FACULTY OF EDUCATION AND ARTS
School of Education, QLD
2016
PROFESSIONAL EXPERIENCE PROGRAM (PEP)
EDFX271 PEP UNIT BOOKLET
This booklet should be read in conjunction with the
2016 PROFESSIONAL EXPERIENCE PROGRAM (PEP) GENERAL
INFORMATION HANDBOOK
PEP Co-ordination
Dr Michael Chambers
Phone: 07 3623 7204
Email: [email protected]
PEP Administrative Officers
Ms Bernadette O’Malley
Ms Angelika Vox
Email
Phone:
07 3623 7442
Phone:
07 3623 7151
Fax:
07 3623 7247
[email protected]
1
PROFESSIONAL EXPERIENCE PROGRAM CALENDAR 2016
Bachelor of Teaching/Bachelor of Arts
Year Level
Second Year
Semester 1
Semester 2
EDFX271
Professional Experience 2:
Block Practicum: three weeks
October 10 – October 28
(Yrs 7, 8, 9 & 10 only)
It is the students’ responsibility to ensure they have a “Blue Card” and that it is valid. Students
without a valid Blue Card are prohibited from entering classrooms.
‘Supervised professional experience is at the heart of all our Initial Teacher Education courses and the Faculty will
find appropriate placements to suit the needs of your course. Placements will usually be arranged for the
scheduled placement period in the professional experience calendar, although this may not always be possible.’
2
EDFX271 PROFESSIONAL EXPERIENCE
During Professional Experience Secondary 2, students will be expected to undertake observations of
classrooms, assist individual students with learning and, in the second week of the professional experience
block, assist School Mentors in team teaching. The type of activities expected to be undertaken by pre-service
teachers is set out in the table below. The number of lessons per week are set out, however, it is to be
expected that sometimes the exact number of lessons might not be reached during that week. It is expected,
that over the duration of the placement that ideally students meet these requirements.
Week Observation of classes in at least one of a pre-service teacher’s curriculum areas as
1
well as a range of other school subjects. This should be a total of 3 to 4 lessons per
day but not exceeding 4 hours. The remaining time in a day should be available for
students to attend meetings as deemed appropriate by a pre-service teacher’s
School Mentors or the school professional experience coordinator and to complete
a reflective diary. Towards the end of the first week it is expected students should
become involved with assisting individual students as deemed appropriate by a preservice teacher’s Mentor.
Week Observation and team teaching of classes in at least one of a pre-service teacher’s
2
curriculum areas as well as a range of other school subjects. Towards the end of
Week 2 students should be expected to take a leading role in the team teaching
lesson. This should be a total of 3 to 4 lessons per day but not exceeding 4 hours
with pre-service teachers expected to prepare for one lesson of team teaching per
day based on teacher generated materials. Of these lessons, the pre-service
teacher should be responsible for one whole lesson based on teacher generated
material. The remaining time in a day should be available for students to attend
meetings as deemed appropriate by a pre-service teacher’s Mentors or the school
professional experience coordinator and to complete a reflective diary.
Week Pre-service teacher is expected to take responsibility for the preparation and
delivery of one lesson per day across their curriculum areas. The remaining
3
time in a day should include observations of an additional 2 – 3 classes from at
least two of their curriculum areas. Time should also be set aside for students to
attend meetings as deemed appropriate by a Pre-service Teacher’s Mentors or the
school professional experience coordinator and to complete a reflective diary.
Guidelines for School Visits
The following are general guidelines for School Visitors
 Talk with all School Mentors on pre-service teacher's progress and the reporting process;
Week 1:
Week 2:
Week 3:
During the first week of the block, contact the school to enquire about student progress.
If there appears to be problems / difficulties, flag these with Professional Experience
Coordinator immediately, in order to put in place contingency plans.
Complete school visits;
 Professional Experience Visitors need to see pre-service teachers teach at least once in a
leading role, preferably in the second half of Week 2;
 Pre-service teachers provided with feedback on performance
 Work with School Mentors to complete the Professional Experience Report
 Professional Experience Visitor - suggests ways of improvement
 The Report must be completed and signed by the pre-service teacher, School Mentors
and School Coordinator in time for pre-service teacher to collect at end of week. Preservice teachers must deliver their report to the School of Education Office on the Monday
after the block Professional Experience is finished.
 If problems persist, the Coordinator may also visit pre-service teacher if required
Complete initial school visits;
 Pre-service teachers provided with feedback on performance
 Work with School Mentors to complete the Interim Professional Experience Report
 "At Risk of Failing" pre-service teachers identified and made aware of this by the School
Mentor as early as possible; Contact Course Coordinator by the end of this week.
