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1st Year PROFESSIONAL EXPERIENCE 2018 Handbook for Preservice Teachers

Contact us via:

eduprofex@jcu.edu.au

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Professional Experience Contacts

For all general correspondence related to Professional Experience, please email: eduprofex@jcu.edu.au

Placement Advisors Phone Responsibilities Trish Quayle (07) 4232 1716

Cairns B.Ed & MTL

Jenny Gromkowski (07) 4781 6549

Townsville B.Ed & MTL (Primary)

Kate Betridge (07) 4781 4681 Townsville B.Ed & MTL (Secondary)

Scott Richardson (07) 4781 5748 ECE External

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 QLD 4811

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

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First Year Professional Experience: At A Glance

REMINDER: School attendance must be for complete school days and include school meetings and extra curricula activities. Preservice teachers must notify the school immediately if they cannot attend for any reason and must negotiate make-up days. They must also notify the Professional Experience Unit of any changes negotiated.

April 16 – 20 (5 days)

- Observation/Walkthrough: 5 days - Support student learning: individual and small group of students

• ECE placement: 3 to 5 years setting (5 hours classroom contact per day; to be

negotiated with SBTE)

• Queensland schools might be closed on April 16. If your school is closed, you are required to organize a make-up day the following week.

Reporting When Within 7 days of practicum completion What ED1401 Professional Experience Report Who To be completed by SBTE and returned to JCU Profex

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Roles and Responsibilities: At A Glance SBTE: Site-Based Teacher Educator

PST: Preservice Teacher SC: Site Coordinator

AL: JCU Academic Liaison QPERF: Queensland Professional Experience Reporting Framework

Reporting

PST and SBTE use learning porfolio to support evaluation

of PST's performance

ED1401 Professional Experience Report

Submits report to JCU (within 7 days of practicum completion)

SBTE and PST engage in professional learning: walk-throughs, think aloud on pedagogical decisions; conversations on planning

Walk-throughs to make explicit of intentional strategies to promote positive learning: classrom layout, groupings, routines, expectations.Think aloud on supporting learning

PST observes student learning and SBTE's teaching and communication approach;

supports individual and small group of students

SC orientates PST to school policy and expectations, monitors PST learning,

and provides support to PST and SBTE; contacts JCU Profex if PST is

underperforming

First meeting between PST, SBTE & SC: Expectations Review

Conversation on expectations, and plan for practicum

SBTE shares relevant school curricular documents and

student data

SC orientates PST to the school; shares school policies,

procedures and expectations

PST initiates meeting with SBTE & SC prior to professional experience

Email introduction Set a meeting time

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Concerns During Professional Experience: Outline of Procedure (At A Glance)

Possible Actions

Revised approach to practicum

Extend practicum, with Director's approval

Terminate practicum, with Director's approval: Must meet with

Director after termination

Follow up by JCU

JCU Academic Liaison contacts SC and PST (within 2 days)

Academic Liaison consults SC, SBTE, PST and Director of Profex to determine course of action

Contact JCU Profex

Email or phone JCU Profex to advise concerns SC submits At Risk Report to JCU Profex

Advise Site Coordinator (SC)

SC reviews concerns with SBTE and PST SC contacts JCU Profex

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Checklist for Preservice Teacher (PST)

1st year professional experience Tick

Prior to practicum

Have you read your handbook?

Have you emailed a one-page introduction to your SBTE?

Have you prepared a folder to collect evidence?

By the end of first day

Have you provided your SC with your emergency contact details?

Have you organized a meeting with your SC to understand the school/centre policy and procedures?

Have you had a conversation with your SBTE on expectations?

Have you requested relevant resources for this practicum?

By the end of practicum

Have you received and given feedback on your learning?

Have you presented and discussed your professional experience portfolio with your SBTE?

Have you received an indication of how you performed?

Have you thanked your SBTE, SC, students and colleagues?

If your SBTE gave you the report, have you submitted it to JCU?

