The report is submitted through the appointed university liaison. (Please keep a copy)
REPORT DUE DATES: Interim Review: Friday 5th August 2016 Final Report: Friday 26th August 2016 2
2016 CALENDAR of Third Year PROFESSIONAL EXPERIENCE (PEY3)
Uni Week Dates 2016 School Dates FLINDERS UNIVERSITY PROFESSIONAL EXPERIENCE DATES Semester 1 Week begins Term Week Uni break 4 January Uni break 11 January Uni break 18 January Uni break 25 January (PH) Uni break 1 February 1 1 Uni break 8 February 2 Uni break 15 February 3 ‘0’ week 22 February 4 1 29 February 5 2 7 March 6 3 14 March (PH) 7 4 21 March (PH) 8 5 28 March (PH) 9 6 4 April 10 Uni break 11 April 11 Uni break 18 April 7 25 April (PH) 8 2 May 2 1 9 9 May 2 10 16 May 3 11 23 May 4 12 30 May 5 13 6 June 6 14 13 June 7 Exam Week 22 June 8 Exam Week 27 June 9 Planning Days – Option 1 Uni break 4 July 10 Planning Days – Option 2 Uni break 11 July Semester 2 18 July 1 25 July 3 1 20 Day Teaching Block 2 1 August 2 3 8 August 3 4 15 August 4 5 22 August 5 6 29 August 6 7 5 September 7 Lecture 7/9 8 12 September 8 Lecture 14/9 Uni break 19 September 9 Uni break 26 September 10 9 3 October Lecture and Probert Medal Presentation 5/10 10 10 October 11 17 October 4 1 12 24 October 2 13 31 October 3 Exam Week 7 November 4 Exam Week 14 November 5 Uni break 21 November 6 Uni break 28 November 7 Uni break 5 December 8 Uni break 12 December 9
2
Emergency Contact Form (Voluntary)
This information is confidential. Please shred this form at the conclusion of the placement.
Note: It is suggested that Pre-service Teachers complete this form if they have a medical condition which might best be disclosed to the school. In the case of an emergency, the school will follow the advice provided by you.
Please complete the relevant information and give it to your mentor teacher. You can further clarify your circumstances in person.
Pre-service Teacher's Name:
Contact Person’s Name:
Contact Phone Number(s):
Relationship
Medicare Number:
Ambulance Subscription:
Allergies:
Medical Information: (e.g. asthma, diabetes etc.)
Current Medication(s) Please list with dosage
Blood Group:
3 4 In case of emergency, I ______(pre-service teacher) give the school permission to seek medical assistance or call an ambulance as deemed necessary.
Signed: Date:
(May be completed, copied and given to the mentor teacher and/or school coordinator)
CONTACT INFORMATION
SCHOOL PLACEMENT ISSUES:
Please contact Nici Perriam regarding any issues about the suitability of the school placement, absenteeism or sickness. If she is not available then these issues can be addressed through Jill Crump, the professional experience administrator.
Nici Perriam Office: Education Building 4.55 Phone: 8201 5282 email: [email protected]
Jill Crump Office: Education Building 4.54 Phone: 8201 13330 email: [email protected]
ACADEMIC or STUDENT ISSUES:
Each pre-service teacher (or school) is assigned a university liaison who will be responsible for overseeing the block of professional experience. Any questions or issues during that time can be addressed to the University Liaison in the first instance.
If further support is needed or there are issues before the commencement of the teaching block, then the university liaison, the school staff or the pre-service teacher may contact Jackie Thomson, Academic Coordinator for 3rd and 4th year Primary Professional Experience, or if unavailable Barbara Nielsen, Chair, Professional Experience
University Liaison: ………………………………………………………………….
TEL: …………………………………..
Email: ……………………………………………………...
Please Note: Jackie is available for consultation by university liaisons, school supervisors, class teachers and university students themselves over issues regarding the
4 professional experience or the behaviour or performance of the pre-service teaching students.
Primary Professional Experience Coordinator 3rd and 4th Year Jackie Thomson Mobile 0418740215 E: [email protected]
5 6 INFORMATION for the SCHOOL MENTOR TEACHER
This professional experience is undertaken by undergraduate students studying for the double degree of BEd/BA and by graduate students undertaking an MTeach degree. Master of Teaching (Primary R-7) students come to Flinders University with a first degree already completed, and they undertake a 2 year Master of Teaching degree to become registered primary (R-7) teachers. After their first semester of studies they have been introduced to child development and principles of learning and they have undertaken their first curriculum studies in English1, The Arts, Health and Physical Education as well as introductory days in Mathematics. This is a point of difference with the double degree students who have completed their studies in Mathematics curriculum. They have also undertaken a practicum in their 2nd year but for MTeach students this is their first placement in a school.
Pre-service teachers have practised planning for lessons and writing units of work as well as some teaching presentation skills, and now they need experience in the real world of the classroom. After this block of teaching practice they will return to university to study behaviour management in depth and complete their curriculum studies before their final professional experience next year.
