College of Arts School of Education

Bankstown & Penrith Campuses

PPrrooffeessssiioonnaall EExxppeerriieennccee PPrroottooccoollss

2011

The Teaching Profession and the University Working in Partnership

www.uws.edu.au

UUnniivveerrssiittyy CCoonnttaaccttss For administrative enquiries (eg pay claims, placements, insurance details) or in the case of an emergency please contact:

Sonia Bodnaruk Professional Experience Administrative Officer (Secondary) Phone: 02 4736 0068 Fax: 02 4736 0407 Email: s.bodnaruk@uws.edu.au

Academic enquiries regarding the professional experience in the first instance should be directed to the nominated University Advisor who will contact the school

For specific information regarding the unit (subject) requirements or if you have any feedback please contact the Professional Experience Academic Co-ordinator:

Professional Experience Academic Co-ordinator: Mary Mooney Office Location: Building J Room 1.13 – Penrith (Kingswood) Campus Phone: (02) 4736 0325 Fax: (02) 4736 0407 Email: m.mooney@uws.edu.au

Postal Address Professional Experience Unit- Penrith Campus

School of Education University of Western Sydney

Locked Bag 1797 PENRITH NSW 2751

Website: www.uws.edu.au

2

3

CCoonntteennttss University Contacts ...........................................................................................................2 Welcome and Introduction ................................................................................................5 SSEECCTTIIOONN OONNEE .......................................................................................................................................................................................................... 88 Preparing for Professional Experience.........................................................................9 Introduction ..............................................................................................................9 Professional Experience Prerequisites ....................................................................9 Support Services for UWS Students........................................................................9 SSEECCTTIIOONN TTWWOO.....................................................................................................11 Implementing Quality Supervision ................................................................................12 Key Personnel..........................................................................................................12 Roles and Responsibilities for Key Personnel .........................................................12 SSEECCTTIIOONN TTHHRREEEE.................................................................................................18 Administrative Responsibilities.....................................................................................19 Enrolment.................................................................................................................19 Placement of Pre-service Teachers.........................................................................19 Attendance...............................................................................................................19 Volunteering.............................................................................................................21 Withdrawal from Professional Experience ...............................................................21 SSEECCTTIIOONN FFOOUURR...................................................................................................23 Pre-service Teacher Progress .......................................................................................24

Maximising Pre-service Teacher success and minimising the likelihood of failure in Professional Experience ..............................................24 Professional Experience Grades .............................................................................24 Pre-service Teacher Report.....................................................................................25 Pre-service Teacher Progress during Professional Experience ..............................26 Progression across Professional Experience Units .................................................29

SSEECCTTIIOONN FFIIVVEE .......................................................................................................................................................................................................... 3311 Professional, Ethical and Legal Responsibilities.........................................................32 Ethics .......................................................................................................................32 Child Protection........................................................................................................33 Confidentiality ..........................................................................................................34 Informed Consent ....................................................................................................34 Conflict of Interest ....................................................................................................35 Duty of Care.............................................................................................................35 Physical Contact ......................................................................................................36 Occupational Health &Safety and Risk Management ..............................................37 Prohibited Professional Experience Placements .....................................................38 Pre-service Teacher Insurance................................................................................38 Pre-service Teacher Conduct ..................................................................................39

School of Education Code of Ethics for Staff and Students.....................................40 Professional Experience Complaint Handling and Resolution Policy ......................40

Professional Experience Privacy Policy...................................................................40 Inclusive Language ..................................................................................................41 Anti Discrimination Legislation in Australia ..............................................................42

SSEECCTTIIOONN SSIIXX .......................................................................................................45 Documentation and Appendices Sample Notification of Pre-service Teacher Requiring Additional Support Form (RAS1) And Learning Plan 1 (LP 1)..……………………………………………………..…….. 46

Sample Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience Form (AR1), Learning Plan 2 (LP 2) & Committee of Advice – Review of Pre-service Teacher At Risk of Failing Professional Experience Form (AR2) .........48 School of Education Child Protection Protocol 2011 ...............................................51 Principles of Ethical and Professional Behaviour Policy ..........................................52

4

WWeellccoommee

Dear Colleagues and Pre-service Teachers, The quality of Teacher education programs at the University of Western Sydney rests on the strength of partnerships with the profession and the communities of Greater Western Sydney. Teachers in schools and other educational settings who supervise the Pre-service Teachers from UWS are integral to our partnership with the profession. I thank Teachers for agreeing to supervise one or more of our Pre-service Teachers, and Pre-service Teachers for their commitment and professionalism. I appreciate the amount of work and effort they will dedicate to this task. In return, I hope that the relationships between our Pre-service Teachers, Supervising Teachers, and University Advisors are professionally rewarding. Warm regards Associate Professor Steve Wilson Head, School of Education

IInnttrroodduuccttiioonn

In a knowledge society, effective teacher education programs aim to prepare teachers who:

are skilled practitioners are knowledgeable about teaching and learning are reflective about their work and act ethically and wisely, based on their

reflections undertake ongoing professional development research and improve their work are advocates for Teachers, students and for teaching and learning have the capacity to interact with other professionals and with the broader

community in meaningful ways (based upon Ryan, 2002)

To facilitate the preparation of such teachers, at the University of Western Sydney (UWS) Pre-service Teachers:

are introduced in early childhood, family and community settings, schools and at the university to the theories and practices required of effective Teachers;

develop, implement, reflect upon and refine their own personal theories of effective practice with the support of teachers, other staff, and university lecturers;

research and reflect on their experiences, their actions, their own learning and that of the children and young people they teach;

5

complete assignments in schools and at the university which are authentic to teaching and learning, and the roles of teachers.

UUWWSS GGrraadduuaattee AAttttrriibbuutteess

The University of Western Sydney has developed a set of attributes that apply to all its students. The NSW Institute of Teachers’ Framework for Professional Teaching

Standards can be found at http://www.nswteachers.nsw.edu.au/

A U W S g r a d u a t e :

communication skills

communicates effectively through reading, listening, speaking and writing in diverse contexts

numeracy applies appropriate numerical skills to understand, interpret and solve problems

social interaction skills

is a self-reliant learner who works effectively in groups and teams

information literacy

accesses, evaluates and uses relevant information to solve problems and to continue learning

commands multiple skills and literacies to enable adaptable lifelong learning

technology literacy

applies communication and other technologies effectively in personal and professional learning

demonstrates comprehensive, coherent and connected knowledge

has in-depth knowledge in one or more chosen fields of study

understands how this knowledge is connected with other fields and disciplines

understands the local and international relevance of their chosen field(s) of study

understands the values and principles of scholarly inquiry

applies knowledge through intellectual inquiry in professional or applied contexts

integrates theoretical and practical knowledge to analyse and solve complex and novel problems

applies critical, reflective, and creative skills to make informed decisions in professional or applied contexts

engages effectively in advancing knowledge both independently and collaboratively

brings knowledge to life through responsible engagement and appreciation of diversity in an evolving world

understands and values ethical conduct, intellectual integrity, and professionalism in work and civic life

engages responsibly in work and civic life with respect for diversity and social justice principles

can initiate and contribute positively to sustainable change in a diverse and evolving world

6

Professional experience is an enriching growth experience when university lecturers and teachers (to be referred to in this document as Supervising Teachers in recognition of their role in the professional preparation of Pre-service Teachers) in educational settings work collegially to provide the best possible professional experience for Pre-service Teachers leading to their induction as new members of the teaching profession. This partnership respects the needs and expertise of teachers and university lecturers. In this partnership “each partner has something to offer the joint enterprise (i.e. professional experience), which is different from but complements that which is offered by the other partners” (Day, 1998, p.419).

During professional experience Supervising Teachers in schools and other educational settings undertake the day-to-day professional development of Pre-service Teachers. Supervising Teachers are supported in this role by University Advisors who work with them and the Pre-service Teachers. University Advisors working in professional experience settings act as mentors to Pre-service Teachers, assisting them to fulfil university and school responsibilities as well as realise their own personal goals for professional development. University Advisors help Pre-service Teachers make sense of their experiences (to link theory and evidence-based practice) and challenge them to think more deeply about broader teaching and societal issues as well as the ethical and moral issues embedded in teaching. University Advisors also act as professional colleagues to Supervising Teachers as they undertake their important roles. Welcome, as a Field or University Based Teacher Educator to the Professional Experience Program. Thank you for your support of our Pre-service Teachers in their professional development Regards, UWS Professional Experience Unit References Day, (1998). The role of higher education in fostering lifelong learning partnerships with Teachers. European Journal of Education 33 (4), 419-432. Ryan, M., (2002). Teaching and vocational learning. Unicorn. Journal of the Australian College of Educators 28 (3), 29-33.

7

SSEECCTTIIOONN OONNEE

PPrreeppaarriinngg ffoorr PPrrooffeessssiioonnaall EExxppeerriieennccee

Introduction Introduction Professional Experience Prerequisites Professional Experience Prerequisites Services for Pre-service Teachers Services for Pre-service Teachers

8

Preparing for Professional Experience

IInnttrroodduuccttiioonn

Professional experience is of paramount importance to their development as the next generation of teachers. Success for all participants (Pre-service Teachers, Supervising Teachers, University Advisors, children and young people) is facilitated if sound preparation occurs beforehand and a well-organised approach is continuously maintained. Pre-service Teachers are reminded that professional experience draws upon all reading and coursework- it is not an isolated experience. professional experience can be physically and psychologically tiring. Pre-service Teachers are reminded to make every effort to maintain their health and wellbeing during this time by eating well, maintaining exercise and minimising demanding social activities. The following section may help all participants have a rewarding and fulfilling experience. The professional experience dates are negotiated between schools for specified dates. Pre-service Teachers must ensure their availability for these set dates when enrolling. Only under exceptional circumstances and with the permission of the Secondary Professional Experience Academic Coordinator and the agreement of schools can these dates be varied.

PPrrooffeessssiioonnaall EExxppeerriieennccee PPrreerreeqquuiissiitteess

It is the Pre-service Teacher’s responsibility to ensure that they meet the prerequisites for each professional experience unit they undertake. Details can be found in the relevant Unit Handbook/Calendar of the year in which the Pre-service Teacher first enrolled but will include having completed a UWS Child Protection Workshop and submitted a Working With Children Check Declaration on enrolment.

