Phase 1 Professional Learning Activities
What is the structure of the professional experience placement for Phase 1?
3rd year professional experience consists of two phases.
Phase 1 (ED3093/ED3193/ED3293) is a one-week block placement (5 days).
In Phase 1, PSTs will engage in planning for teaching for Phase 2. They will collect baseline data
of students, engage in pedagogical conversations, co-plan and co-teach four lessons/sessions
with their SBTEs. Towards the end of this phase, PSTs will plan and teach two lessons/sessions to
demonstrate their ability to apply their SBTEs’ feedback to improve their teaching practices. In
most instances, preservice teachers will return to their Phase 1 schools for their Phase 2
How does this professional experience phase fit in the B.Ed course?
Phase 1 is situated in the first semester in the 3
year B.Ed program. It is integrated with
the subject, Teaching for Learning 2 that is part of the Professional Studies strand.
Preservice teachers develop their knowledge and understanding of professional
practices to create productive and engaging learning environments.
Preservice teachers in this phase are expected to be able plan a sequence of lessons,
and design assessment tasks with the guidance of their SBTEs.
ECE: Phase 1 is the first school-based placement for ECE preservice teachers.
Primary/Secondary: Preservice teachers have completed 15 days of school placement
prior to Phase 1.
Secondary: Junior curriculum subjects are introduced in 3
year of the B.Ed program,
whilst senior curriculum subjects are taught in the 4
What is the expected teaching load?
In Phase 1, preservice teachers will spend a significant time on classroom observations to
understand the students, SBTEs’ expectations and practices, as well as engage in professional
conversations with their SBTEs to learn from their expertise.
The expected teaching load for a preservice teacher in Phase 1 is:
- co-plan and co-teach 4 activities;
- independent practice (planning, teaching): 2 activities/lessons
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.