Pre-service teachers begin these first professional experiences with a block of 5 days at the end of Term 2. These 5 days are to orient them to the school and the class in which they will undertake their first 20 day block of teaching over the first 4 weeks of school term 3. The pre- service teachers have guidelines for specific tasks (page10) to ensure that they use the first 5 days effectively to observe, learn, and to begin to understand the complexities of the work of a primary school teacher as well as to interact with school students as individuals and in small groups. They should use their workbook (page 9) to keep a record of these days of attendance and of the tasks that are required to be undertaken on the visits.
The record sheet in their book should be signed by the school mentor teacher on each of the first 5 visits to indicate that the student has attended the school on that day. The student is responsible for showing this, together with a personal comment, to their university liaison.
During the four week teaching block pre-service teachers will begin to assume the role of the class teacher. How quickly they are able to do this will depend on the classroom context and on their individual past experiences and readiness, but they are expected to be teaching for approximately 50-60% of each day in the final week. A suggested program for this development can be found on page 8. Samples of planning, feedback and reporting forms can be found on pages 12-22 of this booklet. The university liaison or the pre-service teacher can download the electronic version of these forms for you from the university system.
Responsibilities of the mentor teacher are to: guide the observations and experiences of the pre-service teacher; give guidance and advice on their performance as a beginning teaching professional; provide opportunities for the gradual assumption of the role of the teacher; give specific feedback on the planning and delivery of lessons; write a brief, interim report on the form provided (end of week 2), share this with the pre-service teacher and discuss any points of difference with their self- assessment; alert the university liaison to any issues of concern; provide a final report using the form provided, based on the Australian Professional Standards for Teachers.
If you have any questions or concerns, please do not hesitate to speak to the university liaison or Flinders University staff. Thank you for your valuable time and commitment to working with Flinders University to prepare our future teachers and to the teaching profession. 6 INFORMATION for the PRE-SERVICE TEACHER
This booklet has been developed to guide you through your first professional experience teaching block. It provides templates for your official record of the first 5 days of visits together with sample reporting formats to be used by your mentor teacher. These are also available on your FLO website so that you can download electronic copies for your mentor teacher.
Expectations of pre-service teachers
WEAR YOUR NAME BADGE on all school visits
Be courteous at all times. School staff members are busy people and contact may best be done by email.
Dress and behave professionally at all times.
Be punctual and remain at the school for the entire school day, including for after school staff meetings.
Ensure that the school has your contact details, including your email address.
Negotiate your experiences and tasks with your mentor teacher.
Use this workbook to keep a record of your first 5 days.
Have your record of attendance sheet signed at the end of each day AND the block of 5 days. Show this form to your university liaison on their first visit.
If you are sick, notify the school between 8.30 am and 9 am. Please Note: You will need to negotiate with your teacher to make up any sick days because of Teacher Registration Board requirements.
Take the time to say goodbye to people at the end of each day and to thank them.
Provide your supervising teacher with copies of your lesson plans well ahead of the lesson day/time.
Listen and respond to guidance and feedback.
Ensure that a copy of your interim report is provided to your university liaison by the beginning of week 3.
Thank ALL school staff for having and supporting you before you leave on the last day
Contact your university liaison, Jackie Thomson or Dr Barbara Nielsen if you have any questions, concerns or issues.
PLEASE NOTE: A record of the successful completion of these 25 days is a pre-requisite for undertaking your final professional experience.
The final report must be submitted directly to the university liaison by
7 8 FRIDAY 26TH AUGUST 2016
8 OVERVIEW of the 25 Days
AIM
To provide an opportunity for the pre-service teacher to: Observe the work of teachers Observe the characteristics of students of different ages, stages of development and learning Relate developing theoretical understandings to the real world of classroom practice Interact with individual and small groups of students Interrelate with the school community as a beginning professional Clarify commitment to becoming a teacher of primary school children Plan for teaching in a particular school and classroom context Undertake teaching of planned lessons
DESIRED LEARNING OUTCOMES That the pre-service teacher will: Begin to understand the work of the teacher Practice relating to children of different ages and stages of development Demonstrate an ability to connect teaching theory and practice Demonstrate an ability to interact effectively with children Become accustomed to undertaking the role of the class teacher Understand how to plan for teaching and learning in context Develop confidence in assuming responsibility for teaching Enjoy the school environment
THIS SCHOOL EXPERIENCE IS PLANNED TO: Include a series of developmentally appropriate learning experiences and tasks for the pre-service teacher Provide opportunities for the pre-service teacher to begin assuming the role of the teacher Develop confidence about assuming the role of the teacher Provide an experiential basis for understanding university studies
LEARNING OPPORTUNITIES INCLUDE: Classroom observation Interaction as a beginning professional with members of the school community Recording of observations and experiences Engagement with individual children or small groups of children
9 10 Practise in teaching in a particular context Receiving and responding to performance feedback Discussion and reflection with the mentor teacher and university liaison
10 OVERVIEW: Five Week Teaching Placement
The pre-service teacher is expected to gradually assume the role of the teacher over the 25 days. What follows is a guide to how this might occur, however the mentor teacher is the best person to establish the appropriate progression for each pre-service teacher. At some time during the teaching block pre-service teachers will teach a lesson at least once in front of the university liaison and if possible teach a lesson in front of the school coordinator.
