PROFESSIONAL EXPERIENCE - James Cook University · 2018-03-06 · PROFESSIONAL EXPERIENCE (Phase 2; Specialist Practicum) 2018 . Handbook for Preservice Teachers Contact us via: [email protected]

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4th year PROFESSIONAL EXPERIENCE (Phase 2; Specialist Practicum)

2018

Handbook for Preservice Teachers

Contact us via:

[email protected]

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Professional Experience Contacts

For all general correspondence related to Professional Experience, please email: [email protected]

Placement Advisors Phone Responsibilities Trish Quayle (07) 4232 1716

Cairns B.Ed & MTL

Jenny Gromkowski (07) 4781 6549

Townsville B.Ed & MTL (Primary)

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

Scott Richardson (07) 4781 5748 ECE External

Director of Professional Experience and Community Engagement

(07) 4781 5529 Professional Experience Program

Dr Lai Kuan Lim

Cairns Townsville Postal Address Professional Experience Unit

College of Arts, Society & Education James Cook University PO Box 6811 Cairns Qld 4870

Professional Experience Unit College of Arts, Society & Education James Cook University Townsville QLD 4811

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

mailto:[email protected]

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



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Professional Experience: At A Glance Phase 1: ED4488 (January – February) ECE: 10 days (School): 18 Jan – 2 Feb (might include pupil-free days) 10 days (3-5 years): 12 – 23 Feb

- Prior-to-school setting

Primary/Secondary 20 days: 18 Jan – 16 Feb (might include pupil-free days)

Reporting When Within 7 days of practicum completion What QPERF Who* To be completed by SBTE; Returned to JCU by Site Coordinator

(consultation with JCU is optional in Phase 1) Phase 2: ED4489 (14 May – 15 June) 25 days (School placement for ECE, Primary & Secondary): - Gradually increasing load: 2 weeks - Full load: minimum of 3-week full teaching block Reporting When Within 7 days of practicum completion What QPERF Who*

To be completed by SBTE; Site coordinator submits reports to JCU following consultation with JCU

Specialist Practicum: ED4487 (16 – 27 July) For: B.Ed Primary Specialist in HPE/Middle School/Special Needs/LOTE 10 days One week half load One week full load

Reporting When Within 7 days of practicum completion What QPERF Who*

To be completed by SBTE; Site coordinator submits reports to JCU following consultation with JCU

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

PST: Preservice Teacher SC: Site Coordinator

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

Reporting

PST and SBTE use learning porfolio to support evaluation of PST's

performanceIn Phase 2: Discuss report with JCU

Aacdemic Liaison

One report per block (QPERF)PST or SC submits report to JCU

(within 7 days of practicum completion)

SBTE and PST engage in professional learning:independent practice required

SBTE models, mentors, monitors, provides feedback, releases

responsibility to PSTSBTE gives a mid-point formative evaluation based on the report

PST adopts, adapts, creates, responds to feedback, provides feedback to SBTE,

monitors student learning, contributes to school community

PST responds to the mid-point evaluation

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

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

underperforming

First meeting between PST, SBTE & SC: Expectations Review

Conversation on expectations, QPERF and plan for practicum

SBTE shares relevant school curricular documents and

student data

SC orientates PST to the school; shares school policies,

procedures and expectations

PST initiates meeting with SBTE & SC prior to professional experience

Email introduction Set a meeting time

http://education.qld.gov.au/hr/recruitment/teaching/docs/prof-exp-recommendations.pdf

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

Possible Actions

Revised approach to practicum

Extend practicum, with Director's approval

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

Director after termination

Follow up by JCU

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

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

Contact JCU Profex

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

Advise Site Coordinator (SC)

SC reviews concerns with SBTE and PST SC contacts JCU Profex

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Contents

Professional Experience Contacts ............................................................................................................ 2 Professional Experience: At A Glance ...................................................................................................... 3 Roles and Responsibilities: At A Glance ................................................................................................... 4 Concerns During Professional Experience: Outline of Procedure (At A Glance) .............................. 5 Goals for ED4489: Phase 2 Professional Experience ............................................................................... 7 Engaging Professionally .............................................................................................................................. 8 Overview of Phase 2 (ED4489)................................................................................................................. 13 ED4489 Professional Learning Activities .................................................................................................. 14

