ED4488 PROFESSIONAL EXPERIENCE - James Cook …€¦ · What should I include in my portfolio? ... Observing Teaching ... This handbook presents the requirements of the ED4488 Professional

ED4488

PROFESSIONAL

EXPERIENCE

2018

Handbook for Early Childhood Education Preservice Teachers

Contact us via:

[email protected]

mailto:[email protected]

For all general correspondence related to Professional Experience, please email: [email protected]

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

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https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview





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Contents

Overview of ED4488 Professional Learning Activities ............................................................................................... 5

What is the structure of my professional experience placement? ........................................................................ 5

How will I be assessed? .......................................................................................................................................... 6

ED4488 Block 1: School-based placement .........................................................................................................6

ED4488 Block 2: Prior-to-school-based placement (Kindergarten) ................................................................... 7

Engaging Professionally.............................................................................................................................................. 8

Plan to engage with professionalism .....................................................................................................................8

Goals for ED4488: Block 1 School-based setting .................................................................................................... .13

Weekly Outlines of Professional Learning Activities: Block 1 School based setting ................................................15

The QPERF portfolio .............................................................................................................................................20

What should I include in my portfolio? ............................................................................................................2 0

The Graduate Teacher Performance Assessment (GTPA) ...................................................................................23

Activities to enact the Plan, Teach, Assess, Reflect cycle ....................................................................................25

What do I do once I have finished my ED4488: Block 1 School- based placement? ...............................................27

Goals for ED4488: Block 2 Prior-to-school setting ...................................................................................................41

Weekly Outlines of Professional Learning Activities: Block 2 Prior-to-school setting .............................................43

Template A: Situational Analysis ...................................................................................................................46

Template B: Observing Teaching .....................................................................................................................47

Template C: Day Plan .......................................................................................................................................49

Template D: Teacher-Initiated Experience ......................................................................................................50

Template E: Documentation of Children’s Learning and Development ..........................................................53

Template F: Emerging Learning and Teaching Opportunity ............................................................................56

Template G: Weekly Review Checklist ............................................................................................................. 58

What do I do once I have finished my ED4488: Block 2 Prior-to-school based placement? ...................................59

What do I do if things are getting off track and I need help? .................................................................................. 65

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Overview of ED4488 Professional Learning Activities

What is the structure of my professional experience placement?

The Early Childhood Education (ECE) ED4488 placement comprises two blocks, each in a different setting:

Block 1 ED4488 School-based setting

School 18 & 19 Jan (Student-Free Days), and

10 consecutive days commencing January 22 and concluding

February 2

Teaching load: increasing to independent practice in

the second week of the school-based placement

Block 2 ED4488 Prior-to-school setting (Kindergarten)

Kindergarten 10 consecutive days: 12 – 23 Feb

Teaching load: No more than 7 hours per day made up

of 5 hours of supervised classroom contact +

preparation for class and reflection with SBTE before

and/or after class (timing to be negotiated with SBTE)

Plan to attend your school setting on the two student-free days prior to the commencement of

Term 1 (18th & 19th January). You will then complete 10 consecutive days of placement within

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

January 2018.

Additional time has been allocated in the week February 5th to February 9th (week 3 of the 5

week block). This time has been scheduled to allow you to transition between settings, or to

complete additional days in your school-based setting (if required). During your 10 + 2 days of

school-based 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

second week of placement.

This handbook presents the requirements of the ED4488 Professional Experience in relation to

two blocks:

Block 1: School-based setting; and

Block 2: Prior-to-school setting.

Each section includes tables that outline your professional learning activities through each

week of your ED4488 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 in the School-based section,

at the bottom of each weekly outline 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, as relevant to each week of your

experience.

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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 in the

classroom and to the wider school community in addition to your professional reflections on

your practice and contributions.

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?

As an ECE Pre-service teacher, you will be assessed against two separate reports for your ED4488 placement – one for each block of your placement. Each assessment report is

detailed below:

ED4488 Block 1: School-based placement 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: see pages 29 to 38.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 10 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

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http://www.qct.edu.au/pdf/Evidence_Guide_for_Supervising_Teachers_QCT_2015.pdf

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)

ED4488 Block 2: Prior-to-school-based placementBy the completion of your ED4488 prior-to-school-based professional experience

placement, you are required to have demonstrated that your capacities, based on the

required activities and the National Quality Standards, are SATISFACTORY for ALL

descriptors on the ED4488 Prior-to-School setting report. This report is included in this handbook: see pages 61 to 63.

