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2018 3rd Year Professional Experience Handbook For Schools (James Cook University of North Queensland)

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3rd 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
Trish Quayle
(07) 4232 1716
Jenny Gromkowski
(07) 4781 6549
Kate Betridge
(07) 4781 4681
Scott Richardson
(07) 4781 5748
Director of Professional
Experience and Community
Engagement
(07) 4781 5529
Dr Lai Kuan Lim
Cairns
Townsville
Postal
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
Website
https://www.jcu.edu.au/college-of-arts-society-and-
education/education/professional-experience/professional-
experience-overview
2
Professional Experience: At A Glance
Phase 1: ED3093/ED3193/ED3293 (16-20 April)
5 days
- Observation and model/adapt SBTE’s practices
- Co-plan and co-teach 4 activities/lessons
- Independent practice (planning, teaching): 2 activities/lessons
Reporting
When
Within 7 days of practicum completion
What
Professional Experience Report
Who
To be completed by SBTE; Returned to JCU by Site Coordinator
Phase 2: ED3488 (16 July – 3 August)
15 days:
- Week 1-2: Gradually increasing load
- Week 3: Full load
Full load teaching should be equivalent to a beginning teacher’s load
where possible.
Reporting
When
Within 7 days of practicum completion
What
Professional Experience Report
Who
To be completed by SBTE
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.
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 Phase 1 (ED3093/ED3193/ED3293) .................................................................................... 11
Phase 1 Professional Learning Activities ............................................................................................. 12
What is the structure of the professional experience placement for Phase 1? ............................ 12
How does this professional experience phase fit in the B.Ed course? ........................................... 12
What is the expected teaching load? ............................................................................................... 12
Phase 1 Weekly Outlines of Professional Learning Activities: What PSTs Have to Do ................... 13
Overview of Phase 2 (ED3488)................................................................................................................. 16
Phase 2 Professional Learning Activities ............................................................................................. 17
What is the structure of the professional experience placement for Phase 2? ............................ 17
How does this professional experience phase fit in the B.Ed course? ........................................... 17
What is the expected teaching load? ............................................................................................... 17
Phase 2 Weekly Outlines of Professional Learning Activities: What PSTs Have to do ................... 18
Professional Experience Portfolio: SBTEs’ Responsibilities ..................................................................... 21
Assessment Guide ..................................................................................................................................... 23
Assessment Procedure .......................................................................................................................... 23
Preservice Teacher Intervention Notification – Guidelines for Use ..................................................... 24
At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 26
At Risk Notification ................................................................................................................................. 27
Professional Experience Report ............................................................................................................... 28
Professional Experience Report ............................................................................................................... 31
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 per phase
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)
Phase 1 & 2
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 for each SAT. If PST has the same SBTE for
both SATs, one report is sufficient.
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)
Phase 1 & 2
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 expectations—especially 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
commitment to student learning and wellbeing.
10
11
Overview of Phase 1 (ED3093/ED3193/ED3293)
April 16 -20
Outline of Activities
Day
Activities
1
o Expectations Dialogue
o Discuss ethical issues in relation to learner profile.
o Collect and examine any relevant school policies on data collection and
analysis
o Observation: Learner profile; teaching and managing strategies
2-5
By the end of this practicum, PSTs should have completed the following:
o Observation: Learner Profile; teaching and managing
o Co-plan and co-teach: 4 activities/lessons
o Independent teaching: 2 activities/ lessons
o Discussion with SBTE: use of evidence-based teaching and how that impacts
on their planning and teaching-
Reports to be completed by the school and returned to JCU by the site coordinator (or given to
PST to submit to JCU) within 7 days of completion of practicum
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.
12
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
placement.
How does this professional experience phase fit in the B.Ed course?
Phase 1 is situated in the first semester in the 3
rd
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
rd
year of the B.Ed program,
whilst senior curriculum subjects are taught in the 4
th
year.
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.
13
Phase 1 Weekly Outlines of Professional Learning Activities: What PSTs Have to Do
Week
Focus of Professional Learning: Phase 1 (ED3093/3193/3293)
Prior to
Week 1
Plan
Teach
Assess
Reflect
PSTs complete the personal statement component of the Professional Experience portfolio
(300 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
(QPERF)
PSTs review Subject Outlines with assessment tasks linked to Professional Experience and plan to collect artefacts, as required
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.
