Professional Practice Manual 2009
BP046 – Bachelor of Education BP042 – Bachelor of Education (4th Year) BP258 – Bachelor of Education (Brunswick) BP248 – Bachelor of Education / Bachelor of Science (Applied Science) Double Degree BP041 – Bachelor of Applied Science (Physical Education) – 4th Year BP249 – Bachelor of Education / Bachelor of Applied Science (Disability) GD109 – Graduate Diploma of Education (Primary)
www.rmit/education/professionalpractice
2009 Professional Practice (Primary) Manual
© Published by RMIT University, Melbourne, Victoria, 2009 Edition 1
Feb 2009
Prepared by Narelle Lemon (Program Manager – Teacher Education), Peter Meaney (Program Manager - Graduate Diploma of Education Primary), Michael Crowhurst (Program Manger – Bachelor of Science /Bachelor of Education & Bachelor of Applied Science (Disability)/Bachelor of Education), Joan Dias and Angela Maplestone. Copyright Warning All materials produced for teaching this course of study, including all lectures delivered, all audio and visual aids to presentation of lectures (including overheads, PowerPoint slides and any on-line materials) and any supplementary materials, are protected by copyright. You are permitted to use these materials only for your personal study and research. Use of the materials for any other purposes, including sale of your personal lecture notes, without express permission of the copyright owner, may infringe copyright. The copyright owner may take action against you for infringement.
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2009 Professional Practice (Primary) Manual
WELCOME TO PROFESSIONAL PRACTICE Welcome to the 2009 Professional Practice Program – a key component of the Bachelor of Education, Bachelor of Education double degree and Graduate Diploma of Education (Primary) programs at RMIT University.
To Site Coordinators, who take on the task of placing our Pre-Service Teachers in their schools/sites, we thank you for making this commitment to the ongoing development of the teaching profession. To Mentors, who take on the job of supervising our Pre-Service Teachers, we thank you for giving up your time and agreeing to share your knowledge and expertise. To our Pre-Service Teachers about to commence placement, we hope that this is the first of many experiences in which you learn from others in the profession. This Professional Practice Booklet is issued to Site Coordinators, Mentors and Pre-Service Teachers and it should be used as a ready-reference about this important feature of our program.
Staff in Professional Practice (Primary) Office - 2009
Angela Maplestone Professional Practice Coordinator.
School of Education RMIT Bundoora West Campus PO Box 71 Bundoora Vic 3083 Phone: (03)9925 7886 Fax: (03) 9925 6623 email:
[email protected]
Joan Dias Program Admin Officer (Professional Practice - Primary).
School of Education RMIT Bundoora West Campus PO Box 71 Bundoora Vic 3083 Phone: (03) 9925 7974 Fax: (03) 9925 6623 email:
[email protected]
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TABLE OF CONTENTS The Professional Practice Experience
5
Professional Practice Partnerships
7
The Role of the Professional Practice Office
8
The Role of RMIT Academic Staff and Community Coordinators
9
The Role of the Student Teacher Coordinator
10
The Role of the Mentor
11
The Role of the Pre-Service Teacher
13
VIT Standards Summary Chart
17
Bachelor of Education and Victorian Institute of Teaching Standards
19
Documentation Requirements for the Pre-Service Teacher
23
Professional Practice Assessment
24
Bachelor of Education - Professional Practice Model
25
Bachelor of Education - Professional Practice Calender
26
Focus for each Professional Practice Placement
28
Professional Practice Forms
39
Mentor Expression of Interest Form
40
Pre-Service Teacher Placement Contract
41
Mentor Mid-Placement Review
43
Mentor Expression of Concern Form
44
Final Professional Practice Assessment Form
45
Tax Invoice Claim Form
47
Lesson Plan Template
48
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2009 Professional Practice (Primary) Manual
THE PROFESSIONAL PRACTICE EXPERIENCE
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The Professional Practice Experience The Professional Practice Program is the field experience component of the Bachelor of Education and it incorporates school sites – Schools and Early Childhood Centres and educational settings. Each placement is named according to which semester of the Program it occurs: that is, Semester 1 Year 1 is titled PP1, Semester 2 Year 1 is titled PP2, and so on. All people involved in PP have specific roles and these are outlined below: At RMIT, we like our Pre-Service Teachers to have a ‘total school experience’ whilst on professional placement. We like our students to observe a variety of teachers in action, not only their Mentor, so they gain a richer appreciation of the diversity in teaching approaches and strategies used in your school or site. We also like our Pre-Service Teachers to gain a lot of teaching practice in a range of ways – for example to teach groups of students and whole classes of students in different year levels and subjects – both individually and in collaboration with others – such as their Mentor and other teachers at the school.
We also like them to gain a greater appreciation of the diverse roles and responsibilities that teachers undertake as a normal part of their job. To this end, we would like our Pre-Service Teachers to:
Participate in school activities such as sport days, lunchtime activities, after school programs, school productions, camps and excursions Attend parent/teacher nights Attend meetings such as staff meetings, School council, and department meetings Participate in professional development Carry out Yard Duty
The large majority of our Pre-Service Teachers have a highly rewarding professional practice experience. However, it is likely that a few Pre-Service Teachers will find placement a challenge and this may result in the Mentor and RMIT staff/Community Coordinator concluding that their performance is not satisfactory. We have a responsibility to ensure that only those Pre-Service Teachers who have demonstrated appropriate teaching standards are able to enter the profession as a qualified teacher. We ask that when you think a student is experiencing difficulty on placement that you call or email us so that we can discuss your concerns more fully. During this conversation a decision may be made to make a visit to the school/site in order to offer more support to the PreService Teacher and to the school/site itself. An RMIT academic staff member must assess the students’ performance before a unsatisfactory grade is awarded.
Teaching skills take time to develop and Pre-Service Teachers develop their skills at different rates. However it is assumed that there are different expectations for Pre-Service Teachers on their first and second placement. During the first placement Pre-Service Teachers will be introduced to teaching and will begin to develop their teaching skills with assistance from their supervisors. As the placements continue during the program the students should be consolidating some of these skills as well as adding to them. They should also be teaching more lessons.
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During the first few days of each placement, Pre-Service Teachers should become familiar with the school context in which they will be teaching. They should tour the school, meet staff and become familiar with key policies. They should plan their teaching timetable in consultation with the Mentor. Pre-Service Teachers should observe classes and assist in some teaching practice such as working with groups of students.
By the end of the first week of the teaching block Pre-Service Teachers should have commenced teaching and should have taught at least two lessons. With assistance from the Mentor the Pre-Service Teachers will be able to increase the number of lessons that they plan and deliver. Whilst the number of lessons taught over a placement will vary, we expect our Pre-Service Teachers to teach in the range as much as possible.
Photograph of the School of Education, RMIT University, Bundoora Campus – Building 220
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Professional Practice Partnerships The outcomes from the Professional Practice Program are the combined efforts of all the people concerned the Mentor/Site Coordinator, Community Coordinator, RMIT academic and the Pre-Service Teacher.(PST) Although the overall responsibility for the Pre-Service Teacher’s effectiveness remains with the University, both the University and the Professional Practice site staff form a partnership, which collectively aims for competent, effective, thoughtful and professional teaching by the end of the program.
RMIT Academic: When PSTs are on campus they attend lectures and tutorials taken by Academics. Here students explore the theoretical basis of their teaching. They also study theories of learning , assessment and how to apply this knowledge to the educational setting.. In 2009, they will be visiting Pre Service Teachers in educational; settings and further developing our relationship with these organizations.
Pre Service Teachers (PSTs): We call education students Pre Service Teachers (PST) and we view the practicum component as a period during which they become empowered through the knowledge they gain from observing and working with education practitioners. Each PST is assigned to an education practitioner who acts as a Mentor.
Community Coordinators (CCs):
Mentors:
The sites in the Professional Practice Program are divided into geographic regions, each of which has a Community Coordinator who acts as a liaison between the Mentor and the university. The Community Coordinators will: provide support to Mentors and PSTs; visit each site regularly and monitor the progress of each PST; and provide Mentors with the guidance and information they require to fulfill their role.
The RMIT Professional Practice Program differs to the practicum component of other universities in that the Mentor’s role is diverse in nature. Within this Program the Mentor’s role is: to provide on-going feedback to the PST; to offer explanations of their own teaching practices; and to support the PST’s competence in being critically reflective about their own learning and teaching practices.
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The Role of the Professional Practice Office
The main tasks of the Professional Practice staff are the organization and administration of Professional Practice Placement in schools and other settings.