Contact: eduprofex@jcu.edu.au, SC and SBTE of your absence

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Contents

Professional Experience Contacts ............................................................................................................ 2 First Year Professional Experience: At A Glance ..................................................................................... 3 Roles and Responsibilities: At A Glance ................................................................................................... 4 Checklist for Preservice Teacher (PST) ...................................................................................................... 6 Professional Experience: Our Purpose ...................................................................................................... 8 Expectations of Preservice Teachers ........................................................................................................ 9 Professional Learning Overview .............................................................................................................. 10

Engaging Professionally ........................................................................................................................ 11 ED1401 Professional Learning Activities .................................................................................................. 15

What is the structure of my professional experience placement for ED1401? ............................. 15 What is a Professional Experience Portfolio? ..................................................................................... 17 What should I include in my Professional Experience Portfolio for ED1401? .................................. 17

How will I be assessed? ............................................................................................................................. 19 What do I do once I have finished my placement? ........................................................................ 19 Professional Experience Report ........................................................................................................... 21

What do I do if things are getting off track and I need help? ............................................................ 24 At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 26

At Risk Notification ................................................................................................................................. 27

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Professional Experience: Our Purpose

Objective

Upon completion of the professional experience program, preservice teachers will have cultivated a habit of contributing to an image of teaching as a profession that cares, and that seeks to make a difference. Professional experience offers not only authentic learning opportunities for preservice teachers to develop the necessary skills and knowledge of teaching, but also their personal, interpersonal and emotional capabilities (Scott, 2014). In addition to developing graduate teachers who meet the prescribed Australian Professional Standards of Teaching (APST), our collective efforts also seek to develop graduate teachers who demonstrate characteristics of high calibre aspirant teachers as outlined in Queensland Schooling Sectors’ Expectations of Graduate Teachers, and develop a learning disposition, “to continue to seek answers to difficult problems of teaching and learning and the skills to learn from practice as well as to learn for practice” (Darling-Hammond, 2006). Put simply, JCU graduate teachers are critically reflective and seek in their actions to be better teachers, colleagues, and community members.

With our professional learning schools, we work towards developing critically reflective JCU graduate teachers who demonstrate:

- a quality of teaching defined by APST at a Graduate level - personal capabilities: self-awareness, decisiveness, commitment - interpersonal capabilities: influencing, empathising - cognitive capabilities: diagnosis, strategy, flexibility and responsiveness - appreciation and understanding of the strengths and challenges of our region - a professional identity that resonates with their commitment to student learning and

wellbeing

“Teaching is a profession with certain moral and technical expectations—especially the expectation that teachers, working collaboratively, will acquire, use, and continue to develop shared knowledge on behalf of students” (Darling-Hammond, 2006).

Upon successful completion of the professional experience program, preservice teachers will develop a demonstrated body of knowledge and a range of skills as prescribed in Australian Professional Standards of Teaching. JCU preservice teachers will also be consciously refining their beliefs and learning dispositions to construct a professional identity that resonates with their

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Expectations of Preservice Teachers

Being a JCU preservice teacher – capturing the Australian Professional Standards for Graduate Teachers

Behave ethically Respect school community and code of conduct Articulate a positive future for education and community

Active and keen learners of teaching

Take a strong responsibility for their own professional learning: work independently and collaboratively to develop knowledge, skills and capabilities Open to learning, responsive to context and feedback

Contribute to learning of colleagues

Share knowledge, practices and resources Initiate and engage in professional conversations that improve practice and decision-making skills

Possess professional knowledge

Develop professional knowledge, understanding and practice towards all APSTs at a minimum of Graduate level by the end of your final practicum Develop a reflexive criticality in consideration of policy, research and practice Reflect critically and based on evidence

Contribute to student learning

Seek strategies for productive learning environments Use evidence to improve teaching

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Professional Learning Overview

- Prior to professional experience: familiarise with context, curricular documents, practicum requirements Initiate meeting with SBTEs and SCs to clarify expectations

