Education Professional Experience Book 2014 · University of Southern Queensland PO Box 4196...
56
Education Professional Experience Book 2014
Transcript of Education Professional Experience Book 2014 · University of Southern Queensland PO Box 4196...
Education
Professional Experience Book 2014
USQ Open DaysFraser Coast Open Day Sunday 3 August 2014
Toowoomba Open Day Sunday 17 August 2014
Springfield Open Day Sunday 24 August 2014
Important contactsProfessional Experience websitewww.usq.edu.au/education/professional-experience
Toowoomba Professional ExperienceFaculty of Business, Education, Law and Arts University of Southern Queensland Toowoomba QLD 4350
Phone: 07 4631 2359 Fax: 07 4631 2598
Email: [email protected]
Springfield Professional ExperienceFaculty of Business, Education, Law and Arts University of Southern Queensland PO Box 4196 Springfield Central QLD 4300
Phone: 07 3470 4352 Fax: 07 3470 4301
Email: [email protected]
Fraser Coast Professional ExperienceFaculty of Business, Education, Law and Arts University of Southern Queensland PO Box 910 Hervey Bay QLD 4655
Phone: 07 4194 3181 Fax: 07 4194 3188
Email: [email protected]
Working with Children Check – Blue CardThe Commission for Children and Young People and Child Guardian requires that all adults working or undertaking Professional Experience with children under the age of 18 in the state of Queensland are required to possess a current suitability card (Blue Card). A preservice educator cannot commence any Professional Experience with USQ until they have registered their current Blue Card with the Professional Experience Office.
Blue Card Contact Centre: 1800 113 611
www.bluecard.qld.gov.au
Professionalism – QCT and AITSLAs visitors to educational settings and as learning members of the profession, Faculty of Business, Education, Law and Arts preservice educators are expected to demonstrate professionalism in all aspects of their approach to Professional Experience.
Information about the Queensland College of Teachers is available from: www.qct.edu.au.
All preservice educators are expected to dress and conduct themselves in a manner that will enhance the reputation of USQ and reflect the Australian Professional Standards for Teachers.
Information about the Australian Professional Standards for Teachers is available from the Australian Institute for Teaching and School Leadership: http://www.aitsl.edu.au
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 1
The University of Southern Queensland extends sincere thanks to all host sites and staff involved with
professional experience placements for our preservice educators.
We invite you to use our professional experience web page for an overview of our processes, to see our
calendar, and view the range of resources provided to our students for each of our undergraduate and
postgraduate programs: http://www.usq.edu.au/education/professional-experience
The University of Southern Queensland supports both the preservice educators and the host sites through:
• Provision of professional experience liaison officers who are the first point of contact between the host site
and the University.
• Payment of host site coordinators at award rates for supervised experiences.
• Payment of mentors at award rates for supervised experiences.
• Professional experience guidelines and book which summarise the requirements, scope and sequencing for
each course.
• Advice and assistance from the Professional Experience office (8:30 am to 5.00 pm (EST) Monday to Friday).
• Online electronic entry of professional experience results – simple and quick for pass or fail for the required
number of days.
The University of Southern Queensland offers courses in preservice teacher education catering for the needs
of graduates who wish to become professional educators in their chosen sector: Early Years, Primary, Middle
Years, Sport, Health and Physical Education, Special Education, Secondary or Vocational Education and Training.
Preservice educators must undertake professional experience in a school, educational facility or community
organisation dealing with educational programs.
Through this school-based or context-based professional experience, preservice educators are encouraged to
become active participants in your school or organisation and work with you to develop their teaching skills.
This active participation includes all aspects of work place health and safety, as directed by the Work Health
and Safety Act 2011 (WHS Act). Preservice educators are required to take reasonable care for their own health
and safety, and that of others who may be affected by their actions or omissions. They must also cooperate
with any reasonable instruction, policy or procedure. As part of the general induction to your site, USQ
preservice educators are required to be made aware of your expectations and to follow the procedures at your
site e.g. first aid, fire, lockdown, evacuation and for reporting incidents.
The guiding principle of the WHS Act is that all people are given the highest level of health and safety
protection from hazards arising from work, as is reasonably practicable. A copy of the WHS Act is
available from www.legislation.qld.gov.au and more information is available from
http://www.deir.qld.gov.au/workplace/index.htm
2 | www.usq.edu.au | 1800 269 500
PROFESSIONAL EXPERIENCE 3
Professional Experience Placements for Each Specialisation 4
Professional Experience Calendar – 2014 5
STEP-BY-STEP PROCESS FOR PROFESSIONAL EXPERIENCE 6
Before 6
During 6
After 6
EXPECTATIONS FOR PRESERVICE EDUCATORS 7
Professional Behaviours 7
Professional Knowledge 7
Professional Practice 8
Professional Engagement 8
Collection of Resources and Artefacts Demonstrating Professional Growth 8
English Language Requirement 8
Language Proficiency for LOTE Teachers 8
Instrumental Music Teachers Proficiency 8
THE ROLE OF MENTORS 9
THE ROLE OF SITE COORDINATORS 10
THE ROLE OF USQ LIAISON 11
THE ACTION REQUIRED PROCESS 12
Professional Experience Action Required Form 13
COURSE REQUIREMENTS – GDTL / GDTO 14
EDG2000 Designing for Learning 14
EDG2001 Inquiry through the Curriculum 1 15
EDS2401 Middle Phase Curriculum and Pedagogy 16
EDG3000 Designing for Diversity 17
COURSE REQUIREMENTS – CORE COURSES 19
EDC1400 Foundations of Curriculum and Pedagogy 19
EDC3100 ICT and Pedagogy 20
EDC3100 ICT STATEMENT 21
EDC4000 Professional Placement and Portfolio 22
COURSE REQUIREMENTS – EARLY CHILDHOOD 24
EDE2101 Early Childhood Education Contexts 24
EDE2010 Play and Pedagogy 1 25
EDE4103 Multilevel Early Childhood Pedagogy and Curriculum 26
COURSE REQUIREMENTS – PRIMARY 28
EDP2111 The Middle Years 28
EDP2222 Curriculum and Pedagogy 2 29
EDP3333 Curriculum and Pedagogy 3 30
EDP4130 Technology, Curriculum and Pedagogy 31
COURSE REQUIREMENTS – SPECIAL EDUCATION 33
SPE3001 Introduction to Special Education 33
COURSE REQUIREMENTS – SPORT HPE 35
EDH2254 Pedagogy in Sport, Health and Physical Education 35
COURSE REQUIREMENTS – SECONDARY 37
EDS2401 Middle Phase Curriculum and Pedagogy 37
EDS2402 Planning for Learning and Teaching 38
EDS4401 Beginning Professional Practice 39
COURSE REQUIREMENTS – TVE AND BVET 40
EDV3401 Program Design and Evaluation 40
EDV3500 Competency-based Training and Assessment 42
EDV4440 Advanced Professional Experience 43
WEEKLY FEEDBACK 44
PROFESSIONAL EXPERIENCE REPORT 45
GENERIC LEARNING/LESSON PLAN 48
NOTES 51
Contents
Professional Experience
At USQ, Professional Experience is a component of a course of study that is assessed as pass or fail, after
attending the required number of days.
Bachelor of Education (BEDU) students must successfully complete 80 days of supervised Professional Experience in order to graduate and register as a teacher in Queensland. Graduate students, such as those studying the Graduate Diploma of Learning and Teaching (GDTL/GDTO*), must successfully complete 55 days of supervised Professional Experience in order to meet the requirements of their program. In addition, there is a requirement of 20 days Internship or unsupervised professional placement in order to complete the required total of 100 days (BEDU) or 75 days (GDTL/GDTO*) Professional Experience. For the purposes of Professional Experience, a day is defined as being on site from 8am to 4pm. Any absences must be attended as a course requirement to complete the placement and ensure eligibility for Queensland College of Teachers (QCT) registration.
It is a requirement that the majority of the supervised Professional Experience placements (e.g. 40 days for the BEDU and 30 days for the GDTL) occur in an Australian school setting, in order to meet the requirements of the program and to become eligible for teacher registration with the Queensland College of Teachers. USQ students are encouraged to attend a variety of educational settings throughout their program e.g. state, Catholic, independent, rural and remote placements. GDTL students are expected to experience at least two different schools during their program.
In Queensland, preservice educators must have a current Working with Children Blue Card from the Commission for Children and Young People and Child Guardian and it must be authorised with USQ in order to attend Professional Experience.
For placements outside Queensland, criminal history checks and other legal requirements are the student’s responsibility.
In general, all criminal history checks that are required to work with children are the student’s responsibility and a placement is not possible in Queensland without a current Blue Card which has been authorised by USQ.
In this book, you will find:Professional Experience placements for each specialisation Step-by-step process for Professional ExperienceExpectations for preservice educatorsThe role of mentorsThe role of site coordinatorsThe role of USQ liaisonThe Action Required processCourse requirementsWeekly Professional Experience Feedback formUSQ Professional Experience ReportUSQ Generic Learning/Lesson Plan Template
The purpose of this book is to give preservice educators, mentors, site coordinators and USQ liaisons succinct and comprehensive information. However, it is not exhaustive, and the website can always be accessed for further and more detailed information www.usq.edu.au/education/professional-experience.
* GDTO graduates are ineligible to apply for QCT registration.
Pro
fess
ion
al E
xper
ien
ce P
lace
men
ts f
or
Each
Sp
ecia
lisat
ion
4th
25
(Yr 1
–
15
(Pre
p –
Yr
15
Spec
ial e
duca
tion
15
(Pre
p –
Yr
25
Both
teac
hing
Se
cond
ary
(Yr 7
–
25
Both
teac
hing
Se
cond
ary
(Yr 7
–
40
day
s Se
cond
ary
VET
10
– 1
2) o
r Man
ual A
rts
–
EDC4
000
Prof
essi
onal
Plac
emen
t and
Por
tfolio
(20
Stud
ents
choo
se th
eir fin
al pla
cem
ent f
or th
eir in
tern
ship
and
are
enco
urag
ed to
retu
rn to
a p
revio
us si
te or
to a
pre
vious
men
tor.
This
is a
culm
inatin
g ex
perie
nce
that
requ
ires Q
CT in
tern
ship
auth
oriza
tion.
Prof
essio
nal E
xper
ience
Plac
emen
ts fo
r Eac
h Sp
ecia
lisat
ion
The
GD
TL/G
DTO
seq
uenc
e of
cou
rses
with
em
bedd
ed P
rofe
ssio
nal E
xper
ienc
e is
sho
wn
horiz
onta
lly fr
om le
ft to
r igh
t Th
e BE
DU
seq
uenc
e of
cou
rses
with
em
bedd
ed P
rofe
ssio
nal E
xper
ienc
e is
sho
wn
verti
cally
by
spec
ialis
atio
n ED
C40
00 is
a c
ore
cour
se w
ith a
n em
bedd
ed in
tern
ship
in b
oth
the
GD
TL/G
DTO
and
the
BED
U p
rogr
ams
EDV3
500
is a
vaila
ble
in th
e G
DTL
/GD
TO, B
EDU
and
BVE
T pr
ogra
ms
and
requ
ires
the
deliv
ery
and
asse
ssm
ent o
f nat
iona
lly r
ecog
nise
d VE
T an
d is
equ
ival
ent t
o a
Cer
tific
ate
IV in
Tra
inin
g an
d A
sses
smen
t
Grad
uate
Dip
lom
a of
Lea
rnin
g an
d Te
achi
ng *
UDGX
DWH
'LSOR
PD R
I 7HD
FKLQ
J ED
G200
0 (15
day
s)
Prim
ary
(Pre
p –
Yr 7
) and
Mid
dle
(Yr 4
– 7
) sam
e si
te a
s ED
G20
01 a
nd u
sual
ly w
ith a
diff
eren
t men
tor
or
Seco
ndar
y us
ually
one
teac
hing
are
a (Y
r 7 –
12)
sam
e si
te a
s ED
S240
1 an
d us
ually
with
a d
iffer
ent m
ento
r
EDG2
001
(15
days
) Pr
imar
y (P
rep
– Yr
7) a
nd M
iddl
e (Y
r 4 –
7) s
ame
site
as
EDG
2000
and
usu
ally
with
a d
iffer
ent m
ento
r
EDG3
000
(25
days
at a
diff
eren
t site
from
pre
viou
s pl
acem
ents
) Pr
imar
y (P
rep
– Yr
7)
Mid
dle
in a
Sec
onda
ry s
ite (Y
r 7 –
10)
Se
cond
ary
usua
lly b
oth
teac
hing
are
as (Y
r 7 –
12)
St
uden
ts a
r e e
ncou
rage
d to
org
anis
e th
eir E
DC
4000
inte
rnsh
ip
with
this
site
EDC4
000
Prof
essio
nal P
lacem
ent a
nd P
ortfo
lio
20 d
ays
Stud
ents
cho
ose
thei
r fin
al p
lace
men
t for
thei
r int
erns
hip
and
are
enco
urag
ed to
retu
rn to
a p
revi
ous
site
or t
o a
prev
ious
men
tor.
This
is a
cul
min
atin
g ex
perie
nce
that
requ
ires
QC
T in
tern
ship
au
thor
isat
ion.