Roles and responsibilities include: •
Arranging schools and Professional Practice Placements in accordance with Professional Practice policies and Pre-Service Teacher requirements where possible
•
Regularly communicating via email with the Pre-Service Teacher cohort
•
Monitoring the progress of Pre-Service Teachers
•
Processing results for Professional Practice Placements including the collection of Professional Practice paperwork which includes feedback from Mentors, Community Coordinators and RMIT staff
•
Establishing and fostering contact between School of Education staff, Mentors, Site Coordinators, Community Coordinators and Pre-Service Teachers
•
Collating and providing information about settings and experiences
•
Administering Mentor payments
•
Ensuring that Pre-Service Teachers have a satisfactory Working With Children Check or other necessary documentation before commencing a placement
•
Liaising with the Department of Education and Early Childhood Development, Victorian Institute of Teaching and Australian Education Union
•
Ensuring that Pre-Service Teachers and schools/settings are given necessary Occupational Health and Safety information to facilitate the health and safety of Pre-Service Teachers while undertaking placements and
•
Assisting the Program Managers and RMIT staff in the organization of Professional Practice Briefing and De-Briefing sessions
•
Notifying students of their placement details prior to the beginning of each Professional Practice Placement. Where possible Pre-Service Teachers will be notified at least two weeks prior to commencement of placement. Notification of placement will be distributed by the Professional Practice Administrator. To ensure they stay informed Pre-Service Teachers are required to check RMIT email accounts regularly
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The Role of RMIT Academic Staff and Community Coordinators University Staff work in partnership with schools to support all involved in the Professional Practice experience: the Site Coordinator, the Mentor and the Pre-Service Teachers. Staff from RMIT University visit students once during their placement. The visit will involve providing support and direction to the Pre-Service Teacher, and engaging in professional dialogue with the Site Coordinator and Mentor regarding the placement. Site Coordinators can also request a visit if they have concerns regarding a Pre-Service Teacher’s progress. RMIT staff will: •
Contact the Site Coordinator and Pre-Service Teacher prior to making a visit (either by email or phone), giving a minimum of 24 hours notice
•
Provide the site with a contact telephone number and email
•
Liaise with the Site Coordinator and Mentor regarding the Pre-Service Teacher’s progress and assist the Mentor with any concerns that he/she might have
•
Liaise with the Pre-Service Teacher to discuss their progress and to assist with any concerns
•
Meet with the Pre-Service Teacher and discuss their goals, observations, planning, lesson preparation, teaching strategies, and reflections on teaching practicum
•
Give direction to the Pre-Service Teacher to address areas of concern. Assist with provision of strategies to scaffold the Pre-Service Teacher’s development
•
Discuss the Pre-Service Teacher’s placement according to the tasks and responsibilities designated for that PP placement
•
In Semester 2 view the Pre-Service Teacher teach according the expectations designated for the placement
•
Review the Pre-Service Teacher’s Professional Practice Folder and Professional Standards Report Book to ensure that it is being maintained in the manner required for the specific program
•
Complete the Professional Practice Feedback Form and discuss these observations with the PreService Teacher and the Mentor. Photocopy the form and provide copy to the Pre-Service Teacher, the Mentor and the original to the Professional Practice Administrator
•
Complete an Issues Report Form for any Pre-Service Teacher who is rated as Less than Satisfactory or Unsatisfactory
•
When a student is assessed as being ‘At Risk’, visit the school and discuss the Pre-Service Teacher’s progress with the Mentor and Site Coordinator and assist with provision of strategies to scaffold the Pre-Service Teacher’s development
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The Role of the Student Teacher Coordinator
The Student Teacher Coordinator assists the Pre-Service Teachers in gaining valuable experiences at your school. They play a key role as the liaison person for the Pre-Service Teacher and the University.
We ask the Student Teacher Coordinator to:
Fax the Professional Practice Contract to the Professional Practice Office for each Pre-Service Teacher on the first day of placement
Assist the Mentor to familiarize the Pre-Service Teacher with the organization of the school, the school’s routines and policies so that they grasp as fully as they can the unique character of the school
Allocate the Pre-Service Teacher to suitable Mentors prior to the placement
Plan a program with the Mentors and the Pre-Service Teacher including coordinating lessons to be observed throughout the school
Facilitate the relationship between the Mentor and Pre-Service Teacher
Contact the Professional Practice Office or relevant personal regarding problems that may arise
Be aware that for legal reasons Pre-Service Teachers on camps and excursions count as a parent helper, not as a teacher
Complete the appropriate section of the Professional Practice Assessment Form
Submit a Payment Claim Form for payment within 10 days of completion of placement and
Request an observation visit during any placement if there is concern about a Pre-Service Teacher’s progress
RMIT University reimburses schools for the supervision of Pre-Service Teachers in accordance with the relevant award. Payment is made for supervised teaching practice and requires the completion of written evaluations. The claim form for payment will be sent to your school. Please forward this claim form and the original assessment form within 10 days of the completion of the placement to facilitate payment. Payment will be made within 30 days of receipt of the claim form.
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The Role of the Mentor The Mentor plays a vital role in the development of the Pre-Service Teacher’s practice. We ask the mentor to: Prior to the placement •
Think about possible ways to incorporate Pre-Service Teachers into your classroom and other learning environments;
•
Plan a teaching load with the Pre-Service Teacher, provide them with details of topics, and outlines, and discuss ways that they can plan and develop lessons with your knowledge of the curriculum and students in mind; Think of team teaching possibilities
•
Think of other ways that the Pre-Service Teacher could gain valuable teaching experiences such as working with small groups of students
•
Provide advice to PSTs to assist them to gather resources that may be of benefit
At the beginning of the placement •
Complete and fax the Professional Practice Contract (p 122) to the Professional Practice Administrator at RMIT as soon as the placement commences;
•
Introduce Pre-Service Teachers to staff;
•
Encourage the Pre-Service Teachers to observe classes that they will be teaching and assist you in preparing and delivering lessons. And encourage observation of others’ teaching;
•
Allocate a regular time each day for discussion with the Pre-Service Teacher
•
Assist the Pre-Service Teacher to plan, implement and evaluate lessons. A generic lesson plan and unit template is included on page 136, however we encourage Pre-Service Teachers to experiment with different formats that best suit them and the Mentor
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During the placement •
Assist the Pre-Service Teachers to plan, implement and evaluate lessons (See Appendix 20 – Lesson Plan proforma);
•
Encourage their developing skills – guide, support and set goals;
•
Devise a program to best suit professional growth - Identify specific areas for improvement and help the Pre-Service Teachers to develop strategies for implementation;
•
Model diverse teaching strategies and techniques, including classroom management strategies;
•
Take responsibility for the class and not leave the Pre-Service Teachers to assume responsibility. Please remember that ultimate responsibility rests with the mentor;
•
Be aware that for legal reasons Pre-Service Teachers on camps and excursions count as a parent helper, not as a teacher;
•
Have the right to not allow a Pre-Service Teacher to teach a class if he/she does not supply a lesson plan;
•
Liaise with the Community Coordinator or RMIT academic about the Pre-Service Teacher. Where necessary contact the university about the Pre-Service Teacher’s progress
•
Discuss the Professional Practice Assessment Form (Appendix 10) and have a Mid-Placement review with the Pre-Service Teachers during their placement and discuss overall development at the end of each week
•
Liaise with the Community Coordinator or RMIT academic about the progress of the PSTs
•
Notify the Pre-Service Teacher if they are considered at risk of satisfactorily completing placement
•
Complete an Issues Report for students whose progress is unsatisfactory
•
It is important that if problems arise during the placement, or if the Mentor is not satisfied with the Pre-Service Teacher’s progress that these be discussed with the Site Coordinator or the Community Coordinator. Contact should also be made with the university if concerns persist or if the Pre-Service Teacher’s progress is unsatisfactory.
At the end of the placement •
Complete and sign the Professional Practice Assessment Form (p 127). The form should represent a written digest of advice, analysis and comment already shared with the Pre-Service Teachers over the period of the round. We would appreciate the Assessment Form along with the claim form, being returned to RMIT by mail within 10 days. Please note invoice processing takes 30 days from receipt of the invoice.
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The Role of the Pre-Service Teacher The Pre-Service Teacher is requested to: Prior to placement
•
Provide the Professional Practice Office with a certified copy of a Working With Children Check Card and Application Receipt;
•
Check the university email accounts at least twice weekly. All communication from Professional Practice staff will be sent via email;
•
Update personal information via the “Change of Personal Information” form at THE HUB and email the relevant Professional Practice Administrator. As placements can be organised up to six months in advance it is extremely important to advise the Professional Practice Administrator of any changes to personal details as soon as possible;
•
Organize to accommodate this placement with other work and family commitments prior to commencement as it is expected that there will be additional costs in relation to Professional Practice. This may be in the form of public transport, petrol, airfares, accommodation, food, childcare or financial loss due to inability to work during the Professional Practice period; and
•
Inform the Mentor of any special medical or other needs
•
Make contact with the Site Coordinator to arrange an initial visit to the school. Dress formally for this meeting and enquire about the staff dress code, and dress in accordance with this thereafter. Ask about the key school policies and your expected teaching timetable.
•
Become familiar with your responsibility for that placement as indicated in the Professional Practice Handbook. This document is also available on the Learning Hub.