- Learn student and staff names - Request and read policies and procedures, curricular resources and student data - Feed up: articulate and clarify your goals for practicum, and how you will monitor

and evaluate your contributions - Work to become part of your practicum class and broader practicum setting by way

of contribution and engagement - Move beyond passive recipient and observer to become a supportive and positive

part of the classroom

- Study and document SBTEs’ practices in planning, pedagogical, assessment, classroom management, student data collection and analysis, communication to students, colleagues and parents/carers

- Seek understanding of SBTEs’ curricular decision making process - Prepare resources that support student learning (use and adapt existing resources;

create resources) - Document your practices to facilitate selection of evidence for learning portfolio

- Practise skills: model SBTE’s strategies, and as you gain confidence, adapt, experiment and generate strategies informed by your knowledge of theory, understanding of students and your SBTE feedback

- Critically analyse skills and strategies - Refine skills based on reflection and feedback: demonstrate high expectations - Seek feedback: be specific on what they want to know - Communicate concerns and struggles - Communicate respectfully, clearly and openly to support student learning and

wellbeing -

- Seek SBTE’s feedback - Reflect on SBTEs’ evaluation and re-plan to improve performance - Reflect on student response to what you did: what went well? What didn’t? What

will you do differently? - Embrace errors, miscues and misunderstandings as learning opportunities. - Participate in reflective collaboration - understanding that learning cannot happen

in isolation - to learn “new practices and to unlearn old assumptions, beliefs and practices”(Le Cornu, 2008)

See also: Queensland Experience Reporting Framework: Professional Experience Checklists that outline the expectations of site coordinators and SBTEs.

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Engaging Professionally

Professional conduct, as a preservice teacher, is critical to the success of your placement. As discussed in the briefings, there are aspects of your conduct as a preservice teacher that are non-negotiable. These are outlined again, here, for clarity:

Plan to engage with professionalism:

1) Sign in and out through the school office each day. The school’s visitor registry is an official account of your attendance. Always wear your JCU ID card, and your Blue Card, attached to a JCU lanyard. Doing so is essential as it readily facilitates your identity to others in the school community.

2) Plan to arrive at school a minimum of 45 minutes before official class commencement, and plan to remain at school after official close of student instruction for a further 45 minutes. This time is critical to ensuring adequate time for co-planning and co-reflecting.

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

4) Engage with an ethical and professional discourse at all times. Your conduct is to be guided by the Queensland College of Teachers (QCT) Code of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document describes six values which underpin the teaching profession: integrity, dignity, responsibility, respect, justice and care. You are expected to conduct yourself in accordance with this code of ethics at all times. The QCT has also developed the document entitled Professional Boundaries: A Guideline for Queensland Teachers to support Queensland teachers in their relationships with students (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics). This document will inform and guide you about appropriate teacher-student relationships. You are expected to familiarise yourself with both of these QCT documents prior to commencing your placement.

5) Plan to engage in a professional expectations dialogue with your SBTE on Day 1 of your placement. During this dialogue you are expected to: • Describe and highlight the expectations for your work and your conduct whilst on

placement. This is your placement and you must be aware of what you are required to do and have agency in achieving these goals.

• Articulate your own professional learning goals for the placement. These goals must be informed by previous professional experience placements and feedback from your coursework. Feel free to take previous placement reports with you, annotated, to show which areas you are seeking to develop during this placement.

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

practice.

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Standard 6 of the Australian Professional Standards for Teachers (APSTs) highlights the significance of identifying and planning for your professional learning needs, and to using the APSTs to guide your professional goal-setting. The feedback offered by your SBTE, as an experienced educator and mentor, is critical in assisting you to formulate, and to then clearly articulate, your own professional learning goals. For preservice 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, the onus is on you to direct these professional conversations — to seek targeted feedback; to also demonstrate an openness and professional disposition with regards to receiving feedback; and, to then implement this feedback into your practice. Cavanagh and Prescott (2015) state that reflection is “both a process of individual thought and of interpersonal dialogue with your mentors” (p. 224). In this way, reflection acts as a catalyst for improving practice. Reflection can be framed through four key dimensions: i) Reflection is grounded in classroom practice. Reflections focus on an element of your

pedagogy that you want to learn more about and improve. You should consider how well your lessons have achieved desired student learning outcomes. To do so, you will need to notice how students are responding as you teach.

ii) Reflection involves an open-minded dialogue with your colleagues and particularly your mentors, so that you can begin to evaluate your practice. A collegial and professional approach to your reflection allows you to view your practice from different perspectives. Doing so, in collaboration with your mentor, allows you to become aware of essential aspects of classroom practice, interpret events and consider possible causes for them, from a fresh perspective. To do so requires you to analyse your practice on a deep level.

