School of Education Teacher Education Professional Experience Handbook An overall guide for all Teacher Education programs 2017
Published by RMIT University, Melbourne, Victoria, 2017 Copyright Warning All materials produced for teaching this course of study, including all lectures delivered, all audio and visual aids to presentation of lectures (including overheads, PowerPoint slides and any on-line materials) and any supplementary materials, are protected by copyright. You are permitted to use these materials only for your personal study and research. Use of the materials for any other purposes, including sale of your personal lecture notes, without express permission of the copyright owner, may infringe copyright. The copyright owner may take action against you for infringement. Page 2 of 46
WELCOME RMIT exists to create transformative experiences for our students, getting them ready for life and work, and to help shape the world with research, innovation, teaching and engagement. Martin Bean - Vice Chancelor, RMIT University Welcome to the Professional Experience program in the School of Education, RMIT University. To Site Coordinators, who take on the task of placing our Pre-service Teachers in their schools/centres, we thank you for making this commitment to the ongoing development of the teaching profession. To Teacher Mentors, who take on the role of supervising and coaching our Pre-service Teachers, we thank you for giving up your time and agreeing to share your knowledge and experience. To Pre-service Teachers, who are undertaking placement in schools/centres, we hope that you have many worthwhile learning experiences that contribute to your growth as a teacher professional. To all those teachers, principals, schools and centres who have supported our Teacher Education programs over the last 50 years, we thank you for your commitment to supporting the next generation of teachers. Associate Professor Kathy Jordan Deputy Head Higher Education School of Education RMIT University Page 3 of 46
WELCOME (cont.) The School of Education has a number of Teacher Education programs including: Bachelor of Education (Primary, Primary and Early Childhood, Primary and Disability Studies and, Early Childhood Education) Masters of Teaching Practice (Primary Education) Masters of Teaching Practice (Secondary Education) Graduate Diploma of Education (Early Childhood) Bachelor of Applied Science (Health and Physical Education) This Professional Experience Handbook provides an overall guide to Professional Experience in each of these programs including requirements and expectations. Professional Experience, in which Pre-service Teachers undertake supervised placement in schools, centres and other education settings, is vital to preparing graduates who are work ready. It is during these placement times that Pre-service Teachers learn so much about learning and teaching, with the support and guidance of experienced teachers from who and with whom they will learn. During Professional Experience, Pre-service Teachers will connect knowing about teaching with doing teaching, and in the process understand more about what teaching involves from the inside. By reflecting on what they observe and do in their practice, Pre-service Teachers will begin their journey to becoming a teacher. We value: partnerships and links with schools and centres, practical, hands-on learning, quality teaching and learning experiences, work-readiness and preparedness to teach. Page 4 of 46
KEY PEOPLE The Professional Experience team Do you have questions or issues about the administration of Professional Experience (PX)? If so, please contact the Professional Experience (PX) team. For example: Pre-service-teachers will need to contact the PX team throughout their program regarding placement. Teacher Mentors may contact the PX team if they have any questions or concerns. Site-Coordinators will need to contact the PX team so we can help with the escalation of issues regarding Pre-service Teacher behaviour or progress, and to request a school/site visit to support the Pre-service Teacher. Contact details for the Professional Experience team are: education.placements@rmit.edu.au The Program Manager Do you have questions or issues about the Teacher Education program? If so, please contact the Program Manager. For example: Teacher Mentors should contact the Program Manager with questions around the components of PX and planned learning experiences, and expected learning outcomes of that placement Site Coordinators should contact the Program Manager if you require further information about the knowledge, skills and experiences Pre-service Teachers have already developed in a program. Contact details for Program Managers are: Early Childhood Education Bachelor of Education (Primary Education) Masters of Teaching Practice (Primary and Secondary Education) Bachelor of Applied Science (Health and Physical Education) Julie Carmel julie.carmel@rmit.edu.au Nicky Carr nicky.carr@rmit.edu.au To be advised Jason Wong jason.wong@rmit.edu.au Page 5 of 46
THE PROFESSIONAL EXPERIENCE PROGRAM Professional experience is the component of an initial teacher education program in which preservice teachers develop and demonstrate their skills in the classroom. Its purpose is to provide structured opportunities for pre-service teachers to consider and undertake in practice the work of teaching, to relate the practice to knowledge and understanding they are developing in their program, and to demonstrate a positive impact on student learning. It is above all else a period of workplace-based learning. (AITSL Professional Experience participant roles and responsibilities). In the School of Education, RMIT University, we place a high value on collaborating with schools, centres and other education settings so that Pre-service Teachers develop the necessary professional knowledge, skills and attributes to become an effective educator. Professional Experience is where Pre-service Teachers can learn first-hand about the complexity of teaching, and where they can develop their skills and confidence and make connections between theory and practice. We have developed a number of different Professional Experience models to provide Pre-service Teachers with targeted learning opportunities: Site-based In this model small groups of Pre-service Teachers are placed in each partner setting, where they are formally taught (tutored or coached) by a practicing teacher to achieve specific learning objectives interconnected with their coursework. Embedded In this model individual Pre-service Teachers are placed in each partner setting, where they undertake a focused placement around that setting or a specific discipline area (e.g. literacy, and numeracy), which is linked to their coursework. Self-select In this model individual Pre-service Teachers self-select a partner setting in response to their own professional needs. Page 6 of 46
