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CQUPortal Task Experience IV
Putting it all together
Final year focus
• Consolidation of skills which support and underpin the work of a Learning Manager
• Being ‘workplace ready and futures oriented’
Remaining final year experiences
• PTE IV – Formal supervised placement – 5 weeks
• Mentor Teacher provides regular feedback, daily reviews, etc
• PTE V Internship – guided partnership – 5 weeks
• BLM student prepares a mid-point progress report, Mentor Teacher provides feedback to that and brief final statement (the workload for them in relation to provision of feedback is minimal).
Expectations
• You must have a current blue card• You need to be at school 45 mins
before start of day and available for discussions/meetings after school
• You need to make up any days off for illness etc (not public holidays)
• You need to let us know of any variation of Internship dates
PTE IV - 4 week block
• Planning and engaging in all aspects of the Learning Manager’s role
• In primary teaching role for 50% of the time
• Involvement at other times is still in an ‘active’ role – co-teaching, working with small groups, observing, involvement in co-curricula activities etc
PTE IV
• Demonstrating you can do the whole job – not just what’s in the booklet
• Embracing the role• Asking the question ‘How am I
seen as a professional?’• How do I get to do the job?
BLM must demonstrate satisfactory:
• Curriculum knowledge• Planning, preparation and record
keeping• Implementation of learning
experiences• Interpersonal skills with students and
teaching colleagues• Personal attitude and commitment to
teaching• Classroom management development
Portal Task Components
• Appropriate progress during the five week continuous block (including maintaining the Professional Folder)
• ILP (each discipline area) • Completion of formative report
(each discipline area)• Professional Review (summative
report)
What the BLM student will do:
• Plan and implement a section of a unit of work in each of the teaching areas (concluding in internship??).
• Plan and deliver discreet learning experiences (lessons) to a chosen class cohort as required.
• Deliver other learning experiences (lessons) collaboratively as the teacher, at the discretion of Mentor Teacher.
Observations, reflections
• Observations of your Mentor Teachers and teachers in other areas if possible.
• Reflections on your own teaching and lesson plans (discuss these with your Mentor Teacher/s). Handout 1
Professional folder - working document to record planning and reflections
• PTE notes/requirements• Teaching preparation• Observations and daily reflections• Resources
• Show to LLM and Mentor Teachers for comments/guidance
Final Year Professional Portfolio
• NOT a collection of everything• Selection of key materials and
examples related to QCT standards • QCT standards• Specific evidence
• Handout 2
Term planning – engaging in different levels of planning
• Teachers engage in long, mid and short term planning – you need experience in all these levels
• Long term plans – Year Plan, Semester or term plan, unit plan
• The usefulness of the term plan for your work – so you know the scope of the learning intentions for the whole of the planned curriculum (for the 10 weeks) and know what kind of data you need to collect
Planning - (10 week term plan)
• Year planHow do I create opportunities that allow students to demonstrate the exit criteria by the time they finish? Handout 3, 4
• Semester/term plans Engage with your source documents - syllabus, work programs, ELs. How does it all fit together?How am I attempting to create opportunities for students to demonstrate success?
Shorter term planning
• Unit plans Engage with work programs, task sheets, criteria and standards documentsConsideration of need of resources, access to them, bookingMeeting objectives
• Weekly plans what else occurs outside the unit I’m working on?
• Lesson plans – connections to unit planning, curriculum requirements, student needs.
Planning for the term?
• You need to be organised for the 10 weeks
• You will need to plan the term, the units as required, weekly plans, lesson plans, as negotiated with your Mentor Teachers (Handout 5)
Learning
If you know where you’re headed…
• It makes all the other levels of planning so much easier
• You map out the term calendar, see what time you have
• Work out the goals/outcomes for each week
• Work out the goals/outcomes for each day
• Work out the goals/outcomes of each lesson
E.g. of part of a term planUnit title and key questions
Outcomes, key objectives
Key learning experiences
Resources Assessment Tasks
Term 1 Studies inArchaeology
•What isarchaeology?•What areprimary andsecondarysources and howvaluable arethey toarchaeology?•How doesarchaeologycontribute toAncientHistory
Declarative:•Define theconcept ofarchaeology.•Describe primaryand secondarysources.Procedural:•Identify primaryand secondarysources and giveexamples.•Evaluate thevalue of sources.•Evaluate howarchaeologycontributes to thestudy of Ancient history
Archaeology Arrives!Students will describethe concept ofarchaeology and willmeet a “real”archaeologist who willtalk to them andparticipate in questionand-answer activities.Dreary DocumentsStudents will learn howto distinguish betweenprimary and secondarysources by participatingin a class discussion ofitems and photos thatwill be passed aroundand displayed usingPowerPoint and be ableto give examples.Archaeology andAncient HistoryStudents will participatein a class discussion onhow they thinkarchaeology contributesto the study of AncientHistory.
Student modules, pens,archaeologist,PowerPoints of “DrearyDocuments” (computer,projector), primary andsecondary items such asphotographs, journalsetc.
Informal observations will be made throughoutthe unit as formativeassessment.Other formativeassessment piecesinclude participation inclass discussion andquestion-and-answeractivities.Formal summative task:Multi-modalpresentation. This willbe an “authenticassessment” with aproblem presented
Planning for assessment for learning and data gathering
• Formative• Summative
• Handout 7
Classroom management strategies
• Preventive• Supportive• Corrective
What has worked, what has not?
Handout 6
What you need to do now
• Go through PTE IV requirements with your mentor teacher
• Be part of planning for the term• You need to be involved in long term
and short term planning in both teaching areas
• Negotiate time for sharing planning before the beginning of term
• You need to engage in the full cycle of learning management (including assessment and data gathering)
Start getting organised for employment applications
• Forms for EQ from their website
http://education.qld.gov.au/hr/recruitment/apply/index.html
• Forms for Queensland College of Teachers (Provisional registration)http://www.qct.edu.au/forms.html
• Catholic Education http://www.bne.catholic.edu.au/public/graduateinformationkit/Final_Employment%20Applications.htm
• You need certified copies of a range of documents
• Don’t leave it until the last minute!
