UTS: EDUCATION · Each teaching episode must be ... to practice with the EpiPen trainer that was provided to each NSW ... Professional Learning Portfolio Issues in Indigenous

UTS: EDUCATION

PROFESSIONAL EXPERIENCE 1

HANDBOOK 2013

Bachelor of Teaching in Secondary Education Course Code: C08002

Name of Pre-service Teacher:

University of Technology, Sydney Faculty of Arts & Social Sciences Kuring-gai Campus PO Box 222 Lindfield NSW 2070 Tel: 9514 5409/5289 Fax: 9514 5410 Visit Professional Experience Website at: http://www.education.uts.edu.au/practicum/teacher/index.html

Do

Review

Improve

Plan

http://www.education.uts.edu.au/practicum/teacher/index.html

University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 2013 Faculty of Arts & Social Sciences

PROFESSIONAL EXPERIENCE 1

TABLE OF CONTENTS

Page 1. KEY REQUIREMENTS FOR ALL PRE-SERVICE TEACHERS* IN PROFESSIONAL

EXPERIENCE PLACEMENTS 1 2. ADDITIONAL SUBJECT AND COURSE REQUIREMENTS 2 2.1 UTS Rule 10.6 – Repeated Failure in a Subject 2 2.2 Withdrawing from a Course or a Professional Experience Subject 2 2.3 Anaphylaxis Training 2 3. KEY STAFF CONTACT DETAILS 3

4. OVERVIEW OF THE BACHELOR OF TEACHING IN SECONDARY EDUCATION PROGRAM 4 5. PROFESSIONAL EXPERIENCE 1 - OUTLINE 4 6. PLANNING A PRODUCTIVE PROFESSIONAL EXPERIENCE 1 6 7. RECOMMENDATIONS FOR ORGANISING PROFESSIONAL EXPERIENCE 1 7 7.1 Phase 1: Getting Started - The First Eight Days 7 7.2 Phase 2: The 15 Day Teaching Block 8 7.3 Teaching Lessons 8 7.4 Lesson Planning 8 8. COMPLETING THE PROFESSIONAL EXPERIENCE REPORT 10 9. PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE 10 10. ROLES AND RESPONSIBILITIES 11 10.1 The Pre-service Teacher - Important information prior to start of professional experience 11 10.2 The Co-operating Teacher 13 10.3 The Tertiary Adviser 14 11. PROFESSIONAL EXPERIENCE CODE OF ETHICS 15 11.1 Assignments and general contact with schools 15 11.2 Aspects of Professional conduct and responsibility in schools 17 9. PROFESSIONAL EXPERIENCE FEEDBACK FORM 20 10. INTERIM REPORT 21 13. RECORD OF ATTENDANCE BACK PAGE *Pre-Service Teachers = UTS Teacher Education Students

University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 2013 Faculty of Arts & Social Sciences 1

1. KEY REQUIREMENTS FOR ALL PRE-SERVICE TEACHERS IN

PROFESSIONAL EXPERIENCE PLACEMENTS

In all professional experiences all pre-service teachers are required to meet the following

professional expectations:

Attendance:

All pre-service teachers are required to attend the School in the pattern stipulated for the Professional Experience.

Attendance at the School will typically be from 30 minutes prior to the first teaching session of the school day, and may involve remaining at the School until 30 minutes after the conclusion of the final teaching session of each day.

All absences must be explained, and the School must be notified, in advance wherever possible. All absences must be made up through additional days negotiated with the cooperating teacher.

Preparation:

Quality teaching and quality learning rest on careful planning and documentation.

All teaching plans must be retained in a cumulative folder and be accessible to cooperating teachers and tertiary advisers on a daily basis.

Each teaching episode must be evaluated, with written comments addressing: perceived lesson outcomes, contributing factors, and recommendations for future planning.

Attitude: All pre-service teachers are expected to demonstrate a professional attitude throughout their time

in schools by:

arriving punctually for meetings, classes and duties,

implementing advice from previous discussions in subsequent teaching/learning episodes,

reflecting self-critically on teaching performance,

observing and reflecting on teaching by the cooperating teacher and (where possible) other teaching staff,

presenting in clean, neat, modest attire, consistent with standards evident in the school,

ensuring plans for teaching are completed by the morning of the day for which they are scheduled,

organising teaching/learning resources in advance of scheduled teaching times,

interacting with school students, teachers, school personnel, tertiary advisers and parents in a courteous manner, and

using non-teaching time as opportunities for observing, reflecting, planning, compiling, documenting and/or organising.

Underpinning all the specified requirements above is the notion that

Professional Attitude Professional Presentation Professional Growth


2. ADDITIONAL SUBJECT & COURSE REQUIREMENTS

2.1 UTS Rule 10.6 – Repeated Failure in a Subject In accordance with UTS Rule 10.6 Repeated Failure in a Subject, FASS Faculty Board has resolved that pre-service teachers with two fails in a Professional Experience subject in the Primary or Secondary Teacher Education courses will not be permitted to re-enrol in that subject. Professional Experience subjects are a compulsory component of the Teacher Education degrees therefore pre-service teachers unable to re-enrol in a professional experience subject will be unable to complete the requirements for their course and will be directed to seek academic advice as to their options. These options include:

transferring to C10209 Bachelor of Arts in Educational Studies, or

withdrawing from the course (pre-service teachers can then apply for admission to another course at UTS or other institution, if desired).

Pre-service teachers failing to seek advice within the specified timeframe, or refusing one of the above

options, will be excluded by Faculty Board (refer to 10.6.4 at http://www.gsu.uts.edu.au/rules/10-6.html)

The FASS Faculty Board may waive exclusion for pre-service teachers who appeal (Resolved FASSFB/2011/02/11), based on the condition that the pre-service teachers pursue an option nominated in 3.

2.2 Withdrawing from a Course or a Professional Experience Subject

When a pre-service teacher decides to withdraw from their course or any Professional Experience subject,

they must ensure they notify the Professional Experience Office immediately.