SSuuppppoorrtt SSeerrvviicceess ffoorr UUWWSS SSttuuddeennttss For further information look at the UWS website under “Information for Current Students” and click on “Getting help”. The following is a brief description of services that Pre-service Teachers might find of benefit during their studies at the University of Western Sydney. Counselling Service: Counselling is free and available on a strictly confidential basis to all members of the UWS community – students, new graduates and staff. Services include:

Private and confidential counseling sessions Advocacy for academic, administrative, complaint and misconduct

issues Study and life skills workshops Advice and information on mental health and illness Advice for mature age students

9

Disability Service: The Disability Service provides support and assistance to prospective and current students with disabilities and chronic health conditions in all types and levels of university courses. Under the Disability Amended Act 2009 students who identify to the university that they have a disability or chronic health condition must be provided with reasonable educational adjustments. To register with the Disability Service, phone 9852 5199 and make an appointment. For further information please refer to website

http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_service

Students are encouraged to disclose the need for reasonable effort to be made to accommodate their special needs during their professional experience setting to their Professional Experience Academic Co-ordinator in the first instance.

The Student Learning Unit: The Student Learning Unit (SLU) organises and runs a variety of programs and courses to develop students' academic literacy, mathematics and study skills, and participates in many collaborative projects with schools and colleges to enhance the academic achievement of UWS students All services offered by the SLU are free to UWS students and include:

SLU Workshops

Bridging Programs

PASS – peer assisted study sessions

Online Learning

Collaboration with Schools and Colleges

Further information can be found at:

http://www.uws.edu.au/currentstudents/current_students/getting_help/study_and_life_skills_workshops

UWS Careers and Co-operative Education Unit: The UWS Careers and Co-operative Education Unit aims to enhance the employability of UWS students whilst establishing links with organisations, starting with those in Greater Western Sydney. We offer a range of programs and services to equip students and recent graduates with the skills to manage their own career development. These include careers workshops and resources on Career Planning, Résumés, Job Applications, Job Interviews and Work Experience. This unit can be contacted on (02) 4736 0371. Chaplaincy: The Chaplains are available on all campuses and provide a service for those who wish to find spiritual directions in life. Major areas include spiritual wellbeing, general support for students, regular meetings and small group work. Student Centre:

KINGSWOOD Building K

Phone 1300 897669

10

SSEECCTTIIOONN TTWWOO

IImmpplleemmeennttiinngg QQuuaalliittyy SSuuppeerrvviissiioonn Key Personnel Key Personnel Roles and Responsibilities for Key Personnel Roles and Responsibilities for Key Personnel

11

IImmpplleemmeennttiinngg QQuuaalliittyy SSuuppeerrvviissiioonn

KKeeyy PPeerrssoonnnneell The key personnel involved in the professional development of future teachers (Pre-service Teachers) are: School Professional Experience Coordinator – Each school has a nominated

staff member who undertakes the role as the Professional Experience Coordinator. This coordinator is employed by the university as a casual UWS staff member to liaise between Pre-service Teachers, school staff and the university.

Supervising Teacher - the field based teacher, employed by the university as a

casual staff member to supervise the Pre-service Teacher in a school. Pre-service Teacher – the university student. University Advisor – a full-time, part-time or casual employee of the university,

employed to provide a link between the university and the school. Children and young people – the school child/student.

RRoolleess aanndd RReessppoonnssiibbiilliittiieess ooff KKeeyy PPeerrssoonnnneell iinn PPrrooffeessssiioonnaall EExxppeerriieennccee

SCHOOL PROFESSIONAL EXPERIENCE COORDINATOR Before the Professional Experience Allocate Pre-service Teachers to accredited, competent Supervising Teachers Distribute documentation to Supervising Teachers and assist Supervising

Teachers in interpreting the materials Notify (if applicable) Supervising Teachers of pre-professional experience

briefing meeting session date/time and encourage their attendance Attend pre-professional experience briefing meeting (if conducted) Become familiar with and understand the philosophies, practices and

expectations of the professional experience Respond to Supervising Teachers’ enquiries Refer concerns/enquiries to University Advisor if necessary Notify university of changed circumstances which affect Pre-service Teachers Confirm the names of Supervising Teachers with the Professional Experience

Office in order to process pay claims and letters of appreciation

12

During the Professional Experience During week 1, be responsible for collecting Pre-service Teacher’s class

timetables for University Advisors Be responsible for organising meeting space with University Advisors and Pre-

service Teachers Be responsible for the implementation of the professional experiences in the

school Support Supervising Teachers and Pre-service Teachers in establishing positive

working relationships Assist Pre-service Teachers in their orientation to the school including making

available documents referring to policies and procedures Encourage Pre-service Teachers’ professional growth and contribution at a

school level Monitor Pre-service Teachers’/ Supervising Teachers day-to-day attitudes and

activities Monitor Pre-service Teacher’s attendance and progress Document and refer concerns about Pre-service Teachers to University Advisor Provide advice/assistance to Pre-service Teachers and Supervising Teachers Be a member of the Committee of Advice where established After the Professional Experience Check Pre-service Teacher’s final reports in consultation with Supervising

Teachers and University Advisor Ensure that all original final reports and attendance registers are returned to the

university Submit Teacher payment claims to the university Submit payment claim as a coordinator when 3 or more students are placed in

the school

SUPERVISING TEACHERS Before the Professional Experience Attend pre-professional experience briefing meeting if conducted Become familiar with and understand the philosophies, practices and

expectations of the professional experience in order to help the Pre-service Teacher make the connection between “theory” and “evidence-based practice”

Prepare work area for the Pre-service Teacher Prepare the class or group for the arrival of the Pre-service Teacher Plan for a regular time to give daily feedback to the Pre-service Teacher Ensure that you have received and read all materials from the university by the

beginning of the block professional experience

13

During the Professional Experience Become knowledgeable about the Pre-service Teachers, their special areas of

university study, prior teaching experiences, personal interests, extracurricular strengths, areas of concerns, personal goals for professional experience, and preferred style of supervision

Clarify your own expectations and those of the school to the Pre-service Teacher Assist Pre-service Teacher/s with planning and preparation Assist Pre-service Teacher/s with investigations of the school and other

university requirements Monitor Pre-service Teacher/s in classroom and school in all interactions with

children, young people, other staff, parents and community members. Ensure that Pre-service Teachers do not to take responsibility for children/young people alone.

Provide ongoing oral feedback on their professional performance in the school Provide written feedback at least once per day Discuss written feedback with Pre-service Teacher/s and return this feedback to

the Pre-service Teacher/s each day Model appropriate teaching and learning techniques and strategies Encourage the Pre-service Teacher/s to show initiative while implementing a

range of teaching and learning techniques and strategies in a variety of developmental, content and curriculum areas

Notify University Advisor of any concerns Consult with University Advisor regularly and at meetings where appropriate Convene Committee of Advice where established Communicate to Pre-service Teacher/s about their progress and provide oral

and written feedback drawing attention to areas of strength and weakness Provide Pre-service Teacher/s with specific strategies (in writing and verbally) for

developing areas in need of improvement Support Pre-service Teacher/s critical reflection on their teaching practice and

professional standing In consultation with others and in accordance with procedures set out in the unit

handbook, determine whether the Pre-service Teacher has made satisfactory progress

Complete final report, allocate a grade and discuss report with the Pre-service Teacher before the final day of block.

After the Professional Experience

Provide original of the final report and any other relevant documentation including attendance registers to the Student Teacher who is responsible to deliver all documentation to the Professional Experience Unit. Details on how the Supervising Teachers may claim payment is advised on the pay claim which is supplied on the CD.

14

UNIVERSITY ADVISOR

Before the Professional Experience Become familiar with and understand the philosophies, practices and

expectations of the professional experience Attend pre-professional experience briefing meeting if conducted Make contact with the school and provide the Supervising Teacher and the

school professional experience coordinator with your contact details Ensure all documentation is received by schools Complete all employment documentation before commencing work (eg Casual

Employment Authority) During the Professional Experience In the first week, confirm that the Pre-service Teacher has been attending Visit school as required by the Unit Coordinator and according to the needs of

the Pre-service Teachers Provide Supervising Teachers, School Coordinators and Pre-service Teachers

with a contact number or email address Sign the Pre-service Teacher’s attendance register for each visit Meet with Supervising Teachers and Pre-service Teachers (where possible) on

each visit Monitor Pre-service Teacher progress and attendance in consultation with

Supervising Teacher and school professional experience coordinator Review Pre-service Teacher documentation as appropriate Give Pre-service Teachers feedback on their professional progress, in relation to

the outcomes of the Unit on each visit Assist Pre-service Teachers to fulfil university and school responsibilities as well

as realise their own personal goals for professional development Assist Pre-service Teachers in making sense of their experiences (to link theory

and evidence-based practice) Challenge Pre-service Teachers to think more deeply about broader teaching

and societal issues as well as the ethical and moral dilemmas embedded in teaching

Participate, if required, in the Committee of Advice Maintain phone contact with schools as required Check Pre-service Teacher final report in the last week of the block After the Professional Experience Return any necessary documentation to the Professional Experience Unit

PRE-SERVICE TEACHER

Before the Professional Experience Know placement –school, class/group, Teacher etc Confirm placement with Professional Experience Office if not advised by the

university one week prior to the commencement of your first visit

15

Become familiar with and understand the philosophies, practices and expectations of the professional experience

Attend pre-professional experience briefing meeting and/or Professional Experience unit program as applicable

Ensure that a Working With Children Check Declaration has been completed at enrolment to the university

Complete a School of Education (UWS) Child Protection training workshop Attend all In School visits as scheduled Be familiar with the professional and ethical codes of conduct expected of

Teachers Prepare documentation for professional experience Develop an understanding of the school, family and community Ensure that the Supervising Teacher has taken delivery of a school package During the Professional Experience Be familiar with school philosophies, policies, procedures, resources and

equipment Regularly check vUWS and Student Email Account for urgent messages Be familiar and comply with relevant UWS policies, particularly academic and

non-academic conduct policies Complete all required school-based activities and documentation Attend all required days Arrive each day at least 30 minutes before the commencement of the teaching

day Sign the attendance register prior to commencing work and again at the end of

each day and ensure that the Supervising Teacher co-signs register In case of illness or unavoidable absences contact the school, Professional

Experience Office and University Advisor immediately to advise that you will be absent. Submit a medical certificate to the Professional Experience Office and retain a copy for yourself

Make up any absence from professional experience as per Attendance Policy in this document

Maintain and/or develop ethical and professional knowledge, skills, attitudes and conduct at school

Display a responsible, professional attitude towards teaching and being a Teacher

Develop an awareness of the major agencies and institutions that offer support to Teachers and families

Interact with members of the school community in such a way so as to maximise opportunities for personal growth as a Teacher

Negotiate, discuss and plan learning experiences with the Supervising Teacher and document independently prior to implementation.