EDS2
401
(15
days
) Se
cond
ary
eith
er o
ne o
r bot
h te
achi
ng a
reas
(Yr 7
– 1
0) s
ame
site
as
EDG
2000
and
usu
ally
with
a d
iffer
ent m
ento
r
Ba
chelo
r of E
duca
tion
(3 ye
ar a
nd 4
year
pro
gram
s)
1st Year
Early
Chi
ldho
od
Prim
a ry
Spec
ial E
duca
tion
Spor
t HPE
(Prim
a ry )
Sp
ort H
PE
(Sec
onda
ry)
Seco
nda r
y TV
E BV
ET
EDC1
400
Foun
datio
ns o
f Cur
ricul
um a
nd P
edag
ogy
10 d
ays
(BVE
T 25
hou
rs)
Early
Chi
ldho
od
Prim
ary
Spec
ial E
duca
tion
Spor
t HPE
Sp
ort H
PE
Seco
ndar
y Se
cond
ary
VET
(Yr 1
0 –
12)
25 h
ours
Bi
rth –
2 y
ears
(P
rep
– Yr
7)
(SEP
/SEU
) H
PE m
ento
r (Pr
ep –
Yr 7
) H
PE m
ento
r (Yr
7 –
12)
(Y
r 7 –
12)
or
Man
ual A
rts (Y
r 7 –
10)
Vo
catio
nal e
duca
tion
( RTO
)
2nd Year
EDE2
101
15 d
ays
Kin
dy/P
resc
hool
(2
– 4
½ y
ears
)
EDP2
111
10 d
ays
Sam
e si
te a
s E
DP
2222
w
ith a
diff
eren
t men
tor
Prim
ary/
Mid
dle
(Yr 4
– 7
)
EDP2
111
10 d
ays
Prim
a ry/
Mid
dle
(Yr 4
– 7
)
EDP2
111
10 d
ays
Prim
ary/
Mid
dle
(not
HPE
) (Yr
4 –
7)
EDS2
401
15 d
ays
Min
or te
achi
ng a
r ea
(not
HPE
) Sec
onda
r y
(Yr 7
– 1
2)
EDS2
401
15 d
ays
Sam
e si
te a
s ED
S240
2 us
ually
w
ith a
diff
eren
t men
tor
Teac
hing
are
a 1
(Yr 7
– 1
2)
EDV3
401
15 d
ays
Seco
ndar
y VE
T ( Y
r 10
– 1
2) o
r M
anua
l Arts
(Yr 7
– 1
0)
EDV3
401
25 h
ours
Vo
catio
nal e
duca
tion
( RTO
)
EDE2
010
15 d
ays
Sam
e si
te a
s E
DC
3100
Pr
ep/F
ound
atio
n Le
vel
(4 ½
– 6
yea
rs)
EDP2
222
15 d
ays
Sam
e si
te a
s E
DP
2111
w
ith a
diff
eren
t men
tor
Prim
ary
(Pre
p –
Yr 7
)
SPE3
001
15 d
ays
Sam
e si
te a
s E
DC
3100
w
ith a
diff
eren
t m
ento
r Sp
ecia
l edu
catio
n si
te
EDH
2254
15
day
s Sp
ort H
PE
Sa
me
site
as
ED
P21
11
HPE
men
tor (
Prep
– Y
r 7)
EDH2
254
15 d
ays
Spor
t HP
E
Sam
e si
te a
s E
DS
2401
H
PE m
ento
r (Yr
7 –
12)
EDS2
402
15 d
ays
Sam
e si
te a
s ED
S240
1 us
ually
w
ith a
diff
eren
t men
tor
Teac
hing
are
a 2
(Yr 7
– 1
2)
n/
a
n/
a
3rd Year
EDC3
100
ICT
and
Peda
gogy
15
day
s (B
VET
25 h
ours
) Sa
me
site
as
EDE2
010
Sam
e si
te a
s ED
P333
3 Sa
me
site
as
SPE3
001
Spor
t HPE
N
ew s
ite
New
site
Se
cond
ary
VET
(Yr1
0 –
12)
25
hou
rs
with
a d
iffer
ent m
ento
r w
ith a
diff
eren
t men
tor
with
a d
iffer
ent m
ento
r Sa
me
site
as
EDP3
333
Usu
ally
bot
h te
achi
ng a
reas
U
sual
ly b
oth
teac
hing
are
as
or
Vo
catio
nal e
duca
tion
Prim
ary
(Pre
p –
Yr 3
) Pr
imar
y (P
rep
– Yr
7)
Spec
ial e
duca
tion
site
H
PE m
ento
r (Pr
ep –
Yr 7
) (Y
r 7 –
12)
Se
cond
ary
(Yr 7
– 1
2)
Man
ual A
rts (Y
r8 –
10)
(RTO
)
n/a
EDP3
333
15 d
ays
Sam
e si
te a
s E
DC
3100
w
ith a
diff
eren
t men
tor
Prim
ary
(Yr 1
– 7
)
EDP3
333
15 d
ays
Prim
a ry
(Yr 1
– 7
)
EDP3
333
15 d
ays
Prim
ary
( not
HP
E)
(Y
r 1 –
7)
n/a
n/
a ED
V350
0 25
hou
rs
Scho
ol-b
ased
VE
T or
TA
FE/R
TO
EDV3
500
25 h
ours
Voc
atio
nal
educ
atio
n (R
TO)
4 | www.usq.edu.au | 1800 269 500
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 5
Pro
fess
ion
al E
xper
ien
ce C
alen
dar
201
4 –
EDU
CA
TIO
N
24
Feb
3 Mar
10 M
ar17
Mar
24 M
ar31
Mar
7Apr
14Ap
r21
Apr
28Ap
r5 M
ay12
May
19 M
ay26
May
2 Jun
9 Jun
16 Ju
n23
Jun
30 Ju
n7 J
ul0
12
34
56
78
910
1112
1314
1516
1718
19
GDTL
/GDT
O1s
tED
G200
0
Thre
e flex
ible
stude
nt-fre
eday
s
Qld S
tate S
choo
l Ho
liday
s US
Q Ea
ster B
reak
EDG2
000 1
5 day
s
Ql
d Stat
e Sch
ool
Holid
ays
USQ
Mid-
year
Bre
ak
2nd
EDG2
001
ED
G200
1orE
DS24
0115
days
3rd
EDG3
000
EDG3
000 +
EDG3
000c
ontin
ued
25da
ys
Co
reCo
urse
s1s
tyr
EDC1
400
ED
C140
010d
ays
3r
dyr
EDC3
100
EDC3
1001
5day
s
Inte
rnED
C400
0
EDC4
000I
nter
nshi
p20d
ays
Ea
rlyCh
ildho
od2n
dyr
EDE2
101
EDE2
1011
5day
s
4thy
rED
E410
3
ED
E410
325d
ays
Prim
ary
2nd
yrED
P211
1
EDP2
1111
0day
s
4thy
rED
P413
0
ED
P413
015d
ays
Se
cond
ary
2nd
yrED
S240
1
EDS2
4011
5day
s
4t
hyr
EDS4
401
EDS4
4012
5day
s
TVE
/BVE
T2n
dyr
EDV3
401
EDV3
4011
5day
sor2
5hrs
4thy
rED
V444
0
ED
V444
040d
ays
O We
ekTw
b Sho
w27
Mar
USQ
break
G
ood F
ri 18 A
prEa
ster M
on21
Apr
ANZA
CDay
25 Ap
rNA
PLAN
IpsSh
ow 16
May
FC Sh
ow23
May
Quee
n’s B’
day
9 Jun
USQ
exam
sUS
Q bre
ak
14
Jul
21 Ju
l28
Jul
4Aug
11Au
g18
Aug
25Au
g1S
ep8S
ep15
Sep
22Se
p29
Sep
6 Oct
13 O
ct20
Oct
27 O
ct3N
ov10
Nov
01
23
45
67
89
1011
1213
1415
1617
GD
TL/G
DTO
1st
EDG2
000
EDG2
000 1
5 day
s
Qld S
tate S
choo
l Ho
liday
s
USQ
Brea
k
2nd
EDG2
001
ED
G200
1orE
DS24
0115
days
3rd
EDG3
000
EDG3
000 2
5 day
s
Core
Cour
ses
1sty
rED
C140
0
ED
C140
010d
ays
3rdy
rED
C310
0
ED
C310
015d
ays
Inte
rnED
C400
0
EDC4
000i
nter
nshi
p20d
ays
Ea
rlyCh
ildho
od2n
dyr
EDE2
010
ED
E201
015d
ays
Spec
ialEd
ucat
ion
2nd
yrSP
E300
1
SPE3
0011
5day
s
Pr
imar
y2n
dyr
EDP2
222
ED
P222
215d
ays
3rdy
rED
P333
3
EDP3
3331
5day
s
Sp
ort,H
ealth
&PE
2nd
yrED
H225
4
EDH2
2541
5day
s
Se
cond
ary
2nd
yrED
S240
1
EDS2
4011
5day
s
2n
dyr
EDS2
402
ED
S240
215d
ays
TVE
/BVE
T3r
dED
V350
0
ED
V350
025h
ours
O We
ekEK
KA(Br
is)13
Aug
QCSt
est
USQ
break
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Step-by-Step Process for Professional Experience
BeforeEnrol in coursesMake arrangements to manage your own employment, family responsibilities and transport before you commit to this course. You may be required to travel up to 50 km to attend a placement. Visit the Professional Experience website and download resources: – Blue Card forms – Professional Experience Calendar – The Professional Experience Guidelines and The Professional
Experience Book – Placement forms (as required e.g. Teaching Areas form for
secondary students).Ensure that you will have a current Blue Card in time for placement. Visit your course StudyDesk to check your specific course requirements.Declare any possible conflict of interest.Check for your confirmed placement.Contact the site coordinator and mentor at your site.Contact the USQ liaison assigned to your placement.Always retain a copy of documents for your records.Attending a site without a current blue card is illegal. If you attend a site without USQ approval you are not covered for insurance in case of accident or incident. Additionally, the days do not count towards your program requirements and you have placed yourself in serious jeopardy.
DuringAttend placement during the specified dates and be conscientious about your responsibilities regarding any absences.Remember that you are a guest of the school and respect their policies and procedures.Present any planning to your mentor for approval prior to teaching.Seek written and verbal feedback on your performance after each lesson and at the completion of each week.Update your USQ liaison on your progress.If you are having trouble and it’s determined that Action is Required, do your best to make the improvements that are asked of you and understand that the process has been put in place to help you.
AfterReturn all borrowed resources and teaching materials and thank your mentor and site coordinator for hosting you for the placement.Ensure that the site coordinator enters your result.Collect evidence of your performance to add to your professional portfolio e.g. written lesson feedback, the Weekly Professional Experience Feedback form, the USQ Professional Experience Report and any other documentation you might need for future employment. If you intend to return to the site for a subsequent or future placement, you may take the opportunity to begin preliminary discussions about this and perhaps meet your next mentor.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 7
Expectations for Preservice Educators
These are general expectations that all preservice educators will be required to meet. There may be other
requirements specific to each course. All preservice educators are expected to contact their mentors prior to the
Professional Experience to discuss the requirements. This may be done by phone or email, however, a personal
visit could be negotiated through the site coordinator and at the mentor’s convenience.
Preservice educators will display appropriate professional knowledge, practice, engagement, skills and conduct
while attending the required number of Professional Experience days.
Professional BehavioursThe following should guide the professional behaviour of preservice educators for the Professional Experience:Liaise appropriately with the site coordinator and mentor before commencing the Professional Experience.Seek, and act on, advice from the mentor.Recognise individual student needs, interests, motivations and their capabilities for learning.Plan relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interests.Demonstrate initiative and commitment to teaching in the working relationship with the mentor, and in all contact with parents, students and other staff at the site.Communicate in an appropriately professional manner with all relevant members of the community at the site.Exercise a duty of care for all students/children and follow any reasonable instruction from the site for your own safety.Maintain confidentiality in all information about students/children, staff and site.Keep all communication (verbal, written and email) professional at all times.Uphold professional dress standards, and behaviours with mobile technology.Collect evidence of the Professional Experience which may be used, in future courses for assessment, resume, portfolio and employment interview. It is recommended that students keep a digital copy of written documents in an ePortfolio, e.g. written weekly feedback, USQ Professional Experience Report or other useful documents. DO NOT send any mentor feedback or Professional Experience reports to USQ.Return all resources and teaching materials and thank the mentor and the site coordinator for supervising the placement.Ensure that the result for pass or fail is entered by the site within five days of concluding the placement.
Professional KnowledgeThe following points are intended to guide planning by the preservice educator and mentor for the Professional Experience:Observations and data collection as determined by the specific requirements of the course. The preservice educator will discuss this aspect with the mentor in the preliminary meeting.Planning and the format of the written lesson plan template will be agreed on before the Professional Experience begins. Some courses will recommend specific lesson plan templates which are supplied to the students through their USQ StudyDesk. A copy of the USQ Learning/Lesson Plan Template is included at the back of this book. No teaching is to take place if written plans are not prepared and presented in advance to the mentor.Planning should occur across all areas, or for the required teaching areas, and incorporate literacy.All lessons are to be prepared in detail and include modifications to support the learning needs of all students.Lessons may be single, back to back, sessions or units depending on the requirements of the specific course.Management issues to be addressed include effective use of time, establishing a cooperative climate, effective use of groups, monitoring performance of individual students or groups, and managing student discussion.Preservice educators are also expected to assist in the classroom by marking rolls, attend playground duty with the mentor, participate in other school events as required, provide remedial assistance to an individual or group, and prepare resources for use in the classroom.
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Professional PracticeIn addition, opportunities should be sought by preservice educators to experience as many facets of educational life as possible. These should include:staff meetingsstudent-free days group planningextracurricular activitiesfield tripsmeetings on student assessmentgaining an overview of the wider community in the school through discussions with Teacher Aides, Librarian, Special Needs support staff, Music teacher, HPE teacher, LOTE teacher, Guidance Officer and all Administrative staff.
Professional EngagementDaily written feedback should be sought by the preservice educator and given by the mentor. The Weekly Professional Experience Feedback form should be photocopied and filled out. This is to be kept by the preservice educator as a working document to improve their teaching and learning skills.
Other things that are encouraged:daily reflections with the mentor discussion of behaviour support in the classroomuse of the Professional Standards to analyse strengths and weaknessesdocuments useful for the student’s professional folio on the preservice educator’s demonstration of the Standards.
Collection of Resources and Artefacts Demonstrating Professional GrowthAll preservice educators should maintain a collection of resources while they are on their Professional Experience. This collection of resources may consist of the items listed below:observation records and reflections of teaching practice and interaction with students, parents and colleagues class details, such as special needs, gender mix, age group and other diversityteaching/learning/assessment plans and recordsmentor teacher feedbackteaching log or diary containing personal reflectionsschool/context policy documentsresources which could prove helpful to a beginning teacher, i.e. names of textbooks, copies of assessment activities, names of suppliers, samples of student work at different quality levels, catalogues, names of reference books, class hand-outs, etc.USQ Weekly Professional Experience Feedback formUSQ Professional Experience Report (requirements for most employees)documents required for employment applicationsuseful artefacts for inclusion in the professional ePortfolio. These can include audio/visual of your teaching, student work samples, personal behaviour management plans, records of interactions with parents, colleagues and students, as well as all the above mentioned resources and artefacts.
The collection of such resources is critical across all professional placements and will be used by preservice teachers to demonstrate their professional competence during the final semester of their programs in the development of their professional ePortfolio.”
English Language RequirementTo be eligible for teacher registration in Queensland, applicants must have “the ability to communicate in spoken and written English at a professional level with students, parents, teachers and other persons.”
Applicants must provide evidence of their English Language Proficiency. For those students who DO NOT have four years of higher education study in Australia, New Zealand, the United States of America, Canada, the United Kingdom or the Republic of Ireland may be required to complete an English language test.
More information is available at: http://www.qct.edu.au/registration/english.html
Language Proficiency for LOTE TeachersTeachers who want to teach a language other than English in a Queensland state school must sit a LOTE proficiency assessment. This includes assessment of writing, listening, speaking and reading in the language.
More information is available at: http://education.qld.gov.au/hr/recruitment/teaching/pdfs/guidecompletingapplicationformmay11.pdf and http://education.qld.gov.au/hr/recruitment/teaching/pdfs/loteproficiencyoverviewfinalaug09.pdf.
Instrumental Music Teachers ProficiencyTeachers who wish to be an instrumental music teacher in a Queensland state school will be required to undergo proficiency assessment as part of the employment process. Possession of a qualification in music from a recognised tertiary institution that is acceptable by the Instrumental Music Assessment Panel is the minimum requirement for temporary or casual employment as an Instrumental Music Teacher.
More information is available at: http://education.qld.gov.au/hr/recruitment/teaching/pdfs/guidecompletingapplicationformmay11.pdf and http://education.qld.gov.au/hr/recruitment/teaching/pdfs/instrumental-music-application.pdf
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 9
The Role of Mentors
Mentors play a critical role in the nature and quality of each Professional Experience placement.
Unless on a QCT approved internship, preservice educators must be supervised at all times. They cannot be
asked to teach, do playground/bus duty, or take responsibility for a sporting group, excursion, etc. unless
accompanied by a registered teacher.
Expect to be contacted by the preservice educator seeking information about class demographics and any preplanning information that could be of benefit prior to assuming responsibilities within the class. In particular, highlight students or student groups with particular learning needs or for whom special preparation may be needed. Discuss how this might influence their planning.Preservice educators should arrange appropriate and convenient times to discuss any of these matters. This may be by telephone, email or by visiting the school. The convenience of the mentor should be the key factor in determining the nature of any arrangements.Mentors should become familiar with the Weekly Professional Experience Feedback form, the USQ Professional Experience Report, the Action Required process and should read all sections of this book for an explanation of the expectations placed on preservice educators for the placement.Some preservice educators undertaking supervised placements will be located throughout the State and other places in Australia, and possibly overseas. In many of these cases, the USQ liaison will make contact with sites by phone and/or email. Mentors are requested to ensure that they advise their preservice educators when this contact has been made, and of the substance of the professional discussion that took place.In the event that a preservice educator is unlikely to be successful in a placement according to the course requirements, due to lack of professionalism or because of excessive absence, mentors or coordinators should notify the Professional Experience Office through the USQ liaison. At this stage, the Action Required process may be instigated through the completion of an Action Required form. It is best if this can be actioned by day five, or before the half way point of the placement, but can occur at any point during the placement.In the event that the normal routine of the school/class is interrupted for camps, sports carnivals etc. during the time when the preservice educator is responsible for teaching and learning activity, the preservice educator should retain as much responsibility and involvement in the activity as possible.Preservice educators are expected to participate in all teacher activities occurring during their time at school, including student free days, playground duty, staff meetings, P & C meetings, training activities, discussions with consultants and planning/review meetings with professionals from other agencies, whenever appropriate.Discuss the requirements for successful completion with the preservice educator and provide additional verbal and written feedback on their progress and attainment of Professional Experience objectives through weekly, daily or lesson feedback.Ensure that the preservice educator has returned all property, textbooks, library resources and school materials at the end of the placement.At the end of the Professional Experience, confirm the pass or fail result and the number of days that have been attended with the site coordinator. The site coordinator will then use the SONIA website to submit the SONIA result.