14
Week
Focus of Professional Learning: Phase 1
Plan
Teach
Assess
Reflect
1
Engage in a professional
expectations dialogue with
SBTE
Co-teach four activities
(these may be part of a
lesson or an entire lesson)
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 independently
teach towards the end of the
week
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 four classroom
activities (these may be parts
of a lesson or an entire lesson)
Sources
of
evidence
for
portfolio
15
16
Overview of Phase 2 (ED3488)
July 16 – August 3
Week
Activities
1
Expectations Dialogue
Observation: Learner and class Profiles, SBTE’s practice
Co-plan for the week
Co-teach: 3 days
Independent teaching: 2 days
Co-reflect
SBTE: Model planning, teaching, assessing and managing
2
Co-plan, co-teach: 2 days
Full–load: 3 days independent practice (with ongoing support in the form of
descriptive feedback and modeling where required)
Co-reflect
SBTE: Coach PST; Mid-point evaluation; File At-risk notification if necessary
3
Full load: Independent practice
Co-reflect
Final Day
PST presents professional learning portfolio of evidence
SBTE reviews PST’s presentation of portfolio, explains evaluation and
completes report
Report to be completed by the school and returned to JCU by the site coordinator (or
given to PST to submit to JCU) within 7 days of completion of practicum.
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.
17
Phase 2 Professional Learning Activities
What is the structure of the professional experience placement for Phase 2?
Phase 2 (ED3488) is a three-week block placement (15 days). In most instances, preservice
teachers will return to their Phase 1 schools. Preservice teachers will engage in two-weeks of
co-planning and co-teaching, and one-week of independent practice.
How does this professional experience phase fit in the B.Ed course?
Phase 2 is situated at the start of second semester in the 3
rd
year B.Ed program. It builds
on knowledge, understanding and skills developed in Phase 1 as well as coursework
subjects in the first semester. Preservice teachers are developing their knowledge and
understanding in using data and evidence to inform their planning and teaching.
Preservice teachers in this phase are expected to be able plan at least one week of
lessons independently. They are developing their abilities to monitor and evaluate their
impact on student learning, and provide differentiated learning for students.
Key subjects that follow after this placement include*:
ECE & Primary: Teaching English as a Second Language to Indigenous Learners;
Humanities & Social Science; Teaching for Learning 3 (Professional Studies subject);
Advanced English/Literacy; Advanced Mathematics/Numeracy; Teaching for Learning
4 (with a focus on differentiation); Indigenous Futures; Service Learning/Internship
Secondary: Teaching English as a Second Language to Indigenous Learners; SAT 12
discipline subject; Technologies Across the Curriculum; Teaching for Learning 3
(Professional Studies strand); Senior Curriculum(x2); Teaching for Learning 4 (with a focus
on differentiation); Indigenous Futures; Service Learning/Internship
*Study plans vary for students; some might have completed these subjects before their
professional experience.
What is the expected teaching load?
In Phase 2, preservice teachers will gradually increase their teaching to full independent
practice. PSTs are expected to:
- Week 1 - 2: Co-plan and co-teach
- Week 3: Independent practice
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.
18
Phase 2 Weekly Outlines of Professional Learning Activities: What PSTs
Have to do
Week
Focus of Professional Learning: Phase 2
Plan
Teach
Assess
Reflect
Prior to
Week 1
PSTs contact SBTE to organise Phase 2 planning and teaching requirements
Week 1
Engage in a
professional
expectations
dialogue with
SBTE
Co-teach all
lessons for three
days of the week
Co-assess the
impact of their
pedagogical
decisions in the
lessons that they
independently
taught, drawing
on evidence from
their three focus
students to inform
their decisions on
assessment in
relation to whole
class teaching
Co-reflect with
SBTEs against the
report
Co-reflect with
SBTEs class and
individual student
engagement,
with attention to
the focus
students)
Observe
learners; re-
establish
relationships with
learners
Independently
teach for two
days of the week
Seek targeted
feedback in
relation to key
aspects of their
practice
Observe
classroom
routines and
SBTEs’ teaching
practices
Annotate lesson
plans with
modifications
Identify three
focus students
(below, at and
above level of
achievement)
and construct
learner profiles
Incorporate SBTE
feedback into
next step planning
Co-plan all
lessons to be
delivered for the
week
Finalise a ½ page
written reflection
which synthesises
their practice for
Week 2,
incorporating
scholarly
references
Sources
of
evidence
for
portfolio
19
Week
Focus of Professional Learning: Phase 1 (ED4488)
Plan
Teach
Assess
Reflect
2
Engage in a
professional
expectations
dialogue with SBTE
Co-teach all
lessons for two
days of the week
Provide feedback
on student
learning
Co-reflect with
SBTEs against the
report
Review and select
suitable data and
evidence of
practice to
understand
learners and plan
for their next step
learning
Independently
teach for three
days of the week
Co-assess the
impact of their
pedagogical
decisions in the
lessons that they
independently
taught, drawing
on evidence from
their three focus
students to inform
their pedagogical
decisions
Seek targeted
feedback in
relation to key
aspects of their
practice
Co-plan all lessons
to be delivered for
this week
Annotate lesson
plans with
modifications
Co-plan
differentiation
strategies for the
class, with
attention to 3
focus students.