A ‘Satisfactory ’ standard of performance in this phase is characterised by the demonstrating

engagement with:

the ACECQA (2017) National Quality Standards (see

http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard)

an approved National Learning Framework (see http://files.acecqa.gov.au/files/National-

Quality-Framework-Resources-

Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australi

a.pdf) for prior-to-school setting framework Belonging, Being and Becoming: The Early

Years Learning Framework for Australia (‘Early Years Learning Framework’)

In addition, over the length of this 10 day practicum, you, as a preservice teacher, must have

shown adequate progress and evidence that you are on a learning trajectory and that you

have:

completed all professional learning tasks in a timely manner

completed all professional learning tasks to a standard appropriate to the knowledge

and practices of a preservice teacher developing towards a Graduate Standard in

relation to the APSTs.

Across both the School-based and Prior-to-school based blocks of placement, you will have

different, but interconnected, professional goals. At all times, and across all settings, you are

expected to engage with these professional learning goals with professionalism.

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http://www.qct.edu.au/pdf/APST_GraduateStage.pdf

http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf




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 toothers 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 furtherminimum of 45 minutes. This time is critical to ensuring adequate time for co-planningand co-reflecting.

3) Plan to submit planning documentation for review and feedback from your SBTE 48hours in advance. This timeframe is essential to allow your SBTE sufficient time toreview your plans and amend them (if necessary). Without sufficient time to review aplan prior to implementation, confusion around expectations for the lesson can easilydevelop. This lack of communication can quickly deteriorate into a negative feedbackcycle. Plans are to be submitted in a professional, word-processed format, via email toyour SBTE, 48 hours in advance of delivering a lesson. This is an expectation of theJCU Professional Experience unit and you are required to adhere to this expectation. Ifyour SBTE states that they don’t need to see your plans so far in advance, send themanyway. Doing so means your plans will be ready and available for review and you willbe organised.

4) Engage with an ethical and professional discourse at all times. Your conduct is to beguided by the Queensland College of Teachers (QCT) Code of Ethics (seehttp://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document describessix values which underpin the teaching profession: integrity, dignity, responsibility,respect, justice and care. You are expected to conduct yourself in accordance with thiscode of ethics at all times. The QCT has also developed the document entitledProfessional Boundaries: A Guideline for Queensland Teachers to support Queenslandteachers 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 appropriateteacher-student relationships. You are expected to familiarise yourself with both ofthese QCT documents prior to commencing your placement.

5) Plan to engage in a professional expectations dialogue with your SBTE in Week 1 ofyour placement. During this dialogue you are expected to:

Describe and highlight the expectations for your work and your conduct whilst onplacement. This is your placement and you must be aware of what you are required todo and have agency in achieving these goals.

Articulate your own professional learning goals for the placement. These goals must beinformed by previous professional experience placements and feedback from yourcoursework. Feel free to take previous placement reports with you, annotated, to showwhich areas you are seeking to develop during this placement.

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http://www.qct.edu.au/standards-and-conduct/code-of-ethics




6) Plan to respond to feedback from your SBTE with professionalism through reflectivepractice.

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 ofyour pedagogy that you want to learn more about and improve. You should considerhow 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 particularlyyour mentors, so that you can begin to evaluate your practice. A collegial andprofessional approach to your reflection allows you to view your practice fromdifferent perspectives. Doing so, in collaboration with your mentor, allows you tobecome aware of essential aspects of classroom practice, interpret events andconsider possible causes for them, from a fresh perspective. To do so requires youto analyse your practice on a deep level.

iii) Reflection allows you to consider alternatives and options so as to further developyour practice. If you take responsibility for initiating discussions with your SBTE, youcan explore a variety of approaches and identify new ways forward. To do sorequires you to imagine new pedagogical practices.

iv) Reflection is purposeful. Through personal and dialogical reflection you are able toidentify future actions. From here, you need to act and demonstrate your adoptionof 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 yourpractice

Your goal as a 4th 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:

Notice

Analyse

Imagine

Act

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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?

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 incidentsand events?

Do my reflections focus mainly on classroom management and organisation or do I alsoanalyse other aspects of my teaching practice?

Do my reflections concentrate mainly on my own actions or do they also include a focuson 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 lessondifferently in the future?

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Goals for ED4488: Block 1 School-based setting

In this first block of your 4th 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 second week of your school-based placement you will be able toindependently enact a Plan, Teach, Assess, Reflect (PTAR) cycle in your classroom.

2. Commencing in Week 1, and by the completion of Week 2, you will curate a portfolio ofevidence in relation to your capacities to plan, teach, assess and reflect. The evidenceincluded in your portfolio should demonstrate the impact of your pedagogical decisionson student learning.

Your achievement of the two goals (1 & 2 above) will be assessed against the Queensland Professional Experience Reporting Framework (QPERF). 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 two parts (3a & 3b) 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 Pre-service teachers enrolled in ED4090:The Graduate Teacher Performance Assessment Task (GTPA)Commencing in Week 1, and by the completion of Week 2, you will have collectedevidence of your capacity to enact the PTAR cycle, drawing on three focus students toevidence the impact of your pedagogical decisions for differentiated groups of learners.You will use this evidence to complete the Graduate Teacher PerformanceAssessment Task (GTPA). Your JCU lecturers in ED4090 Teaching for Learning 3 willassess your GTPA submission. However, your ED4488 professional experienceplacement provides the context in which you collect the data, evidence and artefacts ofyour practice in order to complete the GTPA once you return to university, followingyour placement. It is anticipated that many of the artefacts you include in your QPERFProfessional Experience portfolio will also be directly relevant to your GTPA.