THE PROFESSIONAL EXPERIENCE PROGRAM (Cont.) Our program also encourages Pre-service Teachers to undertake placement in diverse settings: Local Rural Regional Remote Interstate Overseas My dream is for all children to have access to world-class education and a safe, supportive learning environment so whatever job I end up taking on, I hope that it can be in service of this goal. Monica (Bachelor of Education Primary Program) completed a placement in her third year at a rural school in Nepal, where her experiences changed her perspective on teaching, and the challenges that she faced developed her flexibility, creativity and resilience. Teaching skills take time to develop. The design of the Professional Experience Program reflects this and sets different expectations for each placement. The planned learning experiences for each of the placements are described in the Program Supplements. Over successive placements Pre-service Teachers are expected to become more independent and take greater responsibility in the classroom. By the final placement, Pre-service Teachers should take on as full a teaching load as possible to enable assessment of readiness to teach. Our Professional Experience Program emphasises the importance of appreciating the diverse roles and responsibilities teachers undertake as a normal part of their job. To this end, depending on specific program needs which can differ, Pre-service Teachers are encouraged to: Participate in activities outside the classroom, such as sport days, dress-up days, lunchtime activities, after-school programs, school productions, camps and excursions Attend parent/teacher interviews Attend meetings such as staff meetings (School Council, Centre Management, department meetings) Participate in professional development programs Participate in yard duty Page 7 of 46
PROFESSIONAL STANDARDS Central to the development of pre-service teachers is their engagement with and demonstration of the Australian Professional Standards for Teachers at the graduate career stage as they progress through their program. (AITSL Professional Experience participant roles and responsibilities). The Graduate Teacher Standards comprise: Knowledge of students and how they learn Knowledge of discipline or subject content and how to teach it How to create safe, supportive and inclusive learning environments How to engage and challenge students How to plan for and implement effective teaching How to assess and report on student learning How to engage professionally with colleagues, parents and other members of a school community Reference: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/careerstage/graduate. The Victorian Early Childhood Graduate Teacher Standards comprise: Knowledge of child development theory and research Know the children they teach Know and understand the diversity of Australian society A sound knowledge of curriculum approaches, how children learn and how to teach them effectively Have a sound knowledge of current learning, teaching and assessment theories Plan for effective learning which is based on children s strengths and interests Teachers monitor, assess and record children s learning and development to provide the basis for ongoing planning and reporting to parents Evaluate and reflect on teaching and learning with a view to improvement Use a range of teaching practices and resources to engage children in effective learning Create and maintain safe and challenging learning environments Support children to take an increasing role in their own learning Establish positive relationships with parents, colleagues and members of the community and respect their individuality Demonstrate skills for effective communication Reflect on, evaluate and improve their professional knowledge and practice through engagement as an ongoing learner Are active members of their profession Teachers promote learning and advocate the value of education and the profession of teaching tin the wider community Reference: https://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/childrensservices/ecteachstandar ds.pdf Page 8 of 46
PROFESSIONAL STANDARDS (Cont.) Each of our programs have been mapped against the standards to ensure all are taught, practised and assessed. An overview is provided in Program Supplements. All Pre-service Teachers complete an Evidentiary Portfolio which demonstrates their capacity to meet these standards. Pre-service Teachers are introduced to the requirements of the portfolio in their first year so that they can progressively collect and annotate artefacts which impact student learning. In their final year the portfolio is formally assessed. All Pre-service Teachers must complete this portfolio as well as their final teaching performance. Jenni (Bachelor of Education Primary Program) came to teaching after a decade of working across administration, events and project management. When her eldest son started prep, she volunteered in his classroom. This experience encouraged her to think about teaching as a career path. While on placement Pre-service Teachers are expected to keep a well organised Professional Experience Folder. The purpose of this folder is to provide a central mechanism for you to house key information about placement including school / centre policies, timetables, list of key people etc. Your folder also serves as an important vehicle for you to house examples of your teaching practice, feedback from your Teacher Mentors and your own reflection on practice. It should focus on the key areas of: Planning Teaching Reflecting Assessing A template is provided in this handbook. Page 9 of 46