•
Make a preliminary visit to your assigned schools/educational settings. The purpose of a preliminary visit or contact is to provide the opportunity for the Pre-Service Teacher to locate the school/setting; confirm details of placement; gain an overview of the school/setting facilities and school/setting policies; meet the Mentor; negotiate a timetable and begin preparation for teaching. If there are more than four students attending a school/site, it is recommended that one person contact the Site Coordinator to arrange a preliminary visit for all students.
At the commencement of placement
Submit the Confidential Emergency Contact Form (p 124) to the Site Coordinator on or before the first day of placement. Please remember to collect the form at the end of the placement;
Complete the Pre-Service Teacher Placement Contract and fax to the relevant Professional Practice Office on or before the first day of placement; and
Provide the school with a certified copy of the WWCC if requested by the school/site.
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Beginning Placement Checklist
Make contact with the Site Coordinator to organize a preliminary visit.
Confirm the appropriate attire. Remember that professional attire does not include jeans, tracksuit pants or stilettos.
Discuss Emergency Procedures of the site including Occupational Health and Safety Procedures.
Discuss Duty of Care at the site
Submit Confidential Emergency Contact Form to the Site Coordinator.
Complete the Professional Practice Contract
Submit the Professional Practice Contract to the RMIT Professional Practice Office
Provide a copy of your WWCC to the school, site or early childhood setting.
Assess information about the school, site or early childhood setting – see webpage if available in order to be aware of school context, priorities and initiatives.
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The Pre-Service Teacher during placement is required to: •
Attend the designated placement for all the days specified;
•
Arrive at least 15-30 minutes before the start of the school day and remain after school to meet with your Mentor and attend meetings that are part of the expected teacher workload.
•
Communicate, discuss and clarify with Mentors the expectations set out in the relevant Professional Practice Handbook;
•
Understand the tasks and responsibilities designated for the specific placement. Work towards completing these tasks and addressing the relevant standards as indicated in the Standards of Professional Practice Report Book. Organize for your mentor to sign these off as they are demonstrated.
•
Produce lesson plans in detail and in a professional manner (p 136), leaving space for the Mentor to comment. Lesson plans should be presented to the Mentor well in advance to the lesson being taught.
•
Listen to constructive feedback from your Mentor, Site Coordinator and Community Coordinator and be prepared to act on it. Goals should be set in order to achieve development of skills.
•
Maintain your PP Folder of lesson plans, resources and reflections. Mentors and University Staff may want to refer to lessons and comments from earlier teaching placements. Evidence of lesson planning is essential.
•
Maintain the Standards of Professional Practice Report Book.
•
Take part in as many school/setting activities as possible, e.g. sports supervision, yard duty, community activities and extracurricular activities.
You are required to act professionally at all times – with students, parents and teachers. In particular: •
Follow the VIT’s professional requirements. These can be found at: www.vit.vic.edu.au and are set out in further detail in this manual.
•
Respect confidentiality of what you see and hear particularly in relation to students but also in relation to teachers and other Pre-Service Teachers.
•
Exercise all ‘reasonable care’ in supervising school students. Pre-Service Teachers cannot be placed in a situation taking total responsibility for a class.
•
Be aware of the legal requirements regarding Duty of Care and what that entails whilst on placement
•
If you are unable to attend Professional Practice with a valid reason, ie illness or bereavement, notify the Site-Coordinator and the Professional Practice Coordinator and/or PP Administrator and organize to make up the missed day at a later date:
•
Seek approval for an extended absence. Written applications should be made to the Professional Practice Coordinator as soon as possible so that the necessary arrangements can be negotiated with the school/setting.
•
Make up any days missed due to illness or any other reason. Page 15 of 52
•
Are aware that if you do not attend for the specified number of days, you will fail your Professional Practice
•
Be aware of Occupational Health and Safety Regulations of the school setting, especially emergency procedures before the commencement of each placement.
•
Remember you are guests in schools/settings and their cooperation may affect future opportunities for other Pre-Service Teachers.
•
Employ courteous recognition of staffroom usage, car-park arrangements, contribution to coffee funds and care with equipment and media resources
•
Ensure that your mobile phone is turned off during planning, teaching and evaluative sessions and all school/setting meetings.
•
Consider your behaviour in public forums outside the school/university. This includes your public presence in electronic media such as MySpace, Facebook and YouTube which are easily Googled by school students. Pre Student Teachers are advised to ensure they are not represented inappropriately on these sites and to use the private domains for personal interactions using this media
•
Ensure that you return all materials borrowed from placement/schools/settings
At the end of placement •
Thank your Mentor and Site Coordinator for their efforts in assisting your placement
•
Collect your Confidential Emergency Contact Form from the Site Coordinator
•
Sign the Assessment Form prepared by your Mentor
•
Return the following to the Professional Practice Office on Assessment Day: Copies of relevant pages of Standards of Professional Practice Report Book signed by Mentor
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Victorian Institute of Teaching Standards Summary Chart Below is a summary chart illustrating how the Victorian Institute of Teaching (VIT) Standards for Graduating Teachers are met for each Professional Practical (PP) placement throughout the four year course. Each standard will be covered in Years 1-3 and during Year 4 Pre-Service Teachers will be expected to complete all the VIT standards in readiness for graduation in the Bachelor in Education (Primary)
BP046 Bachelor of Education Year 1 Year 2 Year 3 Year 4 Victorian Institute of Teaching Standard PP1 PP2 PP3 PP4 PP5 PP6 PP7 PP8 for Preparing Graduates to meeting Professional Standards
1 Teachers know how students learn and how to teach them effectively A ☺ B C ☺ ☺ D ☺ E ☺ F ☺ G 2 Teachers know the content they teach A ☺ B ☺ ☺ C ☺ D ☺ E ☺ F ☺ 3 Teachers know their students A ☺ ☺ B C ☺ D ☺ E ☺ F ☺ G ☺ 4 Teachers plan and assess for effective learning A ☺ B ☺ C ☺ D ☺ E ☺
☺ ☺ ☺
☺
☺
☺ ☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺
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5 Teachers create and maintain safe and challenging learning environments A ☺ ☺ ☺ ☺ B ☺ ☺ ☺ C ☺ ☺ ☺ ☺ D ☺ ☺ ☺ E ☺ ☺ ☺ F ☺ ☺ ☺ 6 Teachers use a range of teaching practices and resources to engage students in effective learning A ☺ ☺ ☺ B ☺ ☺ ☺ C ☺ ☺ ☺ D ☺ ☺ ☺ E ☺ ☺ ☺ ☺ F ☺ ☺ ☺ ☺ 7 Teachers reflect on, evaluate and improve their professional knowledge and practice A ☺ ☺ ☺ B ☺ ☺ ☺ ☺ C ☺ ☺ ☺ D ☺ ☺ ☺ ☺ E ☺ ☺ ☺ 8 Teachers be active members of their profession A ☺ ☺ ☺ B ☺ ☺ ☺ C ☺ ☺ ☺ D ☺ ☺ ☺ E ☺ ☺ ☺ F ☺ ☺ ☺ ☺
☺
= when the standard will be focused on for the professional placement during the Bachelor of Education program
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Bachelor of Education and Victorian Institute of Teaching Professional Standards During their program, all Pre-Service Teachers should have had the opportunity to consider, understand and demonstrate the standards detailed below and found at
Pre-Service Teachers will develop the skills and knowledge associated with these standards over the four year PP experience, with specific focus on all eight areas. To scaffold knowledge and experience each area has been broken down and aligned specifically with the focus of a professional practice experience (see table below). Although each standard has been aligned with a PP experience, these should be addressed in an ongoing manner as part of becoming a professional. PROFESSIONAL KNOWLEDGE
PROFESSIONAL PRACTICE
PROFESSIONAL ENGAGEMENT
1 Teachers know how students learn and how to teach them effectively.
4 Teachers plan and assess for effective learning.
7 Teachers reflect on, evaluate and improve their professional knowledge and practice.
2 Teachers know the content they teach.
5 Teachers create and maintain safe and challenging learning environments.
8 Teachers are active members of their profession.
3 Teachers know their students.
6 Teachers use a range of teaching practices and resources to engage students in effective learning.
Table: VIT guidelines for preparing Pre-Service Teachers to graduate and how they have been broken down to support student growth and development during the Bachelor of Education (Primary) program at RMIT. Code
Description of guidelines for pre-service teachers to meet pre graduation 1 Teachers know how students learn and how to teach them effectively
Professional Practice (PP) placement focus
1a
have a sound knowledge of current learning theories and of pedagogical models from which they draw their practice
1, 6, 7, 8
1b
have knowledge of theory and contemporary research in child and adolescent development and other fields of study which contribute to an understanding of student learning
6, 7, 8
1c
know the principles and skills of instruction and program design and know how to engage students actively in learning
1d
have a sound knowledge of the role of language and literacy in learning, of the conceptual, cognitive or developmental steps students make and of barriers to learning
3, 4R, 7, 8 (R = repeat. You will be addressing this standard in more than one PP placement before reaching year four of the program) 3, 6R, 7, 8
1e
have a critical understanding of both formative and summative assessment including the uses of both
5, 7, 8
1f
be aware of how curriculum and assessment is structured to support learning have knowledge of effective pedagogical approaches specific to the content areas they intend to teach.
