporting the Professional Experience Program. Monitoring the correct application of procedures and ensuring due process in the event of concerns about the progress of Preservice Teachers and advising the Director TEP, unit convenors and Tertiary Supervisors if At Risk procedures are required. Assisting the Director TEP to make decisions about the application of additional intervention and support for teacher education students on professional experience and the withdrawal of teacher education students from schools where significant concerns, conflict or unprofessionalism have occurred. Ensuring the correct completion, submission, processing and recording of relevant documentation pertaining to a Professional Experience placement. Professional Experience Guide: Primary_

22 PRESERVICE TEACHER ASSESSMENT Observation and feedback Supervising Teachers are expected to remain in the classroom while the Preservice Teacher is teaching, as legally the Supervising Teacher holds the responsibility for the progress and safety of students in the class. An Observation Booklet is provided to facilitate reporting on the progress of the Preservice Teachers on a lesson-by-lesson basis. Some Supervising Teachers jot down a list of the key points for later analysis. Others divide each page in half to record strengths and weaknesses. Documenting the lesson The provision of feedback to the Preservice Teacher is an important aspect of the role of the Supervising Teacher. Your lesson observation notes are a key starting point in this process. It is also useful to have the Preservice Teacher formally evaluate the lesson immediately after it is presented. This provides further material for the subsequent joint analysis. Over time, Preservice Teachers become proficient in pinpointing their own successes and failures and they can often isolate the causes of some of their difficulties and soon learn to suggest alternatives. Written notes are essential, as feedback may take place several hours after a lesson. Most teachers try to set aside time in the afternoon for review of the lessons taught, for questions and observations made by the Preservice Teacher and for planning the following week s lessons. Pinpointing strengths and weaknesses Effective feedback usually commences with the strengths of the lesson and progresses to those areas where weaknesses appear. Preservice Teachers can be overwhelmed if extensive lists of problems are provided too early. Many Supervising Teachers identify one or two main areas of concern and work on these until improvement is evident. Progression As the year progresses, the nature of feedback session often changes. Rather than a discussion focusing just on lesson content, time is often devoted to discussing the progress and the needs of individual students in the classes. This is a positive step. The Preservice Teacher is moving from a pre-occupation with specific lessons to a broader interest in the students as learners. The Reports We suggest that Supervising Teachers work through the report with the Preservice Teacher, explaining the rationale for specific comments. Preservice Teachers find this process beneficial as it assists them to complete their individual reflection report. The Supervising Teacher reports provide important insights into the progress of Preservice Teachers and a means by which Preservice Teachers At Risk can be identified and supported. Please review the reports to understand more fully the expectations of the University. The elements and indicators provide a comprehensive summation of our expectations for future teachers. It is a good idea for Supervising Teachers and Preservice Teachers to examine the reports together at the beginning of the year to set the groundwork for common understandings and expectations. The Professional Experience units are assessed on a pass/fail basis. Professional Experience Guide: Primary_