(b) To be undertaken by Pre-service teachers enrolled in ED4090:Request, annotate and reflect upon a Unit Plan, and relevant SummativeAssessment Task (including the GTMJ), from your SBTEFor 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 MakingJudgement (GTMJ)) implemented by your SBTE(s). You should review and annotatethis documentation with a view to understanding the critical role that planning plays inthe implementation of differentiation practices, sequencing of learning, pedagogical andassessment practices, monitoring of student learning, and application of literacy and

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numeracy strategies. If your SBTE(s) uses Curriculum to Classroom (C2C), you are expected to observe and reflect upon how your SBTE(s) has adapted these materials in order to meet the needs of different students. The planning strategies implemented by your SBTE(s) should also be discussed, with a view to you implementing similar and relevant approaches into your own planning.

In order to achieve Goals 1, 2, 3a & 3b, this handbook outlines the weekly professional learning activities to be undertaken during your school-based placement. You should use these tables to guide your practice, and to provide opportunities to curate evidence for your QPERF portfolio and for your coursework goals.

You are also 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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https://www.jcu.edu.au/policy/student-services/student-conduct-policy



Weekly Outlines of Professional Learning Activities: Block 1 School based setting

Week Focus of Professional Learning

Prior to Week 1

Preparation

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 4th 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.

Ensure you have made contact with the site co-ordinator at your prior-to-school setting. Agree on 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 centre.

Review the National Quality Standards (2017) and the Early Years Learning Framework – look to generate a working knowledge of these documents so that you are aware of how they are guiding and informing your practices on a daily basis

Table 2. Summary of Prior to Week 1 Professional Learning Activities

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Week Focus of Professional Learning: Block 1 – School-based setting

Plan Teach Assess Reflect

1

Engage in a professional expectations dialogue with SBTE

Co-teach three classroom activities (these may be parts

of a lesson or an entire lesson)

Assess the impact of your pedagogical decisions in the

three classroom activities that you co-taught.

Co-reflect with SBTE against QPERF: with a view to preparing to independently teach mid-way through your second week

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 suggested by SBTE as well as from your own reflections Observe classroom

organisation, establishment of positive learning conditions and expectations

Select and profile three focus students to exemplify ‘above’, ‘at’ and ‘below’ benchmark achievement

Incorporate SBTE feedback into next step planning

Co-plan three classroom activities (these may be parts of a lesson or an entire 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

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Week Focus of Professional Learning: Block 1 – School-based setting


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

lessons that you co-taught and independently taught, drawing

on evidence from your three focus students to inform your assessment of your decisions

in relation to whole class learning

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

Independently teach for two days of the week

Complete the QPERF Professional Development Reflection (see pages 18 & 19)

Co-plan all lessons to be delivered for this week

Incorporate SBTE feedback into next step planning

Finalise a ½ page written reflection which synthesises your practice for Week 2, incorporating scholarly references

SBTE evaluates your capacities against QPERF and submits the report to JCU

Sources of

evidence for

QPERF portfolio


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Professional development reflection

This professional development reflection 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 reflection process provides an opportunity for a preservice teacher to reflect, 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 reflection 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 reflection 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 reflections 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 reflection / /

Queensland Professional Experience Reporting Framework

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www.teach.qld.gov.au

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list


http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list?c=graduate

Focus areas for reflection

Self-reflection comments The preservice teacher should identify both strengths and areas for further development based on a self-reflection 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 2Know the content and how to teach it

APST Standard 3Plan for and implement effective teaching and learning

APST Standard 4Create and maintain supportive and safe learning environments

APST Standard 5Assess, provide feedback and report on student learning

APST Standard 6Engage in professional learning

APST Standard 7Engage professionally with colleagues, parents/carers and the community

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© 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).

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

The QPERF portfolio

The essential product of the school-based professional experience block of ED4488 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 Block 1: school-based 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 5 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.

