ED4488
PROFESSIONAL
EXPERIENCE
2018
Handbook for Primary and Secondary Preservice Teachers
Contact us via:
eduprofex@jcu.edu.au
For all general correspondence related to Professional Experience, please email:
eduprofex@jcu.edu.au
Placement Advisors
Phone
Responsibilities
Trish Quayle
Cairns
(07) 4232 1716
ECE, Primary, Secondary,
MTL
Jenny Gromkowski
Townsville
(07) 4781 6549
ECE, Primary, RATEP, MTL
Kate Betridge
Townsville
(07) 4781 4681
Secondary, MTL
Director of Professional
Experience and Community
Engagement
(07) 4781 5529
Professional Experience
Program
Dr Lai Kuan Lim
Townsville
Postal Address
Professional Experience
Unit
College of Arts, Society &
Education
James Cook University
Townsville 4811
Website
https://www.jcu.edu.au/college-of-arts-society-and-
education/education/professional-experience/professional-
experience-overview
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3
Contents
Overview of ED4488 School based Professional Learning Activities ................................................................... 5
What is the structure of my professional experience placement? ........................................................................ 5
What is my expected teaching load? ..................................................................................................................... 5
How will I be assessed? .......................................................................................................................................... 6
Goals for ED4488: Phase 1 of 4th Year Professional Experience ......................................................................... 7
Engaging Professionally ......................................................................................................................................... 9
Plan to engage with professionalism .....................................................................................................................9
Weekly Outlines of Professional Learning Activities .........................................................................................13
The QPERF portfolio ............................................................................................................................................20
What should I include in my portfolio? ................................................................................................................20
Activities to enact the Plan, Teach, Assess, Reflect cycle ..................................................................................23
The Graduate Teacher Performance Assessment (GTPA) ..................................................................................25
What do I do once I have finished my ED4488 placement? ..............................................................................2 7
What do I do if things are getting off track and I need help? ............................................................................2 8
4
Overview of ED4488 School based Professional Learning
Activities
What is the structure of my professional experience placement?
Plan to attend your school setting on the two student-free days prior to the commencement of
Term 1 (18
th
& 19
th
January). You will then complete 20 consecutive days of placement within
the time allocated on the 2018 professional experience calendar, commencing on 22
nd
January 2018.
During your 20 days of placement, you will move from co-planning, co-teaching and co-
reflecting in just two lessons in the first week, through to a full-time load and independent
practice in your final week of placement.
A series of tables, on pages 13 to 17 are provided to focus your professional learning
activities through each week of your 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. You will notice that at the bottom
of each table, there is a blank row. It has been included for you to include notes about
potential artefacts for you to include in your Queensland Professional Experience Reporting
Framework (QPERF) portfolio from each week of your experience.
What is my expected teaching load?
The expected teaching load for you as a pre-service teacher in the ED4488 school-based
placement is one that is gradually increasing over the four week placement. The placement
culminates in you independently planning, teaching, assessing and reflecting with a full
teaching load at the commencement of your 4
th
week of placement.
For B.Ed (Secondary) preservice teachers, expect that the emphasis of your independent
practice is likely to be in relation to your Teaching Areas to Year 10.
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How will I be assessed?
Professional experience is an opportunity for you, as a preservice teacher, to learn within and
through practice. Your learning is demonstrated by your contributions to student learning as
well as your professional reflections on your contributions to the classroom and the wider
school community.
On that basis, a key question guiding SBTEs’ evaluation of your practice is:
Has the preservice teacher shown sufficient evidence of a deep interest to learn and
develop their professional knowledge and skills?
By the completion of your ED4488 school-based professional experience placement,
you are required to have attained a minimum level of ‘D’ (Developing Towards Graduate
Level) for ALL descriptors on the Queensland Professional Reporting Framework
(QPERF). This report is included in this handbook at page 30.
A ‘D’ standard of performance in this phase is characterised by the following:
Demonstrating evidence of engagement with (as opposed to achievement of) a
‘Graduate’ standard as defined by the QCT (2015) Assessing the Australian
Professional Standards for Teachers: Graduate career stage (see
http://www.qct.edu.au/pdf/Evidence_Guide_for_Supervising_Teachers_QCT_2015.pdf)
In assessing the attainment of “Developing Towards Graduate Level” SBTEs and Site
Coordinators are confident that over the length of this 20 day practicum, you, as a
preservice teacher, have shown adequate progress and you are on a learning trajectory
that will likely achieve a Graduate standard in the final (ED4489) school-based
practicum.
A ‘D’ standard is defined in relation to three other levels of attainment on the QPERF, as
follows:
Exceeding
graduate level (E):
Consistent evidence of knowledge, practice and
engagement that exceeds the APST descriptors at the
Graduate Career stage.
Graduate level (G)
Consistent evidence of knowledge, practice and
engagement that demonstrate the APST descriptors at
the Graduate Career Stage
Developing towards
graduate level (D)
Awareness of the descriptors at the APST Graduate
Career Stage but demonstrates inconsistent knowledge
practice and engagement at this level
Below Graduate Level (B)
Little or no evidence of knowledge, practice and
engagement of awareness that meet the descriptors at
the APST Graduate Career Stage
At the end of each week, you and your SBTE should review your progress in relation to the
QPERF and identify any areas that are Below Graduate Level and require further
development. You should then plan to address these concerns as your placement proceeds.
To guide your own reflection you can refer to the QCT descriptors of the APSTs for Graduate
Career Stage (see http://www.qct.edu.au/pdf/APST_GraduateStage.pdf)
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Goals for ED4488: Phase 1 of 4th Year Professional Experience
In this first phase of your 4
th
year Professional Experience program you will be aiming to
achieve three goals. Goals one and two are assessed by your School-Based Teacher
Educator (SBTE). The details for these first and second goals are outlined below:
1. By the end of the fourth week, you will be able to independently enact a Plan, Teach,
Assess, Reflect (PTAR) cycle in your classroom.
2. Commencing in Week 1, and by the completion of Week 4, you will curate a portfolio of
evidence in relation to your capacities to plan, teach, assess and reflect. The evidence
included in your portfolio should demonstrate the impact of your pedagogical decisions
on student learning.
