Faculty of Education
Graduate Certificate in Education (Early Childhood)
ESM785 3 - 5 years
Professional Experience in the Graduate Certificate in Education (Early Childhood) course is
designed to enable graduates to further demonstrate their practice in either a child care and
education or Kindergarten (or equivalent) context. This PE involves active observation and
participation and increased engagement in teaching and learning activities within a 3 – 5-year-old
setting.
This placement is conducted on a full time basis over seven consecutive weeks (35 days). There is
an expectation that by the end of Professional Experience, graduates should demonstrate the
capacity to assume responsibility for approximately 75% of a full-time teaching load across English,
Mathematics and ICT learning areas.
Kindergarten placement: Graduates undertaking a Kindergarten placement (approx. 15 – 18 hours
per week or the equivalent of 3 days) will spend one day in a Preparatory classroom, the remaining
day may be used for the purpose of planning, or undertaking duties associated with the
Kindergarten teacher role (i.e., Launching into Learning etc.).
Throughout the placement graduates are required to maintain a professional planning file which
must include planning; policy documents; resources for teaching and learning; and reflections on
their own teaching and learning.
EXPECTATIONS FOR PLACEMENT
• Successful completion of ESM780 Curriculum, pedagogy and assessment in EC
• Complete ESM785 MyLO module, which is a requirement for your placement preparation
• Prior to commencing their PE graduates are to identify and discuss with their colleague teacher a learning
sequence for development from Week 3. This sequence must have an English and Mathematics focus
with ICT incorporated into the teaching.
• Source the Centre policies directly relating to best practices and Workplace Health and Safety Standards.
• Source other relevant Centre or School policies, procedures and guidelines relevant to your placement.
• Develop and sustain positive relationships with all learners, relevant staff and families.
• Maintain professional planning file, which includes:
o
Your observations, planning and evaluations
o
Copies of relevant Centre policies, University PE Report, and Guidelines
o
A section for resources i.e., which include recipes, games, nursery
rhymes and songs
o
Reflections – at least half a page each day of the placement
• Assist with daily tasks (e.g. setting up/packing up activities/experiences)
• Prior to delivery, all planning must be shared with your colleague teacher for feedback at least one day
before implementation, and approved.
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WEEK 1 Observation/Collaborative teaching
In addition to the above expectations and in
consultation with your colleague teacher:
• Complete two daily whole group and two small
group observations which document teaching and
learning within the classroom. These observations
should be used in conversation with your
colleague educator.
• Take responsibility for a daily routine (such as roll
all, monitor duties, etc.).
• Observe and become familiar with the
teacher/school’s behaviour support plan.
• Observe and become familiar with the teacher’s
weekly routines (i.e. specialist timetables, events,
support learning/teaching staff etc.).
• Observe and become familiar with student support
and services within the wider school community
(i.e. school psychologist, chaplain, etc.).
• Mid-week, in collaboration with your colleague
teacher plan, implement, and evaluate at least two
small group experiences/lessons each day.
WEEK 3 Planning and independent teaching
Continue as for week 2, and in addition:
• As previously discussed and approved by the
colleague teacher in weeks 1 and 2, implement and
evaluate a sequence of whole-class
lesson/experience sequence in English,
Mathematics and ICT including formal assessment
and documentation of student’s work/progress.
• Plan, implement, manage, and evaluate at least
one whole-class lesson/experience each day.
• Plan, implement, manage, and evaluate at least one
block of whole-class teaching time (which may
include the whole-class lesson mentioned above).
• Action the school’s behaviour support plan for all
students in the class.
Working towards teaching equivalent of 1 day per week.
Week 2 Planning and independent teaching
In addition to the above expectations and week 1
(where applicable) in consultation with your colleague
teacher:
• Each day, plan, implement, and evaluate at least
one whole class lesson/experience (1 per day) of
20- 30 minutes’ duration.
• Submit detailed draft plans for the teaching
tasks to be undertaken during Week 3 to the
colleague teacher for review, discussion and
final approval. These plans should be
detailed and record specific, outcomes, clear
directions for the teaching/learning and
assessment processes with an English,
Mathematics and ICT focus.
Week 4 Planning and independent teaching
Continue as for week 3, and in addition:
• Plan, implement, manage, evaluate, and assess at
least three blocks of whole-class teaching time.
• Reflect upon and review as necessary,
implementation of the school’s behaviour support
plan.
Working towards teaching equivalent of 2 days
per week, or 6 teaching blocks.
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WEEK 5 Planning and independent teaching
Continue as for week 4, and in addition:
• Identify goals, specific learning needs and other
particular preparation areas for planning for
teaching, classroom organisation and the support
of student behaviour during week 5.
WEEKS 6 and 7 Planning and independent teaching
Continue as for week 5, and in addition:
• Plan, implement, manage and evaluate at least
three whole teaching days, ensuring that learning
experiences are provided in at least four of the key
learning areas.
IMPORTANT: Week 7 Provide your colleague teacher
with a copy of the PE 3 – 5 years Assessment report
ready for completion and submission to the
University by Friday, end of Week 7.