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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 withindividual students, teachers and/or paraprofessionals

your own focused analysis of student work samples

copies of earlier teacher assessments, both for formative andsummative purposes, annotated by you (the PST) with regards to howthis 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 (forsecondary, aim to include representation across each of your teachingareas)

½ page written reflections, evidencing the incorporation of SBTE intoiterative planning documentation, which include links to scholarlyreference 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 resourcescustomised or created by you, the PST, to facilitate student learning

Exemplars of a range of teaching strategies that you haveimplemented, including the use of ICTs to engage students in theirlearning

Exemplars of annotated student work; providing evidence of you, thePST, monitoring and supporting the learning of your students

½ page written reflections on the next steps for teaching based onevidence of student learning; application of SBTEs’ feedback withlinks 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 showcare for individuals, as well as considerations of school policy;

Document SBTEs’ feedback about your communication skills, and thestrategies you have implemented in fostering learning andengagement;

½ page written reflections; including reflection on the application ofSBTEs’ feedback with links to scholarly reference material

Table 5: Summary of QPERF portfolio requirements for ED4488 school based settings

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QPERF portfolio requirements

Suggested Artefacts for inclusion

4. Assessing and RecordingLearning

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 studentlearning

Record of SBTEs’ moderation practices

Exemplars of annotated student work, evidencing achievement ofintended learning goals

½ page written reflections; including reflection on the application ofSBTEs’ feedback with regards to your capacities to assess studentlearning and provide targeted feedback to inform the next steps for thestudent to improve. These reflections should include links to scholarlyreference 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 tolegislative requirements;

Document participation in school activities (one page): duties, staffmeetings, PDs;

Annotation of key school policies and procedures (selected samples).

Reflection Complete QPERF Professional Development Reflection for this practicum phase.

Table 5: Summary of QPERF portfolio requirements for ED4488 school based settings (continued from previous

page)

22

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 orYear 4 English)

draws on the experiences and work samples of 3 focus students (students selected byyou as the pre-service teacher) to analyse the impact of your pedagogical decisions onstudent learning of the whole class (aligned learner profiles, differentiation andassessment)

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.

23

Table 6 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 6. 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.

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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 and Early Years 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

25

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)

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)

26

What do I do once I have finished my ED4488: Block 1 School-

based placement?

On the last day of your 10 + 2 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 [email protected] (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

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https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators



This page has been left blank intentionally

28

College of Arts, Society & Education BACHELOR OF EDUCATION

Professional Experience Report

Return report to JCU Profex within 7 days of completion of practicum. Retain a copy before submitting original.

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

29

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 final 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 30

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 sizeNumber 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 identified 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 recommendationsThis page is to be completed by the preservice teacher.

4 31

http://www.schoolsdirectory

Examples of evidence

Artefacts that have been modified 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 reflects:

• curriculum content, sequencing, scaffolding, learning activities,

differentiation and teaching strategies

• the preservice teacher’s written reflections.

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 specific learning needs of students across the full range of abilities.

APST 1.5

Organise content into an effective learning and teaching sequence. APST 2.2

Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. APST 2.3

Know and understand literacy and numeracy teaching strategies and their application in teaching areas. APST 2.5

Set learning goals that provide achievable challenges for students of varying abilities and characteristics. APST 3.1

Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. APST 3.2

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 identified for any of the descriptors.

Section 1: Planning effectively — preparation for teaching

5 32











• 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 reflections about planning including

curriculum content, sequencing, scaffolding, learning activities

and teaching strategies.

• The preservice teacher’s reflections and application of

supervising teacher feedback.


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 identified for any of the descriptors.

Section 2: Teaching effectively – enactment of teaching

6 33












• Artefacts such as annotated school policies, classroom

organisation notes, classroom rules, classroom management

plans, and individual student behaviour plans.


on communication skills, behaviour management strategies,

inclusive participation and engagement.

• Documented reflections and records of professional

conversations.

• The preservice teacher’s written reflections and application of



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 identified for any of the descriptors.

Section 3: Managing effectively — create safe and supportive learning environments

7 34





• 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.


on formal and informal feedback, questioning techniques and

assessment.

• The preservice teacher’s written reflections and application of


• Data gathering tools such as checklists developed or adapted by

preservice teacher.


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 identified for any of the descriptors.

Section 4: Assessing and recording learning

8 35







• 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.


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. APST 7.1

Understand the relevant legislative, administrative and organisational policies and processes required

for teachers according to school stage. APST 7.2

Understand the role of external professionals and community representatives in broadening teachers’

professional knowledge and practice. APST 7.4

Please leave blank if unable to assess in the school context

Understand strategies for working effectively, sensitively and confidentially with parents/carers. APST 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 identified for any of the descriptors.

Section 5: Professional conduct

9 36







All descriptors can be assessed in a professional experience setting; however to focus the final professional experience the following

four descriptors will be assessed in coursework and do not require assessment in the final 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

10 37





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 38

http://www.education.qld.gov.au/home/copyr


39

40

Goals for ED4488: Block 2 Prior-to-school setting

Enacting the Plan, Teach, Assess, Reflect cycle in the ED488 Block 2 Prior-to-school setting

placement is supported through a range of templates, with each template being particularly

relevant to the different phases of the PTAR cycle.

Each template, and their purpose, are listed here for your convenience. You will use each of

these templates to help you document your enactment of the PTAR cycle over the two-week

prior to school setting placement.