Your achievement of the two goals (1 & 2 above) will be assessed against the Queensland
Professional Experience Reporting Framework (QPERF) (see page 30). You must achieve
Developing Towards Graduate Level” on each criterion of the QPERF in order to be
successful. Your SBTE will evaluate both your teaching performances enacted in the
classroom and the evidence curated in your professional experience portfolio when making
their final assessment of your level of proficiency.
The third goal for ED4488 is to complete a range of course work tasks aligned with your
professional experience placement. In order to achieve this goal, your work will be aligned with
the first two goals stated above. Goal 3, however, results in the production of artefacts that are
used by and/or assessed in the university coursework you will undertake in Semester 1, 2018.
As a result, Goal 3 is presented as three parts (3a, 3b, & 3c) with each part relating to a
different coursework requirement. The relevance of each part to Primary and/or Secondary
preservice teachers is also stated. For more details on each task, please refer the relevant
subject outline for each of the subjects identified below:
3. (a) To be undertaken by both B. Ed (Primary) and B.Ed (Secondary) Pre-service
teachers enrolled in ED4190 and ED4293:
The Graduate Teacher Performance Assessment Task (GTPA)
Commencing in Week 1, and by the completion of Week 4, you will have collected
evidence of your capacity to enact the PTAR cycle, drawing on three focus students to
evidence the impact of your pedagogical decisions for differentiated groups of learners.
You will use this evidence to complete the Graduate Teacher Performance
Assessment Task (GTPA). Your JCU lecturers in ED4190 & ED4293 Teaching for
Learning 3 will assess your GTPA submission. However, your ED4488 professional
experience placement provides the context in which you collect the data, evidence and
artefacts of your practice in order to complete the GTPA once you return to university,
following your placement. It is anticipated that many of the artefacts you include in your
QPERF Professional Experience portfolio will also be directly relevant to your GTPA.
(b) To be undertaken by both B. Ed (Primary) and B. Ed (Secondary) Pre-service
teachers enrolled in ED4190 and ED4293:
Request, annotate and reflect upon a Unit Plan, and relevant Summative
Assessment Task (including the GTMJ), from your SBTE
For the purpose of Teaching and Learning 3, request a copy of at least one unit plan
(including the relevant Summative assessment task(s) and Guide To Making
Judgement (GTMJ)) implemented by your SBTEs. You should review and annotate this
documentation with a view to understanding the critical role that planning plays in the
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implementation of differentiation practices, sequencing of learning, pedagogical and
assessment practices, monitoring of student learning, and application of literacy and
numeracy strategies. If your SBTE(s) uses Curriculum to Classroom (C2C), you are
expected to observe and reflect upon how your SBTE(s) have adapted these materials
in order to meet the needs of different students. The planning strategies implemented
by your SBTE should also be discussed, with a view to you implementing similar and
relevant approaches into your own planning.
(c) To be undertaken by B. Ed (Secondary) Pre-service teachers enrolled in
ED4210 (i.e. goal 3c is not undertaken by B. Ed (Primary) Pre-service teachers):
The Critical Review of Teaching Task
This task requires you to record yourself teaching in either a Year 11 or Year 12
classroom for each of your teaching areas to Year 12 (TA12). The focus of this
recording is you and your teaching practice, not students. Under no circumstances are
you permitted to video or photograph students such that they are identifiable. Please
check school ethics requirements for filming and recording. It may be the case that you
are only permitted to make audio recordings of conversation. The recording you collect
will form the basis of an assessment task in ED4210. In the event that you are unable to
make a recording in one or both of your TA12 areas, ED4210 has an alternative task
that can be undertaken. You are also encouraged to review the recording with your
SBTE(s) as a stimulus for critical reflection on your teaching.
In order to achieve these Goals 1, 2, 3a, 3b & 3c, a series of professional learning activities
are outlined on the following pages. You should use these activities to guide your practice, and
to provide opportunities to curate evidence for your QPERF portfolio and for your coursework
goals.
You are reminded that these three goals are to be enacted in accordance with the QCT Code
of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics), and James Cook
University’s Student Conduct Policy (see https://www.jcu.edu.au/policy/student-
services/student-conduct-policy).
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Engaging Professionally
Professional conduct, as a pre-service teacher, is critical to the success of your placement. As
discussed in the briefings, there are aspects of your conduct as a preservice teacher that are
non-negotiable. These are outlined again, here, for clarity:
Plan to engage with professionalism
1) Sign in and out through the school office each day. The school’s visitor registry is an
official account of your attendance. Always wear your JCU ID card, and your Blue Card,
attached to a JCU lanyard. Doing so is essential as it readily facilitates your identity to
others in the school community.
2) Plan to arrive at school a minimum of 45 minutes before official class commencement,
and plan to remain at school after official close of student instruction for a further 45
minutes. This time is critical to ensuring adequate time for co-planning and co-reflecting.
3) Plan to submit planning documentation for review and feedback from your SBTE 48
hours in advance. This timeframe is essential to allow your SBTE sufficient time to
review your plans and amend them (if necessary). Without sufficient time to review a
plan prior to implementation, confusion around expectations for the lesson can easily
develop. This lack of communication can quickly deteriorate into a negative feedback
cycle. Plans are to be submitted in a professional, word-processed format, via email to
your SBTE, 48 hours in advance of delivering a lesson. This is an expectation of the
JCU Professional Experience unit and you are required to adhere to this expectation. If
your SBTE states that they don’t need to see your plans so far in advance, send them
anyway. Doing so means your plans will be ready and available for review and you will
be organised.
4) Engage with an ethical and professional discourse at all times. Your conduct is to be
guided by the Queensland College of Teachers (QCT) Code of Ethics (see
http://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document describes
six values which underpin the teaching profession: integrity, dignity, responsibility,
respect, justice and care. You are expected to conduct yourself in accordance with this
code of ethics at all times. The QCT has also developed the document entitled
Professional Boundaries: A Guideline for Queensland Teachers to support Queensland
teachers in their relationships with students (see http://www.qct.edu.au/standards-and-
conduct/code-of-ethics). This document will inform and guide you about appropriate
teacher-student relationships. You are expected to familiarise yourself with both of
these QCT documents prior to commencing your placement.
5) Plan to engage in a professional expectations dialogue with your SBTE in Week 1 of
your placement. During this dialogue you are expected to:
Describe and highlight the expectations for your work and your conduct whilst on
placement. This is your placement and you must be aware of what you are required to
do and have agency in achieving these goals.