Introductory Week Pre-service teachers can: Learn about the students, the school and the weekly class program Observe and participate in established class routines Work with individual children or small groups of children under the mentor teacher’s directions Discuss classroom observations with the mentor teacher Assume responsibility for reading/telling stories to students Develop a lesson plan for teaching on Day 1 of Term 3. To be approved by the mentor teacher before the Friday of the introductory week Develop a plan for their teaching in Week 1.
Week One Pre-service teachers can: Continue reading/telling stories to students Teach a lesson each day Review and discuss their lesson plans ahead of time with their mentor teacher Reflect on their teaching performances with the mentor teacher Develop a plan for their teaching in Week 2
Week Two Pre-service teachers can: Assume responsibility for some classroom routines e.g. lesson transitions Continue reading/telling stories to students Plan for and teach 1-2 lessons each day, and perhaps a series of lessons in a particular area(s) of the curriculum Continue to observe, discuss, reflect and plan with the mentor teacher Undertake the interim review with the mentor teacher Plan for teaching in Week 3
Week Three Pre-service teachers can: Teach 2-3 lessons each day, perhaps taking responsibility for a block of time e.g. from start of the day to recess time, recess to lunch or the entire afternoon. Continue reading/telling stories Continue to observe, discuss, reflect and plan with the mentor teacher Undertake observation of classes in other year levels (if desired/possible) Plan for teaching in Week 4
Week Four Pre-service teachers can: Take full responsibility for the class for 50-60% of each day Continue to observe, discuss, reflect and plan with the mentor teacher
Week Five (After completion of the professional experience) Pre-service teacher writes a final review 11 12
Pre-service teacher develops Personal Learning Plans as preparation for final professional experience (To be shared and discussed during workshops in week 1 of the Topic: Relationships for Learning)
12
RECORD OF SCHOOL VISITS (5 Days) INTRODUCTORY DAYS
STUDENT NAME ID
SCHOOL
YEAR LEVEL(S) SCHOOL MENTOR TEACHER
Day number Date of Signature of a School Staff Member attendance
1
2
3
4
5
Learning Evaluation: To be completed by the Pre-service teacher Comment on your learning during these days
…………………………………………………………………………… Date………………………………………….…… … Pre-Service (Student) Teacher
…………………………………………………………………………… Date………………………………………….…… … University Liaison Date
13 14 Please Note: It is the responsibility of the pre-service teaching student to ensure that this log is filled in and signed on each school visit. Any sick days must be made up.
This record must be shown to your university liaison on their first visit. PROFESSIONAL EXPERIENCE: THE FIRST 5 DAYS
SUGGESTED ACTIVITIES
Gather knowledge about the site/class
School Orientation (Guided Tour)
Sketch a plan of the classroom and its features
Record the class weekly timetable (or photocopy)
Develop (copy) a list of the students in the class
Learn about the school behaviour management policy
Be introduced to, and spend time in, the Resource Centre
Gather knowledge for teaching the children
Record some ‘routine’ teacher instructions for ‘managing’ students
Offer to read to the students
Note the books that the children are choosing to read
Offer to listen to children read
Work with individual children
Work with small groups of children
Listen to children read
Observe and record the ‘flow’ of lessons in different learning areas, across each day and the week. How does the teacher manage changes in students’ activities?
Write down questions to ask your mentor teacher when there is time
Time with your Mentor Teacher
Undertake yard duties with your mentor teacher
Shadow a specialist teacher for a day (If appropriate)
Attend staff meetings
Discuss plans for teaching in Term 3 with your mentor teacher
Plan your lesson for Day1 of the first week and get feedback from your Mentor Teacher (This must be done by Thursday at the latest)
14 During the School Holidays
Plan and prepare for all lessons for week one. Give or email copies of the lesson plans to your teacher for feedback by Monday morning of the first week.
15 16 GETTING TO KNOW THE SCHOOL RESOURCE CENTRE
FOCUS: The Resource Centre
Ideas for Flinders University Students
Teacher librarians from the School Library Association have suggested the following ideas to assist pre-service teachers become familiar with and access resource centre staff and facilities in order to support their teaching.
1. Tour the resource centre to know where things are. 2. Introduce yourself to all resource centre staff. 3. Spend time browsing different sections to see what’s available especially staff resources in specialised subject fields. 4. Find out about timetabling How to book the teacher librarian’s time How to book rooms/areas in the library resource centre including computers or interactive whiteboard How to book resources such as AV, digital cameras, laptops etc 5. Find out about Resource Based Learning Planning and teaching with the teacher librarian Examples of teaching units available Setting appropriate assignments 6. Become familiar with how to borrow resources –processes, the automated library system and how it works for staff and students. 7. Find out about the availability of electronic resources, school intranet, search engines and interactive whiteboard. 8. Explore resources which support literacy and reading The school’s reading program, levelled books, guided reading Literature based reading programs Availability of book chats and/or book promotion Ideas about how to assist students to find a suitable book.
