1
st
Year
Professional Experience Handbook
2018
Handbook for Schools
1
Professional Experience Contacts
For all general correspondence related to Professional Experience, please email:
eduprofex@jcu.edu.au
Placement Advisors
Phone
Responsibilities
Trish Quayle
(07) 4232 1716
Cairns B.Ed & MTL
Jenny Gromkowski
(07) 4781 6549
Townsville B.Ed & MTL
(Primary)
Kate Betridge
(07) 4781 4681
Townsville B.Ed & MTL
(Secondary)
Scott Richardson
(07) 4781 5748
ECE External
Director of Professional
Experience and Community
Engagement
(07) 4781 5529
Professional Experience
Program
Dr Lai Kuan Lim
Cairns
Townsville
Address
Professional Experience Unit
College of Arts, Society & Education
James Cook University
PO Box 6811
Cairns Qld 4870
Professional Experience Unit
College of Arts, Society & Education
James Cook University
Townsville QLD 4811
https://www.jcu.edu.au/college-of-arts-society-and-
education/education/professional-experience/professional-experience-
overview
2
Professional Experience: At A Glance
IMPORTANT REMINDER
Attendance must be for complete school days and include school meetings and
extra-curricular activities. Preservice teachers must notify the school immediately if
they cannot attend for any reason and must negotiate make-up days. They must also
notify the Professional Experience Unit of any changes negotiated.
April 16 20 (5 days)
- Observation/Walkthrough: 5 days
- Support student learning: individual and small group of students
ECE placement: 3 to 5 years setting (5 hours classroom contact per day; to be
negotiated with SBTE)
If your school is closed on April 16, please advise preservice teacher to make up for
the day the following week.
Reporting
When
Within 7 days of practicum completion
What
ED1401 Professional Experience Report
Who*
To be completed by SBTE and returned to JCU Profex
3
Contents
Professional Experience Contacts ............................................................................................................ 1
Professional Experience: At A Glance ...................................................................................................... 2
Preface ......................................................................................................................................................... 4
Roles and Responsibilities: At A Glance ................................................................................................... 5
Concerns During Professional Experience: Outline of Procedure (At A Glance) .............................. 6
Checklist for Site Coordinator (SC) ........................................................................................................... 7
Checklist for Site-Based Teacher Educator (SBTE) .................................................................................. 8
Professional Experience: Our Purpose ...................................................................................................... 9
Overview of Placement ........................................................................................................................... 10
Phase 1 Professional Learning Activities ............................................................................................. 11
What is the structure of this professional experience phase? ......................................................... 11
How does this professional experience phase fit in the B.Ed course? ........................................... 11
What is the expected teaching load? ............................................................................................... 11
ED1401 Professional Learning Activities .................................................................................................. 12
What is a Professional Experience Portfolio? ..................................................................................... 14
Optional Paired Placement ..................................................................................................................... 16
Assessment Guide ..................................................................................................................................... 17
Assessment Procedure .......................................................................................................................... 18
Preservice Teacher Intervention Notification Guidelines for Use ..................................................... 19
At Risk Notification Guidelines for Use (SBTE & Site Coordinator)..................................................... 21
At Risk Notification ................................................................................................................................. 23
Professional Experience Report ............................................................................................................... 24
4
Preface
Thank you for being a part of this essential component of Initial Teacher Education. Professional
experience is critical to the preparation of graduate teachers. Site based teacher educators are
important contributors to the preparation of JCU teacher graduates. They contribute to the
foundation for JCU preservice teachers’ learning as educators, and provide experiences that
support learning and change. The contributions of site-based teacher educators are also vital to
professional renewal and reflect the goodwill and collegiality of our teacher communities.
This document realigns JCU Professional Experience Program to the new Queensland Professional
Experience Reporting Framework. It also responds to feedback from school community and JCU
preservice teachers. This handbook is informed by policy imperatives as well as best practice
literature in initial teacher education. Further, to give effect to JCU’s Strategic Intent and Goals,
we seek to prepare graduate teachers who are committed and responsive to meeting the needs
of people in the region.