What is the structure of the professional experience placement in 4th year? .............................. 14 What is the expected teaching load in Phase 2? ............................................................................ 14 Weekly Outlines of Professional Learning Activities: ECE ................................................................. 15 Weekly Outlines of Professional Learning Activities: Primary & Secondary ................................... 21 Professional Experience Portfolio ......................................................................................................... 27 Table 1: ED4489 Professional Experience Portfolio ........................................................................... 28

Overview of Specialist Practicum (ED4487) ........................................................................................... 31 ED4487 Professional Learning Activities .................................................................................................. 32

What is the structure of this professional experience placement? ................................................ 32 What is the expected teaching load this phase? ............................................................................ 32 Weekly Outlines of Professional Learning Activities: Specialist Practicum .................................... 33 Table 2: ED4487 Professional Experience Portfolio ............................................................................ 36

Assessment Guide ..................................................................................................................................... 38 Assessment Procedure .......................................................................................................................... 38

Transition into the Teaching Profession ................................................................................................... 40 Preservice Teacher Intervention Notification – Guidelines for Use ..................................................... 41 At Risk Notification – Guidelines for Use (SBTE & Site Coordinator)..................................................... 43

At Risk Notification ................................................................................................................................. 44

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Goals for ED4489: Phase 2 Professional Experience In the second phase of your 4th year Professional Experience program you will be aiming to achieve two goals. Goals one and two are assessed by your School-Based Teacher Educator (SBTE). The details for these first and second goals are outlined below:

1. By the end of the fourth week, you will be able to independently enact a Plan, Teach, Assess, Reflect (PTAR) cycle in your classroom.

2. Commencing in Week 1, and by the completion of Week 5, you will curate a portfolio of evidence in relation to your capacities to plan, teach, assess and reflect. The evidence included in your portfolio should demonstrate the impact of your pedagogical decisions on student learning.

Your achievement of the two goals (1 & 2 above) will be assessed against the Queensland Professional Experience Reporting Framework (QPERF). You must achieve “Graduate Level” on each criterion of the QPERF in order to be successful. Your SBTE will evaluate both your teaching performances enacted in the classroom and the evidence curated in your professional experience portfolio when making their final assessment of your level of proficiency.

In order to achieve these goals, a series of professional learning activities are outlined on the following pages. You should use these activities to guide your practice, and to provide opportunities to curate evidence for your QPERF portfolio and for your coursework goals. You are reminded that these goals are to enacted in accordance with the QCT Code of Ethics (see http://www.qct.edu.au/standards-and-conduct/code-of-ethics), and James Cook University’s Student Conduct Policy (see https://www.jcu.edu.au/policy/student-services/student-conduct-policy).

http://www.qct.edu.au/standards-and-conduct/code-of-ethics

https://www.jcu.edu.au/policy/student-services/student-conduct-policy

https://www.jcu.edu.au/policy/student-services/student-conduct-policy

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Engaging Professionally

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

Plan to engage with professionalism

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

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

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

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

5) Plan to engage in a professional expectations dialogue with your SBTE in Week 1 of your placement. During this dialogue you are expected to:

• Describe and highlight the expectations for your work and your conduct whilst on placement. This is your placement and you must be aware of what you are required to do and have agency in achieving these goals.

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

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

practice. Standard 6 of the Australian Professional Standards for Teachers (APSTs) highlights the



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significance of identifying and planning for your professional learning needs, and to using the APSTs to guide your professional goal-setting. The feedback offered by your SBTE, as an experienced educator and mentor, is critical in assisting you to formulate, and to then clearly articulate, your own professional learning goals. For pre-service teachers, and early career teachers, broadening the scope of your reflective practice can be very challenging. The first step in doing so is for you to shift your gaze away from yourself and your teaching to, instead, undertake a careful and critical review of your learners and what they are learning. Evaluating your lessons, in collaboration with your SBTE is a very practical way to achieve this shift in your gaze. However, as discussed in our briefings, there is on onus on you to direct these professional conversations — to seek targeted feedback; to also demonstrate an openness and professional disposition with regards to receiving feedback; and, to then implement this feedback into your practice. Cavanagh and Prescott (2015) state that reflection is “both a process of individual thought and of interpersonal dialogue with your mentors” (p. 224). In this way, reflection acts as a catalyst for improving practice. Reflection can be framed through four key dimensions: i) Reflection is grounded in classroom practice. Reflections focus on an element of your