16 A LESSON PLANNING FRAMEWORK
Learning area: Year level:
Strand/Unit: Time:
Lesson topic:
CURRICULUM LINK: (From Australian Curriculum, SACSA or IB)
LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)
REFERENCES & RESOURCES:
STUDENT ASSESSMENT:
PRE-SERVICE TEACHER SELF-ASSESSMENT:
TEACHING PROCEDURE: TIME STEPS COMMENTS
1. INTRODUCTION (whole class)
2. EXPLICIT TEACHING (whole class) and/or GUIDED DISCOVERY (whole class)
3. EXPLORATION (group/individual)
4. CONCLUSION (whole class share/reflect)
NOTE: This planning template is available for students to download from FLO and is planned to cover two A4 pages when used. The “Comments” column can be adapted for children with learning difficulties or for planned extension activities.
17 18
LESSON FEEDBACK SHEET
Pre-service Teacher: Year level: Lesson:
Preparation: (Planning, resources, organisation of materials)
Presentation: (Voice, sequencing or scaffolding, questioning, responsiveness)
Managing student learning and behaviour: (Climate, feedback, strategies)
Curriculum content knowledge and teaching approaches:
General Comments and suggestions:
Feedback given by: Date:
18 ASSESSING AND REPORTING 2016
Flinders University, School of Education has been working to improve our assessment and reporting processes
1. Since 2015 there is a new Assessment Guide Booklet available to teachers to help with the assessment process. This, together with an electronic copy of the assessment and reporting forms, is available to mentor teachers both on-line and in hard copy.
2. Primary course pre-service teachers are now being assessed against the Australian Professional Standards for Teachers (APST). This change is reflected in the format of the report and in the accompanying assessment guide. The report is written against the seven standards rather than the focus areas, but the focus areas are used to guide the overall assessment of each standard.
3. The Interim Review remains in a single page form for the mentor teacher, but a student reflection process has been added so that the pre-service teacher is expected to independently complete a self-assessment, and then to compare their self-assessment with the mentor’s assessment at the beginning of week 3. Following this, the pre-service teacher is expected to set personal learning goals for the final week of the professional experience. These should be written by them following consultation with their mentor teacher and then submitted to their university liaison by the end of week 3.
4. The format of the final report was changed in 2015, so that the student reflections about their achievements towards their learning goals are an addendum to the report and can provide evidence towards Standard 6. These reflections will be used by the pre-service teacher to set themselves learning goals to be achieved before the final professional experience.
5. The mentor teacher will be writing a slightly different and hopefully more useful report by first of all assessing the pre-service teacher against the APST, and then providing a summary statement against the three domains. This can then be used as a reference by the student when applying for teaching positions. The summary statements by the School Coordinator/Principal and the university Liaison/Mentor are still important and included.
6. Any questions can be directed to the Primary Professional Experience Coordinator, Jackie Thomson. The university liaisons will also be able to offer help to the school staff.
We welcome your feedback regarding improvement of this assessment and reporting process. Thank you for your critical involvement with us in preparing the next generation of teachers.
Dr Barbara Nielsen – Professional Experience Academic Coordinator Office: Education Building 5.42 Phone: 8201 3386 email: [email protected]
19 20
ASSESSMENT AND REPORTING TIMELINE 2016
TERM 2: Monday June 27 or July 4 Professional experience introductory week begins
TERM 3: Monday 25 th July 4 Week block placement begins Week 1 University Liaison visits the school and meets students, the school coordinator and mentor teachers
Week 1 or 2 University Liaison observes teaching
Week 3 Interim Review (mentor teacher) and Interim Self- Assessment (pre-service teacher) complete for discussion
Personal Learning Plan to be approved by mentor teacher
Copies of Interim Review, Interim Self-Assessment and Personal Learning Plan forwarded to University Liaison
Week 3 or 4 University Liaison observes teaching
Week 5 (Post placement) Final reports forwarded by mentor teacher to University Liaison
Students write final review and new Personal Learning Plan (To be shared and discussed during workshops in week 1 of the Topic: Relationships for Learning)
GUIDELINES FOR COMPLETING THE FINAL REPORT
1. Basic Information Please note that this report form is to be used for metropolitan, country and/or extended placements in the final year. You will need to select the correct number of days/placement.
2. Assessment Against The Australian Professional Standards For Teachers On page 23 you will find the Flinders University adapted version of the Australian Professional Standards for Teachers for assessing pre-service teachers with the addition of a ‘Novice’ strand and an ’Emerging’ strand before the pre-service teacher is expected to reach Graduate level. The descriptors are meant to help you decide where to place the pre-service teacher on the developmental line for each of the indicators. It is not expected that they will reach the same level for every descriptor/indicator, but please place an ‘X’ at the point along each continuum that you feel best represents the development of the pre-service teacher towards each of the standards at the end of this professional experience. It is anticipated that a pre- service teacher will be performing at the ‘Emerging’ level in most cases.