23 LIAISON BETWEEN SCHOOL AND UNIVERSITY It is anticipated that the Preservice Teacher will keep unit convenors informed about their progress. It is also important for Supervising Teachers and Tertiary Supervisors to communicate on a regular basis, especially when there are concerns regarding the pace at which a Preservice Teacher is progressing. In this way, both Supervising Teacher and Tertiary Supervisor are better placed to support the Preservice Teacher. The work of the school and the University can only be integrated when all involved are aware of the full range of ideas, concerns and questions that may arise throughout the year. Nature of Supervision While the Supervising Teacher has the principal responsibility of supervising Preservice Teachers in schools, the University supplements this with a program of lesson observations and feedback by the Tertiary Supervisor or his/her nominee. During these observations the Tertiary Supervisor liaises with the Supervising Teacher, observes at least one lesson and provides written and oral feedback to the Preservice Teacher and their mentor. Copies of the report are provided to the Preservice Teacher and the unit convenor. The Tertiary Supervisor Report template is available online. A copy is also provided in the Appendix. The school visit Tertiary Supervisors (or his/her nominee) arrange to visit Preservice Teachers enrolled in EDTE403/EDTE404 at least once each session to observe them teaching. These visits are very important, as they are an opportunity to identify a Preservice Teacher s strengths, as well as to identify areas that require development and to discuss these with the Supervising Teacher. Supervising Teachers or Tertiary Supervisors may request additional visits if the need arises. Lack of Progress and At Risk Procedures Some Preservice Teachers experience initial difficulties in schools. It is vital that they realise that many others have progressed to a fully competent teacher from a slow start. All Preservice Teachers have access to academic staff with whom they can discuss any concern or issue. Preservice Teachers are encouraged to seek support from their Supervising Teacher and academic staff. They are also advised to reflect carefully upon observations, unit reference lists, materials in the Curriculum Recourses Centre and draw upon the experiences of their TEP colleagues Macquarie University upholds the highest professional standards. If Supervising Teachers have any doubts about a Preservice Teacher s suitability for the profession, please contact the relevant Tertiary Supervisor to discuss your concerns. We have developed procedures and strategies to support such Preservice Teachers and, where necessary, exclude them from the program. Throughout the program, academic staff work closely with Supervising Teachers in monitoring student progress. Where Preservice Teachers are unable to demonstrate satisfactory progress in their Professional Experience placement, the Supervising Teacher should contact the Professional Experience Office on or Primary.ProfExp@mq.edu.au regarding their concerns. Depending on the circumstances the Preservice Teacher may be deemed to be At Risk. If this occurs the Preservice Teachers will be notified in writing. A copy of the At Risk notification form is provided in the Appendix. An electronic copy of the 'At Risk' pro-form is available at: s_p/ Preservice Teachers At Risk may be provided with a remedial program. Such a program might include: additional supervisory visits by a Tertiary Supervisor or academic staff; more detailed oral and written feedback from Supervising Teachers and academic staff; the identification of specific areas needing improvement; additional days of Professional Experience; and referral to university-based support services. Professional Experience Guide: Primary_

24 If reasonable progress has not been observed, the School of Education reserves the right to place the Preservice Teacher at a different school. In cases where inadequate progress is reported in two placements, the Preservice Teacher will be deemed to have failed the Professional Experience unit. Where the Preservice Teacher has concerns about the level of support provided by their Supervising Teacher they must discuss the issue with the unit convenor. Preservice Teachers cannot make a unilateral decision to cease attending the school in which they are placed. Such a move will result in failure of the Professional Experience unit. Preservice Teachers may ask to be moved to another school, but the final decision is made by the Director of the Teacher Education Program or his nominee. Preservice Teachers must not assume that their requests will be granted. If a Preservice Teachers fails a Professional Experience unit they may be excluded from the Teacher Education Program. Where the student is permitted to repeat a Professional Experience unit, and subsequently fails the unit, they will be excluded from all Teacher Education Programs offered by the Faculty. The determination of successful completion of a Professional Experience unit is the responsibility of the School of Education staff (Tertiary Supervisor) in consultation with the relevant Supervising Teacher. In cases where a Preservice Teacher s school placement is terminated by the school, they may be allocated an alternative placement. If the second placement is terminated, the Preservice Teacher will be excluded from the Teacher Education Program. Professional Experience Guide: Primary_