2.3 Anaphylaxis Training

As at 20/11/12 UTS was advised that the NSW Department of Education and Communities had recently reviewed its requirements in relation to anaphylaxis management in schools. The Department now requires that all pre-service teachers are trained in anaphylaxis management before they undertake any professional experience in NSW public schools. Pre-service teachers are required to complete the online training module at http:/etraining.allergy.org.au Once the training has been completed, pre-service teachers are required to provide a copy of their certificate to the Professional Experience Office. The certificate remains current for two years. Every year a pre-service teacher must provide a copy of a current certificate the Professional Experience Office. Pre-service teachers are also required to present a copy of their current certificate to the principal at the school they are attending for their professional experience placement.

Where possible, pre-service teachers on professional experience placements will be given the opportunity

to practice with the EpiPen trainer that was provided to each NSW public school in December 2012.

http://www.gsu.uts.edu.au/rules/10-6.html


3. KEY STAFF CONTACT DETAILS

TERTIARY CO-ORDINATOR, SCHOOL PARTNERSHIPS AND PROFESSIONAL EXPERIENCE The Academic Co-ordinator for the UTS: Education Professional Experience programs will be responsible for:

monitoring the quality of teacher education professional experience;

supporting co-operating teachers and university liaison;

general co-ordination of the professional experience program; and

fostering collaborations, with schools, supportive of professional experience. The Academic Co-ordinator will also provide academic advice to pre-service teachers on their programs, or other assistance to pre-service teachers experiencing difficulties in their academic and practical work.

Pauline Beverley Room 2.329 (02) 9514 5269

SENIOR ADMINISTRATIVE OFFICER

The Senior Administrative Officer is responsible for planning and arranging pre-service teacher placements, communicating and liaising with schools regarding Professional Experience, preparing

handbooks, liaising with Tertiary Advisers, and arranging pre-service teacher and staff briefing sessions. Sue Rohanna Room KG02.394 (02) 9514 5409

ADMINISTRATIVE OFFICER

The Administrative Officer liaises and corresponds with schools to arrange specific placements, administers the collection of Professional Experience Reports, distributes and files originals and copies, manages and administers pre-service teacher records, provides pre-service teacher correspondence regarding professional experience and also administers the payment of claims.

Rosie Gould Room KG02.394 (02) 9514 5289


4. OVERVIEW OF THE BACHELOR OF TEACHING IN SECONDARY EDUCATION PROGRAM

Summer Teaching Period The Socio cultural Contexts of Secondary Education Autumn Semester The Secondary School The Psychology of Adolescent Learning Evidence Based Practice (Subject Specialisation) Teaching Methods 1 (Subject Specialisation) Teaching Methods 3 May Teaching Period Professional Experience 1 (Subject Specialisation)

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July Teaching Period Designing Learning for a Digital Generation Spring Semester Educating Students with Special needs Professional Learning Portfolio Issues in Indigenous Australian Education (Subject Specialization) Teaching Methods 2 (Subject Specialization) Teaching Methods 4 August Teaching Period Professional Experience 2 (Subject Specialisation)

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5. PROFESSIONAL EXPERIENCE 1 - OUTLINE

Description Professional Experience 1 introduces the wide-ranging experiences of a school teacher in the secondary school by placement in a school. Opportunities vary depending on schedules and timetables but experiences include situation analysis, orientation, staff meetings, meetings with parents, sport activities and carnivals, supervision duties (e.g. playground duty), assessment, reporting, professional development sessions, and excursions. Teaching begins with co-teaching, working with small groups and providing support to cooperating teachers and leading up to teaching parts of lessons and whole lessons. It includes close supervision from the cooperating teacher. In this subject the pre-service teacher demonstrates effective communication, knowledge of the subject being taught, planning and assessment for effective learning and improvement in professional knowledge and practice.

Outcomes Pre-service teachers have: 1. Demonstrated sound subject knowledge 2. Communicated effectively, developed rapport and worked as a team with staff 3. Communicated effectively and developed rapport with students 4. Prepared thoroughly for all aspects of lessons, including:

planning

rehearsal (where appropriate)

managing required resources, materials and equipment

safe practices

orderly procedures 5. Taught a variety of lesson types 6. Developed effective questionning skills 7. Sought to provide effective, positive learning experiences including:

investigating students’ relevant prior knowledge, skills, experiences and develpment communicating clear goals and expectations which are realistic and progressive employing teaching/learning methods which are inclusive of gender, race and students with special

needs


using contexts which are relevant and appropriate for their classes using appropriate resources managing learning situations so that whole class and individuals’ needs are included classroom management and disciplne facilitating active and positive interaction with learners using assessment to enhance learning Planned and taught interesting lessons Matched teaching strategies to students’ abilities and interests Demonstrated respect and understanding of student backgrounds Shown facility to listen to students, provide feedback and respond constructively Acknowledged and rewarded learners’ effort and achievement.

8. Demonstrated a capacity to improve, including: constructive self evaluation and improvement willingness to consider and act upon advice identifying strengths and areas for improvement engagement in professional conversations

9. Engaged in the varied experiences of teacher in a secondary schools (such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

Subject Content student learning

effective teaching

observation

listening, questioning, feedback and responding

lesson preparation and planning

assessment, reporting and evaluation

professional learning and reflection

communication, rapport and teamwork

classroom management

professionalism

community expectations

school policies and procedures

roles, experiences and practices of a teacher

Learning Experiences Pre-service teachers will typically experience the learning in this subject by engaging in the varied experiences of a teacher in secondary schools (such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

Assessment Professional Experience 1 is graded on a pass – fail basis. Assessment in this subject will be comprised of the following activities.

Assessment One: Assessment One is conducted by observation, as well as a review of selected teaching materials, sample lesson plans and reflections, during the professional experience placement, by the Tertiary Advisor. When assessing pre-service teachers, Tertiary Advisors will focus on and give specific advice about the following Assessment Criteria: Assessment Criteria: 1. Know Students and How They Learn – GTS 1.2, 1.3, 1.5, 1.6 2. Know Content and How to Teach It – 2.3, 2.5 3. Plan for and Implement effective teaching and Learning - 3.1, 3.2, 3.3, 3.5 4. Create and Maintain Supportive and Safe Learning Environments – 4.1, 4.2, 4.3, 4.4 5. Assess and provide feedback and Report on Student Learning – 5.1, 5.2, 5.3 6. Engage in Professional Learning – GTS 6.3 7. Engage professionally with Colleague, Parents/Carers and the Community – GTS 7.1, 7.2


Assessment Two: Assessment Two is conducted by observation, as well as a review of selected teaching materials, sample lesson plans and reflections, during the professional experience placement, by the Cooperating Teacher. When assessing pre-service teachers, Cooperating Teachers will use the Report provided.

