Student Name …………………………………………………
Professional Experience
Handbook
Primary (R-7)
Five Week
Professional Experience
Guidelines for Pre-Service Teachers, Site
Coordinators, Mentor Teachers, University Liaisons
Professional Experience Coordinator
Dr Barbara Nielsen
P: 8201 3386 | E: [email protected]
Professional Experience Office
P: 8201 7671
flinders.edu.au/ehl/education/professional-experience
3
CONTACT INFORMATION
SCHOOL PLACEMENT ISSUES:
Please contact Elizabeth regarding any issues about the suitability of the school
placement, absenteeism or sickness. If Elizabeth is not available then these issues can
be addressed through Jill Crump, the office administrator.
Elizabeth McKenna
Office:
Education Building 4.55
Phone:
8201 5793
email:
[email protected]
Jill Crump
Office:
Phone:
email:
Education Building 4.74
8201 13330
[email protected]
ACADEMIC or STUDENT ISSUES:
Each pre-service teacher (or school) will be assigned a university liaison who will be
responsible for overseeing the professional experience. Any questions or issues can
be addressed to the university liaison in the first instance. If further help is needed then
the university liaison, the school staff or the pre-service teacher may contact Barbara,
who is the academic coordinator for all professional experiences in the Primary
degrees.
University Liaison: ………………………………………………………………….
TEL: …………………………………..
Email: ……………………………………………………...
Note: Barbara is available for consultation by university liaisons, school supervisors,
class teachers and the university students themselves over issues regarding the
professional experience or the behaviour or performance of the pre-service teaching
students.
Barbara Nielsen
Office:
Phone:
email:
Education Building 5.42
8201 3386
[email protected]
4
BACKGROUND INFORMATION for MENTOR TEACHERS
Double Degree Students
At Flinders University the undergraduate program that leads to registration as a primary school
teacher is now a double degree, mostly with a Bachelor of Arts, but sometimes with a Bachelor
of Science degree. During the first two years of the study program our students have focussed
largely on the major and minor strands for their second degree, and now in the last two years
of the double degree program they are focussing more on their education studies. They have
been introduced to current perspectives on schools, schooling and teaching; to child
development and principles of learning; they have undertaken their first curriculum studies in
English, Mathematics, The Arts, Health and Physical Education.
This is the second school placement in the undergraduate teaching program. The first 15 days
took place during the second year of the pre-service study program, and although these were
rich experiences for the pre-service teachers and experiences that contributed significantly to
their understanding of students, schooling and the roles of the teacher, there has been no
expectation that they would plan for or teach lessons. In this block of 20 days, undertaken in
the second semester of their 3rd year, they are now expected to plan and present lessons and
learning activities, reflect on their performance as a teaching professional and assess student
learning. They are required to spend 5 days at the end of Term 2 learning about the school, the
students and the class program so that they will be ready to assume the role of a teacher from
the beginning of their four week block in Term 3
Master of Teaching Students
Master of Teaching (Primary R-7) students come to Flinders University with a first degree
already completed, and they undertake a two year Master of Teaching degree to become
registered primary (R-7) teachers. These are their first professional experience days and are
undertaken after their first semester of education studies in which they have been introduced to
child development and principles of learning and their first curriculum studies in English1; The
Arts; Health and Physical Education as well as two introductory days to curriculum studies in
Mathematics. They have practised planning lessons and units of work and given teaching
presentations, so they now need to apply these 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.
They begin these first professional experiences with a block of 5 days at the end of their first
semester of study. These 5 days are not only 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, but also to introduce them to the world of the primary school. The pre-service teachers
have guidelines for specific tasks to ensure that they use the first 5 days effectively to observe,
learn, begin to interact with school students as individuals and in small groups, and begin to
understand the complexities of the tasks of the teacher in the primary school setting. This
orientation is especially important for the Master of Teaching students as it is their first school
experience (see p 9-10).
5
BACKGROUND INFORMATION for MENTOR TEACHERS
ALL STUDENTS UNDERTAKING THIS PROFESSIONAL EXPERIENCE
At this stage they have practised planning lessons and units of work and also practised
teaching presentation skills, but only in the safe context of the university and to their peers.
They now need to apply their knowledge and skills in the real world of the classroom. There is
no substitute for personal experience, especially when undertaken with the support and
guidance of a skilled teacher. On returning to their university studies they will draw on this
Professional Experience for a deeper study of relationships in the classroom, and will complete
all their curriculum studies prior to their final Professional Experience next year.
During this four week block of teaching our students are expected to take significant steps
towards assuming the role of the teacher. How quickly they are able to do this will depend on
the context of this experience as well as on their individual past experiences and readiness,
but they are expected to be teaching for 50-60% of each day in the final week. A suggested
program for this development can be found on page 11. Samples of feedback forms and
reporting forms can be found on pages 13-17 of this booklet and the pre-service teacher can
download the 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 any and all aspects of their performance as a beginning
teaching professional;
 provide opportunities for the gradual assumption of the role of the teacher;
 give feedback on the planning and delivery of lessons;
 write a brief, interim report on the form provided (end of week 2), and alert the
university liaison to any issues of concern;
 provide a final report on the form provided, developed to reflect the criteria of the
Teacher Registration Board.
If you have any questions, queries or concerns please do not hesitate to speak to the
university liaison or to contact one of us at the university.
Thank you for your time and your commitment to the profession in working with us to
prepare future members of the teaching profession.
Barbara Nielsen
Elizabeth McKenna
Jill Crump
6
INFORMATION for the PRE-SERVICE TEACHER
This booklet has been developed to guide you through the possible teaching experiences for
this placement together with a sample of the planning, feedback and reporting formats that can
be used by you and your mentor teacher. These are also available on your FLO website so
that you can download electronic copies for your mentor teacher.
You are expected to:

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 professionally and behave professionally at all times.

Be punctual and remain at the school for the entire school day, including 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.

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.
Don’t just disappear from the school at the end of the day.

Provide your supervising teacher with copies of your lesson plans.

Listen and respond to guidance and feedback.

Ensure that your interim report is given to your university liaison at the end of week 2.

Thank ALL staff for having you in the school and for helping you before you leave on
the last day.

Contact your university liaison, Elizabeth McKenna 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.
Your report MUST be emailed to your university liaison who will add their comments
and forward the report to the professional experience office.
(Keep a copy)
DUE DATE: 15th August 2014
7
THE PROFESSIONAL EXPERIENCE: Double Degree Students
AIMS
To provide an opportunity for the Pre-service Teacher to:
 Relate their developing theoretical understandings to the real world of the
classroom;
 Gradually assume the role and responsibilities of the teacher;
 Interact with the school community as a beginning professional;
 Plan for teaching in a particular classroom and school context;
 Deliver the planned lessons;
 Reflect on their own performances;
 Clarify their commitment to becoming a teacher, and
 Recognise both their strengths as a teacher and any issues that need to be
addressed before undertaking the final Professional Experience.
DESIRED LEARNING OUTCOMES
That the Pre-service Teacher will:
 Begin to undertake the work of the teacher;
 Demonstrate an ability to relate theoretical understandings to the practical
setting of the classroom;
 Interact effectively with children;
 Become confident in assuming the role and responsibilities of the teacher;
 Effectively plan for teaching and learning in context;
 Practice teaching;
 Understand their teaching strengths and weaknesses, and
 Enjoy their time in 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, and
Provide an experiential basis for understanding their university studies.
LEARNING OPPORTUNITIES INCLUDE:




Interacting as a beginning professional with all members of the school
community;
Practising the tasks of teaching in a particular context;
Receiving feedback on their performance as a teaching professional, and
Discussing and reflecting with the mentor teacher and university liaison.
8
THE PROFESSIONAL EXPERIENCE: Master of Teaching
AIMS
To provide an opportunity for the Master of Teaching Student to:
 Observe the work of teachers
 Observe the characteristics of children of different ages and in different stages
of learning
 Relate their developing theoretical understandings to the real world of the
classroom
 Interact with individual students and small groups of students
 Interact with the school community as a beginning professional
 Clarify their commitment to becoming teachers of primary school children
 Plan for teaching in a school context
 Teach the planned lessons
DESIRED LEARNING OUTCOMES
That the Master of Teaching Student will:
 Begin to understand the work of the teacher
 Practice relating to children of different ages and stages of development
 Demonstrate an ability to relate theoretical understandings to the practical
setting of the classroom
 Demonstrate an ability to interact effectively with children
 Become accustomed to taking the role of the teacher
 Enjoy their time in the school environment
 Understand how to plan for teaching and learning in context
 Develop confidence in assuming responsibility for teaching
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
Reduce anxiety about assuming the role of the teacher
Provide an experiential basis for understanding their university studies
LEARNING OPPORTUNITIES INCLUDE:







Classroom observation
Interacting as a beginning professional with members of the school community
Recording of observations and experiences
Engaging with individual children or small groups of children
Practise the tasks of teaching in a particular context
Feedback on their performance
Discussion and reflection with the mentor teacher and university liaison
9
THE FIRST WEEK: Master of Teaching
SUGGESTED ACTIVITIES
School Orientation (Guided Tour)
Sketch plan of the classroom and its features
Look at class weekly timetable (Collect example)
‘Listen’ to teacher talking to students.
Record some ‘routine’ teacher instructions for ‘managing’ students
Learn about the school behaviour management policy
Develop (copy) a list of the students in the class
An introduction to the library or resource centre
Work with individual children
Work with a small groups of children
Note the books that the children are choosing to read
Observe the ‘flow’ of lessons in different learning areas
Listen to children read
Shadow a specialist teacher for a day (If appropriate)
Attend staff meeting
Plan for teaching in Term 3
10
A Visit to the LIBRARY or RESOURCE CENTRE
FOCUS: The Resource Centre
Ideas for Flinders University Students
Teacher librarians from School Library Association have put forward these ideas
for the student teacher to discuss with resource centre staff. The ideas may assist
the student teacher to become more familiar with the library resource centre so that
they can access the facilities to support their future teaching.
1. Tour of the library resource centre to know where things are.
2. Introduction to all library resource centre staff.
3. Time to browse in different sections to see what is available especially in
staff resources in their specialised subject fields.
4. Timetable
 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. Resource Based Learning
 planning and teaching with the teacher librarian
 examples of teaching units available
 setting appropriate assignments
6. Borrowing resources – becoming familiar with processes, the automated
library system and how it works for staff and students.
7. Availability of electronic resources, school intranet, search engines and
interactive whiteboard.
8. Resources supporting 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 good book.
11
OVERVIEW OF THE 25 DAYS
The pre-service teacher is expected to gradually assume the role of the teacher during this
experience. What follows is a guide to the way that this might occur, but the mentor teacher
must be the person to establish the particular progression for each pre-service teacher.
Introductory 5 days
 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
 Assume responsibility for reading/telling stories to the children
 Develop plans for your teaching in Term 3
Week One
 Assume responsibility for reading/telling stories to the children from Day 1
 Plan for and teach a lesson each day
 Discuss classroom observations with the mentor teacher
 Reflect on their teaching performances with the mentor teacher
 Develop a plan for teaching in Week 2
Week Two
 Assume responsibility for classroom routines e.g. mornings, breaks, lesson transitions
 Continue reading/telling stories
 Plan for and teach 2 lessons each day, perhaps a series of lessons in particular areas
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
 Teach 3-4 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