3. The Summary Statement The summary statement is meant to convey a more explicit summary of the current performance of the beginning teacher. It needs to indicate the student’s strengths, achievements and readiness to continue with their studies and to undertake the final professional experience in which they will assume the role of the classroom teacher.
Some aspects that you may wish to comment on include: Working relationships Work ethic and attitude Curriculum knowledge and lesson planning Response to feedback, ability to self-reflect and plan for on-going professional learning.
The beginning teacher may use this statement as a reference
20 PROFESSIONAL EXPERIENCE INTERIM MENTOR REVIEW Student ID: Pre-Service Teacher
Mentor Teacher
University Liaison Year level School
Date
Please select the appropriate statement below:
At this stage, I am satisfied with the progress of this Pre-service Teacher.
At this stage, I have some concerns about the progress of this Pre-service Teacher.
I consider that this Pre-service Teacher is at risk of not meeting the Developing level of the Pre-service APSTs
Please provide written feedback about areas of strength and areas needing improvement.
Professional Knowledge (Strengths):
(Needs Improvement)
Professional Practice (Strengths):
(Needs Improvement)
Professional Engagement (Strengths):
(Needs Improvement)
Mentor Teacher: ...... Date:
I have read this interim review.
Pre-service Teacher:...... Date:
21 22
Please forward Interim Reviews to the University Liaison by Monday 8th August 2016.
22 PROFESSIONAL EXPERIENCE INTERIM SELF-ASSESSMENT Student ID: Pre-Service Teacher
Mentor Teacher
University Liaison Year level School
Date
Pre-service teachers please complete this Interim Review and discuss it with your mentor teacher. The purpose of this review is to ensure that you can accurately assess your own performance and develop a plan for your personal development.
Provide written reflections about your areas of strength and areas needing improvement: Use the headings: Professional Knowledge, Professional Practice and Professional Engagement.
Pre-service Teacher:...... Date:
I have read this interim self-assessment.
Mentor Teacher: ...... Date:
Please forward Interim Reviews to the university liaison by Monday 8th August 2016. 23 24
PROFESSIONAL EXPERIENCE INTERIM REVIEW: Learning Plan Student ID: Pre-Service Teacher
Mentor Teacher
University Liaison Year level School
Date
Please give copies of both the Interim Self-Assessment and your Learning Plan to your mentor teacher when you meet discuss them, and to your university liaison by Monday 8 August 2016.
Please provide a list of your learning goals for the remaining weeks of this professional experience together with a brief explanation of how you plan to achieve them (hand written or typed):
Pre-service Teacher:...... Date:
I have discussed and approve these learning plans:
Mentor Teacher: ……………………...... Date:
I have discussed and approve these learning plans:
University Liaison: …………………………...... Date: 24 PROFESSIONAL EXPERIENCE Review of my School Teaching Experience Student ID: Pre-Service Teacher Date School
Please forward a copy of this review to your university liaison by Friday 26th August 2016. (If this is not possible then please email it to [email protected]
Please provide a self-assessment about working towards the goals of your personal learning plan in the last week of your placement:
Personal Learning Plan: preparation for my final professional experience What learning or teaching performance goals will you set for your final professional experience?
25 26
3rd Year Undergraduate or 1st Year MTeach PROFESSIONAL EXPERIENCE REPORT 2016 Student ID Pre-service Teacher
School
Year Level Mentor Teacher(s)
School Co-ordinator
Liaison Coordinator University Jackie Thomson
Teaching Days 5 introductory days + 30 day block: 35 days
CONTEXT Please add brief context statements about the school and class: School sector; size and composition of campus (R-12, Area, Primary); particular features or unique characteristics; index of disadvantage. School
Class (including children with special needs)
ASSESSMENT AGAINST THE AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS Please place an ‘X’ at the point along each continuum that best represents the development of the pre- service teacher towards each of the standards at this time.
PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
I I I . Complete Novice Emerging Graduate
Standard 2 Know the content and how to teach it
I I I . Complete Novice Emerging Graduate
26 PROFESSIONAL PRACTICE
Standard 3 Plan for and implement effective teaching and learning
I I I . Complete Novice Emerging Graduate
Standard 4 Create and maintain supportive and safe learning environments
I I I . Complete Novice Emerging Graduate
Standard 5 Assess, provide feedback and report on student learning
I I I . Complete Novice Emerging Graduate
PROFESSIONAL ENGAGEMENT
Standard 6 Engage in professional learning
I I I . Complete Novice Emerging Graduate
Standard 7 Engage professionally with colleagues, parents/carers and the community
SUMMARY STATEMENTS (You may choose to comment on both personal and professional characteristics) School Coordinator/Principal
Name: Date:
University Liaison
Name: Date:
27 28
SUMMARY STATEMENT (May be used as a referee statement) Classroom Teacher/Mentor Student Name:
Professional Knowledge
Professional Practice
Professional Engagement
Written by: Date:
28 SUMMARY ASSESSMENT (To be agreed by the School Coordinator and the University Liaison)
In our opinion (Insert full name)
(Please click on appropriate box below)
☐ has, on balance, attained the level of ‘emerging’ against the Flinders standards for pre-service teachers and is ready to progress to the final professional experience.