Articulate your own professional learning goals for the placement. These goals must be
informed by previous professional experience placements and feedback from your
coursework. Feel free to take previous placement reports with you, annotated, to show
which areas you are seeking to develop during this placement.
6) Plan to respond to feedback from your SBTE with professionalism through reflective
practice.
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Standard 6 of the Australian Professional Standards for Teachers (APSTs) highlights
the significance of identifying and planning for your professional learning needs, and to
using the APSTs to guide your professional goal-setting. The feedback offered by your
SBTE, as an experienced educator and mentor, is critical in assisting you to formulate,
and to then clearly articulate, your own professional learning goals.
For pre-service teachers, and early career teachers, broadening the scope of your
reflective practice can be very challenging. The first step in doing so is for you to shift
your gaze away from yourself and your teaching to, instead, undertake a careful and
critical review of your learners and what they are learning. Evaluating your lessons, in
collaboration with your SBTE is a very practical way to achieve this shift in your gaze.
However, as discussed in our briefings, there is on onus on you to direct these
professional conversations to seek targeted feedback; to also demonstrate an
openness and professional disposition with regards to receiving feedback; and, to then
implement this feedback into your practice.
Cavanagh and Prescott (2015) state that reflection is “both a process of individual
thought and of interpersonal dialogue with your mentors” (p. 224). In this way, reflection
acts as a catalyst for improving practice. Reflection can be framed through four key
dimensions:
i) Reflection is grounded in classroom practice. Reflections focus on an element of
your pedagogy that you want to learn more about and improve. You should consider
how well your lessons have achieved desired student learning outcomes. To do so,
you will need to notice how students are responding as you teach.
ii) Reflection involves an open-minded dialogue with your colleagues and particularly
your mentors, so that you can begin to evaluate your practice. A collegial and
professional approach to your reflection allows you to view your practice from
different perspectives. Doing so, in collaboration with your mentor, allows you to
become aware of essential aspects of classroom practice, interpret events and
consider possible causes for them, from a fresh perspective. To do so requires you
to analyse your practice on a deep level.
iii) Reflection allows you to consider alternatives and options so as to further develop
your practice. If you take responsibility for initiating discussions with your SBTE, you
can explore a variety of approaches and identify new ways forward. To do so
requires you to imagine new pedagogical practices.
iv) Reflection is purposeful. Through personal and dialogical reflection you are able to
identify future actions. From here, you need to act and demonstrate your adoption
of these new ideas into your practice.
These dimensions are summarised by Cavanagh and Prescott (2015, p. 225) in the following
diagram:
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Figure 1. The cycle of reflective practice
Figure 1. The cycle of reflective practice (Cavanagh & Prescott, 2015, p. 225) demonstrates the
dimensions that inform an ongoing reflective cycle. Each phase leads on to the next, with your
practice growing each time you move through the cycle. The reflection you undertake as an
individual, alongside the reflective dialogue you facilitate with your mentor, is critical to your
professional growth through a cycle of reflective practice.
So, the emphasis on co-reflection in this ED4488 phase of professional experience is key. You
must be active, open and professional in regards to seeking, analysing and implementing
lesson evaluation. The work of lesson evaluation is reflective and is not the work of your SBTE
alone.
In order to keep track of your reflective work, it is recommended that you keep a reflective
journal. Each of your journal entries should be dated and may be comprised of text, diagrams,
concept maps, and so on. If you are finding it difficult to make written reflections, consider a
digital journal. In a digital format you could look to include voice recordings and links to
relevant electronic materials and resources, along with relevant digital annotations. Killen
(2013) suggests that journaling can provide:
A record of what occurred in the lesson and the consequences of those events
(remembering to engage professional discourses while constructing reflections).
An account of how you felt about your lesson
An opportunity to view your practice from different viewpoints
A means of recording your emergent understanding of student learning and pedagogy
A window on your personal beliefs and values about learning and teaching
A scaffold for your planning and a catalyst for informed future actions to improve your
practice
Your goal as a 4
th
year preservice teacher is to move beyond superficial lesson reflections.
The following table (Table 1) provides you with prompts to aid reflection on your practice:
Table 1. Prompts to aid reflection on practice
Before the lesson
After the lesson
After discussing the lesson
with your SBTE
What are my goals for this
lesson? What do I want
students to learn?
What did the students learn
in my lesson?
What was the most important
feedback I received from my
mentor about my lesson?
Notice
Analyse
Imagine
Act
11
What do I want to happen in
this lesson?
How did the students
respond?
How can I work to implement
my mentor’s suggestions in
the future?
How do I want this lesson to
proceed?
Why did the events of this
lesson happen in this way?
How will I know if my lesson
has been successful?
What could I have done
differently?
Note. Table drawn from Cavanagh & Prescott (2015, p. 227)
In the event that circumstances arise where you feel uncomfortable or confused about a
scenario you encounter with a student, a colleague, your SBTE, the site-coordinator or other
staff, the first step is for you to reflect on the role your approach and/or your professionalism
may have played in such a scenario. Farrell (2004) provides the following prompts to assist
you in reflecting on your own professionalism:
Describe what you did, without judgment
Why did you act in that way?
How did others respond to your actions
What was the result?
Should you continue to act in this way or change the way you act?
What changes will you make?
Finally, it is essential to review the quality of your own reflections, so as to move beyond
superficial recounts and to, instead, generate reflections which create conditions for
professional development. Cavanagh & Prescott (2015, p. 228) suggest the following
questions for use in evaluating the quality of your self-reflection:
Are my reflections mainly descriptive or do they also include some analysis of incidents
and events?
Do my reflections focus mainly on classroom management and organisation or do I also
analyse other aspects of my teaching practice?
Do my reflections concentrate mainly on my own actions or do they also include a focus
on student learning?
Do I pose questions for my mentor and myself?
Do I evaluate what worked well in my lesson and what I need to do better?
Do I formulate alternative approaches and consider how I might teach this lesson
differently in the future?
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Weekly Outlines of Professional Learning Activities
Week
Focus of Professional Learning
Prior to
Week 1
Plan
Teach
Assess
Reflect
Complete the personal statement component of your QPERF portfolio
(500 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 you will evaluate the outcomes.
Review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct
Set up a structure for your reflective journal
Set up your QPERF portfolio structure include the 5 sections of the QPERF report
Review Subject Outlines with assessment tasks linked to Professional Experience and plan to collect artefacts, as required
Ensure that your Blue Card is current and will not expire before the completion of your 4
th
year program. Ensure your Blue Card and
JCU Student ID card are attached to a JCU lanyard, ready for you to wear at all times while on placement.
