2
nd
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.
ED2488: July 16 27 (10 days)
- Week 1: Observation and walk-throughs; co-teach and co-plan 2 lessons
- Week 2: Co-plan and co-teach 8 lessons
- Support student learning: individual and small group of students
Reporting
When
Within 7 days of practicum completion
What
ED2488 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
Phase 1 Weekly Outlines of Professional Learning Activities: What PSTs Have to Do ................... 12
ED2488 – Optional Paired Placement .................................................................................................... 21
Professional Experience Portfolio: SBTEs’ Responsibilities ..................................................................... 22
Assessment Guide ..................................................................................................................................... 24
Assessment Procedure .......................................................................................................................... 24
Preservice Teacher Intervention Notification Guidelines for Use ..................................................... 25
At Risk Notification Guidelines for Use (SBTE & Site Coordinator)..................................................... 27
At Risk Notification ................................................................................................................................. 28
Professional Experience Report ............................................................................................................... 29
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
SBTE gives a mid-point formative
evaluation based on the report
PST adopts, adapts, responds to feedback,
provides feedback to SBTE, monitors
student learning, contributes to school
community
PST responds to the mid-point evaluation
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 PSTs require 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 Planning: template, level of detail, timeline
o Teaching: preferred strategies
o Managing: strategies and protocols
o Assessment and Recording
o Timeline of release of responsibility
o Feedback and evaluation
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
July 16-27
Outline of Activities
Week
Primary & Secondary
1
Expectations Dialogue
Observation: Learner Profile
Co-plan, co-teach 2 lessons (Primary: at least 1 mathematics lesson)
Co-reflect
2
Expectations Dialogue - midpoint
Co-plan, co-teach 8 lessons (Primary: at least 2 mathematics lessons)
Co-reflect
Final
Day
PST: presents and discusses portfolio of evidence
SBTE: reviews and reflects on PST’s presentation of learning portfolio, explains
evaluation and completes report
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?
2nd year professional experience consists of 10 days. Preservice teachers are required to co-
teach and co-plan 10 lessons with their SBTE over the two weeks.
In the first week, preservice teachers will profile student learning and engagement through
observation and interaction with students. They will discuss the profiles with their SBTEs to
validate their observations. With the evidence, preservice teachers will co-plan and co-teach
two lessons towards the end of week 1. SBTE feedback on these two lessons will support their co-
planning and co-teaching of the eight lessons in the final week.
How does this professional experience phase fit in the B.Ed course?
Preservices teachers should have completed five days of professional experience in their
first year, and Professional Studies subject, Teaching for Learning 1 in the first semester of
second year, prior to this placement. The subject introduces them to strategies of
planning, teaching, classroom management and reflecting on practice.
Preservice teachers in this phase are expected to be able plan a sequence of lessons
with the close guidance of their SBTEs. They have a foundational understanding of
classroom management and teaching strategies.
What is the expected teaching load?
In the first week, preservice teachers will spend a significant time on classroom observations to
understand the students, SBTEsexpectations and practices, as well as engage in professional
conversations with their SBTEs to learn from their expertise. They will co-plan and co-teach two
lessons to gain a better understanding of their SBTE’s expectations. Using their SBTE’s feedback,
they will develop their skills in co-planning and co-teaching over 8 lessons with the close
guidance of their SBTE.
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
Phase 1 Weekly Outlines of Professional Learning Activities: What PSTs Have to Do
Week
Focus of Professional Learning
Prior to
Week 1
Plan
Teach
Assess
Reflect
PSTs complete the personal statement component of the Professional Experience portfolio
(200 words maximum: paragraph or dot-point format), including scholarly reference materials
The personal statement must make reference to the following:
- Australian Professional Standards for Graduate Teachers
- current knowledge, skills, capabilities and personal attributes relevant to teaching
- role of reflective practice in teaching and learning
- professional experience goals for this phase: what they are, and how they will evaluate the outcomes.
PSTs review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct
PSTs set up a structure for their reflective journal
PSTs set up their Professional Experience portfolio structure by establishing one section for each of the headings on the report
PSTs ensure that their Blue Card is current and will not expire before the completion of their program. Ensure their Blue Card and
JCU Student ID card are with them at all times while on placement.
PSTs ensure they have made contact with the site coordinator at their school and set up a time to meet, either in person or by
telephone, to discuss their upcoming placement and begin establishing expectations for their work whilst at the school.