☐ has not attained the overall level of ‘emerging’ against the Flinders standards for pre-service teachers and is not ready to undertake the final professional experience.
NOTES FOR COMPLETING THIS REPORT The pre-service teacher may wish to submit this report with an application for employment. Please avoid the use of acronyms as student reports are often viewed by interstate and international employers who are not always familiar with South Australian nomenclature.
Please keep an electronic copy of this report and submit the report to the University Liaison.
If this is not possible then please email it directly to: nici [email protected]
29 AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS
ASSESSING PRE-SERVICE TEACHER DEVELOPMENT
UNDERGRADUATE Year 3/MTeach Year 1
Copyright, School of Education, Flinders University 2014. All rights reserved. PROFESSIONAL STANDARDS FOR TEACHERS: A PRE-SERVICE TEACHER DEVELOPMENTAL CONTINUUM
DOMAIN 1: PROFESSIONAL KNOWLEDGE
Standard 1 Know students and how they learn
Focus Novice Emerging Graduate
Communicates an understanding of Realises that physical, social and Demonstrate knowledge and child development and infrequently intellectual development and understanding of physical, social and 1.1Physical, social and relates this knowledge to planning for characteristics of students may intellectual development and and facilitating learning. affect learning and attempts to apply characteristics of students and how intellectual development and this understanding when planning these may affect learning. characteristics of students for and facilitating learning.
Sees learning as an expected Begins to draw on knowledge of Demonstrate knowledge and outcome of teaching: not yet able to current research into how students understanding of research into how 1.2 Understand how students learn plan teaching based on an learn when planning for teaching. students learn and the implications understanding of research into how for teaching. students learn.
Discusses the diverse linguistic, Begins to plan teaching strategies Demonstrate knowledge of teaching cultural, religious and socioeconomic that will meet the need of students strategies that are responsive to the 1.3 Students with diverse backgrounds that students may have with diverse linguistic, cultural, learning strengths and needs of linguistic, cultural, religious and and seeks to understand the religious and socio economic students from diverse linguistic, socio economic backgrounds implications for their learning. backgrounds. cultural, religious and socioeconomic backgrounds.
Able to verbalise that Aboriginal and Can discuss the impact of culture, Demonstrate broad knowledge and 1.4 Strategies for teaching Aboriginal and Torres Strait Torres Strait Islander students need cultural identity and linguistic understanding of the impact of culture, teachers with a deep understanding background on the education of cultural identity and linguistic Islander students of the impact of their backgrounds on students from Aboriginal and background on the education of their educational needs. Torres Strait Islander students from Aboriginal and Torres backgrounds and attempts to Strait Islander backgrounds. address such issues when planning for learning.
Demonstrates knowledge of a variety Seeks guidance and help in Demonstrate knowledge and 1.5 Differentiate teaching to meet the specific learning needs of strategies for teaching a particular differentiating teaching to meet the understanding of strategies for of students across the full range year level but not yet able to plan to specific learning needs of the differentiating teaching to meet the of abilities meet the needs of students with students in a particular class. specific learning needs of students differing learning needs. across the full range of abilities.
Awareness of disability and response Shows awareness of legislation Demonstrate broad knowledge and 1.6 Strategies to support full participation of students with to students with disability depends about students with disabilities in understanding of legislative disability largely on personal experience. Australian schools. Asks for help requirements and teaching strategies in selecting teaching strategies that support participation and learning that support the participation and of students with disability. learning of students with disability in a particular class.
Standard 2 Know the content and how to teach it Focus Novice Emerging Graduate
Content knowledge and teaching Applies and adapts teaching Demonstrates knowledge and largely influenced by imitation and strategies appropriate to the understanding of the concepts, 2.1 Content and teaching strategies of the teaching area guidance of the teacher mentor. curriculum content. substance and structure of the content and teaching strategies of the teaching area. Dependent on the guidance of a Able to organise a series of Organises content into an effective mentor teacher in selecting and lessons for the content of a learning and teaching sequence. 2.2 Content selection and organisation organising content. particular teaching area.
Assessment is treated as a postscript Attempts to plan assessment as Uses curriculum, assessment and activity in the teaching learning process. an integral component of the reporting knowledge to design 2.3 Curriculum, assessment and reporting teaching and learning process learning sequences and lesson and to gather data for reporting plans. purposes.