Graduates of this program will engage ‘open-eyed’ and critically in the complex and creative
work of teaching; they will contribute to the wealth of the community they serve. Furthermore,
we seek to cultivate an ethic of care in JCU teacher graduates who, with dispositions of inquiry,
support the aspirations and lives of students and their communities. A key goal of professional
experience is to immerse preservice teachers in the exciting work of teaching to refine their
theoretical understandings of, and sensitivities to student learning that inform their teaching.
This handbook provides the guiding policy for ensuring
professional experience in Education at James Cook University
optimises professional learning. As noted by the Australian
Institute for Teaching and School Leadership (AITSL),
“Supported, authentic professional experience is categorised
by strong collegial interactions and focus on learning”. This
program is focussed on leadership, professional learning and
engagement based on the Australian Professional Standards
for Teachers (APST). It capitalizes on the potential of the rich
professional learning relationship between preservice teachers
(PSTs) and their Site-Based Teacher Educators (SBTEs). Its
developmental approach systematically supports preservice
teachers’ success. Its coteaching
1
principles promote theory
and practice alignment, improve pedagogical understanding
and reflective practice. This framework involves PSTs and SBTEs
learning through professional conversations, coplanning,
coteaching and coevaluating the professional experience.
We welcome feedback to continue to improve the quality of learning and teaching that our
communities expect of us.
1
Coteaching is a teacher preparation approach grounded in social constructivism. It is distinguished from the hyphenated term ‘co-teaching’ that is primarily
associated with special education. (See Murphy & Martin, 2015) However, for the purpose of grammar clarity, the hyphenated form is used in this
handbook.
5
Roles and Responsibilities: At A Glance
SBTE: Site-Based Teacher Educator
PST: Preservice Teacher
SC: Site Coordinator
AL: JCU Academic Liaison
QPERF: Queensland Professional Experience Reporting Framework
Reporting
PST and SBTE use professional learning
porfolio to support evaluation of PST's
performance
One report
PST or SC submits report to JCU
(within 7 days of practicum
completion)
SBTE and PST engage in professional learning:
Co-plan, Co-teach, Co-evaluate
SBTE models, mentors, monitors,
provides feedback, releases
responsibility to PST
PST adopts and responds to feedback,
provides feedback to SBTE, monitors
student learning, contributes to school
community
SC orientates PST to school policy and
expectations, monitors PST learning,
and provides support to PST and SBTE;
contacts JCU Profex if PST is
underperforming
First meeting between PST, SBTE & SC: Expectations Review
Conversation on expectations,
QPERF and plan for practicum
SBTE shares relevant school
curricular documents and
student data
SC orientates PST to the school;
shares school policies,
procedures and expectations
PST initiates meeting with SBTE & SC prior to professional experience
Email introduction
Set a meeting time
6
Concerns During Professional Experience: Outline of
Procedure (At A Glance)
Possible Actions
Revised approach to
practicum
Extend practicum, with
Director's approval
Terminate practicum, with
Director's approval: Must meet with
Director after termination
Follow up by JCU
JCU Academic Liaison contacts SC and PST
(within 2 days)
Academic Liaison consults SC, SBTE, PST and
Director of Profex to determine course of action
Contact JCU Profex
Email or phone JCU Profex to advise concerns SC submits At Risk Report to JCU Profex
Advise Site Coordinator (SC)
SC reviews concerns with SBTE and PST SC contacts JCU Profex
7
Checklist for Site Coordinator (SC)
Tasks
Tick
Have you read the handbook?
Have you recorded PSTs’ emergency contact details and sighted their Blue card?
Have you oriented PSTs to the school’s pedagogical framework, behaviour
management, ethos, school policy and procedures that relate to workplace health
and safety, and professional conduct?
Have you advised PSTs on how they should contact you for support? And when you
might check-in on them?
Have you advised the SBTEs how you might support them in the assessment and
reporting?
Have you advised JCU Academic Liaison if PST is at-risk of not meeting
requirements?
Have you signed and stamped on QPERF before submitting to JCU?
