17/09/2014

1

Professional and Community

Experience Program (PCEP)2014

EDFX310Supervised teaching

(November/December block placement)

Matt Sexton

(PCEPrimary Coordinator)

Supervised teaching

• This is your penultimate supervised teaching placement in the primary school setting, designed to further refine your professional knowledge and practices with a greater focus on planning and taking responsibility for students’ learning over extended control periods.

• All detailed information from this preparation session is contained in the EDFX310 Unit Outline and EDFX310 Guidelines for Associate Teachers and Student-Teacher Coordinators.

Placement documentation

There are two (2) documents associated with this placement.

There is the EDFX310 Unit Outline and EDFX310 Guidelines for Associate Teachers and Student-Teacher Coordinators.

Both documents are important for your success in EDFX310. Please read these documents very carefully.

Your responsibilityPlease ensure that you read the EDFX310 Unit Outline

before the end of the semester and before you visit your placement school.

Although the University has asked all STCs and ATs to read the EDFX310 guidelines, do not assume that it has been read.

It is your responsibility to become fully cognisant of all of the structure, expectations and conditions of the upcoming EDFX310 placement.

Failure to enact this responsibility places you ‘at-risk’ of failing EDFX310.

2104 dates for EDFX310

EDFX310 takes place officially from

Monday November 17th until

Friday December 12th

This is an four (4) week block placement.

Any missed days MUST be made up by you at a later date, in your own time that is convenient to the school.

17/09/2014

2

Structure of the round

The school-based component of this round has two distinct parts:

Part A

Observation and preparation – two days

(November 17th and 18th)

Part B

Supervised teaching - three weeks and three days

(November 19th – December 12th)

EDFX310 overview

Week 1

2 observation days

Week 1 and 2

Supervised teaching

days

Week 2

Supervised teaching

days

Week 3

Supervised teaching

days

Week 4

Supervised teaching

days

o Task 1 and 2

o Preparation for teaching

o Organise five (5) observation lessons over the four (4) week period.

o Plan, teach, and evaluate eight (8) to ten (10) lessons

o Organisation of Religious Education task

o Three (3) half day programs

o Implementation of three (3) week sequence/unit of work

o Implementation of Religious Education task

o Two (2) half day programs

o Three (3) full day teaching programs

o Continuation of Religious Education task

o Continuation of three (3) week sequence/unit of work

o Full control

o Completion of

Religious Education task

o Continuation and assessment of

three (3) week sequence/unit of work

o Completion of all tasks

EDFX310 assessment tasksFor EDFX310, there are two (2) observation tasks which are to be completed during the first two days of placement, and another seven (7) assessment tasks that are to be completed for the remaining time of the placement. For pre-service teachers seeking Catholic accreditation, there is an additional task to complete.

Responses to these tasks must be made available at any time to the AT, STC, or University supervisor.

Failure to enact this responsibility places the PST ‘at-risk’ of failing the placement.

Task 1: Familiarisation with the classroomObserve and record information concerning

the following about your AT’s work:• TEACHING STRATEGIES

• CLASSROOM MANAGEMENT• TEACHING TECHNIQUES

• LESSON CONTENT• PLANNING

• FAMILY ENGAGEMENT

The EDFX310 Unit Outline provides detailed observation criteria related to these aspects of your AT’s professional practice

For further information, please see pp. 8-9 of the EDFX310 Unit Outline

Task 2: Focused observation of lessons facilitated by the Associate Teacher

This task does not specifically belong to the observation days.

• Pre-service teachers are required to observe a minimum of five teaching/learning interactions

• Not all of these sessions need to involve the Associate Teacher

Before and after each observation/demonstration session, pre-service teachers should interact with the Associate Teacher as much as possible, discuss various issues which may arise or did arise throughout the lesson, and discuss the planning of the lessons and clarify perceptions about the lesson.

For further information, please see pp. 9-10 of the EDFX310 Unit Outline

Observation of practice

Written observations on these five sessions should address the following criteria. (An adaptation of the University lesson plan format will provide a suitable framework for these notes.)

1. Lesson plan2. Classroom organisation and

management3. Resources used by the teacher and

students4. Facilitation of purposeful classroom

talk and discussions

17/09/2014

3

Task 3: Planning, teaching, assessing, and evaluating single lessons

Teach two (2) lessons per day from Day 3 onwards of the supervised aspect of the placement (begin once the observation days have been completed), and continue this until half-day teaching in Week 2.