Have documented planning approved by Supervising Teacher prior to implementation

Identify and provide for individual differences amongst children and young people

Complete and have available daily all relevant documentation (including lesson plans)

16

Ensure Supervising Teacher has viewed all lesson plans at least 24 working hours before lesson delivery

Develop and refine a variety of teaching skills and strategies for the achievement of desired learning outcomes

Teach lessons or engage in experiences as stipulated in the relevant Unit Handbook

Evaluate all teaching sessions and complete required self-evaluations and reflections

Attend negotiated feedback sessions with Supervising Teacher before/after class time as necessary

Notify concerns to Supervising Teacher, school professional experience coordinator, University Advisor, UWS professional experience academic co-ordinator as necessary

Attend and participate in Committee of Advice if established Sight and sign final report before it is submitted to the university

After the Professional Experience Submit all required documentation to the university if required by the unit

handbook, within one week of completion of the block Make an appointment immediately with the professional experience academic

co-ordinator IF you failed the practicum, in order to develop a Progress Plan Collect original report from University Professional Experience Unit once it has

been processed which should be immediately if all documentation is correct.

17

SSEECCTTIIOONN TTHHRREEEE

AAddmmiinniissttrraattiivvee RReessppoonnssiibbiilliittiieess Enrolment Enrolment Placement of Pre-service Teachers Placement of Pre-service Teachers Attendance Attendance Volunteering Volunteering Withdrawal from Professional Experience Withdrawal from Professional Experience

18

AAddmmiinniissttrraattiivvee RReessppoonnssiibbiilliittiieess

EEnnrroollmmeenntt

All Pre-service Teachers must have confirmed enrolment in the appropriate unit before the commencement of their professional experience. Enrolment will not be confirmed until a Working with Children Check Declaration has been signed and submitted to student services. Failure to correctly enrol will result in the professional experience placement being cancelled. Pre-service Teachers need to ensure they have completed all prerequisites before enrolling in any professional experience unit. In this way they would follow the recommended patterns in the professional experience program. All Pre-service Teachers must complete mandatory Child Protection training as outlined in the School of Education Child Protection Protocol before their professional experience placement commences.

PPllaacceemmeenntt ooff PPrree--sseerrvviiccee TTeeaacchheerrss

Enrolled Pre-service Teachers are usually placed by administrative and academic staff at schools that have agreed to take Pre-service Teachers when surveyed through the UWS School of Education Professional Experiences Office. Pre-service Teachers should not approach schools for placements. Although the UWS School of Education Professional Experiences Unit makes every effort to match Pre-service Teachers with schools that are in their desired location, often there are not enough schools offering to take Pre-service Teachers in a particular area. Pre-service Teachers may need to make special transport, work or child care arrangements to attend the professional experience. If a Pre-service Teacher requires special consideration concerning placement for professional experience, they are required to advise the Professional Experience Academic Coordinator at the beginning of semester and before placements have been allocated. Pre-service Teachers may be required to submit documentation to support their application for special consideration eg Doctor’s certificate. If special consideration is granted, reasonable effort to accommodate Pre-service Teacher’s requirements will be made in line with university policy and the availability of a suitable setting.

AAtttteennddaannccee Pre-service Teachers are expected to: attend every day during the professional experience placement (including all

visits) ensure that they are punctual to schools

19

present at school throughout the normal operating hours and both prior to and after normal hours according to the normal staff practice

remain at the school throughout the day. obtain the permission of the principal if they need to be away from the school at

any time. During the professional experience Pre-service Teachers are expected to participate in all the normal duties of a Teacher including working a full day. Pre-service Teachers should participate under the direct supervision of their Supervising Teacher in all routines including playground duty, bus duty, sport activities, staff meetings, parent meetings etc. It is desirable, where possible, that Pre-service Teachers are accommodated in normal staffrooms. Attendance Register Each Pre-service Teacher is required by the university to sign an Attendance Register each day. An Attendance Register will be provided by the University. The Supervising Teacher should co-sign this form. Pre-service Teacher’s require these attendance registers when registering with the NSW Institute of Teachers to verify number of professional experience days and to be awarded a final grade by UWS. The University Advisor should also sign the Pre-service Teacher’s attendance register when they are present in the school. Attendance during industrial disputes Pre-service Teachers are advised to investigate all perspectives related to disputes to deepen their critical understandings of the professional, industrial, ethical and legal responsibilities of Teachers. This may include attending meetings, reviewing publications and engaging in discussions. Pre-service Teachers should not attend a school on the days in which Teachers are engaged in strike action. Pre-service Teachers are generally expected to make up missed teaching time, although alternate activities related to these disputes may be considered in lieu of missed days. Pre-service Teachers should contact the Professional Experience Academic Coordinator for further details. Absences In the case of unavoidable absences the following procedure is to be carried out by the Pre-service Teacher:

Notify the Professional Experience Unit and school of the reason and probable duration of the absence. The Professional Experience Unit will notify the University Advisor if required.

Submit relevant documentation (eg medical certificate) to the Professional

Experience Unit by the end of the block.

20

Retain a copy of the documentation for your records. In courses where Pre-service Teachers are required to complete visits, the requirements for these visits must be completed prior to the commencement of the block professional experience period. Failure to comply with these requirements may result in the award of an unsatisfactory grade (U grade). In the event of absences occurring in excess of three days the Pre-service Teacher may be deemed not to have completed the professional experience and an unsatisfactory grade may be awarded. Pre-service Teachers will only be allowed to resume the block in exceptional circumstances and with the permission of the relevant Professional Experience Academic Coordinator. All absences will need to be made up within seven "teaching days" of the completion of the block professional experience period. If this is not possible, the Pre-service Teacher is to negotiate the dates with the Professional Experience Academic Coordinator.

VVoolluunntteeeerriinngg Pre-service Teachers and schools can benefit if Pre-service Teachers volunteer to spend more than their allocated days in a school. Pre-service Teachers undertaking volunteer work that is not required by their course/unit will still be covered by UWS student insurance cover provided that the activity is approved and is related to the Pre-service Teacher’s course of study. Approval for this must be in writing from the Head of Program. Pre-service Teachers must undertake the same processes of registering as a volunteer in the setting as any other volunteer would. Pre-service Teachers are not permitted to attend overnight camps (see page 39).

WWiitthhddrraawwaall ffrroomm PPrrooffeessssiioonnaall EExxppeerriieennccee Pre-service Teachers may choose to, or be advised to, withdraw from Professional Experience for medical reasons or exceptional circumstances. Applications for withdrawal without penalty must be supported by a medical certificate or letter from a UWS Counsellor. Pre-service Teachers must apply for withdrawal through Student Central, in writing. Pre-service Teachers who choose to withdraw from a school after the commencement of a placement for undocumented reasons will be awarded an unsatisfactory grade unless the relevant Professional Experience Academic Co-ordinator has approved the allocation of an alternative grade. If a Pre-service Teacher withdraws from a Professional Experience unit and/or school after placement has been made she or he MUST advise IN WRITING (via Student Email Account is preferred) immediately the:

Professional Experience Unit; Professional Experience Academic Coordinator;

21

School Professional Experience Coordinator; and, Student Central

Pre-service Teachers will not be permitted to undertake the professional experience again until it is next offered.

22

23

SSEECCTTIIOONN FFOOUURR

PPrree--sseerrvviiccee TTeeaacchheerr PPrrooggrreessss Maximising Pre-service Teacher Success and

Minimising the Likelihood of Failure in Professional Experience

Maximising Pre-service Teacher Success andMinimising the Likelihood of Failure inProfessional Experience

Professional Experience Grades Professional Experience Grades Pre-service Teacher Report Pre-service Teacher Report Pre-service Teacher Progress during

Professional Experience Pre-service Teacher Progress duringProfessional Experience

Progression across Professional Experience Units Progression across Professional ExperienceUnits

PPrree--sseerrvviiccee TTeeaacchheerr PPrrooggrreessss MMaaxxiimmiissiinngg PPrree--sseerrvviiccee TTeeaacchheerr ssuucccceessss aanndd mmiinniimmiissiinngg lliikkeelliihhoooodd ooff ffaaiilluurree

iinn pprrooffeessssiioonnaall eexxppeerriieennccee Learning to be a Teacher is a complex, personal and, at times, difficult matter that involves transformation from “student of teaching” to “Teacher of students” (Ganser, 2002). During this time Pre-service Teachers are expected to try out (with relatively unfamiliar children, classes and environment) their own beliefs about learning and teaching, and the knowledge and pedagogy (practices) they have learnt at university. As they try out their beliefs and developing knowledge and pedagogies, they may make some mistakes. This situation is to be expected. It is through the observation of teachers and classes; trialling their ideas and pedagogies; reflecting on the success or otherwise of these ‘trials’; and, re-trialling on the basis of their reflections and feedback from Supervising Teachers that Pre-service Teachers develop their own professional pedagogical knowledge and practice, and become Beginning Teachers. However, if Pre-service Teachers experience serious or ongoing difficulties then the processes outlined in this section need to be applied. Initially, Supervising Teachers can take the following steps to maximise Pre-service Teacher success and minimise the possibility of failure: prepare the class, positively, for the arrival of the Pre-service Teacher; get to know the Pre-service Teacher as well as possible – how they approach a

challenge, how they react to constructive criticism, how they react to change; take into account the Pre-service Teacher’s background and previous

experiences; have regular meetings with the Pre-service Teacher and encourage them to

share any difficulties they may be experiencing; encourage the Pre-service Teacher to have informal contact with other members

of staff; use active listening skills; try to deal with any difficulties early and at a low level before they become

serious, do not presume that the problem will be resolved without direction; follow university guidelines carefully with a Pre-service Teacher whose progress

is “causing concern”. (based upon Brookes & Sikes, 1997, p.114).

PPrrooffeessssiioonnaall EExxppeerriieennccee GGrraaddeess A Satisfactory grade will result in the Pre-service Teacher passing the professional experience and an Unsatisfactory grade in professional experience will result in the Pre-service Teacher failing the professional experience unit.

24

When Satisfactory/Unsatisfactory grades are used, the following criteria apply: S – Satisfactory This grade is awarded to any Pre-service Teacher who is considered by the Supervising Teacher to have demonstrated a satisfactory level of competence according to the criteria of the particular Professional Experience unit. Where a Pre-service Teacher’s work is considered outstanding or well above average, this judgement should be reflected in the written comments in the final report. U – Unsatisfactory No Pre-service Teacher should receive an Unsatisfactory grade without being placed At Risk and the Committee of Advice being convened. This grade may be recommended on the final report on ONE or more of the following grounds: Performance Deficiencies – i.e. failure to exhibit criteria indicated for the

particular Professional Experience unit Withdrawing from Professional Experience – unless a Withdrawal Without

Penalty is awarded. Non-Academic Misconduct

PPrree--sseerrvviiccee TTeeaacchheerr RReeppoorrtt Each unit has a specific Pre-service Teacher report. Reference should be made to the individual program’s specific handbook. In general, the report should be written towards the end of the final week of the block professional experience. The final report is based on a summation of the daily written feedback that has been previously discussed and given to the Pre-service Teacher. The final report is the responsibility of the Supervising Teacher. The Pre-service Teacher must be given the opportunity to read and discuss the final report with the Supervising Teacher. There should be no surprises for the Pre-service Teacher in what is written. The original report and attendance register should be mailed by the School Professional Experience Coordinator to the Professional Experience Office no later than the week following the conclusion of the professional experience.