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

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

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

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

These dimensions are summarised by Cavanagh and Prescott (2015, p. 225) in the following diagram: Figure 1. The cycle of reflective practice

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Figure 1. The cycle of reflective practice (Cavanagh & Prescott, 2015, p. 225) demonstrates the dimensions that inform an ongoing reflective cycle. Each phase leads on to the next, with your practice growing each time you move through the cycle. The reflection you undertake as an individual, alongside the reflective dialogue you facilitate with your mentor, is critical to your professional growth through a cycle of reflective practice.

So, the emphasis on co-reflection in this ED4489 phase of professional experience is key. You must be active, open and professional in regards to seeking, analysing and implementing lesson evaluation. The work of lesson evaluation is reflective and is not the work of your SBTE alone. In order to keep track of your reflective work, it is recommended that you keep a reflective journal. Each of your journal entries should be dated and may be comprised of text, diagrams, concept maps, and so on. If you are finding it difficult to make written reflections, consider a digital journal. In a digital format you could look to include voice recordings and links to relevant electronic materials and resources, along with relevant digital annotations. Killen (2013) suggests that journaling can provide:

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

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

practice Your goal as a 4th year preservice teacher is to move beyond superficial lesson reflections. The following table (Table 1) provides you with prompts to aid reflection on your practice: Table 1. Prompts to aid reflection on practice

Before the lesson After the lesson After discussing the lesson with your SBTE

What are my goals for this lesson? What do I want students to learn?

What did the students learn in my lesson?

What was the most important feedback I received from my mentor about my lesson?

What do I want to happen in this lesson?

How did the students respond?

How can I work to implement my mentor’s suggestions in the future?

Notice

Analyse

Imagine

Act

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How do I want this lesson to proceed?

Why did the events of this lesson happen in this way?

How will I know if my lesson has been successful?

What could I have done differently?

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

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

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

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

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

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

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

differently in the future?

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Phase 2: ED4489

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Overview of Phase 2 (ED4489)

Week Early Childhood Primary & Secondary 1 Expectations Dialogue

Observation: Learner Profiles Co-plan 4 activities/lessons (literacy and numeracy) and teach 4 activities Co-reflect

Expectations Dialogue Observation: Learner Profiles Co-plan and teach (2 days) Co-reflect

2 Co-plan and teach (3 days) Co-reflect

Full load: Plan, teach Co-reflect

3 Full load: Plan, teach Co-reflect Initiate a mid-point evaluation

Full load: Plan, teach Co-reflect Initiate a mid-point evaluation

4 Full load: Plan, teach Co-reflect


5 Full load: Plan, teach Co-reflect


Final Day

You present developing portfolio of evidence SBTEs review your presentation of portfolio, explain evaluation and complete report

Full load teaching should be equivalent to a beginning teacher’s load where possible.

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ED4489 Professional Learning Activities

What is the structure of the professional experience placement in 4th year?

Phase 2 (ED4489) is a five-week block placement (25 days). In most instances, you will return to your Phase 1 school. You will engage in a minimum of three weeks of independent practice in your final professional experience.

What is the expected teaching load in Phase 2? The expected teaching load for a preservice teacher in Phase 2 (ED4489) placement is one that is increasing from observation in Week 1, to independent practice. Full load teaching should be equivalent to that of a beginning teacher where possible.

The following tables outline the professional learning activities through each week of the placement. Each week is presented as a separate table. The number of lessons/days allocated for planning, teaching, assessing and reflecting for each week are stipulated as minimum requirements. At the bottom of each table is a blank row. It has been included for you to include notes about potential artefacts from each week of your experience that you may include in your Professional Experience portfolio.