(or given them to PSTs to submit to JCU?)
*NB: Secondary PST requires ONE report only
Have you directed your colleagues to the JCU Professional Experience Resource site
(pay forms; reports and supporting resources)?
Contact: eduprofex@jcu.edu.au if PST is at risk or if you require assistance
8
Checklist for Site-Based Teacher Educator (SBTE)
Tasks
Tick
Have you read your PST’s one-page introduction?
Have you read the handbook?
Have you provided PST your timetable?
Have you provided PST with:
o student information;
o relevant management procedures and routines;
o curricular resources and samples of plans?
Have you clarified your expectation with PST on:
o Reporting time, punctuality, duties?
o Observation: how and when they could do so?
o Participation: how they support student learning?
o Access to resources: what could they explore?
Have you discussed your assessment with SC?
Have you signed on the report?
Have you given the report to SC or PST to submit to JCU?
Have you submitted your pay claims?
9
Professional Experience: Our Purpose
Objective
Upon completion of the professional experience program, preservice teachers will have
cultivated a habit of contributing to an image of teaching as a profession that cares, and that
seeks to make a difference. Professional experience offers not only authentic learning
opportunities for preservice teachers to develop the necessary skills and knowledge of
teaching, but also their personal, interpersonal and emotional capabilities (Scott, 2014). In
addition to developing graduate teachers who meet the prescribed Australian Professional
Standards of Teaching (APST), our collective efforts also seek to develop graduate teachers
who demonstrate characteristics of high calibre aspirant teachers as outlined in Queensland
Schooling Sectors’ Expectations of Graduate Teachers, and develop a learning disposition, “to
continue to seek answers to difficult problems of teaching and learning and the skills to learn
from practice as well as to learn for practice” (Darling-Hammond, 2006). Put simply, JCU
graduate teachers are critically reflective and seek in their actions to be better teachers,
colleagues, and community members.
With our professional learning schools, we work towards developing critically reflective JCU
graduate teachers who demonstrate:
- a quality of teaching defined by APST at a Graduate level
- personal capabilities: self-awareness, decisiveness, commitment
- interpersonal capabilities: influencing, empathising
- cognitive capabilities: diagnosis, strategy, flexibility and responsiveness
- appreciation and understanding of the strengths and challenges of our region
- a professional identity that resonates with their commitment to student learning and
wellbeing
“Teaching is a profession with certain moral and technical expectationsespecially the
expectation that teachers, working collaboratively, will acquire, use, and continue to
develop shared knowledge on behalf of students” (Darling-Hammond, 2006)
Upon successful completion of the professional experience program,
preservice teachers will develop a demonstrated body of
knowledge and a range of skills as prescribed in Australian
Professional Standards of Teaching. JCU preservice teachers will also
be consciously refining their beliefs and learning dispositions to
construct a professional identity that resonates with their
10
Overview of Placement
April 16 - 20
Outline of Activities
Week
Primary & Secondary
1
Expectations Dialogue
Observation: Class and Learner profile
Professional conversation: Planning, teaching, assessing, creating a positive
classroom, supporting student learning, expectations and demands of the
profession
REMINDER: Attendance must be for complete school days and include school meetings and
extra curricula activities. Preservice teachers must notify the school immediately if they cannot
attend for any reason and must negotiate make-up days. They must also notify the Professional
Experience Unit of any changes negotiated.
11
Phase 1 Professional Learning Activities
What is the structure of this professional experience phase?
1st year professional experience consists of 5 days, and serve as an induction to the profession
by their SBTEs. Preservice teachers are required to observe the daily practices of a teacher, and
contribute to student learning as directed by their SBTE and incidentally.
Over the first days, SBTEs provide a walk-through, and engage in professional conversations of
teachers’ work with their preservice teachers.
How does this professional experience phase fit in the B.Ed course?
This placement is embedded in the subject, Foundations of Education. The subject
provides a foundational understanding of issues of equity and diversity through research,
theory and policies. Preservice teachers draw on their understandings to observe and
understand how these issues are played out in schools. They are required to complete a
School Community Asset Map to identify the strengths of a school in responding to
student diversity.