5, 7, 8
1g
6, 7, 8
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2 Teachers know the content they teach. 2a
have a critical understanding of the content, processes and skills of the content areas they intend to teach
5, 7, 8
2b
be aware of the key concepts, structure and developments in their content areas
4, 5R, 7, 8
2c
know the pedagogical approaches, resources and technologies used to support and assess student learning within their content areas
4, 7, 8
2d
know the importance of literacy and numeracy to their content area and can incorporate strategies to support literacy and numeracy in their teaching
2, 7, 8
2e
know how to integrate learning and student understanding across a number of content areas
5, 7, 8
2f
be aware of tools and practices for assessing, recording and reporting student learning progress to parents and other stakeholders.
5, 7, 8
3 Teachers know their students
3a
demonstrate empathy and positive regard for, and rapport with, students
1,3, 7, 8
3b
regard all students as capable of learning and demonstrate an understanding of, and commitment to, equity in their practice
6, 7, 8
3c
know how to identify the prior knowledge, the learning strengths and weaknesses of students, and other factors which impact on learning
2, 7, 8
3d
have an understanding of cultural and religious diversity and of socioeconomic factors which may influence the students they teach
3, 7, 8
3e
be aware of teaching and classroom management challenges and develop appropriate professional responses to them
3, 7, 8
3f
understand the legal and ethical dimensions of teaching, including duty of care and the nature of their professional commitment to students
1, 7, 8
3g
appreciate the position of trust they are given by parents/guardians and the community and are aware of ways parent/teacher partnerships can be developed.
4, 7, 8
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4 Teachers plan and assess for effective learning 4a
4b
4c
4d
use their professional knowledge to establish clear, challenging and achievable learning goals for students as individuals and groups
design lesson and unit plans which integrate a range of activities, resources, and materials to support learning, including the use of ICT and other learning technologies
Evaluate student responses and work samples, using a variety of strategies and tools to make appropriate assessments of learning and plans for future teaching and learning activities
plan learning sequences and units which are consistent with curriculum
1, 7, 8
2, 7, 8
5, 7, 8
3, 7, 8
statements, frameworks and assessment structures commonly used in schools 4e
monitor and record student learning, providing appropriate feedback to students on their progress and how to improve, and for reporting to parents.
5, 7, 8
5 Teachers create and maintain safe and challenging learning environments 5a
5b 5c
5d
5e
5f
establish clear expectations of behaviour for a safe learning environment for all students, including learning environments utilised outside school environments
model exemplary behaviour for cooperative learning and positive interactions with others be aware of and can use a range of strategies to establish a positive and inclusive learning environment where all students can learn and are challenged
manage the materials, resources and physical space within the school to ensure a safe and challenging environment for learning
work within the legal and ethical framework expected of all teachers and maintain appropriate professional relationships with students
work cooperatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students.
3, 6R, 7, 8
4, 7, 8 3, 6R, 7, 8
2, 7, 8
1, 7, 8
4, 7, 8
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6 Teachers use a range of teaching practices and resources to engage students in effective learning 6a
understand and employ strategies for building effective relationships with students, parents and colleagues
4, 7, 8
6b
model curiosity and enthusiasm for learning and are aware of strategies to make the content they teach accessible and relevant
2, 7, 8
6c
create opportunities for students to explore ideas and emerging understandings and to develop skills
4, 7, 8
6d
use a range of teaching approaches which foster independent and 3, 7, 8 cooperative learning, cater for different learning needs and respond flexibly to the dynamics of the classroom 6e access and use a range of teaching and learning resources and 2, 6R, 7, 8 technologies to support student learning 6f use effective oral, written and electronic communication skills to 2, 5R, 7, 8 communicate with students, their parents and colleagues. 7 Teachers reflect on, evaluate and improve their professional knowledge and practice 7a recognise the value of regularly reflecting on their professional 1, 7, 8 knowledge and practice, and develop strategies for reflection individually and collectively 7b be aware of their own strengths, preferences and needs as a learner, 2, 3R, 7, 8 and can identify areas for development as an emerging practitioner and member of the profession 7c engage in discussion of contemporary issues and research in 6, 7, 8 education 7d demonstrate a commitment to continuing professional learning and 3, 5R, 7, 8 employ effective strategies to develop their knowledge and refine their professional practice 7e understand the structures and skills which underpin collegiate 4, 7, 8 practice and demonstrate a capacity to work collaboratively within the profession. 8 Teachers be active members of their profession 8a be aware of the ways teachers typically engage with their profession, and demonstrate a capacity to do so themselves
1, 7, 8
8b
demonstrate a capacity to contribute to a professional learning community, in a school and in the wider community (e.g. by engagement with a professional teaching body)
4, 7, 8
8c
understand the social, political and ethical dimensions of education and within that framework can articulate a vision or philosophy of the role of a teacher generally, and of their work specifically
6, 7, 8
8d
understand the professional behaviour and ethical conduct expected of a teacher and demonstrate attitudes which support professional behaviour
6, 7, 8
8e
be aware of stakeholders, industrial structures, career opportunities, and regulatory requirements which impact on their profession
5, 7, 8
8f
be aware of common administrative and professional duties and expectations of teachers, and can fulfil these competently.
1, 3R, 7, 8
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Documentation Requirements for Pre-Service Teachers As part of Professional Practice, Pre-Service Teachers have specific professional and documentation responsibilities to meet. They are required to maintain a Professional Practice Folder (PP Folder) and a Professional Standards Report Book. Each plays an important role in recording the PSTs journey to becoming a practicing teacher. An aspect of the Mentor’s role is to assist the Pre-Service Teachers in working with the focus and tasks for each placement and ensuring the PST is keeping appropriate records in their PP Folder and marking off appropriate standards in the Professional Standards Report Book. 1. The PP Folder The PP Folder will assist the Pre-Service Teacher with organization of materials, notes and reflections whilst on placement. It is documentary evidence that PST’s have carried out the placement in a satisfactory way. The Pre-Service Teacher should take their PP Folder it to every placement day, keep it updated and show plans and reports to the Mentor and Community Coordinator. It is recommended that students use a ring-back folder for easy access to documents The PP Folder should be divided into the following sections Section
Contents
PP Documents
Professional Practice Handbook, Current Assessment Forms, Standards Report Book
Observation
Notes recording observations of teaching and learning
Planning
Learning and Teaching and Assessment Plans, examples of student work, feedback
Professional Journal
Containing professional reflections
Resources
Useful materials collected during the placement
2. The Standards for Professional Practice Report Book The Professional Practice Report Book records the PSTs attainment of specific standards and characteristics of an effective teacher. These standards are established against the Victorian Institute of Teaching (VIT) requirements and are scaffolded through the professional placements of Years 1 to 3. During Year 4 the expectation is that the PST will meet all the standards. This Report Book is maintained by the PST from one site school to the next (from PP1-PP8) and the intention is for PST to document the standards as they are developed, discuss them with the Mentor, who can then sign off, ready for the PST to take to their next site. This will give PST’s a visual record of what they have achieved over time and will allow them to plan for the standards to target in their practice. It is important that the Report Book is updated and regularly maintained. PSTs are required to submit a copy of the relevant PP Standards Report Book pages to the PP staff on Assessment Collection Day at the completion of their Professional Practice Placement.
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Assessment of Professional Practice in Schools
1. It is the responsibility of the Pre-Service Teacher to meet the expectations of the placement as outlined in the specific program handbook. In addition to completing the teaching and observation requirements of the placement, the PST is also required to maintain appropriate documentation (lesson plans, PP Folder).
2. The PSTs must complete a report for the particular placement. This report will be found in the Standards of Professional Practice Report Book which will be used throughout the entire program as an ongoing record of the PST’s attainment of the VIT Standards. The evidence to substantiate their attainment of the standards designated for that placement will be maintained in their PP Folder and does not need to be submitted to the PP office, however, will need to be presented to their Mentor and Coordinator or RMIT academic. A copy of this report must be submitted to the PP office within 2 days of the end of placement.
3. The PST must maintain their PP Folder with appropriate documentation of details relevant to their placement. The PP Folder may be referred to during classes or debriefing sessions.
4. It is highly recommended that the Mentor conduct a Mid-Placement Review to ensure the PST is aware of their progress and areas for improvement.
5. It is the responsibility of the Mentor/Supervisor to award a Final Assessment result according to the expectations of the placement. This form should be completed in consultation with and signed off by the PST.