PRE-SERVICE TEACHER’S FINAL GRADES FOR PROFESSIONAL EXPERIENCE UNITS ARE NOT RECOMMENDED UNTIL ORIGINAL REPORTS AND ATTENDANCE REGISTERS ARE SUBMITTED TO THE PROFESSIONAL EXPERIENCE OFFICE. LATE RECEIPT OF ORIGINAL REPORTS AND ATTENDANCE REGISTERS MAY LEAD TO PRE-SERVICE TEACHERS NOT RECEIVING A GRADE FOR THEIR PROFESSIONAL EXPERIENCE UNIT AND COULD RESULT IN THE PRE-SERVICE TEACHER NOT GRADUATING. Pre-service Teachers must collect the original report from the Professional Experience Office two weeks after completing their professional experience.

25

PPrree--sseerrvviiccee TTeeaacchheerr PPrrooggrreessss DDuurriinngg PPrrooffeessssiioonnaall EExxppeerriieennccee

In most cases Pre-service Teachers will make satisfactory progress towards meeting the professional experience outcomes. In cases where Pre-service Teachers are not making satisfactory progress the procedures for Pre-service Teachers whose progress is “causing concern” should be followed.

Pre-service Teachers Achieving Satisfactory Progress When Pre-service Teachers are making satisfactory progress the Supervising Teacher should:

follow the roles and responsibilities of key personnel in Section 2 of this book and the relevant Professional Experience Handbook

provide daily written and verbal feedback as detailed in the Unit Handbook identify progress towards meeting the professional experience outcomes

Pre-service Teachers Whose Progress is Causing Concern Pre-service Teachers may experience difficulties in meeting the requirements of the professional experience for a variety of reasons. These reasons include: Professionalism – attendance, punctuality, preparation of plans and resources;

teaching including poor communication processes; behaviour management; ability to accept and/or act upon advice and instruction; appropriate verbal or physical interactions with children or young people, families and staff; teamwork and all other aspects of professional standards and professional ethics.

Personal attributes – initiative, reflective practice, empathy, warmth, enthusiasm, commitment.

Unit (subject) and teaching requirements and standards as documented in unit requirements and assessments for the relevant program and level of course.

The Supervising Teacher, University Advisor, School Professional Experience Coordinator, or the Pre-service Teacher can identify a Pre-service Teacher as ‘causing concern’. This identification may be made during visits or during the block professional experience (generally in the first week). Early identification of any concerns ensures that the Pre-service Teacher receives appropriate support. It is essential that Supervising Teachers identify concerns on the written feedback they provide. Should a number of concerns be identified and/or the Pre-service Teacher does not respond to feedback the Pre-service Teacher must be identified as “Requiring Additional Support (RAS)” and the procedures outlined below must be followed. Pre-service Teachers Requiring Additional Support (RAS) Pre-service Teachers who are not making satisfactory progress must be identified as Requiring Additional Support. This identification should be made by the end of the first week of the block practicum to allow time for Pre-service Teachers to act on advice. The following procedures should be followed:

26

The Supervising Teacher *

Documents concerns on the form RAS1 (Meeting 1) Outlines goals and strategies and a date for achievement (generally 2-3 days

later) Discusses the strategies needed to rectify the situation with the Pre-service

Teacher (Learning Plan 1) Provides a copy for the Pre-service Teacher and fax a copy to the

Professional Experience Office immediately, so that the University Advisor can be informed

Monitors the Pre-service Teacher’s progress providing daily written feedback (the University Advisor should stay in telephone contact during this time)

Reassesses the Pre-service Teacher’s progress on the agreed upon date (Meeting 2)

Uses the form RAS1 to document the outcome of this meeting. The form must clearly state whether the Pre-service Teacher has met the set goals and whether the Pre-service Teacher is now making satisfactory progress. Where the goals have not been met, or where new concerns have been identified the Pre-service Teacher must be notified that they are “At Risk of Failing the Professional Experience” and the procedures set out below must be followed,

A copy is given to the Pre-service Teacher and a copy faxed to the Professional Experience Office.

* The University Advisor can also initiate the RAS processed in consultation with the Supervising Teacher. Pre-service Teachers At Risk of Failing in the Professional Experience Pre-service Teachers must be notified that they are “At Risk of Failing the Professional Experience” when they:

have been placed at RAS and have not made satisfactory progress have met the set goals during RAS but new concerns have arisen have reached the halfway point of the professional experience and are at risk

of not meeting one or more of the professional experience outcomes In most cases Pre-service Teachers will be identified as RAS before being notified that they are “At Risk of Failing Professional Experience”, however, if concerns arise at the half way point or later Pre-service Teachers may be placed “At Risk of Failing Professional Experience” without first going through RAS. Procedures for Pre-service Teachers At Risk of Failing Professional Experience

Identify the Pre-service Teacher At Risk Arrange for a meeting between the Pre-service Teacher, the Supervising

Teacher and the University Advisor (Meeting 3)

27

Document the reasons for the Pre-service Teacher being At Risk, goals, strategies and timelines on the At Risk Form (AR1)

Discuss specific strategies needed to remediate the situation with the Pre-service Teacher (Learning Plan 2)

Give a copy to the Pre-service Teacher and fax to the Professional Experience Office (fax number provided on form)

Monitor progress Provide daily written feedback Assess progress at a meeting (Meeting 4) involving the University Advisor,

Pre-service Teacher, Supervising Teacher and if possible the school professional experience coordinator.

Ensure all participants have the opportunity to state their views on the Pre-service Teacher’s progress

Document the outcome of this meeting using the form At Risk 2 (AR2) The Pre-service Teacher may not ‘defer’ or ‘withdraw without penalty’ once they have been notified At Risk. The expectation is that the Pre-service Teacher will continue at the placement until the period of the professional experience is complete or terminated by the professional experience academic coordinator. Pre-service Teachers who do not participate in the process will be deemed to have failed to meet requirements by the end of the period of professional experience (other than in cases of documented serious illness or misadventure). Pre-service Teachers are expected to attend EVERY DAY following identification of “At Risk of Failing the Professional Experience”. Additional placements will not be provided during the period of enrolment in the Professional Experience unless the initial placement is deemed “professionally unsuitable” for reasons not related to Pre-service Teacher poor performance. Outcome of the At Risk Process

Allocation of a Grade

At the completion of the full period of the professional experience a final result must be recommended for the professional experience. Pre-service Teachers who have made satisfactory progress and exhibit a satisfactory standard of performance at this point may be so designated on the relevant final report form. Pre-service Teachers who have failed to meet requirements at this point must be designated on the relevant final report form as UNSATISFACTORY. This result must be supported by the At Risk documentation. The University Advisor and Supervising Teacher will consult with regard to the final grade. In the event of agreement not being reached, the final decision is the responsibility of the university. Only in documented exceptional circumstances and at the discretion of the Head, School of Education, a Pre-service Teacher may be permitted to undertake up to 5 extra professional experience block days if it is considered by the University Advisor and the professional experience academic coordinator that the Pre-service Teacher is expected to achieve a satisfactory professional experience result in this time.

28

Pre-service Teachers who receive an UNSATISFACTORY grade may re-enrol in the professional experience unit only when the unit is next on offer. Their academic transcript will record an “UNSATISFACTORY” grade, which is a fail grade.

Level 1 Satisfactory (No)

Progress

(Yes)

Regular Advisory Sessions

Satisfactory Progress

S Grade awarded

Level 2

RReeqquuiirriinngg AAddddiittiioonnaall

SSuuppppoorrtt RRAASS11 Meeting 1.

Attended by Supervising Teacher, Pre-service Teacher,

an additional member (if possible school PE co-

ordinator) RAS1 and LP1 forms completed

Meeting 2

Outcome ticked on RAS1 Meeting attended by

Supervising Teacher, Pre-service Teacher and the

additional member if possible

IIff ssaattiissffaaccttoorryy aafftteerr mmeeeettiinngg 22,, rreettuurrnn ttoo LLeevveell 11

IIff uunnssaattiissffaaccttoorryy,, PPrree--sseerrvviiccee TTeeaacchheerr nnoottiiffiieedd ““AAtt RRiisskk””,, ggoo

ttoo LLeevveell 33

Level 3

AAtt RRiisskk Committee of Advice

Meeting 3- AR1 Attended by Supervising

Teacher, Pre-service Teacher, the additional

member (if possible) and University Advisor. AR1

and LP2 completed

Meeting 4 – AR2 Attended by Supervising

Teacher, Pre-service Teacher, the additional

member (if possible) and University Advisor.

IIff ssaattiissffaaccttoorryy,, SS GGrraaddee

aawwaarrddeedd.. IIff uunnssaattiissffaaccttoorryy,, UU GGrraaddee

aawwaarrddeedd

PPrrooggrreessssiioonn AAccrroossss PPrrooffeessssiioonnaall EExxppeerriieennccee UUnniittss

The procedures under this section apply to situations where a Pre-service Teacher’s professional experience placement has been terminated before completion, where the Pre-service Teacher has recorded a serious fail in a professional experience placement that has resulted in the good name of the university being prejudiced or where a Pre-service Teacher has failed consecutive placements. Where Pre-service Teachers are experiencing difficulties with their professional experience, the College of Arts level policies that have At Risk processes exist to intervene and to provide support and direction with a view to enhancing the prospects of a successful placement. When a Pre-service Teacher fails a professional experience placement the normal UWS progression and graduation rules generally apply. In a very small number of cases there may be:

A serious fail that has resulted in the good name of the university being prejudiced; or

29

A recommendation from the At Risk Committee of Advice or directly from the hosting school that the Pre-service Teacher be withdrawn prior to the completion of the placement. In such cases the professional experience academic coordinator may terminate the placement at this stage;

A Pre-service Teacher who fails two consecutive professional experience placements.

