EDFX315 placement preparation lecture 2014 - PST version · • engage in contact with students via...

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12/05/2014 1 Professional and Community Experience (PCE) Program 2014 EDFX315 Supervised teaching (June block placement) Matt Sexton (PCE Primary Coordinator) Supervised teaching This is your first supervised teaching placement in the primary school setting, designed to develop your professional knowledge, practices, and engagement with the teaching profession. All detailed information from this preparation session is contained in the EDFX315 Unit Outline and EDFX315 Guidelines for Associate Teachers and Student-Teacher Coordinators. Placement documentation There are two (2) documents associated with this placement. There is the EDFX315 Unit Outline and EDFX315 Guidelines for Associate Teachers and Student-Teacher Coordinators. Both documents are important for your success in EDFX315. Please read these documents very carefully. Your responsibility Please ensure that you read the EDFX315 Unit Outline before the end of Study Week. Although the University has asked all STCs and ATs to read the EDFX315 guidelines, do not assume that it has been read. It is your responsibility to become fully cognisant of all of the structure, expectations and conditions of the upcoming EDFX315 placement. Failure to enact this responsibility places you ‘at-risk’ of failing EDFX315. 2104 dates for EDFX315 EDFX315 takes place officially from Tuesday June 10 th until Friday June 27 th 2014 This is an three (3) week block placement which is at your Classroom Induction Program (CIP) school. Any missed days MUST be made up by you at a later date, in your own time that is convenient to the school and does not conflict with contact days for Semester 2.

Transcript of EDFX315 placement preparation lecture 2014 - PST version · • engage in contact with students via...

Page 1: EDFX315 placement preparation lecture 2014 - PST version · • engage in contact with students via social media (Facebook, Twitter, Instagram, etc.) unless written approval by the

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Professional and Community

Experience (PCE) Program2014

EDFX315Supervised teaching

(June block placement)

Matt Sexton(PCE Primary Coordinator)

Supervised teaching

• This is your first supervised teaching placement in the primary school setting, designed to develop your professional knowledge, practices, and engagement with the teaching profession.

• All detailed information from this preparation session is contained in the EDFX315 Unit Outline and EDFX315 Guidelines for Associate Teachers and Student-Teacher Coordinators.

Placement documentation

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

There is the EDFX315 Unit Outline and EDFX315 Guidelines for Associate Teachers and Student-Teacher Coordinators.

Both documents are important for your success in EDFX315. Please read these documents very carefully.

Your responsibilityPlease ensure that you read the EDFX315 Unit Outline before the end of Study Week.

Although the University has asked all STCs and ATs to read the EDFX315 guidelines, do not assume that it has been read.

It is your responsibility to become fully cognisant of all of the structure, expectations and conditions of the upcoming EDFX315 placement.

Failure to enact this responsibility places you ‘at-risk’ of failing EDFX315.

2104 dates for EDFX315

EDFX315 takes place officially from

Tuesday June 10th until Friday June 27th 2014

This is an three (3) week block placement which is at your Classroom Induction Program (CIP) school.

Any missed days MUST be made up by you at a later date, in your own time that is convenient to the school and does not conflict with contact days for Semester 2.

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Importance of reflective practice

Preservice teachers are encouraged to work in a collegial and collaborative manner with their peers. It is requested that the pre-service teachers be allocated one hour per week in order to meet with each other to reflect collaboratively on their observations and experiences.

In the case of only one pre-service teacher being assigned to a school, we ask that, where feasible, the Associate Teacher or Student Teacher Coordinator provides collegial support for the weekly reflective task.

EDFX315 Learning outcomesOn successful completion of this unit, pre-service teachers will be able to:

• establish links between the theoretical perspectives considered during education and professional studies undertaken at University and professional practice in schools (Graduate attributes 5 and 6);

• develop and implement appropriate classroom teaching and learning strategies (Graduate attribute 8); and

• reflect critically and evaluate their classroom experiences as a means to develop and refine professional practice (Graduate attribute 4).

EDFX315 assessment tasks

Each PST is required to complete four (4) tasks (there are 5 for PSTs seeking Catholic accreditation) during the three weeks of this placement.

Each task must be completed to standards that are expected for PSTs at this level of the BEd course.

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

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

Task 1: Supervised teaching

Plan and teach aminimum of 20 lessons from Day 2 onwards of the placement

and continue this until the end of the placement.

NB: This might prove difficult on the final day of placement. Please

check with your placement school.

These lessons are to be single lessons at different times during the day. However, if

you feel that you are ready, you may teach consecutive lessons.