6. The Final Assessment (original) is to be forwarded by the Mentor, along with the Claim Form, to the PP office, within a week of the end of the placement 7. RMIT reserves the right to alter the result given by a Mentor
8. RMIT academics and/or Community Coordinator will assess the progress of the Pre-Service Teacher during their visit to the placement and complete a Feedback Form. The second semester visit will involve the RMIT assessing the teaching of the PST. RMIT will award a grade for each of these visits (arrived at through observation and consultation with the mentor) which is a “snap shot” of the PSTs level of performance according to the expectations for that placement. A copy of this Feedback form will be forwarded to the PST and the PP Office
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Structured Observations
Teaching Focus
Same educational setting for both placements RMIT placed
Nature of placement
Sem 2 Week 7, 8
Sem 1 Week 7, 8, 9, 10, 11
Small group Whole class teaching (incidental)
Understanding the School Context
2 PP2 10 days block
Sem 2 Week 7, 8 Week 13, 14
Whole class teaching (workshop model)
Communication
Same educational setting for both placements RMIT placed
Sem 1 Week 9, 10 Week 13, 14
Whole class teaching (task)
Classroom Management
Year 2 1 2 PP3 PP4 Two 10 day Two 10 day blocks blocks
BP046 Bachelor of Education
When
Small group Teaching
Where Do I Fit?
1 PP1 5 days single
Year 1
Theme
Year Level Semester Placement Code Days of Placement on a school
Sem 1 Week 7, 8, 9, 10 ,11 Week 12, 13, 14 Possible non traditional educational settingRMIT placed
1 part session (eg.: morning until recess
Assessment
Sem 2 Week 6, 7, 8, 11, 12 Week 13, 14, 15 Possible non traditional educational settingRMIT placed
2 part day sessions
Inquiry – Taking a Risk
Year 3 1 2 PP5 PP6 5 single 5 single days days 15 day block 15 day block
Professional Practice Model 2009
Sem 1 Week 7, 8, 9, 10 ,11 Week 12, 13, 14 Self Select placement Possible non traditional educational setting
Whole day leading into full control (2 days)
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Sem 2 Week 6, 7, 8, 11, 12 Week 13, 14, 15 Self Select “Normal classroom” educational setting
Full control over 5 consecutive days
Professionalism
2 PP8 5 single days 15 day block
Year 4
Putting it all together – Planning and Assessment
1 PP7 5 single days 15 day block
2009 Professional Practice (Primary) Manual
2009 Professional Practice (Primary) Manual
Professional Practice Calendar for RMIT – School of Education 2009 School Terms
Week Starting Higher Education Academic Week
Bachelor of Education
Year 1 School Holidays
Year 2 Old BEd
Graduate Diploma of Education
Year 3 Old BEd
Year 4 Old BEd
Term 1 Supp Block
Term 1 Supp Block
Disability Double Degree Year 2
Applied Science Double Degree
Year 1
Brunswick Arts BEd Year 1
Year 2
5Jan 12 Jan 19Jan
Term 1:
26 Jan 2Feb
28 Jan – 3 April 9 Feb 16 Feb 23 Feb
School Holidays
2 Mar
Semester 1 - Week 1
9 Mar
Week 2
16 Mar
Week 3
23 Mar
Week 4
30 Mar
Week 5
6 April
Week 6
13th
Mid Semester Break
April
Single Days
Week 6
20 Apr
Week 7
27 Apr
Week 8
4 May
Week 9
11 May
Week 10
18 May
Week 11
25 May
Week 12
1 Jun
Week 13
8 Jun
Week 14
15 Jun
Week 15
22 Jun
Week 16
Single Days
Single Days Single Days
Single days
Single days
Block
Block
Single Days
Block
Block
Block
Block
Block PP Debrief session
PP Debrief session
29 June 6 Jul
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2009 Professional Practice (Primary) Manual Term 3:
13Jul
134July - 18 September
20 Jul
School Holidays
Semester 2 – Week 1
27 Jul
Week 2
3 Aug
Week 3
10 Aug
Week 4
17 Aug
Week 5
24 Aug
Week 6
31 Aug
Mid semester Break
7Sep
Week 7
14 Sep
Week 8
21 Sep
Week 9
28 Sept
Week 10
5th Oct
Week 11
12 Oct
Week 12
19 Oct
Week 13
26 Oct
Week 14
2 Nov
Week 15
9 Nov
Week 16
2 Days per week
Single Day
Block
Single Days
Single Days
Single Days
Single Days
Single Day
Block
Block
Block
Block
Block
Block
Block
Block
GDP
Year 2
Yr 1
PP Debrief Term 4 Supp Term 4 session Block Supp Block
16 Nov 23 Nov 30 Nov 7 Dec 14 Dec Year 1 New BEd
Year 2 Old BEd
Year 3 Old BEd
Year 4 Old BEd
Disability Double Degree
Yr 2
Applied Science Double Degree
Brunswick Arts BEd Year 1
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Focus for each Bachelor of Education Professional Practice Placement Pre-Service Teachers must complete all the requirements which are designated for each Professional Practice Placement. They must also demonstrate achievement of the relevant VIT Standards. PreService Teachers will be required to complete the Professional Practice Standards Report at the end of their placement which demonstrates their achievement of the relevant standards. Professional Practice Focus and description for tasks to be VIT Standard (PP) Placement 1 for Pre-Service carried out in teaching experience Teachers Where Do I Fit? 1a 3a 3f 4a 5e 7a 8a 8f OBSERVATION Look at: life of the school understanding students in context establish cooperative relationships Impression of differences within a primary school - children's age, gender, ethnic background, capacities, behaviour, interests - teacher's knowledge/presence, approaches, experiences, interests
Practise using the interactive whiteboard or whiteboard to use the current writing style used in primary schools.
LEARNING AND TEACHING Observation leading into one or two small group teaching activities throughout the 5 days - read a book - take the roll - lead show and tell - lead discussion - single demonstration - community circle - sharing circle ASSESSMENT, MONITORING, AND REPORTING Demonstrated an awareness of the individual differences between children and the way a teacher must cater for these, e.g. gender, ethnicity, abilities/disabilities.
Demonstrated an ability to provide positive feedback to individual children to encourage learning and co-operative behaviour.
INNOVATION AND INITIATIVES What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION On completion of teaching tasks reflect on them and record your evaluations of what succeeded. Reflect on what did not succeed and the reasons for those responses. Also discuss alternative procedures.
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Professional Practice Focus and description for tasks to be carried VIT Standard (PP) Placement 2 for Pre-Service out in teaching experience Understanding the Teachers School Context 2d 3c 4b 5d 6b 6e 7b OBSERVATION Observation is an important aspect of PP2. We recommend Mentors discuss observations with the pre-service teacher. For example, what will they be observing? What strategies or techniques will be modeled?
Observe and interact with learners:
∼ Be with, talk with, listen to, and think about the learners as individuals. ∼ Observe their group behaviour. Talk with the teacher about the children. ∼ Try to gain as complete an understanding of the children as possible by finding out about their skills, interests, hopes, achievements, worries, games, friendships, families, etc.
∼ Write observations and notes in your file. ∼
Record and describe the physical arrangements and organisation of the school.
Become involved in the routine things which the teacher does daily, e.g. discussions with the class, assisting children, preparing materials. Make a record at this involvement.
Impression of differences within a primary school - children's age, gender, ethnic background, capacities, behaviour, interests - teacher's knowledge/presence, approaches, experiences, interests
LEARNING AND TEACHING
Continue observations
2 whole class groups per day. This means that you will conduct 2 activities with the whole class per day which may be of any length- as short as 10-15 minutes and up to 45 minutes- 60 minutes. Negotiation between the PST and Mentor around this is possible.
Write plans and evaluations for every teaching experience as instructed
Plan, in conjunction with Mentor, appropriate activities which meet the needs of individuals and groups of students.
Demonstrate an awareness of the purposes of planned activities.
Present all documentation in a clear and professional manner as a PP Folder
Demonstrate an ability to make use of resources available at the school and university which complement planned teaching activities.
Record the way teachers set up behaviour expectations and the methods used to ensure that these expectations are achieved.
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Professional Practice (PP) Focus and description for VIT Standard for Pre-Service Placement 2 (Continued) tasks to be carried out in Teachers Understanding the School 2d 3c 4b 5d 6b 6e 7b teaching experience Context
ASSESSMENT, MONITORING, AND REPORTING
An understanding of ways in which teachers make, record and report assessment of, for and as learning
Address children’s progress within learning programs
Address the success of particular programs
Address the effectiveness of the general curriculum
Be aware of all Assessment Criteria in undertaking your work in the school
INNOVATION AND INITIATIVES
What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION
Demonstrate an ability to reflect, record and discuss planned and incidental teaching tasks, observations of children and wider school matters.
Demonstrate an ability to make links with issues explored in Year 1 B.Ed (Primary) courses and the school program.
Seek and accept guidance and responded constructively to feedback from colleagues
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Professional Practice Focus and description for tasks to be VIT Standard for (PP) Placement 3 Pre-Service carried out in teaching experience Teachers Classroom Management 1c 1d 3a 3d 3e 4d 5a 5c 6d 7b 7d 8f(R) R = revisit standard OBSERVATION
Think through, practise and reflect on a range of management strategies and skills, e.g. - ideas for getting sessions started and for presenting material and tasks - use of questioning, restatement and comment - presentation of instructions and directions - organisation of space and children’s movement - timing of phases of a session - balancing whole class individual and small group activities - use of your time in working with individual and small groups - look at how computers are used within the school - examine the range of activities which may integrate literacy and numeracy concepts and skills.