Text and or Required References NSW IT (2006). Professional Teaching Standards. Sydney: NSW IT. Available at http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html

6. PLANNING A PRODUCTIVE PROFESSIONAL EXPERIENCE 1 Pre-service teachers must complete 22 COMPULSORY DAYS of Professional Experience commencing Monday, 29 April and concluding Wednesday, 29 May, 2013 made up of 7 days orientation, observation and initial teaching plus 15 days teaching. There is one campus based day on 7 May. Thursday, 30 May & Friday, 31 May 2013 can be used as make-up days if required The first Professional Experience helps pre-service teachers become confident managers of learning and effective communicators with school students. The approach taken should be developmental. The needs of individual pre-service teachers will be specific to each person. Some will require a period of time in a supportive atmosphere to further develop confidence, while others will have a high degree of confidence from the beginning. Each pre-service teacher will set goals, in consultation with their Tertiary Adviser and co-operating teacher. The goals will be consistent with the expectations of graduate teachers as listed in the professional experience report. These goals should be realistic, and progressive, so that the successful achievement of the first few, leads to ongoing success. Pre-service teachers need to develop confidence, gain skills in judging the level at which to pitch lessons, and develop the capacity to maintain a suitable pace through a lesson and sequence lessons. An individual pre-service teacher will be assisted to achieve these goals if they have strong collegial support from school-based associates. The depth of interaction will be enhanced if co-operating teachers provide effective, analytical and measured advice. If the pre-service teacher reflects on that advice and demonstrates its impact in her/his teaching episodes, then the process will result in the development of positive teaching values, attitudes and skills. The pre-service teacher would benefit from observing others teach, particularly when the lessons have been constructed with a teacher education point in mind. So, for example, if possible let the pre-service teacher observe high-quality discussions and small group work. The opportunity to observe teachers in other discipline areas is also a valuable professional experience, especially if the teachers are exemplary. Pre-service teachers are expected to participate in a Plan, Do, Review, Improve (PDRI) cycle of professional learning.

Do

Review

Improve

Plan

http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards.html


7. RECOMMENDATIONS FOR ORGANISING PROFESSIONAL

EXPERIENCE 1

7.1 Phase 1: Getting Started - The First Seven Days Monday, 29 April – Wednesday, 8 May, 2013

Day 1

Head of the Department explains philosophy of teaching/learning at the school, various aspects of routines of the school and of the department.

Head of the Department confirms allocation of classes to pre-service teacher.

The pre-service teachers are given background information relevant to the forthcoming lessons.

The Department’s program for the units, methods of finding resources available at the school, method of placing orders for practical materials as required.

Pre-service teachers observe a variety of lessons in both senior and junior classes of co-operating teacher; pre-service teachers are encouraged to pay particular attention to how the pupils learn and class management strategies.

Day 2

Pre-service teachers will be advised by their co-operating teacher about the format of a forthcoming lesson with a junior class for the following day in which they will be playing an active part by conducting teaching episodes.

Pre-service teachers will plan and rehearse their roles for this teaching episode.

The pre-service teacher will interact with a small group of students on a personal level, to establish rapport. The pre-service teacher will stay with the students for the entire lesson, first in an observing role, as the teacher introduces the class to an activity. The pre-service teacher will then discuss the activity with the students. The object of the discussion is to allow the students to explain what they have done, why they did it, what they have observed and what they can infer, what other suggestions they can make to continue their explorations, etc.

After the lesson the pre-service teacher and the co-operating teacher in charge of the lessons will discuss all aspects of the teaching/learning situations which arose.

Day 3

The pre-service teacher continues to observe classes taught by the co-operating teacher, and assists students where appropriate.

The pre-service teacher works with groups and teaches parts of lessons with co-operating teacher.

The co-operating teacher plans with the pre-service teacher the content and suggested strategies for teaching parts of lessons and co-teaching with the co-operating teacher on Day 4.

The pre-service teacher writes lesson plans for the co-operatively planned lessons and has them checked by co-operating teacher.

Day 4 – Day 7

Pre-service teacher continues to observe and co-teach parts of lessons with the co-operating teacher

Requirements for the 15 day block professional experience are discussed – topics allocated and resources discussed.


7.2 Phase 2: The 15 Day Teaching Block Thursday, 9 May – Wednesday, 29 May, 2013

Prior to the above dates, the pre-service teacher should contact the co-operating teacher to confirm lessons to be taught and obtain a final timetable to hand to the Tertiary Adviser.

Scope of experience: Pre-service teachers should engage in a broad range of activities that contribute to their professional learning. The focus of professional experience 1 activities should be the achievement of the listed outcomes. However pre-service teachers are expected to discuss, plan and take opportunities to work towards their achievement of the NSW IT Graduate Teaching Standards. The professional experience report serves as a guide in planning the pre-service teacher activities and experiences. The standards identified in bold in the report should lead professional conversations to monitor progress, for self-evaluations and to provide feedback. Pre-service teachers should target achievement of specific standards in particular activities, e.g. lessons, staff meetings, collection and review of documents (such as assessment tasks & reports), contributing to assessment, engaging with community etc. Their performance in these activities will then establish evidence of the achievement of standards. Each school and professional experience is different. It is understood that, for a variety of reasons, all standards may not be addressed in depth in a particular professional experience. Special attention should be paid to those marked in bold in the Professional Experience 1 report.

7.3 Teaching Lessons Number of lessons to be taught: Pre-service teachers are required to teach an average of the equivalent of half the load of a full-time teacher, i.e. 8 to 11 hours per week (the number of hours taught would usually have reached 11 hours by the final week of the professional experience period).