Expresses respect for Aboriginal and Looks for opportunities to Demonstrates broad knowledge of, Torres Strait Islander people and include notions of indigenous understanding of and respect for 2.4 Understand and respect Aboriginal and Torres Strait Islander understanding that reconciliation culture and reconciliation Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- between indigenous and non- histories, cultures and languages. between Indigenous and non- Indigenous Australians is an indigenous Australian into Indigenous Australians important attitude to inculcate in the teaching plans and teaching curriculum. content
Reliant on guidance from the teacher Intentionally selects teaching Know and understand literacy and mentor to include formal activities that strategies that enhance literacy numeracy teaching strategies and 2.5 Literacy and numeracy strategies support and develop literacy and and numeracy development their application in teaching areas. numeracy skills across the curriculum. across teaching areas, and begins to use incidental ‘teachable moments’ as opportunities to further enhance students’ literacy and numeracy. Under direction employs some basic Looks for opportunities to Implement teaching strategies for ICT’s in teaching and learning employ ICTs to enhance using ICT to expand curriculum 2.6 Information and Communication Technology (ICT) activities. learning across the curriculum learning opportunities for students. and for developing ICT literacy and etiquette. Domain 2 Professional Practice
Standard 3 Plan for and implement effective teaching and learning
Focus Novice Emerging Graduate
Sets student activities without Establishes learning goals that Set learning goals that provide awareness of learning goals that provide achievable challenge achievable challenges for students 3.1 Establish challenging learning goals provide achievable challenge. for some but not all students. of varying abilities and characteristics.
Planning largely focuses on the Able to plan effective lesson Plan lesson sequences using delivery of content and providing sequences that will scaffold knowledge of student learning, 3.2 Plan, structure and sequence learning programs activities for students. Reliant on student learning in a topic or content and effective teaching guidance to structure and sequence an teaching area. strategies. effective learning program.
Largely imitates the teaching strategies Aware of a range of teaching Include a range of teaching of the mentor. Dependent on guidance strategies and shows increasing strategies. 3.3 Use teaching strategies in selecting and trying new or different independence in selecting and strategies. trying new teaching strategies from a limited, but growing repertoire.
Requires ongoing guidance to find and Shows increasing independence Demonstrate knowledge of a range of choose resources appropriate to the in locating and selecting resources, including ICT, that engage 3.4 Select and use resources teaching context and area. resources appropriate for the students in their learning. context and the content. Seeks resources, including ICT resources, that will engage and motivate student learning.
Largely imitates the classroom teacher Uses a growing range of Demonstrate a range of verbal and 3.5 Use effective classroom communication and practices a limited variety of communication styles and non-verbal communication strategies communication styles and techniques techniques in the classroom to support student engagement. in the classroom. that reflect their own personality and teaching style.
Limited understanding of the role of Considers and applies a Demonstrate broad knowledge of 3.6 Evaluate and improve teaching programs evaluation for improving teaching limited but growing range of strategies that can be used to effectiveness. Views effectiveness as evaluation strategies that evaluate teaching programs to largely a matter of completion of consider both personal improve student learning. teaching tasks and student compliance. teaching performance and student learning achievements as indicators of teaching effectiveness.
Discusses the involvement of Describes a growing range of Describe a broad range of strategies 3.7 Engage parents/ carers in the educative process parents/carers in the educative strategies for engagement with for involving parents/carers in the process. or contributions from parents educative process. and carers. Standard 4 Create and maintain supportive and safe learning environments Focus Novice Emerging Graduate
4.1 Support student participation Focuses mostly on personal performance Beginning to identify and plan for Identify strategies to support rather than on what the student will do. inclusive learning events that will inclusive student participation and Looking for compliance rather than engage and motivate student engagement in classroom activities. engagement. participation and learning.
4.2 Manage classroom activities Dependent on mentor support in organizing Beginning to demonstrate the Demonstrate the capacity to organize and managing classroom activities. capacity to independently classroom activities and provide clear organize classroom activities directions. and is developing the skill of giving clear directions.
4.3 Manage challenging Attempts to apply existing classroom rules or Beginning to practice proactive, Demonstrate knowledge of practical behaviour school-based behaviour management ethical and pedagogical approaches to manage challenging policies. Will need support in managing strategies for preventing behaviour. challenging behaviours. challenging behaviour amongst students and can apply a growing range of strategies to manage challenging behaviour.
4.4 Maintain student safety Requires support to implement practices Shows awareness of school, Describe strategies that support that maintain student safety, may not system, curriculum and students' wellbeing and safety always respond quickly when students are legislative requirements and is working within school and/or at risk. increasingly able to maintain system, curriculum and student safety and support for Legislative requirements. student well-being.
4.5 Use ICT safely, responsibly Follows established school protocols for the Recognises the need to Demonstrate an understanding of and ethically safe, responsible and ethical use of ICT. practice safe, responsible and the relevant issues and the May need advice on the appropriate and ethical use of ICT in learning strategies available to support the ethical use of ICT when planning teaching. and teaching. safe, responsible and ethical use of ICT in learning and teaching. Standard 5 Assess provide feedback and report on student learning
Focus Novice Emerging Graduate
Able to use assessment protocols Uses an array of formative and Demonstrate understanding of 5.1 Assess student learning which are assessment of (rather than summative assessment assessment strategies, including for) learning. strategies, including informal informal and formal, diagnostic, and formal approaches. formative and summative approaches to assess student learning.
Feedback to students is largely Shows increasing ability to Demonstrate an understanding of 5.2 Provide feedback to students on their learning summative in nature rather than a guide provide constructive and the purpose of providing timely and for future learning. timely feedback that is linked appropriate feedback to students to the student’s ongoing about their learning. development.
