The Professional Experience Folder

Much of the Teacher Education Student’s development during Professional Experience will be readily observable. As the Teacher Education Student makes curriculum decisions, acts upon and adapts them, he/she should be able to justify and critique their decision making and practice. The Teacher Education Student’s actions, records and critiques become the major indicator for evaluating progress. It is expected, therefore, that observation followed by the discussion will be a significant component of the evaluation of Professional Experience.

It is essential, however, that the Teacher Education Student maintains written records to document evidence of development. Relevant documentation should be kept in their portfolio collection. This documentation can also be used by the Supervising Teacher when evaluating the student’s progress against the PE Evaluation Report.

The portfolio collection will include the following sections based on the Professional Experience expectations:

• Standard 1: Know students and how they learn
• Standard 2: Know the content and how to teach it
• Standard 3: Plan for and implement effective teaching and learning
• Standard 4: Create and maintain supportive and safe learning environments
• Standard 5: Assess, provide feedback and report on student learning
• Standard 6: Engage in professional learning
• Standard 7: Engage professionally with colleagues, parents/carers and the community.

Professional Experience Unit Placement Expectations

The student will also include the following documents in their portfolio collection:

• Students must be able to present evidence of completion of the following prior to session census date (or as otherwise advised) in order to receive a placement for Professional Experience:  
  • A Working with Children Check or State/ Territory equivalent
  • Anaphylaxis training (practical and online training) (school placements only). Please note that Anaphylaxis training is only current for 2 years so students will need to update this, most probably at the start of their final year
  • Child Protection online training (school placements only)

Students are responsible for ensuring that their evidence is current.  Please be aware that you may need to update your training or credential during your program of study.

• A Working with Children Check or State/Territory equivalent is required by the end of Week 3 to be eligible for a placement. Students may need to withdraw from this unit if this has not been obtained in time.
• Students who are completing a unit offered by another department are expected to inform and negotiate with that unit convenor about their professional experience block dates and to discuss how that unit's requirements can be met. For some situations, it may mean that you are enrolled externally for that unit so that your attendance for tutorials for that unit is not impacted.
• Feedback from Tertiary Supervisors and/or Supervising Teachers is of a general nature. It is incumbent on the student to check the requirements of any assessments or book-work prior to submission.
• If a Student is identified being in need of additional support for Professional Practice and/or Book-work, the Department’s ‘Additional Support’ procedure will be activated and they will not be able to withdraw themselves from this Unit.

The timing of placements can vary. For placements early in the Session, Fail grades may be approved by the University prior to the end of Session for students who do not meet the placement expectations of the Unit.

This unit is the second PE unit for students in the BABEd, BA-PsychBEd and graduate entry BEd programs. This unit is normally completed in the first semester of the final year of study. By this time students have completed curriculum/methodology in English, Mathematics, History, Geography, Science & Technology, PDHPE and Creative Arts. Expectations for students are that they:  

• Undergraduate: Complete 30 days of PE (15 day block + 15 individual days)
• Graduate Entry: Complete 20 days of PE (15 day block + 5 individual days)
• Work towards teaching for the whole day by the final days of PE
• Produce detailed lesson plan for each lesson across all KLAs
• Maintain a PE Portfolio collection

The expected pattern will normally be:

Important information - TPA preparation activities 

EDTE403 placement is a good opportunity to prepare for the Teaching Performance Assessment (TPA) in your last placement. There are a number of tasks designed to support your development for the TPA in semester 2, please refer to the Professional Experience Requirements of EDTE403 and related information on the unit iLearn site.

Detailed Expectations

1. Lesson Plans

1.1. Use the DoES lesson plan template

1.2. Consult ST and the teaching program before planning lessons

1.3. Present lesson plans to ST the day before lessons are to be taught

1.4. Lesson plans must be based upon learning outcomes from the syllabus used to design the teaching program

1.5. T&L activities should indicate differentiations (according to need or circumstance where appropriate) and TLAs that are assessment tasks should also be flagged as such

1.6. Every taught lesson should be evaluated.

EXPECTATIONS:

Lectures (5/3/19; 19/3/19 & 2/4/19) at 14 Sir Christopher Ondaatje Ave - Mason Theatre 

• There are three lectures (recorded) in weeks 2, 4, & 6; Tuesdays 9:00am-10:00am at (14SCO Mason) - the focus of these lectures are on the requirements for the Teaching Performance Assessment (TPA) for EDTE403 and EDTE404
• Other cohorts of education students will also access the three lectures, these include secondary education students and EDTE404 students.

PRACTICUM REQUIREMENTS

30 day placement:

15 day block (29 April – 17 May)

plus 15 additional days between (March – June)

FACE-TO-FACE TEACHING TIME

Students are required to teach 30 days between April and June, 2019 including:

• 15-day block period from 29 April to 17 May, 2019 and
• 15 additional days, starting 12 March - 8 June (not before, unless permission has been granted)
• Specific days for the 15 individual days are flexible, and are to be scheduled in consultation with the Supervising Teacher, but it is expected that two days per week will be completed before the block teaching period.
• Note that the block period must be undertaken

Day 1: Orientation, observation, planning, and small group assistance,

Days 2-30: Whole lessons. Plan, teach and evaluate whole lessons across the 6 KLAs. The focus should be on literacy and mathematics.

LESSON PLANS (see sample at back of unit guide)

A lesson plan must be written prior to the presentation of each and every lesson taught over the 30 days. The plan must be written well before delivery so that your supervising teacher has sufficient time to review it and provide appropriate feedback. Please DO NOT present a lesson plan to your teacher just prior to teaching your lesson. Ensure your teachers has adequate time to review and provide feedback or advice.

• Supervising teachers are encouraged to use their professional judgement in making decisions about the number and frequency of whole-class lessons taught by the Teacher Education Students.

As a guide, by the fourth or fifth day of the placement, Teacher Education students should be teaching for about one-third of the day, gradually increasing the number of lessons so that they are teaching up to half the typical daily teaching load by the end of the 30 days period.

Lectures (5/3/19; 19/3/19 & 2/4/19) at 14 Sir Christopher Ondaatje Ave - Mason Theatre 

• There are three lectures (recorded) in weeks 2, 4, & 6; Tuesdays 9:00am-10:00am at (14SCO Mason) - the focus of these lectures are on the requirements for the Teaching Performance Assessment (TPA) for EDTE403 and EDTE404
• Other cohorts of education students will also access the three lectures, these include secondary education students and EDTE404 students.

Introduction of three lectures in weeks 2, 4 & 6. There is a greater emphasis on preparing for the Teaching Performance Assessment (TPA)