Task 1 (cont.)In relation to the pre-service teacher's lesson preparation, the following conditions apply:

1. The subject or topic of each lesson/activity to be determined following discussion between the Associate Teacher and pre-service teacher.2. Each lesson/activity is to be set out in the teaching plan folder using the University lesson plan format (Appendix 1).3. Each lesson/activity is to be prepared out of school time.4. The planned lesson is to be handed to the Associate Teacher prior to teaching the lesson.Failure to meet conditions 3 and 4 above may result in withdrawal of permission to teach the assigned grade and one day's absence marked on the pre-service teacher's EDFX Report Form.5. The Associate Teacher is requested to write on the pre-service teacher's lesson plan an evaluation of each lesson, providing constructive feedback.

6. The pre-service teacher is to critically reflect on the lesson plan and presentation, identifying strengths in practice, areas of development, and ideas that could be enacted to improve professional knowledge and/or practice.

Task 2: Organisation and

management activities

Pre-service teachers are required to keep a record of

the types of organisation and management activities that were enacted during the placement including the frequency of such activities.

EDFX315 Organisation and management activitiesActivity Frequency

Telling stories 2

Organising children’s dismissal 4

Conducting news sessions 5

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Activities may include:-supervision and correction of written work

-entering material on the whiteboard

-assisting small groups or individuals with learning

-offering guidance to pupils in the library/resource centre

-telling stories

-reading stories

-conducting news sessions

-taking small groups for reading practice

-organising children's dismissal

-assisting with record-keeping procedures of the classroom

-maintaining or entering data for attendance rolls

-mounting a classroom display

-assisting with children's physical education activities

Task 3: Lesson observations

Pre-service teachers should participate in one (1) formal observation of a lesson each day. This means that the pre-service teacher will observe 14 lessons in total. The following conditions apply:

1. Pre-service teachers are required to take notes of lessons observed and discuss them with the Associate Teacher who is asked to sign the notes (The University lesson plan format provides a suitable framework for these notes).2. Opportunity should be provided before and afterthe observation lesson to consult with the Associate Teacher. The pre-service teacher is asked to inform the Associate Teacher of the particular professional practice (e.g., asking of higher-order questions) that will form the focus of the observations.

Task 4: Reflective practiceRecord daily reactions to your teaching performance in your journal/teaching plan folder.

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

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

Therefore, in your teaching folder you will have fourteen (14) of these daily reflections.

Task 5: Religious Education in

Catholic schoolsObserve at least two (2) lessons from the same Religious Education unit of work; use the University lesson plan format; negotiate this with the STC or REC

If teaching of the Sacraments is taking place, conduct observations in those classrooms

Meet with the REC to discuss resources (commercial and school-produced) used by classroom teachers to plan, teach and assess RE lessons and liturgies

** The observation of the two lessons can be done as part of Task 3.

EDFX315 snapshot Week 1

Supervised teaching days

Week 2

Supervised teaching days

Week 3

Supervised teaching days

Preparation for teaching

Commence placement tasks

Plan, teach, assess and self-

evaluate two (2) lessons per

day (Wed – Fri)

Observe and document one (1)

demonstration lesson per day

(Tues – Fri)

Organisation of Religious

Education task with STC and

Religious Education Leader

Ensure that the ‘Mid-point review’

is conducted and signed off on the

EDFX Report Form

Plan, teach, assess and self-

evaluate two (2) lessons per day

(Mon – Fri)

Observe and document one (1)

demonstration lesson per day

(Mon – Fri)

Implementation of Religious

Education task

Plan, teach, assess, and self-

evaluate two (2) lessons per day

(Mon – Thurs)

Observe and document one (1)

demonstration lesson per day

(Mon – Fri)

Completion of Religious

Education task

Ensure completion of all

placement tasks

Ensure EDFX Report Form is

completed and signed

appropriately

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

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

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

• overuse mobile phones during meal times in the staff room;• use his/her mobile phone when conducting supervision of students (e.g., yard duty);

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

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

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Professional conduct1. to attend the Professional and Community Experience Program briefing and debriefing sessions as scheduled

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

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

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

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

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

7. to dress professionally

8. to assist in the care of the classroom9. to arrive no later than 8.30 a.m. each morning and to remain at least until 4.00 p.m. daily. (Some schools may require an earlier arrival time or later departure time.)