It is not appropriate to fail a student at the conclusion of the placement without first providing the student with an opportunity to address any concerns through the Action Required process. In the case of exceptional circumstances that may have occurred at any point in the placement, the site must make immediate contact with USQ and clarify the events that have necessitated the fail result.Mentors are encouraged to: be fully informed about the nature and expectations of particular Professional Experiences according to the course synopsis in this bookbe observed in the process of teaching/learning provide opportunities for varied teaching/learning experiencesdemonstrate particular teaching strategies and principlesgive guidance on program planning, lesson preparation and presentationadvise on management and organisation of the learning environmentguide, evaluate and discuss performance with the preservice educatorconsult with the site coordinator, USQ liaison and the preservice educator regarding the preservice educator’s progress and developmentsupply written assessment of the preservice educator’s performance through USQ Weekly Professional Experience Feedback and the USQ Professional Experience Reportprovide feedback so that Professional Experience may be reviewed and improved continuallyseek assistance from the USQ liaison and formally identify students in danger of not meeting the requirements of the Professional Experienceconcerns are to be raised, using the Action Required form, preferably by day five or the half way point of the placementcomplete the AITSL interactive and online profession learning program available at http://www.aitsl.edu.au/professional-learning/supervising-preservice-teachers/supervising-preservice-teachers.html
Notes about internships:authorised by QCT for maximum of 50% workload in schoolsschool/mentor will not be paid by USQ for hosting an intern,mentor is not required to be in the room when the intern is teachingintern is not an unpaid supply teacherUSQ liaison contact is restricted to a check in email unless difficulties are encounteredany variance of three days or more must be reported to USQ because this will change the internship authorisation dates with QCTthe internship is an unsupervised placement for 20 days which is attended during specific datesa make-up day is required for any missed day, e.g. due to illness, attendance at a USQ exam, scheduled employment interviewQCT Internship Authorisation is not a form of teacher registration and students must apply for teacher registration in the usual way prior to or following completion of their teacher education program.
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The Role of Site Coordinators
Site coordinators are educational leaders in their settings and provide both educational and administrative
support to the learning experiences of preservice educators and to mentors involved in each Professional
Experience.
Site coordinators are encouraged to:ensure preservice educators are placed in appropriate professional learning environments and monitor the effectiveness of these placementsdistribute the Professional Experience Book and other supporting documents that have been sent from USQ to mentors. There should also be a discussion about the expectations for the USQ students, the requirements for the specified number of days for the placement, entering the students’ results for either pass or fail, and completing the pay claim forms. In particular, under the current Industrial Agreement, there is no payment for mentors or site coordinators for hosting an intern or a student attending an unsupervised experience in Queenslandorganise for the orientation and induction of preservice educators when they first enter the educational setting and provide WH&S information, etc.facilitate the introduction of the preservice educator to their mentorallocate a suitable work space for the preservice educator confer with the USQ liaison by phone/email or during visits to the site
confer with the mentor on the progress of the preservice educatorconduct formal observations of the teaching of any preservice educator and formally identify students listed as Action Required immediately when concerns are raised, usually by day five or before the half way point of the placement. Ensure that a completed, signed and dated copy of the Action Required form is returned to the USQ Professional Experience Officeprovide support to mentors in the evaluation of preservice educators, particularly when students are listed as Action Required if they are in danger of not meeting the requirements of the placementorganise for the provision of on-going information and specific advice to preservice educators, whether individually or in groupsensure that all results for the Professional Experience are completed electronically for each preservice educator within five days of the conclusion of the Professional Experience coordinate the return of completed pay claims to USQ for supervised experiences.
The Role of USQ Liaison
The USQ liaison is an important contact to provide the best possible learning experience for preservice
educators. USQ liaisons are the contact point between preservice educators, their mentors, site coordinators,
the course examiner and the Faculty of Business, Education, Law and Arts.
Liaison is provided by telephone and supported by email. However, the sites that are local to a campus are usually also visited in person by liaison.
Liaisons are encouraged to:be responsible for all liaison activity at the allocated sitemake contact with the site early in the semester or prior to a Professional Experience placementensure students follow reasonable directions from the site which are in line with the WH&S proceduresactively participate in information sessions organised by USQ, such as liaison briefings and follow email instructions provided by the Professional Experience Officebe familiar with the nature and requirements of the Professional Experience placement component of the relevant courses/programs by reading this book and attending any USQ liaison briefing sessionscontact, by phone/email, the site coordinator on day one of each of the relevant experiences to confirm all preservice educators have commenced their experience and to arrange a suitable time for the next contact or visitmaintain regular contact which is consistent with the length of experience, requirements and expectations of the relevant course/program
liaise with the site coordinator, the mentor or the preservice educator on matters relating to the arrangements for achieving the goals and expectations of the placementwhere deemed appropriate, observe the preservice educator undertaking teaching tasks and provide specific feedback on performance in agreed areas, or on request by the site coordinator, mentor, preservice educator or course examineroffer specific advice and/or information relevant to the Professional Experience to the site coordinator, mentor and preservice educatoradvise the Professional Experience Office immediately of any preservice educator whose performance is of concern and identify them as Action Requiredreturn a copy of the Action Required form to the Professional Experience Office to request an A Team contract for five hours or recommend another liaison to support the Action Required processadvise the preservice educator on matters relating to the USQ Weekly Feedback form, USQ Professional Experience Report, and the Action Required processmaintain a log of activity attached to each Professional Experience at the affiliated siteuse the allocated time for each experience to support the varying requirements of the individual preservice educators as appropriate.
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The Action Required Process
The Action Required process involves the following: Through regular written feedback, the mentor will notify the preservice educator of any concerns about performance. This is usually in the first week but can occur at any time during the placement.The mentor, site coordinator and preservice educator will be supported by the USQ liaison to formally document the areas of weaknesses on the Action Required form.The mentor/site coordinator will complete the Action Required form and ensure that the Professional Experience Office, the preservice educator and the site each retain a copy of the form.Mentors should keep copies of all written feedback provided to the preservice educator as evidence of attempts to resolve the concerns. A signed and dated copy of the Action Required form must be sent to the USQ Professional Experience office for activation of an A Team contract.Early notification is essential and the Action Required process should be initiated when providing weekly feedback so that the student has an opportunity to make improvements and the A Team liaison can be activated.The USQ Program Coordinator (Professional Experience) will provide additional liaison support for a maximum of five hours through an A Team contract to provide on-going assistance to the preservice educator who is Action Required.Specific assistance and guidance will be made available to the preservice educator by the A Team liaison who will also work with the mentor, site coordinator, the USQ Professional Experience Office and course examiner.The main purpose of the Action Required form is to keep everyone on the same page and to keep reinforcing the same message – a pass or fail is up to the student; e.g. did they meet the requirements of the placement in the specified number of days? The student will fail or pass the Professional Experience based on their level of competency which is strictly pass or fail in the required number of days, with no additional time. Disruptions to the school routine, camps, changes to mentors, public holidays, NAPLAN are an inevitable part of the experience. Students need to be able to meet these challenges as they are normal events in the course of the placement.Preservice educators Action Required may be provided with opportunities to observe others’ teaching and learning environments and to have their own teaching and learning processes observed and to engage in discussion and reflection on these observations with assistance by the A Team liaison. The outcome of the Action Required process will be pass or fail for the requirements of Professional Experience in the specified number of days. – A student will be awarded a pass for the Professional
Experience when they have made improvements in the identified areas and met the requirements of the Professional Experience in the required number of days.
– A student will be awarded a fail for the Professional Experience result when they have not demonstrated adequate improvement. Other reasons for a fail occur when the student does not attend the required number of days and withdraws, or the site concludes the experience by withdrawing the offer of a place. In the event of a fail, the student is encouraged to end the placement as professionally as possible e.g. return all keys, resources, teaching materials and thank the mentor/school staff. The site should enter the completion record for a fail and the actual number of days that were attended. The site should return the payment claim forms and they can claim for the full number of days. The A Team liaison may assist the conclusion of the placement and allow the student to exit as gracefully as possible and thank the site for their support.
The Action Required form is part of the process used to identify that a student is not meeting the expectations for the Professional Experienc. The student has the capacity to make improvements in the specified areas and pass overall, but ultimately the student’s result is up to the student. It appears that sometimes the liaison may need to support the site to make the Action Required decision immediately concerns are raised. USQ depends on the school’s professional judgements to be defensible, and the Action Required process is used to ensure that the student is fully cognisant of their weaknesses and areas that require improvement. Usually, the most appropriate outcome for the placement occurs when additional support becomes available before the half way point during a placement. The student needs an honest appraisal before they commit themselves to a career in teaching, and sufficient time to either make improvements or to accept that they have not met the requirements to pass the Professional Experience.
When formally signing the Action Required form, the student is given direction on the expectations of the Professional Experience. The USQ liaison will encourage the Action Required paperwork by day five or before the half way point, because there is little benefit by simply flagging an issue and waiting. A delayed reaction could be misinterpreted later or used as the basis of an appeal. Basically, an A Team contract for five hours can be activated, either for the USQ liaison or for another staff member, when the Action Required form arrives. In general, students tend to respond better when they know where they stand and additional support can then be offered through the A Team so that the most appropriate outcome is recorded for the student.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 13
Professional Experience Action Required FormThe Action Required process should ideally be initiated immediately when concerns are raised usually in the first week.
This USQ student has been identified as not meeting the requirements for this Professional Experience as identified in the Professional Experience Book for this course and action is required.
Student name:
Course number:
Course name:
School/site:
Site coordinator/mentor:
Contact details:
The following statement outlines the APSTS in which significant progress is required for success in this Professional Experience (attach a separate page if necessary).
Professional knowledge:
Professional practice:
Professional engagement:
Site coordinator/mentor signature: ..…/…../…..
Student signature: ..…/…../…..
After signing, keep a copy for the site, give a copy to the student and send this form to the Toowoomba Professional Experience Office in order for USQ to provide additional support through an A Team contract for an additional five hours of liaison.
Professional Experience
Faculty of EducationUniversity of Southern Queensland Toowoomba Qld 4350 Phone: 07 4631 2359Fax: 07 4631 2598Email:[email protected]
USQ liaison name:
Are you available to accept the A Team contract (for a maximum of five hours)?
o YES o NO (tick one choice)
If NO, Recommendation for A Team liaison:
USQ Professional Experience Office action ..…/…../…..
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Course Requirements – GDTL / GDTO
EDG2000 Designing for Learning
Students are introduced to basic concepts and developmental issues connected to the skills and strategies
of planning for learning. The influence of the similarities and differences in both learners and learning
environments will be explored in relation to effective educational practice. They will explore the range of social
and political forces that interact to shape the nature of educational contexts and environments. Students will
begin to explore a range of planning styles, from single lessons to a sequence of learning, with provisions made
for diversity among learners. The course aims to provide opportunities for students to develop teaching skills
and pedagogical content knowledge through systematic reflection: the integration of assessment, content,
learning and teaching. A 15 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: small segments of lessons (planned with mentor).Hours of teaching: one half hour’s teaching the whole class.Other classroom duties: 17 to 19 hours in the classroom working with students, marking, observing and assisting.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: segments of lessons leading to a full lesson at end of the week (cooperatively planned with mentor).Hours of teaching: two and a half hours teaching the whole class.Other classroom duties: 15 to 17 hours in the classroom working with students, marking, observing and assisting.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: segments and full lessons (student planned and approved by mentor).Hours of teaching: five hours teaching the whole class.Other classroom duties: 13 to 15 hours in the classroom working with students, marking, observing and assisting.
Professional knowledgeThe following suggestions should be considered as a guide towards the minimum amount of teaching contact the preservice educator completes:developing awareness of different approaches to planning and teachingusing a variety of observation toolsplanning introductions, conclusions and single teaching episodestutoring individuals or small groups with provision for diversity among learners.
Professional practicePreservice educators will be expected to demonstrate understanding by:observing teacher collaborations with support personnel (e.g. guidance counsellors, language pathologists, various therapists and teacher aides)observing teacher/parent meetings, as considered appropriate by the schoolwriting observations of these collaborations and meetings which are to be shown to and discussed with the mentor.
Professional engagementPreservice educators will reflect critically on their professional practice, knowledge and values. Demonstration of skills in this aspect of teaching includes:using the Professional Standards to analyse professional strengths and weaknesses, set personal/professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesreflecting on the changing role of the teacher in contemporary societyknowledge of school and employing authority policies on accountabilityidentifying and knowing how to access professional development opportunities for improving teaching practice and the performance of other aspects of the role of a teacherknowing how to access educational research, contribute to learning communities and professional networks, including through the use of ICT, to support professional learning, self-assessment and development.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTS for inclusion in the preservice teacher’s professional ePortfolio.
In most cases, preservice educators should expect to return to this site for their next placement (either EDG2001 or EDS2401), but with a different class and another mentor. In the process of successfully concluding this placement, many students may wish to take this opportunity to begin preliminary discussions about preparing for their next placement and meet their new mentor.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 15
EDG2001 Inquiry through the Curriculum 1
This course has three connected components: the content associated with four learning areas, the pedagogical
approach of inquiry for learning and an integrated curriculum design. Preservice educators will be required to
develop short term learning plans which demonstrate knowledge of appropriate curriculum documents and the
integration of knowledge and skills across areas utilising a pedagogy based on inquiry. These plans will need to
demonstrate how assessment of learning is integrated into the design and proposed delivery of these learning
episodes. A 15 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: five to six hours of teaching the whole classOther classroom duties: 13 to 15 hours in the classroom working with students, marking, observing and assisting.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: seven and a half hours teaching the whole classOther classroom duties: 10 to 12 hours in the classroom working with students, marking, observing and assisting.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: 10 hours teaching whole classOther classroom duties: 8 to 10 hours in the classroom working with students, marking, observing and assisting.
Professional knowledgeIn collaboration with the mentor, preservice educators will be required to:develop a sequence of lessons based on an inquiry approachplan a short term learning plan of work across four learning areas and across the curriculum that reflects and addresses issues of access and participation in learning for all students in the classcontinue to develop the competencies of questioning, instruction clarity and sequencing, heightening engagement and motivation and embedding constructivist learning approachesbecome familiar with class program and routine, students’ names and motivationsobserve and analyse the mentor’s teaching strategies (including behaviour and class management)participate in small group support teaching as suggested by the mentordemonstrate, through lesson planning, the key concepts required for inclusion and catering for diversity.
Professional practicePreservice educators will be expected to demonstrate understanding by:observing teacher collaborations with support personnel (e.g. Guidance Counsellors, Language Pathologists, various therapists and Teacher Aides)observing teacher/parent meetings, as considered appropriate by the schoolwriting observations of these collaborations and meetings; which are to be shown to and discussed with the mentor.
Professional engagementPreservice educators will reflect critically on their professional practice, knowledge and values. Demonstration of skills in this aspect of teaching includes:using the Professional Standards to analyse professional strengths and weaknesses, set personal/professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesreflecting on the changing role of the teacher in contemporary societyknowledge of school and employing authority policies on accountabilityidentifying and knowing how to access professional development opportunities for improving teaching practice and the performance of other aspects of the role of a teacherknowing how to access educational research, contribute to learning communities and professional networks, including through the use of ICT, to support professional learning, self-assessment and development.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
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EDS2401 Middle Phase Curriculum and Pedagogy
This course will provide the opportunity to explore a range of issues for students in the middle years of
schooling. Emerging professionals should have increased awareness of the different responses educational
facilities have made to these issues. In particular, this course will focus on the curriculum design and delivery in
the middle schooling cohort of students. This course aims to give educators increased understanding of issues
for middle schooling, strategies for teaching in this area, a broadened perspective of education and to improve
cross-sector communication. Emerging professionals will develop and design authentic learning experiences for
students in the middle years. A 15 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: five to six hours of teaching the whole classOther classroom duties: 13 to 15 hours in the classroom working with students, marking, observing and assisting.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: seven and a half hours teaching the whole classOther classroom duties: 10 to 12 hours in the classroom working with students, marking, observing and assisting.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: full lessons / sessions (student planned sequence of lessons, approved by mentor)Hours of teaching: 10 hours teaching the whole classOther classroom duties: eight to 10 hours in the classroom working with students, marking, observing and assisting.
Professional knowledgeProfessional educators should be involved in gradual and graduated experiences. As their confidence and competence grows, they should take on more responsibilities. The flowing list indicates the minimum the preservice educators should have achieved during week three.
To successfully complete this Professional Experience, the preservice educators are expected to have:completed focused observation and analysis of their mentor’s lessons for one third of each dayprepared and delivered full lessons to the whole class for one third of each daysubmitted lesson plans to their mentor for review prior to teachingbegun to experiment with different teaching strategies and classroom management techniquesassisted their mentor with a range of tasks which may or may not require planning (e.g. marking the roll, homework, providing feedback, working with individuals or small groups)participated in activities which incorporate the broader role of the teacher beyond the classroom (e.g. playground duty, sports, musical practice, bus duty, staff meetings)collated artefacts to create a Professional Experience Foldermaintained appropriate professional appearance and behaviourdemonstrated a commitment to the profession.