Template ID &

PTAR link

Template Name

Purpose

PLAN

A

Situational Analysis

This activity will help you to learn about the community/families; the setting; and the learners, so that you can prepare experiences that more accurately cater for your learners. Consider SBTE guidance on which aspects will be relevant to include. This task assists you to demonstrate knowledge of the learners at the practicum site. Data is to be reported using template subheadings.

B

Observing Teaching

This task is designed to assist you to develop your awareness of the structure and flow of an activity. It is a way to make visible the often taken-for-granted planning that becomes almost automatic to participants, but which may not be obvious to a preservice teacher. In completing this task, it is recommended that you:

Negotiate a time for observation.

Discuss in advance the background information needed in order tocontextualise what will be seen.

Observe classroom management techniques, such as giving clearinstructions, dealing with interruptions, checking for understanding,giving feedback, using music, sounds or visuals

Make written anecdotal notes of the experience, noting the SBTE’sactions and directions, and what the children are doing in response.

Discuss the observation with your SBTE and analyse it together

The following questions may help you to observe what your SBTE is doing:

What are the reasons for Teacher-initiated experiences?

What is the context (play; real-life experiences; routines and transitions)?

What is the learning environment (indoor; outdoor; individual; group)?

Is the activity teacher-initiated or child-initiated?

What resources are used for the activity?

Which EYLF/QKLGs are targeted in this activity?

How does the SBTE initially get students’ focus?

How does the SBTE make links to past learning?

What questioning strategies does the SBTE use?

How does the SBTE give instructions?

What strategies does the SBTE use to move students from one learningexperience to the next?

What resources are used and how does the SBTE incorporate them intothe activity?

How does the SBTE cater for learner diversity?

41

How does the SBTE check for understanding?

How does the SBTE summarise and conclude a learning experience?

How does the SBTE follow up the activity?

C

Day Plan This template allows you to plan your day by allocating time and resources to a range of teaching, learning and assessment activities that you will design and implement over each day of your placement.

D Teacher-Initiated Experience

This template is used specifically to plan teacher-initiated experiences as it allows you to link teaching learning and assessment activities to targeted Learning and Development Areas

TEACH

A, B, C & D

Enactment of plans

ASSESS

E

Documentation of Children’s Learning and Development

Gathering and analysing information about what children know, can do and understand is part of the ongoing cycle that includes planning, documenting and evaluating children’s learning. You should ask your SBTE to select two learners to be profiled and ask them discuss the reasons for their selection with you. Where possible, you are encouraged to observe each learner in different contexts, e.g., indoors/outdoors, varied KLAs, with other staff, with parents, and/or settings other than the classroom. The documentation you gather should focus on the resources students bring to the classroom, NOT on a deficit view. Once you have completed the template, ask yourself, how does the documentation assist in planning effectively for children’s current and future learning and communicating about children’s learning and progress? REFLECT

F

Emerging Learning and Teaching Opportunities

Emergent curriculum describes curriculum that develops from exploring what is relevant, interesting and personally meaningful to children. This template allows you to plan and provide a rationale for emerging teaching and learning opportunities with your learners.

G

Weekly Review Checklist

Provides an overview of the week with space for teachers to record how they have incorporated the significant areas of learning and development into the daily programs. Teachers may use a tick to indicate that a particular area of learning has been incorporated into planning, or a key word/child’s name as a prompt to recall how significant learning has been supported

Tables 7, 8 & 9 (see next three pages) outline the focus of your professional learning for your

two-week prior-to-school setting placement. These tables indicate which of the above

templates are to be used to implement specific professional learning activities in each of the

two weeks of placement. Alongside the enactment of these activities, you should collate and

annotate your plan, teach, assess and reflect documentation into an ED4488 Early Years

portfolio, for review at the completion of this block of placement.

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Weekly Outlines of Professional Learning Activities: Block 2 Prior-to-school setting

Week Focus of Professional Learning

Week 3

(Before commencing

Week 1 of Prior-to-school

placement)

Preparation

Complete the personal statement to introduce yourself to your Prior-to-school centre director and SBTE (500 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must make reference to the following:

- ACECQA National Quality Standards & Early Years learning framework

- An outline of your current knowledge, skills, capabilities and personal attributes relevant to teaching

- Your understanding of the role of reflective practice in teaching and learning

- A statement on your professional experience goals for this block of placement: 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

Review the ACECQA National Quality Standards & Early Years learning framework so as to develop a working knowledge of these documents and how they guide and inform your practice

Set up a structure for your ED4488 Early Years portfolio and an accompanying reflective journal

Review ED4488 JCU Early years report – this will used to assess you at the end of your placement

Ensure that your Blue Card is current and will not expire before the completion of your 4th 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 prior-to-school setting. Agree on 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 centre.