Preferred classes: The ideal assignment would be three classes: Stage 4, Stage 5 and Stage 6, but other arrangements are acceptable.

Lesson notes: Full lesson plans should be provided at least 24 hours prior to the lesson being given. These should be available for the co-operating teacher to check.

Lesson evaluations: Pre-service teachers are expected to keep written evaluations for each lesson – both their own evaluations and those written by their co-operating teacher.

7.4 Lesson Planning

The outline for lesson planning below is general. Designs and forms for lesson plans have been developed during University class sessions prior to the Professional Experience. Pre-service teachers are expected to use these. They are expected to begin planning collaboratively with their co-operating teacher and progressively build towards independence.


General structure of lesson plan: Date: Time: Class:

Preparation Purpose: State the intention in terms of the curriculum. Note program links.

Learning Outcomes: State the anticipated learning outcomes for the students. Be specific about student skills, knowledge and attitudes.

Relevant Previous Experience: Where appropriate, indicate relevant previous experiences upon which this lesson will build. Note the mixed abilities of learners and consider how you will make provision for these.

Resources Required: List equipment which will be required by both students and teacher; indicate the facility that will be utilised for that particular lesson.

Presentation Outline the proposed sequence of steps, clearly indicating teaching procedures and student activities. The anticipated timing of lesson steps should be shown. Indicate important lesson features, e.g. distribution and collection of materials, use of teaching aids. All key statements and questions should be provided in this section. Procedures for introduction, the body of the lesson and closure should be clearly indicated. If appropriate, material that is to be provided or recorded (e.g. on the board), should be included.

Evaluation Reflectively examine the learning experience. To what extent were the learning outcomes, as indicated in your lesson notes, fully realised? On what basis did you make your analysis? What explanation could you make for your degree of success? Could alternative strategies have been employed to improve these learning outcomes? Suggest future steps which might be taken to enhance, consolidate or re-direct learning. Note your observations regarding children with special needs, e.g. those from non-English speaking backgrounds, Aboriginal children, and disabled children. You should also consider gender related issues applicable to this key learning area.


8. COMPLETING THE PROFESSIONAL EXPERIENCE REPORT

At the conclusion of the Professional Experience period a report is prepared by the co-operating teacher, which assists in the formulation of judgments regarding the pre-service teachers’ attainments. The report is constructed to allow for evaluation and specific feedback regarding Professional Experience. Do not mark the Professional Experience Report as Pass or Fail as the university needs to check satisfactory completion of other requirements. The Professional Experience 1 Report is supplied separately or alternatively you may wish to download it from the following Website at: http://www.education.uts.edu.au/practicum/teacher/index.html The Report should be based on pre-service teacher progress towards achievement of graduate standards related to the professional experience 1 outcomes. The report requires an assessment of achievement of items marked in bold. It is important to consider the pre-service teacher’s strengths and weaknesses in the context of your particular school. While areas of weakness may be evident early in the Professional Experience, the Professional Experience Report should consider the progress/skill development demonstrated by the end of the practice teaching period. On each item the co-operating teacher should consider:

the pre-service teacher’s current position in his/her professional learning continuum (this being a first practice teaching experience early in the education programme); and

evidence from observations, preparation, evaluations and professional The cooperating teacher should form a professional judgement on the level of attainment and indicate this on the professional experience report as one of the following: S = Satisfactory progress at completion of this professional experience relative to opportunity. N = Not reported for this professional experience as there was insufficient evidence on which to base a

judgement. U = Unsatisfactory progress at completion of this professional experience relative to opportunity.

9. PROCEDURES FOR CONCLUDING THE PROFESSIONAL

EXPERIENCE

9.1 Co-operating Teacher On completion of the Professional Experience, co-operating teachers must complete and provide the pre-service teacher with:

the Professional Experience Report supplied separately with this Handbook - see Section 8 for assistance in filling out the Professional Experience Report. Please discuss this report with the pre-service teacher, and then give the report on the last day of Professional Experience to the pre-service teacher to hand to the Tertiary Adviser or the Faculty’s Professional Experience Office. If the pre-service teacher has more than one co-operating teacher, please prepare one report only signed by all co-operating teachers.

Signed Record of Attendance on back cover of this Handbook. In the event that the Professional Experience Report has not been finalised at the conclusion of the Professional Experience, please mail the Professional Experience Report, together with the Record of Attendance, to the address below as soon as possible.

Payment Claim Form and Tax Form The Payment Claim Form and Tax Form can be forwarded after conclusion of the Professional Experience to:

http://www.education.uts.edu.au/practicum/teacher/index.html


Ms Rosie Gould Administrative Officer UTS: Education, Faculty of Arts & Social Sciences University of Technology, Sydney PO Box 222 Lindfield NSW 2070 Your payment can be processed only after receipt of: your Claim and Taxation Forms the completed Professional Experience Report the signed Record of Attendance.

9.2 Pre-service Teacher Bring to the Professional Experience Office (Room 2.394) on Level 3 IMMEDIATELY after the conclusion of your placement:

the signed Record of Attendance - back cover of this handbook

the Professional Experience Report signed by the Co-operating Teacher and pre-service teacher. Maintaining Professional Experience Records for Professional Purposes PLEASE ENSURE THAT YOU COLLECT THE ORIGINAL OF YOUR REPORT FROM THE PROFESSIONAL EXPERIENCE OFFICE BEFORE THE END OF SEMESTER 1. Your Professional Experience Records are important professional documents, which you will need to keep on file so that they are available when you apply for teaching positions and for recognition of qualifications if teaching in any state around Australia or overseas. Establish a personal professional experience records file and keep copies of all your attendance sheets and Professional Experience Reports for the duration of your career.