Ensure you have made contact with the site co-ordinator at your school and set up a time to meet, either in person or by telephone, to
discuss your upcoming placement and begin establishing expectations for your work whilst at the school.
Table 2. Summary of Prior to Week 1 Professional Learning Activities
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Week
Focus of Professional Learning
Plan
Teach
Assess
Reflect
1
Engage in a professional
expectations dialogue with
SBTE
Co-teach two lessons
Assess the impact of your
pedagogical decisions in the
two lessons that you co-
taught.
Co-reflect with SBTE against QPERF
Review and select suitable
data and evidence (from the
sources available to you) to
understand your learners and
plan for their next step
learning
Seek targeted feedback in relation
to key aspects of your practice
Observe learners and
construct a class profile
Annotate lesson plans with
modifications
Select and profile three focus
students to exemplify
‘above’, ‘at’ and ‘below’
benchmark achievement
Incorporate SBTE feedback into
next step planning
Co-plan two lessons
(Primary: one literacy and
one numeracy focused
lesson)
Finalise a ½ page written reflection
which synthesises your professional
learning for Week 1, incorporating
scholarly references
Sources
of
evidence
for
QPERF
portfolio
Table 3. Summary of Week 1 Professional Learning Activities
14
Week
Focus of Professional Learning
Plan
Teach
Assess
Reflect
2
Engage in a professional
expectations dialogue with
SBTE for goals for week 2
Co-teach all lessons for three
days of the week
Assess the impact of your
pedagogical decisions in the
two lessons that you co-taught
and independently taught,
drawing on evidence from
your three focus students to
inform your assessment of
your decisions
Co-reflect with SBTE against QPERF.
Review readiness to independently
teach
Review and select suitable
data and evidence (from the
sources available to you) to
understand your learners and
plan for their next step
learning
Independently teach for two
days of the week
Seek targeted feedback in relation
to key aspects of your practice
Co-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 your practice for
Week 2, incorporating scholarly
references
Sources
of
evidence
for
QPERF
portfolio
Table 4. Summary of Week 2 Professional Learning Activities
15
Week
Focus of Professional Learning
Plan
Teach
Assess
Reflect
3
Engage in a professional
expectations dialogue with
SBTE for goals for week 3
Independently teach for five
days of the week
(Secondary PSTs: consider videoing
teaching for ED4210 this week)
Assess the impact of your
pedagogical decisions in the
lessons that you co-taught and
independently taught, drawing
on evidence from your three
focus students to inform your
assessment of your decisions
Co-reflect with SBTE against QPERF
Review and select suitable
data and evidence (from the
sources available to you) to
understand your learners and
plan for their next step
learning
Seek targeted feedback in relation
to key aspects of your practice
Co-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 your practice for
Week 3, incorporating scholarly
references
Sources
of
evidence
for
QPERF
portfolio
Table 5. Summary of Week 3 Professional Learning Activities
16
Week
Focus of Professional Learning
Plan
Teach
Assess
Reflect
4
Engage in a professional
expectations dialogue with
SBTE for goals for week 4
Independently teach for five
days of the week
(Secondary PSTs: Final opportunity to
video teaching for ED4210 this week)
Assess the impact of your
pedagogical decisions in the
lessons that you co-taught and
independently taught, drawing
on evidence from your three
focus students to inform your
assessment of your decisions
Co-reflect with SBTE against QPERF
Present your QPERF portfolio to
your SBTE for review and
evaluation on the last day of
your professional experience
placement
Review and select suitable
data and evidence (from the
sources available to you) to
understand your learners and
plan for their next step
learning
Complete the QPERF Professional
Development reflection (see next
page). Incorporate SBTE feedback
in relation to key aspects of your
practice
Independently 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 your practice for
Week 4, incorporating scholarly
references
Sources
of
evidence
for
QPERF
portfolio
Table 6. Summary of Week 4 Professional Learning Activities
17
Professional
development
reflection
This professional development reection is part of the suite of documents for the Queensland Professional Experience
Reporting Framework which can be found online at www.teach.qld.gov.au.
The professional development reection process provides an opportunity for a preservice teacher to reect, in consultation
with a colleague, mentor or supervising teacher, on their knowledge, practice and engagement in relation to the Australian
Professional Standards for Teachers (APST) at the Graduate Career Stage.
Preservice teachers are encouraged to complete this reection at the conclusion of each professional experience. This
process will support the preservice teacher in their progression into a teaching career by identifying strengths and areas for
further development.
Preservice teachers will be able to draw upon the reection to discuss their development needs with supervising teachers,
mentors and school leaders during future professional experiences and when they commence employment.
Preservice teachers may be asked to share their reections on previous professional experiences with a supervising teacher
at the beginning of a future professional experience, to inform and guide the professional experience to best meet the needs
of the preservice teacher.
Preservice teacher name
Preservice teacher signature
Date of reection
/ /
Queensland Professional
Experience Reporting Framework
18
Focus
areas for
reection
Self-reection comments
The preservice teacher should identify both strengths and areas for further development based on a
self-reection of his/her practice, knowledge and engagement with the APST at the Graduate Career
Stage during each of the professional experiences he/she undertakes as part of his/her initial teacher
education program.
APST Standard 1
Know students and
how they learn
APST Standard 2
Know the content and
how to teach it
APST Standard 3
Plan for and
implement effective
teaching and learning
APST Standard 4
Create and maintain
supportive and safe
learning environments
APST Standard 5
Assess, provide
feedback and report
on student learning
APST Standard 6
Engage in
professional learning
APST Standard 7
Engage professionally
with colleagues,
parents/carers and
the community
2
© State of Queensland (Department of Education and Training) [2015]
Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images
(www.education.qld.gov.au/home/copyr).
19
The QPERF portfolio
The essential product of this professional experience is the final year preservice portfolio
arranged in relation to the Queensland Professional Experience Reporting Framework
(QPERF). During your professional experience placement, you will add illustrations of practice
from this practicum to your Professional Experience Portfolio. Remember that this portfolio is
dynamic and you will continue to build it as part of your second phase of school based
professional experience (ED4489) later in the semester.
By the last day of the ED4488 placement, you, as the preservice teacher, are expected
to present and discuss this QPERF portfolio for co-evaluation with your SBTE(s).