What is the expected teaching load?
Preservice teachers are not expected to engage in any whole class teaching. However, with
close supervision and guidance, SBTEs could provide opportunities for preservice teachers to
work with small groups and individual learners.
The following tables outline the professional learning activities through each week of the
placement. Each week is presented as a separate table. The number of lessons/days allocated
for planning, teaching, assessing and reflecting for each week are stipulated as minimum
requirements. At the bottom of each table is a blank row. It has been included for preservice
teachers to include notes about potential artefacts from each week of their experience that
they may include in their Professional Experience portfolio. A detailed explanation on the
Professional Experience portfolio is provided as well.
12
ED1401 Professional Learning Activities
Week
Focus of Professional Learning
Prior to
practicum
Preparation
Review the QCT Code of ethics, QCT document Professional boundaries and
the JCU Student Code of Conduct
Set up a structure for your reflective journal
Set up your Professional Experience portfolio structure by establishing one
section for each of the headings on the ED1401 report
Review the assessment task in ED1401 that relates to your placement
Ensure that your Blue Card is current and will not expire before the completion
of your program. Ensure your Blue Card and JCU Student ID card are attached
to a lanyard, ready for you to wear at all times while on placement.
Ensure you have made contact with the site coordinator at your school, and set
up a time to meet, either in person or by telephone, to discuss your upcoming
placement and begin establishing expectations for your work whilst at the
school.
Plan
Teach
Assess
Reflect
Week 1
Engage in a
professional
expectations
dialogue with SBTE
Provide incidental
support to
students
Observe how
SBTE checks for
understanding
Co-reflect with
SBTE against the
report
Observe learners
and identify
presence or
absence of class
and learner
profiles
Take initiative to
know learners and
contribute to their
learning and
engagement
(individuals and
small groups)
Observe how
SBTE provides
feedback to
support student
learning
Review the
evidence of their
professional
learning; hear
preservice
teachers’
reflection of their
initial perspective
of teaching
Collect relevant
school policies
and annotate to
show evidence of
your observations
of policy
enactment in the
classroom
Gather SBTE’s
reflection on the
impact of
assessment on
student learning
as well as their
teaching
Observe,
document and
reflect on
strategies used by
13
SBTE for planning,
teaching,
managing and
assessing
14
What is a Professional Experience Portfolio?
Throughout the professional degree program, preservice teachers will engage in a
number of professional experience placement blocks. During each block, they are
required to compile evidence of their professional capacities in what is referred to as a
professional experience portfolio. This portfolio represents part of their work as a preservice
teacher it allows them to record the ‘invisible’ work of teaching the planning,
reflecting, and pedagogical decision-making that goes behind all successful teaching
episodes.
SBTEs will discuss with preservice teachers the required artefacts for assessment prior, or on
the first day of the professional experience phase. Table 2 provides a summary of
suggested artefacts. Depending on context, some artefacts might not be relevant or
appropriate.
On the final day of the placement, SBTEs will review the professional experience portfolio
to inform their assessment of the preservice teachers’ performance over the professional
experience phase.
Table 2 below summarises the suggested artefacts of the Professional Experience portfolio.
This is not an exhaustive list the table outlines suggested artefacts for inclusion in your
portfolio. The specific artefacts you choose to include in each section of your portfolio
should be carefully selected so that they evidence your capacities in relation to each of
the relevant Australian Professional Standards for Teachers (APST) as outlined on the
professional experience report.
Table 2: Professional Experience Portfolio
Requirements
Suggested Artefacts for inclusion
Personal statement
Written philosophy, professional experience goals, including
scholarly references
1. Planning
effectively
Understanding Learners
records and observations of classroom talk and patterns
of interactions
½ page reflection on planning for diverse learners
Understanding Planning
Two of your SBTEs lesson plans (if available) with post
implementation annotations based on observations
½ page written reflection, evidencing the incorporation
of SBTE strategies which include links to scholarly reference
materials
2. Teaching
effectively
Understanding Teaching
Observation notes of differentiated learning activities,
including resources customised or created by the SBTE, to
facilitate student learning
Examples of differentiated planning that your SBTE might
have provided to you
½ page written reflection on teaching to diverse learners
15
3. Managing
effectively
Understanding Positive Learning Environments
Read and annotate school’s safe and supportive policies;
Document expectations of student learning and behavior
that show care for individuals, as well as considerations of
school policy;
½ page written reflection on supporting a positive learning
classroom
4. Assessing and
Recording Learning
Understanding feedback and checking for understanding.