These lessons may be taught consecutively (a lesson transition must also be planned) or as single lessons at different times during the day

In relation to the pre-service teacher's lesson preparation, the following conditions apply:

i. Topic or focus of each lesson to be determined following discussion between the Associate Teacher and pre-service teacher.

ii. Each lesson to be set out according to the University lesson plan format. Lesson evaluation comments must be included.

iii. Lesson preparation to be completed outside of school time.iv. Prepared lesson to be handed to the Associate Teacher prior to

teaching the lesson.

v. The Associate Teacher is requested to write on the pre-service teacher's journal housed in the teaching plan folder an evaluation of the lesson.

Failure to meet conditions articulated in iii and iv may result in withdrawal of permission to teach the assigned grade and one day's absence marked on the pre-service teacher's report form.

Task 4: Planning, teaching, assessing, and evaluating half-day sessions

During Week 2, plan and teach three (3) half-day timetabled programs with the assistance of the Associate Teacher. Each half-day session is to be set out in the pre-service teacher's journal/teaching plan folder using the Associate Teacher's work program format.

Self-evaluation comments MUST be recorded after each session.

The pre-service teacher must incorporate the following features in the work program:

• Time

• Curriculum area and topic

• Learning standards/outcomes

• Learning experience/task details

• Resources (teacher use and student use)

• Assessment strategies and criteria for analysing assessment data

• Ways that students will learn (individually, pairs, triads, like-ability, mixed-ability)

Task 5: Planning, teaching, assessing, and evaluating full-day sessions

During Week 3, plan and teach three (3) full daytimetabled programs with the assistance of the Associate Teacher.

Each full day session is to be set out in the journal/teaching plan folder using the Associate Teacher's work program format.

Lesson Plans are not required if students are deemed to be progressing satisfactorily, however an outline of each lesson’s main points should be available.

Task 6: Planning, teaching, assessing, and evaluating one week program (full control)

During Week 4, plan and prepare with the assistance of the Associate Teacher five (5) full days.

The pre-service teacher will teach and take full control for one week.

Guidelines for Task 3 apply for the implementation of this full control week.

17/09/2014

4

Task 7: Planning, teaching, assessing, and evaluating one three-week unit of work

Plan and teach a three-week sequence/minor unit of work.

The following conditions apply:

• any curriculum area.

• ten - twelve lessons (alternatively a minimum of six hours for Grade Prep to a minimum of ten hours for Grades 5/6).

• AT’s planning proforma or one modelled in curriculum areas taught throughout the pre-service teacher’s University course may be used for this task.

Unit proforma should incorporate the following information:

• students’ background to learning (what is already understood about the content and proficiencies of skills related to the content)

• learning standards/outcomes with clear links to AusVELS curriculum documentation

• learning experiences/activities/tasks

• questions to prompt and probe student thinking

• assessment strategies and criteria for analysis

• resources

• time allocation

• teacher evaluation of unit

Task 8: Planning for student learning in multiple grouping structures

You need to demonstrate skill in organisinggroups, multi-age and multi-ability groups, and/or composite grade management

You are required to show that you are able to organise and direct groups/grades, which are involved concurrently in diverse learning activities.

This feature of group management should be incorporated into the pre-service teacher's lesson plans/units of work/learning activities.

Task 9: Reflective practice

Record weekly reactions to your teaching performance in your journal/teaching plan folder.

Reflections should be a critical analysis, using evidence to identify strengths in practice and to diagnose areas for improvement. As a way of improving practice, the reflections should also include possible actions that could be enacted to develop the areas of improvement into strengths of practice.

Please note that these are separate from lesson self-evaluation because these are weekly reflections.

Therefore, in your teaching folder you will have four (4) of these weekly reflections.

Task 10: Religious Education in Catholic schools

Pre-service teachers should observe at least three (3)Religious Education classes which are part of a sacramental preparation or teaching program if possible

These observation lessons are additional to the five (5) stipulated on pages 10 and 11 of the EDFX310 Unit Outline.

Pre-service teachers should familiarise themselves with the Religious Education resources in the library and teacher resource centre, including the curriculum documentationthat teachers are required to use when teaching Religious Education

Please Note:

• A number of pre-service teachers are not enrolled in the Religious Education component of the course. Therefore, another curriculum area should be negotiated in order to fulfil these requirements.

Professional conductThe following key elements of professional conduct are particularly important and must be observed by the pre-service teacher. A pre-service teacher must not:

• develop a relationship with any student that is, or that can be misinterpreted as having a personal rather than a professional interest in a student;

• use mobile phones during set teaching times during the school day for any other purpose than supporting student learning or teaching;

• overuse mobile phones during meal times in the staff room;• use his/her mobile phone when conducting supervision of students

(e.g., yard duty);

• engage in contact with students via social media (Facebook, Twitter, Instagram, etc.) unless written approval by the Associate Teacher is given and that social media is strictly used with matters related to curriculum or education; and,

• invite students to join his/her personal electronic social networking site(s) or accept any invitations to join students’ electronic social networking sites.