What should I include in my portfolio?
The QPERF portfolio must include a personal statement, selected artefacts as evidence of
your developing capacities in relation to all five sections of QPERF, and a statement
addressing the QPERF professional development reflection as relevant to this first phase of
professional experience.
Table 7 below summarises the minimum requirements of the QPERF portfolio, along with
artefacts to include. This is not an exhaustive list the table outlines minimum requirements
for inclusion in your portfolio. The specific artefacts you choose to include in each section
of your portfolio should be carefully selected so that they evidence your capacities in relation
to each of the relevant Australian Professional Standards for Teachers (APST) at the
Developing Towards Graduate Level (D) in all descriptors of the QPERF.
20
QPERF portfolio
requirements
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.
Artefacts must include (as a minimum requirement):
records and observations of classroom talk and patterns of
interactions
learner profiles
Systemic school based data if available (e.g OneSchool data)
evidence of student learning, obtained from consultations with
individual students, teachers and/or paraprofessionals
your own focused analysis of student work samples
copies of earlier teacher assessments, both for formative and
summative purposes, annotated by you (the PST) with regards to how
this information was used to inform the planning process
standardised test data at class level, annotated by you (the PST) with
regards to how this information was used to inform the planning
process
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.
Artefacts must include (as a minimum requirement):
Four lesson plans and post implementation annotations (for
secondary, aim to include representation across each of your teaching
areas)
½ page written reflections, evidencing the incorporation of SBTE into
iterative planning documentation, which include links to scholarly
reference materials
2. Teaching effectively
Enacting plans and evidencing impact of pedagogical decisions on
student learning.
Artefacts must include (as a minimum requirement):
Exemplars of differentiated learning activities, including resources
customised or created by you, the PST, to facilitate student learning
Exemplars of a range of teaching strategies that you have
implemented, including the use of ICTs to engage students in their
learning
Exemplars of annotated student work; providing evidence of you, the
PST, monitoring and supporting the learning of your students
½ page 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.
Artefacts must include (as a minimum requirement):
Annotated school’s safe and supportive policies;
Document expectations of student learning and behavior that show
care for individuals, as well as considerations of school policy;
Document SBTEs’ feedback about your communication skills, and the
strategies you have implemented in fostering learning and
engagement;
½ page written reflections; including reflection on the application of
SBTEs’ feedback with links to scholarly reference material
Table 7: Summary of QPERF portfolio requirements for ED4488 school based settings
21
QPERF portfolio
requirements
Suggested Artefacts for inclusion
4. Assessing and Recording
Learning
Assess, provide feedback and report on student learning.
Artefacts must include samples for each of the following (for secondary, aim to
include representation across each of your teaching areas) as a minimum
requirement:
Annotation of SBTEs’ data gathering tools
Assessment tasks and post-implementation annotation
Exemplars of written feedback you have provided to your students
Pre and post- tests you have used to monitor and evaluate student
learning
Record of SBTEs’ moderation practices
Exemplars of annotated student work, evidencing achievement of
intended learning goals
½ page written reflections; including reflection on the application of
SBTEs’ feedback with regards to your 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.
Artefacts must include (as a minimum requirement):
Document SBTE’s feedback on your understanding and adherence to
legislative requirements;
Document participation in school activities (one page): duties, staff
meetings, PDs;
Annotation of key school policies and procedures (selected samples).
Reflection
Complete QPERF Professional Development Reflection for this practicum
phase.
Table 7: Summary of QPERF portfolio requirements for ED4488 school based settings (continued from previous
page)
22
Activities to enact the Plan, Teach, Assess, Reflect cycle
The follow sections of text provide prompts for enacting each phase of the plan, teach, assess,
reflect cycle in greater detail. Use this text to direct the focus of your planning, teaching,
assessing and reflecting across each week of your placement
Learning Activities: Planning Effectively
o Complete a class profile using a range of resources: observation, SBTEs’ data sources,
available school data and policy frameworks. Write and review learner profiles to inform
planning
o Draw on achievement data/student information/teacher observation/interview with SBTEs
and support staff to develop possible differentiation strategies
o Review, annotate and reflect upon SBTE unit plan and relevant summative assessment
task and guide to making judgment. Discuss the strategies and pedagogical decisions
embedded within this planning documentation that support the needs of a specific
group/class of learners. Transfer these strategies, as relevant, to your own planning
documentation
o Contribute to co-planning responsibilities, as SBTEs gradually release responsibilities to
support stage of learning
o Use school curricular planning documents and knowledge of learners to plan lessons that
demonstrate APST 1, 2 and 3 (in relevant school context: planning should demonstrate
social justice consciousness as well as legislative requirements in supporting students with
disability)
o Develop these lesson plans and annotate them with considerations of sequencing,
differentiation and monitoring learning (APST 1, 2 and 3). After teaching these lessons,
review annotations to identify key strengths and/or areas of improvement for the lesson
sequence
Learning Activities: Teaching Effectively
o Observe and reflect on SBTEs’ teaching strategies, particularly during co-teaching:
orientating, explaining, modelling, stimulating interest, supporting learning differences,
using ICT, transitioning between activities, sequencing, scaffolding, enhancing and
consolidating learning
o Enact professional experience goals on teaching strategies (in relevant school context: one
of these goals should demonstrate social justice consciousness in supporting students from
Aboriginal and Torres Strait Islander backgrounds)
o Select and use a range of appropriate resources, including ICT (where accessible)
o Identify at least one lesson from this series you will be teaching that will aim to develop
deep understanding and/ or teach a specific skill. Determine what evidence you will need to
collect to demonstrate that you have achieved your curriculum intent. After teaching this
lesson, write a critical analysis of the lesson in light of the school pedagogical framework
and the evidence of learning collected
23
Learning Activities: Managing effectively
o Observe and document SBTEs’ strategies to support inclusive participation, and
approaches to manage challenging behaviour
o Select and use strategies that are informed by theoretical and policy understanding of
positive learning environment, as well as understanding of SBTEs’ management strategies
o Review and refine strategies with SBTEs’ feedback
o Identify, in consultation with your SBTEs, a student with challenging behaviour. Based on
evidence collected, develop a critical reflection that analyses the student’s behaviour
(including why the behaviour is considered challenging and describe the selected support
strategies for student)