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Weekly Outlines of Professional Learning Activities: ECE

Week Focus of Professional Learning: Phase 2

Prior to Week 1

Plan Teach Assess Reflect Complete the personal statement component of the Professional Experience portfolio (500 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must make reference to the following:

- Australian Professional Standards for Graduate Teachers - current knowledge, skills, capabilities and personal attributes relevant to teaching - role of reflective practice in teaching and learning - professional experience goals for this phase: what they are, and how you will evaluate the outcomes.

Review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct Set up a structure for your reflective journal Set up your Professional Experience Portfolio structure by establishing one section for each of the headings on the report (QPERF) Ensure that your Blue Card is current and will not expire before the completion of your program. Ensure your Blue Card and JCU Student ID card are with you at all times while on placement. Ensure you have made contact with the site coordinator and SBTE to discuss your upcoming placement and begin establishing expectations for your work whilst at the school.

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Week Focus of Professional Learning

Plan Teach Assess Reflect

1

Engage in a professional expectations dialogue with your SBTE

Adopt and support SBTEs approach in fostering a positive learning environment, with specific focus on rules, routines and verbal strategies

Drawing on evidence from student work, assess the

impact of your pedagogical decisions

Co-reflect with SBTE against QPERF report

Observe and create class and learner profiles

Model SBTE’s approach to support student learning and engagement

Seek targeted feedback in relation to key aspects of your practice. Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning

Co-plan 4 differentiated lessons (literacy/numeracy) for the week. Identify the relevant ACARA and/or EYLF links for each learning outcome

Teach 4 lessons/activities

Finalise a ½ page written reflection which synthesizes your professional learning for Week 1, incorporating scholarly references

Sources of evidence for QPERF portfolio

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2

Engage in a professional expectations dialogue with SBTE – establish goals for week 2

Teach all lessons for three days



Co-reflect with SBTE against QPERF - in preparation to move

towards independent practice

Refine learner profiles to inform planning for differentiation

Seek targeted feedback in relation to key aspects of your practice

Co-plan all lessons for three days

Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesizes your practice for Week 2, incorporating scholarly references

Sources of

evidence for QPERF portfolio

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3

Engage in a professional expectations dialogue with SBTE — establish goals for week 3

Independently teach for five days of the week (full load)



Co-reflect with SBTE against QPERF • Present work-in-progress

QPERF portfolio to SBTE for review and midpoint evaluation

Review and select suitable data and evidence to understand learners and plan for their next step learning


Independently plan all lessons to be delivered for this week (full load) Full load – equivalent to a beginning teacher’s load here possible

Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 3, incorporating scholarly references

Sources of


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4





Co-reflect with SBTE against QPERF



Independently plan all lessons to be delivered for this week (full load)


Sources of


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5


Independently teach for five days of the week (full

load)



Co-reflect with SBTE against QPERF • Present completed QPERF

portfolio to SBTE for evaluation


Seek targeted feedback in relation to key aspects of practice


Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 5, incorporating scholarly references. Articulate professional development goals as you look to transition to the profession using the QPERF Professional Development Reflection for this practicum phase.

Sources of


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Weekly Outlines of Professional Learning Activities: Primary & Secondary

Week Focus of Professional Learning: Phase 2

Prior to Week 1

Plan Teach Assess Reflect Complete the personal statement component of the Professional Experience portfolio (500 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must make reference to the following:


Review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct Set up a structure for your reflective journal Set up your Professional Experience portfolio structure by establishing one section for each of the headings on the report (QPERF) Ensure that your Blue Card is current and will not expire before the completion of your program. Ensure your Blue Card and JCU Student ID card are with you at all times while on placement. Ensure you have made contact with the site coordinator and SBTE, either in person or by telephone, to discuss your upcoming placement and begin establishing expectations for your work whilst at the school.