THE ROLE OF THE PRE-SERVICE TEACHER The role of the pre-service teacher is to undertake professional experience with commitment, both as a key component of their initial teacher education program and as an opportunity to participate in the life of the professional experience site and contribute as a professional. (AITSL Professional Experience participant roles and responsibilities). The term Pre-service Teacher refers to the person undertaking a teacher education program, in which supervised professional experience is a vital component within a school/centre. We wish you well on your professional journey. The Pre-service Teacher: Understands the Australian Professional Standards for Teachers Sets learning goals and targets for their own growth and reflection Reflects on and applies advice and feedback from supervising teachers Undertakes placements in a professional and diligent manner, complying with the expectations of their provider and the placement site s, policies and procedures Ensures sound preparation for each placement so that they meet the objectives and requirements of professional experience Participates fully in the life of the professional experience site throughout the placement Understands the complexities of the professional experience site and community setting Takes responsibility for their own learning Reflects on and collects evidence of their impact on student learning (AITSL Professional Experience participant roles and responsibilities). Some of you may have mixed feelings about Professional Experience, and this may include excitement as well as apprehension. It is important for you to understand that schools/centres can be very different. So too are teachers. You should expect to see a range of teaching strategies and styles, as well as philosophies about learners and learning. You need to also keep in mind that the classroom teacher has already put into place her/his own ideas, own teaching strategies and own administrative techniques and that you will need to adapt to the context in which you are placed. This is an opportunity for you to reflect on these differences. On occasion, your philosophies and those of your Teacher Mentor may be very different. It is a reasonable course of action for you to learn as much as possible from this difference and to check to what extent your own beliefs are strengthened or weakened because of this experience. Mentor Teachers volunteer to supervise you. Their main role is to provide you with opportunities to develop your teaching practice, to provide guidance during your placement and to assess your progress against the national standards for graduating teachers. Taking on a Pre-service Teacher is an additional responsibility for them and one that requires considerable time and effort on their part, in addition to their normal teaching load. As the Pre-service Teacher, it is important for you to listen to your Mentor Teachers, be willing to accept feedback and take on board suggestions given to you by those experienced in the field of teaching. Mentor Teachers may offer suggestions for professional improvement as well as positive reinforcement for work well done. Page 10 of 46
PRE-SERVICE TEACHER EXPECTATIONS During Professional Experience, we expect Pre-service Teachers to be involved in the whole school / Centre and to take on roles and responsibilities that are commonly associated with practising teachers. This includes attending meetings and professional development days, volunteering for yard duty, and helping out on sports days etc. For Early Childhood Pre-service Teachers this also means undertaking all aspects of working in a room, changing nappies (under supervision), cleaning tables and floors, setting up experiences, packing away and serving meals etc. However, as a Preservice Teacher, you should not be placed in a situation whereby you take sole (unsupervised) responsibility for a class / group. Principals and Centre Directors are the ultimate authority. They are responsible for all that happens to students, to teachers and to parents whilst on the premises or on school excursions, camps, visits, etc. We expect our Pre-service Teachers to act professionally at all times, in terms of your personal attire, punctuality and relationships with students and with staff. Pre-service Teachers need a willingness to accept criticism and to act on suggestions to improve performance. Pre-service Teachers are expected to show initiative during Professional Experience. For example: initiating conversations about your teaching performance with your Teacher Mentor, asking questions about what you are observing, offering to assist with classroom activities, making appropriate suggestions for teaching and learning activities, initiating conversations with other staff in the staff room. Show your spark! For the majority of your placements, the University will place you into settings. You will be able to self-select some placement/s in the latter part of your program. We ask that you appreciate that the choice of setting for Professional Experience is complex, and is dependent on a range of factors including the availability of teachers to act as Teacher Mentors. We request that you do not approach schools/centres to arrange your own placement unless agreed to by the Professional Experience team for your program. It is assumed that you may need to travel up to 90 minutes to your placement. If you rely on public transport you may need to exceed this travel time. Page 11 of 46