Learning Activities: Assessing and Recording Learning
o Seek to understand SBTEs’ assessment practices: observe (particularly during co-
planning), discuss and document SBTEs’ assessment strategies (informal, formal,
diagnostic, formative and summative), moderation and reporting
o Discuss and determine the appropriate assessment tasks for practicum (SBTEs gradually
release responsibilities to support stage of learning)
o Select 2 to 4 samples (dependent on sector; negotiated with SBTEs) of student work to
illustrate feedback to the students based on understanding of assessment and feedback
from coursework and SBTEs’ expectations
o Analyse these work samples to provide student performance data to the SBTEs and to
suggest targeted strategies for differentiation
o Contribute evidence of student learning and progress to support SBTEs’ reporting to
students, as well as parents/carers; model SBTEs’ reporting practices
Learning Activities: Professional Conduct
o Annotate relevant school and system policies and procedures that inform code of conduct
and curricular practices, particularly in creating and sustaining a safe and supportive
classroom, and ethical use of ICT in learning and teaching
o Document participation in school activities (such as school duties, meetings, professional
development, school events)
o Demonstrate engagement with school staff (beyond SBTEs): Write a statement on two staff
members (or external professionals) who enriched your understanding of the profession
(state their roles, and contribution to your understanding)
o A sample could provide evidence for multiple descriptors (for example, one annotated
student sample response on an assessment task might demonstrate knowledge of learners
(APST 1), content (APST 2), and use of student data to inform planning, and evaluate
learning (APST 5)
24
click to sign
signature
click to edit
The Graduate Teacher Performance Assessment (GTPA)
The Graduate Teacher Performance Assessment (GTPA) is an integrated
assessment that connects the academic program and the professional experience,
and in so doing connects research, theory and practice. The GTPA is a single
culminating authentic summative assessment designed to demonstrate preservice
teachers’ ability to meet the Graduate Teacher Standards and to plan, teach, assess
and reflect on their final-year professional practice. It also provides a platform for
preservice teachers to demonstrate their emerging professional agency and identity
as they describe, analyse and reflect on their ongoing use of data and evidence to
inform and adjust their planning, teaching and assessing within specific school
contexts.
As noted previously, the GTPA is assessed by teacher educators within the higher
education institutions (HEI). It is complementary to, but separate from, the QPERF
Professional Experience Report completed by the SBTE. The Graduate Teacher
Performance Assessment (GTPA) task is:
based on baseline data and evidence about the students within the class
based on one specific class and learning area (for examples: one Year 9 HPE
class or Year 4 English)
draws on the experiences and work samples of 3 focus students (students
selected by you as the pre-service teacher) to analyse the impact of your
pedagogical decisions on student learning of the whole class (aligned learner
profiles, differentiation and assessment)
In making requests for data and evidence (and to reiterate the information provided
in our briefings), you are reminded of the following:
You must request access to data and evidence in an ethical and sensitive
manner. Schools will have different policies and procedures around the
provision of data and evidence to people who are not employed by the school.
It is not reasonable for you to expect open access to school data and
evidence as a pre-service teacher.
You should use the following prompts to initiate your conversation with your
SBTE/site co-ordinator around access to school based data/evidence:
o Which sources of data and evidence might it be appropriate for
me to have access to?
o What processes should I follow so as to gain access to these
sources of data and evidence in an appropriate manner?
You need to know why you need access to a particular source data and/or
evidence before you request it. That is, you must know how you will use it,
and how having access to this data will improve your planning.
You are responsible for the de-identification of any data/evidence that is
provided to you. This includes the removal of school names, staff
names/codes and student names from any material you wish to use in your
GTPA submission. You are not permitted to share data that has not been de-
25
identified. Your three focus students are to be referred to as Student A,
Student B and Student C.
Table 8 below outlines suggested sources of evidence that you as the pre-service
teacher will need to collect in order to complete the GTPA. The full task description is
available through your Teaching for Learning 3 Subject Outline.
Suggested Sources of Evidence
Overview of school context, including demographic data of the school
Collecting and interpreting baseline data to establish students’ learning needs and
current levels of performance. Samples may include:
records and observations of classroom talk and patterns of interaction
records of main points learned, obtained from consultations with individual
students, teachers and/or paraprofessionals
your own focused analysis of student work samples
earlier teacher assessments, both for formative and summative purposes, and
standardised test data at class level.
Aligning curriculum, pedagogy and assessment with a focus on learning
a selection of unit or lesson plans (2) that are illustrative of how you took
account of students’ prior learning and diversity
a culminating, summative(*) task and accompanying guide to making judgments
Providing annotated exemplars of student work at different achievement levels
3 annotated student assessment responses
Engaging in assessment moderation informed by achievement standards
record of moderation discussions
Records of your critically analysis and appraisal of the enactment of the plan, teach,
assess, reflect cycle with reference to scholarly literature, evidence and data.
Table 8. Summary of GTPA components
(*) Recall from our Professional Experience briefings that, in this case, the
word summative’ (lower case ‘s’) refers to a culminating task something that
‘sums up’ the teaching and learning experiences you have enacted whilst on
placement. In this way, the ‘summative’ task is best understood as a formative
piece of assessment. It does not refer to a Summative (upper case ‘S’) task - as
in a formal, graded piece of assessment used to determine a students’ levels
of achievement. The ‘summative’ task you design should add value to the
‘Summative’ task that your SBTE is likely to have already been planned for
implementation at the conclusion of the unit. In other words, your ‘summative’
task should contribute to task specific student learning related to the
‘Summative’ assessment piece.
26
What do I do once I have finished my ED4488 placement?
On the last day of your 20 day placement, you should:
Present your QPERF portfolio to your SBTE for evaluation
Organise a time for a professional conversation to review the QPERF report
with your SBTE
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 QPERF report (Section 9) digitally (if using PDF), or with
a pen (if using hard copy). Section 8 of the QPERF does not need to be
completed for ED4488. Moderation will take place in ED4489
Make a copy of the completed QPERF and retain this copy for your records
and ongoing professional development and reflection
Submit the signed and completed QPERF report along with the completed
JCU ED4488 cover sheet to eduprofex@jcu.edu.au (if in PDF format) or to the
College of Arts, Society and Education office on your JCU campus (if in hard
copy), within 7 days of the completion of your placement
27
What do I do if things are getting off track and I need
help?