43

Week Focus of Professional Learning: Block 2 – prior-to-school setting


Week 4

Week 1 of prior-to-school

placement)


Independently teach 3 teacher-initiated experiences

Complete 4 ‘documentation of children’s learning and

development’ (Template E)

Write 2 emerging learning and teaching opportunities (Template F). Incorporate your reflections into next-step planning

Review and select suitable data and evidence, including centre policy documents, (from the sources available to you) to understand your learners and prepare a situational analysis (Template A)

Complete the Weekly Review checklist (Template G)


Observe classroom organisation, establishment of positive learning conditions and expectations, observe learners; complete forma; observations of teaching (Template B)

Incorporate SBTE feedback into next-step planning

Finalise a ½ page written reflection which synthesises your practice for this week, incorporating scholarly references

Write 4 day plans (Template C)

Co-reflect and discuss progress against JCU ED4488 Early Years report.

Familiarise with the Weekly Review Checklist to orient weekly goals (Template G)

Co-plan three teacher initiated experiences (Template D)


44

Week Focus of Professional Learning: Block 2 – prior-to-school setting


Week 5

Week 2 of prior-to-school

placement)


Independently teach 4 teacher-initiated experiences

Complete 4 ‘documentation of children’s learning and

development’ (Template E)

Write 3 emerging learning and teaching opportunities. Incorporate your reflections into next-step planning. (Template F). Incorporate your reflections into next-step planning

Manage classroom organisation and reinforce positive learning conditions and expectations

Complete the weekly review checklist (Template G)


Write 4 day plans (Template C)

Incorporate SBTE feedback into next-step planning

Familiarise with the Weekly Review Checklist to orient weekly goals (Template G)

Finalise a ½ page written reflection which synthesises your practice for this week, incorporating scholarly references

Independently design and plan 4 teacher-initiated experiences (Template D) SBTE evaluates your capacities

against JCU ED4488 Early Years report and submits report to JCU.


45

Template A: Situational Analysis Type of Service

(eg. Pre-Prep, Long Day Care, Kindergarten)

Year Levels/ Age Groups

Children

Information Implications* (for Curriculum Decision-making: Planning, Interacting, Monitoring, Assessing, Reflecting and Ongoing Learning)

Setting

Information Implications

Families and Community

Information Implications

Summary

Constraints Potential

46

Template B: Observing Teaching Date and Time: Context

(Play, Real-life experiences, Routines and Transitions, Indoor,

Outdoor):

Individual, Small Group, Large Group:

Teaching Strategies

Observation Learning and Development Areas

Brainstorming

Concept map

Demonstration/ Modelling

Thinking skills strategies

Describing

Discussion: whole of class, small group

Game

Connecting with prior knowledge and with future goals

Questioning (many kinds of questioning)

Quiet think time

Reading/ Listening

Role play/ Drama

Drawing/ Visual Arts

Singing/Music

Scaffolding

Use of resources

Encouraging

Other?

Identity/ Children have a strong

sense of identity

Building a sense of security andtrust

Acting with increasingindependence andperseverance

Building a confident self-identity

Connectedness/ Children are

connected with and contribute

to their world

Building positive relationshipswith others

Showing increasing respect fordiversity

Showing increasing respect forenvironments

Wellbeing/ Children have a

strong sense of wellbeing

Building a sense of autonomyand wellbeing

Exploring ways to show careand concern and interactpositively with others

Exploring ways to promote ownand others’ health and safety

Exploring ways to promotephysical wellbeing

Active learning/ Children are

confident and involved learners

Building positive dispositionsand approaches toward learning

Increasing confidence andinvolvement in learning

Engaging in ways to beimaginative and creative

Exploring tools, technologiesand information andcommunication technologies(ICTs)

Communicating/ Children are

effective communicators

47

- Exploring and expanding ways

to use language

- Exploring and engaging with

literacy in personally meaningful

ways


numeracy in personally

meaningful ways

Classroom Management Strategies

Additional Notes:

48

Template C: Day Plan Date Week Time Class

Events of Interest

Time Teacher-Initiated

Child-initiated/

Emerging

Learning

(write this after the day)

Resources

Learning Environment Assessment and Monitoring Opportunities

Large Group Possibilities Routines and Transitions

Small Group Possibilities Real-life Engagements

Individual Possibilities Play

Reflections/ Forward Planning

49

Template D: Teacher-Initiated Experience

Teacher-initiated Experience: Date/ Time:

Reasons/ Background

(Summarise your analysis of documentation)

Context

(Tick appropriate boxes)

Play Real-life engagements Routines and Transitions

Learning Environment

(Tick appropriate boxes)

Indoor Outdoor Individual Group

Resources

(What you need for your experience)

Planning

Link to Learning and

Development Areas

(Highlight outcomes

addressed through this

experience)

Description of Experience:

(Provocations - How will you begin the experience;

Enhancement – How will you develop the experience;

Conclusion- How will you conclude and follow-up the

experience?