LEARNING AND TEACHING Developing a range of strategies, classroom management and organizational skills are an important aspect of PP3. We recommend you discuss with pre-service teachers different strategies and techniques in working with larger groups of students, in managing groups, managing time and checking for learning. Planning minimum:
three whole class groups per day. This means that you will conduct 3 activities with the whole class per day which may be of any length- as short as 10-15 minutes and up to 45 minutes- 60 minutes. Negotiation between the PST and Mentor around this is possible.
OR one whole session per day (eg Monday 9-11am)
learning plans for every lesson
Detailed lesson plans should be used initially and upon discussion with the supervising teacher, these plans may become more concise.
Cooperatively plan lessons and a sequence of lessons to be implemented with the whole class.
Select appropriate resources and prepared an effective learning environment.
Demonstrate a clear understanding of current approaches to the teaching of Literacy, Numeracy, and ICT.
Plan to meet the needs of individual students within the group.
Demonstrate an awareness of the need for an inclusive curriculum in planning and teaching tasks: e.g. gender, ethnicity, abilities/disabilities.
Present all documentation in a clear and professional manner.
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Professional Practice Focus and description for tasks to be VIT Standard for (PP) Placement 3 carried out in teaching experience Pre-Service (Continued) Teachers 1c 1d 3a 3d 3e 4d Classroom Management 5a 5c 6d 7b 7d 8f(R) R = revisit standard
ASSESSMENT, MONITORING, AND REPORTING
Provide on going feedback to children to enhance learning.
Within a particular session or number of sessions, demonstrate an awareness of the learning progress of the class as a whole.
Show further development in assessing the progress of individual children including the keeping of appropriate assessment records.
Demonstrate the ability to modify a session as it occurs, in response to the evaluation of children's needs and external factors.
INNOVATION AND INITIATIVES
What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION
Seek and accept guidance and respond constructively to feedback from colleagues.
Critically reflect on their own practice and explore methods of improvement.
Demonstrate an active commitment to teaching, personal growth and professional development.
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Professional Practice Focus and description for tasks to be carried VIT Standard for (PP) Placement 4 Pre-Service out in teaching experience Communication Teachers 1c(R) 2b 2c 3g 4e 5b 5f 6a 6c 6f 7e 8b R = revisit standard OBSERVATION Observation is an important aspect of PP4. We recommend Mentors discuss observations with the pre-service teacher. For example, what will they be observing? What strategies or techniques will be modeled in relation to communication between children parents and colleagues?
∼ Make observations of classroom procedures, teaching techniques and strategies ∼ Teach three small groups per day ∼ One whole-class group per day ∼ Write plans and evaluations for every teaching experience as instructed ∼ What communication is essential in the classroom? ∼ What is the difference between the classroom, yard and staffroom? What language and protocols are used? ∼ What strategies have you observed in regards to promoting communication with students?
Gain an understanding of several of the legal and quasi legal aspects of the teacher’s role e.g. responsibilities in relation to parental consent and safety during excursions, the responsibilities of playground supervision, requirements of confidentiality in relation to personal information about children.
Note aspects of the school which contrast with the situation noted in previous schools, giving particular emphasis to policies, organisational structures, learning programs and resources which you have not previously encountered.
LEARNING AND TEACHING Developing a range of strategies, classroom management and organizational skills are an important aspect of PP4. We recommend you discuss with pre-service teachers different strategies and techniques in working with larger groups of students, in managing groups, managing time and checking for learning. Planning minimum:
2 part day sessions twice a week (e.g. Mon 9-11; Wednesdays 11-1 or as appropriate for the setting)
learning plans for every lesson
Detailed lesson plans should be used initially and upon discussion with the supervising teacher, these plans may become more concise.
In consultation with the supervising teacher, implemented clear, challenging and achievable objectives for the learners which reflect VELS documentation.
Collaboratively planned, documented and implemented a comprehensive program for up to one week, including the independent design of an extended sequence of activities in one or more subject areas.
Demonstrated an understanding of continuity and sustained learning throughout an extended sequence of activities, which are designed to achieve specific student learning outcomes for the whole class.
Demonstrated willingness to implement current approaches to teaching and learning in line with the VELS documentation.
Planned to meet the needs of individual children within the group.
Presented all documentation in a clear and professional manner.
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Professional Practice Focus and description for tasks to be carried VIT Standard for (PP) Placement 4 out in teaching experience Pre-Service (Continued) Teachers Communication 1c(R) 2b 2c 3g 4e 5b 5f 6a 6c 6f 7e 8b R = revisit standard ASSESSMENT, MONITORING, AND REPORTING
Provided appropriate feedback to children to enhance learning and encourage co-operative behaviour.
Shown awareness of the link between evaluation and assessment and further program planning.
Within a lesson sequence, demonstrated an awareness of the learning process of the class as a whole, as well as the progress of individuals.
INNOVATION AND INITIATIVES
What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION
Seek and accept guidance from, and respond constructively to feedback from colleagues.
Critically reflect on their own practice to improve the quality of teaching and learning.
Display evidence of a developing philosophy of education.
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Professional Practice Focus and description for tasks to be carried VIT Standard (PP) Placement 5 for Pre-service out in teaching experience Teachers Assessment 1e 1f 2a 2b(R) 2e 2f 4c 6f(R) 7d(R) 8e OBSERVATION
Continue your general observations and inquiries in relation to classroom organization, the planning of learning programs, resources, the responses of children etc. Relate these observations to the content of your BEd program at University.
Note aspects of the school and your class in relation to previous schools and relate these observations to the content of your program at University.
Take particular note of the ways in which specialist teachers help to design and become involved in classroom programs. Take advantage of opportunities to talk and work with specialists.
LEARNING AND TEACHING PP 5 moves students from planning and teaching part-day sessions to developing plans for teaching consecutive days. We encourage PST’s to increase the number of consecutive days if they are able to but we understand that this may not always be possible at all sites. Planning minimum: involve documenting whole session plans
two part-day sessions per day (e.g. 9am – 11am; 11am – 1pm; 2pm – 3.30pm or times appropriate for the setting)
In consultation with the Mentor, implemented clear, challenging and achievable objectives for the learners which reflect VELS documentation. Collaboratively planned, documented and implemented comprehensive teaching tasks which extended from single sessions to whole days of a teaching program. Present all documentation in a clear and professional manner. Show consideration of the needs, interests and abilities of individual children, taking into account such factors as gender and ethnicity. Select appropriate resources and prepared an effective learning environment. Demonstrate an understanding of the teaching and learning purposes of planned activities.
ASSESSMENT, MONITORING, AND REPORTING Provided appropriate feedback to children to enhance learning and encourage co-operative behaviour. Shown awareness of the link between evaluation and assessment and further program planning. Within a lesson sequence, demonstrated an awareness of the learning process of the class as a whole, as well as the progress of individuals.
INNOVATION AND INITIATIVES What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION Seek and accept guidance from, and respond constructively to feedback from colleagues. Critically reflect on their own practice to improve the quality of teaching and learning. Display evidence of a developing philosophy of education.
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Professional Practice Focus and description for tasks to be VIT Standard for (PP) Placement 6 Pre-Service carried out in teaching experience Teachers Inquiry –Taking a Risk 1a (R) 1b 1d(R) 1g 3b 5a(R) 5c(R) 6e(R) 7c 8c 8d OBSERVATION
Observe innovative teacher that take risks. What are their characteristics? What skills do they use? How do they communicate? How do they share their ideas?
Continue your general observations and inquiries in relation to classroom organization, the planning of learning programs, resources, the responses of children etc. Relate these observations to the content of your BEd program at University.
Note aspects of the school which contrast with the situation noted in previous schools, giving particular emphasis to policies, organisational structures, learning programs and resources which you have not previously encountered.
LEARNING AND TEACHING PP6 moves students from planning and teaching part-day sessions to developing plans for teaching consecutive days. We encourage PST’s to increase the number of consecutive days if they are able to but we understand that this may not always be possible at all sites. Planning minimum: involve documenting whole session plans Full control over minimum 2 consecutive days
Provided appropriate feedback to children to enhance learning and encourage co-operative behaviour and attention to tasks at hand. Shown ability to use evaluation to modify further program planning. Used appropriate strategies to assess children's learning. Shown evidence of contributing to or keeping assessment records. In consultation with Mentor, implemented clear, challenging and achievable objectives for the learners which reflect VELS documentation.
INNOVATION AND INITIATIVES
What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION
Seek and accept guidance from, and respond constructively to feedback from colleagues. Critically reflect on their own practice to improve the quality of teaching and learning. Display evidence of a developing philosophy of effective educational practice.