In the event of a problem or concern arising for you, the first step is to reflect. Use the
reflective prompts by Farrell (2004) (see handbook section on Engaging
Professionally) to evaluate your professionalism in relation to the matter. If, following
reflection, the problem or concern persists, this is the process to follow:
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.
28
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 ED4488
Phase 2 ED4489
ED4487
Brief summary of issue/concern:
Brief summary of any action to date to address issue/concern:
29
This page is left blank intentionally
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.
The following activities have been completed, as outlined in the Professional Experience Handbook:
JCU
Preservice
Teacher:
JCU Student Id:
School/
Centre:
SBTE/s:
ECE
Year Level:
Primary
Year Level:
Secondary
Subject/s:
Completed the required number of days
Minimum of ‘D’ (Developing Towards Graduate Level) in all descriptors against the QPERF Report.
ED4488
30
Supervising teachers are not required to provide an overall assessment score for the preservice teacher; this is determined
by higher education institutions as part of their assessment processes.
APST Graduate Career Stage descriptors have been grouped to assist the supervising teachers observation and assessment
of professional experience. All sections are weighted evenly. Some descriptors are dependent on context so may not be
assessable for all preservice teachers during the nal summative professional experience. A single piece of evidence may
address multiple descriptors, including those in several sections of this form.
Higher education institutions are encouraged to use this document as a basis for non-summative professional experience
reporting templates used at earlier professional experience placements.
Assessment ratings
Exceeding graduate level (E) Consistent evidence of knowledge, practice and engagement that exceeds the
APST descriptors at the Graduate Career Stage.
Graduate level (G) Consistent evidence of knowledge, practice and engagement that demonstrate
the APST descriptors at the Graduate Career Stage.
Developing towards graduate level (D) Awareness of the descriptors at the APST Graduate Career Stage but
demonstrates inconsistent knowledge, practice and engagement at this level.
Below graduate level (B) Little or no evidence of knowledge, practice and engagement or awareness
that meet the descriptors at the APST Graduate Career Stage.
3
31
Preservice teacher’s
name
Dates
(Full duration of professional experience): From / / to / /
School name and address
Number of days
(Including pre-placement
days)
School Context
(where applicable)
To complete this section
Please refer to:
www.schoolsdirectory.
eq.edu.au
Metropolitan
Remote
Provincial
Low socio-economic community
Rural
Indigenous community
Other (Please indicate):
Learning phase
Early childhood Primary Junior secondary Senior secondary
Curriculum specialisation
Class size
Number of students in
professional experience
class
Class 1 Class 2 Class 3
Classroom context
(where applicable)
Students with a disability Indigenous students Culturally and linguistically
diverse students
Summary of prior experience
Strengths identied
in your previous
teaching professional
experience/s
Teaching professional
experience/s you have
completed in a rural
and remote locations
Teaching professional
experience/s you
have completed with
Aboriginal groups or
Torres Strait Islander
communities
Teaching professional
experience/s you
have completed
with students with a
disability
Final professional experience recommendations
This page is to be completed by the preservice teacher.
4
32
Examples of evidence
Artefacts that have been modied by the preservice teacher to suit
the needs of the class such as:
unit/lesson plans and resources
school and system documents.
Documented feedback and evaluation of planning that reects:
curriculum content, sequencing, scaffolding, learning activities,
differentiation and teaching strategies
the preservice teachers written reections.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
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
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the
specic 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
Please 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
Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section.
Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.
Section 1: Planning effectively — preparation for teaching
5
33
Examples of evidence
Artefacts such as differentiated activity sheets, resources,
evidence of student learning including pre- and post-tests, and
annotated samples of student work.
A supervising teacher’s observation notes including comments
on the range and effectiveness of demonstrated teaching
strategies, student engagement, content knowledge,
communication skills, and use of resources including ICTs.
Documented feedback and reections about planning including
curriculum content, sequencing, scaffolding, learning activities
and teaching strategies.
The preservice teachers reections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate knowledge and understanding of the concepts, substance and structure of the content
and teaching strategies of 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 knowledge of a range of resources, including ICT, that engage students in their learning. APST 3.4
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
Please leave blank if unable to assess in the school context
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and
linguistic background on the education of students from Aboriginal and Torres Strait Islander
backgrounds.
APST 1.4
Please 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
Please leave blank if unable to assess in the school context
Describe a broad range of strategies for involving parents/carers in the educative process.
APST 3.7
Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section.
Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.
Section 2: Teaching effectively – enactment of teaching
6
34
Examples of evidence
Artefacts such as annotated school policies, classroom
organisation notes, classroom rules, classroom management
plans, and individual student behaviour plans.
A supervising teacher’s observation notes including comments
on communication skills, behaviour management strategies,
inclusive participation and engagement.
Documented reections and records of professional
conversations.
The preservice teachers written reections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
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
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.
Comments are required if ‘Developing Towards Graduate Level’ or ‘Below Graduate Level’ has been identied for any of the descriptors.
Section 3: Managing effectively —
create safe and supportive learning environments
7
35
Examples of evidence
Artefacts such as assessment tasks and instructions, tests,
guides to making judgements, written feedback to students,
evidence of student learning including pre- and post-tests,
completed worksheets, completed tasks, moderation meeting
notes, annotated sample student responses or work and lesson
plans.
A supervising teacher’s observation notes including comments
on formal and informal feedback, questioning techniques and
assessment.
The preservice teachers written reections and application of
supervising teacher feedback.
Data gathering tools such as checklists developed or adapted by
preservice teacher.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
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 understanding of assessment moderation and its application to support consistent and
comparable judgements of student learning.
APST 5.3
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
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.
Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.
Section 4: Assessing and recording learning
8
36
Examples of evidence
Artefacts such as annotated school and system policies and
procedures, and communication with parents/carers.
A supervising teacher’s observations including comments on
understanding and adherence to legislative requirements.
Documentation of participation in school activities including
duties, staff meetings and professional development.
Professionalism including punctuality, dress and interpersonal
communication.
Demonstration of engagement with school staff and external
professionals.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Describe strategies that support students’ wellbeing 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.
AP ST 7.1
Understand the relevant legislative, administrative and organisational policies and processes required
for teachers according to school stage.
AP ST 7.2
Understand the role of external professionals and community representatives in broadening teachers’
professional knowledge and practice.
APST 7.4
Please leave blank if unable to assess in the school context
Understand strategies for working effectively, sensitively and condentially with parents/carers.