10. ROLES AND RESPONSIBILITIES

10.1 The Pre-service Teacher

Important Information - prior to the start of Professional Experience Pre-service teachers must telephone either the school’s Professional Experience Coordinator or the Head of the relevant school department at least one week prior to the start of the professional experience. This is to arrange a suitable time to visit the school to introduce themselves to staff members and to deliver the Professional Experience Handbook and any other relevant documentation. Pre-service teachers should familiarise themselves with the facilities and school policies regarding discipline and welfare. The pre-service teachers should obtain their professional experience timetable indicating period times and room numbers and then email to their tertiary adviser or to the Professional Experience Office, email address: [email protected] or fax 9514 5410. Pre-service teachers must have completed an Appendix 4 Declaration form to participate in the professional experience program. This is a requirement of NSW Department of Education and Communities (DEC). If this was not completed at enrolment or in class, immediately complete this form at the Professional Experience Office on level 3 in room 2.394 before the start of the Professional Experience Program. If the pre-service teacher is doing their course over more than one year, then they must complete a new form at the beginning of each year.

General Pre-service teachers will be placed with a nominated co-operating teacher. They are expected to

observe and participate in the co-operating teacher's work and undertake with them their assigned duties. Pre-service teachers are required to engage in the varied experiences of a teacher in a secondary school (such as: staff meetings, meetings with parents, sport activities and carnivals, supervision duties [e.g. playground duty], assessment, reporting, professional development sessions, excursions etc.

mailto:[email protected]


Pre-service teachers may negotiate with the co-operating teacher to visit other classrooms as much can be learnt from observing other classes including classes in other KLAs.

It is important not to overburden the pre-service teacher in their first Professional Experience.

Attendance Pre-service teachers are to be present at the school throughout the whole day during the 23 day

professional experience which will include non-teaching activities. School principals and co-operating teachers should be notified of absences and/or misadventures as soon as possible. All absences must be explained and documented. All days missed must be made up at a time convenient for the school and before the end of the semester.

Supplementary Professional Experience Supplementary teaching days may be arranged where a pre-service teacher has had an extended and

documented absence and where it is possible to complete the practice during the semester.

Complementary Professional Experience Complementary teaching days may be arranged where a pre-service teacher is judged to be making

progress in the Professional Experience but requires further time to arrive at a satisfactory outcome. Such complementary teaching days would normally not exceed five (5) days and can only be granted after consultation with the UTS Professional Experience Co-ordinator.

Professional Conduct and Ethics Pre-service teachers are expected to be courteous, co-operative and punctual. They should be at

school at least half an hour before the school day begins. They are expected to be familiar with and observe the Professional Experience Code of Ethics (see page 17). It is essential that pre-service teachers become familiar with the multi-faceted role of teachers. Therefore, it is expected that they will attend staff meetings and any other related professional activities conducted during the assigned Professional Experience period.

Lesson Preparation Pre-service teachers are expected to prepare their lessons at least one day before the lesson is to

be given. In order to see progress throughout the Professional Experience, lesson plans need to be maintained in a durable book form or ring binder, and should be available on a day-to-day basis to the co-operating teacher and the Tertiary Adviser. Lesson plans should be submitted to the co-operating teacher before the school day commences so that advice may be given regarding appropriateness and resource implications. A pre-service teacher must not teach without a written lesson plan.

Level of Responsibility for Class While pre-service teachers should exercise due care with students, the responsibility for the class rests

with the co-operating teacher. Pre-service teachers are not permitted to be left alone with the class – THIS IS A LEGAL REQUIREMENT.

Occupational Health and Safety Pre-service teachers should be informed of relevant Occupational Health and Safety policy and

procedures operational at the School to which they are appointed for Professional Experience. Particular questions should be directed to the school principal. The following aspects reflect UTS requirements relating to occupational health and safety for pre-service teachers in all Teacher Education Professional Experience sites.

Professional Behaviour As a member of the educational profession, the highest levels of responsibility to the students and staff

should be maintained. The university works hard to locate quality Professional Experience sites, and pre-service teachers, as representatives of the university, should ensure that their behaviour fosters positive working relationships.

Pre-service teachers must: adhere to all Professional Experience site policies and routines;

telephone the Professional Experience site and the university before lessons begin in the case of unavoidable absence;


not seek access to personal information on student records. As the Professional Experience will not involve using student information for university assignments, access to records is not required;

respect the rights of students, school staff and parents, and ensure confidentiality of information which might cause harm or embarrassment;

be very sensitive in discussions about students in their presence, regardless of the extent of the disability;

speak to each student in a manner which is appropriate for his/her age, taking into account each student's skills in language comprehension;

assist students to the minimum extent necessary. The goal is to assist students to achieve independence;

communicate with parents only as guided by the co-operating teacher.

Medication Pre-service teachers must not administer medications to school students in any circumstances. Each

school will have its own procedures and nominated personnel for the administration of medications. Protection against Infectious Diseases In circumstances where the pre-service teacher is exposed to any body fluids or substances (e.g.

blood, vomit, saliva), appropriate hygiene practices must be strictly adhered to. Such practices would include the wearing of gloves and thorough washing with soap.

Physical Restraint of School Students Cooperating teachers should ensure that pre-service teachers are familiar with specific behaviour

management strategies for students with challenging behaviours, as well as general behaviour management strategies employed in the classroom.

They should be familiar with crisis management plans, should know the procedures for getting assistance in an emergency and should seek assistance as a priority in emergency situations.

As pre-service teachers have not received specific training in restraining students they should not be expected or requested to physically restrain aggressive or violent students.

10.2 The Co-operating Teacher

Responsibilities The major responsibility for co-operating teachers is the professional development of pre-service

teachers during the professional experience period. They have a vital role in developing the teaching skills of pre-service teachers. By advising and helping, co-operating teachers encourage pre-service teachers’ reflection and self-evaluation. Such a role is facilitative and where appropriate, directive. Feedback is most effective when it is focussed, regular and constructive. In the main, feedback should be formative rather than of a summative, judgmental nature.

Professional conversations Arrange professional conversations with pre-service teachers to target specific standards, plan for,

discuss and identify evidence of progress towards their achievement.

Provide mid-professional experience verbal feedback Provide mid-professional experience verbal feedback on general pre-service teacher progress. Based

on such feedback the remaining time in the school should be planned to address weaknesses and build on strengths. If a pre-service teacher is at risk of being graded as unsatisfactory the pre-service teacher should be advised of this at least 5 teaching days prior to completion of the professional experience period. An Interim Report must be filled out and faxed to the Professional Experience Co-ordinator (see p 22).