PRE-SERVICE TEACHER REQUIREMENTS Professional Experience is an important step in your professional journey. We ask that while on this placement you meet the following requirements: Prior to placement: Ensure you have completed the RMIT WIL agreement and return it to the PX team. This is only completed once for the entire program. Ensure you have obtained your Working With Children Check and supplied evidence of such to the PX team. Advise the PX team of any self-select placements (e.g. school/ centre name, Site-Coordinator, Teacher Mentor) Advise the PX team of any changes to your contact, residential address and enrolment information as soon as possible. Advise the PX team of any potential conflict of interest. You should not undertake Professional Experience at a school/ centre that you work (or worked in), that employs close family members or people with whom you have a close relationship. Accommodate your placement with other work and family commitments. You are required to attend the school/centre for all the days specified. You are expected to commence between 8:00-8:30 and remain later in the day to consult with your Mentor, prepare for your teaching and attend meetings etc. Most days you should not expect to finish before 5:00pm. Organise your finances to take into account petrol/travel/accommodation. Unfortunately, there is often some cost involved in placement that needs to be covered by the Pre-service Teacher. Ensure you have adequate clothes to wear that reflect an appropriate level of professionalism. Attend your Professional Experience courses where you will be briefed in detail about the requirements of placement and your professional conduct. Make contact with the school/centre prior to placement and confirm your daily starting and finishing times, where to meet your Teacher Mentor and Site-Coordinator, the school/ centre dress code, the sun protection policy and car parking arrangements. Where possible, arrange a time to visit the school/centre and your Teacher Mentor prior to commencing your placement, identify what classes or age groups you will be teaching, what curriculum you will need to address, and other expectations the school/centre may have. Prepare / review your Professional Experience Folder (see Template section of handbook). During placement: Keep a well organised Professional Experience folder of your teaching experience including, samples of student work and mentor feedback (see Template section of handbook). You are expected to carefully document and plan all lessons with advice from Mentor Teachers. You also need to reflect on these lessons with suggestions for improvement or things to do differently next time duly noted. Record the number and nature of hours teaching (see Template section of handbook). Keep a log of your participation in activities beyond the classroom such as sports days, lunchtime activities, after-school programs, school productions, camps and excursions, parent/teacher interviews, professional development, meetings (staff meetings, School Council, department/team meetings) and yard duty (see Template section of handbook). Page 12 of 46
PRE-SERVICE TEACHER REQUIREMENTS (Cont.) The following generic advice is relevant to each of your placements. Specific requirements are included in Supplementary Program handbooks. Attendance You need to complete the required number of placement days to satisfactorily complete the Professional Experience component of the course. You should check your RMIT email account daily during placement. You need to arrive at your placement site between 8:00-8:30, or at a time organised with your Teacher Mentor and remain after hours to talk with your Teacher Mentor or other relevant staff, to assist with planning and preparation, and to attend other meetings. Please confirm times with your Teacher Mentor. If you are ill and unable to attend placement, you need to inform both the Site-Coordinator and your Teacher Mentor prior to the start of the school day. You will need to complete an Application for Extension form and have this signed by your Teacher Mentor, agreeing to the timing of the make-up days. If your long-term attendance is affected by a valid reason such as illness or bereavement, please contact the PX team. You may be advised to apply for Special Consideration or consult with the Disability Liaison Unit in order to defer your Professional Experience. If you have an accident while on placement you should complete an incident/accident form and lodge it with the Site Coordinator, advise the Professional Experience team, and submit a copy of the incident form. Professionalism You are expected to act professionally at all times with students, parents and teachers. You need to show courteous recognition of staffroom usage, car-park arrangements, contribute to coffee funds and take care with equipment and resources. This courtesy involves turning off mobile phones during planning, teaching and evaluative sessions while at the school/centre. No pictures can be taken with your personal devices without prior consent from the centre and parents. Students are not permitted to record any conversations without the other party being informed. You should also consider your behaviour in public forums outside the school/centre. This includes your presence on any social media and personal websites. Pre-service Teachers are asked to ensure that they represent themselves appropriately on these sites. Dress professionally in accordance with the staff dress code. 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 students. However, as a Pre-service Teacher, you should not be placed in a situation whereby you take total responsibility for a class/ group. If your Mentor repeatedly leaves you alone to supervise, you should politely remind them that you are not legally responsible or liable for what happens in the classroom in their absence. If the problems continue please raise this issue discretely with your Site Coordinator. Page 13 of 46