Professional practicePreservice educators will be expected to demonstrate competencies by:becoming familiar with class routines and students’ namesseeking interviews with a range of educators within the school to clarify their roles (e.g. librarian, other teachers, guidance officer)interacting respectfully and professionally with students, parents, other staff and a range of members of the school.
Professional engagementPreservice educators will be expected to:complete a reflective analysis of every lesson they teachdiscuss their observations with their mentor as part of their ongoing analysisuse feedback from students, their mentor and their own reflections based on planning.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 17
EDG3000 Designing for Diversity
Building on the concepts and understandings in EDG2000 Design for Learning, this course will expand on
the exploration of whole-site and individual-educator approaches to the establishment of inclusive learning
environments. Awareness of how particular sites respond to particular features of their socio-cultural
communities is explored through the lens of a social justice approach to meet the needs of diverse groups
in contemporary education and community locations. Preservice educators will be required to demonstrate
competence in constructing and implementing long-term plans and associated assessment activities and
procedures for the educational program in which they are involved. The skills, attitudes and behaviours that
promote effective relationships and collaboration will be identified and practised. A 25 day Professional
Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: segments and full lessons (student planned and approved by mentor)Hours of teaching: five to seven and a half hours teaching the whole classOther classroom duties: 12 to 15 hours in the classroom working with students, marking, observing and assisting
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: full lessons / sessions ensuring that diversity is recognised and that planning incorporates strategies to deal with this (student planned with input from the mentor)Hours of teaching: seven and a half hours teaching whole classOther classroom duties: 10 to 12 hours in the classroom working with students, marking, observing and assisting.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: full lessons which cater for different learning styles and/or differentiation to cater for diversityHours of teaching: 10 to 12 hours teaching the whole classOther classroom duties: eight to 10 hours in the classroom working with students, marking, observing and assisting.
WEEK FOUR (DAYS 16 TO 20)
Teaching and planning: full lessons with differentiated objectives, content and assessment to cater for diversityHours of teaching: 10 to 12 hours teaching the whole classOther classroom duties: eight to 10 hours in the classroom working with students, marking, observing and assisting.
WEEK FIVE (DAYS 21 TO 25)
Teaching and planning: full lessons / sessions with full responsibility for planning, implementation and assessment of at least 50% of a full-time loadHours of teaching: 10 to 12 hours teaching the whole classOther classroom duties: eight to 10 hours in the classroom working with students, marking, observing and assisting.
Professional knowledgeThis is the final supervised Professional Experience in the program sequence. It provides an opportunity for students to practice the full range of capabilities that will equip them for their internship in the final semester and for entry to the profession. During previous experiences, students will have taken responsibility for classes for periods of several days to a week. In consultation with their mentor, the preservice educator should be encouraged to advance quickly, and accept substantial responsibility for teaching and learning.
Preservice educators are required to:liaise with their mentor in advance to establish a shared understanding of how the mentor and preservice educator will work together in ways which maximise the preservice educator’s teachingcollaborate with the mentor to prepare units of workobserve and analyse the mentor’s teaching strategies (including behaviour and class management)focus on further developing the competencies of questioning, instruction clarity and sequencing, planning for diversity, heightening engagement and motivationbecome familiar with the class program and routine, students’ names and motivationsdemonstrate through lesson planning the key concepts required for inclusion and catering for diversity such as differentiation of learning objectivesascertain individual student needs, interests, and motivationsknow the sort of classroom environment they want and, in consultation with the mentor, take initial steps to establish that environmentput student learning ahead of student compliance in their planning and actionsplan relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interestsdemonstrate initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the host sitecommunicate in an appropriately professional manner with all relevant members of the community at the host sitedevelop and trial a range of classroom and behaviour management strategies that are consistent with the school’s policy and practiceapply a “consequences” approach when inappropriate behaviour requires a responsemaintain confidentiality whenever appropriate.
Professional practicePreservice educators will be expected to demonstrate competencies by:ascertaining individual student needs, interests, and motivationsdemonstrating initiative and commitment to teachingplanning relevant, coherent, purposeful lessons (that integrate ICT)using ICT to communicate with others for professional purposesdeveloping and implementing a range of classroom and behaviour management strategiesprojecting a respectful demeanour to students and staffmaintaining appropriate professional appearance and behaviour.
Professional engagementPreservice educators are expected to demonstrate a growing capacity for critical reflection on their professional practice, knowledge, and values. In their final supervised Professional Experience they should be reflecting on their planning and teaching with a focus on:using the Professional Standards to analyse professional strengths and weaknesses, set personal professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesreflecting on the changing role of the teacher in contemporary societyreflecting upon catering for diversity with mentoridentifying and knowing how to access professional development opportunities for improving teaching practice and the performance of other aspects of the role of the teacherknowing how to access educational research and contribute to learning communities and professional networks, including through the use of ICT, to support professional learning, self-assessment and development.
This is the final supervised Professional Experience in the program sequence and it is important that preservice educators reflect deeply upon their capacity to consistently demonstrate the breadth and depth of knowledge and skills required of a professional educator.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 25 dayscollect evidence relevant to the APSTS for inclusion in the preservice teacher’s professional ePortfolio.
Preservice educators will be aware that they are responsible for securing their own placement for their internship in the final semester and that there are likely to be benefits associated with undertaking the internship at a site with which they are already familiar. Many will wish to take the opportunity of this Professional Experience to secure their internship placement and to begin preliminary discussions about preparation.
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Course Requirements – Core CoursesEDC1400 Foundations of Curriculum and Pedagogy
This course will focus on a beginning understanding of curriculum and pedagogy and how educators might
create relevant and meaningful teaching to enhance student learning in a range of educational settings.
Preservice educators will be introduced to selected theories of curriculum and (at times contested) notions of
pedagogy. The basics of curriculum planning and pedagogical practice across a variety of learning contexts
and curriculum areas will also be introduced. Students in this course will reflect on their past experiences and
current knowledge in relation to their practical experience in schools or other learning and teaching contexts.
Those already working as trainers in TAFE colleges and other industry settings will use their understanding of
the theory to inform their current and future practice. Curriculum decision making and pedagogical practices
will be developed as a collaborative and systematic process. A 10 day Professional Experience placement is
attached to this course (BVET 25 hours).
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE):
Teaching and planning: small segments of lessons at the beginning of the week, leading to a full lesson at the end of the week (all planned cooperatively with mentor)Hours of teaching: teach one lessonOther classroom duties: 17 to 19 hours (observe, assist, work with individual students).
WEEK TWO (DAYS SIX TO 10):
Teaching and planning: segments and full lessons (planned by student and approved by mentor).Hours of teaching: teach one lesson per day for three or four daysOther classroom duties: 15 to 17 hours (observe, assist, work with individual students).
Professional knowledgeThe following suggestions should be considered as a guide towards the minimum amount of teaching contact the preservice educator completes:developing awareness of different approaches to planning and teachingconnecting what is being taught to the curriculum documents and cross curriculum priorities, e.g. Indigenous and Asian perspectivesobserve the use of ICT for learning, teaching or planning purposesusing a variety of observation tools including Learning From Your Mentor sheetsplanning introductions, conclusions and single teaching episodestutoring individuals or small groupsplanning and teaching for one lesson during the first weekteaching one lesson per day for three or four days during the second week.
Professional practicePreservice educators are expected to be at their learning centre/school from approximately 8am to 4pm each day. This is a guideline only as it will vary from day to day due to extra-curricular activities and other expectations of attendance such as staff meetings etc.
Preservice educators will be expected to demonstrate (where possible) competencies by:ascertaining individual student needs, interests and motivationsdocumenting how differentiation of learning tasks occurs in order to meet the special needs of the learner e.g. learning styles and special needsplanning relevant, coherent and purposeful lessonsdemonstrating initiative and commitment to teachingdeveloping and implementing a range of classroom and behaviour management strategiesprojecting a respectful demeanour to students and staffmaintaining appropriate professional appearance and behaviour.
Professional engagementPreservice educators will be expected to demonstrate understanding by: observing teacher collaborations with support personnel (for example guidance counsellors, language pathologists, various therapists and teacher aides) depending on who is availabledocumenting their reflections on the lessons they have planned and deliveredobserving teacher/parent meetings, as considered appropriate by the schoolwriting observations of these collaborations and meetings, which are to be shown to and discussed with the mentor.
Professional Experience assessmentPreservice educators need to write detailed observations whilst on prac using the templates provided in the course. These observation sheets, weekly mentor feedback sheets and the Professional Experience Report need to be uploaded to the ePortfolio developed as a part of Assignment 2.”
Preservice educators are required to:achieve a pass rating for the Professional Experience result after completing 10 dayscollect evidence relevant to the APSTs.
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EDC3100 ICT and Pedagogy
Students will engage with the design and delivery of learning experiences for individuals and groups employing
a range of developmentally appropriate and flexible teaching, learning and assessment strategies and resources
in ICT enriched environments. The course includes a 15 day, school based practicum which provides students
with the opportunity to demonstrate their understanding related to ICT and pedagogy and their ability to
integrate ICT into the curriculum. This Professional Experience component will provide specific opportunities for
students to plan, implement and reflect upon their developing ICT pedagogy. Resources developed throughout
the course may be selected by students for inclusion in their digital portfolios, which they will create throughout
the program as evidence of their learning. A 15 day Professional Experience placement is attached to this course
(BVET 25 hours).
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: Lesson sequences and small units of work where ICT is integral to the learning and teaching processHours of teaching: teach for a third of each day Other classroom duties: for the balance of time in the classroom, assist mark, observe, and work with students.
WEEK TWO (DAYS FIVE TO 10)
Teaching and planning: Lesson sequences and small units of work where ICT is integral to the learning and teaching processHours of teaching: teach for half of each day Other classroom duties: for the balance of time in the classroom, assist, mark, observe, and work with individual students.
WEEK THREE (DAYS 10 TO 15)
Teaching and planning: Lesson sequences and small units of work where ICT is integral to the learning and teaching processHours of teaching: teach two thirds of each day with one full day Other classroom duties: for the balance of time in the classroom, assist, mark, observe, and work with individual students.
BVET – HOURS ONE TO 25:
Teaching and planning sequences of training sessions to groups of students as part of a training program where ICT is an integral component (full responsibility under Mentor supervision)Hours of teaching: minimum of 25 hours of direct group instruction (full responsibility under Mentor supervision).
Professional knowledgeThis placement focuses on the development of awareness, knowledge and skills to implement teaching strategies for using ICT to expand curriculum learning opportunities for students. To demonstrate this, the pre-service educator is expected to plan, deliver and reflect upon at least 5 lessons in which ICTs are integrated to enhance student learning. Beyond this minimal, the pre-service educator should undertake a range of teaching and other classroom duties as outlined above.
Pre-service educators will be expected to, in collaboration with the mentor:develop an understanding of the teaching context with a particular focus on the availability, limitations and past use of ICTs for student learningimplement strategies to develop an understanding of the students’ backgrounds, needs, interests, and motivationsuse this knowledge to identify and use teaching strategies that engage, support and meet the learning needs of all studentsdevelop and use knowledge of how ICTs can be most effectively integrated into each specific content area implement teaching strategies for using ICT to expand curriculum learning opportunities for students
Professional practiceIn addition to the basic requirement that the preservice educator will be appropriately professional in their appearance and behavior at all times, they will be expected to further develop their professional practice by working with their mentor to:plan and implement lessons that use a range of teaching strategiesselect and if appropriate create ICT resources that engage students in their learningemploy a range of strategies and evidence to evaluate and reflect upon their teaching and inform subsequent planningobserve and identify strategies for involving parents/carers in their children’s learningdemonstrate an understanding of the issues and strategies that enable the organization of classroom activities involving ICTs in ways that are inclusive, engaging, safe and promote the responsible and ethical use of ICTs in learning and teachingobserve and explore the issues and strategies for the use of ICTs as part of the assessment, feedback and reporting process.
Professional engagementPre-service educators will be expected to, in collaboration with their mentor:use the Professional Standards to analyse professional strengths and weaknesses, set personal professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesidentify and use as needed relevant sources of professional learning to improve student learningseek and apply constructive feedback from their mentor to improve teaching practicesseek out, understand and comply with relevant legislative, administrative and organizational policies applicable to the professional experience contextobserve, understand where appropriate apply strategies for working effectively, sensitively and confidentially with parents/carersmaintain a Professional Experience Folder of all observations, lesson plans, meetings and reflections as a basis for their developing ePortfolio in EDC3100.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 days collect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolioask their mentor to complete the EDC3100 ICT Statement.
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EDC3100 ICT StatementThe preservice educator should request that their mentor provide this statement to indicate that they have implemented teaching strategies for using ICT to expand curriculum learning opportunities for students. The preservice educator will use this statement in their digital ePortfolio as evidence against APST 2.6.
USQ Student Name:
USQ Student Number:
School/Site Name:
School/Site Mailing Address:
Placement Dates:..…/…../…..
First day of placementuntil
..…/…../…..
Last day of placement
Number of Placement Days:
Class/Year Level/Subject:
EDC3100 engages with the design and delivery of learning experiences for individuals and groups employing a range of developmentally appropriate and flexible teaching, learning and assessment strategies and resources in ICT enriched environments. The course includes a 15 day professional experience to provide USQ students with the opportunity to demonstrate their understanding related to ICT and pedagogy and their ability to implement teaching strategies for using ICT to expand curriculum learning opportunities for students. This professional experience component has provided specific opportunities for USQ students to plan, implement and reflect upon their developing ICT pedagogy.
Resources developed throughout this professional experience may be selected by USQ students for inclusion in their digital ePortfolio which they will create throughout their program as evidence of their learning journey.
I acknowledge that this USQ preservice educator has planned and implemented teaching strategies for using ICT to expand curriculum learning opportunities for students during this professional experience placement.
Mentor’s name:
Mentor’s signature: ..…/…../…..
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EDC4000 Professional Placement and Portfolio
The internship is a 20 day placement requiring the intern to take on responsibility for planning and teaching
a maximum of 50% of the mentor’s full-time teaching load. For the remainder of the time, the intern should
be engaged in teaching or other class related activities working with, and under the guidance and supervision
of, the mentor teacher. The internship is an opportunity for the preservice teacher to undertake the duties of
a teacher with minimal supervision. It is also an opportunity for the intern to demonstrate their competence
in aspects of the National Professional Standards for Teachers and ready themselves for the full implications of
beginning teaching. The Internship cannot be undertaken unless all mandatory courses in your program have
been completed or are being completed in the same semester.
Interns are to take the lead responsibility for the planning and teaching of a maximum of 50% of the mentor’s full-time teaching load. This constitutes the unsupervised portion of this Professional Experience.
For the remaining 50% of time, the intern should be working in the classroom with the mentor teacher in a secondary role, assisting the mentor teacher to undertake their teaching duties. This time allows for the mentor to work collaboratively with the intern, developing their skills as beginning teachers and providing them with critical feedback on aspects of their teaching practice and interactions with students. This secondary role is an active one, with the intern fully engaged in the teaching and learning process in the classroom, working with students and the mentor to meet agreed education goals. It is NOT a time for the intern to complete assessment tasks or to simply sit and observe.
Internships within QueenslandWithin Queensland, the internship is an unsupervised and unpaid placement. Unsupervised means that there is minimal liaison support provided and that the intern can and should be left unsupervised by the mentor for 50% of their teaching load.
The intern has gained ‘internship authorisation’ from the Queensland College of Teachers that allows them to undertake the role of a teacher unsupervised (including playground and sports supervision). This ‘internship authorisation’ is applied for on the intern’s behalf by the USQ Professional Experience Office.
Mentors in Queensland are not paid to host an intern.
Internships outside of QueenslandIn jurisdictions other than Queensland, supervision rules may differ. If an arrangement similar to that in Queensland exists, the intern should ensure that they have gained the necessary authorisation to undertake an unsupervised internship from the local teacher regulatory body.
In cases where preservice teachers are not legally able to undertake teaching unsupervised (as in Victoria, for example), mentors may request that payment for supervision be made by the USQ Professional Experience Office. The intern and host school should work together to ensure that local requirements are satisfactorily met.