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1

Engage in a professional expectations dialogue with SBTE




Co-reflect with SBTE against QPERF report - in preparation to move towards independent practice

Observe and create/refine class and learner profiles



Co-plan two days Teach two days

Finalise a ½ page written reflection which synthesises your professional learning for Week 1, incorporating scholarly references


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2








Independently plan all lessons to be delivered for this week (full load) *Full load – equivalent to a beginning teacher’s load here possible


Sources of


24



3





Co-reflect with SBTE against QPERF • Present work-in-progress

QPERF portfolio to SBTE for review and midpoint evaluation





Sources of


25



4










Sources of


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5


Independently teach for five days of the week (full

load)



Co-reflect with SBTE against QPERF • Present completed QPERF



Seek targeted feedback in relation to key aspects of practice


Annotate lesson plans with modifications Incorporate SBTE feedback into next step planning Finalise a ½ page written reflection which synthesises your practice for Week 5, incorporating scholarly references. Articulate professional development goals as you look to transition to the profession using the QPERF Professional Development Reflection for this practicum phase.

Sources of


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Professional Experience Portfolio

You will compile a Professional Experience portfolio throughout your placement. This portfolio will continue to develop as you progress through your program. The portfolio will be structured to include 6 sections:

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

Table 1 below summarises the suggested artefacts of the Professional Experience portfolio, along with artefacts to include. This is not an exhaustive list – the table outlines suggested artefacts for inclusion in your portfolio. It is your responsibility to compile your portfolio and initiate discussion with your SBTEs about it.

The specific artefacts chosen in each section of the portfolio should be carefully selected so that they provide evidence of your capacities in relation to each of the relevant Australian Professional Standards for Teachers (APST) as outlined on the report.

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Table 1: ED4489 Professional Experience Portfolio QPERF portfolio requirements

Suggested Artefacts for inclusion

Personal statement Written philosophy, professional experience goals, including scholarly references

1. Planning effectively Planning with intentions and across the full range of abiliites • 3 learner profiles (below, at and above standard) • Class profile • 3 lesson plans with annotations showing planning for

differentiation(aligned with profiles), and responding to APST 1.1, 1.3, 1.5, 2.2, 2,3, 2.5, 3,1, 3.2

o Secondary: representation across each teaching area

• ½ page written reflections, evidencing the incorporation of SBTE strategies (APST 6.3) and consideration of at least three of these APSTs: 1.1, 1.3, 1.5, 2.2, 2,3, 2.5, 3,1, 3.2

2. Teaching effectively Enacting plans and evidencing impact of pedagogical decisions on student learning.

• 3 exemplars of differentiated learning activities, including resources customised or created by you, to facilitate student learning

• 3 lesson plans (could be the same ones used for Planning) that demonstrate APST 2.1, 2.6, 3.3, 3.4 and 3.5.

• If relevant, 3 lesson plans that demonstrate APST 1.4 and 2.4

• ½ page written reflections on the next steps for teaching based on evidence of student learning; application of SBTEs’ feedback (APST 6.3 and 3.6) and consideration of at least three of these APST: 2.1, 2.6, 3.3, 3.4 and 3.5.

3. Managing effectively Create and maintain supportive and safe learning environments. • Annotated school safe and supportive policies; discipline

and welfare policies, including referral process • Document expectations of student learning and behavior

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

• Document SBTE’s feedback on communication skills, and the strategies implemented in fostering learning and engagement;

• ½ page written reflections on inclusive strategies, modelling positive learning behaviour, maintaining clear expectations, rules and consequences, strategies to motivate and re-focus learners (responding to APST 4.1, 4.2 and 4.3)

4. Assessing and Recording Learning

Assess, provide feedback and report on student learning. • Notes from discussion or observation of SBTE’s data

gathering tools • 3 examples of diagnostic and formative assessment

activities

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• 1 example of summative assessment task with marking criteria

• 3 exemplars of written feedback that you provided to students

• Record of moderation practices • 3 exemplars of annotated student work, evidencing APST

5.4 • ½ page written reflections; including reflection on the

application of SBTEs’ feedback with regards to your capacities to assess student learning and provide targeted feedback to inform the next steps for the student to improve; and consideration of at least three of these APSTs: 5.1, 5.2, 5.3, 5.4, 5.5,

5. Professional Conduct Engage professionally with colleagues, parents/carers and the community.

• Document SBTE’s feedback on your understanding and adherence to legislative requirements;

• 2 lesson plans with annotations showing consideration of responsible and ethical use of ICT