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

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

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

Supervision for EDFX315

• ACU supervisors will be phoning your

placement school for a mid-point

review on your achievements and

progress

• University supervisors may speak with the

STC but most of the phone conversation

will held with your AT

EDFX315 Report Form

Associate Teacher’s Mid-point review will

focus on:

– Strengths;

– Areas for development for the rest of the

placement

– Rating out of seven (7) in terms of

demonstrating the Australian Professional

Standards for Teachers (AITSL, 2012)

EDFX315 Report Form

Pre-service teacher’s Mid-point review

will focus on:

– Successful aspects in relation to the

Professional Standards for Teachers

–Goals for the remainder of the placement

in relation to the Learning Outcomes and

Standards

– Pre-service teacher’s reflective comments

about performance at mid-point of the

placement

EDFX315 Report Form

Pre-service teacher performance will be

assessed according to demonstrable

enactment of the Professional Standards

for Teachers (AITSL, 2012) within the

three (3) domains of:

• Professional knowledge

• Professional practice

• Professional engagement

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Examples of evidence

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

It will be important for you to read through these examples which are in the EDFX315 Unit Outline and the Guidelines for Associate Teachers and Student-Teacher Coordinators.

EDFX315 Report FormAt the conclusion of the placement, summative assessment will be provided through the use of comments from:

– Associate Teacher

– Student Teacher Coordinator

– Pre-service teacher

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

A SATISFACTORY or UNSATISFACTORY grade will be recommended to the University

EDFX315 Report Form

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

Friday 4th July 2014

• Keep a copy of the report form (the form belongs to ACU). This is important for your final year unit EDFD462.

EDFX report forms• Coloured report form must be handed in (Blue for EDFX315)

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

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

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

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

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

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

• Photocopy the report form for your own personal file

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Placement folder• It is vital that your folder is organised and set out to a very high standard. Set the impression that you are dedicated to your profession!

• Complete the “Block placement schedule of tasks”

• Collect resources, including copies of work programs

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

Placement folderA. PERSONAL INFORMATION

– Include the Guideline Booklet for this teaching round

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

record sheet for assessment, copy of the teacher work program etc.

C. JOURNAL – Daily observations and reflections (include any attempts at

teaching sessions from observation experiences)

D. FORMAL OBSERVATION LESSONS – Grouped alphabetically according to Domains or Discipline areas

E. TODAY’S LESSONSF. SUMMARY of LESSONS TAUGHT

– Lessons should be collated according to Domains / Discipline areas, i.e. , Arts or Drama, with the most recent first.

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

planning and assessment ideas

Use this checklist

whilst you are on placement to keep track of the

activities and actions that you

are required to complete to successfully pass

this EDFX315 unit.

Unit Outline and Guidelines 2014

• Please ensure that you download the

appropriate EDFX315 Unit Outline and

Guidelines

• Use the new “friendly” PCE URL

www.acu.edu.au/pcevic

Working with Children Checks• Any person working with young

children and school students must

carry a valid Working with Children

Check. This is Victorian legislation.

• When working in schools, you must

carry this WWCC card with you at all

times

• If you cannot produce your WWCC

card when requested, the placement

will be terminated.

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Professionalism• Dress professionally

–Check if the school has a staff dress code

– Some schools say ‘no jeans’

–Careful with short tops and short skirts

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

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

• Professional speech and courteous responses

Professionalism

• Pay attention to correct grammar and

syntax use with lesson plans, teaching,

planning sessions, and staff meetings

• Participate in staff meeting activities,

curriculum meetings, school inservice

sessions

• Accept criticism graciously – if some

feedback does not make sense, ensure

that you ask clarifying questions

Important advice

• Take informative notes regarding:

–Classroom organisation/layout

–Classroom routines

– Behaviour management strategies

– Teaching strategies that enable effective

learning, including ICT use

– Documentation practices (lesson/unit

planning, assessment, etc.)

–Ways teachers/staff interact with

parents/caregivers

Important advice• Ask permission for copies of materials, samples of teacher work, references and resources

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

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

Important advice

• Be proactive and get involved in the life

of the school

• Contact the school if you are going to

be absent (you are required to

complete ‘make up’ days for absences)

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

Important advice

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

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

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

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Time at the school

• Punctuality is VERY important

• If you are running late, contact the school office and give an estimated time of arrival (ETA)

• Timeframe: 8.30 - 4.00 pm minimum(please confirm these times with the AT and STC because schools have different starting times)

Social media

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

Set all to highest privacy settings possible

Do not accept requests from students at your placement school

Queries, questions and concerns

• Email: [email protected]

• Room 5.63, Level 5, 115 Victoria Parade

– Exit lift on 5th floor, take right hand corridor,

PEP window is 1st on right hand side.

• Tel: 9953 3251

What’s next?• Download, read and annotate the EDFX315 Unit

Outline and the Guidelines for ATs and STCs

(available by Friday 16th May at 4 pm)

• Read carefully the sections that relate to the

Australian Professional Standards for Teaching

(AITSL, 2012) and the examples of evidence

• Download, read and annotate this EDFX315

presentation (available by Friday 16th May at 4 pm)

• Set one broad and two specific goals for

developing your professional knowledge and

practice (share these with your AT before you start

the placement)