Advance planning Provide class programs for pre-service teachers and allocate lessons, in the context of such programs,

well in advance. These allocations should ensure a variety of lesson types.


Check pre-service teacher preparation Check lesson notes prior to the lesson to ensure adequate preparation. As a rule lesson plans should

be prepared by the pre-service teacher at least by the previous day. If a pre-service teacher has not prepared adequately for a lesson the pre-service teacher should not teach the lesson.

Check processes and content Consider the content both in terms of teaching-learning processes and relevant curriculum. Pre-service

teachers should be encouraged to show independence and initiative, but may require counselling if inappropriate content or strategies are planned.

Observe and provide written feedback Regularly observe lessons and provide written feedback (a feedback booklet is provided). Pre-service

teachers find focussed written feedback provides them with a touchstone for future planning. As well, Tertiary Advisers may consult written feedback as a means of better understanding pre-service teachers' professional development. At least one lesson per day should be treated in this way.

Supervise pre-service teacher teaching Pre-service teachers are not permitted to take a class without supervision.

Encourage pre-service teacher self-assessment and reflection Consult with pre-service teachers regarding their own evaluations of teaching episodes.

Demonstrate Demonstrate teaching practices which will complement and supplement the feedback provided to the

pre-service teacher.

Encourage professional conduct Facilitate the development of the pre-service teachers' professional attitudes, especially in their

relationships with school students, other teachers, support staff and parents.

Liaise with the tertiary adviser Communicate to the Tertiary Adviser information about the professional development of the pre-

service teachers. If there are concerns regarding the progress of pre-service teachers these should be communicated as soon as they arise (this includes using the Interim Report).

Encourage pre-service teacher resource file development Encourage pre-service teachers' collation of a resource file which will support their future teaching. It

may be helpful to direct them to other teachers, teacher/librarians and support personnel as well as specific school documents such as mission statements, submissions for funding, special projects and so on.

Complete the Professional Experience Report. At the conclusion of the Professional Experience period, complete the Professional Experience Report

(provided separately) in consultation with the pre-service teacher.

NB. If the Co-operating teacher has concerns about the pre-service teacher’s progress, an Interim Report must be filled out and a second visit by the Tertiary Adviser arranged (see Interim Report pro-forma on p22 for details).

10.3 The Tertiary Adviser The central role of the Tertiary Adviser is to act as liaison between the university to support the professional learning of pre-service teachers. Tertiary Advisers will clarify university policy and practices relating to the Professional Experience as well as provide support for the pre-service teacher and the co-operating teacher.


The Tertiary Adviser will : Liaise with school personnel to facilitate the smooth running of the Professional Experience. The

Tertiary Adviser will meet with co-operating teachers to discuss aspects of the current Professional Experience program to ensure communication is facilitated.

Confer with pre-service teachers on matters relating to their plans for teaching and learning. Counsel pre-service teachers requiring assistance or advice. Consult with co-operating teachers regarding pre-service teacher progress, assess and report

progress and evaluation. Where there is cause for concern regarding a pre-service teacher’s progress the Tertiary Adviser will consult with the UTS Professional Experience Coordinator.

Visit the school during the Professional Experience Program and observe at least one

teaching/learning episode of the pre-service teacher. Engage in professional conversations with co-operating and pre-service teachers to target specific

standards and, plan for, discuss and identify evidence of progress towards their achievement.

11. PROFESSIONAL EXPERIENCE CODE OF ETHICS

An essential part of the pre-service education of any teacher is contact with school students and teachers in schools: contact which calls for the development of particularly important types of professional relationships. This Professional Experience Code of Ethics has been developed, with the collaboration of teachers, school principals, pre-service teachers and teacher educators, to provide guidelines for the contact between pre-service teachers and schools. This Code of Ethics was originally devised by the University of New England. It has been adapted following consultation with staff at the University of Technology, Sydney. This Code is not intended, or expected, to be fully self-explanatory, but is seen as a statement of principle to be discussed, justified and elaborated upon during a pre-service teacher’s education.

Industrial Action in Schools Where industrial action is being undertaken by the sector, i.e. Government or Non-Government, in which the pre-service teacher is placed, pre-service teachers must stay away from the school during the action. Industrial action may take the form of stop work meetings, rolling stoppages or strikes of longer duration. Pre-service teachers should return to the school immediately any industrial action ceases. Non-attendance by pre-service teachers is to occur irrespective of whether individual Supervising Teachers or Colleague Teachers with whom the pre-service teacher is working choose to strike or not. This forms part of the agreement between universities and the teacher unions, which are supportive of professional experience. The non-attendance of pre-service teachers at schools during industrial action is a condition of this support. In no circumstances will pre-service teachers or Associate Teachers take charge of school students during industrial action. Pre-service teachers are not required to make up any time lost due to industrial action.

11.1 Assignments and General Contact with Schools

11.1.1 Assignment Approval and Data Collection

Pre-service teachers seeking the help of school students or staff as a source of data when preparing assignments should first approach the executive of the school, then the department concerned, giving them sufficient time to consider the proposal.


Prior to or at this first meeting the pre-service teachers should provide the executive with a written proposal stating: a) what information is sought b) the reason for seeking it, and c) how the information is to be used by the pre-service teachers. (The questions "Is it of value to education?" and "Is it unduly time consuming for the child/children?" should be the main consideration of pre-service teachers seeking access to a child or group of children during normal school hours.) Once a proposal is approved by the school executive, and by those others involved, it should not be

altered without first consulting the executive.

11.1.2 Confidentiality Pre-service teachers should respect the confidential nature of school records. Pre-service teachers should disguise the names and other identifying features of the persons and places described in an assignment, unless approval for publication has been obtained from all of those concerned. When such alterations have been made this fact should be noted clearly on the assignment. Similarly, names and other identifying features should be obliterated on children's work borrowed or copied for use outside the school. Pre-service teachers should not repeat outside the school information which might harm or embarrass a school student, a parent, a member of the staff or the school (For example, any communication made in confidence should not be communicated further. It is unethical to 'use' other people to your advantage and especially their loss.) Pre-service teachers should not name their school, teachers or students assignments or in conversations, which may arise in university classes.