Working towards teaching equivalent of 2-3 days
per week.
Working towards teaching equivalent of 3-4
days per week.
Please note:
• Throughout PE, graduates should undertake extracurricular activities pertinent to the group and
centre including, where appropriate, attendance at staff meetings and professional development
workshops, etc.
• Graduates must ensure confidentiality regarding information about the placement site, the
children, families, and staff.
• Staff maintain full responsibility for the group at all times and should not leave the graduate
unattended for any period of time.
• There is some flexibility around the timing of these expectations, depending upon the graduate’s
capacity to undertake increased responsibility in the room and the colleague
teacher’s/graduate’s needs. Ideally though, graduates will have an opportunity to complete each
of the tasks listed above at a mutually convenient time within the seven-week placement.
• Absences due to illness, or public holidays must be completed to ensure the full 35 days of
placement requirements are met.
Documentation:
Throughout PE graduates are expected to maintain a comprehensive professional planning file. This
document should provide a foundation for routine discussions with the colleague/tertiary qualified
teacher, and for the assessment of the graduate’s placement. The file will be viewed if/when
placement visits are conducted by University staff or a representative.
Graduates are not required to submit their professional planning file to the University.
Assessment by a tertiary qualified teacher:
• In accordance with national accreditation requirements, documentation must be assessed by
duly qualified personnel.
• In the absence of a tertiary qualified colleague teacher assessment must be conducted by a
University mentor or representative in consultation with the colleague teacher.
• Graduates will be assessed against selected focus areas within the Australian Teaching standards.
• A copy of the assessment report (inclusive of developmental indicators designed to assist
graduates and colleague teacher to understand the desired levels of achievement required for
this placement) is included in the documentation provided to the centre.
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•
IMPORTANT: If at any point staff, university mentor or graduate has concerns that one or
more of the standards in the assessment report cannot be met, it is critical that the
Cautionary Advice Note (CAN) form be completed in collaboration with the above parties.
•
Completed Forms must be emailed to the Professional Experience Coordinator (contact
details see below) as soon as possible within the placement. Doing so will ensure that
appropriate support is provided by Faculty of Education staff for both the graduate and
relevant staff.
Returning Assessment Reports to the University:
• Please email the assessment report to the University
[email protected]
• A copy of the report should remain at the site, and
• One copy should be provided to the graduate
Contacts:
If you require any further assistance please do not hesitate to contact one of the following staff.
Designation/Campus
For General Enquiries:
Coordinator, Professional Experience
Professional Experience Leader, Early
Childhood
Contact Details
Professional Experience Office
[email protected]
Ph: (03) 6324 3794
Sarah Reaburn
[email protected]
Ph: (03) 6324 3154
Helen Yost
[email protected]
Ph: (03) 6324 3283
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Key Terms:
Graduate
Colleague
Teacher
Tertiary
Qualified
Educator
Centre-based
Placement
Coordinator
University
Mentor
Representative
Professional
Experience,
Leader
Professional
Experience
Coordinator
Active
Observation
Professional
Planning File
Cautionary
Advice Note
(CAN)
Leave of
Absence
A current student of University of Tasmania undertaking post graduate study
through the Faculty of Education.
Teacher who is responsible for mentoring and supporting the graduate throughout
the duration of the PE placement.
A member of the Centre staff who holds a tertiary qualification and is a responsible
for the completion of assessment and PE reports.
An employee of the centre who oversees the organisation and implementation of
PE placements within that context.
A member of the Faculty of Education academic staff who provides assistance,
advice and support to both the graduate and relevant Centre staff.
A member of the Faculty of Education academic staff who is responsible for
overseeing PE placements in their relevant area, and providing support as required.
A member of the Faculty of Education professional staff who oversees the
organisation and daily running of the professional experience office.
Active observation during PE is more than viewing what happens on a daily basis
(though that is important). Active observations includes note taking, reflecting,
using initiative, interacting, questioning, communicating, assisting the colleague
educator, and requesting feedback and responding to same.
This file should contain:
• Written planning documents prepared by the graduate. It should also include
evaluations of experiences/activities that have been implemented. Planning
proformas/examples gathered during the PE placement should also be added to
the planning file.
• Extensive daily observation notes to be used as the basis of routine discussions
between the graduate and relevant centre staff.
• Daily, in-depth reflections written by the graduate in relation to what s/he has
observed and/or any teaching experiences implemented by the graduate during
the PE placement – reflections are also used as a basis for routine discussion with
the relevant centre staff.
• Copies of Centre policy documents and additional resources gathered by the
graduate during the PE placement. Policy documents should be read and
discussed with the colleague educator early on in the PE placement.
If during the PE placement there are concerns about the graduate’s capacity to
successfully complete the placement, then the tertiary qualified assessor needs to
advise the graduate, the Centre Director, and the University Professional
Experience Leader/University Mentor of the situation using the CAN form
If during the PE placement the graduate requires leave of absence from practicum
then the Leave of Absence /Negotiated days form must be completed and returned
to the PE office.
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