Observation notes of how feedback is provided to
students
½ page written reflection on the importance of feedback
to support student learning
5. Professional
Conduct
Demonstrating professional conduct
½ page reflection on the code of conduct expected of
teachers
16
Optional Paired Placement
Note: First year PSTs have the option of a paired placement for the two-week practicum; as
such PSTs may express a desire to be placed with another PST as a pair.
Schools that are able to accept the placement of the collaborative teaching pair with one SBTE
in one classroom are asked to read this information page. The Professional Experience Unit will
prepare PSTs for the paired placement through professional experience lectures.
Outcomes for the Paired Placement
In pairs, complete 5 days of observations with SBTE
Provide feedback as a critical friend to the paired PST.
Continue to develop Professional Experience Portfolio relating to the activities outlined in this
handbook.
At the beginning of the placement, it is expected that PSTs will collaboratively work with his/her
teaching partner and the SBTE to plan the strategies to be employed to meet the outcomes of
this practicum. The aim of this collaborative approach to learning is to encourage the PST to
develop high quality communication, interpersonal skills, collaboration, and work towards the
APST standards, particularly for professional practice.
Observations should be completed in collaborative ways.
Reporting PSTs must develop their own Professional Learning Portfolio and map their
performance over the Learning Cycle.
17
Assessment Guide
Professional experience is an opportunity for preservice teacher to learn within and
through practice. Their learning is demonstrated through their contributions to student
learning as well as their professional reflections on their contributions to the classroom
and the wider school community.
On that basis, a key question guiding SBTEs’ evaluation of a first year preservice teacher is:
Has the preservice teacher shown sufficient evidence of a deep interest to learn and
develop their professional knowledge and skills?
By the end of your first professional experience, they are expected to demonstrate
through their practice and professional experience folder:
an early developing knowledge and understanding of the implications for learning of
students' physical, cultural, social, linguistic and intellectual characteristics.
a developing understanding of the principles of inclusion.
a developing knowledge of how to identify appropriate types of feedback to
improve student learning.
a developing knowledge of strategies that support a positive learning environment
exploring ways to identify support for students' wellbeing and safety, working within
school and system curriculum and legislative requirements
professional conduct that reflects QCT Code of Conduct and the school’s code of
conduct.
In making this formal evaluation, SBTEs will take into consideration:
the evidence of pre-service teacher learning
daily practices
preservice teachers’ reflection based on their portfolio of evidence
consultation with Site Coordinator
Each placement is assessed using one report. At the end of this placement, PSTs must
demonstrate a minimum of Developing Adequately level in all descriptors to pass this
professional experience.
Assessment Ratings:
Well developed
Consistent evidence of knowledge, practice and
engagement that demonstrate the APST descriptors at the
Graduate Career Stage
Developing
adequately towards
graduate level
Awareness of the descriptors at the APST Graduate Career
Stage but demonstrates inconsistent knowledge practice
and engagement at this level
Not developing
adequately
Little or no evidence of knowledge, practice and
engagement of awareness that meet the descriptors at
the APST Graduate Career Stage
18
Assessment Procedure
Prior to the last day of placement, preservice teacher should organize a time to discuss
their practice with their SBTE.
By the last day of each placement, SBTE will discuss their evaluation with PST. The
discussion includes:
Evidence of practice using the Professional Experience Portfolio
Key strengths, areas of concern and suggestions for improvement
The report may be completed in hard copy or via the fillable PDF version of the report,
which is available here:
https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-
experience/professional-experience-overview/site-coordinators
Provide descriptive feedback to guide preservice teacher’s professional development
Sign the completed report digitally (if using PDF), or with a pen (if using hard copy).