In any of these circumstances, a process of review and remediation is activated and must be completed before the Pre-service Teacher is able to undertake a further professional experience unit. The Head, School of Education will review the reports from the school concerned and/or the Committee of Advice1 and the final assessments in the case of consecutive failures and will request the Pre-service Teacher to attend an interview. Also attending the interview will be the relevant professional experience academic coordinator and another designated staff member of the university if considered desirable by the Head of School. The advice to the Pre-service Teacher will include a summary statement of the reasons for the review and remediation, including any relevant documentation and information about the UWS staff who will be attending. The advice will also indicate that the purpose of the meeting is fundamentally to examine what remedial action might be appropriate to enable the student to undertake another successful placement in the future. The Pre-service Teacher will be invited to bring with them a support person, being a fellow student, a student association welfare officer, or a UWS counsellor from the Student Support Services or other member of staff of the university. At the meeting the Head of School will outline to the Pre-service Teacher the extent and nature of the concerns associated with the professional experience and invite the student to respond to and comment on the issues raised. The Head of School will discuss with the student a range of personal and/or professional development activities and options that might be desirable. As far as possible the meeting shall be conducted in a manner that tries to achieve consensus on a program of development that will give the Pre-service Teacher the best possible opportunity to complete successfully a Professional Experience unit in the future. Following the meeting the Head of School will write to the Pre-service Teacher formally advising of any requirements that the Pre-service Teacher must undertake prior to being allowed to enrol in any further professional experience unit. That letter will stipulate the nature of any remedial action required, advise on the arrangements to be made, the time frame involved for the remediation program (up to a maximum limit of one year) and the nature of any reporting requirements. References Brookes, V., & Sikes, P. (1997). The Good Mentor Guide. Buckingham: Open University Press.

1 In circumstances where the placement is terminated before completion, the Committee of Advice will proceed with the submission of a grade for the final assessment which, in these cases would be U - Unsatisfactory

30

Ganser, T. (2002). How Teachers compare the roles for cooperating Teacher and mentor [Electronic Version]. The Educational Forum 66 (4), 380-386.

31

32

SSEECCTTIIOONN FFIIVVEE

PPrrooffeessssiioonnaall,, EEtthhiiccaall aanndd LLeeggaall RReessppoonnssiibbiilliittiieess

Ethics Ethics Child Protection Child Protection Confidentiality Confidentiality Informed Consent Informed Consent Conflict of Interest Conflict of Interest Duty of Care Duty of Care Physical Contact Physical Contact Occupational Health & Safety and Risk

Management Occupational Health & Safety and RiskManagement

Prohibited Professional Experience Placements Prohibited Professional Experience Placements Pre-service Teacher Insurance Pre-service Teacher Insurance Pre-service Teacher Conduct Pre-service Teacher Conduct School of Education Code of Ethics School of Education Code of Ethics Professional Experience Complaint Handling

and Resolution Policy Professional Experience Complaint Handlingand Resolution Policy

Professional Experience Privacy Policy Professional Experience Privacy Policy Inclusive Language Inclusive Language Anti Discrimination Legislation in Australia Anti Discrimination Legislation in Australia

PPrrooffeessssiioonnaall,, EEtthhiiccaall aanndd LLeeggaall RReessppoonnssiibbiilliittiieess

In many cases the protocols in this section are based on UWS policies which can be found on the UWS website at www.uws.edu.au. The information is current at the time of writing, but policies are regularly updated by the University and it is the Pre-service Teacher’s responsibility to ensure that they are acting in accordance with the most up to date policy.

EEtthhiiccss Professional ethics is concerned with knowing, and doing, what is good, right and creates benefit according to what well-respected members of a particular profession would think. Guidelines for ethical action are available to Teachers in the form of value statements for the profession, or an employing body, and relevant codes of ethics and conduct as outlined to Pre-service Teachers at UWS specifically for each program. UWS Pre-service Teachers are expected to behave professionally and ethically at all times in accordance with all rules, policies and guidelines of UWS, School of Education and the values and philosophies of their specific programs. The UWS Code of Conduct should be used as a guide. Ethical communication and behaviour is expected in relation to university staff, all early childhood setting/school staff, and the families, children and young people with whom they come into contact throughout their professional experience associations. Conversations with parents should be polite and friendly, but the Pre-service Teacher must not assume the role of the Teacher, in the giving of advice, or entering into dialogue about confidential matters. Discretion and confidentiality must always be maintained. Supervising Teachers have a professional and ethical responsibility to the teaching profession to nurture the next generation of Teachers. Whilst Pre-service Teachers can benefit from many learning experiences and reflection about them, Supervising Teachers must not leave Pre-service Teachers alone with children or young people or expect them to assume the role of the Teacher, unsupervised, at any time. In the event that a Supervising Teacher (or School Professional Experience Coordinator) has significant concerns that a Pre-service Teacher’s actions are in breach of professional or ethical standards he or she should contact the school’s principal, the University Advisor or the professional experience academic coordinator (see front page of this handbook for contact details), follow mandatory reporting procedures and notify the relevant authorities as per mandatory reporting requirements if required.

33

In the event that a Pre-service Teacher has significant concerns that he/she has been required to work in an illegal or unethical manner, or has witnessed illegal or unethical practice, he/she should follow mandatory reporting procedures and/or contact the school principal, his/her University Advisor, or the Professional Experience Academic Coordinator who will advise as to appropriate actions.

CChhiilldd PPrrootteeccttiioonn The School of Education has developed a Child Protection Protocol for all Pre-service Teachers, as well as casual and permanent staff. This protocol includes the signing of a Working With Children Check Declaration and includes a child protection training session. All participants in professional experience must act in accordance with the protocol (see Appendices), and follow mandatory reporting procedures as detailed below. Pre-service Teachers who do not complete UWS Child Protection training will not be permitted to undertake professional experience. Mandatory Reporting Pre-service Teachers are deemed to be employed while on professional placement and as such are deemed mandatory reporters in matters of child protection under the Children and Young Persons (Care and Protection) Act 1998. Under this legislation, Pre-service Teachers should follow the reporting procedures as outlined in their child protection training. These will differ according to the placement context. In NSW Department of Education and Training (DET) schools DET procedures should be followed. In other settings, Pre-service Teachers should familiarise themselves with the agency’s child protection procedures and follow these or notify the DOCS Helpline (13 2111). Support During a Reporting Process Reporting can be a stressful experience for Pre-service Teachers. They are reminded to refer back to their Child Protection Workshop materials for guidance. While Pre-service Teachers are not obliged to advise UWS of a report, if there are reasonable grounds for suspecting risk of harm to children including physical or sexual abuse or neglect, or psychological harm or domestic violence, and Pre-service Teachers are worried about the implications of making the report, or are pressured not to report, they are encouraged to seek the support of their professional experience academic co-ordinator or a respected professional mentor. Allegations Against a Pre-service Teacher Where a Pre-service Teacher is considered to pose a risk of harm to, or is alleged to have harmed a child or children while on professional experience placement, Supervising Teachers have an obligation to report their concerns. Reporting can be directly to the DOCS Helpline (13 2111) or according to school/centre policies, through a process of the report firstly going to the supervisor or principal.

34

Process:

Report the concern to the appropriate person/agency Arrange for the Pre-service Teacher to be removed from contact with

children while the investigation takes place Notify the UWS Professional Experience Office. Staff will notify the relevant

professional experience academic coordinator The Professional Experience Academic Coordinator will contact the Pre-

service Teacher The NSW Ombudsman has the responsibility to ensure that effective systems are in place and to monitor local investigations within all government, and certain non-government agencies in NSW for preventing and responding to reportable allegations. This responsibility is outlined in Ombudsman Act 1974 and Child Protection Legislation Amendment Act 2003 and explained further in Child Protection in the Workplace. Responding to allegations against employees (June 2004). Under this legislation, schools are referred to as “agencies” and Pre-service Teachers are deemed to be “employees” as they are engaged to provide services to children and young people. Heads of agencies must notify the Ombudsman of reportable allegations. A local investigation may be required. Joint agency/UWS involvement in a local investigation is encouraged in cases where allegations are raised against UWS Pre-service Teachers. UWS will provide support for the Pre-service Teacher throughout and following the process. This does not in any way presuppose or prejudice the investigation or findings but considers the occupational health and safety of the Pre-service Teacher.

CCoonnffiiddeennttiiaalliittyy It is essential that all Pre-service Teachers maintain confidentiality in respect to information acquired during the professional experience. Information regarding children, young people and their families should be regarded with the strictest confidence and should not be disclosed to any person other than those responsible for the supervision and direction of the Pre-service Teacher. Children’s surnames, addresses or other identifiers should not be used in any written documentation. Any identifying details such as name of the school, address, phone numbers, staff etc must be kept separate from professional experience documentation. In tutorial discussions, and conversations with friends and family, Pre-service Teachers should refrain from mentioning children, schools, and staff by name. Previous professional experience placements should not be discussed at other schools.

35

IInnffoorrmmeedd ccoonnsseenntt Post Graduate Pre-service Teachers are learning to work as Teachers and as such, are not normally conducting research when they gather information on children, young people and families for planning purposes. As such, their work is not subject to UWS Ethics Committee approval. However, Pre-service Teachers have an ethical obligation to seek the informed consent of children or young people (where appropriate) or their parents or guardians where they are seeking to gather personal or private information, or develop in-depth documentation for university assignments. Letters of informed consent must be distributed and stored confidentially. A sample letter is included in the Appendices.

CCoonnfflliicctt ooff IInntteerreesstt Conflict of interest may occur when a situation directly or indirectly compromises the performance of duties. Pre-service Teachers should not be advantaged or disadvantaged by close personal relationships with school staff or children/young people in professional experience settings. Pre-service Teachers should avoid conflict of interest during professional experience by disclosing information about any personal relationships in schools where they may undertake professional experience, when they are nominating a choice of schools on Pre-service Teacher survey forms. They should assess potential conflicts of interest in terms of the likelihood of being influenced in the performance of duties in a particular manner. If Pre-service Teachers become aware of such a situation, they should take appropriate steps to disclose the conflict to the relevant professional experience academic coordinator. A sexual or other close personal relationship between a Pre-service Teacher and a Supervising Teacher is likely to involve serious difficulties arising from the power disparity inherent in the staff/student relationship. In general, these relationships should be avoided. Pre-service Teachers in initial Teacher education courses must not undertake professional experience where they are employed as a casual Teacher or a staff member. A conflict of interest arises where payment is being made and a Pre-service Teacher is fulfilling the role of both a Pre-service Teacher and a paid employee. Pre-service Teachers should bring to the attention of the professional experience academic coordinator any conflict of interest that arises in this area. These guidelines are supported by the Independent Commission Against Corruption Act 1988 where the definition of corrupt conduct includes ‘any conduct of persons that adversely affect, or that could adversely affect, either directly or indirectly, the honest or impartial exercise of official functions by any public official [s.8(1)(a)]. Further information about conflict of interest may be found on the UWS Website under Policies and Procedures.

36

DDuuttyy ooff CCaarree The NSW Teacher’s Federation defines Duty of Care. The following adaptation of the definition can be used as a guide in all settings (http://www.nswtf.org.au/future_Teachers/legal_stuff.html ) In addition to providing appropriate teaching to meet the varying needs of children and young people, Pre-service Teachers, like all teachers, have "a duty of care". This situation means that as a responsible adult they have a legal responsibility for the safety and wellbeing of those children and young people. To fulfil this legal responsibility, Pre-service Teachers must always act in a manner that a court of law would consider "reasonable" in the circumstances. What is considered "reasonable" would be influenced by the: number of the children or young people in their care; age and ability of the children or young people; activity taking place; environment in which the activity takes place.