Identity/ Children have a

strong sense of identity

Building a sense of

security and trust

Acting with

increasing

independence and

perseverance

Building a confident

self-identity

Connectedness/ Children

are connected with and

contribute to their world

Building positive

relationships with

others

50

Showing increasing

respect for diversity

Showing increasing

respect for

environments



Building a sense of

autonomy and

wellbeing

Exploring ways to

show care and

concern and

interact positively

with others

Exploring ways to

promote own and

others’ health and

safety

Exploring ways to

promote physical

wellbeing

Active learning/ Children

are confident and involved

learners

Building positive

dispositions and

approaches toward

learning

Increasing

confidence and

involvement in

learning

Engaging in ways to

be imaginative and

creative

Exploring tools,

technologies and

information and

communication

technologies (ICTs)

Communicating/ Children

are effective

communicators

Exploring and

expanding ways to

use language

Exploring and

engaging with

51

literacy in personally

meaningful ways

Exploring and

engaging with

numeracy in

personally

meaningful ways

How will you interact/ co-construct learning?

(Describe the intentional teaching practices you will use)

How will you monitor and assess the experience?

Reflection

(What worked; what could be improved; where to from here?)

52

Template E: Documentation of Children’s Learning and Development Participants: Date:

Context Learning Environment

Play Real-life experiences

Routines and Transitions


Methods of Documentation

Observations (What did you see/ hear?

Include photos here)

Learning and Development

Areas (Highlight areas

addressed)

Identity/ Children

have a strong

sense of identity

Building a senseof security andtrust

Acting withincreasingindependenceand perseverance

Building aconfident self-identity

Connectedness/

Children are

connected with

and contribute to

their world

Building positiverelationships withothers

Showingincreasing respectfor diversity

Showingincreasing respectfor environments

Wellbeing/

Children have a

strong sense of

wellbeing

Building a senseof autonomy andwellbeing

Exploring ways toshow care and

Narratives

Running Records

Anecdotes

Learning Stories

Jottings

Diary or Journal

Children’s Self-Reflections

Samples

- Worksamples/artefacts

- TimeSamples

- EventSamples

Language Transcripts

Word Lists

Webs

Transcripts ofConversations

Interviews

Transcripts ofReading/Retelling

JointlyConstructedTexts

Visual

Representations

Photographs

Video/DVDRecordings

53

Diagrams andSketches

Visual Diaries

concern and interact positively with others

Exploring ways topromote own andothers’ health andsafety

Exploring ways topromote physicalwellbeing

Active learning/

Children are

confident and

involved learners

Building positivedispositions andapproachestoward learning

Increasingconfidence andinvolvement inlearning

Engaging in waysto be imaginativeand creative

Exploring tools,technologies andinformation andcommunicationtechnologies(ICTs)

Communicating/

Children are

effective

communicators

- Exploring and

expanding ways to

use language

- Exploring and

engaging with

literacy in

personally

meaningful ways

- Exploring andengaging withnumeracy inpersonallymeaningful ways

Checklists and

Rating Scales

54

Analysis of Learning (What is significant about these observations?)

Ideas for Future Planning (What can you do to further develop this child’s learning?)

55

Template F: Emerging Learning and Teaching Opportunity (to be written retrospectively)

Emerging Learning Opportunity: Date/Time:

Reason/ Background

Context (Tick appropriate boxes)

Play Real-life experiences Routines and Transitions

Learning Environment (Tick appropriate boxes)


Resources

Learning and Development (Highlight outcomes addressed

through this experience)

Description of Experience:

Identity/ Children have a strong

sense of identity

Building a sense of security andtrust

Acting with increasingindependence andperseverance

Building a confident self-identity

Connectedness/ Children are

connected with and contribute

to their world

Building positive relationshipswith others

Showing increasing respect fordiversity

Showing increasing respect forenvironments



Building a sense of autonomyand wellbeing

56

Exploring ways to show careand concern and interactpositively with others

Exploring ways to promote ownand others’ health and safety

Exploring ways to promotephysical wellbeing

Active learning/ Children are

confident and involved

learners

Building positive dispositionsand approaches towardlearning

Increasing confidence andinvolvement in learning

Engaging in ways to beimaginative and creative

Exploring tools, technologiesand information andcommunication technologies(ICTs)

Communicating/ Children are

effective communicators

- Exploring and expanding ways

to use language


literacy in personally meaningful

ways

- Exploring and engaging withnumeracy in personallymeaningful ways

How did you interact/ co-construct learning?

How did you monitor and assess this experience?

Reflection (What worked; what could be improved; where to from here?)