• 1 assessment task that include clear guidelines of academic integrity

• ½ page written reflection of professional practice in relation to QCT code of ethics (APST 7.1), and consideration of at least two of these APSTs: 4.4, 4.5 and 7.2

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ED4487

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Overview of Specialist Practicum (ED4487) July 16 - 27

Week Primary Specialist Programs: Human Movement; Middle School; Special Needs; LOTE

1 Expectations Dialogue Observe: I day Co-plan and co-teach: 2 days Teach and Plan: 2 days Co-reflect

2 Full load: Plan, teach Co - reflect

Final Day

Complete QPERF Professional Development Reflection for this practicum phase, with specific consideration of your impact on student learning

Report (QPERF) to be completed by the school and returned to JCU by the site coordinator (or given to you to submit to JCU) within 7 days of completion of practicum. REMINDER: Attendance must be for complete school days and include school meetings and extra curricula activities. You must notify the school immediately if you cannot attend for any reason and must negotiate make-up days. You must also notify the Professional Experience Unit of any changes negotiated.

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ED4487 Professional Learning Activities

What is the structure of this professional experience placement?

ED4487 is a specialist practicum for B.Ed primary specialists in Human Movement, Middle School, Special Needs or LOTE. It consists of 10 days of professional experience in your area of specialisation. Where possible, you will be placed in your Phase 2 professional experience school.

What is the expected teaching load this phase? The expected teaching load for a preservice teacher in this phase is one that is increasing from observation on day 1, to independent practice by the end of the first week. Full load teaching should be equivalent to that of a beginning teacher where possible.

The following tables outline the professional learning activities through each week of the placement. Each week is presented as a separate table. The number of lessons/days allocated for planning, teaching, assessing and reflecting for each week are stipulated as minimum requirements. At the bottom of each table is a blank row. It has been included for you to include notes about potential artefacts from each week of your experience that you may include in your Professional Experience portfolio.

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Weekly Outlines of Professional Learning Activities: Specialist Practicum


Prior to Week 1

Plan Teach Assess Reflect Complete the personal statement component of the Professional Experience portfolio (500 words maximum: paragraph or dot-point format), including scholarly reference materials The personal statement must be framed within your specialist area, and make reference to the following:


Review the QCT Code of ethics, QCT document Professional boundaries and the JCU Student Code of Conduct Set up a structure for your reflective journal Set up your Professional Experience portfolio structure by establishing one section for each of the headings on the report (QPERF)

Ensure that your Blue Card is current and will not expire before the completion of your program. Ensure your Blue Card and JCU Student ID card are with you at all times while on placement. Ensure you have made contact with the site coordinator and SBTE, either in person or by telephone, to discuss your upcoming placement and begin establishing expectations for your work whilst at the school.

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1

Engage in a professional expectations dialogue with SBTE




Co-reflect with SBTE against QPERF report - in preparation to move towards independent practice

Observe and create/refine class and learner profiles



Co-plan two days Co-teach two days

Independent planning two days

Independent teaching two days

Finalise a ½ page written reflection which synthesises your professional learning for Week 1, incorporating scholarly references


35



2





Co-reflect with SBTE against QPERF - Present completed QPERF




Independently plan all lessons to be delivered for this week (full load) *Full load – equivalent to a beginning teacher’s load here possible


Sources of


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Table 2: ED4487 Professional Experience Portfolio

As per ED4489, in this specialist practicum, the portfolio should include selected evidence for all five sections of QPERF.

QPERF portfolio requirements

Suggested Artefacts for inclusion

Personal statement Written philosophy, professional experience goals, including scholarly references

1. Planning effectively Planning with intentions and across the full range of abiliites • 3 learner profiles (below, at and above standard) • 2 lesson plans with annotations showing planning for

differentiation (aligned with profiles), and responding to APST 1.1, 1.3, 1.5, 2.2, 2,3, 2.5, 3,1, 3.2

o Secondary: representation across each teaching area

• ½ page written reflections, evidencing the incorporation of SBTE strategies (APST 6.3) and consideration of at least three of these APSTs: 1.1, 1.3, 1.5, 2.2, 2,3, 2.5, 3,1, 3.2

2. Teaching effectively Enacting plans and evidencing impact of pedagogical decisions on student learning.

• 2 exemplars of differentiated learning activities, including resources customised or created by you, to facilitate student learning

• 2 lesson plans (could be the same ones used for Planning) that demonstrate APST 2.1, 2.6, 3.3, 3.4 and 3.5.