Minimum teaching loads
WEEKS ONE TO FOUR (DAYS ONE TO 20)
Teaching and planning: full lessons / sessions with full responsibility for planning, implementation and assessment for 50% of a full-time loadHours of teaching: 12.5 (approx.) hours of teaching a whole class group12.5 (approx.) hours engaged in team teaching, assisting mentor, marking, working with small groups or individual students under the direction of the mentor, etc..
Professional knowledgeThe following suggestions should be considered as a guide towards the minimum amount of teaching the intern completes: Interns should liaise with their mentor in advance to establish a shared understanding of how the mentor and intern will work together in ways which maximise the intern’s teaching responsibilities (within the bounds of the principles of primary and secondary responsibility in the two halves of the full-time load).The intern should focus on demonstrating competence in a range of teaching strategies, planning for diversity, heightening engagement and motivation, and embedding constructivist learning approaches (including using the products of assessment as a guide for future teaching).The intern should be ready to take on their teaching allocation from day one of the placement. In a primary school, this means leading the teaching for half of each week, while working in a supporting role in the mentor’s classroom for the other half of each week. In a secondary school, the patterns will tend to be determined by the number of classes or similar lines making up the required teaching load.Student work should regularly be collected for assessment and the implications of this assessment should be reflected in the intern’s planning for subsequent teaching.Throughout, the intern should demonstrate a clear capacity to bring together the skills and understandings of a contemporary teacher by showing a well-developed awareness of, and capacity to manage, all class routines; by being able to plan for the diversity in the class, and by bringing all their teaching and assessment to a logical and satisfying conclusion that minimises disruption to the mentor’s teaching schedule for the class at the end of the 20 day placement.Throughout the placement, all broader beginning teacher expectations and duties (such as parent meetings, case conferences, school functions, playground duty and staff meetings) should be undertaken.
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Professional practiceIn addition to the basic requirement that the intern will demonstrate appropriate professionalism in their appearance and behaviour at all times, interns will be expected to demonstrate competence in the area of establishing and maintaining positive relationships by:knowing the sort of classroom environment they want and taking decisive steps to establish and maintain that environmentascertaining individual student needs, interests, and motivations and planning accordinglyputting student learning ahead of student compliance in their planning and actionsplanning and implementing relevant, coherent, purposeful and engaging lessons that acknowledge students’ prior experiences and interestsdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the siteimplementing a range of classroom and behaviour management strategies that are consistent with the school’s behaviour management policy or its approach to the establishment of supportive learning environmentsapplying a “consequences” approach when inappropriate behaviour requires a responseseeking, and acting on, advice from the mentor and other experienced educators at the sitemaintaining confidentiality whenever appropriate.
Professional engagementInterns are expected to demonstrate a developed capacity to reflect on, learn from, and take action as a consequence of purposeful reflection on the teaching-learning processes in which they have been involved. In particular they should reflect in depth on:using the Professional Standards to analyse professional strengths and weaknesses, set personal professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesthe impact and effectiveness of strategies and the demeanour demonstrated by their mentorthe impact and effectiveness of the teaching strategies and demeanour they are utilizing and projectingthe behaviour and classroom management strategies utilised by self and othersthe effectiveness of their own planning formatthe strategies and actions observed and demonstrated which enhance or impede the projection of high expectations for all studentshow others see them and how well this matches with appropriate professional standards for teachers.
There is a particular requirement in this placement that interns will reflect on their readiness for the role of beginning teacher, with reference to the Professional Standards.
Professional Experience assessmentInterns are required to satisfactorily complete all 20 days of the Internship placement within the dates prescribed (or as amended with the approval of the school and the USQ Professional Experience Office, and – where relevant – the Queensland College of Teachers).
To achieve a pass rating for the Professional Experience the intern’s performance must have satisfied the mentor, site coordinator and USQ liaison that they have met all teaching and other requirements at a level appropriate for the transition to the role of beginning teacher.
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Course Requirements – Early Childhood
EDE2101 Early Childhood Education Contexts
This course presents an introduction to the theory and practice of developing effective learning environments
for young children and their families. Preservice educators study the social ecology of childhood that underpins
the emergence of children’s voice and participation in contemporary learning communities. It also requires
individuals to possess an understanding of local, national and international perspectives and the concomitant
relationship that enables and constrains different philosophical and pedagogical approaches. A 15 day
Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: complete one observation per day for each of two focus childrenHours of teaching: two lessons per day with a focus child or a small groupOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
WEEK TWO (DAYS SIX TO TEN)
Teaching and planning: complete one observation per day for each of two focus childrenHours of teaching: two lessons per day with small group and whole groupOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: complete one observation per day for each of three focus childrenHours of teaching: following modelling by the mentor, enact some whole group teaching per day, working towards taking one sessionOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
Professional knowledgePreservice educators will be expected to demonstrate understanding by:using a variety of observation toolslinking interpretations to child development theoryoffering planning options based on this interpretationplanning using specific objectives linked to observationsincluding student assessment comments and providing evidence of assessmentdocumenting discussion of record keeping with the mentorconsidering the use of indoor and outdoor spaces and documenting the learning environmentdocumenting how space is used and examining the design and aesthetics of the room considering and identifying how children are exposed to arts, science and technology elements and principles.
Professional practicePreservice educators will be expected to demonstrate understanding by:observing teacher collaborations with support personnel (e.g. guidance counsellors, language pathologists, various therapists and teacher aides) depending on who is available at the setting;observing teacher/parent meetings, as considered appropriate by the sitewriting observations of these collaborations and meetings, and discussing these with the mentor.
Professional engagementPreservice educators will be expected to demonstrate understanding by:recording self-evaluation of lesson deliverydocumenting Learning From Your Mentor notescritical reflection that demonstrates links made between theoretical understandings and practice, using the Model of Critical Reflection.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
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EDE2010 Play and Pedagogy 1
This course will introduce play as a vehicle for learning and seeks to introduce preservice educators to
appropriate practice in programming in early childhood contexts. This course considers play in a developmental
perspective and investigates types of play, general patterns of play, general characteristics of play and
appropriate play materials. The course also considers the creation of motivating and challenging play
environments and the way that creativity and inquiry develops through play. A 15 day Professional Experience
placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: complete one observation per child for each of two focus childrenHours of teaching: teach two lessons per day for small groups or the whole groupOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: complete one observation per day for each of two focus childrenHours of teaching: teach two lessons per day with small groups and one lesson per day with the whole group, working towards taking one session per day for three daysOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: complete one observation per day for each of two focus childrenHours of teaching: teach two sessions per day with the whole group leading into at least one full day of teachingOther classroom duties: for the balance of time in the classroom, assist, assess, work with individual students.
Professional knowledgePreservice educators will be expected to demonstrate understanding by:using of a variety of observation tools to document and interpret playlinking interpretations to child development theoryoffering planning options based on the interpretationplanning the use of specific objectives linked to observationsscaffolding and evaluating playincluding student assessment comments and providing evidence of assessmentdocumenting the discussion regarding the mentor’s philosophy in co-constructing knowledge and including planning exemplarsconsidering the use of indoor and outdoor spaces and documenting the learning environmentdocumenting how space is used and examining the design and aesthetics of the roomdocumenting the mentor’s philosophy in planning for literacy and catering for diversity.
Professional practicePreservice educators will be expected to demonstrate understanding by:observing teacher collaborations with support personnel (e.g. guidance counsellors, language pathologists various therapists and teacher aides) depending on who is available at the settingobserving teacher/parent meetings, as considered appropriate by the sitewriting observations of these collaborations and meetings, and discussing these with the mentor.
Professional engagementPreservice educators will be expected to demonstrate understanding by:recording self-evaluation of lesson deliverydocumenting Learning From Your Mentor notes,critical reflection that demonstrates links made between theoretical understandings and practice, using the Model of Critical Reflection.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
In most cases, preservice educators should expect to return to this site for their EDC3100 placement next semester, but with a different class and another mentor. In the process of successfully concluding this placement, many students may wish to take this opportunity to begin preliminary discussions about preparing for their next placement and meet their new mentor.
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EDE4103 Multilevel Early Childhood Pedagogy and Curriculum
This course will provide practical frameworks for making curriculum effective and meaningful for children in
the early years of school. It is designed to assist preservice educators to develop confidence and professional
competence necessary for creating responsive learning and teaching environments in the early years of school in
multi-age contexts. This course will investigate curriculum priorities in the early years of school and will explore
school and institutional policy and practice. It will involve an in-depth and critical examination of curriculum
documents with particular emphasis on teaching in a class from year one to year three and multi-age settings.
Preservice educators will explore the organisation and administration of a class from year one to year three in
which they will experience their teaching practice. Emphasis will be placed on the development of integrated,
authentic, inquiry-based programs and assessment with a strong focus on incorporating early childhood
philosophy and pedagogical approaches in the early years of school. A 25 day Professional Experience
placement is attached to this course.
Minimum teaching loads
WEEKS ONE AND TWO (DAYS ONE TO 10)
Teaching and planning: full lessons and sessions (student plans sequence of lessons and units of work as approved by mentor)Hours of teaching: one third of a full teaching loadOther classroom duties: twelve to fifteen hours working with students, marking, observing and assisting.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: full lessons and sessions (student takes full responsibility for planning, implementation and assessment)Hours of teaching: two thirds of a full teaching loadOther classroom duties: fifteen hours working with students, marking, observing and assisting.
WEEKS FOUR AND FIVE (DAYS 16 TO 25)
Teaching and planning: full teaching load for the whole day (student takes full responsibility for planning, implementation and assessment).Hours of teaching: full teaching loadOther classroom duties: full load.
Professional knowledgeThis is the final supervised Professional Experience in the program sequence. It provides an opportunity for students to practice the full range of capabilities that will equip them for their internship in the final semester and for entry to the profession. During previous experiences, students will have taken responsibility for classes for periods of several days to a week and they should be prepared to move quickly, in consultation with their mentor, to accepting substantial responsibility for a class.
Preservice educators will be expected to demonstrate understanding by:contacting their mentor at least two weeks in advance of the Professional Experience commencement date to seek information about school policy, classroom demographics and classroom programs in order to begin the planning processplanning with the mentor to teach several lessons each day of week one ending the week with at least one third of a full teaching loadgradually assuming more teaching through week two and taking on at least two thirds of a teaching load by week threeassuming full responsibility for the class from week four to the end of week fivewriting lesson plans for all planned teaching experiences for which the preservice educator is responsible (at the mentor’s discretion, the preservice educator may write briefer plans or daily plans from week two, providing the mentor is assured that the preservice educator is confident and competent with the process)collaborating with the mentor to prepare units of workusing a project approach for planning a unit of workusing a range of assessment techniques to gather summative and formative assessment datausing a variety of assessment strategies to align with their decision making processes to ensure a student-centred approach to learningbeing well prepared for each day of teaching, including resources and written planning (lesson plans and/or daily plans as well as written evaluation of the previous day’s teaching should be presented to the mentor each morning)completing the Professional Experience Weekly Feedback form in consultation with the mentor and discussing areas in need of attentiondemonstrating professionalism in the organisation of all planning, lessons, and daily evaluations of teaching, resources and whole-school planning documents.
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Professional practiceIn addition to the basic requirement that the preservice educator will be appropriately professional in their appearance and behaviour at all times, they will be expected to demonstrate competence in establishing and maintaining positive relationships by:liaising appropriately with the site coordinator and mentor before commencing the Professional Experienceseeking, and acting on, advice from the mentor;ascertaining individual student needs, interests, and motivationsknowing the sort of classroom environment they want and, in consultation with the mentor, taking initial steps to establish that environmentputting student learning ahead of student compliance in their planning and actionsplanning relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interestsdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the host site;communicating in an appropriately professional manner with all relevant members of the community at the host sitedeveloping and trialling a range of classroom and behaviour management strategies that are consistent with the school’s policy and practiceapplying a “consequences” approach when inappropriate behaviour requires a responsemaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to become familiar with an early childhood setting by: writing critical reflections of – daily teaching experiences – teacher collaborations with support personnel – teacher/parent meetings
reflecting on teacher collaborations with support personnel (e.g. guidance counsellors, language pathologists, various therapists and teacher aides) depending on who is available at the settingreflecting on teacher/parent meetings, as considered appropriate by the school.
This is the final supervised Professional Experience in the program sequence and it is important that preservice educators reflect deeply upon their capacity to consistently demonstrate the breadth and depth of knowledge and skills required of a professional educator.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating after completing 25 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Preservice educators are required to satisfactorily complete all 25 days of the Professional Experience placement within the dates prescribed (or as amended with the approval of the site and the USQ Professional Experience Office). To achieve a pass rating on the Professional Experience, the preservice educator’s performance must have satisfied the mentor, site coordinator and USQ liaison that they have met all teaching and other requirements at a level appropriate for a student who has reached the final supervised experience in a four-year program of preservice teacher education.
Preservice educators will be aware that they are responsible for securing their own placement for their internship in the final semester and that there are likely to be benefits associated with undertaking the internship at a site with which they are already familiar. Many will wish to take the opportunity of this Professional Experience to secure their internship placement and to begin preliminary discussions about preparation.
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Course Requirements – Primary
EDP2111 The Middle Years
This course aims to assist preservice educators to develop an appreciation and understanding of the uniqueness
of the middle phase learner. Preservice educators will explore the concept of middle schooling and develop
an understanding of how adolescent physical and emotional development impacts on student learning and
wellbeing. Preservice educators will develop learner-centred and active teaching methods aimed at enhancing
student engagement and quality learning outcomes. Preservice educators will explore and develop strategies
that enhance middle years student engagement and success. This understanding will provide a basis for the
creation of supportive and challenging learning environments that contribute to the health and success of
middle years learners. A 10 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: develop skills in effective questioning, delivering instructions and sequencingHours of teaching: teach one 30 to 60 minute lesson per day by day three (this might be drawn from any ‘phase’ of a lesson, e.g. the preservice educator might teach the lesson ‘introduction’ and/or embed a range of strategies to engage students within the ‘body’ of a lesson)Other classroom duties: observation of students and mentor, reflection, assisting mentor as required.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: plan and embed engaging, constructivist learning experiencesHours of teaching: teach one 60 to 90 minute lesson per day (preservice educators are encouraged to explore a strategy or strategies that challenge, engage and motivate students whilst retaining rigor and purpose across a range of content areas)Other classroom duties: observation of students and mentor, reflection, assisting mentor as required.
Professional knowledgeThe following suggestions should be considered the minimum amount of teaching contact the preservice educator completes. Preservice educators are encouraged to make the most of this experience by: liaising with their mentor to maximise their teaching responsibilities (within the bounds of anxiety, content knowledge, understanding and teaching skill) in order to develop the following competenciesdeveloping the competencies of questioning, instruction clarity and sequencing, heightening engagement and motivation, and embedding constructivist learning approachesbecoming familiar with the class program and routine, students’ names and motivationsobserving and analysing the mentor’s teaching strategies (including behaviour and class management)participating in small group support teaching as suggested by the mentor.
Professional practicePreservice educators will be expected to demonstrate competencies by:ascertaining individual student needs, interests, and motivationsplanning relevant, coherent and purposeful lessonsdemonstrating initiative and commitment to teachingdeveloping and implementing a range of classroom and behaviour management strategiesprojecting a respectful demeanour to students and staffmaintaining appropriate professional appearance and behaviourbecoming familiar with class routines and students’ namesseeking interviews with a range of educators within the school to clarify their roles (e.g. librarian, other teachers, guidance officer)interacting respectfully and professionally with students, parents, other staff and a range of members of the schoolmaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to build competencies through reflecting on: the impact and effectiveness of strategies and demeanour demonstrated by their mentorthe impact and effectiveness of – the teaching strategies and the demeanour they are utilizing
and project – the behaviour and classroom management strategies utilized
by self and others – the effectiveness of their own planning format – the strategies and actions observed and demonstrated which
enhance or impede the projection of high expectations.
In most cases, preservice educators should expect to return to this site for their placement next semester, but with a different class and another mentor. In the process of successfully concluding this placement, many students may wish to take this opportunity to begin preliminary discussions about preparing for their next placement and meet their new mentor.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 10 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 29
EDP2222 Curriculum and Pedagogy 2
This course aims to assist preservice educators to further develop their skills and understandings of the key
elements of the work of a primary teacher in the 21st century. Preservice educators will further explore and
experiment with ways of matching teachers’ planning decisions to student learning needs and progress in
learning to date. Preservice educators will develop learner-centred and active teaching methods aimed at
enhancing student engagement and at identifying the quality of learning outcomes that result from the
teaching/learning experience. Preservice educators will explore and develop strategies that enhance learning
environments that are productive for primary students’ learning, engagement, success and emotional wellbeing.