AP ST 7.3
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section.
Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identied for any of the descriptors.
Section 5: Professional conduct
9
37
All descriptors can be assessed in a professional experience setting; however to focus the nal professional experience the following
four descriptors will be assessed in coursework and do not require assessment in the nal professional experience.
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. APST 1.2
Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in
Identifying professional learning needs.
APST 6.1
Understand the relevant and appropriate sources of professional learning for teachers. APST 6.2
Demonstrate an understanding of the rationale for continued professional learning and the implications for improved
student learning.
APST 6.4
Section 6: Excluded descriptors
Please use this space to describe the preservice teachers overall strengths and areas for development.
Section 7: Overall comments
10
38
Please identify who has moderated the assessment of the preservice teacher.
Moderation may be completed through classroom visit/s or as a panel discussing the evidence and awareness demonstrated by the
preservice teacher.
Site coordinator’s name Signature
Date
/ /
Higher education institution
(HEI) representative’s name
Signature
Date
/ /
Name of HEI representative who
conducted school visits
Signature
Dates of school visit/s
/ /
Date
/ /
Other moderator name and
position if applicable
Signature
Date
/ /
Each of the signatories must retain a copy of this report for their records.
The preservice teacher’s signature indicates they have sighted this completed report.
Preservice teacher’s name Signature
Date
/ /
Supervising teacher’s name Signature
Date
/ /
Other supervising teacher’s
name
Signature
Date
/ /
Section 8: Moderation
Section 9: Signatures
© State of Queensland (Department of Education and Training) [2015]
Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images
(www.education.qld.gov.au/home/copyr).
11
39
M.Teaching &
Learning
M.Teaching &
Learning
First Year
(Primary &
Secondary 2018
cohort; 1st year)
(PRIMARY 2017
cohort; 2nd year)
(teach out)
Jan 1 - 5
2
nd
(New Year)
Jan 8 - 12
Jan 15 - 19
(18 & 19
th
SFDs)
Jan 22 - 26
1 (Australia Day 26
th
)
Jan 29 - Feb 2 2
Feb 5 - 9 3
Feb 12 - 16 4 Orientation Week
Orientation
Week
Orientation + 1
Feb 19 - 23 5 1 1 2
Feb 26 - Mar 2 6 2 2 3
Mar 5 - 9 7 3 3 3 ED5950/ED5955
Mar 12 - 16 8 4 4 4 4
Mar 19- 23 9
5 (Census 22n
d
)
5 5
5
Mar 26 - 30
10 (Good Friday 30
th
)
6 6 6 6
Apr 2 - 6
Vacation (Easter Monday 2
nd
)
7 7 7 7
Apr 9 - 13 Vacation 8 8 8 8
Apr 16 - 20 1 (16th schools closed) Lecture recess (9) ED1401 Lecture recess
Apr 23 - 27
2 (ANZAC Day Wed 25
th
Apr)
10 9 9
Apr 30 - May 4 3 11 10 10
May 7 - 11
4 (Labor Day Mon 7
th
)
12 11 11 9
May 14 - 18 5 13 12 12 10
May 21 - 25 6 14 13 11
May 28 - Jun 1 7 Study Vac (15) Study Vac 12
Jun 4 - 8 8 Exams Exams Exams
Jun 11 - 15 9 Exams Exams Exams
Jun 18 - 22 10 Vacation Vacation Vacation
ED5980/81/82 Thesis
presentation
Jun 25 - 29 11 Vacation
Vacation Vacation
Jul 2 - 6 Winter Vac Vacation Vacation Vacation Vacation
Jul 9 - 13 Winter Vac Vacation Vacation Vacation Vacation
Jul 16 - 20 1 Orientation Week
Orientation
Week
1
Jul 23 - 27 2 1 1 2
Jul 30 - Aug 3 3 2 2 3
Aug 6 - 10 4 3 3 4
Aug 13 - 17 5 4 4 2
Aug 20 - 24 6 5 (Census 23rd) 5 3
Aug 27 - 31 7 6 6 4
Sep 3 - 7 8 7 7 5
Sep 10 - 14 9 8 8 6 5
Sep 17 - 21 10 9 9 7 6
Sep 24 - 28 Spring Vac Lecture recess (10) Lecture recess Lecture recess
Oct 1 - 5 Spring Vac (Mon 1st: Queen's Bday) 11 10 8 7
Oct 8 - 12 1 12 11 9 10 8
Oct 15 - 19 2 13 12 10 11 9
Oct 22 - 26 3 14 13 11 12 10
Oct 29 - Nov 2 4 Study Vac Study Vac Study Vac 11
Nov 5 - 9 5 Exams Exams 12
Nov 12 - 16 6 Exams Exams Exams
Nov 19 - 23 7 Vacation
Nov 26 - 30 8 Vacation
Dec 3 - 7 9 Vacation
Dec 10 - 14
10 Vacation
Dec 17 - 21 Summer Vacation Vacation Vacation Vacation Vacation
Vacation
Vacation
Vacation
Exams
Exams
Exams
Exams
Exams
Exams
12
Study Vac Study Vac
Lecture recess Lecture recess
9
10
11
Lecture recess
9
ED4460
Internship
3
3
4
4
1
1
1
2
2
ECE
ED3590
1
day / week (10
weeks)
7
7
8
8
5
5
6
6
Vacation
Vacation
Vacation
Vacation
Vacation
Vacation
ED3488 (3 weeks)
ED2488 (2 weeks) ED4487 Specialist prac
11 10
Study Vac Study Vac
Vacation Vacation
Vacation
Vacation
Vacation
Exams
Exams
Exams
Exams
Education – Professional Experience Calendar 2018
Week State Schools Calendar
University Calendar
(SP1 & 2)
Bachelor of Education
Second year Third Year Final Year
ED5960/ED5965
ED5950/ED5955
5
4
Orientation Week Orientation Week
ECE: 3-5
setting
1
1
3
2
4
3
2
2
1
6 5
ED3093/3193/3293
Professional
Orientation Week
Lecture recess
9
8
ED5982 Internship/
Service Learning
(4 week Block)
ED4488
4 week
block
20 days
ED5974
(5 week block)
ECE
ED2590
1 day / week
(10 weeks)
ED4489
5 week block
25 days prac within
block
18 & 19
th
SFD
ECE: school
setting (10
days within
block)
7
6
8
7
12
13 13
10 9
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