• If relevant, 2 lesson plans that demonstrate APST 1.4 and 2.4

• ½ page written reflections on the next steps for teaching based on evidence of student learning; application of SBTEs’ feedback (APST 6.3 and 3.6) and consideration of at least three of these APST: 2.1, 2.6, 3.3, 3.4 and 3.5.

3. Managing effectively Create and maintain supportive and safe learning environments. • Annotated school safe and supportive policies; discipline

and welfare policies, including referral process (could be drawn from ED4489 if it is the same school)

• Document expectations of student learning and behavior that show care for individuals, as well as considerations of school policy;

• Document SBTE’s feedback on communication skills, and the strategies implemented in fostering learning and engagement;

• ½ page written reflections on inclusive strategies, modelling positive learning behaviour, maintaining clear expectations, rules and consequences, strategies to motivate and re-focus learners (responding to APST 4.1, 4.2 and 4.3)

4. Assessing and Recording Learning

Assess, provide feedback and report on student learning. • Notes from discussion or observation of SBTE’s data

gathering tools • 2 examples of diagnostic and formative assessment

activities

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o You are expected to present your portfolio by the last day of practicum for co-evaluation

with SBTEs. o Required standard: Minimum of Graduate Level (G) in all descriptors.

• 2 exemplars of written feedback that you provided to students

• 2 exemplars of annotated student work, evidencing APST 5.4

• ½ page written reflections; including reflection on the application of SBTEs’ feedback with regards to your capacities to assess student learning and provide targeted feedback to inform the next steps for the student to improve; and consideration of at least three of these APSTs: 5.1, 5.2, 5.3, 5.4, 5.5.

5. Professional Conduct Engage professionally with colleagues, parents/carers and the community.

• Document SBTE’s feedback on your understanding and adherence to legislative requirements;

• 1 lesson plan with annotations showing consideration of responsible and ethical use of ICT

• 1 assessment task that include clear guidelines of academic integrity

• ½ page written reflection of professional practice in relation to QCT code of ethics (APST 7.1), and consideration of at least two of these APSTs: 4.4, 4.5 and 7.2

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Assessment Guide

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

In making this formal evaluation, your SBTE will take into consideration:

o the evidence of pre-service teacher learning o daily practices o discussion of evidence based on professional experience portfolio o moderation with Site Coordinator and JCU Academic Liaison o QCT Evidence Guide for Supervising Teachers (Achievement level)

This placement is assessed using one report - QPERF. At the end of this placement (ED4489 or ED4487), you must demonstrate a minimum of Graduate (G) in all descriptors to pass this professional experience.

Assessment Ratings:

Exceeding graduate level (E):

Consistent evidence of knowledge, practice and engagement that exceeds the APST descriptors at the Graduate Career stage.

Graduate level (G) Consistent evidence of knowledge, practice and engagement that demonstrate the APST descriptors at the Graduate Career Stage

Developing towards graduate level (D)

Awareness of the descriptors at the APST Graduate Career Stage but demonstrates inconsistent knowledge practice and engagement at this level

Below Graduate Level (B) Little or no evidence of knowledge, practice and engagement of awareness that meet the descriptors at the APST Graduate Career Stage

Exceeding graduate level (E) is not equivalent to the performance of an experienced teacher, or a fully registered teacher. It should be awarded for a consistent demonstration of performance that is beyond the Achievement level in the QCT Evidence Guide.

Assessment Procedure

Prior to the last day of placement, you should organize a time to discuss your practice you’re your SBTE.