Incorporate SBTE
feedback into
next step planning
Finalise a ½ page
written reflection
which synthesises
their practice for
Week 2,
incorporating
scholarly
references
Sources
of
evidence
for
portfolio
20
Week
Focus of Professional Learning: Phase 1 (ED4488)
Plan
Teach
Assess
Reflect
3
Engage in a
professional
expectations
dialogue with
SBTE — establish
goals for week 3
Independently
teach for five
days of the week
Provide feedback
on student
learning
Co-reflect with SBTEs
using professiona
experience portfolio
to complete report
Review and
select suitable
data and
evidence from
the sources
available to
understand
learners and
plan for their
next step
learning
Assess the impact
of their
pedagogical
decisions in the
lessons that they
co-taught and
independently
taught, drawing
on evidence from
the three focus
students to inform
their assessment
decisions
Seek targeted
feedback in relation
to key aspects of
their practice
Plan all lessons to
be delivered for
this week
Annotate lesson
plans with
modifications
Incorporate SBTE
feedback into next
step planning
Finalise a ½ page
written reflection
which synthesises
their practice for
Week 3,
incorporating
scholarly references
Sources
of
evidence
for
portfolio
21
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.
records and observations of classroom talk and patterns of
interactions (in particular the 3 focus students)
learner profiles generated by school/SBTE
systemic school based data if available (e.g OneSchool data)
evidence of student learning, obtained from consultations with
individual students, teachers and/or para-professionals (minimum
of three focus students across levels of attainments)
standardised test data at class level, annotated by the PST with
regards to how this information was used to inform the planning
process
22
Establishing differentiated learning goals and organizing content into
effective learning and teaching sequences, with specific attention to
literacy and numeracy demands of the curriculum areas under focus.
Four lesson plans and post implementation annotations (for
secondary: representation across each teaching area)
Evidence of written reflections, that show the incorporation of SBTE
strategies which include links to scholarly reference materials
2. Teaching
effectively
Enacting plans and evidencing impact of pedagogical decisions on
student learning (with attention to the 3 focus students)
Exemplars of differentiated learning activities, including resources
customised or created by PSTs, to facilitate student learning
Exemplars of a range of teaching strategies that PSTs have
implemented, including the use of ICTs to engage students in
their learning
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.
Annotated school’s safe and supportive policies;
Document expectations of student learning and behaviour that
show care for individuals, as well as considerations of school
policy;
Document SBTE’s feedback on communication skills, and the
strategies implemented in fostering learning and engagement;
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.
Exemplars of written feedback PSTs provided to students
Exemplars of annotated work, evidencing achievement of
intended learning goals
Annotation on exemplars of assessment tasks used by
SBTE(diagnostic, formative or summative)
Evidence of written reflections; including reflection on the
application of SBTEs’ feedback with regards to PSTs’ capacities to
assess student learning and provide targeted feedback to inform
the next steps for the student to improve. These reflections should
include links to scholarly reference material.
5. Professional
Conduct
Engage professionally with colleagues, parents/carers and the community.
Document participation in school activities (one page): duties,
staff meetings, PDs
Annotation of key school policies and procedures todemonstrate
understanding school policies (selected samples).
23
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
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
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
24
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.
25
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:
Phase 1:
ED3093/ED3193/ED3293
Phase 2: ED3488
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
26
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).
27
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
28
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
Year Level:
Primary
Year Level:
Secondary
Subject/s:
Preservice teachers focus on developing their decision-making processes in
planning, teaching, managing, assessing and collegial relationships. By the
end of third 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 a developing level.