Over the 15 day placement, preservice educators will demonstrate the levels of skill and professional behaviour
appropriate for a student completing their third Professional Experience placement.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: establishing presence and teaching small groupsHours of teaching: prepare and deliver two 30 to 60 minute teaching sessions per day. These could be sequential in curriculum terms. They could relate to the course assignment pertaining to a sequence of four mathematics lessonsOther classroom duties: active observation of students and mentor, reflection, assisting mentor as required.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: plan and deliver a sequence of learning experiencesHours of teaching: plan and lead the teaching for one session per day. These sessions should collectively cover a range of curriculum areas, and a variety of teaching approaches should be employed. Some student work should be collected for assessment and the implications of this assessment should be reflected in the planning for the next weekOther classroom duties: active observation of students and mentor, reflection, assisting mentor as required.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: increasing capacity to plan for diversity and manage class routinesHours of teaching: teach one session per day in the last two to three days and demonstrate an increasing capacity to bring together the skills and understandings of a contemporary teacher. The student should manage all class routines, plan for the diversity in the class and bring their teaching and assessment to a logical and satisfying conclusion. The mentor’s teaching schedule should not be disruptedOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
Professional knowledgeThe following suggestions should be considered as a guide towards the minimum amount of teaching contact the preservice educator completes and is encouraged to:focus on further developing competencies of questioning, instruction clarity and sequencing, planning for diversity, heightening engagement and motivation, and embedding social constructivist learning approaches, with a focus on using the products of assessment as a guide for future teaching plansconnect with the school context in the first few days, by becoming familiar with the class program and routine, students’ names and motivationsactively observe and analyse the mentor’s teaching strategies (including behaviour and class management); and participating in small group support teaching as suggested by the mentorparticipate in all broader duties (such as playground duty and staff meetings) under the guidance of the mentor.
Professional practicePreservice educators will be expected to demonstrate competence in the area of establishing and maintaining positive relationships by:knowing the sort of classroom environment they want and taking initial steps to establish that environment;putting student learning ahead of student compliance in their planning and actionsplanning relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interestsdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the schooldeveloping and implementing a range of classroom and behaviour management strategies consistent with the school’s behaviour management policyapplying a “consequences” approach when inappropriate behaviour requires a responsemaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to demonstrate a growing capacity to reflect in depth on:the impact and effectiveness of strategies and the demeanour demonstrated by their mentorthe impact and effectiveness of the teaching strategies and demeanour they are utilizing and projectingthe behaviour and classroom management strategies utilized by self and othersthe strategies and actions observed and demonstrated which enhance or impede the projection of high expectations for all studentstheir assessment of the students’ learning achievement as a consequence of their teaching.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
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EDP3333 Curriculum and Pedagogy 3
This course continues the theoretical perspectives presented in Pedagogy and Curriculum 2 and deals with
current initiatives in curriculum design and pedagogical practice, particularly the move to standards-based
curriculum, and the pedagogical implications of contemporary ideas of knowledge, knowledge construction
and practice. The beginning teacher will draw on this content, reflecting on curriculum and pedagogical
practices in different contexts, in order to develop the necessary skills and understandings for planning and
teaching engaging learning experiences as they explore and reflect upon the roles that contemporary teachers
adopt. Preservice educators will become more able to apply their knowledge through practical judgments in a
range of contexts. A 15 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: full lessons with differentiated objectives, content and assessment to cater for diversity with mentor inputHours of teaching: assist with routines and teach one lesson per day for three days teaching should progress from assisting with routine activities and sessions (e.g. number fact quizzes) to one lesson per dayOther classroom duties: student profile of class.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: full lessons and sessions, ensuring that diversity is recognized and that planning incorporates strategies to cater for diversityHours of teaching: teach lessons to sessions and one full dayOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: co-plan days with a focus on application of Universal Design for Learning strategies and/or differentiation to cater for diversityHours of teaching: teach two or three whole days in the final weekOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
Professional knowledgeThis placement focuses on the development of awareness, knowledge, skills and attitudes that enable preservice educators to identify the diversity that exists in all primary education contexts and, to address the resulting curriculum, pedagogy and assessment implications.
Preservice educators will be required to, in collaboration with the mentor:seek interviews with a range of educators within the school to clarify their roles (e.g. librarian, other teachers, guidance officer, etc.)profile a student cohort using an appropriate frameworkplan a unit of work in a learning area or across the curriculum that reflects and addresses issues of access and participation in learning for all students in the class, in a sequence of at least five teaching sessionsexperiment with different teaching strategies and classroom management techniquesassist their mentor with a range of tasks which may or may not require planning (e.g. marking the roll)continue to develop the competencies of questioning, higher order thinking skills, instruction clarity and sequencing, heightening engagement and motivation, and embedding constructivist learning approachesobserve and analyse the mentor’s teaching strategies (including behaviour and class management)participate in small group support teaching as suggested by the mentor.
Professional practiceThroughout the placement, collaboration with the mentor and other professionals who support inclusion and diversity should be a strong feature.
Preservice educators will be expected to demonstrate competencies by:ascertaining individual student needs, interests, and motivationsplanning relevant, coherent and purposeful lessons demonstrating initiative and commitment to teachingdeveloping and implementing a range of classroom and behaviour management strategies.
Professional engagementPreservice educators will reflect critically on their professional practice, knowledge and values.
Demonstration of skills in this aspect of teaching includes:using the Professional Standards to analyse professional strengths and weaknesses, set personal professional goals, and assess their capacity to meet the professional and ethical requirements of teacher registration authoritiesknowledge of school and employing authority policies on accountabilityidentifying and knowing how to access professional development opportunities for improving teaching practice and the performance of other aspects of the role of a teacher.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 31
EDP4130 Technology, Curriculum and Pedagogy
Students will understand technology as a human activity and the contribution of technology education
to general education. They will investigate Australian and Queensland curriculum documents relevant to
technology education and develop related knowledge and skills. They will apply pedagogical approaches
appropriate to technology education as the basis for planning and adapting relevant learning activities. The
course will emphasise experiential learning, including through the integration of ICT appropriate to technology
education, by engaging students in individual and collaborative activities. The course includes a 15 day
professional experience placement during which students will plan and teach in an appropriate setting and
investigate the implementation of technology education in context. This is the final supervised Professional
Experience in the program sequence and it is important that preservice educators reflect deeply upon their
capacity to consistently demonstrate the breadth and depth of knowledge and skills required of a professional
educator.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: plan and teach lessons and session to fit class program as approved by mentorHours of teaching: observe, assist and teach at least two 30 to 60 minute whole class sessionsOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: plan and teach full sessions consistent with class program and approved by mentor, including some form of assessment to inform planningHours of teaching: plan and teach at least one full session each day. Collectively, these sessions should cover a broad spectrum of curriculum and a variety of teaching approaches, student work should be collected for assessment and marked, and the implications should be reflected in the preservice educator’s planning for the third weekOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: plan and teach sequence of sessions and days as approved by mentor and informed by information collected in the previous weekHours of teaching: supervised responsibility for whole class for at least 50% and teach at least two or three full days with responsibility for the full range of professional activity from planning and preparation to teaching and assessmentOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
Professional knowledgeThis is the final supervised Professional Experience in the program sequence. It provides an opportunity for students to practise the full range of capabilities that will equip them for their internship in the final semester and for entry to the profession. During previous experiences, students will have taken responsibility for classes for periods of several days to a week and they should be prepared to move quickly, in consultation with their mentor, to accepting substantial responsibility for a class.
In consultation with their mentor, students are encouraged to undertake some teaching of technology topics where possible and they should take the opportunity to understand how the technology curriculum is being approached in the class and more broadly in the school.
Student that are following the Middle Years pathway and have demonstrated sufficient content knowledge through their discipline studies may select a middle years placement which could include a high school setting.
Professional practiceIn addition to the basic requirement that the preservice educator will be appropriately professional in their appearance and behaviour at all times, they will be expected to demonstrate competence in establishing and maintaining positive relationships by:liaising appropriately with the site coordinator and mentor before commencing the Professional Experienceseeking, and acting on, advice from the mentor;ascertaining individual student needs, interests, and motivationsknowing the sort of classroom environment they want and, in consultation with the mentor, taking initial steps to establish that environmentputting student learning ahead of student compliance in their planning and actionsplanning relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interestsdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the host sitecommunicating in an appropriately professional manner with all relevant members of the community at the sitedeveloping and trialling a range of classroom and behaviour management strategies that are consistent with the school’s policy and practiceapplying a “consequences” approach when inappropriate behaviour requires a responsemaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to demonstrate a growing capacity for critical reflection on their professional practice, knowledge, and values. In their final supervised Professional Experience they should be reflecting on their planning and teaching with a focus on:the effects of their approach to planning and teaching in relation to the outcomes achievedthe effects of their classroom performance on the motivation and learning of studentsthe effects of the classroom management strategies used by them and the mentorthe strengths and weaknesses they are demonstrating in relation to the professional standards of the relevant registration and employing authoritiespriorities for personal professional development and how those needs might be met.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Preservice educators are required to satisfactorily complete all 15 days of the Professional Experience placement within the dates prescribed (or as amended with the approval of the site and the USQ Professional Experience Office). To achieve a pass rating on the Professional Experience, the preservice educator’s performance must have satisfied the mentor, site coordinator and USQ liaison that they have met all teaching and other requirements at a level appropriate for a student who has reached the final supervised experience in a four-year program of preservice teacher education.
Preservice educators will be aware that they are responsible for securing their own placement for their internship in the final semester and that there are likely to be benefits associated with requesting their internship at a site with which they are already familiar. Many students will take the opportunity during this Professional Experience to secure their internship and they may wish to begin preliminary discussions about preparing for this placement.
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Course Requirements – Special Education
SPE3001 Introduction to Special Education
This course will introduce preservice teachers to the field of special education. The approach taken in the
course is based on effective teacher education where ‘real world’ experiences in special education settings
are linked with a strong theoretical background. A brief history of special education will be presented and the
evolution of inclusive education described. An introduction to areas of disability and learning difficulty, such as
autism, will preface later courses in special education. Assessment and monitoring of students with difficulties
and disabilities will also be included. An important part of working in special education is collaborating and
consulting with others; therefore, an introduction to interpersonal skills is included in this course. The reality of
effectively addressing the learning and behaviour challenges of students with difficulties and disabilities through
research based strategies is also a component of this course. A 15 day Professional Experience placement is
attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: segments of lessons leading to two full lessons at the end of the week (cooperatively planned with mentor)Hours of teaching: teach one lesson per day, days three to fiveOther classroom duties: for the balance of time, observe students and mentor, reflect, assist mentor as required.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: one lesson per day with lessons to be sequenced (student planned with previous approval by mentor)Hours of teaching: teach one lesson each dayOther classroom duties: for the balance of time, observe students and mentor, reflect, assist mentor as required.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: one lesson per day – lessons to be sequenced (student planned with previous approval by mentor)Hours of teaching: teach one lesson each day and one full session in the last three daysOther classroom duties: for the balance of time, observe students and mentor, reflect, assist mentor as required.
Professional knowledgeThe teaching requirements will depend on the nature of the special education setting. Where teaching specific lessons to “the class” is not applicable, the preservice educator will negotiate the teaching requirements with the mentor. In general, preservice educators are expected to become familiar with the special education in the following ways: Establishing a shared understanding of how the mentor and preservice educator will work together in ways which maximise the preservice educator’s teaching responsibilities, within the bounds of appropriateness for this stage of the preservice programParticipating in an initial brief period of connection with the context in the first few days, characterised by becoming familiar with the class program and routine, students’ names and motivations; observing and analysing the mentor’s teaching strategies (including behaviour and class management); and participating in small group support teaching as suggested by the mentorParticipating with their mentor in planning for individuals and/or small groups. Written notes are required to be kept from these planning meetingsMaking at least one daily written observation of a lesson or procedure undertaken by their mentorDemonstrate an increased capacity to bring together the skills and understandings of a contemporary teacher by showing a clear awareness of, and capacity to manage, all class routines; by being able to plan for the diversity in the class; and by bringing all their teaching and assessment to a logical and satisfying conclusion that minimizes disruption to the mentor’s teaching schedule for the class.Throughout the placement, undertaking all broader duties (such as playground duty and staff meetings) under the guidance of the mentorDepending on the setting, preservice educators are expected to practice appropriate communication techniques (e.g. Makaton, PECS, etc.).
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Professional practicePreservice educators are expected to become familiar with a special education setting by: ascertaining individual student needs, interests, and motivationsplanning relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interestsdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the schooldeveloping and implementing a range of classroom and behaviour management strategies that are consistent with the school’s behaviour management policy or its approach to the establishment of supportive learning environmentsobserving teacher collaborations with support personnel (e.g. guidance counsellors, language pathologists, various therapists and teacher aides) depending on who is available at the settingobserving teacher/parent meetings, as considered appropriate by the schoolwriting observations of these collaborations and meetings and discussing these with the mentorseeking, and acting on, advice from the mentormaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to become familiar with a special education setting by: making written reflections of – daily teaching experiences – teacher collaborations with support personnel – teacher/parent meetings
maintaining a record of all observations, lesson plans, meetings and reflectionsobserving the impact and effectiveness of strategies and the demeanour demonstrated by their mentorreflecting on the impact and effectiveness of the teaching strategies and demeanour they are utilizing and projectingnoting the behaviour and classroom management strategies utilized by self and othersreflecting on the effectiveness of their own planning formatconsidering the strategies and actions observed and demonstrated which enhance or impede the projection of high expectations for all students.
There is a particular requirement in this placement that preservice educators will reflect on their assessment of their students’ learning achievement as a consequence of their teaching – and that this reflection will be apparent in their planning for subsequent lessons/teaching episodes.
In most cases, preservice educators should expect to return to this site for their EDC3100 placement next semester, but with a different class and another mentor. In the process of successfully concluding this placement, many students may wish to take this opportunity to begin preliminary discussions about preparing for their next placement and meet their new mentor.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 35
Course Requirements – Sport HPEEDH2254 Pedagogy in Sport, Health and Physical Education
This course is designed for health and physical education (HPE) teachers, sports coaches, personal trainers and
associated sports professionals to construct tangible links between theory and practice related to teaching and
learning. The course will explore the nature of sport HPE teaching and investigate a wide range of information
on teaching and learning practices. This course is focused on presenting an advanced level of knowledge of
pedagogical information promoting higher level mastery of teaching and learning strategies across all ability
levels and age groups. Relevant pedagogical approaches to teaching and learning in sport, HPE will be outlined
and evaluated. Students will examine traditional and contemporary pedagogical issues related to sport, HPE
through multiple and varied learning experiences. This course will explore contemporary literature as well as
personal and peer practices for teaching and learning in sport, HPE contexts. This course seeks to encourage
the review, reconstruction and reshaping of current practices in light of relevant research. A 15 day Professional
Experience placement is attached to this course.
Minimum teaching loadsThe suggestions below represent the general requirements but it is recommended that you seek to maximise your professional experience by seeking additional opportunities. This may include some variation to the suggestions below and assistance or teaching at extra classes. Participation in co-curricular activities is also seen as very worthwhile.
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: establishing presence and small group teachingHours of teaching: teach two 30 to 60 minute lessons per day – small / whole groupOther classroom duties: active observation of students and mentor, reflection, assisting mentor as required.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: plan and deliver a sequence of learning experiencesHours of teaching: teach two to three lessons per day totalling between 60 and 90 minutes in time to cover aspects of the curriculum, and employ a variety of teaching stylesOther classroom duties: active observation of students and mentor, reflection, assisting mentor as required.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: increasing capacity to plan for diversity and manage classroom routinesHours of teaching: teach two to three lessons per day totalling between 60 and 90 minutes in timeOther classroom duties: active observation of students and mentor, reflection, assisting mentor as required.