Your professional responsibilities

1. to attend the Professional and Community Experience Program briefing and debriefing sessions as scheduled

2. to carry their valid Working With Children CheckCard at all times whilst at the school and on excursions etc.

3. to make contact and a pre-round visit to the placement school (Remote rural areas are exempt from such a visit)

4. to take part in yard duty, lunch supervision, staffroomcommitments, etc.

5. to maintain at all times conduct which is responsibleand professional (including the use of technology for communication and teaching)

6. to establish a caring and conscientious teacher image for pupils to model

17/09/2014

5

7. to dress professionally

8. to assist in the care of the classroom9. to arrive no later than 8.30 a.m. each morning and to

remain at least until 4.00 p.m. daily. (Some schools may require an earlier arrival time or later departure time.)

10. to inform the Principal/Student Teacher Coordinator no later than 8.00 a.m. if you are unable to attend school on a particular day. Failure to do this is to be reported to the University without delay, as this may constitute a record of non achievement for the round. (A medical certificate should normally be provided).

11. all absences must be made up. Please negotiate such arrangements with the assigned school and notify the local campus Professional and Community Experience Office of the number of days to be made up. Pre-service teachers will be required to arrange and make up time lost because of illness or misfortune and provide signed evidence from the school that the time lost has been made up.

12. to return of the Report Form (see page 10 for further instructions)

Supervision for EDFX310

• ACU supervisors will be visiting your placement school to support your Mid-point review

• University supervisors may meet with the STC and/or AT. Time will also be made for you to meet with the supervisor.

• Ensure that you have ALL documentation neatly presented for this supervision meeting

EDFX310 Report Form

Associate Teacher’s Mid-point review will

focus on:

– Strengths;

– Areas for development for the rest of the

placement

– Rating out of seven (7) in terms of

demonstrating the Australian Professional

Standards for Teachers (AITSL, 2012)

EDFX310 Report Form

Pre-service teacher’s Mid-point review

will focus on:

– Successful aspects in relation to the

Professional Standards for Teachers

– Goals for the remainder of the placement

in relation to the Learning Outcomes and

Standards

– Pre-service teacher’s reflective comments

about performance at mid-point of the

placement

EDFX310 Report Form

Pre-service teacher performance will be

assessed according to demonstrable

enactment of the Professional Standards

for Teachers (AITSL, 2012) within the

three (3) domains of:

• Professional knowledge

• Professional practice

• Professional engagement

17/09/2014

6

Examples of evidence

Associate Teachers will be asked to use the ‘Examples of evidence’ when making the judgements concerning demonstrations of the Standards.

It will be important for you to read through these examples which are in the EDFX310 Unit Outline and the EDFX310 Guidelines for Associate Teachers and Student-Teacher Coordinators.

EDFX310 Report FormAt the conclusion of the placement, summative assessment will be provided through the use of comments from:

– Associate Teacher

– Student Teacher Coordinator

– Pre-service teacher

Rating out of seven (7) in terms of demonstrating the Australian Professional Standards for Teachers (AITSL, 2012)

A SATISFACTORY or UNSATISFACTORY grade will be recommended to the University

EDFX310 Report Form

• It is your responsibility to return the report form within one week of completing the placement (NN will be awarded otherwise)

Friday 19th December 2014

• Keep a copy of the report form (the form belongs to ACU). This is important for your final year unit EDFD452.

EDFX report forms• Coloured report form must be handed in (Green for

EDFX310)

• You need to check with your AT if he/she has been given the coloured report form by the STC.

• Contact the PCE office ASAP so that a coloured form can be sent out (sooner rather than later!)

• Check that all aspects of the form are completed, signed and dated

• STC/Principal needs to write a comment and sign the form.

• Number of days attended/absent must be filled in on the back of the form.

• PST name needs to be written on the front of the form

• Photocopy the report form for your own personal file (also for EDFD452 in 2015)

Placement folder• It is vital that your folder is organised and set out

to a very high standard. Set the impression that you are dedicated to your profession!

• Complete all of the assessment tasks

• Collect resources, including copies of work programs

• Ensure that you complete the post-lesson evaluations daily as well as the weekly reflections

17/09/2014

7

Placement folderA. PERSONAL INFORMATION

– Include the EDFX310 Unit Outline for this teaching round

B. SCHOOL DETAILS – Classroom timetable, school timetable, names of students, class record sheet

for assessment, copy of the teacher work program, copy of the Staff

Handbook etc.

