Successful Professional Experiences

What Works

Informal Panel Discussion

Dr Peter Bailey - Principal, Illawarra Sports High School

Mrs Cheryl Phillis - Assistant Principal, Balgownie Public School

Ms Kate Schmich - Principal, Balgownie Public School

Pre service teacher training V early career teacher burnout

Recent studies of early career teachers have determined that what happens during professional experiences in schools is often a predictor of early career burnout or success.

Pre service training needs to be about more than survival.

The need to develop strategies for becoming better teachers is ongoing

The School Experience- what matters

Culture of the school Demonstrated classroom management skills Quality teaching model Role of the school in promoting the profession Mentoring as opposed to supervision Liaison between the university & the school Ownership of the professional experience Knowledge of subject content

Quality Teaching

Teacher induction- lifelong learning process; commences on entry to teacher education program and continues through a teacher’s career

Pedagogy - quality of teaching - is vital to retain good teachers & improve school experience for all students

Early career teachers reported that while they moderately valued induction strategies such as kits and meetings they highly valued the informal personal support (which can be in pedagogy) of their colleagues

Early career teachers often revert to traditional teaching approaches, such as what they experienced when they were at school, in the face of difficulties with student management, learning needs and school culture and context.

Essential the pre service experience provides them with a model to deal with these difficulties = Quality teaching

Need to identify schools whose teachers can provide this model

Supervision or Mentoring?

The School Experience- what matters

Culture of the school Demonstrated classroom management skills Quality teaching model Role of the school in promoting the profession Mentoring as opposed to supervision Liaison between the university & the school Ownership of the professional experience Knowledge of subject content

Ownership of Professional Experience

Pre service teachers need to have some sense of belonging to the school community

Action Research - possible method to ensure they have a ‘voice’ in the school

Need skills necessary to contribute to the culture of that particular school eg Arts V Sport

Knowledge of Subject Content Knowledge V passion ‘Student teachers are half teachers and they help

people. In a few years they are real teachers. They go to teachers university.’ - (Sally, age 9)

‘Student teachers look about the toilet and go to classes with Mr Fraser’ - ( John, age 10)

School Selection – the vital link

Quantity V Quality Listen to feedback from pre service teachers and the

schools Provide feedback to schools Main objective – quality teachers who understand the

mentoring process

School Selection cont.

Supervision of professional experience occurs in and through genuine partnership arrangements between the universities & the schools

Comprehensive assessment of pre service teacher performance during prof. experience based on significant input by school based mentors and university staff

Regular school visits incorporated into schedule of teacher educators during prof. experience leading to authentic learning community

Clearly written guidelines for the prof. experience

So……..

What you do is vital to the success or failure of the future career of your students!