Pre-service Teachers must ensure that they are familiar with the school's and the Department of Education and Training's (DET) and Department of Community Services’ (DOCs) procedures and always work within them. Accidents can still happen, even to the most experienced of teachers and in the best regulated classrooms. However, Pre-service Teachers will not have breached their duty of care unless they can be proved to have been negligent. Negligence is: an action which could reasonably have been expected to contribute, directly or

indirectly, to causing harm to a child or young person; a failure to take action to prevent reasonably foreseeable harm to a child or

young person.

PPhhyyssiiccaall CCoonnttaacctt All physical interactions with children/young people should be appropriate, and conducted under the direct supervision of an employee of the school (e.g. Supervising Teacher). The Pre-service Teacher must familiarise him/herself with the child protection and behaviour policies of the school and under no circumstances will a Pre-service Teacher ever engage in physical punishment or inappropriate behaviour management (physical or emotional) of a child. UWS Pre-service Teachers must always act in accordance with relevant state and employer regulations that govern professional experience schools. Unnecessary physical contact with children and young people should be avoided as even the most innocent of actions can be misconstrued. This does not mean that there should be no touching. In the early childhood years, in particular, warm and appropriate interactions, physical and verbal and non-verbal, are crucial to healthy

37

development and wellbeing. Also, reasonable physical restraint may be used if the actions of children/young people are likely to be harmful to themselves or to others, or result in damage to property, including their own. Following any accident or incident, no matter how trivial it may seem at the time, a report should be made to your Supervising Teacher and University Advisor without delay. In some circumstances a report form will need to be completed. See the NSW Teachers Federation's Welfare Leaflet.

OOccccuuppaattiioonnaall HHeeaalltthh aanndd SSaaffeettyy aanndd RRiisskk MMaannaaggeemmeenntt

Professional Experience involves working in schools in the role of the Teacher. Schools are expected to observe appropriate Occupational Health and Safety considerations and Pre-service Teachers have a responsibility to ensure they can undertake the physical and mental expectations of the job. Expectations vary among programs and settings and Pre-service Teachers must familiarise themselves with what they will be expected to do, which may involve such risks as lifting, being exposed to infection, considerable writing or typing and travel to appropriate settings. Pre-service Teachers are also advised to observe appropriate hygiene and safety practices to protect themselves and the children and young people with whom they work. Pre-service Teachers who are, or may become, pregnant before or during their placement are strongly advised to consult their doctor before undertaking professional experience. Most types of schools have their own employment policy regarding staff who are pregnant. In DET schools, a risk assessment will be undertaken to ensure the safety of the Pre-service Teacher and their unborn baby. Pre-service Teachers who wish to continue with their professional experience during the latter stages of pregnancy need to discuss the matter with the Professional Experience Academic Co-ordinator. If Pre-service Teachers have concerns as to their physical or mental capacity to undertake the work of a teacher, advice and support may be sought from the UWS Disability Service or the UWS Equity and Diversity Unit. Information will be treated with utmost confidentiality (see UWS website). Pre-service Teachers who apply to undertake a professional experience unit in the School of Education must take the responsibility for seeking out any support they may need, and an application for professional experience will be regarded as the Pre-service Teacher’s verification that they are physically and mentally prepared for the job. For further information on UWS Occupational Health & Safety policy, please refer to the UWS website. Pre-service Teachers who require reasonable effort for accommodation for a disability must register with the UWS Disability Service before special consideration is reviewed.

PPrroohhiibbiitteedd PPrrooffeessssiioonnaall EExxppeerriieennccee PPllaacceemmeennttss Pre-service Teachers will not be placed for professional experience in settings such as Juvenile Justice and Correctional Centres. Pre-service Teachers wishing to

38

attend government health facilities need to comply with NSW Health policy on immunisation. As Pre-service Teachers do not comply with existing legislation, they are not permitted to attend overnight camps.

PPrree--sseerrvviiccee TTeeaacchheerr IInnssuurraannccee All UWS Pre-service Teachers are covered for personal accident/injury and public liability while engaged in course related activities (refer to the UWS website). This arrangement includes professional experience field/observation visits and blocks. Pre-service Teachers requiring confirmation of insurance cover Letters of indemnity required by Pre-service Teachers (confirming that they have appropriate insurance cover) can be requested by contacting the Professional Experience Office on (02) 47360262. Pre-service Teachers undertaking an activity (e.g. work experience) not required by their course/unit will still be covered, provided that the activity is approved in writing from the Head of Program and is related to the Pre-service Teacher’s course of study. More details about the nature and extent of cover for Pre-service Teachers can be obtained from the UWS website http://www.uws.edu.au/finance_office/finance/student_insurances

or by contacting the UWS Accountant, Tax and Insurance on (02) 4570 1217. In the event of an accident Pre-service Teachers who are involved in an accident travelling to or from their professional experience or are injured during professional experience should initially seek appropriate medical care and follow the reporting procedures in their school. The UWS Finance’s Office manages claims against the Student Personal Accident and Injury policy. Pre-service Teachers with claims should, in the first instance, contact the UWS Accountant, Tax and Insurance on (02) 4570 1217. Pre-service Teachers should not delay lodging claims as this might jeopardise any settlement to which they may be entitled. Benefits provided by the policy will have an excess deducted from any settlements to which the Pre-service Teacher may receive. As Pre-service Teachers are the insured persons of this policy, it is the Pre-service Teacher who bears the excess. Potential liability claims against the university or Pre-service Teacher must be reported to the Professional Experience Office. Potential claims will arise where a Pre-service Teacher has been negligent resulting in injury, loss or damage. The School of Education must then provide full details to the Director of Finance. Failure to report potential claims may result in the actual claim being rejected by the university's insurer.

39

PPrree--sseerrvviiccee TTeeaacchheerr CCoonndduucctt The highest standard of conduct is expected of Pre-service Teachers at all times. Pre-service Teachers’ conduct during professional experience is guided by three policies: 1. College of Arts Professional Experience Reference Group’s Principles of Ethical

and Professional Behaviour Policy All UWS Teacher Education Programs have adopted, through the Professional Experience Reference Group of the university and field representatives, the Principles of Ethical and Professional Behaviour Policy. See appendices. 2. Academic Misconduct The UWS Academic Misconduct policy covers cheating, plagiarism and collusion. It can be found on the UWS website http://policies.uws.edu.au/view.current.php?id=00051 3. Non-Academic Misconduct The following points have been drawn from the policy as being the most applicable during professional experience. Pre-service Teachers should refer to the UWS website http://policies.uws.edu.au/view.current.php?id=00104 Non-Academic Misconduct includes, but is not limited to: contravention of UWS Act, By-Laws, Rules or Policies; behaves in a manner that prejudices the good name or academic standing of the

University; harasses, vilifies, abuses, threatens, assaults or endangers staff, students or

other members of the University’s community directly or by other means of communication;

fails to follow reasonable directions of an employee of the University; alters or falsifies or fabricates any document or record that the University

requires of the student (e.g. medical certificate or other supporting documentation);

divulges confidential or personal information relating to any University matter, staff member or student in circumstances where there is no reasonable or lawful excuse for doing so;

behaves inappropriately in an activity (eg In the virtual and physical environments such as e-learning sites, face to face classes, meetings), facility in or under the control or supervision of the University or a recognised University student association;

knowingly provides false or misleading information to staff of the University; or fails to comply with a penalty imposed or outcome agreed to under this or other

policies of the University.

40

CCooddee ooff EEtthhiiccss ffoorr SSttaaffff aanndd SSttuuddeennttss ooff tthhee SScchhooooll ooff EEdduuccaattiioonn Our interaction with others will always be conducted with:

Respect Care

Integrity Diligence Openness

These are demonstrated by:

Treating each other with respect Being loyal to and supportive of each other Working cooperatively and sustainably within our learning communities Sharing expertise and knowledge with each other Supporting and assisting each other to raise the status of the teaching

profession Acknowledging personal responsibility for learning Respecting the right to privacy and confidentiality Helping others learn to interact effectively and in doing so balance their own

rights, needs and feelings with those of community members (Adapted from Groundwater-Smith, Ewing, & Le Cornu, 2006)

PPrrooffeessssiioonnaall EExxppeerriieennccee CCoommppllaaiinntt HHaannddlliinngg aanndd RReessoolluuttiioonn PPoolliiccyy Pre-service Teachers should make themselves fully aware of the University’s Complaint Handling and Resolution Policy. It can be found on the UWS website by clicking onto http://policies.uws.edu.au/view.current.php?id=00098

PPrrooffeessssiioonnaall EExxppeerriieennccee PPrriivvaaccyy PPoolliiccyy The following are excerpts from the University Privacy Policy Guideline. Pre-service Teachers should make themselves familiar with the complete document on the UWS website - http://policies.uws.edu.au/view.current.php?id=00108

The University of Western Sydney is committed to fair personal and health information handling practices in its educational, research, engagement, and associated administrative procedures and activities. In protecting the privacy of personal and health information entrusted to it, the University will meet its statutory requirements under the Privacy and Personal Information Protection Act 1998 (PPIPA) and the Health Records and Information Privacy Act 2002 (HRIPA). In particular the University will reference its practices and activities against the Information Protection Principles (IPPs), and the Health Privacy Principles (HPPs) contained in those Acts. All staff and functional units of the University have an obligation, in their day to day practices, to adhere to and implement the privacy principles and practices established by legislation and given detailed expression in this and other privacy related policies and guidelines and the UWS Privacy Management Plan .

41

In establishing a policy and administrative framework to protect the privacy of personal information entrusted to the University it is important to understand what constitutes personal information as defined in the legislation (PPIPA):

"In this Act, personal information means information or an opinion (including information or an opinion forming part of a database and whether or not recorded in a material form) about an individual whose identity is apparent or can reasonably be ascertained from the information or opinion”

In the University context, personal information includes material such as: contact details - addresses, telephone numbers, email addresses. reference numbers - tax file numbers, passport numbers, bank account numbers, photographic images, next of kin etc.

Pre-service Teachers should make themselves familiar with the UWS Privacy Management Plan at http://policies.uws.edu.au/download.php?id=100 . Information about University Pre-service Teachers may be disclosed without the consent of the Pre-service Teacher to university officials or committees deemed to have a legitimate educational interest. Information on University Pre-service Teachers (other than as specified in policy) will be released to third parties only at the written request of the student. This restriction applies to requests from parents, spouses, DET, credit bureaus and police.