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Professional Practice Focus and description for tasks to be carried VIT Standard (PP) Placement 7 for Pre-Service out in teaching experience Putting it all together – Teachers Planning and Assessment All OBSERVATION Continue your general observations and inquiries in relation to classroom organization, the planning of learning programs, resources, the responses of children etc. Relate these observations to the content of your Education and Learning Areas Studies program at the University. Note aspects of the school and your class in relation to previous schools and relate these observations to the content of your program at University. Take particular note of the ways in which specialist teachers help to design and become involved in classroom programs. Take advantage of opportunities to talk and work with specialists. LEARNING AND TEACHING In their final Year of Professional Practice, the 4th year Bachelor of Education pre-service teachers are preparing to enter the teaching Profession. Their teaching responsibilities increase to full consecutive days of teaching, which will require them to be competent in many areas, particularly unit planning, team work, class room management. We recommend a minimum of 5 consecutive teaching days but encourage PST’s to teach more (e.g. 2-3 week consecutive) if possible. Planning minimum: Full control over MINIMUM five consecutive days for PP7 involve documenting weekly work plans (units of work) for PP7 weekly work plans In consultation with Mentor, implemented clear, challenging and achievable objectives for the learners which reflect VELS documentation. Independently plan, document and implement a comprehensive classroom program for at least one week. Demonstrate a clear understanding of the teaching and learning purposes of planned activities. Plan for continuity throughout each day and across the week. Plan to meet the needs of individual students within the group. Demonstrate an understanding of current approaches to teaching and learning. Present all documentation in a clear, professional manner.
ASSESSMENT, MONITORING, AND REPORTING Understand and use a range of appropriate strategies to assess children's learning. Show evidence of contributing to or keeping assessment records, including the use of the VELS outcome statements, which could be conveyed to parents and colleagues. Use assessment strategies and records which reflected the needs of individual children and the whole group. Monitor the success of the inclusive nature of the curriculum (taking into account gender, culture, abilities/disabilities). Provide appropriate feedback to students to enhance learning and/or encourage co-operative behaviour and attention to tasks at hand.
INNOVATION AND INITIATIVES What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION Respond constructively to the feedback and advice of their colleagues. Critically reflect on own practice to improve the quality of teaching and learning. Adjust planning and teaching on the basis of systematic collaborative and self evaluations. Display evidence of a developing personal philosophy of effective educational practice.
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Professional Practice Focus and description for tasks to be VIT Standard (PP) Placement 8 for Pre-service carried out in teaching experience Teachers Professionalism All OBSERVATION Observation and action of legal and ethical requirements of the teaching profession.
Continue your general observations and inquiries in relation to classroom organization, the planning of learning programs, resources, the responses of children etc. Relate these observations to the content of your BEd program at the University.
LEARNING AND TEACHING In their final Year of Professional Practice, the 4th year Bachelor of Education pre-service teachers are preparing to enter the teaching Profession. Their teaching responsibilities increase to full consecutive days of teaching, which will require them to be competent in many areas, particularly unit planning, team work, class room management. We recommend a minimum of 5 consecutive teaching days but encourage PST’s to teach more (e.g. 2-3 week consecutive) if possible. Planning minimum: Full control over MINIMUM five consecutive days for PP8 involve documenting weekly work plans (units of work) for PP8 weekly work plans Ensure that in your teaching sessions you incorporate strategies which enable you to work with individuals and that you maintain a consciousness of the differences in the children's levels of linguistic and cognitive development and in their cultural and home backgrounds. Discuss these factors with your teacher. Independently plan, document and implement a comprehensive classroom program for at least one week. Demonstrate a clear understanding of the teaching and learning purposes of planned activities. Plan for continuity throughout each day and across the week. Plan to meet the needs of individual students within the group. Demonstrate an understanding of current approaches to teaching and learning. Present all documentation in a clear, professional manner.
ASSESSMENT, MONITORING, AND REPORTING Understand and used a range of appropriate strategies to assess children's learning. Show evidence of contributing to or keeping assessment records, including the use of the VELS outcome statements, which could be conveyed to parents and colleagues. Use assessment strategies and records which reflected the needs of individual children and the whole group. Monitor the success of the inclusive nature of the curriculum (taking into account gender, culture, abilities/disabilities). Provide appropriate feedback to students to enhance learning and/or encourage co-operative behaviour and attention to tasks at hand.
INNOVATION AND INITIATIVES What innovations and initiatives are being implemented or discussed within this environment? Think about this at multiple levels, community wide, school wide, in the classroom, across year levels, and within the department, independent, catholic or corporate sectors. Record and extend your observations over the PP placements and via your discussions within the program at university.
REFLECTION Respond constructively to the feedback and advice of their colleagues. Critically reflect on own practice to improve the quality of teaching and learning. Adjust planning and teaching on the basis of systematic collaborative and self evaluations. Display evidence of a developing personal philosophy of effective educational practice.
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2009 Professional Practice (Primary) Manual
PROFESSIONAL PRACTICE (PRIMARY) FORMS
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
MENTOR EXPRESSION OF INTEREST – 2009 Name of School/Centre : ............................................................................... ............................................ Site Contact: .................................................................................................. Community: .................... Address: ........................................................................................................ Post Code: ...................... Phone: ........................................................................................................... Fax: ................................. Email: ............................................................................................................. Date: ............................... Our Site is interested / not interested (please tick) in participating in Professional Practice Placements in 2009. We can provide the following Mentors:
Mentor’s Name
Grade Level
Preference: B. Education 1-3 or GDP
1 or 2 PSTs
Sem 1 Y or N
Sem 2 Y or N
I am familiar with the following terms and conditions of Professional Practice: •
A Mentor will have support from a Community Coordinator and the Professional Practice staff.
•
A Mentor will receive a certificate from RMIT.
Mentor/Site Contact Signature: .................................................................................................................. PLEASE EMAIL/FAX TO: Joan Dias – Fax: 9925 6623 Email:
[email protected]
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2009 Professional Practice (Primary) Manual School of Education Professional Practice (Primary)
PRE-SERVICE TEACHER PLACEMENT CONTRACT The Mentor and Pre-Service Teacher both sign this document to indicate their understanding of the requirements and conditions of the placement to which they have agreed. This form MUST be faxed to the Professional practice Office by the commencement of the placement. Pre-Service Teacher Details: Name: _________________________________________________________ Student No: __________ Home Phone: ___________________________ Mobile: _______________________________________ Student Email: ________________________________________________________________________ Address: ___________________________________________________________ Post Code: ________ Program (please circle): Bachelor of Education/Graduate Diploma of Education – Primary Professional Practice Level (please circle): PP1
PP2
PP3
PP4
PP5
PP6
PP7
PP8
Site Details: Name of School/Center: _______________________________________________ Community: _______ Student Teacher Coordinator/Site Contact Name: _____________________________________________ Student Teacher Coordinator/Site Contact Email: _____________________________________________ Address: ___________________________________________________________ Post Code: _________ Phone: _________________________________________________________ Fax: ___________________ Mentor Name: ________________________________________________ Grade: __________________
Placement Dates: To commence from
----/----/------- to
----/----/------
I/We are willing to have the above Pre-Service Teacher for his/her Professional Practice placement and will take responsibility for the mentoring required and I am aware that I will receive reimbursement in the form of one CRT Day.
Signature of Mentor: _______________________________________________
Date: __________________
Signature of Student Teacher Coordinator/Site Contact: _______________________ Date: __________________ I am aware that by signing this contract I am taking professional responsibility to inform my Mentor and the professional Practice Office of any changes to my enrolment, intentions to withdraw from my placement or provide adequate notice and reasons for absences from my placement.
Signature of Pre-Service Teacher: _______________________________
Date: ___________________
PLEASE EMAIL/FAX TO: Joan Dias - Fax: 9925 6623 Email:
[email protected] or
[email protected]
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
Work Integrated Learning / Practical Placements Occupational Health and Safety Requirements RMIT University is committed to providing and maintaining the highest standard of health, safety and wellbeing for all staff, students, contractors and visitors. All Victorian employers are required by law to comply with the Victorian Occupational Health and Safety Act 1985 and from 1 July 2005 with the Victorian Occupational Health and Safety Act 2004. Placement organisations have the primary duty of care to ensure the health and safety of RMIT students during their placement. RMIT University therefore expects that placement organisations will recognise their responsibilities and have systems in place to reduce the risks to the health and safety of students undertaking placements. Placement organisations must ensure that RMIT students are aware of the following information prior to commencement of a practical placement: • Placement organisation’s health and safety policy. • Emergency procedures including emergency numbers. • First aid arrangements (including names and phone numbers of first-aiders). • Procedure for reporting accidents/incidents/hazards. • Name and location of health and safety representative of the work area. • Details on the process for managing and resolving health and safety issues. Hazards associated with the work place and practical placement activities and the measures in place to control the risks to health and safety. This should include, but not be limited to, safe work procedures, personal protective equipment, training and supervision. The above could be an attachment to the general agreement and the following wording placed in the body of the agreement:
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
Mentor Mid-Placement Review Program
(please circle) BEd
PP placement: (please circle)
EC Specialisation
PP1 PP2
PP3
Mentor Name: Pre-Service Teacher’s Name: School/Site
Double Degree
PP4
PP5
PP6
Grad Dip (Primary) PP7
PP8
Date: Student No.: Grade
PP Folder
Satisfactory
Needs Improvement Needs Improvement
PP Standards Report Book Progress
Satisfactory
Professional Conduct
Satisfactory
Needs Improvement
Planning/ Reflective Practice
Satisfactory
Needs Improvement
Teaching Strategies & Instructional Skills
Satisfactory
Needs Improvement
Communication & Rapport
Satisfactory
Needs Improvement
Class Management
Satisfactory
Needs Improvement
Strengths and Areas for Improvement
Satisfactory
Needs Improvement
Mentor Signature_________________________________________________________ Date _________________
Discussed and copy received by PST
PST Signature___________________________ Date ________________ Page 43 of 52
Mentor Expression of Concern Form
School of Education Professional Practice (Primary)
Program Name: .......................................................... Program Code: ...................... PP No: ................... Student Surname: .......................................................... First Name: ........................................................... Student ID: ..................................................................... Site::...................................................................... Community Coordinator:............................................... Community No: .................................................... Contact Phone: .............................................................. Email: ....................................................................
