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ED4488
PROFESSIONAL
EXPERIENCE
2018
Handbook for Early Childhood Education Preservice Teachers
Contact us via:
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
2
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
4
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.
5
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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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.
7
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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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:
9
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
13
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).
14
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
15
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
16
Week Focus of Professional Learning: Block 1 – School-based setting
Plan Teach Assess Reflect
2
Engage in a professional expectations dialogue with SBTE for goals for week 2
Co-teach all lessons for three days of the week
Assess the impact of your pedagogical decisions in the
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.
Seek targeted feedback in relation to key aspects of your practice
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
Table 4. Summary of Week 2 Professional Learning Activities
17
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
18
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
2
© State of Queensland (Department of Education and Training) [2015]Licensed under CC BY 4.0, with exception of the government coat of arms, logos and images (www.education.qld.gov.au/home/copyr).
19
The QPERF portfolio
The essential product of 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.
20
QPERF portfolio requirements
Suggested Artefacts for inclusion
Personal statement Written philosophy, professional experience goals, including scholarly references
1. Planning effectively Collecting and interpreting baseline data to establish students’ learning needs and current levels of performance. Artefacts must include (as a minimum requirement):
records and observations of classroom talk and patterns of
interactions
learner profiles
Systemic school based data if available (e.g OneSchool data)
evidence of student learning, obtained from consultations 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
21
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.
24
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
27
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
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
Examples of evidence
• Artefacts such as differentiated activity sheets, resources,
evidence of student learning including pre- and post-tests, and
annotated samples of student work.
• A supervising teacher’s observation notes including comments
on the range and effectiveness of demonstrated teaching
strategies, student engagement, content knowledge,
communication skills, and use of resources including ICTs.
• Documented feedback and reflections about planning including
curriculum content, sequencing, scaffolding, learning activities
and teaching strategies.
• The preservice teacher’s reflections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
APST 2.1
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students. APST 2.6
Include a range of teaching strategies. APST 3.3
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. APST 3.4
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.
APST 3.5
Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
APST 3.6
Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. APST 6.3
Please leave blank if unable to assess in the school context Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
APST 1.4
Please leave blank if unable to assess in the school context Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
APST 2.4
Please leave blank if unable to assess in the school context Describe a broad range of strategies for involving parents/carers in the educative process.
APST 3.7
Please provide comments about knowledge, practice and engagement of the preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 2: Teaching effectively – enactment of teaching
6 33
Examples of evidence
• Artefacts such as annotated school policies, classroom
organisation notes, classroom rules, classroom management
plans, and individual student behaviour plans.
• A supervising teacher’s observation notes including comments
on communication skills, behaviour management strategies,
inclusive participation and engagement.
• Documented reflections and records of professional
conversations.
• The preservice teacher’s written reflections and application of
supervising teacher feedback.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Identify strategies to support inclusive student participation and engagement in classroom activities. APST 4.1
Demonstrate the capacity to organise classroom activities and provide clear directions. APST 4.2
Demonstrate knowledge of practical approaches to manage challenging behaviour. APST 4.3
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section. Comments are required if ‘Developing Towards Graduate Level’ or ‘Below Graduate Level’ has been identified for any of the descriptors.
Section 3: Managing effectively — create safe and supportive learning environments
7 34
Examples of evidence
• Artefacts such as assessment tasks and instructions, tests,
guides to making judgements, written feedback to students,
evidence of student learning including pre- and post-tests,
completed worksheets, completed tasks, moderation meeting
notes, annotated sample student responses or work and lesson
plans.
• A supervising teacher’s observation notes including comments
on formal and informal feedback, questioning techniques and
assessment.
• The preservice teacher’s written reflections and application of
supervising teacher feedback.
• Data gathering tools such as checklists developed or adapted by
preservice teacher.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
APST 5.1
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.
APST 5.2
Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.
APST 5.3
Demonstrate the capacity to interpret student assessment data to evaluate student learning and modify teaching practice.
APST 5.4
Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
APST 5.5
Please provide comments about knowledge, practice and engagement of preservice teacher in relation to this section. Comments are required if ‘Developing towards graduate level’ or ‘Below graduate level’ has been identified for any of the descriptors.
Section 4: Assessing and recording learning
8 35
Examples of evidence
• Artefacts such as annotated school and system policies and
procedures, and communication with parents/carers.
• A supervising teacher’s observations including comments on
understanding and adherence to legislative requirements.
• Documentation of participation in school activities including
duties, staff meetings and professional development.
• Professionalism including punctuality, dress and interpersonal
communication.
• Demonstration of engagement with school staff and external
professionals.
Below Graduate Level (B), Developing Towards Graduate Level (D), Graduate Level (G), Exceeding Graduate Level (E)
B D G E
Describe strategies that support students’ wellbeing and safety working within school and/or system,
curriculum and legislative requirements. APST 4.4
Demonstrate an understanding of the relevant issues and the strategies available to support the safe,
responsible and ethical use of ICT in learning and teaching. APST 4.5
Understand and apply the key principles described in codes of ethics and conduct for the teaching
profession. 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
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.
42
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.
Table 7. Summary of Week 3 Professional Learning Activities
43
Week Focus of Professional Learning: Block 2 – prior-to-school setting
Plan Teach Assess Reflect
Week 4
Week 1 of prior-to-school
placement)
Engage in a professional expectations dialogue with SBTE
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)
Seek targeted feedback in relation to key aspects of your practice
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)
Table 8. Summary of Week 4 Professional Learning Activities
44
Week Focus of Professional Learning: Block 2 – prior-to-school setting
Plan Teach Assess Reflect
Week 5
Week 2 of prior-to-school
placement)
Engage in a professional expectations dialogue with SBTE
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)
Seek targeted feedback in relation to key aspects of your practice
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.
Table 9. Summary of Week 5 Professional Learning Activities
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
- Exploring and engaging with
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
Wellbeing/ Children have a
strong sense of wellbeing
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
Indoor Outdoor Individual Group
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)
Indoor Outdoor Individual Group
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
Wellbeing/ Children have a
strong sense of wellbeing
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
- Exploring and engaging with
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
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
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
Comments in relation to this section:
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
Comments in relation to this section:
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
Comments in relation to this section:
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
Comments in relation to this section:
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
Comments in relation to this section:
Overall Comments:
Preservice teacher’s name Signature
Date
Supervising teacher’s name
Signature
Date
Site coordinator’s name Signature
Date
63
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
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