13
Week
Focus of Professional Learning: Phase 1
Plan
Teach
Assess
Reflect
1
Engage in a professional
expectations dialogue with
SBTE
Co-teach two
lessons/activities (these may
be part of a lesson or an
entire lesson)
Primary: At least one
mathematics lesson/activity
Co-assess the impact of their
pedagogical decisions in
each of the lessons that they
co-taught
Co-reflect with SBTEs against
the report: with a view to
preparing to co-plan and co-
teach eight lessons
Observe learners and
construct a class profile
Seek targeted feedback in
relation to key aspects of
their practice.
Annotate lesson plans with
modifications suggested by
SBTE as well as from PSTs’
reflections
Incorporate SBTE feedback
into next step planning
Observe classroom
organization, establishment of
positive learning conditions
and expectations
Observe SBTEs’ teaching and
approach in promoting a
positive learning environment
Gather relevant curricular
resources for planning
Finalise a ½ page written
reflection which synthesises
their professional learning for
Week 1, incorporating
scholarly references
Co-plan two classroom
lessons/activities (these may
be parts of a lesson or an
entire lesson)
Primary: At least one
mathematics lesson/activity
Sources
of
evidence
for
portfolio
14
Week
Focus of Professional Learning: Phase 1
Plan
Teach
Assess
Reflect
2
Engage in a professional
expectations dialogue with
SBTE
Co-teach eight lessons
Primary: At least two
mathematics lessons
Co-assess the impact of their
pedagogical decisions in
each of the lessons that they
co-taught
Co-reflect with SBTEs against
the report
Refine learners and construct
a class profile
Seek targeted feedback in
relation to key aspects of their
practice.
Maintain classroom
organization practices,
positive learning conditions
and expectations
Annotate lesson plans with
modifications suggested by
SBTE as well as from PSTs’
reflections
Observe and adopt SBTEs’
teaching and approach in
promoting a positive learning
environment
Finalise a ½ page written
reflection which synthesises
their professional learning for
Week 2, incorporating
scholarly references
Use relevant curricular
resources for planning
Co-plan eight classroom
lessons
Primary: At least two
mathematics lessons
Sources
of
evidence
for
portfolio
21
ED2488 Optional Paired Placement
Note: Second 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 10 days guided planning, teaching, and evaluation with one SBTE
Co-plan and co-teach minimum of 6 lessons of 30 minutes duration (or equivalent) with
each PST taking on the role of lead teacher for 2 of those lessons
Individually plan and teach 6 lessons of 30 minutes duration (or equivalent)
Provide feedback as a critical friend to the paired PST.
Continue to develop Professional Learning Portfolio relating to the activities outlined in this
handbook.
Planning and Teaching as a Collaborative Pair
At the beginning of the two-week block, 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.
PSTs will coplan and coteach 10 lessons (or equivalent in ECE). The SBTE and the teaching
partner will observe and offer feedback. Each teaching partner for half of the designated
lessons will assume the role of ‘lead teacher’. When not the ‘lead teacher’, it is anticipated
that the PST will be a ‘support teacher’ who is actively engaging with the students during the
lesson. The format and structure for co-teaching may be organised according to the context,
as agreed upon with the SBTE. For example, one PST may be ‘lead teaching’ for a 30 minute
block, or each teaching partner could intermittently take up the position of ‘lead teacher
and/or ‘support teacher’ throughout a teaching session. The PSTs will gather data about their
learners and share the responsibilities associated with planning for learning. This includes
making decisions about lesson outcomes and developing ways to assess those outcomes.
Primary PSTs should aim to teach at least 3 lessons in mathematics. The PSTs have completed
studies in maths curriculum for primary education. The remainder of the lessons should be
taught from any other curriculum area. There should be as many lessons as possible taught to
the whole class.
Observations should be completed in collaborative ways.
Reporting PSTs must develop their own Professional Learning Portfolio and map their
performance over the Learning Cycle.
22
Professional Experience Portfolio: SBTEs’ Responsibilities
Preservice teacher (PST) will compile a Professional Experience portfolio throughout their
placement. This portfolio will continue to develop as they progress through their program. The
portfolio will be structured to include 6 sections:
Personal statement
Planning effectively
Teaching effectively
Managing effectively
Assessing and recording learning
Professional Conduct
Table 1 below summarises the suggested artefacts of the Professional Experience portfolio,
along with artefacts to include. This is not an exhaustive list the table outlines suggested
artefacts for inclusion in their portfolio. It is the PSTs’ responsibility to compile their professional
portfolio and initiate discussion with their SBTEs about it.