All staff and functional units of the University have an obligation, in their day to day practices, to adhere to and implement the privacy principles and practices established by legislation and given detailed expression in this and other privacy related policies and guidelines and the UWS Privacy Management Plan.

IInncclluussiivvee LLaanngguuaaggee

The UWS's Equal Opportunity Policy Statement provides a commitment to equal opportunity for all staff and students regardless of sex, pregnancy, race, marital status, homosexuality, age, family responsibilities, disability, transgender, political conviction or religious belief. As such UWS is committed to the examination of all its policies and practices to ensure the elimination of discrimination and harassment. The elimination of non-inclusive and discriminatory language is necessary for achieving equal opportunity for staff and students. Discriminatory language is both a symptom of, and a contributor to, the unequal social status of women, people with disabilities and people from various ethnic and racial backgrounds. Language is a major vehicle for the expression of prejudice or discrimination. Thus language can both reflect and shape social reality. UWS supports the use of inclusive, non-discriminatory language in all official documents and promotes its use in classrooms, meetings and other settings within the University.

42

AAnnttii DDiissccrriimmiinnaattiioonn LLeeggiissllaattiioonn iinn AAuussttrraalliiaa

Australia's commitment to eliminating discrimination has been manifested in a number of ways, including legislation at the federal level, with the Racial Discrimination Act 1975, the Sex Discrimination Act 1984, the Human Rights and Equal Opportunity Act 1986, the Equal Opportunity for Women in the Workplace Act 1999 and the Disability Discrimination Act 1992, and at the state level, with the New South Wales Anti-Discrimination Act 1977. The Anti-Discrimination Act 1977 covers discrimination on the grounds of sex, homosexuality, marital status, race, physical and Intellectual disability, transgender and age. Vilification amendments to the Anti-Discrimination Act (1977) provide legal sanction on the grounds of homosexuality, race, transgender or HIV/AIDS status by banning the expression of hatred, serious contempt and severe ridicule in a wide range of spoken and written forms. Different Forms of Discriminatory Language a) Extra-Visibility or Emphasis on Difference In many contexts it is quite unnecessary to mention a person's sex, race, ethnic background or disability. For members of minority groups these characteristics are often mentioned. This type of specification may result in overemphasis on a particular characteristic, thus creating the impression that the person referred to is somehow an oddity. b) Stereotyping A stereotype is a generalised and relatively fixed image of a person or persons belonging to a particular group. This image is formed by isolating or exaggerating certain features - physical, intellectual, cultural, occupational, personal, and so on -which seem to characterise the group. Stereotypes are discriminatory in that they take away a person's individuality. Although they may reflect elements of truth, these are usually misinterpreted or inaccurate owing to oversimplification. The status of minority groups in society is often adversely influenced by prevailing stereotypes of them. c) Derogatory Labelling The discriminatory nature of derogatory labels used to describe members of minority groups is often obvious. However, derogatory labels are still commonly used, and must be avoided. d) Imposed Labelling A characteristic often shared by minority groups is their lack of power to define themselves. Often the names and labels by which they are known, whether derogatory or not, have been imposed on them. Imposed labelling may be inaccurate in various ways and may also be alienating for the groups it supposedly describes.

43

Language and Specific Groups a) Language, Sex and Gender Non-sexist language is to ensure a balanced and fair representation of men and women in language not to 'de-sex' language. Non-sexist language increases clarity in language use by removing ambiguities, and increases accuracy by avoiding false assumptions about the nature and roles of women and men in society. Sexist language is language that expresses bias in favour of one sex and thus discriminates against the other. In general, the bias is in favour of men and against women. Language that discriminates against women by not adequately reflecting their roles, status and presence in society is sexist. b) Language and Disability The portrayal of people with disabilities has been fraught with contradictions because of ambivalent attitudes towards disability. Because people are often uncomfortable or embarrassed about disability, many euphemisms have been created to describe disability and people with disabilities. Discriminatory language in relation to the portrayal of people with disabilities is characterised by derogatory labelling, by depersonalising, by stereotyping and by emphasising the disability rather than the person. c) Language, Race and Ethnicity Australia's population is comprised of people from different ethnic and racial backgrounds, some of whom are Indigenous to Australia. Language plays a major role in expressing group relations and group conflicts. Ethnic and racial labels, names and expressions are created and used to portray certain groups as inferior or superior to others. Non-discriminatory language in relation to race and ethnicity aims to recognise and present the diversity of Australia's population in positive ways. d) Language and Indigenous Australians An Indigenous Australian is an Aboriginal person or Torres Strait Islander, who identifies as such, is of Aboriginal or Torres Strait Islander descent and is recognised as such by the community. The separate linguistic and cultural identity of the Indigenous people of the Torres Strait Islands must be recognised. The preferred term is Torres Strait Islander. The linguistic portrayal of Aboriginal and Torres Strait Islander people has been mainly negative and stereotypical. Aboriginal and Torres Strait Islander people are most often described in racial group terms, rarely as individuals with personal names. 'Aboriginals' was often used as a noun to describe the Indigenous people of Australia instead of its use as an adjective which is acceptable, eg. the Aboriginal Education Unit, the Aboriginal people of Australia, Aboriginal employees/students. Wherever possible an Aboriginal person or group's preference of title should be used. If in doubt, ask the person or group. At UWS consultation with either the staff

44

of the Aboriginal Education Centre or the Aboriginal Employment Coordinator on appropriate language is encouraged. e) Language and Sexual Preference Language used in reference to people of other than heterosexual preference is often derogatory and implies inferiority or deviance. Use terms such as homosexual/gay men or homosexual women/lesbians or transsexual/transgender and avoid terms such as poofter, queer, queen, dyke, transvestite. While some people of homosexual preference use some of these terms about themselves a more generalised use should be avoided. Avoid stereotyped descriptions or derogatory terms eg. gay men are often referred to as limp-wristed or as effeminate and lesbians are often referred to as butch or masculine. Contacts for further information and assistance: If you have enquiries in relation to the use:

a) of non-discriminatory language, contact the UWS Student Equity, Welfare and Disability Unit on 02 9678 7374.

b) of non-racist language in relation to Aboriginal or Torres Strait Islander people, contact the Indigenous Student Service Officer at Penrith on (02) 4736 0697 or Bankstown (02) 9772 6711.

45

46

SSEECCTTIIOONN SSIIXX

DDooccuummeennttaattiioonn aanndd AAppppeennddiicceess

Sample Notification of Pre-service Teacher Requiring Additional Support Form and Learning Plan 1 (RAS 1 & LP1)

Sample Notification of Pre-service TeacherRequiring Additional Support Form andLearning Plan 1 (RAS 1 & LP1)

Sample Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience and Learning Plan 2 (AR1, LP2 and AR2)

Sample Committee of Advice - Pre-serviceTeacher At Risk of Failing ProfessionalExperience and Learning Plan 2 (AR1, LP2 andAR2)

School of Education Child Protection Protocol 2011 School of Education Child Protection Protocol2011

Principles of Ethical and Professional Behaviour Policy Principles of Ethical and ProfessionalBehaviour Policy

RAS 1 Notification of Pre-service Teacher Requiring Additional Support – Meetings 1 and 2 Pre-service Teacher’s Name: _________________________ID: _____________ Unit Number:________________________

School/Centre Name: _______________________ Supervising Teacher’s Full Name: _______________________

Course: B.Ed(0-5) MTeach (EC) MTeach (Primary) MTeach (Secondary) Masters Special Ed

Additional Member’s Names and Positions: ________________________________________________________________

Person making notification: ________________________________________________ Date:________________________

Reasons for Concern

Changes/goals to address concerns (please number)

Strategies Date for Achievement

SAMPLE ONLY

Signatures: Pre-service Teacher______________________________ Supervising Teacher: ____________________________

Additional Members:___________________________________________________________________________________ Outcome (please tick one) at Meeting 2: Pre-service Teacher is now likely to make Satisfactory progress Pre-service Teacher will be notified At Risk of Failing the Professional Experience Outcome recorded by: Supervising Teacher University Advisor Time, date and place of reassessment meeting: __________________________________________________________

RAS1- Fax to (02) 47360407

48

LP 1 Learning Plan No. 1 Individual Learning Plan

Issue of Concern Required Outcome Strategy Date for Achievement

SAMPLE ONLY

LP 1- Fax to (02)4736 0407

AR 1 Committee of Advice - Pre-service Teacher At Risk of Failing Professional Experience (Meeting 3)

Pre-service Teacher’s Name: ________________________________ID: __________________ Date:_____________

Professional Experience Name and Unit Number:____________________________________________________

Course: B.Ed(0-5) MTeach (EC) MTeach (Primary) MTeach (Secondary) Masters Special Ed

School/Centre Name: ___________________________________________________________________

Supervising Teacher’s Full Name: ________________________________________________

University Advisor/Mentoring Lecturer’s Full Name: _________________________________________

Names and positions of Additional Members:_______________________________________________________________

Has the Pre-service Teacher already required Additional Support? Yes No If No, please outline Exceptional Circumstances that now places the Pre-service Teacher “At Risk of Failing” ______________________________________________________________________________________________________

SAMPLE ONLY

________________________________________________________________________________________________________________________________________________________

Date of Meeting 4: _____________________________________

Signatures: Pre-service Teacher ____________________ Supervising Teacher: _____________________

University Advisor: ________________ Additional Members:___________________________

AR1- Fax to (02) 4736 0407

50

LP 2 Learning Plan No. 2 Individual Learning Plan

Issue of Concern Required Outcome Strategy Date for Achievement

SAMPLE ONLY

LP 2- Fax to (02) 4736 0407

AR 2 Review of Pre-service Teacher At Risk Of Failing Professional Experience (Meeting 4)

Pre-service Teacher’s Name: ________________________________ID: ___________ Date:______________________

Course: B.Ed(0-5) MTeach (EC) MTeach (Primary) MTeach (Secondary) Masters Special Ed

School/Centre Name: ______________________ Supervising Teacher: _______________________

University Advisor’s Name: __________________________________________

Required Outcomes Comment Achieved (Yes/No)

SAMPLE ONLY

Outcome (please tick): Pre-service Teacher is now likely to make Satisfactory progress Pre-service Teacher will receive an Unsatisfactory Grade in the Professional Experience

Supervising Teacher or University Advisor Outcome recorded by: Signatures: Pre-service Teacher: _______________________ Supervising Teacher: _______________________ University Advisor: ________________ Additional Members:_________________________________

RAS2- Fax to (02) 4736 0407

52

College of Arts School of Education Child Protection Protocol, 2011

This Protocol has been developed under the auspice of the School of Education by the Professional Experience Committee. The protocol is to be managed under the direction of the Head of School (Associate Professor Steve Wilson) by an Academic Coordinator and an Administration Officer. The protocol is designed to cover students, permanent Teacher Education staff and casual employees teaching in units and working as University Advisors.