PRE-SERVICE TEACHER REQUIREMENTS (Cont.) Teaching Prepare all teaching and learning resources ready for all lessons that you will teach. Produce lesson plans in detail and in a professional manner leaving space for the Mentor Teacher to comment. Lesson plans should be presented to your Mentor Teacher well in advance of the lesson being taught, preferably no later than the day before the lesson. All lesson planning should incorporate written self-evaluation. At the end of each lesson, at the end of each day and at the conclusion of the placement, you should critically evaluate, in writing on the lesson plan, how well you have performed and how well you feel the students have learned. Identify areas for improvement or alternative approaches. Discuss your reflections from observations and lesson plans with your Mentor and seek feedback, which may be written or verbal. Listen to constructive feedback and be prepared to act on it. Ensure that you and your Mentor are meeting regularly to discuss your performance. If your Mentor is not initiating regular conversations, then you should initiate such conversations, politely and courteously. Make notes about the feedback your Mentor is providing and reflect on this feedback. Identify strategies and actions you will take to make improvements. Keep a folder over the duration of your program of all the observations you conduct and the experiences/ provocations that you teach/ set up. Keep a record of your involvement in activities beyond the classroom. Your Mentor Teacher and university staff may want to refer to lessons and comments from earlier placements. For Early childhood students, undertake observations of the children with permission of both parents and the centre. Enjoy your placement. Assessment You and your Teacher Mentors should have regular discussions about your teaching performance and you should keep a record of this feedback in your Professional Experience folder. You also have a responsibility to seek feedback on your performance. If you are unclear about the feedback, clarify with your Teacher Mentor in a professional and courteous manner. Discuss issues and concerns with your Mentor Teacher and with the Site Coordinator and make all reasonable attempts to find solutions to problems. There should be no surprises when you receive your end of placement report. For many Pre-service Teachers, there are two formal points for feedback: a mid-point and a finalpoint. Further details are provided in this handbook. Staff visits An RMIT University academic staff member will visit Pre-Service Teachers during one of their placements in each year of their program. The visit is an opportunity for you to showcase your skills and obtain constructive feedback. It is also an opportunity for you to raise concerns that you may have about your placement, or seek advice on how to communicate more effectively with your Mentor Teacher. Further details are provided in this handbook. Page 14 of 46
PRE-SERVICE TEACHER REQUIREMENTS (Cont.) At the end of Placement Thank your Mentor Teachers and Site-Coordinator for their efforts in supporting your placement. If you have missed any days due to public holidays, illness or other acceptable unforseen circumstances, make arrangements with your Mentor, Site-Coordinator and PX team to make up the missed days. In the case of illness or unforeseen circumstances, complete an Application for Extension form and have it signed by your Mentor and send a copy to the PX team. Review your observations and lessons and make some summative notes and specific suggestions for improvement. Obtain a copy of your end-point Professional Experience Report from your Mentor Teacher. Sign the report and provide a copy to the Professional Experience team. Collect your Confidential Emergency Contact Form from the Site-Coordinator. Return any educational resources borrowed from the school/centre. Page 15 of 46
THE ROLE OF THE MENTOR TEACHER The role of the supervising teacher is to support pre-service teachers in meeting the requirements of professional experience, including meeting the Australian Professional Standards for Teachers at the graduate stage. The skills of professional experience supervision are related to successful classroom teaching and include coaching, assessment, professional communication and the provision of feedback based on evidence. (AITSL Professional Experience participant roles and responsibilities). We use the term Teacher Mentor to refer to the person within a school / centre who has responsibility for supervising, coaching and assessing the pre-service teacher. We thank you for making the commitment to mentor our Pre-service Teachers at your school /centre. You perform a key role in their development to become a teacher. The Mentor Teacher: Demonstrates understanding of the Australian Professional Standards for Teachers Demonstrates a clear commitment to supervising and developing pre-service teachers with a focus on helping them understand and improve their impact on student learning Assesses the professional practice of pre-service teachers rigorously and fairly against the requirements of the placement and the Australian Professional Standards for Teachers at the graduate career stage, and provides evidence-based feedback to the pre-service teachers Takes responsibility for their own professional development as a coach, advisor and assessor Acts as a role model to pre-service teachers by participating actively in all aspects of a teacher s professional life Assists pre-service teachers to work with and learn from other teachers who are effective in particular areas Demonstrates their professional commitment by including pre-service teachers in professional activities and positioning them as active contributors Supports the integration of work-based learning with coursework and other providerbased learning undertaken by pre-service teachers through collaboration with colleagues and provider staff Demonstrates a commitment to partnerships by participating in joint activities, such as collaborative cross-institutional professional conversations and research projects Collaborates with the professional experience office to provide early and appropriate support and advice to pre-service teachers experiencing difficulties in meeting the requirements of the placement (AITSL Professional Experience participant roles and responsibilities). Mentor Teachers who open their classrooms to pre-service teachers are vital to the success of our programs. They take on the responsibility of guiding our PSTs and providing feedback and assessing performance in addition to normal workload. Page 16 of 46