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

iv) Reflection is purposeful. Through personal and dialogical reflection you are able to identify future actions. From here, you need to act and demonstrate your adoption of these new ideas into your practice.

These dimensions are summarised by Cavanagh and Prescott (2015, p. 225) in the following diagram:

Figure 1. The cycle of reflective practice

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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 phase of professional experience is key. You must be active, open and professional in regards to seeking, analysing and implementing lesson evaluation. The work of lesson evaluation is reflective and is not the work of your SBTE alone. In order to keep track of your reflective work, it is recommended that you keep a reflective journal. Each of your journal entries should be dated and may be comprised of text, diagrams, concept maps, and so on. If you are finding it difficult to make written reflections, consider a digital journal. In a digital format you could look to include voice recordings and links to relevant electronic materials and resources, along with relevant digital annotations. Killen (2013) suggests that journaling can provide:

• A record of what occurred in the lesson and the consequences of those events (remembering to engage professional discourses while constructing reflections).

• An account of how you felt about your lesson • An opportunity to view your practice from different viewpoints • A means of recording your emergent understanding of student learning and pedagogy • A window on your personal beliefs and values about learning and teaching • A scaffold for your planning and a catalyst for informed future actions to improve your

practice Your goal as a preservice teacher is to move beyond superficial lesson reflections. Table 1 provides you with prompts to aid reflection on your practice:

Table 1. Prompts to aid reflection on practice

Notice

Analyse

Imagine

Act

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?

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Note. Table drawn from Cavanagh & Prescott (2015, p. 227) In the event that circumstances arise where you feel uncomfortable or confused about a scenario you encounter with a student, a colleague, your SBTE, the site-coordinator or other staff, the first step is for you to reflect on the role your approach and/or your professionalism may have played in such a scenario. Farrell (2004) provides the following prompts to assist you in reflecting on your own professionalism:

• Describe what you did, without judgment • Why did you act in that way? • How did others respond to your actions? • What was the result? • Should you continue to act in this way or change the way you act? • What changes will you make?

Finally, it is essential to review the quality of your own reflections, so as to move beyond superficial recounts and to, instead, generate reflections which create conditions for professional development. Cavanagh & Prescott (2015, p. 228) suggest the following questions for use in evaluating the quality of your self-reflection:

• Are my reflections mainly descriptive or do they also include some analysis of incidents and events?

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

• Do my reflections concentrate mainly on my own actions or do they also include a focus on student learning?

• Do I pose questions for my mentor and myself? • Do I evaluate what worked well in my lesson and what I need to do better? • Do I formulate alternative approaches and consider how I might teach this lesson

differently in the future? You are reminded that your professional conduct should reflect 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).

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?

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ED1401 Professional Learning Activities

What is the structure of my professional experience placement for ED1401?

ED1401 is a 5 day professional experience. It is an introduction to professional experience and focuses mainly on observing classroom practices, student learning and interactions. You will also provide support to individual and small group students as guided by your SBTE.

Outline of Activities

Week Focus of Professional Learning Prior to practicum

Preparation 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 Professional Experience portfolio structure by establishing one section for each of the headings on the ED1401 report Review the assessment task in ED1401 that relates to your placement Ensure that your Blue Card is current and will not expire before the completion of your program. Ensure your Blue Card and JCU Student ID card are attached to a lanyard, ready for you to wear at all times while on placement. Ensure you have made contact with the site coordinator 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.