Component Details Responsibility of Signing of Working With Children Check Declaration (WCC-DEC)

All Pre-service Teachers must sign a WCC-DEC on their initial enrolment in their current degree. Pre-service Teachers have a legal responsibility to inform the university if their status changes. A UWS WCC-DEC form is submitted to UWS as part of enrolment. A Pre-service Teacher who breaks their studies or changes course must complete a new WCC-DEC on recommencement of studies. Forms are available online from the UWS Website. UWS adapted WCC-DEC is based upon the Commission for Children and Young People document. Signing of WCC-DEC is recorded on the student’s record 24-48 hours after signing. Students who do not sign will not be allowed to enrol in professional experience (PE) units.

o Registrar’s Office– Special Requirements (Enrolments)

o Checks carried out by School of

Education Administration Staff

Child Protection Training Workshops (CPW)

Every Pre-service Teacher must attend a 3 hour workshop before undertaking any professional experience (PE). A new workshop must be undertaken if a Pre-service Teacher changes course Workshops and assessment are common across programs and settings and cover information needed for working in both DOCS settings and DET centres. Pre-service Teachers will be not be placed for professional experience if they have not attended workshop in their current degree

o Student to attend workshop and ensure they are current

o Organised and run by School of Education Academic Child Protection Officer. Delivered by Department of Education and Training.

o Checks carried out by School of Education Administrative Staff

o Date of attendance placed on Student Record by Registrar’s Office

Permanent and Casual Teaching Staff

All staff to sign a WCC-DEC before visiting schools and centres. Casuals must submit a Casual Employment Authority BEFORE commencing work

o Staff to sign and submit relevant documentation with Casual Employment Authority.

o Records maintained at UWS Human Resources

Casual Advisors All staff to submit a Casual Employment Authority BEFORE commencing work. Staff attend PE preparation meeting

o PE Coordinators o Records kept at School of

Education. Checks before PE block that all casuals employed have submitted CEA

University of Western Sydney College of Arts

Principles of Ethical and Professional Behaviour in Teacher Education

Programmes Ethical and Professional Behaviour: UWS Pre-service Teachers who are engaged in professional experience are placed in a variety of settings which require them to behave in a professionally appropriate manner. In brief, they are expected to adopt a stance which is courteous and respectful of the rights of others, be they children or adults. Children have a right to be heard (John, 1996). And not only heard, but listened to, taken seriously and given serious things to do (Holdsworth, 1999). The processes require mutuality, respect and transparency. The United Nations Conventions on the Rights of the Child stipulates in Article 12 that the views of the child should be given due weight in accordance with the age and maturity of the child and Article 13 that the child shall have the right to freedom of expression ... to seek, receive and impart information and ideas of all kinds (Alderson, 1995, p. 70). Similarly adults in professional experience settings, be they teachers, parents and/or community members, are entitled to considerate, empathetic behaviour. UWS Pre-service Teachers should be mindful of the mores and culture of the specific professional experience setting and should dress, speak and interact in a thoroughly professional manner. The earmark of a profession is that its members “act in a spirit of public service. That is, they are bound always to put the interests of others before their own.” (Longstaff, 1995, p.2). Students in Teacher education programs at the University of Western Sydney are expected to understand that the consequences of their professional practice must enhance the well being and learning of children, families and of their professional associates. No risk of significant harm is permissible. They must have respect for the dignity and worth of all persons and perceive that the welfare of the learners with whom they are dealing take precedence over the self-interest of the Pre-service Teacher. Thus they will:

contribute to safe and supportive environments free from any form of abuse or discrimination where their relationships with others are governed by trust and ethical values within current legal frameworks.

UWS Pre-service Teachers, during professional experience programs, will observe the laws of the relevant National or International, State or Territory in relation to:

Child protection2; Anti-discrimination, ie: harassment on the basis of: sex, pregnancy,

race, religion, marital status, disability, homosexuality, transgender, age; and

Criminal matters such as stealing, assault and drug abuse.

Professional Misconduct: While it is recognised that the majority of UWS students will behave in professionally and ethically appropriate ways, in the case of professional misconduct the following sanctions and procedures will apply.

UWS, 2011 Student Non-Academic Misconduct Policy specifies that “Non Academic Misconduct “ includes but is not limited to, conduct where a student:

1. Contravenes any provision of the UWS Act, By-laws, Rules or Policies; 2. Behaves in a manner that prejudices the good name or academic

standing of the University; 3. Damages or destroys University property (including library books,

computing hardware or software, or the deliberate release of computer viruses);

4. Misuses University facilities, systems and equipment, to engage in illegal activity or activity prohibited by the University’s rules and policies (for example, computer hacking, infringing copyright);

5. Steals or misappropriates University property or equipment; 6. Harasses, vilifies, abuses, threatens, assaults or endangers staff,

students or other members of the University’s community or otherwise obstructs staff or students or other members from undertaking their activities at the University;

7. Fails to follow reasonable directions of an employee of the University; 8. Alters or falsifies any document or record of the University (e.g. such

as student concession cards); 9. Alters or falsifies any documentation that the University requires of the

student (e.g. medical certificate or other supporting documentation); 10. Divulges confidential information relating to any University matter, staff

member or student (e.g. employment records, in-camera committee discussions) in circumstances where there is no reasonable or lawful excuse for doing so;

11. Behaves inappropriately in an activity (e.g. class, meeting), facility in or under the control or supervision of the University or a recognised University student association; or

12. Refuses or is unable to identify him/herself when asked to do so by an officer of the University (e.g. security officer, examination invigilator).

13. Knowingly provides false or misleading information to staff of the University.

2 All students, undertaking Teacher education programs at UWS are required to be familiarised with the child protection legislation and its implications for practice.

54

Those sections of the policy which are seen to particularly apply to professional experience in Teacher education are those that are asterisked. These are briefly discussed below:

Behaves in a manner which prejudices the good name or academic standing of the University: Pre-service Teachers, who are in settings in which they are undertaking professional experience, and who behave in disgraceful or improper ways will clearly bring UWS’ good name into disrepute. Harasses, vilifies, abuses or assaults staff, students or other members of the University’s communities:

In professional experience settings, such as schools, child care centres and so on, it may be seen that these are communities related to the University, so that Pre-service Teachers who vilify, abuse or assault members of those communities should be judged as being engaged in non-academic misconduct.

Fails to follow reasonable directions of an officer of the University: University appointed advisors and Supervising Teachers, are for the purposes of professional experience, officers of the University. Pre-service Teachers who fail to follow their reasonable directions in terms of professional conduct may be deemed to be engaged in non-academic misconduct. Behaves inappropriately in a class, meeting, facility or other activity in or under the control or supervision of the University or a recognised University student organisation: Professional experience is undertaken under the supervision of the University and is a course requirement in all Teacher education programs. Pre-service Teachers who behave inappropriately in professional experience settings can be said to be engaged in non-academic misconduct.

Professional misconduct in education settings includes but is not limited to: Behaviours which contravene those laws and expected professional practices which have already been identified. It is important to note that the agencies with whom the University cooperates in the placement of Pre-service Teachers (schools, early childhood settings etc.) will have their own codes of practice and that these should also be observed. Professional misconduct by a Pre-service Teacher engaged in professional experience may also encompass behaviours, that while not contravening legislation, are also inappropriate because the Pre-service Teacher:

55

behaves in a manner which prejudices the good name or academic standing

of the University; and/or harasses or vilifies members of the professional setting in which the Pre-

service Teacher is placed3; and/or refuses to follow reasonable directions of those with authority in the

professional setting and/or Disrespectful of any child, Teacher, parent or University Advisor

Identification of Professional Misconduct in Professional Experience Settings: Professional misconduct may be identified by: a Supervising Teacher, a School Principal or Member of the Executive, or a school coordinator and must be reported to the University Advisor who will advise the relevant Professional Experience Coordinator who will then determine the next appropriate action. Any notification of professional misconduct must be put in writing. Procedures for Sanctions: Within a Professional Experience Placement: Students engaging in professional misconduct during a professional experience

placement, depending upon the severity of the alleged misconduct, will be dealt with in accordance with the policies and procedures set out in the Professional Experience Policy and Protocol Guidelines (Section Five of this document)

In cases of serious misconduct or repeat offences students will be withdrawn

from the setting and appear before a School of Education Misconduct Committee comprising Head of School, Head of Program, Academic Coordinator of Professional Experience for their course, the School Principal or Centre Director, and a nominee of the University who will observe that due process has been followed. Pre-service Teachers before such a committee may bring a third party. The Committee may determine whether the student behaviour is such that it warrants a “Fail” grade for the relevant professional experience component.

Should the Pre-service Teacher’s behaviour be of sufficient seriousness, the

matter will be referred to the Vice Chancellor in line with procedures set out in UWS 2011 Calendar.

3 Harassment is unwanted and uninvited behaviour which is abusive, humiliates, offends or intimidates. In professional settings this may be behaviour directed to any person in that setting, be that person a child or adult. Harassment may be unwelcome conduct that is physical, verbal (written or spoken) or non-verbal (gestural) behaviour.

56

57

Across Professional Experience Placements: In those cases where a Pre-service Teacher has already received one written

warning in a prior professional experience placement and is again brought to the attention of the University for professional misconduct then the Pre-service Teacher will be withdrawn from the setting and appear before a School of Education Misconduct Committee comprising Head of School, Head of Program, Academic Coordinator of Professional Experience for their course, the School Principal or Centre Director (and if required the Principal or Centre Director of the previous placement), and a nominee of the University who will observe that due process has been followed. Pre-service Teachers before such a committee may bring a third party. The Committee may determine whether the Pre-service Teacher’s behaviour is such that it warrants a “Fail” grade for the relevant professional experience component.

Written Records: All instances of professional misconduct require written accounts. Records should be filed electronically (TRIMMED) to the Pre-service Teacher’s record and include all correspondence. Normal privacy requirements must be observed. Appeals: In the interests of natural justice Pre-service Teachers should have the right of appeal and request a mentor to guide them through normal university appeal processes. Normally the appropriate appeals process will be review of grade process. References: Alderson, P. (1995). Listening to Children. Children, Ethics and Social Research.

London: Barnardos Holdsworth, R. (1999). Taking Young People Seriously Means Giving Them

Serious Things To Do. Paper presented to a National Workshop ‘Taking Children Seriously’, Childhood Youth Policy Research Unit, University of Western Sydney, Macarthur. 12th-13th July.

John, M. (1996). Voicing: Research and Practice with the ‘Silenced’. In M. John

(Ed.) Children in Charge: The Child’s Right to a Fair Hearing. London: Jessica Kingsley Publishing, pp. 3 - 24.

Longstaff, S. (1995). Professions in society. Australian Financial Review, December.

Republished by the St James Ethics Centre (Article 0118)