THE ROLE OF THE MENTOR TEACHER (Cont.) Prior to placement Think about a possible teaching load for your Pre-service Teacher that will give a range of experiences and is suited to their stage of teaching development. Think of team-teaching possibilities and other ways 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 placement Allocate a regular time for discussion and feedback with your Pre-service Teacher. Introduce your Pre-service Teacher to staff. Encourage your Pre-service Teacher to observe classes that they will be teaching and assist you in preparing and delivering a lesson. Discuss ways that the Pre-service Teacher can plan and develop lessons, drawing on your knowledge of the curriculum and students. Assist the Pre-service Teacher to observe, plan, implement and/or evaluate lessons. A generic lesson plan template is included in this handbook, however we encourage Pre-service Teachers to experiment with different formats that best suit them and the Mentor Teacher. During the placement Negotiate a clear set of objectives for the Pre-service Teacher to reach during and by the end of the placement based upon their stage of development and the focus of placement (see Program Supplement). Assist your 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 Provide written and verbal feedback that clearly identifies specific areas for improvement, and suggest ways to improve their performance. Encourage your Pre-service Teacher to improve their understanding of professional approaches, and to take on more responsibility for more difficult or challenging teaching tasks, appropriate to their stage of education. Involve your Pre-service Teacher in all aspects of routine classroom practice including marking rolls, money collection, transition, collecting data, assessment etc. For Early Childhood Preservice Teachers this includes nappy changes, mealtimes, sleeping/ rest times, cleaning the room. Encourage Pre-service Teacher development of skills guide and support their achievement. Model teaching strategies and techniques, including classroom management strategies. Encourage Pre-service Teachers to conduct formal observation. Discuss Pre-service Teacher progress mid-way through their placement and complete a midpoint Placement Review Form (see Forms section of handbook). Discuss the end-point PX Report Form (see Forms section of handbook) with your Pre-service Teacher throughout their placement and discuss overall development at the end of each week. Page 17 of 46
THE ROLE OF THE MENTOR TEACHER (Cont.) 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 PX team. If your concerns persist or if you feel the Pre-service Teacher s progress is unsatisfactory, the PX team will arrange a staff visit to support you and the Pre-service Teacher. The Pre-service Teacher should be made aware either verbally or in writing that they are at risk of failing the placement and be given sufficient time to improve their performance. At the end of the placement Complete and sign the end-point PX Report Form. The report should represent a written digest of advice, analysis and comment already shared with the Pre-service Teacher over the period of the placement. Please return the report to the PX team. Negotiate any additional days that may need to be undertaken where the pre-service teacher has missed days due to verified illness or other unexpected circumstances, or due to a public holiday falling during the placement period. Page 18 of 46
THE ROLE OF THE SITE-COORDINATOR / DIRECTOR Strong support for professional experience from the principal and other leaders is key to effective placements. A whole-of-organisation approach to supporting pre-service teachers, including induction and assessment of pre-service teachers will ensure a quality experience. (AITSL Professional Experience participant roles and responsibilities). We use the term Site-Coordinator to refer to the person within a school/centre who has responsibility for managing the pre-service teacher program. We thank you for making the commitment to support our Pre-service Teachers gain valuable experience. You perform a key role as the liaison person for the Pre-service Teacher and RMIT University. The Site Coordinator Develops a professional learning and growth culture, that inspires pre-service teachers to become and remain teachers Establishes strategies that celebrate the importance and value of professional experience and highlights benefits to the community Encourages effective teachers with good support and coaching skills to take on the role of supervising teacher Supports the work of the supervising teacher as well as their professional learning to acquire skills in assessing, supervising, and coaching pre-service teachers Clarifies, in collaboration with providers, roles and expectations for assessment of preservice teachers, particularly the designated role for supervising teachers Supports pre-service teachers to meet the placement objectives, including having an impact on student learning Provides a learning program that focuses on all aspects of teachers work, as well as providing the opportunity for pre-service teachers to participate purposefully in the life of the professional experience site Works closely with providers to ensure the objectives and planned components of each placement are clear and well documented Supports innovation and research in professional experience Recognises responsibility to the profession in regards to the development of emerging teachers via contributing to the availability of quality placements (AITSL Professional Experience participant roles and responsibilities). Page 19 of 46