Plan Teach Assess Reflect Week 1 Engage in a

professional expectations dialogue with SBTE

Provide incidental support to students

Observe how your SBTE checks for understanding

Co-reflect with SBTE against ED1401 report

Observe learners and identify presence or absence of class and learner profiles

Take initiative to know learners and contribute to their learning and engagement (individuals and small groups)

Observe how your SBTE provides feedback to support student learning

Review the evidence of your professional learning; reflect on your initial perspective of teaching and amend your personal statement (generated prior to Week 1) to reflect your new professional learnings

Collect relevant school policies and annotate to show evidence of your observations of policy enactment in the classroom

Gather your SBTE’s reflection on the impact of assessment on student learning as well as their teaching

Observe, document and reflect on strategies used by SBTE for planning,

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teaching, managing and assessing

Sources of evidence

Resources

You can find templates on lesson planning, learner profiles, SBTE’s feedback on the Professional Experience Community Site in LearnJCU. Look in: Organisations>Professional Experience Community>Resources>Templates

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What is a Professional Experience Portfolio?

Throughout your professional degree program, you will engage in a number of professional experience placement blocks. During each block, you are required to compile evidence of your professional capacities in what is referred to as a professional experience portfolio. This portfolio represents part of your work as a teacher – it allows you to record the ‘invisible’ work of teaching – the planning, reflecting and pedagogical decision-making that goes behind all successful teaching episodes. You should consider your portfolio to represent you and your professional capacities. The portfolio is a dynamic document – you should look to continuously update your portfolio so that it provides the latest and fullest representation of your professional capacities in relation to the Australian Professional Standards for Teachers.

What should I include in my Professional Experience Portfolio for ED1401? You will compile a Professional Experience portfolio throughout your 5 days of professional experience. This portfolio will continue to develop as your progress through your Bachelor of Education program. You should structure your portfolio using a ring binder, section dividers and plastic document protectors. Your portfolio will be structured to include 6 sections:

• Personal statement • Planning effectively • Teaching effectively • Managing effectively • Assessing and recording learning • Professional Conduct

Table 2 below summarises the suggested artefacts of the Professional Experience portfolio. This is not an exhaustive list – the table outlines suggested artefacts 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) as outlined on the professional experience report.

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Table 2: Professional Experience Portfolio

Requirements Suggested Artefacts for inclusion Personal statement Written philosophy, professional experience goals, including

scholarly references 1. Planning effectively Understanding Learners

• records and observations of classroom talk and patterns of interactions

• ½ page reflection on planning for diverse learners

Understanding Planning • Two of your SBTEs lesson plans (if available) with post

implementation annotations based on observations • ½ page written reflection, evidencing the incorporation

of SBTE strategies which include links to scholarly reference materials

2. Teaching effectively Understanding Teaching • Observation notes of differentiated learning activities,

including resources customised or created by the SBTE, to facilitate student learning

• Examples of differentiated planning that your SBTE might have provided to you

• ½ page written reflection on teaching to diverse learners 3. Managing effectively Understanding Positive Learning Environments

• Read and annotate school’s safe and supportive policies • Document expectations of student learning and behavior

that show care for individuals, as well as considerations of school policy

• ½ page written reflection on supporting a positive learning classroom

4. Assessing and Recording Learning

Understanding feedback and checking for understanding. • Observation notes of how feedback is provided to

students • ½ page written reflection on the importance of feedback

to support student learning 5. Professional Conduct Demonstrating professional conduct

½ page reflection on the code of conduct expected of teachers

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How will I be assessed?

Professional experience is an opportunity for you, as a preservice teacher, to learn within and through practice. Your learning is demonstrated through your contributions to student learning as well as your professional reflections on your contributions to the classroom and the wider school community.

On that basis, a key question guiding SBTEs’ evaluation of your practice in first year is:

• Has the preservice teacher shown sufficient evidence of a deep interest to learn and develop their professional knowledge and skills?