Make a copy of the completed report and retain this copy for their records
Submit the signed and completed report to eduprofex@jcu.edu.au (if in PDF format) or
to the College of Arts, Society and Education office within 7 days of the completion of
placement
19
Preservice Teacher Intervention Notification –
Guidelines for Use
The “Intervention Notification” is designed for use by preservice teachers only, to trigger a
response from the Professional Experience Unit at JCU to the student submitting the
notification. (Please refer to the “Preservice Teacher At Risk Notification” for use by the site
coordinator or supervising teacher).
In the event of a problem or concern for a preservice teacher, the required process is
summarised in the following:
Step 1: Preservice teacher raises concern with her/his SBTE.
Step 2: If issue is not resolved following discussion with supervising teacher, the preservice
teacher raises concern with the school’s site coordinator as early as possible (the site
coordinator is the main point of contact in schools for JCU).
Step 3: Preservice teacher requests the site coordinator set up a meeting involving all
parties the preservice teacher, SBTE and site coordinator to discuss the issue of
concern.
Step 4: If the concern remains, the preservice teacher completes and submits the
Intervention Notification form (see next page) via email to the Professional Experience
Unit. If the matter is urgent, please phone the Professional Experience Unit to alert us to
the incoming email.
The “Intervention Notification” is a form designed for use by preservice teachers only, to
trigger a response from the Professional Experience Unit at JCU to the student submitting
the notification.
Upon receipt of the Intervention Notification, the Professional Experience Unit will notify the
relevant Academic Liaison who will then make contact with the preservice teacher to
discuss the matter of concern. If necessary, the Academic Liaison will visit the school to
discuss the matter with the parties concerned the preservice teacher, site coordinator
and/or supervising teacher.
20
College of Arts, Society & Education
Intervention Notification
This report is designed for use by preservice teachers to trigger a response from the
Professional Experience Unit to an issue or concern. Many issues are swiftly resolved if
raised early. It is critical that preservice teachers who are experiencing difficulty advise
the Professional Experience Unit.
Submission of this form: eduprofex@jcu.edu.au
If the matter is urgent then also phone (07) 4781 5529
Preservice teacher:
Name:
Signature: Date:
Contact details:
Mobile:
Home Phone:
Email:
Professional Experience
School/Centre:
Professional Experience
Block:
ED1401: First Year Professional Experience
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
21
At Risk Notification Guidelines for Use (SBTE & Site
Coordinator)
PURPOSE
The “Preservice Teacher At Risk Notification process during professional experience is
designed to alert the preservice teacher and Education to areas of concern identified by
the SBTE and site coordinator. The At Risk Notification process should be used in any of the
following circumstances:
Where the SBTE and site coordinator believe that the preservice teacher could, with
additional effort and attention, work to demonstrate competence in all criteria required
in the professional experience.
Where the preservice teacher is failing to respond effectively to feedback provided by
the SBTE and site coordinator.
Where the SBTE and site coordinator believe that intervention from the Professional
Experience Unit would assist the preservice teacher.
The “Preservice Teacher At Risk Notification” form should be submitted as early as possible.
This allows time for intervention to occur.
The IDEAL process for submitting the “Preservice Teacher At Risk Notification” form is
summarised in the following:
Step 1: SBTE raises concerns about progress directly with both the site coordinator in the
school and with
the preservice teacher.
Step 2: Site coordinator sets up a meeting with SBTE and the preservice teacher in the
school to discuss concerns and completes the “Preservice Teacher At Risk
Notification” form. The form is then emailed to JCU and the Coordinator phones
the Professional Experience Unit to notify of lodgement. [email:
eduprofex@jcu.edu.au
]
Townsville
4781 6549 (Primary, ECE, RATEP)
4781 4681 (Secondary)
Cairns
4781 5748 (ECE, Primary, Secondary)
Step 3: JCU Professional Experience Unit immediately notifies the Academic Liaison who:
Makes contact with the school and the preservice teacher
Organises to discuss concerns with the preservice teacher and the supervising
teacher
In collaboration, develops an action plan this may include counselling etc.