THE ROLE OF THE SITE-COORDINATOR / DIRECTOR (Cont.) Some key roles include: Prior to placement Allocate the Pre-service Teachers to Teacher Mentors. Discuss a possible program plan for the Pre-service Teacher with the Teacher Mentor including coordinating lessons to be observed. Discuss the expectations of placement, the Professional Experience Handbook, relevant Program Supplements and required reports with Teacher Mentors. Explain your expectations to the Pre-service Teacher including dress code, mobile phone policy, car parking, and attendance at meetings. Collect resources and school / centre policies and routines (e.g. discipline policies, Occupational Health and Safety, Emergency Procedures etc) that may be of value to the Preservice Teacher. During Placement Make the Pre-service Teacher feel welcome. Collect the Confidential Emergency Contact form from the Pre-service Teacher. Familiarise the Pre-service Teacher with the organisation of the school, including timetables, daily organisation, management structure, and meeting schedules. Explain other routines so that the Pre-service Teacher can more fully grasp the unique character of your school/centre. Ensure that the Pre-service Teacher is informed of Work Safety Regulations, especially emergency procedures. Facilitate the resolution of difficulties between the Mentor Teacher and Pre-service Teacher. Notify the university and request a staff visit if you have an unresolved concern about a Preservice Teacher s progress. Ensure Mentor Teachers complete a mid-point review of the Pre-service teacher s performance, as well as end-point PX Report (see Forms section of handbook). On completion of placement Please email a signed copy of the end-point PX report and the tax invoice to the PX team. Ensure the Pre-service Teacher also receives a copy of the end-point PX Report. Page 20 of 46
THE ROLE OF THE PROFESSIONAL EXPERIENCE OFFICE The PX team communicate with Pre-service Teachers, Teacher Mentors and Site Coordinator / Director to organise Professional Experience in schools and centres. Some key roles include: Arrange the placement of Pre-service Teachers. Serve as the central point of contact for schools / centres. Ensure all Pre-Service Teachers have a satisfactory Working With Children Check. Ensure each Pre-service Teacher has a signed RMIT WIL agreement. Notify Pre-service Teachers of their placement details. Arrange a placement visit by an RMIT academic staff member. Liaise with the Site Coordinator / Director and where necessary Program Managers / Course Coordinators on Pre-service Teacher issues and implement support strategies. Collect the PX end-point reports, mid-point reviews, and feedback forms from RMIT academic staff. Process the payment for Teacher Mentors and Site-Coordinators / Directors and forward to finance for processing. Page 21 of 46
THE ROLE OF THE UNIVERSITY Providers of initial teacher education have responsibility for the development and delivery of higher education programs suitable for the professional preparation of teachers including the structure of professional experience, the activities to which pre-service teachers are exposed, and the provision of high quality supervision and assessment. (AITSL Professional Experience participant roles and responsibilities). RMIT University: Ensures that Pre-service Teachers have an understanding of the Australian Professional Standards for Teachers. Collects and reports on data regarding Pre-service Teacher performance against the Australian Professional Standards for Teachers at the graduate career stage. Supports supervising teachers in the assessment and development of Pre-service Teachers during Professional experience. Shares the responsibility for providing opportunities for professional learning and development for supervising teachers, including working together with professional experience sites to identify key features of the role of the supervising teacher and support arrangements to assist supervising teachers to develop their skills and knowledge. Provides supervising teachers with formative and summative assessment tools that are clear in their expectations to assist supervising teachers to make and record judgements and advice against the Australian Professional Standards for Teachers at the graduate career stage, ensuring consistency across the provider s professional experience sites. Provides information and documentation, such as Professional Experience handbooks and associated materials, supported by open communication to Professional Experience sites and supervising teachers that is explicit about the focus and expectations for each placement. Encourages Pre-service Teachers to actively reflect on and collect evidence of their impact on student learning during placements. Identifies and recognises outstanding supervising teachers for the key role they play in the development of Pre-service Teachers and celebrates these contributions in tangible ways with the wider education community. Is accountable for the outcomes of Professional Experience so that pre-service teachers meet the Australian Professional standards for Teachers graduate career stage. This includes assessment, in collaboration with supervising teachers and other colleagues, of Pre-service Teachers against the Standards, including their impact on student learning. Develops clear and consistent processes for Pre-service Teachers who are identified as at risk of not meeting the requirements of the placement. Promotes the importance of Professional Experience within their own institution, such as supporting academic staff in regard to professional experience development and research. (AITSL Professional Experience participant roles and responsibilities). Page 22 of 46
THE ROLE OF THE UNIVERSITY Academic staff visits An RMIT University academic staff member will visit Pre-service Teachers during one of their placements in each year of their program. An academic staff member will contact the Pre-service Teacher and the school/centre before making a visit. The purpose of the visit is to provide Pre-service Teachers with support and additional, objective feedback. Staff members however do not formally assess teaching performance; that is the responsibility of the Mentor Teacher. The visit is also an opportunity for Pre-service Teachers, Teacher Mentors, and Site Coordinators / Directors to raise concerns. Where concerns have been raised, additional visits may be arranged. Sometimes it can be difficult to organise a time to visit, and Pre-service Teachers are asked to assist with making these arrangements. This may involve a phone call and emailing a teaching timetable. For Pre-service Teachers in remote locations, the academic staff member will telephone / email the Pre-service Teacher and Teacher Mentor. Page 23 of 46