25 SUPERVISING TEACHER PAYMENT AND PROCEDURES Employment/Taxation Declaration Form New Supervising Teachers must submit a Declaration Form (Tax Declaration). Supervising Teachers who had a Preservice Teacher in 2013 do not need to submit a new Tax Declaration. Supervising Teachers whose circumstances have changed and/or if they have claimed the general exemption on the forms submitted must complete a new form. Supervising Teachers who need to submit a Tax Declaration should complete Section A only and not claim the General Exemption as Macquarie University is not your primary employer. Some Supervising Teachers prefer their payments to be taxed at the highest rate to offset earnings from other sources of employment. If you do wish to be taxed at the highest rate please attach a signed note to your completed Tax Declaration stating this preference. Banking Authority Form and payment A Banking Authority form must be completed by all new Supervising Teachers and by renewing Supervising Teachers who wish to change their banking details. Payment is made via an electronic transfer into your nominated bank/credit union account. This is the only method of payment. The Professional Experience Guide outlines the number of days each Preservice Teacher is required to complete. We cannot pay over the required number of days unless extra days are requested by the Tertiary Supervisor and agreed to by the Supervising Teacher. If the Preservice Teacher has more than one Supervising Teacher, whether in the same subject area or in a different area, the allocated number of days are shared between subjects/supervising Teachers. If a Preservice Teacher withdraws from the Teacher Education Program, payment will be made for the time the Preservice Teacher spent with the Supervising Teacher. The Register of Visits form signed by the Supervising Teacher for each day of Preservice Teacher attendance is used to calculate payment. Supervising Teacher payments are processed as soon as the signed Register of Visits form is received. Deposits into the Supervising Teachers nominated account should occur within 3-4 weeks of submission. Human Resources will post, to the Supervising Teacher s home address, notification of the amounts paid, tax deducted and account details etc. Please note that the units shown on the advice is actually the number of days and not hours. The Supervising Teacher s Macquarie University Staff Number will also appear on the advice above their name and should be quoted when querying a payment. Group Certificates will be issued to the Supervising Teacher s home address. University Library access As a Supervising Teacher in the Macquarie Program, you have borrowing rights to the University s Library. Supervising Teachers apply for associate membership of the Library. Associate membership for Supervising Teachers expires on 31 December each year. Borrowing privileges are: 10 items for 2 weeks with 1 renewal. Database access: in Library use only Please go to the Library website: click on Library Associates application form under the heading Eligibility to apply Professional Experience Guide: Primary_

26 APPENDIX Professional Experience Guide: Primary_

27 Lesson Plan Proforma Preservice Teacher: School: Year: Key Learning Area(s): Date: Time: Learning Purpose (brief and explicit description of the purpose of the lesson and the outcomes expected): Links with previous learning and links to other KLAs Syllabus outcome/objectives(s) Pre 2012 Post 2012 NSW BoS Syllabus Indicators/Content (List up to 3) Cross-curricula priorities Aboriginal and Torres Strait Islander histories and cultures Sustainability Asia and Australia's engagement with Asia Difference and diversity Civics and citizenship Work and enterprise General capabilities Critical and creative thinking Intercultural understanding Numeracy Ethical understanding ICT capability Quality Teaching elements Personal and social capability Literacy Intellectual Quality Quality Learning Environment Significance Deep knowledge Explicit quality criteria Background knowledge Deep understanding Engagement Cultural knowledge Problematic knowledge High expectations Knowledge integration Higher order thinking Social support Inclusivity Metalanguage Students self-regulation Connectedness Substantive communication Student direction Narrative Professional Experience Guide: Primary_

28 Sequence of Teaching/Learning experiences Teaching strategies (eg., whole class, group, individual, differentiation, integration) Assessment (what and how) Time Resources Professional Experience Guide: Primary_

29 Links with further learning Reflection after Teaching Student learning (give examples of how you know that students have learned the skills and understandings taught, and identify areas that still need addressing) Teaching skills and strategies (Critical evaluation/ reflection of two or three key aspects of your teaching) Professional Experience Guide: Primary_