11.1.3 Sharing the Outcomes of Data Collection Films, videotapes, slides, or the like, should only be used for those purposes to which the teachers, children and parents involved have agreed. Where possible, teachers should be invited to be present during the showing of films, videotapes, or the like, in which they have participated. Where practicable, pre-service teachers should offer to share the results of their enquiry with those contributing data to it. (Where possible pre-service teachers should give something to the school as well as take something from it.)

11.1.4 Comparisons If comparisons are to be drawn they should be done so taking careful account of the context and should usually be comparisons of aspects of teaching style or classroom management.

11.1.5 Adhering to Agreements Once a commitment is made it should be adhered to by all parties. (For example, appointments for interviews and for visits to a classroom should be kept punctually. In any case where a previously arranged appointment cannot be met this inability should be communicated to the other(s) concerned as soon as possible and certainly prior to the pre-arranged appointment.)

11.1.6 Cultural Sensitivities For pre-service teachers in placements with a significant presence of Indigenous Australian students and community members, pre-service teachers should: Consult with Indigenous Australian UTS academic staff Be aware of protocols including customary requirements for visitors Observe consultative processes when in community and school settings.


11.2 Aspects of Professional Conduct and Responsibility in Schools

11.2.1 Interaction with School Students In accordance with recognised Codes of Conduct and Child Protection requirements, pre-service teachers are expected to maintain positive and affirming interactions with school students at all times. Where necessary, behaviour management strategies should be firm, positive and directional. Emphasis should be placed on redirecting inappropriate student behaviour to forms of behaviour consistent with class and school rules. Consequences, where appropriate, should be applied in accordance with class rules and student welfare policies operational in the School. In no circumstances is ridicule, sarcasm or name-calling acceptable in interactions with school students or in discussions of professional experience.

11.2.2 Attendance Patterns in the Professional Experience All pre-service teachers are required to attend their schools according to the attendance patterns indicated for the Professional Experience in which they are enrolled. For each of the dates specified for the Professional Experience, pre-service teachers are required to be present at their school at least 30 minutes prior to the first scheduled class. Pre-service teachers may also be required to remain at the school for 30 minutes after the conclusion of the final class. Pre-service teachers are required to remain at the school for the entire school day. Variations to attendance patterns for such purposes as outside commitments, travel, or part-time work are not normally approved. Any variations to attendance patterns in the Professional Experience must be approved, in writing, by the relevant UTS Professional Experience Coordinator ahead of the commencement of the Professional Experience.

11.2.3 Interactions with Supervisors and Tertiary Advisers Pre-service teachers in the Professional Experience are expected to participate in pre and post-observation conferences with cooperating teachers, Tertiary Advisers, and other school personnel in a professional and courteous manner. While feedback provision may sometimes be challenging, it should focus on giving the pre-service teacher strategies and directions for improvement in terms of the stated Professional Experience assessment criteria. Where differences of opinion occur, such differences should be explored and clarified in a professionally focused manner. The pre-service teacher has a responsibility to consider feedback on teaching and learning episodes carefully, and to act on such feedback in subsequent episodes.

11.2.4 Interactions with School Personnel Pre-service teachers should recognise their professional responsibilities to teachers and to non-teaching staff of the school. This responsibility includes care of school property, participating in normal school routine and constructive use of non-teaching time. (This implies general courtesy with regard to such matters as cleaning up materials used during a lesson [rather than leaving this to the classroom teacher], returning audio-visual equipment promptly, avoiding wastage of scarce commodities such as art paper or paints, and leaving the classroom in a suitable state for cleaning staff to be able to perform their duties. Pre-service teachers should make themselves aware of what may and what may not be expected of the non-teaching staff of the school.)

11.2.5 Professional Standing Pre-service teachers have a responsibility to work cooperatively with practising teachers and in a manner designed to enhance the professional standing and performance of themselves, their colleagues and their respective university. (Implicit here is the understanding that professionals are expected to show concern for fellow professionals, for the standards of the profession itself and for their clients - that is, for the pupils and their parents. Gossipy criticism of teachers at the schools, or at a previous school at which the pre-service teacher has practice taught, should be avoided.)

11.2.6 Reporting to Parents Pre-service teachers should accept that responsibility for reporting to parents lies with practising teachers. Information they regard as important for parents should be brought to the attention of their co-operating teacher or of the school executive, who must then decide how to act upon it.

11.2.7 Child Protection In accordance with mandated Child Protection Procedures, pre-service teachers advised of abuse in any form (sexual, physical, emotional) must inform the school Principal immediately. The matter should not be discussed with any other persons. Other forms of harassment or discrimination should also be reported.


11.2.8 Smoking Department of Education and Training policy prohibits smoking of any substance by any personnel on school grounds or premises.

11.2.9 Use of School Resources Pre-service teachers may use school resources (computers, computer software, printers, photocopiers, stationery, etc) only after informed consent has been granted by appropriate school personnel. The use of such resources must relate directly to the pre-service teacher’s work in the school, and must accord with policies, practices and procedures operational at the school. (Implicit here is the need to respect the limited resources available to schools, and to use those resources carefully and defensibly.)

11.2.10 Computer Software Pre-service teachers using computer software at the school must do so with care to ensure the integrity of the school’s computer systems is not threatened by viruses. To this end, the use of software from outside the school should be avoided. Pre-service teachers must be aware that the downloading of information from the Internet carries inherent risk of virus infection. Discussion about these risks should occur with appropriate school personnel before any information is downloaded.

11.2.11 Mobile Telephones Pre-service teachers with mobile telephones or pagers should switch them off while they are at the school.

11.2.12 Dress and Personal Presentation In matters of dress, personal presentation, demeanour and attitude, pre-service teachers have a responsibility to affirm the professionalism of the school and of the university they represent. ‘Smart casual’ attire should be used as a guide to minimum dress standards. Clothing worn must be neat, clean and appropriately modest. In matters of dress and personal presentation, pre-service teachers are expected to follow the advice of principals or their nominees, and to adhere to professional standards evident at the School.