By the end of your first professional experience, you are expected to demonstrate through your practice and professional experience folder:

• an early developing knowledge and understanding of the implications for learning of students' physical, cultural, social, linguistic and intellectual characteristics

• a developing understanding of the principles of inclusion • a developing knowledge of how to identify appropriate types of feedback to improve

students' learning • a developing knowledge of strategies that support a positive learning environment • exploring ways to identify support for students' wellbeing and safety working within school

and system curriculum and legislative requirements • professional conduct that reflects QCT Code of Conduct and the school’s code of

conduct

The ED1401 placement is assessed using one report.

At the end of the placement, you must demonstrate a minimum of “Developing Adequately” in all descriptors to meet the requirements of this professional experience.

What do I do once I have finished my placement?

Prior to the last day of placement in each block, you should organise a time to discuss their practice with their SBTE.

On the last day of your placement, you should:

• Present your Professional Experience portfolio to your SBTE for discussion on your learning • Discuss the 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).

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• 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 to eduprofex@jcu.edu.au (if in PDF format) or to the College of Arts, Society and Education office on your JCU campus (if in hard copy), within 7 days of the completion of your placement

• Professional Experience portfolio is for you to monitor your development; you do not have to submit it to JCU

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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.

Preservice Teacher:

Student Id:

School

SBTE/s:

ECE Or Primary

Age:

Secondary Year Level & Subjects

Level:

Preservice teachers are introduced to the APST at this stage of learning. The practicum focuses on preservice teachers’ perspectives of learners, and how their perspectives can shape their practices.

Satisfactory W

ell

Dev

elop

ed

Dev

elop

ing

A

dequ

atel

y

Not

Dev

elop

ing

N/A

Planning effectively – Preparation for teaching (Relevant APST) Discuss observations of physical, social and intellectual development and characteristics of students and how these may affect learning.

APST 1.1

Discuss observations 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

Observe and note strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities

APST 1.5

Comments:

ED1401

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Teaching effectively – enactment of teaching Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.

APST 6.3

Comments: Managing effectively – create safe and supportive learning environments Observe and record strategies to support inclusive student participation and engagement in classroom activities

APST 4.1

Observe and record strategies for classroom organisation APST 4.2

Comments: Assessing and Recording

Demonstrate awarenss of the purpose of providing timely and appropriate feedback to students about their learning.

APST 5.2

Comments: Professional Conduct

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

APST 7.1

Comments:

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Overall Comments:

Professional Experience Result Requirements Developing adequately

Well developed

Unsatisfactory Completed 5 Days

Completed professional portfolio recommendations

Ready to proceed to next professional experience

stage

Not yet ready to proceed to next professional experience

stage.

Minimum of ‘Developing Adequately’ in all descriptors.

Preservice teacher’s name

Signature Date

Supervising teacher’s name

Signature Date

Site coordinator’s name

Signature Date

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

In the event of a problem or concern arising for you, the first step is to reflect. Use the reflective prompts by Farrell (2004) (see handbook section on Engaging Professionally) to evaluate your professionalism in relation to the matter. If, following reflection, the problem or concern persists, this is the process to follow:

Step 1: Preservice teacher raises concern with her/his SBTE.

Step 2: If issue is not resolved following discussion with supervising teacher, the preservice teacher raises concern with the school’s site coordinator as early as possible (the site coordinator is the main point of contact in schools for JCU).

Step 3: Preservice teacher requests the site coordinator set up a meeting involving all parties – the preservice teacher, SBTE and site coordinator – to discuss the issue of concern.

Step 4: If the concern remains, the preservice teacher completes and submits the Intervention Notification form (see next page) via email to the Professional Experience Unit. If the matter is urgent, please phone the Professional Experience Unit to alert us to the incoming email.

The “Intervention Notification” is a form designed for use by preservice teachers only, to trigger a response from the Professional Experience Unit at JCU to the student submitting the notification.

Upon receipt of the Intervention Notification, the Professional Experience Unit will notify the relevant Academic Liaison who will then make contact with the preservice teacher to discuss the matter of concern. If necessary, the Academic Liaison will visit the school to discuss the matter with the parties concerned – the preservice teacher, site coordinator and/or supervising teacher.