By the last day of each placement, you will meet with your SBTE to discuss their evaluation. The discussion includes:

• Evidence of practice using the Professional Experience Portfolio • Key strengths, areas of concern and suggestions for improvement

http://www.qct.edu.au/pdf/Evidence_Guide_for_Supervising_Teachers_QCT_2015.pdf


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The report may be completed in hard copy or via the fillable PDF version of the report, which is available here: https://www.jcu.edu.au/college-of-arts-society-and-education/education/professional-experience/professional-experience-overview/site-coordinators

• Remind your SBTE to provide descriptive feedback in the ‘Overall Comments’ - this is helpful for your future employment as it informs prospective employers, in particular principals of your suitability

• Sign the completed report digitally (if using PDF), or with a pen (if using hard copy). • Make a copy of the completed report and retain this copy for your record • Submit the signed and completed report to [email protected] (if in PDF format) or

to the College of Arts, Society and Education office within 7 days of the completion of placement

Reference Resource (QCT Evidence Guide): http://www.qct.edu.au/pdf/Evidence_Guide_for_Supervising_Teachers_QCT_2015.pdf

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

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


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Transition into the Teaching Profession

Following the successful completion of your final professional experience, you are ready to prepare for your transition to the teaching profession.

For those who wish to teach in Queensland schools, you should do the following:

1. Set up an account with Queensland College of Teachers Go to: http://www.qct.edu.au/registration If you do not have an account set up with QCT, JCU will not be able to notify QCT

that you have completed the course requirements.

2. Contact JCU careers for assistance to prepare a CV Go to: https://www.jcu.edu.au/careers-and-employment/students/appointments-

and-drop-in-service

3. Submit an application with Department of Education and Training (DET – state schools) if you wish to work in the state school system. DET accepts application in the year that you’re completing your course. Go to: https://teach.qld.gov.au/apply-to-teach/submit-your-application

4. Some state schools require a DET specific professional folio.

Go to: https://teach.qld.gov.au/apply-to-teach/suitability-assessments Request the following documents from your SBTE and Site Coordinator:

a. Professional Experience/Internship Overview b. Referee Statement

5. Submit an application to the local Catholic Education Office, or independent schools

Search their websites Search local papers for jobs

6. Apply to graduate once you’ve completed all your subjects.

Go to: https://www.jcu.edu.au/graduation

7. If securing a teaching position in the following year is important to you, you should consider doing internship in SP2 if you are enrolled in ED4460.

http://www.qct.edu.au/registration

https://www.jcu.edu.au/careers-and-employment/students/appointments-and-drop-in-service

https://www.jcu.edu.au/careers-and-employment/students/appointments-and-drop-in-service

https://teach.qld.gov.au/apply-to-teach/submit-your-application

https://teach.qld.gov.au/apply-to-teach/suitability-assessments

https://www.jcu.edu.au/graduation

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Preservice Teacher Intervention Notification – Guidelines for Use

The “Intervention Notification” is designed for use by preservice teachers only, to trigger a response from the Professional Experience Unit at JCU to the student submitting the notification. (Please refer to the “Preservice Teacher At Risk Notification” for use by the site coordinator or supervising teacher).

In the event of a problem or concern for a preservice teacher, the required process is summarised in the following:

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

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

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

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

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

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

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College of Arts, Society & Education

Intervention Notification

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

Submission of this form: [email protected]

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

Preservice teacher: Name:

Signature: Date:

Contact details: Mobile:

Home Phone:

Email:

Professional Experience School/Centre:

Professional Experience Block: Phase 1: ED4488 Phase 2: ED4489

Specialist Practicum: ED4487

Brief summary of issue/concern:

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


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

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

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

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

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

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

Townsville 4781 6549 (Primary, ECE, RATEP)

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

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

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

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

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

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


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College of Arts, Society & Education

At Risk Notification

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

Preservice teacher

School

Name of person completing form

Signature:

Professional Experience Block:

Please indicate the areas of concern as linked to the report outcomes and email to: [email protected]

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

REPORT AREA Comments Section 1: Planning Effectively

Section 2: Teaching Effectively

Section 3: Managing Effectively

Section 4: Assessing and Reporting Effectively

Section 5: Professional Conduct

PLEASE PROVIDE THE PRESERVICE TEACHER WITH A COPY OF THIS ADVICE


Documents

PROFESSIONAL EXPERIENCE - James Cook University · 2018-03-06 · PROFESSIONAL EXPERIENCE (Phase 2; Specialist Practicum) 2018 . Handbook for Preservice Teachers Contact us via: [email protected]