BUT will NOT include more time in the school
Step 4: All parties review progress to determine competency level.
If further action is required, the site coordinator should contact the Director of Professional
Experience via email: laikuan.lim@jcu.edu.au or phone (07) 4781 5529
NB (1): Please note that while it is recommended that the “at risk” process be used when
there are concerns about a preservice teacher, it is not an essential step and preservice
teachers may still be deemed “not competent” even if an “at risk” notification has not
been submitted.
22
NB (2): This process should not be used if the preservice teacher is CLEARLY NOT
COMPETENT to proceed. If a preservice teacher is deemed not competent to proceed at
any stage during final year, the JCU Professional Experience Unit will work with the
preservice teacher to develop an action plan to address concerns raised. The completion
of appropriate intervention almost always allows for a repeat practicum period (in a
different school location).
23
College of Arts, Society & Education
At Risk Notification
In order to be judged ‘Competent to Proceed’ preservice teachers must
have met minimum requirements for each practicum phase as identified in the report. Please
email a summary of
areas of concern as described by the report, indicating in which of the descriptors in the report
the preservice teacher is experiencing difficulty.
Preservice teacher
School
Name of person
completing form
Signature:
Professional Experience
Block:
Please indicate the areas of concern as linked to the report outcomes and email to:
eduprofex@jcu.edu.au
If the matter is urgent then also phone (07) 4781 5529
REPORT AREA
Comments
Section 1: Planning Effectively
Section 2: Teaching Effectively
Section 3: Managing Effectively
Section 4: Assessing and Reporting
Effectively
Section 5: Professional Conduct
PLEASE PROVIDE THE PRESERVICE TEACHER WITH A COPY OF THIS ADVICE
24
College of Arts, Society & Education
BACHELOR OF EDUCATION
Professional Experience Report
Return report to JCU Profex within 7 days of completion of practicum. Retain a copy
before submitting original.
Preservice
Teacher:
Student Id:
School
SBTE/s:
ECE
Or
Primary
Age:
Secondary
Year Level & Subjects
Level:
Preservice teachers are introduced to the APST at this stage of
learning. The practicum focuses on preservice teachers’
perspectives of learners, and how their perspectives can shape
their practices.
Satisfactory
Well
Developed
Developing
Adequ
ately
Not Developing
N/A
Planning effectively Preparation for teaching (Relevant
APST)
Discuss observations of physical, social and intellectual
development and characteristics of students and how
these may affect learning.
APST
1.1
Discuss observations of teaching strategies that are
responsive to the learning strengths and needs of students
from diverse linguistic, cultural, religious and
socioeconomic backgrounds.
APST
1.3
Observe and note strategies for differentiating teaching to
meet the specific learning needs of students across the full
range of abilities
APST
1.5
Comments:
ED1401
Teaching effectively enactment of teaching
Seek and apply constructive feedback from supervisors and
teachers to improve teaching practices.
APST
6.3
Comments:
Managing effectively create safe and supportive learning environments
Observe and record strategies to support inclusive student
participation and engagement in classroom activities
APST
4.1
Observe and record strategies for classroom organisation
APST
4.2
Comments:
Assessing and Recording
Demonstrate awarenss of the purpose of providing timely and
appropriate feedback to students about their learning.
APST
5.2
Comments:
Professional Conduct
Understand and apply the key principles described in codes
of ethics and conduct for the teaching profession.
APST
7.1
Comments:
30
Overall Comments:
Professional Experience Result
Requirements
Developing
adequately
Well
developed
Unsatisfactory Completed 5 Days
Completed professional
portfolio recommendations
Ready to proceed to next
professional experience
stage
Not yet ready to proceed to
next professional experience
stage.
Minimum of ‘Developing
Adequately’ in all descriptors.
Preservice teacher’s
name
Signature
Date
Supervising teacher’s
name
Signature
Date
Site coordinator’s
name
Signature
Date
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