 Take full responsibility for the class for 50-60% of each day
 Continue to observe, discuss, reflect and plan with the mentor teacher
 End of week: read/discuss/write personal reflections in the final report
At some time:
 Teach a lesson in front of the university supervisor
 Teach a lesson in front of the school coordinator (if possible)
12
LESSON PLANNING
LEARNING AREA:
YEAR LEVEL:
TIME:
LESSON TOPIC:
AIM:
(From ACARA, or Desired Student Outcome from SACSA)
LESSON OUTCOMES: (These should relate to both the topic and to the curriculum link)
REFERENCES & RESOURCES:
STUDENT ASSESSMENT:
SELF ASSESSMENT:
TEACHING PROCEDURE:
TIME
STEPS
1.
2.
COMMENTS
INTRODUCTION (whole class)
EXPLICIT TEACHING (whole class)
and/or
GUIDED DISCOVERY (whole class)
3. EXPLORATION/PRACTICE(group/individual)
4. CONCLUSION (whole class share/reflect)
NOTE: This planning format is available for students to download from FLO and is planned to cover
two A4 pages when used. The “Comments” column can be used for adaptations for children with
learning difficulties or for planned extension activities.
13
PROFESSIONAL EXPERIENCE
LESSON FEEDBACK SHEET
Pre-service Teacher:
Mentor Teacher:
Lesson:
Year level:
Preparation: (Planning, resources, organisation of materials)
Presentation: (Voice , sequencing or scaffolding, questioning, responsiveness)
Managing student learning and behaviour: (Climate, feedback, strategies)
Content knowledge and teaching approach:
General Comments and Suggestions:
Feedback given by:
Date:
14
PROFESSIONAL EXPERIENCE
INTERIM REVIEW
Student ID:
Pre-Service
Teacher
Mentor Teacher
University Liaison
School
Date
Mentor Teachers please complete this Interim Review outlining areas requiring development
and discuss it with the Pre-service Teacher. The purpose of this report is to ensure that the
Pre-service Teacher receives written and verbal feedback on their progress.
Please give a copy of this Interim Review to the university liaison at the end of week 2
Due Date: Friday 1st August 2014
Please tick 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 this Pre-service Teacher may be at risk of not being able to meet the
requirements of the Professional Experience..
Please provide some written feedback regarding areas of strength and/or areas needing
improvement:
Mentor Teacher: .................................................................................... Date:
I have read this interim review.
Pre-service Teacher: .............................................................................. Date:
15
PROFESSIONAL EXPERIENCE 1 REPORT
30th June – 15th August 2014
Pre-service Teacher
Student ID:
School
Mentor Teacher
Year Level:
School Co-ordinator
Liaison
Coordinator
Dr Barbara Nielsen
University
Number of days completed
School Context
Please add a brief context statement about your school
School Sector, size and composition
of campus. (R-12, Area, Primary).
Particular features or characteristics.
Students
Summary Statements: Classroom Teacher/Mentor
Professional Relationships
Comments
Professional &Collegial Learning
Teachers actively engage in personal
and collegial learning within the
professional community
Learner Respect
Teachers foster trusting and
respectful relationships with all
learners
Parent/caregiver & Community
Partnerships
Teachers work effectively with
parents/caregivers and the wider
community
Professional Knowledge
Learning Processes
Teachers know about learning
processes and how to teach and
implement
Learning Content
Teachers know the content they
teach
Comments
16
Learner Context
Teachers know about learner
contexts and diversity
Professional Practice
Comments
Planning & Teaching
Teachers plan and implement
teaching strategies for successful
learning experiences
Feedback & Reporting
Teachers assess and report learning
outcomes
Learning Environment
Teachers create a safe, challenging
and supportive learning environment
PRE-SERVICE TEACHER COMMENT
Date:
Summary Statement: School Coordinator/Principal
Date:
Summary Statement: University Liaison
Date:
OVERALL ASSESSMENT
To be agreed by the Mentor Teacher and the University Liaison
In our opinion, the pre-service teacher’s performance on this Professional Experience has been:
Satisfactory

Not Satisfactory

And s/he is ready/not ready to undertake the final Professional Experience next year.
Verified by University Coordinator
Date
Please keep an electronic copy of this report and forward it to the University Liaison who will
ensure that the completed report is emailed to the Professional Experience Office.
Due Date: Monday 18th August 2014
17
PROFESSIONAL EXPERIENCE
REPORT ADDENDUM 2014
Please take this opportunity to identify issues the pre-service teacher needs to address in
order to improve their performance as a teaching professional..
Name of Pre-Service Teacher
TO:
The following advice and suggestions are offered:
Professional Behaviour
Knowledge
Organisation and Management
Planning for Teaching
Teaching
Other
Signed by Mentor Teacher:
Date:
Please email or fax a copy of any advice to [email protected] Fax: 8201 2568