Professional knowledgeThe following suggestions should be considered the minimum amount of teaching contact the preservice educator completes. Preservice educators are encouraged to make the most of this experience in the following ways: Liaising with their mentor in advance to establish a shared understanding of how the mentor and preservice educator will work together in ways which maximise the preservice educator’s teaching responsibilities, within the bounds of appropriateness for this stage of the preservice program.Developing the competencies of questioning, instruction clarity and sequencing, planning for diversity, heightening engagement and motivation, and embedding appropriate teaching styles, along with an understanding of using the products of assessment as a guide for future teaching plansBecoming familiar with the class program and routine, observing and analysing the mentor’s teaching styles and strategies (including behaviour and class management); and participating in small group support teaching or teaching of a small segment of the whole lesson as agreed with the mentorPreparing lesson plans using the approved format which must be discussed ahead of time and in accordance with appropriate health and safety regulations strictly adhered to due to the physical nature of many of the activitiesCollecting observations in relation to assessment and the implications of this assessment information should be reflected in the preservice educator’s planningDemonstrating an increasing capacity to bring together the skills and understandings of a contemporary teacher by showing a clear awareness of, and capacity to manage, all class routines; by being able to plan for the diversity in the class; and by bringing all their teaching and any relevant assessment to a logical and satisfying conclusion that minimises disruption to the mentor’s teaching schedule for the class.Taking responsibility for the planning and teaching while being fully engaged in classroom activities for the remainder of the time, including taking parts of lessons or helping out in individual and small group situationsThroughout the placement, all broader duties (such as playground duty and staff meetings) should be undertaken under the guidance of the mentor. It is expected that there is a level of involvement in sports afternoons and sports related co-curricular activities as this reflects many of the requirements of the course.
Professional practiceIn addition to the basic requirement that the preservice educator will present appropriate professionalism in their appearance and behaviour at all times, preservice educators will be expected to demonstrate competence in the area of establishing and maintaining positive relationships by: knowing the sort of teaching and learning environment they want and taking initial steps to establish that environmentascertaining individual student needs, interests, and motivationsputting student learning ahead of student compliance in their planning and actionsplanning relevant, coherent, purposeful and engaging lessons that acknowledge learners’ prior experiences and interests, and which reflect a range of teaching stylesdemonstrating initiative and commitment to teaching in the working relationship with the mentor and in all contact with parents, students and other staff at the schooldeveloping and implementing a range of classroom and behaviour management strategies that are consistent with the school’s behaviour management policy or its approach to the establishment of supportive learning environmentsapplying a “consequences” approach when inappropriate behaviour requires a responseseeking and acting on advice from the mentormaintaining confidentiality whenever appropriate.
Professional engagementPreservice educators are expected to demonstrate a growing capacity to reflect on, learn from and take action as a consequence of purposeful reflection on the teaching-learning processes in which they have been involved. In particular, they should reflect in some depth on the impact and effectiveness of:teaching styles and the demeanour they are utilising and projectingbehaviour and classroom management strategies utilized by self and othersthe teaching styles and actions observed and demonstrated which will enhance or impede the projection of high expectationsThere is a particular requirement in this placement that preservice educators will reflect on their teaching style, and that this reflection will be apparent in their planning for subsequent lessons/teaching.
Professional Experience assessmentPreservice educators are required to: achieve a pass result after completing 15 dayscollect evidence relevant to the APSTs.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 37
Course Requirements – Secondary
EDS2401 Middle Phase Curriculum and Pedagogy
This course will provide the opportunity to explore a range of issues for students in the middle years of
schooling. Emerging professionals should have increased awareness of the different responses educational
facilities have made to these issues. In particular, this course will focus on the curriculum design and delivery in
the middle schooling cohort of students. This course aims to give educators increased understanding of issues
for middle schooling, strategies for teaching in this area, a broadened perspective of education and to improve
cross-sector communication. Emerging professionals will develop and design authentic learning experiences for
students in the middle years. A 15 day Professional Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: whole class, individual and/or small group teaching, team teaching Hours of teaching: observation for a third of each day; teach at least one lesson per day for three to four daysOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: whole class, individual and/or small group teaching, team teaching in sequenceHours of teaching: observation for a third of each day; teach one to two lessons per dayOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: whole class, individual and/or small group teaching, team teaching in sequence across more than one subjectHours of teaching: observation for a third of each day; teach for a third of each dayOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
Professional knowledgePreservice educators should be involved in gradual and graduated experiences. As their confidence and competence grows, they should take on more responsibilities. The following list indicates the minimum the preservice educators should have achieved during week three.
To successfully complete this Professional Experience, the preservice educators are expected to have:completed focused observation and analysis of their mentor’s lessons for one third of each dayprepared and delivered full lessons to the whole class for one third of each daysubmitted lesson plans to their mentor for review prior to teachingbegun to experiment with different teaching strategies and classroom management techniques
assisted their mentor with a range of tasks which may or may not require planning (e.g. marking the roll, homework, providing feedback, working with individuals or small groups)participated in activities which incorporate the broader role of the teacher beyond the classroom (e.g. playground duty, sports coaching, musical practice, bus duty, staff and P & C meetings)collated artefacts to create a Professional Experience Foldermaintained appropriate professional appearance and behaviourdemonstrated a commitment to the profession.
Professional practicePreservice educators will be expected to demonstrate competencies by:becoming familiar with class routines and students’ namesseeking interviews with a range of educators within the school to clarify their roles (e.g. librarian, other teachers, guidance officer)interacting respectfully and professionally with students, parents, other staff and a range of members of the school community.
Professional engagementPreservice educators will be expected to:complete a reflective analysis of every lesson they teachdiscuss their observations with their mentor as part of their ongoing analysisuse feedback from students, their mentor and their own reflections as the basis of ongoing planning.
Professional Experience assessmentPreservice educators are required to:achieve a pass r result after completing 15 dayscollect evidence relevant to the APSTs.
38 | www.usq.edu.au | 1800 269 500
EDS2402 Planning for Learning and Teaching
This course seeks to provide learning opportunities that will require preservice educators to play an active
role in the construction of their own pedagogical practice and the development of professional expertise in
planning and delivering effective teaching and learning. Effective teachers question, criticise and reformulate
their assumptions about the nature of their work. Reflective practice promotes continued analysis, critique
and interpretation of curriculum and pedagogical initiatives that impact on the work of educators. Through a
range of activities, the course aims to provide opportunities for preservice educators to develop their general
pedagogical knowledge, curriculum knowledge and pedagogical content knowledge. A 15 day Professional
Experience placement is attached to this course.
Minimum teaching loads
WEEK ONE (DAYS ONE TO FIVE)
Teaching and planning: whole lessons / sequence of lessons, full lessonsHours of teaching: observation for a third of each day; teach one to two lessons per day for three to four daysOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK TWO (DAYS SIX TO 10)
Teaching and planning: whole lessons / sequence of lessons, full lessons in sequenceHours of teaching: observation for a third of each day; teach for a third of each dayOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: whole lessons / sequence of lessons, teach half a day each dayHours of teaching: observation for a third of each day; teach half of each dayOther classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
Professional knowledgeThe preservice educators should be involved in gradual and graduated experiences. As their confidence and competence grows, they should take on more responsibilities. The following list indicates the minimum the preservice educator should have achieved during week three.
To successfully complete this Professional Experience, the preservice educators are expected to have:completed focused observation and analysis of their mentor’s lessons for one third of each day;prepared and delivered full lessons to the whole class for one half of each daysubmitted lesson plans to their mentor for review prior to teaching
begun to experiment with different teaching strategies and classroom management techniquesassisted their mentor with a range of tasks which may or may not require planning (e.g. marking the roll, homework, providing feedback, working with individuals or small groups)participated in activities which incorporate the broader role of the teacher beyond the classroom (e.g. playground duty, sports, musical practice, bus duty, staff meetings)collated artefacts to create a Professional Experience Foldermaintained appropriate professional appearance and behaviourdemonstrated a commitment to the profession.
Professional practiceThe preservice educators will be expected to demonstrate competencies by: becoming familiar with class routines and students’ namesseeking interviews with a range of educators within the school to clarify their roles (e.g. librarian, other teachers, guidance officer)interacting respectfully and professionally with students, parents, other staff and a range of members of the school community.
Professional engagementThe preservice educators will be expected to:complete a reflective analysis of every lesson they teachdiscuss their observations with their mentor as part of their ongoing analysisuse feedback from students, their mentor and their own reflections as the basis of ongoing planning and continuous improvement.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 39
EDS4401 Beginning Professional Practice
This course offers the preservice teacher a further extensive period in the field in a new context. The placement
will require involvement in the planning, implementation, assessment and reflection of units of work along with
the daily administrative and professional requirements of an educator. The experience will require preservice
teachers to play an active role in the construction of their own practical theories. The experience will enable
them to question, criticise and reformulate their assumptions about the nature of educators’ work. A 25 day
Professional Experience placement is attached to this course.
Minimum teaching loads
WEEKS ONE AND TWO (DAYS ONE TO 10)
Teaching and planning: full lessons / sessions (student planning sequence of lessons, units of work as approved by mentor)Hours of teaching: one third of a full teaching loadOther classroom duties: full load.
WEEK THREE (DAYS 11 TO 15)
Teaching and planning: full lessons / sessions (full responsibility for planning, implementation and assessment)Hours of teaching: two thirds of a full teaching loadOther classroom duties: full load.
WEEKS FOUR AND FIVE (DAYS 16 TO 25)
Teaching and planning: whole day (full responsibility for planning, implementation and assessment)Hours of teaching: full teaching loadOther classroom duties: full load.
Professional knowledgeThis is the final supervised Professional Experience in the program sequence. It provides an opportunity for students to practice the full range of capabilities that will equip them for their internship in the final semester and for entry to the profession. During previous experiences, students will have taken responsibility for classes for periods of several days to a week and they should be prepared to move quickly, in consultation with their mentor, to accepting substantial responsibility for a class. Preservice educators should be involved in quickly settling in to the new teaching context. As their confidence and competence grows, they should take on more responsibilities.
The following list indicates the minimum the preservice educators should have achieved during weeks three to five. To successfully complete this Professional Experience, the preservice educators are expected to:create unit/s of work in association with their mentor for teaching and assessmentparticipate in assessment creation, marking and reporting where possibledesign appropriate teaching and behaviour management strategies for whole classes and individualsassist their mentor with a range of tasks which may or may not require planning (e.g. marking the roll, marking homework and assessments, providing feedback, working with individuals or small groups)participate in activities which incorporate the broader role of the teacher beyond the classroom (e.g. playground duty, sports, musical practice, bus duty, staff meetings)collate artefacts to create a professional folio maintain appropriate professional appearance and behaviourdemonstrate a commitment to the profession complying with all professional standards.
Professional practicePreservice educators should focus on building professional relationships with a range of individuals in their teaching context, including:an effective mentoring relationship with their mentor/s that supports their professional learning and developmentpositive and collaborative working relationships with colleagues and other personnel interacting respectfully and professionally with students, parents, other staff and a range of members of the school community.
Professional engagementPreservice educators will be expected to:complete a reflective analysis of every lesson taughtdiscuss their observations and practice with their mentor as part of their ongoing analysisuse feedback from students, their mentor and their own reflections as the basis of ongoing planning;reflect on the effectiveness of their planning and on behaviour and classroom management strategies used by themselves and mentor/s and implement changesengage with the professional standards for teachers as a guideline to practice.
This is the final supervised Professional Experience in the program sequence and it is important that preservice educators reflect deeply upon their capacity to consistently demonstrate the breadth and depth of knowledge and skills required of a professional educator.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 25 dayscollect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio.
Preservice educators will be aware that they are responsible for securing their own placement for their internship in the final semester and that there are likely to be benefits associated with undertaking the internship at a site with which they are already familiar. Many will wish to take the opportunity of this Professional Experience to secure their internship placement and to begin preliminary discussions about preparation.
40 | www.usq.edu.au | 1800 269 500
Course Requirements – TVE and BVET
EDV3401 Program Design and Evaluation
In this course, preservice educators will examine theories, models and frameworks of program design and
evaluation and their application in a range of post-compulsory education and training contexts. Preservice
educators will use this foundation to inform the development and justification of an education/training program
or unit of work designed to respond to an identified training/learning need in their own instructional context as
well as a comprehensive plan for the evaluation of their program. This course requires learners enrolled in the
BEDU (TVE) to successfully complete 15 days of supervised Professional Experience. BVET students are required
to successfully complete 25 hours of vocational education. It is desirable, but not essential, that the teaching
placement relates to the program that the preservice educator is designing for the academic component of the
course.
Minimum teaching loads
TVE – DAY ONE TO DAY 15
Teaching and planning sequences of lessons as part of a unit of work in a VET program or course under guidance of MentorHours of teaching: supervised classroom and workshop/simulated workshop teaching and training , building from teaching groups of students for at least one third of each day in Week 1 through to two-thirds in Week 2 and at least two full days in Week 3Other classroom duties: for the balance of time in the classroom, assist, mark, work with individual students.
BVET – HOURS ONE TO 25
Teaching and planning sequences of training sessions to groups of students as part of a training program (full responsibility under mentor supervision)Hours of teaching: minimum of 25 hours or direct group instruction (full responsibility under mentor supervision).
Professional knowledgeThe requirements for teaching and learning for this third Professional Experience in the above programs will depend on the specific circumstances of each preservice educator, but with a focus on effective teaching and learning in vocational education and training programs:
As experienced, practising educators and trainers, BVET students will be expected to demonstrate competency in planning, implementing and evaluating teaching and learning episodes for groups of learners in their familiar vocational education/training setting, and will seek advice and feedback from their nominated mentor/supervisor to identify opportunities for ongoing improvement in their practice. To this end, use of the Formative Competency Report form will be instrumental in supporting continuous improvement and should be implemented as early as possible in the placement
Where preservice educators are completing their practicum in an unfamiliar setting – for example, moving from a training environment into a school classroom or vice-versa – they will need to consult with their mentor/supervisor and the course examiner to negotiate a suitable program of teaching that builds on existing skills and experience to support the development of competencies that are seen as being critical for effective practice in the new environment (for example, management of positive learning environments; planning for sequences of teaching relating to a particular unit of work; development of learning resources). Again, preservice educators and mentors are encouraged to make use of the Formative Competency Report to support development of these critical competencies.In all cases, performance will be summatively assessed by the nominated mentor/supervisor against the competencies listed in the Summative Competency Report form in the course Introductory Booklet, at least to the standard of a beginning teacher, and will receive an overall grade on their performance based on this assessment.
Professional practicePreservice educators should focus on building professional relationships with a range of individuals in their teaching context, including:an effective mentoring relationship with their mentor/supervisor that supports their professional developmentpositive and collaborative working relationships with their colleagues and other personnel with whom they come into contact in their teachingpositive and productive relationships with learners in their programs and classes.
Professional engagementReflective teaching practice is an integral component of the course and preservice educators are supported in their development as reflective practitioners through:completion of a reflective journal during the period of their enrolment in the course, which is submitted and assessed as part of Assignment 4study of the concept of teaching as reflective practice in Module one of the course content Planning for Reflective Practiceparticipation in collaborative reflection on their teaching practice in consultation with their nominated mentor/supervisorconsideration of a range of evaluative data to inform continuous improvement.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 15 days (BVET students complete 25 hours)collect evidence relevant to the APSTs for inclusion in the preservice teacher’s professional ePortfolio (BEDU only)
Performance in the practical component of this course is assessed formatively and summatively:The Formative Competency Report should be used by the mentor/supervisor as early as possible in the placement as a tool for identifying opportunities for improvement against specific competencies. Preservice educators will use this formative feedback as the basis for improvement in their teaching practice during and after the placement.Performance will be summatively assessed by the nominated mentor/supervisor against the competencies listed in the Summative Competency Report form in the course Introductory Booklet, at least to the standard of a beginning teacher, and will receive an overall grade on their performance based on this assessment. Particular emphasis should be placed on improvements made to teaching practice as a result of formative feedback provided by the mentor/supervisor.Preservice educators are also required to submit a video of one of their teaching sessions in which they demonstrate effective teaching strategies with a focus on session introduction, demonstration of a particular learning or assessment strategy, and session close.
42 | www.usq.edu.au | 1800 269 500
EDV3500 Competency-based Training and Assessment
This course aims to enable teachers and trainers in post-compulsory education programs (schools, TAFE, private
and community providers) and in industry workplace training, to develop knowledge, understanding and skills
in the design, development, implementation and assessment of competency-based programs that lead to
nationally recognised vocational qualifications. The course is designed to meet the requirements for preservice
educators to demonstrate competence equivalent to completion of the TAE40110 Certificate IV in Training and
Assessment, which is regarded as the industry standard for delivery and assessment of nationally recognised
vocational training. Successful completion of this course requires learners to demonstrate competence ‘on the
job’ and therefore has a mandatory 25 hour practical VET teaching/training placement.