SBTEs, please provide the following support to your PSTs:
1. Discuss with PST the relevant samples for the purpose of this placement
2. Provide relevant samples to illustrate your expectations of practice
3. Discuss pedagogical dilemmas and decisions using the artefacts
4. Use the portfolio as one of the sources of evidence of practice in your evaluation
The specific artefacts chosen in each section of the portfolio should be carefully selected so
that they evidence preservice teacher’s capacities in relation to each of the relevant
Australian Professional Standards for Teachers (APST) as outlined on the report.
Table 1: Professional Experience Portfolio
Professional
Experience
Portfolio
Suggested Artefacts for inclusion
Personal
statement
Written philosophy, professional experience goals, including scholarly
references
1. Planning
effectively
Collecting and interpreting baseline data to establish students’
learning needs and current levels of performance.
Class profile
Learner profiles based on records and observations of classroom
talk and patterns of interactions (3 focus students: below, at and
above level of achievement)
Establishing differentiated learning goals and organizing content into
effective learning and teaching sequences.
Four lesson plans and post implementation annotations (for
secondary: two lesson plans for each teaching area or four for
one)
Evidence of written reflections, that show the incorporation of SBTE
strategies which include links to scholarly reference materials
23
2. Teaching
effectively
Enacting plans and reflections on differentiated activities
Two exemplars of differentiated learning activities, including
resources
customised or created by PSTs, to facilitate student
learning
Two exemplars of annotated student work; providing evidence
that PSTs monitored and supported student learning
Evidence of written reflections on the next steps for teaching
based on evidence of student learning; application of SBTEs’
feedback with links to scholarly reference material
3. Managing
effectively
Create and maintain supportive and safe learning environments.
Record of classroom management practices and routines,
Evidence of written reflections on creating and sustaining a
positive learning environment
4. Assessing and
Recording
Learning
Assess, provide feedback and report on student learning.
Two exemplars of written feedback provided to students
Evidence of written reflection on monitoring and supporting
student learning
5. Professional
Conduct
Engage professionally with colleagues, parents/carers and the
community.
Document participation in school activities (one page): duties,
staff meetings, PDs, effort to be a contributing member of the
school
Annotation of key school policies and procedures to
demonstrate understanding school policies (selected samples)
24
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.
In making this formal evaluation, SBTEs will take into consideration:
o the evidence of pre-service teacher learning
o daily practices
o preservice teachers’ reflection based on their portfolio of evidence
o consultation with Site Coordinator
o QCT Evidence Guide for Supervising Teachers ( ‘Engagement’ level)
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
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 in the report, in particular in ‘Overall Comments
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
25
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.
26
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:
ED2488: Second Year Professional Experience
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
27
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
4232 1716 (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.
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).
28
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
29
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:
Primary
Year Level:
Secondary
Year Level & Subjects
Preservice teachers focus on developing their decision-making processes in
planning, teaching, managing, giving feedback and collegial relationships.
By the end of second year, the preservice teacher demonstrates
understanding and application of the Early Years Learning Framework (for
ECE settings), the Australian Curriculum and the Australian Professional
Standards for Teachers at Engagement level (QCT Assessing APST Evidence
Guide).
Satisfactory
Well
Developed
Developing
Adequately
Not Developing
N/A
Planning effectively Preparation for teaching
Demonstrate knowledge and understanding of physical, social and
intellectual development and characteristics of students and how
these may affect learning.
APST 1.1
Demonstrate knowledge 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
Organise content into an effective learning and teaching sequence.
APST 2.2
Comments:
ED2488
29
Teaching effectively enactment of teaching
Demonstrate knowledge and understanding of the concepts,
substance and structure of the content and teaching strategies for
the teaching area.
APST
2.1
Demonstrate a range of verbal and non-verbal
communication strategies to support student engagement.
APST
3.5
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
Demonstrate the capacity to organize classroom activities and
provide clear directions
APST
4.2
Comments:
Assessing and recording learning
Demonstrate an understanding 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 10 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 teachers
name
Signature
Date
Supervising teachers
name
Signature
Date
Site coordinator’s name
Signature
Date
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