 "At Risk of Failing" pre-service teachers notified in writing
 Professional Experience Visitor - suggests ways of improvement
3
ASSESSMENT OF PROFESSIONAL EXPERIENCE
Assessment for the professional experience will be based on the following
Criteria
Teaching and Learning
Supporting safe and productive learning
environments
Working in Professional Teams
Working as a Reflective Practitioner
Action and Relevant Standard
Professional Experience Report (S 1, 2,
3, 4) & Observation Log
Completing Guided Reflection sheet (S
4, 7, 10)
Professional Experience Report (S 9)
Completing Guided Reflection sheet (S
10)
There will be one Professional Experience report for each pre-service teacher. The Professional
Experience Report will be graded within the following dimensions:
 The Professional Person
 Teacher as Planner
 Teacher in Action
Each of these dimensions will be judged within each curriculum area as:
 Exceeded
 Met
 Emerging
 Not Met
The final grade for the report for each curriculum area is Satisfactory/
Unsatisfactory. To achieve a Satisfactory the Pre-service Teacher must achieve at least an Emerging
grade within each dimension.
A completed Guided Reflection, will consist of a written reflection of approximately 300 words. The
reflection will be graded Satisfactory/Unsatisfactory. Please use the pro forma provided.
A Professional Experience Observation Log must be completed by each student. In this Log, the Preservice Teacher must record their daily activity in the school including observations, lesson planning, cocurricular activity etc. The Log will be graded Satisfactory/Unsatisfactory
It is the responsibility of the Pre-Service Teacher to submit all PEP paperwork within 10 business
days of completing their practicum placement. If this deadline is not met a FAIL GRADE will be
awarded for the unit and the student will need to repeat the placement in subsequent semesters.
Report Forms
Report forms required for each practicum are available from the ACU Faculty of Education and Arts, School
of Education (Qld) website at: www.acu.edu.au/PEPQLD
4
EDFX271 Professional Experience Program
Choose an item.
Report
Pre-service Teacher
Name:
School:
Associate Teacher:
Year:
This interim/final report should be completed by the Associate Teacher and discussed with the Pre-Service
Teacher at the MIDWAY POINT and on COMPLETION of the Professional Experience.
Teacher as Professional
Not Met ☐
Emerging ☐
Met ☐ Exceed ☐
Comments:
Responsibility for Personal Development
•
•
•
•
•
Is open and responsive to the guidance of
mentors and supervisors
Behaves ethically and with regard to the
legal obligations of teachers
Adheres to appropriate dress standards
Works in partnership with teachers and
other professionals
Communicates in an appropriate and
professional manner
Teacher as Planner
Planning
• Plans learning experiences effectively
Not Met ☐
Teacher in Action
Communication
Not Met ☐
•
•
•
•
•
•
•
Emerging ☐
Met ☐
Exceed ☐
Comments:
Emerging ☐ Met ☐
Exceed ☐
Comments:
Projects and uses voice effectively
Written and verbal communication accurate,
clear and grammatically correct
Uses teaching time, materials, resources
and physical space safely and effectively
Monitors independent and group work
encouraging the participation of all students
Provides timely appropriate feedback to
students on their learning
Encourages students to ask question,
exchange idea and engage in higher order
thinking
Is beginning to identify and apply behaviour
management strategies in a fair, sensitive
and consistent manner
(NB: Students must be judged as at least Emerging in all major areas to be awarded a Satisfactory
in Professional Experience 2)
5
Number of PEP days completed: Choose an item. Days
Professional Experience Interim Result:
At Risk
☐
Professional Experience Final Result:
Pass
☐
Fail
Associate Teacher:
Date: Click here to enter a
☐
Satisfactory
☐
date.
School Coordinator:
Date: Click here to enter a
date.
Pre-Service Teacher:
Date: Click here to enter a
date.
Please place School Stamp here:
This report has been endorsed by:
Australian Catholic University
Faculty of Education & Arts Qld
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Guided Reflection
Write a reflection on the topics below. These might be areas you observed during your practicum placement
or they may be areas you tried new strategies or made modifications to your approach.
Behavioral Management Strategies (what did you observe, what did you try, what worked, what didn’t
work)
Planning (how effective was your planning, what do you need to change, what worked, what didn’t work)
Discussions with Supervising teacher (what was discussed, what was learnt, what you would like to do
differently next time, what worked, what didn’t work)
7
Observation Log
Item
Date
Year
Time
Lesson & lesson topic
Teacher
e.g.
07.09.14
Yr 8
10:20-
Geography
Miss Grant
11:00am
Ocean currents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
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This sample is provided as a guide only.
Lesson Plan Template for Secondary
Date:__________________
Time:_________
Unit/Topic: _____________________
Lesson #_______
Strand(s): __________________
Level:________
Lesson Objectives:
(Key Knowledge and Skills students should achieve in the lesson)
Students Prior Knowledge:
Lesson Structure:
Time
Introduction & Motivation:
Teaching Approaches
Resources
&
Time
Main Content:
Teaching Approaches &
Resources
Support and/or Extension
Activities
9
Time
Conclusion:
Teaching Approaches
Resources
&
Assessment of Learning
Evaluation
Safety Considerations
10