Minimum teaching loads
HOURS ONE TO 25
Teaching and planning: delivery of full and/or part VET lessons/sessions (depending on context under guidance of mentor); incorporate competency demonstrations and assessments (formative and summativeHours of teaching: minimum of 12 hours of supervised group instruction in VET program plus three hours minimum individual instruction / demonstrations and assessment of work skills in VET programOther duties: balance of time with associated training and assessment activities depending on the VET context.
Professional knowledgeIt is a mandatory requirement that preservice educators enrolled in this course complete the 25 hour practicum in a vocational education and training (VET) program within a registered training organisation (RTO), or in a school or other organization that is offering nationally accredited vocational education and training programs in partnership with an RTO. The focus of this Professional Experience will be on development and demonstration of competence in the design, delivery, assessment and evaluation of competency-based vocational education and training programs for groups and individuals in a workplace or simulated work environment, addressing the requirements of the units of competency within the Certificate IV in Training and Assessment qualification.
Professional practicePreservice educators should focus on building professional relationships with a range of individuals in their VET teaching context, including:positive, collaborative working relationships with their colleagues and other personnel with whom they come into contact in their teaching including training managers and administrators, employers and other industry stakeholderspositive and productive relationships with learners in their programs and classesan effective mentoring relationship with their mentor/supervisor that supports their professional development.
Professional engagementReflective teaching practice is an integral component of the course and preservice educators are supported in their development as reflective practitioners through:completion of a reflective journal during the period of enrolment in the course, which is submitted and assessed;participation in collaborative reflection on their teaching practice in consultation with their nominated mentor/supervisorconsideration of a range of evaluative data to inform continuous improvement in practice.
Professional Experience assessmentThis 25 hour practical VET teaching/training placement provides opportunities for preservice educators to demonstrate competence ‘on-the-job’, against the required competencies, using a combination of sources of evidence:an instructional competency assessment completed by a nominated mentor, who will observe and report on the delivery of at least two VET teaching/training sessions to groups of at least eight studentsan Evidence Portfolio comprised of work samples and reports demonstrating the preservice educator’s immersion in the context of delivery and assessment of nationally recognised Vocational Education and Traininga reflective journal completed by the preservice educator during their enrolment in the course.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 43
EDV4440 Advanced Professional Experience
This course constitutes the final supervised Professional Experience course in the Bachelor of Education
(Technical and Vocational Education) specialisation. It also provides an opportunity for graduates of the
three-year Bachelor of Vocational Education and Training wishing to articulate into the four year Bachelor of
Education (Technical and Vocational Education) specialisation to meet requirements for registration with the
Queensland College of Teachers. As such, the course provides the final opportunity for students to have an
intensive, supervised teaching and learning experience with adolescent and senior phase learners in technical
and vocational education in secondary schools and technical college settings. The course has as its major
focus the exploration and development of a portfolio of instructional methodologies that support learners’
development of technical and vocational knowledge, skills and understandings as well as fostering their
development as self-directed, lifelong learners. The building of teaching and learning relationships – both
pedagogical/andragogical and collegial – is also a focus of this course and provides a foundation for ongoing
reflective professional practice. A 40 day Professional Experience placement is attached to this course.
Minimum teaching loads
DAYS ONE TO 40
Teaching and planning: delivery of full and/or part VET lessons/sessions (depending on context under guidance of mentor)Hours of teaching: starting at 12 to 15 hours, working up to a full load of supervised classroom/workshop teaching in secondary VET or manual arts with group instruction and individual instruction / demonstration of work skillsOther classroom duties: assist, assess, work with individual students under guidance of mentor.
Professional knowledgeAs this course is advanced Professional Experience, the expectation is for the student to focus on honing their acquired teaching and training skills, attitudes and style. Further, there is an expectation to be open-minded about the feedback received from your mentor/supervisors and from other teaching practitioners the student engages with during the course of the placement. Consequently, there is an emphasis on collaborative approaches. Note that the course is partly designed to return to fundamentals, so that the student has an opportunity to re-engage with the theory/practice nexus whilst under the tutelage of an experienced teaching practitioner. This is where the student obtains agency through the collaborative relationship with their mentor/supervisor. This makes the use of the Formative Competency Report to support development of critical teaching competencies highly important, as it is the formal scaffolding within the student/teacher relationship.
Professional practicePreservice educators should focus on building professional relationships with a range of individuals in their teaching context, including: an effective mentoring relationship with their mentor/supervisor that supports their professional developmentpositive and collaborative working relationships with their colleagues and other personnel with whom they come into contact in their teachingpositive and productive relationships with learners in their programs and classes.
Professional engagementThis course includes a focus on reflecting on instructional and teaching practices and decision-making processes that are essential to an informed consideration of action necessary to continually develop as a ”thinking” professional. If preservice educators are to become more effective teachers they must be constantly asking and answering such questions. Some of the answers will be ‘things worked well’ (maybe just for this time) while at other times, teaching may be less than satisfying. In latter instances, instructional performance needs to be revised to improve instructional effectiveness with the primary aim of improving trainee/student learning. Thus, to be an effective professional, one has to be informed about, and practiced in, a range of different approaches to assessing needs and implementing learning programs. One has to be reflective about one’s work and the work of the learners.
Professional Experience assessmentPreservice educators are required to:achieve a pass rating for the Professional Experience after completing 40 dayscollect evidence relevant to the Professional Standards for Teachers.
Performance in the practical component of this course is assessed formatively and summatively:The Formative Competency Report should be used by the mentor/supervisor as early as possible in the placement as a tool for identifying opportunities for improvement against specific competencies. Preservice educators will use this formative feedback as the basis for improvement in their teaching practice during and after the placementPerformance will be summatively assessed by the nominated mentor/supervisor against the competencies listed in the Summative Competency Report form in the course Introductory Booklet, at least to the standard of a beginning teacher, and will receive an overall grade on their performance based on this assessment. Particular emphasis should be placed on improvements made to teaching practice as a result of formative feedback provided by the mentor/supervisor.
Preservice educators will be aware that they are responsible for securing their own placement for their internship in the final semester and that there are likely to be benefits associated with undertaking the internship at a site with which they are already familiar. Many will wish to take the opportunity of this Professional Experience to secure their internship placement and to begin preliminary discussions about preparation.
44 | www.usq.edu.au | 1800 269 500
This is for the student to upload to their ePortfolio
Weekly FeedbackThis is NOT a tool used for the grading of results for the course at University
Preservice Educator and Mentor to complete, discuss and sign on the last day of each week of the block placement (please add attachment if insufficient space is provided here).
Professional KnowledgePreservice Educator Self Evaluation Mentor Feedback and Evaluation
Professional PracticePreservice Educator Self Evaluation Mentor Feedback and Evaluation
Professional EngagementPreservice Educator Self Evaluation Mentor Feedback and Evaluation
Agreed focus areas for the following week:
Does the Preservice Educator’s performance require additional guidance from the Site Coordinator and/or USQ Liaison? If so, the Preservice Educator must be identified for Action Required.
o No, action is not required
o Yes, formally identify that action is required and return the signed Action Required form to the Professional Experience Office
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 45
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1. P
un
ctu
alit
y
2. O
vera
ll Pr
ese
nta
tio
n: e
.g. D
ress
, gro
om
ing
3. I
nit
iati
ve
4.
Re
spec
ts r
igh
ts, v
alu
es,
bel
iefs
an
d n
eed
s o
f th
e sc
ho
ol
5. A
pp
rop
riat
e p
lan
nin
g t
o b
e ch
ecke
d b
y m
ento
r p
rio
r to
less
on
6.
Wri
tten
ob
serv
atio
ns
of
exp
erie
nce
d t
each
ers
7. R
eflec
tive
Pra
ctic
e: g
ath
er w
ritt
en a
nd
ver
bal
fee
db
ack
, ab
ility
to
art
icu
late
refl
ecti
ve
pro
cess
es
afte
r te
ach
ing
8.
Part
icip
atio
n in
oth
er d
uti
es
/act
ivit
ies,
e.g
. pla
ygro
un
d d
uty
, bu
s d
uty
, sp
ort
co
ach
ing
, sch
oo
l m
usi
cal;
par
ent
teac
her
inte
rvie
ws,
par
ent
and
fri
end
s co
mm
itte
e, e
tc.
9. I
nte
ract
ion
s w
ith
stu
den
ts, f
amili
es,
tea
cher
s an
d o
ther
sta
ff
RU
A: R
equ
ires
urg
ent
atte
nti
on
; N/A
: No
t A
pp
licab
le; I
O: I
nsu
ffici
ent
Op
po
rtu
nit
y; A
d: A
deq
uat
e (P
ass)
; G: G
oo
d; V
G: V
ery
go
od
Prof
essi
on
al E
xper
ien
ce R
epo
rt
46 | www.usq.edu.au | 1800 269 500
AIT
SL N
atio
nal
Pro
fess
ion
al S
tan
dar
ds
for
Teac
her
sR
UA
N/A
or
IOA
d
(pas
s)G
VG
Co
mm
ents
Professional Knowledge
Stan
dar
d 1
: Kn
ow
stu
den
ts a
nd
ho
w t
hey
lear
n
1.1
Phys
ical
, so
cial
an
d in
telle
ctu
al d
evel
op
men
t an
d c
har
acte
rist
ics
of
stu
den
ts
1.2
Un
der
stan
d h
ow
stu
den
ts le
arn
1.3
Stu
den
ts w
ith
div
erse
lin
gu
isti
c, c
ult
ura
l, re
ligio
us
and
so
cio
eco
no
mic
bac
kgro
un
ds
1.4
Stra
teg
ies
for
teac
hin
g A
bo
rig
inal
an
d T
orr
es
Stra
it I
slan
der
stu
den
ts
1.5
Dif
fere
nti
ate
teac
hin
g t
o m
eet
the
spec
ific
lear
nin
g n
eed
s o
f st
ud
ents
acr
oss
th
e fu
ll ra
ng
e o
f ab
iliti
es
1.6
Stra
teg
ies
to s
up
po
rt f
ull
par
tici
pat
ion
of
stu
den
ts w
ith
dis
abili
ty
Stan
dar
d 2
: Kn
ow
th
e co
nte
nt
and
ho
w t
o t
each
it
2.1
Co
nte
nt
and
tea
chin
g s
trat
egie
s o
f th
e te
ach
ing
are
a
2.2
Co
nte
nt
sele
ctio
n a
nd
org
anis
atio
n
2.3
Cu
rric
ulu
m, a
sse
ssm
ent
and
rep
ort
ing
2.4
Un
der
stan
d a
nd
re
spec
t A
bo
rig
inal
an
d T
orr
es
Stra
it I
slan
der
peo
ple
to
pro
mo
te
reco
nci
liati
on
bet
wee
n In
dig
eno
us
and
no
n-I
nd
igen
ou
s A
ust
ralia
ns
2.5
Lite
racy
an
d n
um
erac
y st
rate
gie
s
2.6
Info
rmat
ion
an
d C
om
mu
nic
atio
n T
ech
no
log
y (I
CT
)
Professional Practice
Stan
dar
d 3
: Pla
n f
or
and
imp
lem
ent
effe
ctiv
e te
ach
ing
an
d le
arn
ing
3.1
Esta
blis
h c
hal
len
gin
g le
arn
ing
go
als
3.2
Plan
, str
uct
ure
an
d s
equ
ence
lear
nin
g p
rog
ram
s
3.3
Use
tea
chin
g s
trat
egie
s
3.4
Sele
ct a
nd
use
re
sou
rce
s
3.5
Use
eff
ecti
ve c
lass
roo
m c
om
mu
nic
atio
n
3.6
Eval
uat
e an
d im
pro
ve t
each
ing
pro
gra
ms
3.7
Eng
age
par
ents
/car
ers
in t
he
edu
cati
ve p
roce
ss
Stan
dar
d 4
: Cre
ate
and
mai
nta
in s
up
po
rtiv
e an
d s
afe
lear
nin
g e
nvi
ron
men
ts
4.1
Su
pp
ort
stu
den
t p
arti
cip
atio
n
4.2
M
anag
e cl
assr
oo
m a
ctiv
itie
s
4.3
M
anag
e ch
alle
ng
ing
beh
avio
ur
4.4
M
ain
tain
stu
den
t sa
fety
4.5
U
se IC
T sa
fely
, re
spo
nsi
bly
an
d e
thic
ally
RU
A: R
eq
uir
es
urg
en
t a
tte
nti
on
; N
/A: N
ot
Ap
pli
cab
le; IO
: In
suffi
cie
nt
Op
po
rtu
nit
y; A
d: A
de
qu
ate
(P
ass
), G
: G
oo
d; V
G: V
ery
go
od
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 47
Stan
dar
d 5
: Ass
ess,
pro
vid
e fe
edb
ack
and
rep
ort
on
stu
den
t le
arn
ing
5.1
Ass
ess
stu
den
t le
arn
ing
5.2
Pro
vid
e fe
edb
ack
to s
tud
ents
on
th
eir
lear
nin
g
5.3
Mak
e co
nsi
sten
t an
d c
om
par
able
jud
gem
ents
5.4
Inte
rpre
t st
ud
ent
dat
a
5.5
Rep
ort
on
stu
den
t ac
hie
vem
ent
Professional Engagement
Stan
dar
d 6
: En
gag
e in
pro
fess
ion
al le
arn
ing
6.1
Id
enti
fy a
nd
pla
n p
rofe
ssio
nal
lear
nin
g n
eed
s
6.2
En
gag
e in
pro
fess
ion
al le
arn
ing
an
d im
pro
ve p
ract
ice
6.3
En
gag
e w
ith
co
lleag
ue
s an
d im
pro
ve p
ract
ice
6.4
A
pp
ly p
rofe
ssio
nal
lear
nin
g a
nd
imp
rove
stu
den
t le
arn
ing
Stan
dar
d 7
: En
gag
e p
rofe
ssio
nal
ly w
ith
co
lleag
ues
, par
ents
/car
ers
and
th
e co
mm
un
ity
7.1
Mee
t p
rofe
ssio
nal
eth
ics
and
re
spo
nsi
bili
tie
s
7.2
Co
mp
ly w
ith
leg
isla
tive
, ad
min
istr
ativ
e an
d o
rgan
isat
ion
al r
equ
irem
ents
7.3
Eng
age
wit
h t
he
par
ents
/car
ers
7.4
Eng
age
wit
h p
rofe
ssio
nal
tea
chin
g n
etw
ork
s an
d b
road
er c
om
mu
nit
ies
USQ
Stu
den
t C
om
men
t:M
ento
r C
om
men
t:
USQ
Stu
den
t Si
gn
atu
reD
ate:
/
/
M
ento
r Si
gn
atu
reD
ate:
/
/
Stu
den
ts a
re a
sses
sed
rel
evan
t to
th
eir
year
leve
l as:
RU
A: R
equ
ires
urg
ent
atte
nti
on
; N/A
: No
t A
pp
licab
le; I
O: I
nsu
ffici
ent
Op
po
rtu
nit
y; A
d: A
deq
uat
e (P
ass)
; G: G
oo
d; V
G: V
ery
go
od
.
48 | www.usq.edu.au | 1800 269 500
Generic Learning/Lesson Plan
Sector: Date:
Age group/year level: Subject area:
Length:
Overview of topic:
Specifi c curriculum descriptors and/or outcomes:
Objectives:
Ascertaining Prior knowledge:
Formative assessment:
Summative assessment:
Resources:
Safety Concerns:
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 49
Lesson Plan Body
Introduction – Warm up/ orientation/ initial engagement:
Teaching and learning strategies: Catering for varied learner needs:
Body of Learning experience and procedures:
Teaching and learning strategies: Catering for varied learner needs.
Conclusion – Refl ecting on and summarising learning.
Teaching and learning strategies: Catering for varied learner needs.
50 | www.usq.edu.au | 1800 269 500
Personal Refl ections:
Use a framework for Critical Refl ection, e.g The Productive Pedagogies; school specifi c pedagogical framework; Bloom’s Cognitive Taxonomy; Habits of Mind; What?/So What?/Now What?; Describing/Informing/Confronting/Reconstructing; Deconstruct/Confront/Theorise/Think-otherwise.
Faculty of Business, Education, Law and Arts | Professional Experience Book 2014 | 51
Notes
52 | www.usq.edu.au | 1800 269 500
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Last update January 2014
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