57

Template G: Weekly Review Checklist Source: https://www.qcaa.qld.edu.au/kindergarten/samples-templates

QKLG learning & development areas Mon Tue Wed Thu Fri

Identity

A kindergarten child who has a strong sense of identity:

is building a sense of security and trust

acts with increasing independence and perseverance

is building a confident self-identity.

Connectedness

A kindergarten child who is connected with and contributes to their world:

is building positive relationships with others

shows increasing respect for diversity

shows increasing respect for environments.

Wellbeing

A kindergarten child with a strong sense of wellbeing:

is building a sense of autonomy and wellbeing

explores ways to show care and concern and interact positively with others

explores ways to promote own and others’ health and safety

explores ways to promote physical wellbeing.

Active Learning

A kindergarten child who is a confident and involved learner:

is building positive dispositions and approaches towards learning

shows increasing confidence and involvement in learning

engages in ways to be imaginative and creative

explores tools, technologies and information and communication

technologies (ICTs).

Communicating

A kindergarten child who is an effective communicator:

explores and expands ways to use language

explores and engages with literacy in personally meaningful ways

explores and engages with numeracy in personally meaningful ways.

58

https://www.qcaa.qld.edu.au/kindergarten/samples-templates

What do I do once I have finished my ED4488: Block 2

Prior-to-school based placement?

On the last day of your 10 day placement, you should:

Present your ED4488 Early Years portfolio to your SBTE for review and

evaluation

Organise a time for a professional conversation to review the JCU ED4488

Early Years 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 report digitally (if using PDF), or with a pen (if using hard

copy).

Make a copy of the completed report and retain this copy for your records and

ongoing professional development and reflection

Submit the signed and completed report along with the completed JCU

ED4488 cover sheet to [email protected] (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

59








60

College of Arts, Society & Education BACHELOR OF EDUCATION

EARLY CHILDHOOD EDUCATION

Professional Experience Report Return report to JCU Profex office within 7 days of completion of practicum. Retain a copy before submitting original.

JCU Preservice Teacher:

JCU Student Id:

Centre: Room:

SBTE/s:

By the end of this prior-to-school professional experience, the preservice teacher demonstrates the following, based on required activities and the National Quality Standard at a Satisfactory level.

Sati

sfac

tory

Un

sati

sfac

tory

Planning & Organising for Learning

Co-planned/designed 7 Teacher Initiated Experiences

Wrote 5 Emerging Learning and Teaching Opportunities

Completed 8 Day Plans

Completed 2 Weekly Review Checklists

Considered children’s learning and development outcomes in relation to their identity, connectedness, wellbeing, confidence as active learners and effectiveness as communicators when planning for learning

Considered children’s current knowledge, ideas, culture, ability and interests in planning and organising for learning

Organized and effectively used resources, materials and equipment

Comments in relation to this section:

Interacting/Teaching

Completed 2 Teacher Observations

Taught 7 Teacher-initiated Experiences

Supported children to participate in the learning experiences

ED4488

61

Responded to children’s ideas and play and used intentional teaching to scaffold and extend children’s learning

Developed warm, respectful and equitable relationships with children that supported them to participate and feel secure, confident and included

Engaged with children in meaningful, open and supportive interactions

Supported children to build sensitive and responsive relationships with other children and adults

Was focused, active and reflective in designing and delivering learning experiences


Managing

Completed Situational Analysis

Created an inclusive environment that promoted agency, independent exploration and learning through play

Ensured that indoor and outdoor spaces engaged children in quality experiences

Supported children to manage their own behaviour, respond appropriately to the behaviour of others, and communicate effectively to resolve conflicts

Adequately supervised children in their care


Monitoring and Assessing

Completed 8 documentations of children’s learning and development

Demonstrated understanding of a range of strategies to monitor and assess children’s learning and development

Effectively used documentations to assess learning and plan for further learning


62

Professional Conduct

Collected and annotated centre’s policies

Demonstrated understanding and adherence to legislative requirements

Maintained the dignity and rights of every child

Developed respectful and equitable relationships with children

Where possible, developed supportive relationships with families


Reflecting & Learning from Practice

Co-reflected with SBTE on teaching, learning and development

Completed reflections for this practicum phase (Personal Statement, Teacher-initiated Experiences, Emerging Learning and Teaching Opportunities)

Modified plans and practices based on critical reflection


Overall Comments:

Preservice teacher’s name Signature

Date

Supervising teacher’s name

Signature

Date

Site coordinator’s name Signature

Date

63


64

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 in either block of your ED4488

professional experience, 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.

65

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: [email protected]

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:

66


67

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68

ED4488 Early Childhood Education Pre-service Teacher Handbook complied by Dr Tanya Doyle for the College of Arts, Society and Education, James Cook University, Last edited: 12 November 2017

69

Documents

ED4488 PROFESSIONAL EXPERIENCE - James Cook …€¦ · What should I include in my portfolio? ... Observing Teaching ... This handbook presents the requirements of the ED4488 Professional