Satisfactory
Well
Developed
Developing
Adequ
ately
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
Use curriculum, assessment and reporting
knowledge to design learning sequences and lesson plans.
APST 2.3
Set learning goals that provide achievable
challenges for students of varying abilities and characteristics.
APST 3.1
Comments:
Phase 1:
ED3093
ED3193
ED3293
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
Identify strategies to support inclusive student participation and
engagement in classroom activities
APST
4.1
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
Understand the relevant legislative, administrative and organisational
policies and processes required for teachers according to school
stage.
APST
7.2
Comments:
30
Overall Comment:
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
31
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
Year Level:
Primary
Year Level:
Secondary
Subject/s:
Preservice teachers focus on developing their own consciousness in
teaching so to develop their decision making processes in planning,
teaching, managing, assessing and collegial relationships. By the
end of third 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 a developing level.
Satisfactory
Well
Developed
Developing
Adequ
ately
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 this 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
Demonstrate knowledge and understanding of strategies for
differentiating teaching to meet the specific learning needs of
students across the full range of abilities
APST
1.5
Organise content into an effective learning and teaching
sequence.
APST
2.2
Use curriculum, assessment and reporting
knowledge to design learning sequences and lesson plans.
APST
2.3
Know and understand literacy and numeracy teaching
strategies and their application in teaching areas
APST
2.5
Set learning goals that provide achievable
challenges for students of varying abilities and characteristics.
APST
3.1
Plan lesson sequences using knowledge of student learning,
content and effective teaching strategies
APST
3.2
Leave blank if unable to assess in the school context
Demonstrate broad knowledge and understanding of
legislative requirements and teaching strategies that
support participation and learning of students with
disability
APST
1.6
Comments:
Phase 2
ED3488
32
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
Implement teaching strategies for using ICT to expand
curriculum learning opportunities for students.
APST
2.6
Include a range of teaching strategies.
APST
3.3
Demonstrate a range of verbal and non-verbal
communication strategies to support student engagement.
APST
3.5
Demonstrate broad knowledge of strategies that can be used
to evaluate teaching programs to improve student learning.
APST
3.6
Seek and apply constructive feedback from supervisors and
teachers to improve teaching practices.
APST
6.3
Leave blank if unable to assess in the school context
Demonstrate broad knowledge of, understanding of and
respect for Aboriginal and Torres Strait Islander histories, cultures
and languages.
APST
2.4
Comments:
Managing effectively – create safe and supportive learning environments
Identify strategies to support inclusive student participation
and engagement in classroom activities
APST
4.1
Demonstrate the capacity to organise classroom activities and
provide clear directions.
APST
4.2
Demonstrate knowledge of practical approaches to manage
challenging behaviour.
APST
4.3
Comments:
Assessing and recording learning
Demonstrate understanding of assessment strategies, including
informal and formal, diagnostic, formative and summative
approaches to assess student learning.
APST
5.1
Demonstrate an understanding of the purpose of providing
timely and appropriate feedback to students about their
learning.
APST
5.2
Demonstrate the capacity to interpret student assessment data
to evaluate student learning and modify teaching practice.
APST
5.4
Demonstrate understanding of a range of strategies for
reporting to students and parents/carers and the purpose of
keeping accurate and reliable records of student
achievement
APST
5.5
33
Comments:
Professional Conduct
Describe strategies that support students’ well-being and safety
working within school and/or system, curriculum and legislative
requirements.
APST
4.4
Demonstrate an understanding of the relevant issues and the
strategies available to support the safe, responsible and
ethical use of ICT in learning and teaching
APST
4.5
Understand and apply the key principles described in codes of
ethics and conduct for the teaching profession.
APST
7.1
Understand the relevant legislative, administrative and
organisational policies and processes required for teachers
according to school stage.
APST
7.2
Understand the role of external professionals and community
representatives in broadening teachers’ professional
knowledge and practice.
APST
7.4
Comments:
Overall Comment:
Professional Experience Result
Requirements
Developing
adequately
Well
developed
Unsatisfactory
Completed 15 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.
34
Preservice teacher’s
name
Signature
Date
Supervising teacher’s
name
Signature
Date
Site coordinator’s name
Signature
Date
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2018 3rd Year Professional Experience Handbook For Schools (James Cook University of North Queensland)

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