Reliant on mentor guidance to make Beginning to use protocols to Demonstrate understanding of 5.3 Make consistent and comparable judgements judgments about student learning independently assess, assessment moderation and its achievements. interpret, and moderate application to support consistent and student learning products and comparable judgments of student performances, in order to make learning. consistent, comparable and reasonable judgments regarding students’ achievements.
Dependent on guidance in order to Able to modify teaching plans Demonstrate the capacity to 5.4 Interpret student data interpret and evaluate student learning after reflection on student interpret student assessment data outcome data and to use it as a basis assessment data, both formal to evaluate student learning and for planning future teaching and and informal. modify teaching practice. learning activities.
Requires expert guidance to interpret Demonstrates ability to keep Demonstrate understanding of a 5.5 Report on student achievement and understand the student accurate and reliable records of range of strategies for reporting to achievement. student achievement, students and parents/carers and the understanding the value of purpose of keeping accurate and using these in reporting to reliable records of student students, parents/carers. achievement. Domain 3 Professional Engagement
Standard 6 Engage in professional learning
Focus Novice Emerging Graduate
Attempts to relate their university Is aware of the Australian Demonstrate an understanding of 6.1 Identify and plan professional studies to their professional Professional Standards for the role of the Australian learning needs experiences. Teachers as a way of Professional Standards for Teachers identifying professional in identifying professional learning learning needs. needs.
Relies on university studies as the Is aware of multiple sources to Understand the relevant and 6.2 Engage in professional learning source of professional learning. improve practice and meet appropriate sources of professional and improve practice professional learning needs. learning for teachers.
Able to discuss aspects of their Able to identify major areas of Seek and apply constructive 6.3 Engage with colleagues and teaching practice with a supervising practice where improvement is feedback from supervisors and improve practice teacher/mentor. needed and discuss these with teachers to improve teaching a supervisor/mentor. practices.
Needs support to identify personal Identifies professional learning Demonstrate an understanding of 6.4 Apply professional learning and learning needs and help in applying needs to improve personal the rationale for continued improve student learning professional learning to improve teaching practices that could professional learning and the student learning. lead to improved student implications for improved student learning. learning.
Standard 7: Engage professionally with colleagues, parents/carers and the community
Focus Novice Emerging Graduate Aware of the existence of a code of Is understanding of the ethical Understand and apply the key 7.1 Meet professional ethics and ethics, but adopts a rule driven expectations of the teaching principles described in codes of responsibilities approach to choices of action. profession when making ethics and conduct for the teaching decisions. profession.
Gains required certification of minimum Considers the implications of Understand the relevant legislative, 7.2 Comply with legislative, administrative and organisational legislative requirements to work with relevant legislative, administrative and organizational requirements students. administrative and policies and processes required for organizational policies and teachers according to school stage. processes, particularly when planning student activities.
Establishes rapport with parents/carers Communicates with Understand strategies for working 7.3 Engage with the parents/carers with the guidance of supervising parents/carers in relation to effectively, sensitively and teachers. children’s issues or learning, confidentially with parents/carers. seeking guidance if needed.
Initiates engagement with peers, Seeks relevant sources of Understand the role of external 7.4 Engage with professional teaching networks and broader mentors and university staff. information and support related professionals and community communities to their teaching. representatives in broadening teachers' professional knowledge and practice. PRE-SERVICE TEACHER DEVELOPMENTAL ASSESSMENT GUIDE
PURPOSES To develop guidelines for use by mentor teachers, school coordinators and university liaisons in the assessment of a pre-service teacher undertaking professional experiences in schools while studying for a degree that leads to registration as a teacher in South Australia. To increase pre-service teachers’ understanding of their own learning through the provision of illustrations of teacher knowledge, practice and professional engagement leading up to the Graduate stage. BACKROUND This document has been written to demonstrate the developmental process expected of pre-service student teachers at Flinders University as they develop the knowledge, skills and attributes that have been defined as the core or essential attributes of a graduating teacher. In a sense it completes a developmental continuum for our pre-service teachers from their entry into a teaching degree at Flinders University through to graduation and beyond.
CONSIDERATIONS These assessment guidelines have been developed with the following in mind:
Students will be at different stages of development across the years of their pre-service courses of study as they prepare for a teaching career;
“Novice” level is the point where they demonstrate a beginning development in the knowledge, skills and attitudes expected of a graduate teacher, and this stage should be reached at some time during the first two years of the four year double degrees;
“ Emerging” is the level of performance expected by the end of the block of professional experience in the 3 rd year undergraduate or 1st year MTeach degrees;
“Graduate” is the level expected at the end of the final professional experience;
The descriptors have been developed with the academic program as well as the professional experience components of the degrees in mind, and
The attributes are written so that mentor teachers, school coordinators and university liaisons can use this guide in making their individual judgements about the development of pre-service teachers while on professional experience: to help those judgements have validity and reliability across the many different sites and assessors.