30 Faculty of Human Sciences Teacher Education Program Student Professional Experience Declaration Student Name: Student Number: Declaration: (please tick each box after reading and acknowledging each statement): I certify that: I have read and understood the Teacher Education Professional Experience Guidelines and I am aware of the following: It is my responsibility to ensure I am in the correct stage/subject to meet the requirements of my academic program. I am in a school where I do not work, have not attended or have not completed a previous placement (unless with prior written permission from the unit convenor). I do not have any close personal relationships with children or staff in this school. I have read and understood the University Policy on Academic Honesty. I have read and understood the expectations and requirements described in the Professional Experience Guidelines and the Professional Experience Placement Conditions. I have read and understood the Workplace Health and Safety (WHS) Student Safety and Emergency Procedures. I have included in my Professional Experience folder a copy of the following to meet the requirements of my State legislation:- a) Working with Children Check b) Child Protection Training Certificate c) Anaphylaxis Certificate d) Workplace Health and Safety (WHS) Student Safety and Emergency Procedures I understand that I must contact my placement schools within 3 business days of being notified of my placement (Failure to do this will result in my placement being re-assessed or cancelled) In the event that I cannot attend my placement on ANY of my scheduled visits (these scheduled visits are arranged with your Supervising Teacher on Orientation Day), I will advise my Supervising Teacher and the Professional Experience Office by 8.30 am on the day of absence. (Failure to do this will result in my placement being re-assessed or cancelled). Signed: Date: Professional Experience Guide: Primary_

31 2014 Professional Experience Conditions of Placement The Faculty of Human Science s Professional Experience Office has responsibility for organising the Professional Experience placements for Preservice Teachers. This is a very complex undertaking which is made all the more difficult by the competition between Universities for a limited number of quality placements. While the Office endeavours to treat all students equitably, it is not always possible to meet the expectations and preferences of all Preservice Teachers. Flexibility will be essential as will be your patience and understanding. Conditions of Placement There are a number of conditions all Preservice Teachers must agree to before participating in the School of Education s Professional Experience Program. These include: Preservice Teachers are required to advise the Practicum Office details regarding the school/s attended and any school in which their parents or partners might be employed and schools attended by any children or siblings. Preservice Teachers may be allocated to a professional experience placement that requires travel times from their place of residence (as registered with the University) up to 90 minutes by car or public transport. Preservice Teachers are NOT permitted to refuse a placement organised by the Professional Experience Office. In the case of extenuating circumstances, the Preservice Teacher must apply, in writing, to the Director, Teacher Education Program (TEP), outlining (with supporting documentation) why they cannot take up an allocated placement. The School of Education is under no obligation to meet any particular Preservice Teacher request. Preservice Teachers are NOT permitted to contact schools to organise their own placements unless specifically instructed to do so by the Professional Experience Office or the relevant Unit Convenor and/or the Director, TEP. Preservice Teachers shall undertake their placements according to the schedule specified by the University and/or negotiated with the Supervising Teacher. Any proposed variation needs to be submitted in writing to the Professional Experience Office and approved by the relevant Unit Convenor and/or the Director, TEP. Preservice Teachers are responsible for being aware of the Professional Experience schedule and ensure that they are able to undertake their placement according to this schedule. Preservice Teachers can expect to be allocated placements in a variety of educational and cultural settings. While Preservice Teachers are required to undertake Professional Experience placements in a variety of school settings, they may be allocated placements within the same education sector. For example, they may be placed in a government school for multiple placements. Before beginning the Professional Experience placement, Preservice Teachers must have completed a Working with Children Check and participated in Child Protection training (these documents should be in your Student Professional Experience Folder). If a Preservice Teacher s personal circumstances change - (ie: a change of address or telephone number, defer their studies or withdraw from a Professional Experience unit) - they MUST notify the Professional Experience Office immediately. Professional Experience Guide: Primary_

