Fill - Free fillable 4th Year Phase 1- Pre Service Teacher Handbook 2018 (James Cook University of North Queensland) PDF form

ED4488

PROFESSIONAL

EXPERIENCE

2018

Handbook for Primary and Secondary Preservice Teachers

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

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 4811

Website

https://www.jcu.edu.au/college-of-arts-society-and-

education/education/professional-experience/professional-

experience-overview

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

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

& 19

January). You will then complete 20 consecutive days of placement within

the time allocated on the 2018 professional experience calendar, commencing on 22

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

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.

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)

Goals for ED4488: Phase 1 of 4th Year Professional Experience

In this first phase of your 4

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

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.

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).

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.

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:

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

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

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?

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

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

Week

Focus of Professional Learning

Plan

Teach

Assess

Reflect

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

evidence

for

QPERF

portfolio

Table 3. Summary of Week 1 Professional Learning Activities

Week

Focus of Professional Learning

Plan

Teach

Assess

Reflect

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

evidence

for

QPERF

portfolio

Table 4. Summary of Week 2 Professional Learning Activities

Week

Focus of Professional Learning

Plan

Teach

Assess

Reflect

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

evidence

for

QPERF

portfolio

Table 5. Summary of Week 3 Professional Learning Activities

Week

Focus of Professional Learning

Plan

Teach

Assess

Reflect

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

evidence

for

QPERF

portfolio

Table 6. Summary of Week 4 Professional Learning Activities

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

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

Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images

(www.education.qld.gov.au/home/copyr).

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.

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

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)

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

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)

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signature

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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-

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.

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

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.

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:

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

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 teacher’s 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.

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.

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 teacher’s 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

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 teacher’s 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

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 teacher’s 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

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 teacher’s 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

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

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 teacher’s overall strengths and areas for development.

Section 7: Overall comments

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

Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images

(www.education.qld.gov.au/home/copyr).

M.Teaching &

Learning

M.Teaching &

Learning

First Year

(Primary &

Secondary 2018

cohort; 1st year)

(PRIMARY 2017

cohort; 2nd year)

(teach out)

Jan 1 - 5

(New Year)

Jan 8 - 12

Jan 15 - 19

(18 & 19

SFDs)

Jan 22 - 26

1 (Australia Day 26

)

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

)

5 5

Mar 26 - 30

10 (Good Friday 30

)

6 6 6 6

Apr 2 - 6

Vacation (Easter Monday 2

)

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

Apr)

10 9 9

Apr 30 - May 4 3 11 10 10

May 7 - 11

4 (Labor Day Mon 7

)

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

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

Exams

Study Vac Study Vac

Lecture recess Lecture recess

Lecture recess

ED4460

Internship

ECE

ED3590

day / week (10

weeks)

Vacation

ED3488 (3 weeks)

ED2488 (2 weeks) ED4487 Specialist prac

11 10

Study Vac Study Vac

Vacation Vacation

Vacation

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

Orientation Week Orientation Week

ECE: 3-5

setting

6 5

ED3093/3193/3293

Professional

Orientation Week

Lecture recess

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

SFD

ECE: school

setting (10

days within

block)

13 13

10 9

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4th Year Phase 1- Pre Service Teacher Handbook 2018 (James Cook University of North Queensland)

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