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College of Arts, Society & Education

Intervention Notification

This report is designed for use by preservice teachers to trigger a response from the Professional Experience Unit to an issue or concern. Many issues are swiftly resolved if raised early. It is critical that preservice teachers who are experiencing difficulty advise the Professional Experience Unit.

Submission of this form: eduprofex@jcu.edu.au

If the matter is urgent then also phone (07) 4781 5529

Preservice teacher: Name:

Signature: Date:

Contact details: Mobile:

Home Phone:

Email:

Professional Experience School/Centre:

Professional Experience Block First year: ED1401

Brief summary of issue/concern:

Brief summary of any action to date to address issue/concern:

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At Risk Notification – Guidelines for Use (SBTE & Site Coordinator) PURPOSE The “Preservice Teacher At Risk Notification” process during professional experience is designed to alert the preservice teacher and Education to areas of concern identified by the SBTE and site coordinator. The At Risk Notification process should be used in any of the following circumstances:

Where the SBTE and site coordinator believe that the preservice teacher could, with additional effort and attention, work to demonstrate competence in all criteria required in the professional experience.

Where the preservice teacher is failing to respond effectively to feedback provided by the SBTE and site coordinator.

Where the SBTE and site coordinator believe that intervention from the Professional Experience Unit would assist the preservice teacher.

The “Preservice Teacher At Risk Notification” form should be submitted as early as possible. This allows time for intervention to occur. The IDEAL process for submitting the “Preservice Teacher At Risk Notification” form is summarised in the following: Step 1: SBTE raises concerns about progress directly with both the site coordinator in the school and

with the preservice teacher. Step 2: Site coordinator sets up a meeting with SBTE and the preservice teacher in the school to discuss concerns and completes the “Preservice Teacher At Risk Notification” form. The form is then emailed to JCU and the Coordinator phones the Professional Experience Unit to notify of lodgement. [email: eduprofex@jcu.edu.au]

Townsville 4781 6549 (Primary, ECE, RATEP)

4781 4681 (Secondary) Cairns 4232 1716 (ECE, Primary, Secondary)

4781 5748 (ECE Online) Step 3: JCU Professional Experience Unit immediately notifies the Academic Liaison who:

• Makes contact with the school and the preservice teacher • Organises to discuss concerns with the preservice teacher and the supervising

teacher • In collaboration, develops an action plan – this may include counselling etc. BUT will

NOT include more time in the school Step 4: All parties review progress to determine competency level.

If further action is required, the site coordinator should contact the Director of Professional Experience via email: laikuan.lim@jcu.edu.au or phone (07) 4781 5529 NB (1): Please note that while it is recommended that the “at risk” process be used when there are concerns about a preservice teacher, it is not an essential step and preservice teachers may still be deemed “not competent” even if an “at risk” notification has not been submitted. NB (2): This process should not be used if the preservice teacher is CLEARLY NOT COMPETENT to proceed. If a preservice teacher is deemed not competent to proceed at any stage during final year, the JCU Professional Experience Unit will work with the preservice teacher to develop an action plan to address concerns raised. The completion of appropriate intervention almost always allows for a repeat practicum period (in a different school location).

27

College of Arts, Society & Education

At Risk Notification

In order to be judged ‘Competent to Proceed’ preservice teachers must have met minimum requirements for each practicum phase as identified in the report. Please email a summary of areas of concern as described by the report, indicating in which of the descriptors in the report the preservice teacher is experiencing difficulty.

Preservice teacher

School

Name of person completing form

Signature:

Professional Experience Block:

Please indicate the areas of concern as linked to the report outcomes and email to: eduprofex@jcu.edu.au

If the matter is urgent then also phone (07) 4781 5529

REPORT AREA Comments Section 1: Planning Effectively

Section 2: Teaching Effectively

Section 3: Managing Effectively

Section 4: Assessing and Reporting Effectively

Section 5: Professional Conduct

PLEASE PROVIDE THE PRESERVICE TEACHER WITH A COPY OF THIS ADVICE