32 While the Supervising Teacher has important input into the determination of the Preservice Teacher s final grade for a Professional Experience unit, the University has the ultimate responsibility for the allocation of the grade. Preservice Teachers at risk of failing a Professional Experience unit MAY be allocated additional days in which to demonstrate the specified professional competencies. Students who are asked to leave a Professional Experience placement by the allocated school MAY be allocated a second placement. Should they be asked to leave the second placement, they shall be excluded from the Teacher Education Programs offered by the Faculty of Human Sciences. Conduct during Professional Experience Placements Macquarie University has the highest expectations of their Preservice Teachers. guidelines represent our minimum expectations: The following Preservice Teachers must ensure that they are punctual and reliable. They must arrive on time (ie: no less than 30 minutes before the school s official start time and stay until the end of the school day). They shall also adhere to the agreed schedule of visits. Preservice Teachers have an obligation to keep the school informed of any variation to the agreed dates of attendance. In the case of illness, the Preservice Teacher should contact their Supervising Teacher as soon as possible. Preservice Teachers should exhibit a professional manner at all times. Preservice Teachers shall thoroughly prepare all lessons presented. Preservice Teachers are to ensure that they dress appropriately. Preservice Teachers are expected to observe and respect the culture and traditions of the school at all times. Preservice Teachers are expected to participate fully in the life of the school. They should, for example, accompany their Supervising Teacher during playground and bus duty and attend staff meetings and professional development days. Preservice Teachers must NEVER use force or touch students when reprimanding them. Professional Experience Guide: Primary_

33 Lesson Observation Form (sample) Lesson Observation One Preservice Teacher School Key Learning Area Following observation of the Preservice Teacher s lesson, please provide written comments where considered appropriate: Date Teaching Competency Y W D E Optional Comment Planning and Preparation Written lesson plan Implementation Introduction/ motivation of children Communication and presentation skills Questioning skills Development and use of resources Classroom Interaction Conclusion/ evaluation/ summation Teacher/pupil relations Management strategies Teaching strategies Y = Yet to be demonstrated W = Working towards D = Demonstrated E = Exceeds expectations Summary Areas of strength Areas to be developed General Comments Supervising Teacher Signature Professional Experience Guide: Primary_

34 Professional Experience At Risk Notification Macquarie University upholds the highest professional standards in its Teacher Education Program. During the Professional Experience component, a Preservice Teacher may be deemed at risk. This term describes a Preservice Teacher who is not reaching a satisfactory level of achievement in their professional experience placement. An at risk determination may be made by the Supervising Teacher at any time or by a University supervisor while undertaking a school supervision visit. It is imperative that at risk Preservice Teachers are identified as early as possible during their placement, and that the areas of concern are documented, allowing appropriate processes to take place. We have developed procedures and strategies to support the Preservice Teacher and, where necessary, exclude them from the program. Preservice Teacher: Supervising Teacher: Report submitted by: Student No.: School: Supervising Teacher or Tertiary Supervisor Name: Date Preservice Teacher advised of At Risk : SECTION A: To be completed by person reporting At Risk 1A: Satisfactory elements of Preservice Teacher s professional experience placement: 2A: Unsatisfactory elements of Preservice Teacher s professional experience placement: Signature Preservice Teacher: Signature Person Reporting: Upon completion of Section A, please distribute: Date: Date: 1. One copy to Director, Teacher Education Program - director.tep@mq.edu.au 2. One copy to the Preservice Teacher 3. One copy to be retained by person submitting the report SECTION B: To be completed by the Unit Coordinator or Director TEP 1B: Remedial goals and actions for the Preservice Teacher: Note: The extent to which students are able to master these important aspects of their teaching will be closely monitored by the Supervising Teacher and Macquarie University Tertiary Supervisory staff. Should they be unable to demonstrate substantial improvement in the designated aspects of their professional practice they will be withdrawn from the professional experience component of their program and be awarded a grade of FW. If a student fails to satisfactorily complete a practicum unit twice, she/he will be excluded from all Teacher Education programs offered by the Faculty of Human Sciences. 2B: Other outcomes/next steps: Signature Pre-service teacher: Signature Unit Coordinator: Upon completion of Section B, please distribute: Date: Date: 1. One copy to Director, Teacher Education Program director.tep@mq.edu.au 2. One copy to the Preservice Teacher 3. One copy to the Unit Coordinator Reviewed Director TEP: Signed: Date: Professional Experience Guide: Primary_