11.2.13 Refreshments Where pre-service teachers partake of staffroom refreshments, they must ensure they make an appropriate contribution to meet associated costs. Most schools have arrangements in place for the purchase of tea, coffee, milk, biscuits, etc. Pre-service teachers have a responsibility to check these arrangements and contribute accordingly.

11.2.14 Illness and Misadventure In cases where pre-service teachers are unable to attend the school for Professional Experience on account of illness or misadventure, the pre-service teacher must advise the co-operating teacher, or school support staff as soon as possible (in most cases, in advance of the absence). Arrangements for making up missed days must be made subsequently. (Implicit here is the need for courtesy and professionalism in matters of attendance.) If a pre-service teacher is injured or has an accident en route to/from school or on school premises, contract the Professional Experience Office immediately in order to complete an Incident Report.

11.2.15 School Excursions in the Professional Experience In cases where pre-service teachers attend school excursions as part of the Professional Experience, the excursion day (or days) will count as part of the Professional Experience. However, in cases where overnight excursions are undertaken, there will be no reduction of Professional Experience days to compensate for overnight attendance.

11.2.16 Borrowing Resources Where pre-service teachers borrow school and/or cooperating teacher resources in the Professional Experience they are required to return those resources promptly, and certainly not later than the conclusion of the Professional Experience (except with the express permission of the relevant teacher or School authority). Failure to return borrowed goods may be considered an act of theft. In these circumstances, appropriate actions will be taken.


11.2.17 Guidelines for UTS Pre-service Teachers’ use of Social Media on Professional Experience e.g. blog posts, tweets, YouTube video creations, Facebook, Slideshare etc.

NB: This policy should be read after reading: i) ITD Acceptable Use Policy: http://www.gsu.uts.edu.au/policies/itfacilities.html ii) NSWDET Social Media Guidelines: https://www.det.nsw.edu.au/policies/technology/communication/implementation_1_PD20110418.shtml Do not identify your school, e.g. use ‘Brightville PS’ NB: Do not publish/show a photo that identifies your school. Do not identify any staff or children at your school. Use pseudonyms. Do not identify UTS, e.g. use a pseudonym or ‘an Australian University’. NB: Do not publish/show photos of children or staff at your school, without written permission from principal, teacher and parents. Carefully consider content that may be offensive to others before posting. (Your ‘digital footprint’ may be read by prospective employers years into the future!)

http://www.gsu.uts.edu.au/policies/itfacilities.html

https://www.det.nsw.edu.au/policies/technology/communication/implementation_1_PD20110418.shtml


12. PROFESSIONAL EXPERIENCE FEEDBACK FORM

The University of Technology, Sydney

Faculty of Arts and Social Sciences Bachelor of Teaching in Secondary Education

PROFESSIONAL EXPERIENCE 1 FEEDBACK FORM

Thank you for participating in the Professional Experience Program. Our pre-service teachers' professional development is dependent on your on-going co-operation and support of our program. As a result, we welcome feedback you may have for us on any aspect of the professional experience - its focus, format or implementation. If you wish to offer us suggestions for enhancing our operation of the professional experience, please take a moment to make comments on this form, detach then fax us on 9514 5410.

Sincerely,

Ms Pauline Beverley UTS Education Professional Experience Co-ordinator

Name: Position: (e.g.) Co-operating Teacher, Executive Teacher, Principal School: School Contact/Fax Number: Comments:


13. INTERIM REPORT

This report is to be filled out ONLY where the Co-operating teacher is concerned that the pre-service teacher is at risk of not successfully completing the requirements of the professional experience. The report must be completed no later than 5 teaching days prior to the scheduled completion date of the professional experience. The report must either be faxed to Sue Rohanna at (02) 9514 5410 or emailed to her at [email protected]. The Co-operating Teacher must advise the pre-service teacher and the Tertiary Adviser of their concerns and a meeting must be arranged between the pre-service teacher, the Co-Operating Teacher and the Tertiary Adviser aimed at improving the pre-service teacher’s performance. If appropriate, this meeting may serve as official notice that the pre-service teacher is in danger of failing.

Concerns Relating to Pre-service Teacher Responsibilities (please list and explain) Concerns Relating to Assessment Criteria contained in the Professional Experience Report (please list and explain)

School: ______________________________________________________________

______________________________ ________________________________ Name of Co-operating Teaching Name of Pre-service Teacher ______________________________ ________________________________ Signature Signature ______________________________ ________________________________ Date Date

mailto:[email protected]

University of Technology, Sydney Professional Experience 1 Handbook UTS: Education (Kuring-gai) 2013 Faculty of Arts & Social Sciences

CALENDAR & RECORD OF ATTENDANCE Professional Experience 1

In total 22 compulsory Professional Experience school based days must be completed. Monday, 29 April to Wednesday, 29 May, 2013

Tuesday, 7 May is a campus based day Thursday, 30 May & Friday, 31 May 2013 can be used as make-up days if required

School : _______________________________________________________________

Pre-service Teacher : _______________________________ S/No : _____________

Subject (e.g. Maths, Science, etc): ________________________________________

Pre-service teacher: Please indicate Time of ARRIVAL and DEPARTURE against each date below and initial each entry. This must be handed in at the Professional Experience Office at the conclusion of Professional Experience. Please make sure you have completed and initialled 23 days.

7-Days Orientation, Observation, Initial Teaching MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

29 April 30 April 1 May 2 May 3 May Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

6 May 7 May

Campus Based Day

8 May 20 Days Block Teaching 9 May 10 May

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

13 May 14 May 15 May 16 May 17 May Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

20 May 21 May 22 May 23 May 24 May

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

27 May 28 May 29 May 30 May 31 May Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Arrive

Depart

Supplementary teaching days: Specify dates ___ (only to be arranged if pre-service teacher has documented absence from scheduled days)

Complementary teaching days: Specify number of days (max 5) ___ (only to be arranged if pre-service teacher judged to make progress by extending days for satisfactory outcome)

Total Number of days completed by the Pre-service Teacher _________ Name and Signature of Co-operating Teacher

_______________________________ ______________________________

Documents

UTS: EDUCATION · Each teaching episode must be ... to practice with the EpiPen trainer that was provided to each NSW ... Professional Learning Portfolio Issues in Indigenous