ASSESSMENT OF PROFESSIONAL EXPERIENCE To successfully complete a teacher education program, Pre-service Teachers must successfully complete the Professional Experience components of courses in addition to passing coursework assessments. The overall responsibility for the assessment of Professional Experience remains with the University, however, it is Teacher Mentors who provide summative feedback that attests that Pre-service Teachers are meeting expectations around attendance, VIT Standards for Graduating Teachers and Code of Conduct, and the RMIT Student Charter. RMIT University has a responsibility to ensure that only those Pre-service Teachers who have met the teaching standards are able to enter the profession as a qualified teacher. Pre-service Teachers who have received unsatisfactory assessments are counselled, and are required to enrol in and retake the course and Professional Experience in the next available semester. Feedback on teaching performance Pre-service Teachers should meet with their Teacher Mentors to discuss teaching performance regularly throughout placement. Both pre-service teaches and Teacher Mentors should document feedback. Conversations between Mentor Teachers and Pre-service Teachers around issues where there is conflict or dispute can be difficult. All parties should follow conflict resolution steps to help this process: Step 1: Step 2: Step 3: Step 4: Step 5: Express your concerns and at the same time invite the other person to do the same. Communicate positions and feelings. Ensure that your verbal and non-verbal messages match. If you do not, you are sending out mixed messages. Take the other s perspectives. Avoid evaluating and interrupting the other person. Brainstorm various options and solutions together. Develop and agree on a documented action plan that outlines the objectives, timeframes and ways to monitor changes (regular meetings, observation, documentation, video etc). There are two points during Professional Experience placements where formal feedback is obtained: at mid-point and at the end-point. Mid-point At the mid-point of placement Pre-service Teachers need to schedule a discussion with their Mentor Teacher to review progress to date. It is Pre-service Teacher responsibility to ensure this conversation takes place and Mentors may need a polite reminder. If two or more areas are identified as needs improvement the Pre-service Teacher will fail the placement. A copy of the completed form, signed by the Mentor Teacher, should be provided to the PX team. End-point At the end of placement Pre-service Teachers should receive a PX Report from the Mentor Teacher. Feedback should be given. The report needs to be signed at the end of the discussion. Once again, it is Pre-service Teacher responsibility to ensure that you receive a completed Report at the conclusion of your placement. If two or more areas are identified as needs improvement the Pre-service Teacher will fail the placement. A copy of the completed form, signed by the Mentor Teacher, should be provided to the PX team. Page 24 of 46
COMMON EXAMPLES OF DIFFICULTIES ON PLACEMENT Example 1 Philosophical/Personality Clash or poor communication between Pre-service Teacher and mentor teacher Sometimes there may be a difference in philosophy or approach to teaching between the Pre-service Teacher and their Mentor. In this instance, it is important to acknowledge that there are many approaches to teaching, and it is important that both parties not be judgmental, but rather listen to positions and theories. To resolve a philosophical/personality clash, it can sometimes help to open up communication using the conflict resolution steps above to look at why these differences are arising and how you might work around them. If this issue escalates, it is important to take up the conversation with the Site Coordinator and/or RMIT staff member who may be able to clarify the issues and points of difference, and assist in identifying common ground as a basis for working together. Example 2 Pre-service Teacher not acting within the professional standards of the teaching profession All placements are preceded by briefing sessions that carefully cover all requirements for that specific placement. Over the program these sessions cover behaviour expectations, dress standards, schooling environments, dealing with difficult situations, and lesson planning. However, sometimes Pre-service Teachers need reminding of professional standards, outlined in this handbook. Example 3 Unproductive meetings or difficulty finding a time for the Pre-service Teacher and Mentor Teacher to meet together We recognise that Mentor Teachers are under immense pressure and time constraints and that sometimes it is difficult to find a regular time to meet with Pre-service Teachers. We also acknowledge that Pre-service Teachers may not know how best to conduct or contribute to meetings with their Mentor. It is advisable that the Pre-service Teacher and Mentor Teacher block in a certain time each day/week that is devoted to discussing the Professional Experience folder, reflecting on experience and/or upcoming planning. Sometimes it can be productive to plan what you might talk about (agenda) so that both parties come prepared with ideas, observations, and appropriate documentation. Example 4 - Insufficient suitable work Very rarely, Pre-service Teachers are asked to undertake routine administrative tasks such as photocopying, laminating etc. Although teachers do have to complete these tasks as part of the job, we ask that this is balanced with the tasks that Pre-service Teachers need to complete as part of their placement such as planning, teaching, reflecting and assessing. Example 5 - Pre-service Teacher personal problems interfering with placement work Any such difficulties should first be acknowledged in a discussion with the Pre-service Teacher using the conflict resolution steps outlined above. If you feel uneasy about doing this, it needs to be taken up with the Site Coordinator and/or RMIT staff member. Pre-service Teachers are aware that placement takes priority over other commitments. Page 25 of 46