C. JOURNAL – Reflections

D. OBSERVATION TASKS

E. SUPERVISED TEACHING TASKS- Lesson plans including self-evaluations, units of work, work program

F. ASSESSMENT DATA on STUDENT LEARNING

G. RESOURCE SECTION– Display ideas, worksheets, lesson ideas, references, units of work, planning

and assessment ideas

Assessment advice

AusVELS

http://www.education.vic.gov.au/schoo

l/teachers/support/Pages/assessment.as

px

Use this checklist

whilst you are on placement to keep track of the

activities and actions that you

are required to complete to successfully pass

this EDFX310 unit.

Emergency contact form

• Important for aspects

related to ‘duty of

care’.

• Downloaded from

the PEP webpage on

the ACU website.

Emergency contact form

• Download the emergency contact form and print a copy for your placement school and a copy for the PCE office

• Complete the forms with up-to-date information (ideal if two numbers can be given for your emergency contact)

• Place form in an envelope (separate envelopes, one for the placement school and one for the PCE office)

17/09/2014

8

Emergency contact form

• Mark each envelope using the

example as a guide

CONFIDENTIALOnly open in case of emergency

Emergency contact form

Matt Sexton

ACU preservice teacher

Envelopes

• You will prepare the envelope which will only be opened in the case of emergency

• Please hand one envelope to the PCE office before the end of Week 12 (October 24th). This envelope will be placed in your PCE folder

• Collect the envelope at the end of the teaching round from your placement school (Friday December 12th)

Working with Children Checks• Any person working with young

children and school students must

carry a valid Working with Children

Check. This is Victorian legislation.

• You are not permitted to participate in

PCE until you have received your

WWCC card and it is on file with the

PCE office

• When working in schools, you must

carry this WWCC card with you at all

times

EDFX310 documentation 2014

• Please ensure that you download the

appropriate EDFX310 documentation

• Use the new “friendly” PCE URL

www.acu.edu.au/pcevic

Professionalism• Dress professionally

– Check if the school has a staff dress code

– Some schools say ‘no jeans’

– Careful with short tops and short skirts

– Be mindful of open-toed shoes (no thongs)

• Professional attitude, commitment, enthusiasm and show initiative (monitoryour body language)

• Professional speech and courteous responses

Professionalism

• Pay attention to correct grammar and

syntax use with lesson plans, teaching,

planning sessions, and staff meetings

• Participate in staff meeting activities,

curriculum meetings, school inservice

sessions

• Accept criticism graciously – if some

feedback does not make sense, ensure

that you ask clarifying questions

17/09/2014

9

Important advice

• Take informative notes regarding:

– Classroom organisation/layout

– Classroom routines

– Behaviour management strategies

– Teaching strategies that enable effective

learning, including ICT use

– Documentation practices (lesson/unit

planning, assessment, etc.)

– Ways teachers/staff interact with

parents/caregivers

Important advice• Ask permission for copies of materials,

samples of teacher work, references and resources

• Store these materials and start a ‘teacher resource folio’ for this placement

• Ask permission to take photos of displays that you create or images of you working with students (without the faces of the children showing)

Important advice

• Be proactive and get involved in the life

of the school

• Contact the school if you are going to

be absent (you are required to

complete ‘make up’ days for absences)

• ‘Be friendly’ but not friends with the students and staff

Important advice

• You cannot do yard duty without a qualified teacher by your side

• If asked to work with a group of students away from the rest of the class, ensure that you can be seen at all times

• LEGAL LIABILITY – No PST should be left alone in a classroom. This is especially so with a child or group of children

Time at the school

• Punctuality is VERY important

• If you are running late, contact the school office and give an estimated

time of arrival (ETA)

• Timeframe: 8.30 - 4.00 pm minimum

(please confirm these times with the AT and STC)

Be mindful with your mobile

phone use on PEP

Many schools have policies

regarding their use

Check with the STC if any

policies exist at the school

If you are waiting for an

emergency phone call whilst

on PEP, let your AT know

17/09/2014

10

Social media

Be mindful of your social media accounts (Facebook, Twitter, Instagram, etc.)

Set all to highest privacy settings possible

Do not accept requests from students at your placement school

Queries, questions and concerns

• Email: fiona.ebdon@acu.edu.au

• Tel: 9953 3251

• Room 1.20, Level 1, 250 Victoria Parade

– Enter the building, take the lifts on the right-

hand side, travel to Level 1; PCE Office is

right in front of the lift exit

What’s next?• Download, read and annotate the EDFX310 Unit

Outlines and Guidelines for AT and STC• Download, read and annotate this EDFX310

presentation (available by Tuesday 16th September at 4 pm)

• Download, complete and submit updated copy of the Emergency Contact form

• Set your social media to highest possible privacy settings

• Set one broad and two specific goals for developing your professional knowledge and practice (share these with your AT at the pre-round visit)

• Be patient with news about your placement school