Concerns (a brief account of your concerns): ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ......................................................................................................................................................................
Mentor Signature: ..................................................................................................... Date: .....................
For PP Office Use Action taken by PP Office:
Date: ........................
........................................................................................................................................................................ ........................................................................................................................................................................ ........................................................................................................................................................................
Signature: .................................................................... Name: ....................................................................
2008 RMIT Professional Practice Manual for the Graduate Diploma of Education (Secondary)
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
SCHOOL OF EDUCATION
FINAL PROFESSIONAL PRACTICE ASSESSMENT FORM The Mentor completes this Final Assessment Form and forwards original with claim form to PP Office and a copy to the PST
Pre-Service Teacher Details: Name: ............................................................................ Student Number: ................................................. Program: ........................................................................ Placement Number: ............................................. Placement Details: PP Site: ......................................................................... Mentor: ................................................................. RMIT Community Coordinator: ....................................... Placement Record: Grade Level: .................................................................. No. Days: ............................................................
PP Requirement
Completed
PP Requirement
Number of PP Single Site Days
PP Folder
Number of PP consecutive days
PP Standards Report
PP Mid placement Review
Professional Conduct
Satisfactory/ Unsatisfactory
Placement Result Award an S (satisfactory) or N (unsatisfactory) Comment ......................................................................................................................................................... ........................................................................................................................................................................ ........................................................................................................................................................................ ........................................................................................................................................................................ ........................................................................................................................................................................
Teaching Readiness If this is the Pre-Service Teacher’s final placement in their program, please complete the following
The PST’s performance for this placement is deemed to be satisfactory and s/he is ready to commence full teaching responsibilities as a beginning teacher.
The PST’s performance for this placement is deemed to be unsatisfactory and s/he is not ready to commence full teaching responsibilities as a beginning teacher
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
Identification of PST strengths: ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... Identification of aspects for further development: ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... ...................................................................................................................................................................... Mentor Signature: ..................................................................................................... Date: .......................
I have read and discussed the report with my Mentor Teacher PST Signature: .......................................................................................................... Date: ....................... RMIT reserves the right to alter the Professional Practice assessment of a Pre-Service Teacher
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Pre-Service Teacher Name/s
RMIT SCHOOL OF EDUCATION 9925 6623
Return to: Joan Dias
or fax to:
Payment Details: $21.20 per day per Pre-Service Teacher Site Coordinator: $ 1.30 per day per Pre-Service Teacher (N.B. Payments are exclusive of GST)
Mentor Name/s
-
TOTAL:
+ 10% GST
Sub Total:
No. of Placement Days
Queries:
9925 7974
PO BOX 71, BUNDOORA 3083
Placement Dates & PD Day
Amount
Phone: …………………………………………………Fax No: …………………………………. ABN: ……………………………………………..
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Address: ..........................................................................................................................................……………………… Post Code: ……………
Name of Site Contact: ……………………………………………………………………………………………… Community: ………………………......
Site: ………………………………………………………………………………………………………………… Date: ……………………………………….
Payment Terms: 30 Days
TAX INVOICE TAX INVOICE CLAIM FORM
2009 Professional Practice (Primary) Manual
2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
LESSON PLAN Date: _____________________ Year level: _____________ Curriculum Area:_______________________________________________ Learning Outcomes/Objectives: ____________________________________ Teaching Focus: _______________________________________________ Resources:____________________________________________________ Procedure Teaching-Learning Activities
Time
Introduction
Main Activities
Conclusion
Evaluation of Teaching
Evaluation of Learning
How well did your plan help meet your goals and objectives? In retrospect, what else might you have done? Include student comments, questions, interest, and engagement. How did this assignment promote and student learning? How could it be modified? Write personal thoughts, feelings, observations, and ideas about the lesson that will inform others who may want to use your lesson plan.
Mentor Comment:
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2009 Professional Practice (Primary) Manual
School of Education Professional Practice (Primary)
Unit Plan Template Unit Overview Unit Plan Title: Teachers should consider: What do I want my students to have learnt by the end of this unit? How will I know they have been successful? How will the activities help students answer the Essential, Unit and Content Questions? Where appropriate, documents can be embedded within the unit plan. Curriculum-Framing Questions Essential Question: Unit Questions: Content Questions: Unit Summary….A concise overview of your Unit that includes the key areas that will be covered, a description of the key concepts to be learned, and a brief explanation of how the activities help students answer the Essential, Unit and Content Questions. Year Level Standards/Syllabus Outcomes A list of learning outcomes/standard that students will achieve by the end of your Unit. How will your unit plan link to your local curricula? • NSW - Key Learning Areas • QLD – Curriculum Organisers eg KLA’s, New Basics, Productive Pedagogies • VIC – Domains/Dimensions VIC teachers should consider the Standards: 1. Strands, Domains, Dimensions and Level 2. Key elements of the Learning Focus/Statements and Standards 3. Links with whole school approach, if required
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2009 Professional Practice (Primary) Manual
Teaching and Learning Strategies This area should describe what teaching and learning strategies will be implemented to create a student-centred, thinking oriented framework for your Unit. Teachers should consider: What strategies will be used to encourage deep thinking and enrich students’ learning? Will I use Gardner’s, Bloom’s, Graphic Organisers? Do the strategies encourage the students to revisit concepts in purposeful and contextualised ways? Am I capitalising on students’ experience of a technology-rich world? Are the strategies flexible and responsive to the values, needs and interests of students? NSW teachers may consider dimensions of Quality Teaching. Activities What teaching and learning activities will students be engaged in? VIC teachers should consider how activities will be sequenced to scaffold learning for understanding. Student Assessment A description about how the assessments are conducted. The context and specific procedures for evaluating student learning. Assessment could occur through interview, observation, journals, essays, quizzes, exhibits and displays, presentation, final products etc. Assessments can be conducted by the teacher, peers and/or student self-assessment. Plan should show a sequence of ongoing assessment. VIC teachers: Please address the three areas of ELS assessment i.e. assessment for learning, assessment as learning, and assessment of learning. Accommodations for Diverse Needs Students with Special Needs: Modified requirements, differentiated instruction and assessment, extended work time, guiding templates, support structures, and personnel. English as a Second Language (ESL) Student: Appropriate resources including Internet sites; a variety of ways available to demonstrate their learning, support personnel, help of peers. Gifted Student: More challenging tasks, extended investigation in related topics of the learner’s choice, open-ended tasks or projects that allow for deeper analysis and evaluation of issues. Indigenous Groups: Others:
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2009 Professional Practice (Primary) Manual
Learning Preparation Approximate time needed eg 8 x 50 minutes or 4 x 100 minutes, term etc Anticipate what bookings will be needed – computer labs, equipment, mobile lab? Will checks be required of software/hardware? Students Prior Knowledge What prior knowledge do students bring? What conceptual knowledge and skills do students need to begin this unit? How will students’ skills be enhanced, if necessary, to enable full participation in the unit? Professional Learning What professional learning support might you require within the context of this unit – formal, informal, just-in-time? Who can you form a Professional Learning Team with? (Promotes the notion of teacher as co-learner) List at least 2 items for professional reading you will do as part of this unit. Identify strategies for sharing key findings with your co-learners. Materials and Resources Technology - Hardware Camera Printer Video Camera Computer(s) Datashow Projector Video Conferencing equipment Digital camera Scanner Interactive White Board DVD player Television/Averkey MP3 player Internet connection VCR PDA/Mobile technologies Other: Technology - Software CD-ROMs Editing software Webpage development Database/spreadsheet Internet Web Word processing Browser Desktop Publishing Multimedia Digital Learning Objects Email software Animation software Other Printed Materials: textbooks, story books, manuals, reference materials etc. Supplies Items that have to be ordered or gathered to implement your Unit. Internet Resources: web addresses (URLs) that support the implementation of your Unit. Others: Guest speakers, mentors, excursions/incursions. Key Words Key Words include common phrases, terms, vocabulary that are important to students’ understanding of key concepts and knowledge.
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